There is no royal road to learning.
书山有路勤为径，学海无涯苦作舟。
Unit 5 Humans And Nature
北师大版（必修2）Unit 5单词与短语北师大版（必修2）Unit 5单词与短语
05:09来自刘凯老师
Topic Talk
disaster n.灾难;灾祸
flood n.洪水,水灾
drought n.旱灾,干旱
hurricane n.飓风
*landslide n.滑坡;;塌方
volcanic adj.火山的;由火山作用引起的
eruption n.爆发
wildlife n.野生动植物，野生生物
crowded adj.拥挤的; 挤满人的
landscape n.风景,景色
living adj.活的,活着的
weed n.野草;海藻
deer n.鹿
insect n.昆虫
whale n.鲸
dolphin n.海豚
shark n.鲨(鱼)
kangaroo n.袋鼠
eagle n.鹰
fox n.狐狸
soil n.土壤
climate n.气候
ecology n.生态; 生态学
jungle n.(热带)丛林
shock vt.使震惊; 使使震惊;使难以置信
lecture n.讲座，.讲座，讲课;演讲
overuse vt.过度使用;滥用
million n.百万
greenhouse n.温室,暖房
turn one's back(on sb/sth) 对……置之......置之不理,对……撒手不管
title n.题目,标题
Lesson 1
*whirlpool n.漩涡
wave n.海浪; 波涛
escape v.&vt.逃离; 逃避
survive vi.&vt.活下来; 幸存
*float vi.浮; 漂
file n.档案,卷宗
*descent n.下降,下落
*tidal adj.潮汐的,潮水的
poetry n.诗歌; 作诗的艺术
*mystery n.神秘事物，难以理解的事物
soul n.灵魂
frightened adj.受惊的,害怕的
horrible adj.可怕的,吓人的,令人恐惧的
edge n.边缘
on the edge of在……边缘;某事快要发生(尤指不好的事)
*barrel n.桶
curious adj.好奇的
observation n.观察;观察结果
equal adj.相等的; 相同的
extent n.面积; 长度; 范围; 程度
tube n.圆管,管子;(伦敦)地铁
Lesson 2
rescue n.&v.营救;救援
vehicle n.交通工具,车辆
trap vt.困住; 使陷于危险中
attempt n.&vt.努力,尝试,企图
interrupt vt.打断讲话
death n.死,死亡
loss n.丧失; 死亡
damage n.伤害,损伤,损害
measure vt.估量，衡量;测量
operation n.行动，活动;手术;操作
overseas adv.在海外，在外国
site n.场所,地点
process n.过程,进程
battle n.较量,竞争;斗争;战斗
duty n.职责,义务; 责任
suffering n.(肉体或精神上的))痛苦;折磨
conduct vt.实施;进行;执行;vi.&vt.t指挥
protection n.保护; 防护
lamp n.灯
nearby adv.附近
breathe vi.&vt.呼吸
breathe in吸气
dust n.灰尘;尘埃
run out用完;耗尽
Lesson 3
explorer n.探险者;勘察者
preparation n.预备,准备
*sledge n.雪橇
ski n.滑雪板;vi.滑雪
*tent n.帐篷
boot n.靴子
captain n.队长; 组长
polar adj.极地的，，地极的
base n.基地,大本营; 基础
vt.以……为基地
anxiously adv.焦虑地; 不安地
break down停止运转，出故障
ambition n.抱负，雄心;追求，夙愿
exploration n.探险;探索
cheerful adj.高兴的，兴高采烈的
prove vt.证明;证实
distant adj.久远的; 遥远的
continent n.洲,大洲;大陆
honesty n.坦诚; 诚实,正直
sincerity n.真诚，真挚，诚实
bravery n.勇气; 勇敢的行为
Writing Workshop
brochure n.小册子
shelter n.避难所
aftershock n.(地震的))余震
observe vt.观察;注意
metal n.金属
Reading Club 1
varied adj.各种各样的,形形色色的
scary adj.可怕的,恐怖的
harmless adj.无害的
skiing n.滑雪运动
Reading Club 2
originality n.独创性;创造力
disappearance n.消亡;消失
英汉对照
（点播放即可收听课文领读音频）
A Sea Story
一个海上的故事
About three years ago, something terrible happened to me.
