主备：杨晓青 王愿 第 1 课时 总第 10 课时 【教学目标】1. Practice Ss‟ spoken English and listening ability
2. Encourage Ss to participate in the discussion in order to realize how they and other people use their senses in their studies and daily life and now they can make better use of their senses. 【教学重点】How to have Ss fully participate in the discussion?
【教学难点】How to ask Ss practice their spoken English and share their opinions with others? 【教 具】Multi-media projector 【教学过程】 【二次备课】 Step one: Brainstorming 1. How many senses do people have? What are they? With what can we see and hear? How can we know whether a dish is delicious? How can we know a flower has a peasant smell? What do we do when we want to know whether the water in the basin is hot or cold? 2. Table We do see hear taste with eyes ears Tongue/taste buds The sense sight hearing taste Touch/feel Hands/feet/skin touch 3. What would happen if people lost one or two of their senses? For example: a person who can‟t see is blind. A person who can‟t hear is deaf. 4. What are the roles of the five senses? As we all know, almost everyone has five senses and they‟re used everywhere all the time. We learn about the world through the five senses. We use the five senses to study, work and relax.
5. By the way, how blind people can read? How do the deaf communicate with each other? They can read by touching raised dots which represents numbers and letters called Braille. They use body language or sign language. Step two: Sharing information 1. Ask Ss to read the short passage and know more about the five senses. 2. Useful words and expressions Step three language points 1 Sense a sense of fatigue and hunger. 疲劳和饥饿的感觉 a sense of humor. 幽默感 the sixth sense 第六感觉， 第六感官 make sense 有道理， 有意义 What you say makes no sense. It doesn‟t make sense to buy that expensive coat when these cheaper ones are good. make sense of 理解，明白 vt. 感到, 理解, 认识 sense one‟s sorrow, hostility( 忧愁，敌意) Although she didn‟t say anything, I sensed that she didn‟t like the idea. 2 Sight n. 视力, 视觉, 见, 瞥见, 视域, 眼界 Sense of sight 视觉 in sight 看得见 out of sight 看不见 at first sight 初一看，乍一看 at the sight of一看到……. Catch sight of 看见，发现 lose sight of 看不见 Disappear from sight 消失 come into sight 出现
【二次备课】 vt. 看见 After three days at sea, we sighted land.. 3 Sign 符号，标牌，示意动作 traffic signs 交通标志 a shop sign 商店招牌 sign/body language 手语 种种迹象表明…… There are signs that…… 【二次备课】 Sign 签字，示意 Sign your name here, please. The policeman signed them to stop. 4 Blind people can read by touching letters in raised dots called Braille. raise: vt. raise your hand 举起手 raise the price 提高价格 raise money for the charity 为慈善机构筹钱 raise a baby 养育小孩 rise: vi. The sun rises in the east. 太阳从东边升起。 (rise, rose, risen) 5. However, even if we have good senses, they can still confuse us. confuse: vt. sth. confuse sb. 某物使某人困惑 confused: adj. sb. is confused about sth. 某人对于某物感到困惑。 his confused look/expression 他的困惑的表情 confusing: adj. sth. is confusing. 某物令人困惑。 He was confused about the confusing news. Confusion u. 他对这个令人困惑的消息感到困惑。 Step Four: Discussion More questions for Ss to discuss. Homework: 1. Read two articles on page 94-95 2. Preview reading text 【作业布置】
【教学后记】
课题： M3U1 The world of our senses
主备：杨晓青 王愿 第 2—4 课时 总
10 课时
【教学目标】1 To encourage students to speak out to practice their oral English
2 To arose their interest in learning this unit through activities.
3 To let them know the importance of senses and know that sometimes senses affect one another and people may be misled by their own senses.
