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1、Unit 2 Robots I.教学内容分析本单元的话题是机器人，文学作品中的机器人以及科幻小说作者阿西莫夫。由于人们对这个话题了解的比较少，所以当我们谈起机器人的时候，人们常会想到是科幻小说，童话故事，卡通故事等。但是机器人已经在我们现实生活中存在了，它们被广泛应用于工农业生产及军事领域。许多机器人在家中做繁杂的家务，甚至代替人类从事一些危险的工作。本单元介绍了各种各样的机器人，从科幻小说中的想像到现实世界中的应用，以及将来机器人的发展。Warming Up 部分展示了几副图画，通过让学生们讨论这几副图画，导入本单元的话题，并让学生试着给机器人下定义。Pre-reading 部分一些关于机器
2、人的讨论进一步激发学生对科学的热爱。Reading 部分是根据科幻小说作家阿西莫夫的故事改编的。在这个故事里非常具有人类智能的机器人托尼，来到主人公克莱尔家之后，帮助她做家务并帮她解决了一些难题。他不仅提高了她家的家庭品位并且提高了她自身的形象，致使克莱尔对他产生了复杂的感情。这完全不同于一般的对机器人的描写，而是把它上升到一个人工智能的高度机器人对人类感情的影响。Learning about Language 部分突出了词汇和语法的学习与训练。其中本单元复习的语法项目是被动语态和动词不定式的被动形式。Using Language 部分中的阅读文章介绍了科幻小说作者阿西莫夫。这篇人物传记使学生
3、进一步了解了Reading部分作者的生平以及科幻小说、机器人等。阿西莫夫对机器人的看法深深地影响到以后的作家，甚至科学家对人工智能的研究。Summing Up 部分引导学生对本单元所学的知识进行归纳和总结。II.教学重点和难点1.教学重点(1)学习重要的词汇好短语；(2)复习语法被动语态。2.教学难点(1)激发学生学习科学，热爱科学的热情；(2)学会写作有关的人物传记。III.教学计划本单元建议分为五个课时第一课时：Warming Up&Listening(Workbook)第二课时：Pre-reading,Reading&Comprehending 第三、四课时：Learning about
4、 Language 第五课时：Using Language IV.教学步骤：Period 1 Warming Up&Listening(Workbook)Teaching Goals:1.To discuss different kinds of robots and their functions.2.To know more about today s robots.Teaching Procedures Step 1.Leading-in 1.Tell Ss something about robots and People can control these robots from a
5、 distance.2.Ask Ss to talk about the following questions.(1)Do you know any robots?(2)What s the characteristic of robots?(3)What s the function of robots?(4)What s the definition of a robot in you opinion?Step 2.Warming Up 1.Ask Ss to read the introduction of robots in Warming Up and compare with t
6、heir ideas about robots.2.Ask Ss to talk about the pictures of Warming Up and make a list of anything with robots as characters.Then let them present their list before the class.3.Ask Ss to read the following text and then finish the true or false questions.Step 3.Listening(Workbook)1.Lead Ss to Lis
7、tening.Teacher may say,“Today we are going to listen to a radio interview in which a science reporter talks about recent robots.From it,we can learn more about today s robots.Before listening to the tape,please look through the exercises on P54 quickly.”2.Play the tape and ask Ss to finish Ex2 on P5
8、4.3.Ask Ss to work in pairs,listen to the tape and finish Ex3 on P54.Play the tape again and ask them to check the answers.4.Ask Ss to discuss the following questions in pairs.(1)What are the negative aspects of each robot that Emma talks about?(2)How can we deal with the negative aspects of each ro
9、bot?Step 4.Homework 1.Ask Ss to surf the Internet and find some information about robots.2.Ask Ss to preview the reading text.文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6
10、B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C
11、3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R
12、4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6
13、E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L
14、4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G
15、5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3Period
16、 2 Pre-reading,Reading&Comprehending Teaching Goals:1.To get Ss to know the life of Tony.2.To get Ss to know more about what robots can do for people.3.To develop Ss reading ability.Teaching Procedures:Step 1.Pre-reading 1.Ask Ss to look at the pictures of Pre-reading on P10 and discuss the followin
17、g questions.(1)What are they?(2)Where can we find them?(3)What can they do for people?2.Ask Ss to imagine a robot that can think,feel,has its own needs and desires,and looks and feels like a human being.Then ask them to talk about the following question.Can we find the robot in our life?3.Tell Ss th
18、at the robot cannot be found in our real life but we can find it in the text we are going to learn next.Step 2.Fast reading 1.Ask Ss to read the text quickly and try to find the main idea of the text.2.Ask Ss to find the relationships between the characters in the text.Step 3.Intensive reading 1.Ask
19、 Ss to read the text carefully and answer the questions in Ex1 on P12.2.Ask Ss to look through the following sentences and try to find whether they are true or false according to the text.3.Play the tape,and ask Ss to listen and pay attention to Tony s characteristics that were similar to those of a
20、 human being and different from those of a human being.Then ask them to finish Ex2 on P12.Step 4.Consolidation 1.Ask Ss to listen to the tape again and try to retell the story.2.Ask Ss to underline what they cannot understand in the text.And tell them the language points will be dealt with in the ne