大约三年前，我遭遇了一件可怕的事情。
That was the day when it took only six hours to break my body and soul. You think I am a very old man—but I am not. It took less than a single day to change my hair from black to white.
One day, my two brothers and I were coming back from the islands where we often risked going and got more fish than others. All at once, the sky was covered with dark clouds and in less than a minute we were in a terrible storm. A huge wave covered our boat and my younger brother fell into the sea. My elder brother put his mouth close to my ear and cried out “Moskoe-strom!” The moment I heard the word I became very frightened. I knew what he meant by that one word well enough.
有一天，我和我的两个兄弟又去了我们经常去探险的岛屿，抓到了比其他人更多的鱼。返回途中，突然，天空被乌云笼罩，刹那间，我们就被卷入了可怕的风暴中。我们的船被巨浪淹没了，我弟弟掉进了海里，我哥哥把嘴贴在我耳朵上，大喊：“Moskoe风暴！”一听到这个词，我恐惧至极，就听到这一个词我就明白他的意思了。
With the wind and waves, we were going in the direction of the whirlpool. We were hopeless. Nothing could save us. I felt sick, as if I was falling from a mountain top in a dream. We went round and round, nearer and nearer to the horrible edge of the whirlpool. It may appear strange, but at that moment, when we were on the edge of the whirlpool, I felt calmer than when we were moving towards it. I began to think how amazing a thing it was to die in such a way, and how wonderful it was to see the power of nature. Suddenly, we went over the edge. I thought my life was over. But moment after moment passed, and I was still safe.
伴随着风浪，我们朝着漩涡的方向前进。我们非常无助。没有什么能救我们。我觉得恶心，好像在梦中从山顶上掉下来似的。我们一直旋转，越来越靠近那可怕的漩涡边缘。看起来可能很奇怪，但在那一刻，当我们在漩涡边缘的时候，我觉得自己比向它移动时更平静。我开始想，这样死去是多么地令人惊奇，能看到大自然的力量是多么奇妙。突然，我们越过了边缘。我以为我的生命要结束了。但时间一分一秒地过去，我仍然是安全的。
The boat was on the inside of the huge whirlpool and we were going round in circles at great speed. I saw clearly that there were other objects in the whirlpool—trees and barrels. After a while, I became curious about the whirlpool itself. I then made three important observations. The first, the larger the bodies were, the more rapidly they fell; the second, between two objects of equal extent, round objects fell down less rapidly; and the third, between two objects of the same size, objects shaped like a tube fell down more slowly. So I tied myself to a barrel to help me float. I tried to make my brother understand, but he was too frightened and stayed in the heavy boat. Without waiting, I jumped into the sea to try and escape.
伴随着风浪，我们朝着漩涡的方向前进。我们非常无助。没有什么能救我们。我觉得恶心，好像在梦中从山顶上掉下来似的。我们一直旋转，越来越靠近那可怕的漩涡边缘。看起来可能很奇怪，但在那一刻，当我们在漩涡边缘的时候，我觉得自己比向它移动时更平静。我开始想，这样死去是多么地令人惊奇，能看到大自然的力量是多么奇妙。突然，我们越过了边缘。我以为我的生命要结束了。但时间一分一秒地过去，我仍然是安全的。
As you can see, the reason why I’m here to tell the story is that I made the right decision. Some time after I left the boat, with my brother in it, it was pulled into the bottom of the whirlpool. Soon after that, the whirlpool became less wild. Then the sky was clear, the wind calmer, and the moon was shining. I was still tied to the barrel and the waves soon carried me to an area where the other fishermen were. In the end, a boat picked me up. I was very tired. The fishermen were very old friends, but they were unable to recognise me. When I told them my story, they did not believe it. Now I have told you, and I cannot expect you to believe me any more than the fishermen did.