【教学重点】How to read a story? 【教学难点】Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life. 【教 具】Multi-media projector
【教学过程】 【二次备课】 Step 1 Lead-in (Pictures 1-3) Lead in the five senses by asking the students their life experiences. The five senses are: The sense of sight, the sense of hearing, the sense of taste, the sense of smell and the sense of touch They enable us to know the world around us. Step 2: Discussion (Pictures 4-5) What will happen if you lose one or two of your senses? Do you know how blind people can read? Step 3: Reading (Pictures 6-7) A. Read the passage and find the answers to these questions: Do you know how blind people can read? How do the deaf communicate with each other? B. Solve the language problems while reading. Step 4: Sharing information and Observation (Picture 8) A. Question: Do you believe sometimes senses may cheat us and they may affect one another? B. Show some examples. (Pictures 9-13) Step 5: Discussion (Pictures 14-15) A. Ask the students the following question and then have a discussion. They are all expected to be involved in the discussion, practice their spoken English, and share their opinions with each other. Question: Why are people misled by their own eyes? B. After the discussion the teacher draw the conclusion that Because the background or other lines confuse the eyes Also, what we expect to see can change what we see. Actually, it is more the brain that is confused than the eyes. C. Remind the students that no matter how our eyes may cheat us, we do need our eyes as well as other senses. So we should protect our senses. We can see that health is very important in our life and good senses also improve our life quality. Maybe the best way to avoid being cheated by our senses is that we sense, meanwhile, we think. (Picture 16) Step 6 Consolidation (Picture 17) . Review the five senses once again and finish the exercises given on show, which, of course are related to the senses. Step 7 Discussion (Picture 18)
Do you know that some famous people are disabled? Raise examples and talk about their contributions. Step 8 Assignments (Picture 19) 1.Preview the reading part, do exercise C1 and C2. 2.Find information about some more famous people who are disabled and yet make great contributions to the world. Step 9 Language points 1. forecast vt./n. (forecast, forecast)预报，预测 forecast that it will rain tomorrow according to the weather forecast 2. once (省略句，逻辑主语须一致) 一旦出版，这本词典会非常畅销。 Once published, this dictionary will be very popular. 一旦被抓，他会受到惩罚。 Once caught, he will be punished. 3． that far 那么远 that/this + adj./adv. 这么、那么（相当于so） that long 那么长 that many 那么多（可数） that much 那么多（不可数） She was that tired that she had to have a rest. Can hard work change a person that much? 4． As Polly observed the passengers on the train, she had a feeling that she was being watched by a tall man in a dark overcoat. observe: vt. (1) 观察 observe sth./sb.; observe that The teacher has the habit of observing birds. observe (see, watch, notice) sb. do sth. 观察某人做某事（强调过程，经常） sb. doing sth. 观察某人做某事 （强调动作正在进行）
(2)注意到 老师注意到一些学生睡着了。 The teacher observed that some students were asleep. (3)评论、说 He observed that his English teacher was a funny person. (4)遵守（规则、法令等） Everyone should observe the traffic rules. 每个人都应遵守交通规则。 (5) 庆祝、过（节日、生日、周年等） How will you observe your birthday? 你将如何庆祝你的生日？ observer: n. 观察者 observation: n. 观察，观察力 5．She had the feeling that …… = She sensed that …… =She felt that …… 6． While the rest of the passengers were getting out, she glanced at the faces around her. (1) the rest剩余的人，物 Take what you want and throw the rest away. 拿走你需要的，然后把剩余的扔掉。 the rest 作主语时，谓语动词由of 后的名词单、复数决定 The rest of his life was spent in prison. 他的余生在狱中度过。 The rest of the books are on the shelf. 剩余的那些书在架子上。 (2) 休息 have a rest 休息一下 glance: glance at 看一眼，瞥一眼 The man glanced nervously at his watch. 男子紧张地瞥了一眼他的手表。 【辨析】 glance at 很快地看一眼，瞥一眼 glare at 怒视 stare at 凝视，盯着看 n. take/have a glance at (朝„„)一瞥 7 nowhere We could find him nowhere. Nowhere could we find him. The boy is nowhere to be found. We have nowhere to find the lost boy. 1. They could find no room _____to live in_______. (live in) 2. They have no food _____to eat_____. (eat) 3. People used to have clean water ___to drink_____. (drink) 4. There is no clean water _______to be drunk_______________. 5. Clean water is nowhere _______to be found______.(find) 8． As she walked along the narrow street, she heard the sound of footsteps approaching, but by the time she reached the corner of the street, the footsteps were gone.
