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新人教版高中英語必修1Unit 4 Natural Disasters- Reading for writing教案
①標(biāo)題——標(biāo)題應(yīng)當(dāng)簡潔明了。②導(dǎo)語——導(dǎo)語是消息開頭的第一段或第一句話，簡明扼要地揭示出消息的核心內(nèi)容。③主體——主體是消息的主要部分，要用充足的事實表現(xiàn)主題，對導(dǎo)語的內(nèi)容作進(jìn)一步的展開和闡述。④結(jié)束語——通常是對全文內(nèi)容進(jìn)行概括性的總結(jié)。3. 新聞報道增分句子（1）陳述事實常用的句型:①A terrible storm hit/struck ... , killing ..②It was a cool autumn night when the earthquake happened. A large number of buildings fell down and roads were destroyed, leaving a great many people homeless.地震發(fā)生在一個涼爽的秋夜。大量的建筑物倒塌，道路被毀,許多人無家可歸。③With the help of the rescue team, people who were the trapped in the flood were saved.在救援隊的幫助下，困在洪水中的人們得救了。（2）陳述觀點常用的句型:①Clearly/Obviously/In my opinion/It seemed that people were shocked.顯然/在我看來/似乎人們震驚了。②The whole city was in ruins after the earthquake.地震后整個城市成了一片廢墟。（3）揭示原因常用的句型:Because of/As a result of/Thanks to the help of the army, people who got injured were sent to the hospital immediately.
新人教版高中英語必修1Unit 4 Natural Disasters-Discovering Useful Structures教案
【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.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 exercise of good quality.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教學(xué)重難點】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.【教學(xué)過程】Step1: 語法知識呈現(xiàn)定語從句（一）—關(guān)系代詞的用法在復(fù)合句中, 修飾名詞或代詞的從句叫定語從句。定語從句通常由關(guān)系代詞或關(guān)系副詞引導(dǎo)，說明事物的具體信息，從句位于被修飾詞之后。被定語從句修飾的詞叫先行詞，引導(dǎo)定語從句的詞叫關(guān)系詞，關(guān)系詞指代先行詞，并在定語從句中充當(dāng)成分。關(guān)系詞有兩種：關(guān)系代詞who, whom ,whose, that, which, as和關(guān)系副詞when, where, why。
新人教版高中英語必修1Unit 4 Natural Disasters-Listening and Speaking教案
【教材分析】高考聽力材料的選用非常重視語言真實性和交際性的原則，語言材料一般來源于實際生活，對話的內(nèi)容大都取材于日常生活，即衣、食、住、行、工作、學(xué)習(xí)、天氣、生活環(huán)境等話題，可分為校園、公共場所、家庭等方面，如: shopping, finding the way, doing one’s homework, seeing a doctor, making a phone call, weather report, asking for different kinds of information等。新教材的特點就是利用生活中真實文本，只是降低難度，讓學(xué)生注重語言的應(yīng)用，將是我們高考把握方向的重要因素。【教學(xué)目標(biāo)與核心素養(yǎng)】學(xué)習(xí)能力目標(biāo)：在聽力當(dāng)中，學(xué)生應(yīng)該有效規(guī)劃學(xué)習(xí)方法，選擇恰當(dāng)?shù)牟呗耘c方法。這節(jié)課的訓(xùn)練目標(biāo)是讓學(xué)生有正確的預(yù)測和抓住問題的關(guān)鍵信息，從而用心去聽來找尋關(guān)鍵信息。根據(jù)生活中實際情況和高考常見語境，我們不難發(fā)現(xiàn)提前預(yù)測和抓住題干中的w很重要，即what, where, when, why等等。
新人教版高中英語必修1Welcome Unit-Discovering Useful Structures & Listening and Talking教案
常跟雙賓語的動詞有：（需借助to的）bring, ask, hand, offer, give, lend, send, show, teach, tell, write, pass, pay, promise, return等；基本句型 五S +V + O + OC（主＋謂＋賓＋賓補(bǔ)）特點：動詞雖然是及物動詞，但是只跟一個賓語還不能表達(dá)完整的意思，必須加上一個補(bǔ)充成分來補(bǔ)足賓語，才能使意思完整。 判斷原則：能表達(dá)成—賓語 是…/做…注：此結(jié)構(gòu)由“主語+及物的謂語動詞+賓語+賓語補(bǔ)足語”構(gòu)成。賓語與賓語補(bǔ)足語之間有邏輯上的主謂關(guān)系或主表關(guān)系，若無賓語補(bǔ)足語，則句意不夠完整?？梢杂米鲑e補(bǔ)的有：名詞，形容詞，副詞，介詞短語，動詞不定式，分詞等。如：He considers himself an expert on the subject.他認(rèn)為自己是這門學(xué)科的專家。We must keep our classroom clean.我們必須保持教室清潔。I had my bike stolen.我的自行車被偷了。We invited him to come to our school.我們邀請他來我們學(xué)校。I beg you to keep secret what we talked here.我求你對這里所談的話保密。用it做形式賓語，而將真正的賓語放到賓語補(bǔ)足語的后面，以使句子結(jié)構(gòu)平衡，是英語常用的句型結(jié)構(gòu)方式。即：主語+謂語+it+賓補(bǔ)+真正賓語。如：We think it a good idea to go climb the mountain this Sunday.