如你所见，我能在这里讲这个故事正是因为我做了正确的决定。在我离开后过了一会儿，那只载着我哥哥的船被卷入漩涡底部。没多久，漩涡就变得不那么疯狂了。然后天空放晴，风平静了下来，月亮在闪闪发光。我仍然跟木桶绑在一起，海浪很快把我带到了一个其他渔民居住的地方。最后，一条船上的人把我救了起来。我疲惫至极。那些渔夫是我的老朋友，但他们已经认不出我了。当我告诉他们我的故事时，他们并不相信。现在故事讲完了，我并不指望你能比那些渔民更相信我。
LESSON 3-P36
英汉对照
（点播放即可收听课文领读音频）
Race to The Pole
奔向南极的比赛
On 1 June, 1910, Captain Robert Falcon Scott left London to begin his journey to Antarctica. While he was on the way to Antarctica, he received a message from the Norwegian explorer Roald Amundsen which said he was going south, too. Then the race to the South Pole began!
During the polar summer of 1910—1911, both teams organised food bases in preparation for their journeys the next year. Then came the total darkness of the polar winter. Scott and Amundsen waited anxiously for spring.
在1910—1911年的极地的夏季，两支队伍都建了食品储备点，为来年的旅程做准备。极地的冬季来临，四处一片黑暗。斯科特和阿蒙森焦急地等待春天的到来。
Amundsen was the first to leave on 8 September, 1911. He had teams of dogs pulling the sledges and all his men were on skis. Because of this, he made rapid progress. Scott left on 1 November and soon had problems. First, his two sledges broke down and then the horses began to have serious difficulties with the snow and the cold. After a while, Scott and his men had to push the sledges themselves.
Amundsen reached the Pole on 14 December, 1911 and put a Norwegian flag there. Then he prepared for the return journey. Amundsen and his team arrived safely back to their starting base on 25 January, 1912, ten days ahead of their planned schedule.
Scott finally arrived at the Pole with four team members on 17 January, 1912.
They were shocked when they saw the Norwegian flag. Scott wrote in his diary:
当看到挪威国旗时，他们非常震惊。斯科特在日记中写道：
“Well, we have now lost the goal of our ambition and must face 800 miles of hard pushing—and goodbye to most of our dreams.”
“好吧，我们现在已经失去了我们奋斗的目标，而且必须要面对800 英里的艰苦行进——并且要跟我们大多数人的梦想说再见。”
The return journey was one of the worst in the history of exploration. The men were soon very tired and were running out of food. The weather conditions were terrible. Scott started to realise their hopeless situation:
他们的回程是探险史上最糟糕的旅程之一。队员们很快就精疲力竭，食物也快吃完了。天气非常糟糕。斯科特开始意识到他们的处境令人绝望：
“We are very cheerful, but what each man feels in his heart I can only guess. Putting on our shoes in the morning is getting slower and slower.”
“我们很高兴，但每个人内心里的感受我只能猜到。大家早上鞋子穿得越来越慢。”
However, on their way back they found time to lock for rocks. They carried twenty kilos of rocks all the way with them. Later, these rocks proved that at one time in the distant past, the continent cf Antarctica was covered by plants.
Then disaster came. Edgar Evans had a terrible disease and died after a bad fall. The next to go was Captain Oates, who was having great difficulty walking. Scott recorded his death:
然后灾难来了。埃德加·埃文斯得了一种可怕的疾病，重重地跌倒后去世了。下一个离去的是奥茨船长，他连走路都很困难。斯科特记下了他的死亡：
“He said, ‘I am just going outside and may be some time.’... We knew that poor Oates was walking to his death, but though we tried to stop him, we knew that it was the act of a brave man and an English gentleman. We all hope to meet the end with a similar spirit, and certainly the end is not far.”