【二次备课】 approach: vi. 接近，靠近，即将到来 The summer vacation is approaching. 暑假即将到来。 vt. 接近，靠近 He finally approached the house. 他终于走近了那房子。 He is difficult to approach. 他是一个很难打交道的人。 Vt. 着手处理 这个问题很难处理。 It is difficult to approach the problem. n. 方法the approach to the problem 问题的解决方法 n. 通道 All the approaches to the palace have been guided. n. 接近，靠近 The children ran off at the teacher‟s approach. 9． Set off (1)动身、出发 (2)点燃、燃放 set off fireworks (3)引起 What he said set off a heated discussion. 10.wish for sb. to come along 期盼有人能够出现 come along 出现 She is waiting for her right man to come along. 她正等待心上人的出现。 If you work hard, success will come along. 如果你勤奋的话，成功会随之而来的。 11. but fear held her still. calm, quiet, still, silent still”意为“静止的，不动的”，指没有运动或者动作的状态。 “calm”意为“平静的，沉着的”，指无风浪或人的心情不激动。 “quiet”意为“宁静的，安静的”，指没有声音，不吵闹，心里不烦恼。 “silent”意为“沉默的”，指没有声音或不讲话。 1.Parents ask their children to keep __quiet______. 2. She kept ___silent____ about what she had seen in the traffic accident. 3. Fear held her ___still___. 4. When running into danger, keeping ___calm_______ is of great importance. 12. Polly hesitated. hesitate: vi. hesitate at/about/over sth. vt. hesitate to do sth. 犹豫做某事 Don‟t hesitate to help those in need. 毫不犹豫地去帮助那些有需要的人。 hesitation: n. Without any hesitation, he jumped into the river to save the drowning child. 他毫不犹豫地跳下河去救溺水的孩子。 12. A few seconds later, a hand reached out and grasped her arm. reach out: 伸出（手） reach out (one‟s hand) for sth.: 伸出手拿某物 The beggar reached out for money. 乞丐伸手要钱。
【拓展】 out of (one‟s) reach 够不着，触不到 The banana was out of the monkey‟s reach. 猴子够不着香蕉 3 3. Polly found herself staring up at ….. Find sb/oneself +doing/done/prep find him lying on the grass find him surrounded by water find him in a beautiful valley 15. You really shouldn‟t feel anxious. anxious: adj. 焦急的，忧虑的 be anxious about sth./ that (anxiety) 渴望的 be anxious for/to do sth. We are really anxious for peace. 他们确实渴望和平。 I‟m really anxious to see him. 我急于见他。 16. „Thank you so much for coming to my aid,‟ said Polly in relief. Aid vt./n 帮助、援助 （1）u. With/without the aid of Come/go to one‟s aid in aid of 为了帮助 first aid 急救 teaching aids 教具 vt. Aid sb. in/with (doing ) sth. relief: n.(单数/u.) 宽心，慰藉，轻松 (1) to one‟s relief 令某人宽慰的是 （2）It is a relief to see/have/know…… (3) with/in relief 放心地、放松地 vt. relieve one‟s pain 减轻，缓和某人的痛苦
【作业布置】
【教学后记】
【二次备课】
课 题： M3U1 Word Power
主备：杨晓青 王愿 第 5 课时 总第 10 课时 【教学目标】1.Get to know different parts of speech of words.
2.Learn words and expressions related to weather.
3.Encourage students to learn to remember and practise what they learn by listening and translation.
【教学重点】How to describe weather?
【教学难点】How to help students expand and use their vocabulary and knowledge better? 【教 具】Multi-media projector 【教学过程】 【二次备课】 Step 1 Introduction The teacher starts the lesson by asking a student to retell the reading passage in this unit “fog” and write down those words in the passage and show another two words on the screen which have different parts of speech so that students can understand the meaning of “part of speech” and further understand those words. 【设计说明】在学习词汇之前，刚好完成了Reading的教学，通过复述课文既起到了复习巩固作用又通过某些词的重现让学生了解了本节课要学习的内容：同一个词可能有不同的词性和含义。整个导入过程自然流畅。 Step 2 Grasp and practice Ask students to fill in the blanks of part B on page 6 to grasp the words given in the box. 【设计说明】通过简单的练习设置帮助检测学生对新学词汇的理解。 Step 3 Review, look and understand Remind students of the trouble Polly met and ask them to conclude: It is the fog that causes her so much trouble. Look at some pictures about bad weather which causes trouble and let students understand them. 【设计说明】通过对文章的再次温习引入到话题“坏天气会给人们造成麻烦，天气预报可以有效减少损失。”因此，从情感上，学生能更积极地参与学习有关天气词汇的学习。 Step 4 Show and learn Symbols of weather are introduced to students. The students can learn and remember better with the help of vivid pictures and the teacher will also introduce a way that some adjectives are formed. That is, we add “y” to some of the noun forms. 【设计说明】通过图片和词汇的相结合双重刺激学生的记忆，让学生轻松而形象地学习词汇以及构词法的一些知识。同时可选些词让学生造句，以巩固所学词汇。
