跨文化意識(shí)是綜合語(yǔ)言運(yùn)用能力的一個(gè)重要組成部分，在高中英語(yǔ)教學(xué)中是不可忽視的。高中英語(yǔ)教師應(yīng)改革傳統(tǒng)教學(xué)方法，強(qiáng)調(diào)對(duì)文化的導(dǎo)入，增強(qiáng)學(xué)生的文化敏感性，培養(yǎng)學(xué)生的跨文化交際能力。本文將探討高中英語(yǔ)教學(xué)中跨文化意識(shí)培養(yǎng)的現(xiàn)狀、必要性、途徑和原則。
高中英語(yǔ)教案1
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
高中英語(yǔ)教案2
一.教學(xué)目標(biāo)
理論依據(jù)：《新課程標(biāo)準(zhǔn)》(實(shí)驗(yàn)稿)
根據(jù)《新課程標(biāo)準(zhǔn)》(實(shí)驗(yàn)稿)關(guān)于總目標(biāo)的定位及其實(shí)現(xiàn)途徑和目標(biāo)具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，我們把本單元的教學(xué)目標(biāo)定為：
1) 語(yǔ)言知識(shí)：
單詞：理解、內(nèi)化、運(yùn)用以下生詞：seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等，掃除聽(tīng)讀障礙，重點(diǎn)掌握一些傳神動(dòng)詞：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。
詞組：get on one’s feet; tree after tree
語(yǔ)法：復(fù)習(xí)和運(yùn)用定語(yǔ)從句用于描述人、物及事件。
2) 語(yǔ)言技能：
聽(tīng)：聽(tīng)懂一個(gè)關(guān)于不幸經(jīng)歷的小故事，抓住時(shí)間、地點(diǎn)、人物、發(fā)生的事件
說(shuō)：能用得體語(yǔ)言描述人、物、事件，并且有一定的邏輯。
讀：Scanning, skimming, careful reading, generalization; inference等閱讀微技能訓(xùn)練。
寫(xiě)： 能運(yùn)用First, Next, Then, Finally簡(jiǎn)要且富有邏輯地描寫(xiě)自己的一次難忘經(jīng)歷。
3) 學(xué)習(xí)策略：學(xué)生一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語(yǔ)思維能力。
4) 情感態(tài)度：學(xué)生能在多種英語(yǔ)學(xué)習(xí)情景中分享自己的幸與不幸，體驗(yàn)用英語(yǔ)交流的成功與喜悅，以及培養(yǎng)合作精神、互助精神。
二.教學(xué)重點(diǎn)和難點(diǎn)：
重點(diǎn)：1. 課文中出現(xiàn)的重要?jiǎng)釉~,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及詞組 get on one’s feet, pull oneself, tree after tree etc.
2. 用關(guān)系代詞who, that, whom, whose等引導(dǎo)的定語(yǔ)從句 .
3. 用副詞 first, next, then, finally 來(lái)描述一場(chǎng)難忘的經(jīng)歷.