“他说，‘我要出去一下，可能会待上一会儿。’我们知道可怜的奥茨正走向死亡，尽管我们曾试图阻止他，但我们都知道这是一个勇敢的人、一个英国绅士的行为。我们都希望能以同样的精神挺到最后，我们也确实快走到最后了。”
Scott and two of his team members carried on and got within eleven miles of one of their food bases. But then a terrible storm started and they could not leave their tent. Scott spent some of his last hours writing. He wrote a letter full of sadness to his wife Kathleen:
斯科特上校和两名队员继续向前，到达距离食品储备点不足11英里的地方，但随后爆发了一场可怕的风暴，他们无法离开帐篷。在他生命的最后几个小时，斯科特花时间写下一些文字。 他写了一封充满悲伤的信给妻子凯瑟琳：
“I could tell you lots and lots about this journey. What stories you would have for the boy ... but what a price to pay.”
“关于这次旅行我有太多太多的事情想告诉你。很多你愿意给孩子讲的故事……但付出了多大的代价啊。”
Scott’s diary also told the story of their end:
斯科特的日记也讲述了他们的结局：
“We are getting weaker and weaker and the end can’t be far. It seems a pity, but I do not think I can write more.”
“我们越来越虚弱，终点可能不远了。非常遗憾，但我想我无法继续写下去了。”
The news of Scott’s death shocked the world. Even Amundsen was moved by Scott’s death saying “Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man”. Scott had failed to win the race to the Pole, but the great courage shown by Scott and his men made them heroes.
斯科特死亡的消息震惊了全世界。甚至阿蒙森也被斯科特的离世所触动，他说：“斯科特上校将永载史册，因为他诚实、真诚、勇敢，并拥有一个男人该有的一切。”斯科特没能赢得极点比赛，但斯科特和他的队员表现出的巨大勇气使他们成为了英雄。
Unit5 Human And Nature
Lesson 3 Race to the pole
Topic Talk
1. Talk about Human And Nature.
Lesson 2 talks about professional rescue team
Lesson 3 talks about Race to the pole
Lesson 4 A Brochure : How to survive an Earthquake
Analysis of Teaching Contents
本单元Humans and Nature是2019北师大版必修二第五单元，本单元的中心话题是“人类与自然”，介绍了与海洋故事，极地探险等与大自然息息相关的故事。本课 race to the pole 是一篇记叙文，记叙了两个探险家到南极探险的过程以及两队之间的“较量”。属于“人与自然”范畴中“地球与宇宙探索”的主题。通过对本文的分析和学习，学生获得对情感态度和价值观的培养，学习文本主人公 Captain Robert Scott 和队员们坚强、执着为梦想努力的精神品格，为科学探索勇于奉献、不怕牺牲的品格。更重要的是通过该文本的学习让学生能够理解“英雄、勇士”真正的内在含义。英雄是对自己有信心有信仰，无私忘我，不辞艰险，为人民利益而英勇奋斗，令人敬佩的人.
Analysis of students
高一学生具备较好的英语基础和语言表达能力，比如在阅读中获取并处理细节信息的能力，学生在本单元之前的学习中已经对于该单元话题词汇有了基本了解，学生整体学习态度较认真，学习热情高，在活动的参与方面有一定的积极性，有些学生能自信的进行观点的表达。
Teaching Objectives
语言能力层面：
1.学生能够借助关键字及所学的词汇，梳理和概括Amundson and scott两位探险家南极比赛的经过和结果。
2.学生能够对文中直接大量引用scott的日记能够分析出并真实感受到他们的内心世界。
文化意识层面：
1.学生能够正确认识南极探险的困难及挑战，并进一步意识到如何做到人与自然的和谐相处。
2.学生能够通过该文本的学习理解“英雄、勇士”真正的内在含义。学习文本主人公 Captain Robert Scott 和队员们坚强、执着为梦想努力的精神品格，为科学探索勇于奉献、不怕牺牲的品格。
思维品质层面：
学生能够对Scott和他的队伍的行为做出自己的评价，并联系个人生活，谈论自己对成功、英雄的态度和看法。
学习能力层面：
学生能进行自主学习和合作学习。
Focal Points
1.学生能够借助关键字及所学的词汇，梳理和概括Amundson and Scott两位探险家南极比赛的经过和结果。
2.学生能够对文中直接大量引用Scott的日记，能够分析出并真实感受到他们的内心世界。
教师：任务型教学方法，结合启发法和课堂讨论发。
学生：自主学习和合作学习相结合
Difficult Points
1.学生能够通过该文本的学习理解“英雄、勇士”真正的内在含义。
2.联系个人生活，借助文本已学的词汇及关键词，谈论自己对成功、英雄的态度和看法。
教师：任务型教学方法，结合启发法和课堂讨论发。
学生：自主学习和合作学习相结合。
Teaching Procedures and Time Allotmen
Stage 1 Activate and Share (3 mins)
Lead-in
1) What are the temperature like?