Step 5 Translation Ask Students to translate a weather report by using the sentence patterns and words shown in the previous step. 【设计说明】通过翻译对前面几个部分学过的词汇，词组和句型的掌握进一步加深。 【二次备课】 Step 6 Practice Ask students to finish part B on page 7 to know clearly how to read and express information about weather forecast. 【设计说明】语言的功能在使用在交流，这部分的练习设计以天气预报员的预报为背景，情景真实，表达词句地道，是一个很好的将学习和真实交流结合的机会，学生在操练过程中感觉真实而有趣，有利于对知识的掌握。 Step 7 Homework Listen to the weather report for tomorrow in Wuxi and write a short passage in English. 【设计说明】通过家庭作业再次巩固所学内容。同时，鼓励学生利用网络等有效学习资源了解更多有关天气的知识。 【作业布置】
【教学后记】
课 题： M3U1 Grammar and usage
主备：杨晓青 王愿 第 6—7 课时 总第 10 课时 【教学目标】1. know what an attributive clause is like;
2. have a general idea of the usage of relative pronouns who, whose, which; 3. make up sentences containing attributive clauses by following examples; 4. show more interest in learning grammar by attending competitions in class 【教学重点】How to understand different noun clauses?
【教学难点】How to help students expand and use their vocabulary and knowledge better? 【教 具】Multi-media projector
【教学过程】 Grammar: Noun clauses Step 1 General revision for Noun clauses 1). 名词性从句在句中的作用相当于名词，共有四种：_________, _________, ________,_________。 2). 引导名词性从句的连接词以及它们在句中的作用。 A、连接代词：__________________________________ B、连接副词：__________________________________ C、连接词：__________________________________ 3). Practice: 判断下面各句中含有什么从句，并划线。 1.What was most important to her, she thought, was her family. (08 山东) 2.The little girl who got lost decided to remain where she was and waited for her mother. (09 山东) 3.It's uncertain what side effect the medicine will bring about, although about two thousand patients have taken it. (10 浙江) 4.Could I speak to whoever is in charge of International Sales please? (09 海南) 5.I want to be liked and loved for what I am inside. (10 湖北) 6.We can‟t figure out why quite a number of insects, birds and animals are dying out. ( 04 北京) 7.The fact has worried many scientists that the earth is becoming warmer and warmer these years. ( 09 江西) 8.The last time we had great fun was when we were visiting the Water Park. ( 08 天津) Step 2 Explanation. 一．whether / if 的选择 1. I asked her __________ she had a bike. 2.______ we will hold a party in the open air tomorrow depends on theweather. 3. We‟re worried about ________ he is safe. 4. I don‟t know ___________ he is well or not. 5. I don‟t know ________ or not he is well. 6. The question is _________ he should do it. 7.The doctor can hardly answer the question ______ the old man will recovesoon. 8. I don‟t know _______ to go. 二．引导词that 的省略和不能省略 that 可省略的情况： 单个宾语从句中的that可省略
【二次备课】 that不可省略的情况： a. 主语从句 b.表语从句 c.同位语从句 d.用it做形式宾语的宾语从句 e. 并列的宾语从句中的后几个从句的,引导词that 不能省略 1.I don‟t think ________ she is coming. 2.It is a pity ________ he has made such a mistake. 3.The reason is _________ he is careless . 4.The news ________ our team won the match inspired us. 5.I don‟t think it necessary _________ you should read English aloud. 6.He told me _______ his father had died and _______ he had to make a living alone. 三．同位语从句一般跟在某些抽象概念的名词后面，用以说明名词所表示的具体内容。常跟同位语从句的名词主要有：idea, newsfact, promise, answer, belief, doubt, hope, problem, proof, questionsuggestion, thought, truth, possibility等。 （( 12 ）) 我毫不怀疑他会成功。____________________________________________________. 老师给我建议，让我多阅读。______________________________________________ ( 3 )台湾属于中国这个事实是众所周知的。