預(yù)設(shè)目標(biāo):1、穩(wěn)定幼兒的情緒,愿意來幼兒園,親近老師能隨老師同伴一起游戲活動(dòng)。2、認(rèn)識(shí)班里的同伴和老師知道自己是幼兒園的小朋友。3、在老師的幫助下愿意做自己能做的事情。4、初步培養(yǎng)幼兒生活方面的自理能力。家長配合:1、堅(jiān)持送孩子來園。2、為幼兒準(zhǔn)備生活照片。3、及時(shí)與老師溝通孩子的情緒反應(yīng)。
二,教學(xué)策略下面從過程設(shè)計(jì),教法與學(xué)法三方面對教學(xué)策略進(jìn)行分析1、過程設(shè)計(jì)《PPT呈現(xiàn),簡單說》。2、教法有:探究遷移,角色扮演3、學(xué)法有:小組討論,自主學(xué)習(xí),三,教學(xué)過程本次課前預(yù)習(xí),課中學(xué)習(xí),課后練習(xí)三個(gè)環(huán)節(jié)。(一)課前準(zhǔn)備課前準(zhǔn)備環(huán)節(jié)分前置性學(xué)習(xí)和課前診斷。前置性學(xué)習(xí)可通過微課,教材等課程資源,對相關(guān)知識(shí)進(jìn)行自學(xué),了解背景,疏通文義,實(shí)行小檢測。(二)課中學(xué)習(xí)課中學(xué)習(xí)環(huán)節(jié)分自主學(xué)習(xí),合作探究,拓展延伸三個(gè)步驟。步驟一,自主學(xué)習(xí)文言實(shí)詞與虛詞的用法及意義,總結(jié)規(guī)律。步驟二,圍繞題目展開,理清文中思路,并品味語言,體悟情感。學(xué)生先自由討論發(fā)言,分析品味文中的語言所包含的情感,揣摩人物的心理,說話的語氣,然后讀出來,大家分享。老師也可以參與,師生共讀共賞,最后可以聽聽名家朗誦音頻,進(jìn)行多向比較鑒賞。
(1)宗教有它自身的發(fā)展規(guī)律,不能簡單的用行政力量去消滅或發(fā)展宗教,實(shí)行宗教信仰自由政策是遵循宗教發(fā)展規(guī)律,科學(xué)處理宗教問題。(2)宗教信仰自由是憲法賦予公民的民主權(quán)利,實(shí)行宗教信仰自由政策有利于加強(qiáng)信教群眾與不信教群眾的團(tuán)結(jié),引導(dǎo)宗教與社會(huì)主義社會(huì)相適應(yīng)。2、弘揚(yáng)科學(xué)精神我國是在馬列主義、毛澤東思想、鄧小平理論、三個(gè)代表重要思想指引下的社會(huì)主義國家,要建設(shè)社會(huì)主義物質(zhì)文明、政治文明,也要建設(shè)社會(huì)主義精神文明。加強(qiáng)對人民群眾的科學(xué)世界觀和無神論教育,形成文明、健康、崇尚科學(xué)的社會(huì)風(fēng)尚,逐步消除宗教存在的社會(huì)根源何認(rèn)識(shí)根源,在保護(hù)宗教信仰自由的同時(shí),創(chuàng)造宗教消亡的條件,這是解決在教問題的根本途徑。3、中學(xué)生作為中國特色社會(huì)主義事業(yè)未來的建設(shè)者,要用辯證唯物主義和歷史主義以及現(xiàn)代科學(xué)文化知識(shí)武裝自己,弘揚(yáng)科學(xué)精神,樹立科學(xué)世界觀,承擔(dān)起建設(shè)祖國、振興中華的光榮歷史使命。
(一)知識(shí)目標(biāo)識(shí)記:宗教信仰自由的含義。理解:(1)社會(huì)主義條件下宗教存在的長期性;(2)理解我國實(shí)行宗教信仰自由的內(nèi)容;(3)依法加強(qiáng)對宗教事務(wù)管理的有關(guān)規(guī)定。(4)積極引導(dǎo)宗教與社會(huì)主義社會(huì)相適應(yīng)。(二)能力目標(biāo)能運(yùn)用馬克思主義關(guān)于宗教的基本觀點(diǎn),分析說明我國實(shí)行宗教信仰自由的正確性和必要性。(三)情感、態(tài)度與價(jià)值觀目標(biāo)通過學(xué)習(xí),加強(qiáng)宗教的政策觀念,自覺抵制和反對各種迷信活動(dòng),特別是認(rèn)清法輪功的邪教本質(zhì)。三、教學(xué)重點(diǎn)難點(diǎn)全面理解和貫徹宗教信仰自由政策既是重點(diǎn)又是難點(diǎn),教學(xué)中緊緊抓住中央一再強(qiáng)調(diào)的三句話:(1)全面貫徹宗教政策;(2)加強(qiáng)對宗教事務(wù)管理:(3)引導(dǎo)宗教與社會(huì)主義社會(huì)相適應(yīng)。四、學(xué)情分析這是本課的難點(diǎn)。我國是多民族的國家,也是多宗教的國家,特別是宗教對一些少數(shù)民族有廣泛而深遠(yuǎn)的影響。我們東部地區(qū)的學(xué)生,很多人還存在疑惑:我們社會(huì)主義國家為什么還允許宗教存在,實(shí)行宗教信仰自由政策呢?