21、xt period.Step 5.Homework 1.Ask Ss to write the retold story.2.Ask Ss to preview Learning about Language.文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 Z
22、K4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编
23、码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5
24、 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3
25、 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文
26、档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6
27、Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3Period 3&4 Learning about L
28、anguage Teaching Goal:1.To get Ss to master the new words and expressions.2.To get Ss to master the grammar point:the passive infinitive and v ed form as adjectives.Step 1.Word study 1.fiction(1)【U】小说He writes fiction.他写小说。(2)【C】杜撰的故事，虚构的事情It is only a fiction not a fact.这件事是虚构的，不是事实。2.desire vt 希望，
29、想要We all desire happiness and health.我们都想得到幸福和健康。3.absent adj.(1)缺席，不在He was absent from the meeting.他没有出席会议。(2)缺少Love was totally absent from his childhood.他从童年就完全失去了爱。(3)漫不经心的，心不在焉的We can see an absent expression on her face.我们能看到她脸上漫不经心的表情。4.alarmed 焦急的，害怕的I m very alarmed at your leaving.你打算离开，我
30、相当焦急。Step 2.Phrase study 1.test out 考察，检验He is going to test out the result of the experiment.他要检查一下实验的结果。2.turn around 回转，转向When he turned around,he found his friend gone.他转身发现他的朋友已经走了。3.leave alone 不管，不理会，不干涉Leave that mad dog alone.别理那条疯狗。Step 3.Sentence study 1.It was disturbing and frightening
31、that he looked so human.他看上去太像人类了，这令人不安且害怕。It is/was+adj+that It was surprising that he had failed the exam.他没有通过考试，真让人吃惊。2.It was then that Claire realized that Tony had opened the curtains on the front window.就在那时，克莱尔发现托尼已经拉开了前窗的窗帘。It was/is+被强调部分+that It was yesterday that I met your sister in th
32、e zoo.就在昨天我在动物园遇见了你的姐姐。It was in the zoo that I met your sister yesterday.昨天正是在那个动物园我遇见了你的姐姐。Step 4.Grammar study 1.The passive infinitive(1)Explanation 文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3
33、T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4
34、B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E
35、6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4
36、C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5
37、R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ
38、6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8
39、L4C3T10R3 ZK4G5R4B3K3当不定式动词与其逻辑主语之间是被动关系时,不定式要用被动语态构成形式为to be done/to have been done。例如：He claimed to be treated badly in the super market when he was doing shopping yesterday.注意:有时尽管不定式与其逻辑主语是被动关系，但不定式仍用主动语态，不用被动语态。不定式作状语，如果句子中存在light,heavy,difficult,easy,comfortable等词就应该用不定式的主动形式表示被动含义。The box is
40、so heavy to carry.He isn t easy to get along with 另外,下面的被动语态是经常的考点，也应特别注意:在口语和非正式场合下为了强调动作，常用“get+过去分词”结构。有时带有不愉快，不顺利的含义。其否定和疑问句要借助动词do 来构成。有时也会出现“become+过去分词”的结构。例如：Did you get scolded yesterday？He became seized with a deep sorrow.短语动词和含有情态动词的被动语态形式短语动词的被动结构中,构成短语动词的介词或副词不能省略。情态动词的被动语态形式是：情态动词+be+过
41、去分词。例如：The doctor has been sent for.Bad habits have been done away with.主动形式被动意义 当 feel,look,smell,taste,sound 等系动词后面接形容词时；The fish smells good.鱼闻起来香。当 cut,read,sell,wear,write,wash,cook,shut,dry,drink,wash等表示某种性质时且带状语修饰语时；当动词表示“开始、结束、关、停、转、启动”等意义时，如：The book written by that famous writer is selling
42、 very well.那位作家写的书很畅销。These cups clean easily.这些杯子很容易洗。want,require,need，worth 后面的动名词用主动形式表示被动意义，如：These flowers want/require/need watering.这些花需要浇水。These books are worth reading.这些书值得读。（被读）下面的词汇用主动语态：come out,come into being,go off,run out,give out,give in.，happen,take place,break out The accident h
43、appened yesterday evening.The fire went out gradually.对于被动语态，弄清主语与谓语动词的关系是做题的关键。在实际应用中，如果一个动词只能用作不及物动词，那么它就不会用于被动语态。而且，一个动词到底是否应该用被动语态，不能从汉语的角度去理解，而应该注意到英语和汉语的不同表达方式。在很多情况下，汉语的被动关系要么表现得不那么明显，要么和英语的被动语态刚好相反。应该说这就是被动语态的难点和重点。例如：Hundreds of jobs will be lost if the factory closes.(2001春)句意为-“工厂关闭将失去几百个
44、工作。”汉语中不用被动形式，但英语句里主语是jobs,因此用被动结构。文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR
45、8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK
46、4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码
47、:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5
48、HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3
49、ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档
50、编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3文档编码:CZ6E6B9Z6Q5 HR8L4C3T10R3 ZK4G5R4B3K3Period 5 Using LanguageTeaching Goals:1.To develop Ss listening and writing ability.2.To know som