____________________________________ ( 4 ) I have no idea _________ he comes from. ( 5 ) He can‟t answer the question ________ he got the money. ★★★ 与定语从句的区别： 1.We expressed the hope that they had expressed. 2. We expressed the hope that they would come to China again. 3.The information has been announced that more middle schoograduates will be admitted into university. 4.The information that he gave at the meeting is of great value. 练习： 1. (11上海) 35. There is clear evidence _____ the most difficult feeling of all to interpret is bodily pain. A. what B. if C. how D. that 2.（11山东）32.The old town has narrow streets and small houses __are built close to each other. A. they D. that
【二次备课】 B. where C. what 3. (11湖南)25.Julie was good at German, French and Russian , all of _____ she spoke fluently. A. who B. whom C. which D. that 4．(09重庆)We should consider the students' request the school library provide more books on popular science. A. that where 四．作形式主语或宾语的it. 1. 当that引导的陈述句作主语时，可换成it作形式主语。 Eg：你这次又没有通过考试，我很失望。 ___________________made me very disappointed. ______________________________________ 2. 主句的谓语动词是及物动make, find, consider, think, feel 等，则把宾语从句置于宾语补足语之后，用it作形式宾语。 Eg：我发现学好英语是很重要的。__________________________________. 3．仔细阅读下面的几个句子，好好比较，并填空。 1). It will be two weeks __________ we celebrate Christmas Day this year. 2). It is still under discussion _______ the old bus station shouild be replaced with a modern hotel or not. (11重庆) 3). It was in the lab ______ I did experiment last night ______ I left my key. 4). It has been more than five years _________ I leanred English. 5). It was April 29, 2001 ____ Prince William and Kate Middleton walked into the palace hall of the wedding ceremony. (11福建) Step4: Exercise in class. 纠错练习： 1.The prediction from Maya worries residents __________ December 212012 would be the end of the world. (期中模拟) 2.The new hospital will be located in _______ used to be a wasteland. 3.With your help, there is no doubt ____ ____ our plan is meant for will work out successfully. ( 9.16) 1.________ they have in common is _____ they all have succeeded. ( 报纸10) 2.Is this research center ________ we visited the modern equioment last
B. when C. which D. year? (解读32) 3.In those days I often had the question _______ the work was worth doing. (解读32) 4.Father made a promise ______ _____ I passed the exam he would buy mea very beautiful bike. (解读30) Step5: Language points: 1. require 要求，需要(p9) require sb. to do sth. require that sb. (should )do sth. meet/satisfy one‟s requirements/needs/demands 2. volunteer (c.) 志愿者 V．volunteer to do sth. 3. add Add that 补充说，接着说 Add up 把…..加起来 Add up to 总计达 Add…to… 把……加到……上 Add to 增加、增添 4．In a position to do sth. (因为有能力、金钱、权利而)能够做某事 He is in no position to say no. 他没有权利说不。 5. 与….有关 Be related to be linked to be relevant to Be connected with be concerned with be associated with Have sth. to do with Be in connection with 6. recognize (recognition) (1)认出、辨认出 I‟m sorry. I didn‟t recognize you. (2)意识到 He recognized that he had made a serious mistake. (3)正式承认、认可 He is recognized as/ to be one of the greatest writers in the world. 7. remain (1)Vi. 剩下，留存;留下 They left the place and nothing remained. Two of us will remain to clean the classroom. (2)Vi. 有待于，尚待 A lot of problems remain to be solved. Whether he will succeed or not remains to be seen. = It remains to be seen whether he will succeed or not. (3) (系动词)继续、仍然 Remain silent/ unsolved Remain standing Remain seated Remain a mystery/puzzle
(4) with the remaining money 用剩余的钱 【作业布置】
【教学后记】
课 题： M3U1 Task
主备：杨晓青 王愿 第 8 课时 总第 10 课时 【教学目标】1.Practice the language skills of listening. Reading, speaking and writing.
2.Learn how to plot a story, prepare a surprise ending and improve the students‟ language in storytelling.
【教学重点】How to improve the students language skills?