讀《環(huán)境污染組圖》思考:造成交通擁擠的原因是什么?有什么危害?(原因:汽車的增加、汽車數(shù)量與道路狀況的比值越來越大造成的。危害:交通阻塞,導(dǎo)致時(shí)間和能源的嚴(yán)重浪費(fèi),影響城市環(huán)境質(zhì)量。)3.增加就業(yè)困難,失業(yè)人數(shù)增多思考:產(chǎn)生這個(gè)問題的原因是什么?(隨著城市化發(fā)展,城市科學(xué)技術(shù)提高,機(jī)器化大生產(chǎn)使勞動(dòng)者數(shù)量要求降低,城市人口本來就未充分就業(yè),再加上鄉(xiāng)村人口大量涌入,導(dǎo)致失業(yè)人數(shù)增多。)二、解決辦法:(以上海市為例,講解解決的辦法。)1.改善城市環(huán)境:治理河流、控制大氣污染物、大力加強(qiáng)綠化建設(shè)為改善城市環(huán)境,上海市全面展開對大氣、河流、噪聲等多方面的治理工作。如蘇州河的治理、降低城市污染物濃度、加強(qiáng)綠化建設(shè),截止1990年,市區(qū)綠化覆蓋率達(dá)到20.3%。
一、活動(dòng)內(nèi)容:節(jié)奏活動(dòng)《一千零一個(gè)噴嚏》 二、活動(dòng)目的: 1、在教師的啟發(fā)下,幼兒學(xué)習(xí)快、慢兩種速度敲擊樂器。 2、教幼兒看指揮調(diào)節(jié)自己敲擊的速度。 3、引導(dǎo)幼兒學(xué)習(xí)與集體保持速度一致地演奏,養(yǎng)成愛護(hù)樂器的習(xí)慣。 三、活動(dòng)準(zhǔn)備:木魚、小鼓、沙球 四、活動(dòng)過程: 1、教師與幼兒自由討論“打噴嚏”引題。 (1)小朋友,你們有沒有打過噴嚏呢?你們?yōu)槭裁创驀娞纾? (2)今天老師給小朋友講一個(gè)故事,故事的題目是《一千零一個(gè)噴嚏》 2、教師講述故事,探討故事角色特點(diǎn)。 (1)教師講述第一遍故事。 提問:故事的題目?故事里有誰?發(fā)生了什么事?它是怎樣解決的?