難點(diǎn): 能用得體的英語(yǔ)表達(dá)自己，描述過(guò)去的難忘經(jīng)歷。
三. 教學(xué)方法
根據(jù)我們幾年來(lái)二語(yǔ)習(xí)得論、“整體語(yǔ)言教學(xué)”的理論和實(shí)踐，以及當(dāng)前教學(xué)改革，課程改革等先進(jìn)理念，為達(dá)成上述教學(xué)目標(biāo)，運(yùn)用任務(wù)型教學(xué)途徑，我們英語(yǔ)課堂設(shè)計(jì)采取“P---T---P”自主學(xué)習(xí)立體模式：(Pre-task----Task-cycle----Post-task)。
四. 教學(xué)安排
根據(jù)學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)和規(guī)律，學(xué)習(xí)階段的側(cè)重點(diǎn)以及高一學(xué)生的發(fā)展，我們把本單元?jiǎng)澐譃?課時(shí)：聽(tīng)力、口語(yǔ)、閱讀(2課時(shí))、語(yǔ)言(0.5課時(shí))、寫(xiě)作、評(píng)價(jià)(0.5課時(shí))。下面請(qǐng)看我們的課堂教學(xué)設(shè)計(jì)。
Period I warming up and listening
Ⅰ、教材內(nèi)容及教學(xué)目標(biāo)
本課處于本單元的第一課時(shí),主要訓(xùn)練和提高學(xué)生‘聽(tīng)’的技能,它的掌握有利于以下幾課的‘說(shuō)’、‘讀’和‘寫(xiě)’的技能訓(xùn)練,并作了一個(gè)很好的鋪墊.本課的聽(tīng)力材料由兩部分組成，主要講述Hank Stram在地震前所做、地震中所見(jiàn)、所聞和所感的令人難忘的經(jīng)歷。通過(guò)完成練習(xí)，學(xué)生能抓住所聽(tīng)語(yǔ)段中的關(guān)鍵詞、理解話語(yǔ)之間的邏輯關(guān)系、聽(tīng)懂故事、理解其中主要人物和事件以及他們之間的關(guān)系等。而且學(xué)生能掌握較好的聽(tīng)力方法，如積極預(yù)測(cè)、注意抓關(guān)鍵詞、善于跳躍難點(diǎn)、學(xué)會(huì)做筆記等等。通過(guò)本課學(xué)習(xí)學(xué)生能復(fù)習(xí)定語(yǔ)從句以及學(xué)會(huì)正確使用指人或物的關(guān)系代詞.
Ⅱ、教學(xué)設(shè)計(jì)
A. Warming up :
Task 1 Matching competition (group work)
Column A Column B
1、 Fu Jian Province a、a cartoon maker
2、 San Francisco b、the electric lamp
3、 Alexander Bell c、the first telephone
4、 Thomas Edison d、earthquake
5、 Albert Einstein e、typhoon
6、 Walt Disney f、the Theory of Relativity
Question: Why do you think so ?
Task2: Looking at the following pictures, find out the answers to the questions:
1) Do you know who or what they are ?
2) What made them unforgettable?
3) Can you describe each picture using one sentence( with the help of the words under the picture)
Task 3: Let the students describe each picture with Attributive Clause.
eg: Zhang Heng is the man who made the earliest seismograph in 132.
B. Pre-listening
Task1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)
1) When did the earthquake happen?
2) Where was the man driving when it happen?
3) What was he going to do?
Listening(Part 1):
Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)
Task 3: Listening to the tape to put the following into the right order.
( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.
( ) 2. I was hungry so I started to eat one.
( ) 3. I saw the cars in front of me start to move from side to side.
( ) 4. I had finished work and then gone to the Post Office.
( ) 5. I slowed down ,then my car started to shake.
( ) 6. I stopped off at a shop in order to get some fresh fruit.
( ) 7. I drove even slower, then the road above started to fall down.
Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.
Task 5 : Discussion (Group work)
What would happen to Hank Stram finally?
Listening (Part 2)
Task1: Listening to the second part to choose the best choices(for the first time)
1. Which part of his body hurt badly?( C )
A. The bottom parts of his legs
B. The bottom parts of his hands.
C. The bottom parts of his legs and feet.
2. What could he hear below him?( B )
A. Nothing B. Shouts and noise C. The noise of cars
3. How long had he been in the car?( A)
A.14 hours B. 40 hours C.4 hours
Task 2: Listening to the tape again to write the words in the spaces.
1. I ________ myself in the dark.
2. Then I remembered what______.
3. It was clear to me now that I ______ in an earthquake.
4. Then I ________ people________ towards me.
5. A team of people______ to see if anyone _____ under the broken road.
C. Post-listening:
Task 3: Discussion
What made him survive in such a terrible accident?