2) How would you dress to deal with the weather?
3) How would you get food?
4) Are these civilisations close by?
Stage 2 Pre-reading (3 mins)
Task1. Teacher studies the title with the students， asking：what does the word mean ？what two teams are racing？who is the winner？
Stage 3 While-reading (10 mins)
（Purpose: 通过泛读，能够让学生对文章每段段意有个初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目难度由浅入深，层层递进，让学生对文本有更胜层次理解和领悟，从而提高学生的学习能力。）
Stage 4 Post-reading (10 mins)
Activity-1 Think and Share
2. How do you understand Amunden’s saying about Scott’s death “Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man”?
（Purpose:锻炼学生口语表达能力，将本课所学运用到实际表达中，更好地做到全方位发展）
Activity-2 Express Yourself
Stage5 Summing up & Self-assessing (8 mins)
（Purpose: 学生通过绘制思维导图，加深对文本内容的理解为下阶段书面输出做好准备）
1. Ss draw a mind map on their own to help themselves to have a better understanding of the race,referring to the procedure of the race, the spirit of Scott and his team etc.
2. Ss are required to retell the story with the help of the mind map.
Stage6 Assigning homework (2 mins)
（Purpose:有助于学生进一步自助学习，了解更多课本以外的知识。）
Search online the main events in China’s Antarctica exploration. Why do people try to explore the toughest part of the Earth?
Blackboard Design
Unit 5Human and Nature
Lesson-3 Race to The Pole
1. The background
2. The procedure of the race
Teaching Reflection
北师大版新教材教学设计（二稿）
Topic Talk
1. 本节课题目是Race to the Pole,是三大主题语境中的“人与自然”，属于 “人与自然”范畴中“地球与宇宙探索”的主题。
2. 本节课的意义和目的在于让学生学习文本主人公 Captain Robert Scott 和队员们坚强、执着为梦想努力的精神品质，以及为科学探索勇于奉献、不怕牺牲的大无畏精神。
Analysis of Teaching Contents
本节课是2019北师大版高中英语必修二Unit 5 Human and Nature 中的Lesson3 Race to the Pole，课型是阅读课。本课是一篇记叙文，记叙了两个探险家到南极探险的过程以及两队之间的“较量”。属于“人与自然”范畴中“地球与宇宙探索”的主题。通过对本文的分析，学生可以学习文本中主人公 Captain Robert Scott 和队员们坚强、执着为梦想努力的品格，以及为科学探索勇于奉献、不怕牺牲的精神。从而使自己情感态度和价值观得以提升，更重要的是通过该文本的学习让学生能够理解“英雄、勇士”真正的内在含义。
英雄是对自己有信心有信仰，无私忘我，不辞艰险，为人民利益而英勇奋斗，令人敬佩的人.