1. 標(biāo)題首先根據(jù)海報(bào)的特點(diǎn)、格式寫明標(biāo)題。海報(bào)中往往把內(nèi)容作為大標(biāo)題。例如: Save the earth, Save the birds。2. 正文部分不同的海報(bào)其正文部分的側(cè)重點(diǎn)不同。對于介紹性的海報(bào), 首先要引出話題, 其次列出原因, 最后是總結(jié)。對于宣傳類的海報(bào), 要寫明具體內(nèi)容, 如: 活動(dòng)內(nèi)容, 地點(diǎn)以及參加活動(dòng)的注意事項(xiàng), 主持或舉辦單位等。1. 圖片: 要選擇引人注目的圖片, 與主題要相關(guān), 色彩明亮。話題句式 1. It is a treasure of our country. 它是我國的國寶。2. Believe it or not, at present only several thousand pandas exist in the world. 信不信由你, 目前世界上僅現(xiàn)存幾千只熊貓。 3.It’s because of human activities that tigers are endangered. 正是因?yàn)槿祟惖幕顒?dòng), 老虎處于瀕危的狀態(tài)。4. Many wild animals are in danger of dying out. 很多野生動(dòng)物面臨著滅絕的危險(xiǎn)。 5. The government has taken effective measures to protect them. 政府已采取有效的措施來保護(hù)它們。6. People should raise the awareness of the protection of wild animals. 人們應(yīng)該提高保護(hù)野生動(dòng)物的意識(shí)。 7. It’s amazing that there are merely less than 1, 000 finless porpoises living in China. 非常令人吃驚, 目前中國僅有不足1 000只江豚。
The activity topic of this section is "report an ongoing event", and the structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway. "Being" and "suffering" are the meanings of the present progressive passive voice.The usage of present progressive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context.1. Motivate Ss to deepen the understanding of the usage of present progressive passive voice in a fixed context.2. Enable Ss to master the usage of present progressive passive voice and use it flexibly in a context.3. Lead Ss to construct sentences or appreciate sentences used master it and use it flexibly in a context.1. Help students to appreciate the function of the usage of present progressive passive voice in a sentence2. Instruct students to write essays using the proper usage of present progressive passive voice.Look at the picture and tell me what are workers doing? What is the house being done?
The listening and speaking part aims at how to protect and help endangered animals by listening, speaking and talking about the facts and reasons. This lesson analyzes the decreasing clause of Tibetan antelope population and the measures of protecting Tibetan antelopes. So students can be guided to learn to analyse the title and use different reading skills or strategies, like scanning, skimming and careful reading.1. Read quickly to get the main ideas and the purpose of going to Tibetan; read carefully to understand what the author see and think.2. Understand the sentences of the present continuous passive voice such as “Much is being done to protect wildlife.” and the inverted sentence “Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet.”3. Enhance the awareness of protecting wildlife.4. Cultivate the reading methods according to different materials.1. Read quickly to get the main ideas and the purpose of going to Tibetan; read carefully to understand what the author see and think.2. Understand the sentences of the present continuous passive voice such as “Much is being done to protect wildlife.” and the inverted sentence “Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet.”3. Cultivate the reading methods according to different materials.Step 1 Leading-inWatch a video about elephants and whales and then ask:Why are they endangered ? They are killed/hunted
教材分析改革開放后我國的綜合國力不斷增強(qiáng),人民對祖國統(tǒng)一的愿望越來越迫切。本節(jié)課以“一國兩制”構(gòu)想的提出,香港、澳門的回歸和海峽兩岸關(guān)系的發(fā)展為中心,說明實(shí)現(xiàn)祖國統(tǒng)一,完成中華民族復(fù)興是歷史發(fā)展的必然。第一目“‘一國兩制’構(gòu)想的提出”主要講述了“一國兩制”的含義及歷史意義。第二目“香港、澳門的回歸”著重講述了香港回歸、澳門回歸的經(jīng)過及歷史意義,這是“一國兩制”成功的實(shí)踐。第三目“海峽兩岸關(guān)系的發(fā)展”講述了大陸注重發(fā)展與臺(tái)灣的關(guān)系,促進(jìn)海峽兩岸的經(jīng)濟(jì)文化交流與合作,打破了幾十年來海峽兩岸的隔絕狀態(tài),促進(jìn)了祖國統(tǒng)一的進(jìn)程。此外,教材還通過“資料回放”“歷史縱橫”“學(xué)思之窗”等欄目,為學(xué)生學(xué)習(xí)提供了一些詳細(xì)的史料。在教學(xué)中要分析圖表資料,引導(dǎo)學(xué)生理解完成祖國統(tǒng)一大業(yè),實(shí)現(xiàn)中華民族的復(fù)興,是任何人也阻擋不了的歷史潮流。
【教學(xué)內(nèi)容】人教版高中思想政治必修3文化生活第一單元第二課第二框題《文化塑造人生》?!窘虒W(xué)目標(biāo)】1.知識(shí)目標(biāo)理解優(yōu)秀文化如何豐富人的精神世界、增強(qiáng)人的精神力量及促進(jìn)人的全面發(fā)展。2.能力目標(biāo)(1)能賞析優(yōu)秀文化產(chǎn)品,感悟積極向上的文化生活對于豐富人們的精神世界,增強(qiáng)人民的精神力量的意義,確信其促進(jìn)人的全面發(fā)展的重要作用。(2)結(jié)合文化塑造人生,不斷豐富自己的精神世界,促進(jìn)自身的全面發(fā)展3.情感、態(tài)度、價(jià)值觀目標(biāo)樹立正確的世界觀、人生觀、價(jià)值觀,豐富精神世界,增強(qiáng)精神力量,接受優(yōu)秀文化,促進(jìn)自身的全面發(fā)展?!窘虒W(xué)重點(diǎn)】優(yōu)秀文化能豐富人的精神世界,增強(qiáng)人的精神力量【教學(xué)難點(diǎn)】文化促進(jìn)人的全面發(fā)展【教學(xué)準(zhǔn)備】資料收集、多媒體課件【課時(shí)安排】1課時(shí)【教學(xué)過程】視頻導(dǎo)入:播放我國殘疾人藝術(shù)團(tuán)在春節(jié)晚會(huì)上的精美舞蹈《千手觀音》。