Period 2 Speaking
高中英語(yǔ)教案3
教學(xué)內(nèi)容分析
本單元的中心話題是“(杰出)女性”，話題涉及談?wù)摷澳阕畛缇吹呐浴皨D女獨(dú)自南極探險(xiǎn)”，“美國(guó)電視黑人女主持人奧普拉·溫茀麗的故事”等，語(yǔ)言技能和語(yǔ)言知識(shí)都圍繞中心話題而設(shè)計(jì)。本節(jié)課為此單元的第二課時(shí)——閱讀課。
“讀前”(Pre-reading)設(shè)計(jì)了三個(gè)有關(guān)旅行和南北極的問(wèn)題，具體涉及極地探險(xiǎn)、動(dòng)物等內(nèi)容, 能夠誘發(fā)學(xué)生的探索精神和想象力。通過(guò)學(xué)生的討論、探究，自主地發(fā)現(xiàn)下面閱讀故事的背景，有助于學(xué)生正確理解文章的深層意思，真正體會(huì)主人公Helen Thayer的偉大。
“閱讀”(Reading)材料是一篇記敘文，故事描敘的是作者Helen Thayer在她60歲時(shí)，獨(dú)游南極洲的冒險(xiǎn)經(jīng)歷。在惡劣多變的氣候條件及險(xiǎn)惡的地理狀況中，作者在危急關(guān)頭，雖感孤獨(dú)恐懼，但表現(xiàn)出冷靜、頑強(qiáng)、樂(lè)觀的態(tài)度，最后克服險(xiǎn)境。對(duì)學(xué)生今后的人生道路、心理素質(zhì)、生活態(tài)度起到了陶冶和積極的導(dǎo)向作用。
Teaching Aims：
1 Train the students’reading ability.
2 Learn and master the following words and phrases;
1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value
2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision
Teaching Important Points：
1. Improve the students’ reading ability.
2. Enable the student to understand the text better.
3. Let the students have strong wills and determination by reading the passage.
Teaching Difficult Points：
1. How to improve the students’reading ability.
2. The use of some useful expressions.
Teaching Methods：
1. Discussion before reading to make the students be interested in what they learn in class.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a map of the world
2. a tape recorder
3. a computer
Teaching Procedures：
Step I Greeting and speech
Greet the students as usual and the student who is on duty give a speech before class.
Step II Lead--in
1 Do you like travelling ?
Where do you like to travel best ?
How will you travel ?
2 Imagine you are traveling alone to the South Pole, what will you take with you ?
3 Why do polar bears never eat penguins ?
Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60th birthday ?
2 When was the writer is 60th birthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time WeatherWhat did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60th birthday
13th --21th----------------------
22th-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South Pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
Play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
高中英語(yǔ)教案4
1.aid 1) n.幫助，援助，資助 常見(jiàn)結(jié)構(gòu)： first aid急救
in aid of…為了幫助…… with the aid of 借助于 ，在……幫助(救助)下
give/offer aid 援助 come to sb.'s aid 幫助某人 medical aid 醫(yī)療救護(hù)
cut off aid (突然)終止援助 a hearing aid 助聽(tīng)器 teaching aids 教具
他只有靠呼吸器呼吸。He was breathing only with the aid of a ventilator.
2) vt;&vi. 幫助，援助 常見(jiàn)結(jié)構(gòu)： aid sb. to do sth.幫助某人做某事
aid sb. in (doing) sth. 幫助某人做某事 aid sb. with sth在某事上幫助某人
① 我?guī)椭@個(gè)可憐的女孩繼續(xù)她的學(xué)業(yè)。I aided the poor girl in continuing her study.
② 我?guī)椭阊芯?。I aided her to do her research.
2. fall ill【課文原句】
fall ill是“病倒”的意思，其中fall是連系動(dòng)詞,意為“成為，變成”，不能與表示一段時(shí)間的狀語(yǔ)連用。
她病倒不久便去世了。She fell ill and died soon after.
知識(shí)鏈接:fall asleep 睡著 fall silent 沉默 fall down 摔倒
fall in love with愛(ài)上……
3.prevent sb. from doing sth【課文原句】
1)prevent/stop... (from) doing 妨礙/阻止…做某事
keep... from doing 阻止….做某事
在be prevented/stopped from doing 結(jié)構(gòu)中,介詞from 能省略嗎?
不能 如:We are prevented/stopped from going there.
2)protect sb./sth. against/from sth. 保護(hù)…..免受…..