新人教版高中英語必修1Unit 5 Languages Around the World-Reading and Thinking教案
【教材分析】本節(jié)課是高中英語第一冊的最后一個單元的閱讀和思考部分，文章難度明顯增加，體現(xiàn)在以下幾個方面：文章題材是說明文，比較難理解；話題生疏，涉及到歷史等知識；生詞量增大，而且在語境中理解詞匯的要求提高。面對這些，教師的難度和高度也要有所提升，通過探討說明順序，了解背景知識等幫助他們找到說明文閱讀的方法。【教學(xué)目標(biāo)與核心素養(yǎng)】1. 文化意識目標(biāo)新課程中指出，文化意識是對中外文化的理解和對優(yōu)秀文化的認(rèn)同。文化意識的的培養(yǎng)有助于學(xué)生增加國家認(rèn)同和家國情懷，成為有文明素養(yǎng)和社會責(zé)任感的人。我們這個單元很好體現(xiàn)了這一點，通過了解漢字書寫的體系和發(fā)展，學(xué)生可以有一種文化自豪感，同時也能夠幫助學(xué)生深入挖掘這篇文章，從而想到更多和中國文化相關(guān)的方面。2. 學(xué)習(xí)能力目標(biāo)
新人教版高中英語必修1Unit 5 Languages Around the World-Reading for Writing教案
Step 3: Read to sum upRead it again and sum up the problems of the three students, and then write down the advice that was given from others.Step 4: Work in pairs. List your learning problems in English and brainstorm some useful advice.Useful expressions ? I don't know how to…... Is a big difficulty for me. I cannot ...? You might try …. It's very important to…? I have no idea how/what .My biggest problem is .... ? I (also) have trouble with. My advice is …. This worked for me.? l cannot understand the teachers’ English in class.Step 5 Homework：為提高我校學(xué)生的英語口語水平，我們將舉辦英語演講比賽(English- speaking contest)，請你根據(jù)下面的信息，以學(xué)生會(the Students‘ Union)的名義寫一份海報，歡迎全校同學(xué)參加，屆時特邀本校美籍教師史密斯先生頒獎。? 報名時間 9月30日以前(報名:signup)? 報名地點 學(xué)生會辦公室? 比賽時間 10月9日晚7:00~9:00? 比賽地點 學(xué)校大會議室? 獎勵 前8名
新人教版高中英語必修1Welcome Unit-Reading and Thinking教案
Step 2 New WordsUse ppt to show some words from the passage.Tell the students to remember the meanings.Step3 Skimming and Thinking1. Skim the text and decide which order Han Jing follows to talk about her first day. Time order or place order?Time order2. What is Han Jing worried about before she goes to senior high school?She is worried about whether she will make new friends and if no one talks to her, what she should do.Step 4 Fast Reading1. Match the main ideas with each paragraphParagraph 1:The worries about the new school day Paragraph 2Han Jing’s first maths classParagraph 3Han Jing’s first chemistry classParagraph 4Han Jing’s feelings about her first senior school dayStep 5 Careful Reading1. Fill in the chart with the words and phrases about Han Jing’s day. Answers: Senior high school, a little nervous; Her first maths class, classmates and teachers, friendly and helpful; Chemistry lab; new; great; annoying guy; Confident; a lot to explore2. Read the text again and discuss the questions.1) Why did Han Jing feel anxious before school?Because she was a new senior high student and she was not outgoing. What was more, she was worried about whether she can make friends.2) How was her first maths class?It was difficult but the teacher was kind and friendly. 3) What happened in the chemistry class? What would you do if this happened to you? A guy next to Han Jing tried to talk with her and she couldn’t concentrate on the experiment.