This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cases concerning this grammar, such as the “preposition+ relative pronouns which and whom” and cases where we can omit the relative pronouns. This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises. 1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students’ great interest in grammar learning.1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.本節(jié)語法思考:定語從句在復(fù)合句中的作用是什么? 關(guān)系詞有哪些?定語從句在復(fù)合句中的作用相當(dāng)于形容詞,它在句中作定語修飾名詞或代詞。他們在先行詞和定語從句之間起到聯(lián)系作用,同時(shí)在意義上代表先行詞并在定語從句中擔(dān)任一個(gè)成分。被定語從句所修飾的詞稱先行詞,定語從句一般放在先行詞的后面。
The theme of the reading and thinking is about “Understanding how a problem was solved”.The Listening & Speaking & Talking is about international co-work to protect the Mount Tai, in which the students from seven countries came up with many solutions even create the Mount Tai App. This section aims at showing how to solve a difficult and even tough problem about protecting the cultural heritage by the international co-work. So in this section, cultivating students’ international awareness is very clear and important. Concretely, with the economic development, how to balance the protection of cultural relics and social development is a big challenge for human. In the 1950s, the Egyptian government wanted to build the Aswan Dam across the Nile to control floods, produce electricity and water farms. But the proposal led to protests because it would destroy a lot of cultural relics. The Egyptian had no choice but ask the UN for help. Therefore, a international cooperation about how to protect the cultural relics began, which involved the time length about 20 years and a large amount of fund. Then, the problems was solved. 1. Read quickly to get the main idea and the structure of the article; read careful to get detailed information.2. Learn to use the reading strategy---making a timeline3. Learn how to solve a tough problem by asking for help and cooperation4. Have the international awareness and understand the great strength of international cooperation.1. Read quickly to get the main idea and the structure of the article; read careful to get detailed information.2. Learn to use the reading strategy---making a timeline.3. Learn how to solve a tough problem by asking for help and cooperation.
Listening and Speaking introduces the topic of “ask about online habits”. Many middle school students have been surfing the Internet for many years, but what they do with the Internet and how much time they spend every day may not be very clear to themselves, nor to other students. This section allows students to investigate their peers' Internet use, which is conducive to their mutual understanding and understanding of the Internet. It can also help them reflect on their own online behavior, learn from other people's good online habits, and get rid of their bad online behavior.The listening text of this section is an investigation interview. The investigators interview specific groups with the same questions to obtain information, so as to understand their views, practices or attitudes on this issue. There are two specific questions: “how much time do you spend online every day? What do you usually do online?”. The answers of the three respondents provide rich and different information, and achieve the purpose of the investigators. The oral discourse structure of survey interviews generally includes greeting and explaining the purpose of the interview, presenting the interview questions and the respondents' answers. Listening and Talking introduces the theme of “choosing the right application ". Listening text is a conversation between Laura and Xiao Bo. In this part of listening, “oink”; “piggy bank” may cause the students' hearing comprehension limitation. Oink refers to sound word and pig's sound. So, add some oink to my piggy bank is often used to describe "making a little money".1. Guide students to understand the content of listening texts in terms of listening for definitions.2. Cultivate students' ability to define words and understand an investigation interview.