Analysis of Students
高一学生已经具备较好的英语基础和语言表达能力，比如在阅读中获取并处理细节信息的能力，但是对于整合信息及对获取信息的深层次理解上的能力还是有一定差异的。学生在本节课之前的学习中已经对于该文本话题词汇有了基本掌握，但是运用本节课所学词汇及关键词概括并梳理文本的内容，以及谈论自己对文本主人公的态度和看法有一定难度的。针对学生在本课时学习上可能存在的困难，决定采用：学生自主阅读--带领学生文本分析--找出关键词--自主绘制思维导图--展示。学生整体学习态度较认真，学习热情高，在活动的参与方面有一定的积极性，相信学生一定能克服困难，很好的掌握本节课的重难点。
Teaching Objectives
语言能力层面：
1.学生能够借助关键字及所学的词汇，梳理和概括Amundson and scott两位探险家南极比赛的经过和结果。
2.学生能够对文中直接引用的Scott的日记内容进行分析，并真实感受到他们的内心世界。
文化意识层面：
1.学生能够正确认识南极探险的困难及挑战，并进一步意识到如何做到人与自然的和谐相处。
2.学生能够通过该文本的学习理解“英雄、勇士”真正的内在含义。学习文本主人公 Captain Robert Scott 和队员们坚强、执着为梦想努力的精神品格，为科学探索勇于奉献、不怕牺牲的品格。
思维品质层面：
学生能够对Scott和他的队伍的行为做出自己的评价，并联系个人生活，谈论自己对成功、英雄的态度和看法。
学习能力层面：
学生能进行自主学习和合作学习。
Focal Points
1.学生能够借助关键字及所学的词汇，梳理和概括Amundson and Scott两 位探险家南极比赛的经过和结果。
2.学生能够对文中直接引用的Scott的日记内容，能够分析出并真实感受到他们的内心世界。
1. 学生先自主阅读--带领学生梳理文本--自主绘画思维导图--展示思维导图（达到学生对文本内容理解的生成，并通过语言输出）
2.借助课本练习5，从而对引用的Scott的日记内容有进一步认识
Difficult Points
1.学生能够通过该文本的学习理解“英雄、勇士”真正的内在含义。
2.联系个人生活，借助文本已学的词汇及关键词，谈论自己对成功、英雄的态度和看法。
通过Pair work的方式，基于学生对文本的理解， 让学生们充分讨论“英雄”的真正含义；通过think and share的方法，帮助学生更深层次理解文章，从而表达出自己对成功、英雄的态度和看法。
Teaching Procedures and Time Allotmen
Stage 1 Activate and Share (3 mins)
Lead-in
1. Teacher first show some pictures about Antarctica and try to let students to discuss the following questions:
1. What do you know about Antarctica?
2. Why do you think explorers go to Antarctica?
3. If you had the chance, would you venture to Antarctica?
Stage 2 Pre-reading (8 mins)
Task1. Guess the meaning of the title :Race to the Pole
Task2. Read the text quickly and find out ：
1. when the two journeys began?
2. what happened to the two teams?
Teacher should remind students of using skimming skills to get the general meaning of the whole text. And give students a few moments to skim the explorers’ accounts and underline the general sentence and topic
Stage 3 While-reading (15 mins)
（Purpose: 通过泛读，能够让学生对文章每段段意有个初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目难度由浅入深，层层递进，让学生对文本有更胜层次理解和领悟，从而提高学生的学习能力。）
1. Read again and complete the information about the two exploration teams,on page38
2. Pair Work Summarise the change of feelings on Scott’s teams return journey. Give reasons for the words or phrases you have chosen.
3. Read the underlined sentences from Scott’s diary and letter. Work out the implied meaning of these sentences from the context. Write your inferences below.(Refer to the Skill Builder)
Stage 4 Post-reading (5 mins)
Think and Share
1. Would you say that Scott and his team are losers? Why or why not?
Stage 5 Summing up & Self-assessing (7 mins)
（Purpose: 学生通过绘制思维导图，加深对文本内容的理解,从而有助于学生生成对文本的认识，并且自信的表达出来。）
1. Ss draw a mind map on their own to help themselves to have a better understanding of the race,referring to the procedure of the race, the spirit of Scott and his team etc.
2. Ss are required to retell the story with the help of the mind map.
Stage 6 Assigning homework (2 mins)
（Purpose:有助于学生进一步自助学习，了解更多课本以外的知识。）
Search online the main events in China’s Antarctica exploration. Why do people try to explore the toughest part of the Earth?
Blackboard Design
Unit 5Human and Nature
Lesson-3 Race to The Pole
1. The background
2. The procedure of the race
Teaching Reflection
Unit 5 HUMAN AND NATURE
Lesson 1
1. All at once, the sky was covered with dark clouds ad in less than a minute we were in a terrible storm.
突然，天空被乌云笼罩，刹那间，我们就被卷入了可怕的风暴中。
① all at once 突然间，刹那
Eg：All at once, his name came into my mind.