他帶著太陽(yáng)鏡以擋強(qiáng)烈的陽(yáng)光。He is wearing sunglasses to protect his eyes from the strong sunlight.
4. sense of touch 觸覺(jué) sense of sight 視覺(jué) sense of hearing 聽(tīng)覺(jué)
sense of taste 味覺(jué) sense of smell 嗅覺(jué) sense of humour 幽默感
sense of beauty 美感 sense of direction 方向感 sense of urgency 緊迫感
5.a variety of 【課文原句】
a variety of各種各樣的，多種多樣的
這家商店出售各種各樣的商品。This shop sells a variety of toys.
6. squeeze& over and over again【課文原句】
1)squeeze v. 壓榨，擠壓，塞進(jìn)
squeeze out 榨出，擠出 squeeze into 擠進(jìn) squeeze…from/ out of從……榨取
① 她把一個(gè)檸檬的汁擠了出來(lái)。She squeezed the juice from /out of a lemon.
② 他擠進(jìn)了擁擠的公共汽車。He squeezed himself into a crowded bus.
2) over and over again
2)over and over again = again and again, 一再,再三,許多次
我再三告誡你不要那樣做.I’ve told you over and over again not to do that.
7. in place【課文原句】
in place: 在適當(dāng)?shù)奈恢?適宜的
你把你的東西各就各位，不然很難找。
You’d better put things back in place. Otherwise, it will be difficult to find things.
知識(shí)拓展: in place 在適當(dāng)?shù)奈恢?適當(dāng) out of place不在適當(dāng)?shù)奈恢?，不適當(dāng)
in place of 代替 take the place of 代替
短語(yǔ)翻譯 1.阻止(某人)做……___________________________
2.觸感_____________________________ 3.擠出;榨出______________________
4.在適當(dāng)?shù)奈恢胈__________________5.反復(fù)，多次_________________________
6.開(kāi)展，執(zhí)行______________________7.找到_____________________________
8.許多，大量_________________________9.自豪___________________________ 10.砍掉，砍伐____________________
完成句子
1. He suddenly________ _________ __________ _______(昨晚他突然病了)。
2. Sunglasses can_______ ________ ________ _________ the sun' s rays (保護(hù)我們的眼睛免受…… )。
3. You may __________ ______________(燙傷) by hot liquids.
4. These burns are not serious and they should______ ______ -______ ______ ________ _______ ___________(一天之內(nèi)就會(huì)好許多)。
5. First degree burns __________ ___________when they are pressed(變成白色)。
參考答案：.
短語(yǔ)翻譯
1. prevent sb from doing sth 2. sense of touch 3. squeeze out 4. in place
5. over and over again 6. carry out 7. put one‘s hands on
8. a number of 9. be proud of 10. cut off
完成句子
1. fell ill last night 2. protect our eyes from 3. get burnt
4. feel better within a day or two 5. turn white
Unit 5 First aid- Discovering useful structures
Ellipsis
為了使語(yǔ)言簡(jiǎn)潔或避免重復(fù)，省略句中的一個(gè)或幾個(gè)句子成分，這種語(yǔ)法現(xiàn)象稱為省略。省略句的使用是為了使句子簡(jiǎn)潔明快，重點(diǎn)突出。
一.句子成分的省略
1. 省略主語(yǔ)
1)(I) Beg your pardon.
2)(It) Sounds like a good idea
2. 省略謂語(yǔ)或謂語(yǔ)的一部分
1)(Is) Anybody here?
2)(Is there) Anything I can do for you?
3. 省略賓語(yǔ)
A: Where has Mr. Smith gone?
B: Sorry, I don’t know (where he has gone.)
4.省略主語(yǔ)和謂語(yǔ)
1)(Are you) Hungry?
2)(I want) Orange juice, please.5.省略不定式后省略動(dòng)詞
A: Would you like to come to the party?
B: I’d love to (come the party.)
Now it’s your turn to find out what have been left out.