【教学难点】How to help students expand and use their vocabulary and knowledge better? 【教 具】Multi-media projector 【教学过程】 Skills building 1: Plotting a story Step 1: Lead-in Retell the story Fog 2. What kind of story do you like to read? Step 2: Plot 1. What is a plot? 2. The three parts. Step 3: Practice 1. Do part A and B on page 12 2. Listening 3. Analyze the plot of the story Fog Skills building 2: Identifying different elements of a comic strip Step 1: Lead-in How can we tell a story? Step 2: The four elements : speech bubble, thought bubbles, sound bubbles and caption Step 3: Practice 【二次备课】 Step 4: Language points
1.（P12）distance Vt. Distance yourself from 使自己与….保持距离、疏远、不介入 n. ①What‟s distance between A & B? What‟s the distance from A to B? ② A shark can smell blood at a distance of 10 meters. ③ within walking distance 步行的距离 ④ in the distance 在远处、在远方 I can‟t make out who it is in the distance. ⑤ distance learning 远程学习 2.(P16) attach Vt. ⑴ 系、绑、贴、固定、连接、附上 Attach sth. to sth. Attach a recent photograph to your form He‟d like to buy a house with a garden attached. ⑵ 重视某事物，认为…..很重要 Attach importance/significance to Nowadays parents attach great importance to learning. 3. (P16) disability ⑴ c. 伤残、残障 He is a man with a disability. = He is a disabled man. ⑵ u. 缺陷 ⑶ disabled (adj.) ⑷ disable (Vt.) 使 …… 伤残、残废 4. （P17）辨析alive、living 、live 、 lively Alive 只做表语和后置定语 He is one of the greatest writers alive in the world. Living 只做表语和前置定语 Living fish 活鱼 Live (现场直播的adj.、现场直播地adv.) Lively (生动的adj.)
【作业布置】
【教学后记】
【二次备课】
课 题： M3U1 Project
主备：杨晓青 王愿 第 9—10 课时 总第 10 课时 【教学目标】1.Help students fully understand the text.
2.Master the meaning and usage of some of the words and phrases. 【教学重点】How to help students cooperate and fulfill each part of the task?
【教学难点】How to help students expand and use their vocabulary and knowledge better? 【教 具】Multi-media projector
【教学过程】 Teaching procedures: Planning A. Get into groups(4-6) B. Decide which topic your group will prepare. Preparing Visit a zoo , watch an animal documentary, look at books, surf the Internet……to find information about the animal. Producing 1. Focus your research on how your animal uses its senses. 2. TV is very visual so pictures should be presented in an easy to see way. 3. Each member must work on different part of the show, keeping in mind the overall design. 4. Each member has to proofread the writing at least once, correct mistakes if there are any, and add any new ideas they can think of. 【二次备课】 Language points: 1. Contrary to what many people might assume, evidence shows that sharks seldom attack humans. contrary: adv. 相反地，反对地 Contrary to expectation, he didn't win in the contest. 与预期相反,他在竞赛中没有获奖。 adj. 相反的,对立的 His views are contrary to mine. 他的看法与我相反。 n. 相反;相反的事物 You didn't bother me. On the contrary, I like your company. 你没有打扰我。相反地,我喜欢你的陪伴。 2. Do not wear bright clothing or jewellery, because sharks are attracted to the flash of colors and bright objects. attract: vt. 引起...的注意(或兴趣等) Jim was attracted to the Italian girl. 吉姆被那位意大利女孩所吸引。 The garden city attracts many tourists. 那个花园城市吸引许多游客。 attraction: n. 吸引，吸引力，吸引物 attractive: adj. 吸引的，有吸引力的
3. likely: adj. 可能的 He is likely to come. = It is likely that he will come. 可以说 It is likely/probable/ possible to do sth./ that … 但只能说 sb. is likely to do sth. It‟s (very/ most) likely that … 他很有可能会赢这场比赛. He’s likely to win the game. 很可能他现在遇到麻烦了。 It is very likely that he’s in trouble now. 这项工作他似乎是最合适的人. He seems the most likely person for the job. 4. Hit the shark on the nose. 打在鲨鱼的鼻子上。 这是一种动词 + 宾语 + by (on, in) + the + 身体部位等的结构， 此种类型常用的动词有：catch, pull, shake, seize, hit, take, beat … Suddenly, he took me by the hand. 突然他抓住了我的手。 The ball hit the headmaster on the head. 球打在校长的头上。 5. avoid sth./doing sth 为了避免失败，我们不得不更加努力学习。 In order to avoid failure, we had to work harder. 你应该避免提到任何可能使她伤心的事。 You should avoid mentioning anything that may make her sad. 6 During both World War I and II, pigeons were employed by armies to carry messages to and from the front lines, saving the lives of many soldiers and even helping win some important victories. employ: vt. employ sb. 雇佣某人employer: n. 雇佣者 employee: n. 被雇佣者 7.appear ⑴系动词 似乎、好像 Appear to do It appears that…… ⑵（Vi.）出现、露面 ⑶ appearance (u.) 外貌、外表 【作业布置】
【教学后记】
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