This unit is about history and traditions. From the opening page, we can know that this unit will introduce the history and traditions around the world. As Marcus Garvey says “A people without the knowledge of their past history, origin and culture is like a tree without roots”, it is important for students to realize the importance and value of knowing the history and traditions and their further meanings. And this part ( listening and speaking ) is divided into two parts: Part A---share views on historic sites, Part B ---talk about a visit to a historic tourist destination. By talking with a foreigner, the speakers introduce the historic attractions and their cultures. Part A is that William, a British student, who was going to visit the Confucius Temple and a Chinese student, Xiao Kong, who was going to the Confucius Temple to meet with the members of the research group, went together and exchanged their views on the Confucius Temple, Confucius, Confucius' descendants and Confucius' educational thoughts. Part B is a conversation between Xiao Yan, a youth hostel receptionist and Paul, a backpacker about the feelings and experience after visiting the Chinese famous tourist attraction Pingyao.1. Guide students to understand the content of listening texts in terms of the whole and key details; 2. Cultivate students' ability to guess the meaning of words in listening; discuss with their peers how to talk about historic spots and great person.3. Instruct students to use functional sentences of showing one’s excitement, surprise and disappointment.1. Guide students to understand the content of listening texts in terms of the whole and key details; 2. Cultivate students' ability to discuss with their peers the related topics.3. Enable students to use the functional items of showing one’s excitement, surprise and disappointment.
Features of languages1.Finally, in the 20th century, the southern part of Ireland broke away from the UK, which resulted in the full name we have today: the United Kingdom of Great Britain and Northern Ireland.該句是一個(gè)復(fù)合句。該句主句為:the southern part of Ireland broke away from the UK;which resulted in the full name we have today為which引導(dǎo)的定語從句代指前面整句話的內(nèi)容,we have today為定語從句修飾先行詞name。譯文:最后,在20世紀(jì),愛爾蘭南部脫離英國,這導(dǎo)致了我們今天有的英國的全名:大不列顛及北愛爾蘭聯(lián)合王國。2.Almost everywhere you go in the UK, you will be surrounded by evidence of four different groups of people who took over at different times throughout history.該句是一個(gè)復(fù)合句。該句主句為:you will be surrounded by evidence of four different groups of people;其中Almost everywhere you go in the UK為讓步狀語從句; who took over at different times throughout history為定語從句修飾先行詞people。譯文:幾乎無論你走到英國的任何地方,你都會(huì)發(fā)現(xiàn)歷史上有四種不同的人在不同的時(shí)期統(tǒng)治過英國。3.The capital city London is a great place to start, as it is an ancient port city that has a history dating all the way back to Roman times.該句是一個(gè)復(fù)合句。該句主句為:The capital city London is a great place to start; as it is an ancient port city that has a history dating all the way back to Roman times.為原因狀語從句;dating all the way back to Roman times為現(xiàn)在分詞短語作定語修飾history。
Step1:自主探究。1.(教材P52)Born(bear) in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988.2.(教材P52) Moved(move) by this music, he said, “It was like seeing color for the first time.”3.(教材P56)I was very afraid and I felt so alone and discouraged(discourage).4.(教材P58)Encouraged(encourage) by this first performance and the positive reaction of the audience, I have continued to play the piano and enjoy it more every day.Step2:語法要點(diǎn)精析。用法1:過去分詞作表語1).過去分詞可放在連系動(dòng)詞be, get, feel, remain, seem, look, become等之后作表語,表示主語所處的狀態(tài)Tom was astonished to see a snake moving across the floor.湯姆很驚訝地看到一條蛇正爬過地板。Finally the baby felt tired of playing with those toys.終于嬰兒厭倦了玩那些玩具。注意:1).過去分詞作表語時(shí)與被動(dòng)語態(tài)的區(qū)別過去分詞作表語時(shí),強(qiáng)調(diào)主語所處的狀態(tài);而動(dòng)詞的被動(dòng)語態(tài)表示主語是動(dòng)作的承受者,強(qiáng)調(diào)動(dòng)作。The library is now closed.(狀態(tài))圖書館現(xiàn)在關(guān)閉了。The cup was broken by my little sister yesterday.(動(dòng)作)昨天我妹妹把杯子打碎了。2)感覺類及物動(dòng)詞的現(xiàn)在分詞與過去分詞作表語的區(qū)別過去分詞作表語多表示人自身的感受或事物自身的狀態(tài),常譯作“感到……的”;現(xiàn)在分詞多表示事物具有的特性,常譯作“令人……的”。
