高中英语(人教大纲)第二册下：Unit18 Inventions(第二课时)

高二英语Unit 18—Inventions（II）人教版【本讲教育信息】一. 教学内容：Unit 18—Inventions（II）1. 词汇复习2. 课文难点句解析（II）3. 语法复习：定语从句二. 知识总结与归纳：词汇复习：运用构词知识掌握下列单词：1. edible2. laptop3. palmtop4. desktop5. inflatable6. creative7. rephrase 8. possibility9. visible 10. connection11. trial 12. relativity13. dusty 14. background15. typewriter三. 课文难点句解析：1. Anywhere we go, we can hear the ringing of a cellphones , the tapping of a keyboard or the clicking of a muse. We are said to be living in the “Information Age”, a time of new discoveries and great changes.不论我们走到哪里，我们都能听到手机的铃声，键盘的敲击声和鼠标的点击声。

人们都说我们生活在一个“信息时代”，一个充满新发现和大变革的时代。

（1）Anywhere“无论何地”引导一个状语从句相当于“wherever; no matter where.I’ll take you anywhere you like.（2）We are said to be living人们都说我们正生活在……Sb. be said to do….== It’s said that +从句。

He is said to have been allowed into Peking University.句型中的said可以替换成believed; thought; known; reported等。

高二英语第二册 Unit 18 Inventions人教版【本讲教育信息】一. 教学内容：Unit 18 Inventions〔一〕重点单词〔二〕重点短语〔三〕重点句型二. 本周知识精讲：〔一〕重点单词1. reject vt.拒绝；排斥；抛弃；剔除其后跟名词或what引导的名词性从句作宾语，但不接that及其他wh-引导的从句，不接动词不定式。

短语：reject a request 拒绝请求 reject different ideas拒绝不同的观点1〕Disappointingly, after the transplant, his body rejected the new heart.令人失望的是，他的身体排斥他新移植的心脏。

2〕When we make jam, we usually reject the over ripe fruit.制果酱时，我们通常除去熟透的水果。

3〕Most of the people present at the meeting reject what you said just now.大多数出席会议的人不接受你刚在会上说的话。

区分：reject和refusereject意为“拒绝；拒收；扔掉〞，只可接名词或what引导的名词性从句，主语只能是人，不能用于拒绝别人的邀请或帮助。

refuse“拒绝〞，可接名词、代词、不定式，主语可以是人或物，指拒绝请求、帮助、邀请等。

1〕My colleague rejected the saying that he was a liar.我的同事拒不接受别人说他是说谎者。

2〕He is so kind a person that she can’t refuse him anything.他是如此好心的人以至她什么也不能拒绝他。

3〕With her parents quarreling continuously, she refused to go home.因为父母老是吵架，她拒绝回家。