突然，他的名字跃入我的脑海。
All at once it began to rain.
突然间下起雨来。
② be covered with 被......覆盖
Eg：The garden is covered with cherry tree flowers so that it looks as though it might be covered with pink snow.
整个花园满是樱花，看起来好像是铺着一层粉色的雪。
2. In the end, a boat picked me up.
最后，一条船上的人把我救了起来。
pick up 接载，搭载
Eg：The survivors were picked up by fishing boats from a nearby village.
幸存者被附近村庄的渔船救了起来。
Lesson 3
1. First, his two sledges broke down and then the horses began to have serious difficulties with the snow and the cold.
先是他的两辆雪橇坏了，后来马匹开始在大雪和严寒的天气下出现严重问题。
break down 停止运转，出故障
break through 突破，突围，有重要创见
break up 打碎，破碎，结束，解散
break out v. 爆发，突发
Eg：The old electric fan has broken down. We need buy a new one.
旧电扇坏了，我们得买个新的。
Some demonstrators threw bottles and tried to break through barricades.
一些游行人员还向警察投掷瓶子，并且试图穿越路障。
The marriage on the basis on money is bound to break up.
建立在金钱基础上的婚姻势必是会破裂的。
Hostilities have broken out between the two countries.
两国之间爆发了战争。
2. Then he prepared for the return journey.
prepare for sth. 为某事做准备
Eg：It’s time to prepare for our final exam.
该准备期末考试了。
3. The team were soon very tired and were running out of food.
run out of === use up 用完，耗尽
Eg：They almostran out of food and felt helpless.
食物快吃光了，他们感到很无助。
run out of steam vi. 失去势头，精疲力尽
Eg：But here he soonruns out of steam.
但是他很快就失去了活力。
4. Later, these rocks proved that at one time in the distant past, the continent of Antarctic was covered by plants.
后来，通过这石块可以证实，在遥远的过去，南极洲曾经被植被覆盖。
at one time 曾经有一个时期，一度
Eg：At one time he lived with his uncle. 他曾一度与叔叔住在一起。
5. Scott and two of his team members carried on and got within eleven miles of one of their food bases.
carry on 继续走，继续前进
Eg：She stopped and looked back, then carried on down the stairs.
她停下来往后看了看，又继续下楼。
carry out vt. 执行，实行，贯彻，实现，完成
carry around 随身携带
Eg：A team of researchers carried out an experiment.
一组研究人员进行了一项实验。
We could not carry out that brash plan.
我们不能执行那个草率的计划。
These animals are quite small and they can’t carry around a thick layer of blubber.
这些动物都很小，它们没有厚厚的脂肪层。
6. Stop your car as soon as you can, but avoid stopping near a building or under a tree.
avoid doing sth. 避免做某事
Eg：Why do we avoid doing what we love to do?
为什么不去做我们热衷的事情呢？
【GRAMMAR】
----Relative Clauses 定语从句（2）
定语从句
1. 定语从句的概念：
2. 定语从句的作用：
4. 例句：
① This is the placewhere I lost my purse.
②Marco Polo travelled to China, where there were inventions and developments at that time.
③ She still remembers the day when Bill first walked into her office.
④ I’ll never forget the day when I first met this great inventor.
⑤ Do you know the reason why he’s so anger with me?
⑥ Could you tell me the reason why you waste time going to the bank when you can do your banking online？
【注意】有时reason 后面的why 可以省略，或者使用that。
Eg: The reason (that) he’s coughing so badly is because of the smog.
【练习】
15.I want to use the same dictionary ______was used yesterday. A. which B. who C. what D. as
C. with who I went D.I went with him
19.I don't like ______ as you read. A. the novels B. the such novels
C. such novels D. same novels
24.I lost a book, ______I can't remember now. A. whose title B. its title C. the title of it D. the title of that
26.I have bought such a watch _______ was advertised on TV. A. that B. which C. as D. it
【参考答案】
1-5 ACDCA 6-10 CAAAA 11-15 CDDAD 16-20 DBBCB 21-25 DCDAA 26-28 CAD
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