(4)Now we have heard a number of outstanding speeches ... 我們已經(jīng)聆聽了許多精彩的發(fā)言……(5)Because we wanted the nations of the world, working together, to deal with ... 因?yàn)槲覀兿M澜绺鲊鴪F(tuán)結(jié)起來去應(yīng)對……(6)And if we do not act ... 如果我們不采取行動(dòng)……(7)Now, I share the concerns that have been expressed ... 我也同意對于……表達(dá)的擔(dān)心(8)Let us show the world that by working together we can ... 讓我們告訴全世界,通過一起努力我們可以……(9)It is now time for us to ... 是時(shí)候我們……(10)And I have always wished that ... 我一直希望……(11)Thank you for letting me share this day with me.感謝你們和我共度這一天。實(shí)踐演練:假如你是高中生李華,你校將舉辦一次以“音樂”為主題的演講比賽,請你按照主題,寫下你的演講稿。注意:詞數(shù)100左右。First of all, thank you for listening to my speech. My topic is: love music like love yourself.Music is like the air we need to maintain our normal lives around us. You can't imagine how terrible a world without music would be. Movies and TV shows have no music, only dry conversations and scenes; mobile phones only vibrations; streets only noisy crowds; cafes, western restaurants only depressed meals. What a terrible world it is!As a student, I hope we all can enjoy the fun brought by music in our spare time. Instead of just listening to music, we can even make our own music. Let's enjoy the fun of music!Thanks again for your attention!
This unit is about the Internet, which has a great influence to our humans and our lives. During the Listening & Speaking & Talking and Reading and Thinking section, the influence in examples has been shown. Thus, use the Present Perfect Tense is appropriate. However, in order to show the justice or weaken the doer of the behavior/action, it’s better to use the Present Perfect Passive Voice than the Present Perfect Tense. Besides, having learned to use the Present Perfect Passive Voice, students can beautify their language in their writing. 1. Learn the structure of the Present Perfect Passive Voice and its functions. 2. Learn to change the sentences with the Present Perfect Passive Voice into the sentences with the Present Perfect Passive Voice. 3. Learn to write sentences with the Present Perfect Passive Voice flexibly according to the context. 1. Learn the structure of the Present Perfect Passive Voice and its functions. 2. Learn to change the sentences with the Present Perfect Passive Voice into the sentences with the Present Perfect Passive Voice. 3. Learn to write sentences with the Present Perfect Passive Voice flexibly according to the context. Step 1 Observe the following sentences, then change the sentences into passive voice.He has been selected to take part in the sports meeting.(肯定句)他已被挑選出來參加運(yùn)動(dòng)會(huì)。The ink has not been removed from his overcoat.(否定句)墨跡還沒有從他外套上去掉。
Step 5 Practice一、完成下列句子。1. Judy and I _______________(把車停下來(park))in an underground car Park near Trafalgar Square, where we could ______________________(讓我們的車充電(charge)).2. When we finally reached the service desk to ask for audio guides, we heard it ___________ that there were no audio guides____________(留下,剩下).3. We__________________________(發(fā)現(xiàn)自己對...很驚訝)the large number of visitors and the amount of noise at the entrance of the National Gallery.4. Judy ____________________(眼神專注于) Van Gogh’s Sunflowers. It was hard to approach the painting as there were so many people around.5. She ____________________(把這幅畫的復(fù)制品裝箱(box)) to ensure that it was delivered safely.答案:1.had our car parked get our car battery charged 2. announced left 3. found ourselves very surprised 4. had her eyes fixed on 5. had a copy of the painting boxed二、用過去分詞對下列句子進(jìn)行改寫。1. Loch Ness was surrounded by beautiful natural landscape, which made it look amazing.2. Carl and his friend stayed with a generous family who offered them bread with butter and honey that was homemade.3. The family’s ancestors once attended to soldiers who were wounded in the First World War.4. The young people were attracted by the legend of Loch Ness. They watched over the lake with their cameras and binoculars, which were positioned on the hill.答案:1. Loch Ness surrounded by beautiful natural landscape looks amazing.2. Carl and his friends stayed with a generous family who offered them homemade bread with butter and honey.3. The family’s ancestors once attended to wounded soldiers in the First World War.4. The young people attracted by the legend of Loch Ness watched over the lake with their cameras and binoculars positioned on the hill.