1. Haven’t seen you for ages.→I haven’t seen you for ages.
2. Some more tea? →Would you like some more tea?
3. Sounds like a good idea. →That / It sounds like a good idea.
4. Doesn’t matter. →It doesn’t matter.
5. Sorry to hear that. →I’m sorry to hear that.
6. Pity you couldn’t come. →It’s/ What a pity you couldn’t come.
7. This way, please. →Come this way, please.
8. Terrible weather! →What terrible weather it is!
9. Joining us for a drink? → Are you joining us for a drink?
10. Going to the supermarket→Are you going to the supermarket?
二.狀語(yǔ)從句中的省略
當(dāng)狀語(yǔ)從句的主語(yǔ)和主句的主語(yǔ)一致時(shí),可以省略狀語(yǔ)從句中的主語(yǔ)和系動(dòng)詞be, 這時(shí)從句中可出現(xiàn)如下結(jié)構(gòu):
①連詞(as, as if, once+名詞)
Once (he was) a teacher, he now works in a government office.
②連詞(though, whether, when)+形容詞
Work hard when (you are) young ,or you’ll regret.
③連詞(when, while, though)+現(xiàn)在分詞
While (I was) walking along the street, I heard my name called.
④連詞(when, if ,even if, unless, once, until, than, as)+過(guò)去分詞
⑤連詞(as if, as though)+不定式
He opened his mouth as if (he were) to speak.
三.不定式省略,單獨(dú)使用不定式符號(hào)to
①在 expect, forget, hope, intend, like, love, mean, prefer, refuse, seem, try, want, wish等后面。如:
I asked him to see the film，but he didn’t want to.
②在have, need, ought, be going, used等后面。
③在某些形容詞pleased, glad, happy 等后面。
--Will you join the game?
--I’d be glad to.
④否定形式的省略用not to。
如果不定式中含有be, have, have been,通常保留be, have,和have been 。如:
--He hasn’t finished yet.
--Well, he ought to have.
2、-Does your brother intend to study German?
-Yes, he intends______.
A / B to C so D that
答案：B
解析 intend to 后省略了study German。
3、-Would you like to go to the Grand Theatre with me tonight?
-_______.
A Yes, I’d like to go to the Grand Theatre
B I’d like to, but I have an exam tomorrow
C No, I won’t
D That’s right
答案：B
解析 I’d like to 后省略了go to the Grand Theatre。
4、-You should have thanked her before you left.
-I meant_____, but when I was leaving, I couldn’t find her
anywhere. (2000北京春)
A to do B to C doing D doing to
答案： B
四.so或not的替代現(xiàn)象
so或not代替上文內(nèi)容，與動(dòng)詞believe，do，expect，fear，guess，hope，speak，suppose，think及 I’m afraid 等連用。
注意;hope只用I hope not不能用I don’t hope so。
高考回顧
1、-After living in a village for so long, Kathy won’t want to move to a big city.
-I don’t imagine_____. (07.武漢質(zhì)檢)
A. so B. too C. it D. that
答案：A
2、Much of the power of the trade unions has been lost._____, their political influence should be very great. (2006廣東)
A. As a result B.As usual C. Even so D. So far
答案：C
解析 Even so, 即使這樣。
3、-You haven’t lost the ticket, have you?
— ___. I know it’s not easy to get another one the moment. (2004江蘇)
A I hope not B Yes, I have C I hope so D Yes, I’m afraid so
答案： A
解析: 根據(jù)it’s not easy to get another one at the moment 可知說(shuō)話者很珍惜。
4、-The boys are not doing a good job at all, are they?
-_____.(2003北京春)
A I guess not so B I don’t guess C I don’t guess so D I guess not
答案：C
解析: I don’t guess so.相當(dāng)于I don’t think so.。
考點(diǎn)4在than或as…as引導(dǎo)的從句
在than或as…as引導(dǎo)的從句中,常含有一些成分在上下文清楚的情況下被省略。
He has made greater progress than (he did) before/ever.
He came home earlier than (he was) expected.
She works as hard as young people.
高考回顧
1. George offered a better suggestion to me than_____. (06.中山第一學(xué)期期末)
A Henry did to Smith B. that of Smith’s
C. Michael’s D. what Charlie offered to me
答案：D
解析: 在than 后完整的句子為Henry offered a suggestion to Smith