新人教版高中英語必修2Unit 1 Cultural Heritage-Discovering Useful Structure教案一
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，同時在意義上代表先行詞并在定語從句中擔(dān)任一個成分。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。
新人教版高中英語必修2Unit 1 Cultural Heritage-Listening＆Speaking＆Talking教案
Listening and Speaking introduces the topic of “Take part in a youth project”. The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection. Listening and Talking introduces the theme of "Talk about history and culture". The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, red square and surrounding buildings. The dialogue focuses on the functional items of "starting a conversation", which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people's tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.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 participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…" and so on to start the conversation more politely and appropriately.
新人教版高中英語必修2Unit 2 Wildlife Protection-Reading for Writing教案二
This lesson aims at making a poster about protecting wildlife after reading some posters. During reading students are guided to understand the content and try to summarize the posters with one sentence. Then students are guided to try to make a poster about protecting wildlife.1. Read the two posters and try to understand the summary sentences.2. Look at the two posters and try to understand what emotions they express.3. Try to summarize the features of posters4. Try to make a poster about wildlife.1. Look at the two posters and try to understand what emotions they express.2. Try to summarize the features of posters3. Try to make a poster about wildlife.Step 1 Lead inLook at the the posters on the textbook and ask:Which emotions do the posters communicate ?Step 2 Read the poster and answer the questions.1. What do you think of the animals in the poster on the left ?I think it is frightening and ugly.2. Why do we should protect the ugly animals ?All species--the good, the bad, and the ugly-- should be treated equally.The world needs all kinds--without variety, our planet cannot survive.3. Why are billions of trees being cut down every year ?To make paper for humans.4. What result will be lead to after the trees are cut down ?A lost of animal homes are being destroyed./The habitat of wildlife is being destroyed.Step 3 Find the feature of posters1. What does each poster use to stir up emotions ?On the left, it makes us a little frightened and it looks a little ugly, but it can activate our curiosity--What is it? And What is wrong with it?On the right, it makes us feel a little sad and want to protect them.
新人教版高中英語必修2Unit 1 Cultural Heritage-Reading and Thinking教案二
1. This section focuses on "Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.2. Enable students to understand the main information and text structure of the reading text;3. Motivate students to use the reading strategy "make a timeline" according to the appropriate text genre;4. Enable students to understand how a problem was solved;5. Enable students to understand the value of protecting cultural heritage by teamwork and global community;1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;
新人教版高中英語必修2Unit 1 Cultural Heritage-Reading For Writing教案
This report is short, concise and has typical news content and language features. The title uses the verb phrases, embodying the characteristics of being concise and general. The introduction is the first two sentences in the first paragraph, describing the general situation of the cultural heritage protection project, including time, place, characters, events and other news elements, so that readers can see the main points of the news report at a glance. The main body is the second and third paragraphs, which report the important historical and cultural value of Mogao Grottoes and the production of Mogao Grottoes Material digital photos, which are of great significance to the inheritance of historical culture and the promotion of international cultural understanding, exchange and cooperation. Direct citation is used in the report, as well as background introduction and other news writing techniques.1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.1. Stimulate students to have a good understanding of how to a summary about a news report 2. Cultivate students to write a news report properly and concisely.Step 1: Lead in Do you think it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries’ cultural heritage? Why or why not?Step 2: Read to discover details concerning the main body of the news report.
新人教版高中英語必修2Unit 2 Wildlife Protection-Discovering Useful Structure教案一
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?
新人教版高中英語必修2Unit 2 Wildlife Protection-Reading and Thinking教案一
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
新人教版高中英語必修2Unit 2 Wildlife Protection-Listening &Speaking＆Talking教案
Listening and Speaking introduces the topic of “how to save endangered wildlife and help wildlife in their neighborhood.” Due to the continuous deterioration of the living environment, a large number of wild animals are always facing the threat of endangered or extinction. Listening and speaking period enables students to understand the fact and reason why wild species are disappearing from the earth at an amazing speed, and realize that human beings ought to enhance the awareness of protecting wild species as soon as possible.Listening and Talking introduces the theme of " how to help wildlife in Ss’ neighborhood.". Now there are many volunteers who spontaneously protect wild animals, carry out various activities according to local conditions, and contribute their own strength to local animal protection with practical actions. Middle school students are also enthusiastic participants. They organize activities in their spare time, and take this opportunity to make friends, broaden their horizons, cultivate team spirit and communication skills. This section describes a bird watching activity organized by several middle school students of Bird watching Club. It aims to stimulate students' interest, improve their understanding of bird watching activities, and use the language structure of “being used for; in order to, so as to, to, so that, in order that ” to express the purpose for communication and discussion.1. Guide students to understand the content of listening texts in terms of using visuals to predict content.2. Cultivate students' ability to guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.3. Instruct students to use functional sentences of the dialogue such as “I am concerned about…” “what do you know about the endangered animals in…" and so on to talk about one of the endangered animals.
新人教版高中英語必修2Unit 2 Wildlife Protection-Reading For Writing教案一
1. 標(biāo)題首先根據(jù)海報的特點、格式寫明標(biāo)題。海報中往往把內(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其正文部分的側(cè)重點不同。對于介紹性的海報, 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, 要寫明具體內(nèi)容, 如: 活動內(nèi)容, 地點以及參加活動的注意事項, 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. 正是因為人類的活動, 老虎處于瀕危的狀態(tài)。4. Many wild animals are in danger of dying out. 很多野生動物面臨著滅絕的危險。 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)野生動物的意識。 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。
新人教版高中英語必修2Unit 3 The Internet-Discovering Useful Structure教案二
This teaching period mainly deals with grammar “The Present Perfect Passive Voice.” To begin with, teachers should lead students to revise what they have learned about the Present Perfect Passive Voice. And then, teachers move on to stress more special cases concerning this grammar。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 the Present Perfect Passive Voice2. Lead students to learn to use some special cases concerning the Present Perfect Passive Voice 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 the Present Perfect Passive Voice in a sentence2. Instruct students to write essays using the proper the Present Perfect Passive Voice.觀察下列句子特點，總結(jié)共同點。1．(教材P28)Much has been written about the wonders of the World Wide Web．2．(教材P28)But the Internet has done much more for people than simply make life more convenient．3．(教材P28)Many people have been helped by the club．4．(教材P28)She no longer feels lonely, and her company has become quite successful．5．(教材P32)Today I thought I’d blog about a question that has been asked many times—how do you stay safe online and avoid bad experiences on the Internet?
新人教版高中英語必修2Unit 3 The Internet-Discovering Useful Structure教案一
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)動會。The ink has not been removed from his overcoat．(否定句)墨跡還沒有從他外套上去掉。
新人教版高中英語必修2Unit 3 The Internet-Listening &Speaking＆Talking教案二
From the pictures in the text and the title--- choose the best app, we can know that this part is about how to save money by using apps.Step 2 While-listening1. Laura and Xiao Bo are talking about apps. Listen to their conversation and find out what apps they want.Xiao Bo is looking for a(n) exercise app to help him get in shape.Laura would like an app for getting rich and another that will make her grades better.2. Listen again. Are the sentences true T or false F?1). Both of Xiao Bo's apps keep track of the steps he takes._____2). Xiao Bo's second app can help him make a fitness plan._____3). Laura needs an app that will help her get discounts.______4). Laura needs an app that will add money to her bank account._______F T F T3. Listen once more and tick the sentence you hear. Underline the words used to express predictions, guesses, and beliefs.Predictions, Guesses, and Beliefs________It might help me walk more.________My guess is that it wouldn't work.________I imagine this app would help me get fit faster________I suppose that would be good.________I guess you could save a little with this app.________I suppose there would be some problems, too.________I believe this app could help me get thinner.
新人教版高中英語必修2Unit 4 History and Traditions-Discovering Useful Structure教案一
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.