Unit 18 Inventions(Senior II)Zhang YuPeriod 1 Warming up, listening and speakingI Teaching Aims：Talk about inventions. Practise describing inventions.II Teaching Focuses ：Expressions of describing inventions:HI Teaching Methods：Listening, speaking and talking.IV Teaching Aids：A multimedia computer and a tape recorder.V Teaching Procedures ：Step 1: Lead- inShow the pictures of the four ancient inventions to the students? Ask: What do we need if we want to invent something? (imagination and creation )Step 2: Warming upDescribe some objects to the students and ask them to guess what it is. At the same time, get the students to pay attention to the ways of describing an object..∙This invention is made of metal. ∙It is powered by an engine.•It looks like a bird. ∙It makes it possible fbr people to fly to different places in the world.This is an invention which can help people in the streets, especially in the big cities. Sometimes, it looks like a tree standing beside the street. It directs cars & trucks at crossing. It has colored lights; red means stop; green means go.Step 3: ListentingListen and fill in the blanks to explain why the inventions are not given the patents. Dialogue 1 :1.Travel without, doesn,t need any, no.1.1t⅛ powered by th e person who use it by pushing it with.3.It is a vehicle with wheels instead of.4.Because the vehicle described by the man has already been invented-it⅛ a∙Dialogue 2l.He invented a device for helping people 2.He got the idea when he saw3.If you put the bags into a large bucket of,the bags will and you won't have to carry them∙4.Because his idea doesn7t work-you would still have to carry!Step 4: SpeakingNow it's your inventing time.The name of your invention. Show a simple picture.Report the invention to us.Prepare the patent offers' questions to manage to ask for a patent.The following sentence may help you.A patent officer: What⅛ the use of it? What does it look like?What's it made of? How to use it? How much does it cost?Is it environmentally friendly How is it different from others?•An inventor: ∙It can help people... ∙It looks like...•It's made of... ∙This is a new way of... ∙It costs only...•It does no harm to... ∙Γd like to invent... because it can...Step 4: Homework Write a short passage to describe your invention.Period 2 ReadingI Teaching Aims：Learn and master some new and important language points;Improve the Ss' reading ability by reading and comprehending the text;Get the Ss to learn how to be creative.II Teaching Focuses ：The main idea of the text. Finish all the reading comprehension exercises.The four thinking strategies.IΠ Teaching Methods：Question-and-answer activity. Some games-Group work, pair work or individual work to make every student work in class. IV Teaching Aids：1. A multi-media computer 2. A tape recorder and a tape.V Teaching Procedures ：Step 1: Lead - inShow a picture of a bulb to the students. Ask: Who invented it?Step 2 (Pre-readingScan the title and the four sub-titles, and guess what's the text about?•A. how to become a great thinker ∙B. how to improve your IQ•C. how to become more creativeStep 3 i Fast-reading1. What⅛ creative thinking? It is one of skills and habits.2.How do people come up with ideas for new inventions? In how many ways?Step 4 C"rful-τe岫吗Part 1:general idea.Part 2:What is to u think outside the box,,7© To think outside the box is to try new ways to solve a problem.© To rephrase a problem to allow fbr creative solutions and also tr y “impossible" orςςcrazy,⅛olutions.© To make a conscious effort to break away from old thought patterns.Part 3:Take another look at it© a change in perception© to look at a problem in as many way as possible© Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.Part 4:Make connections© try to combine new and old ideas in as many different ways as possible© try to make connections that may seem strange at first© think of new applications and solutionsPart 5:Keep trying© develop new ideas even when they were tired or did not feel inspired© For each new invention that works, there are at least ten that do not.Step 5 (Post-reading1.Match the examples with the right titles:Example 1: think outside the box. Examples 2&3: keep tryingExample 4: take another look at it. Example5: make connections.2.T or F exercises.1)Most inventors have high IQs-2)The things we know can sometimes make it more difficult for us to understand.3)It's impossible to learn how to be creative.4)The best way to find a good solution is to look fbr one good answer.5)Inventors try to avoid failure.6)The more ways we have of looking at a problem, the more likely it is that we can find a solution.7)Most good ideas are the result of a long process of trial and error.3.Reading comprehension.1)We can get the conclusion from the fifth paragraph thatA∙ to be clever can lead to success B∙ he who laughs last laughs bestC. f⅛ilure is the mother of successD. never too old to learn2). The sentence “ good ideas are no accident” means the following except thatA. Good ideas never come by chance.B. The accident is not caused by good ideas. C∙To be successful needs many trials and errors. D∙ Failures can also help us move towards a better solution.3). Another proper title for the text is probablyA.CreativityB.Great thinkersC. How to solve problemsD. ConnectionStep 6 (Discussion (qroupwo®L How do you understand the title of the passage?If we want to be creative, we should follow these rules-think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .2.What other rules should you have if we want to be creative?3.Of all the rules discussed above, which one do you think is the most important? Why? Step 7: Homework P 61 Exx 1 & 2.P 131 Exx 1, 2&3.Period 3 Language StudyI Teaching Aims：To get the students to master the usage of the important words and phrases.Improve the students, abilities of using language.II Teaching FocusesWords & expressions:Sentences: 1) I know people are trying to help, but I wish they wouldn't treat me as if I were a child.2) Maybe it is time for the rest of society to accept me as I am and get used to the foct that while I may not be able to walk, there arc many other great things I can do.ΠI Teaching Methods ： Explaining & Practising.Elicitation and inductive methods to help the Ss master the language points.IV Teaching Aids：A multimedia computer.V Teaching Procedures ：Step 1: Lead- inRead the text again and find the phrases using the following translations as a guide*9.运用女子的，鬼维策略 practise good thing strategies 10.P 艮侏JJ ，里维 limit ones thinking 11 .解决问题 solve a problem 12.换一种说法来表述问题 rephrase a problem13 .顾及，在计算、估计时考虑到某人或某事 allow for sb. / sth.14 . p 备入困境 get stuck 15.走向更女予的解决办法 move towards a better solution16 .挣脱ι日的思维模式 break away from old thought patterns17 .发掘新的可黄24生 explore new possibili+ies18.观念的改变 a change in perception 19.正如 as with20.联系 be connected to / with 21.意识至I be aware of22.反复试验的过程 a long process of 什ial and errorStep 2: f Eχp （anations about tfιe language points1. Throughout history, great thinkers have used their creativity and imagination to change the world.综观历史,伟大的思想家们利用他们的创造力和想象力来改变世界。

高中英语人教大纲版第2册根底稳固〔Unit 18 Inventions〕根底稳固汉英翻译答案:come up with2.顾虑到；顾及；为……作准备答案:allow for3.被困住；被陷住答案:get stuck4.冲破；脱离；与……断绝关系答案:break away from5.环保的；环境友好的答案：environmentally friendly6.与……一样答案：as with7.意识到；认识到答案:be aware of8.与……相似答案:be similar to答案：keep track of10.既然;由于答案:now that答案：have...in common单项填空e won’t the children into the ho use until they’ve wiped their shoes. A.allow B.permit C.agree D.forbid解析：allow sb.in/into表示“允许某人进入〞。

permit和agree不能和into搭配；forbid 意为“禁止，不许〞，与后半句矛盾。

答案：A2.We can’t finish the work in such a short time;you must our lack of experience.A.allow toB.allow forC.allow ofD.allow into解析:allow for 意为“考虑到，顾及到〞。

答案:B3.I felt very disappointed when my repeated request that I join the club was .A.replacedB.resistedC.rejectedD.removed解析:句意为“……请求被拒绝了〞，reject 表示“拒绝，不接受〞。

答案:C4.We must accept the possibility we might be wrong.A.whichB.thatC.ifD.where解析：possibility后为that的同位语从句,在从句中不作成分。

高中英语人教大纲版第二册下词汇讲解（Unit 18
Inventions）
Unit 18Inventions
Warming up,Listening and Speaking
词汇讲解
三点剖析
...be prepared to explain why.
......准备好说明原因。

be prepared...准备好......
【典型例句】
Children are prepared to begin their school life.
孩子们已经准备好开始上学了。

The army is well prepared for the worst.
军队作好了应付最坏情况的准备。

The foreign minister was not prepared for answering such a tough question.
外交部长对回答这样一个刁钻的问题没有思想准备。

【要点归纳】
be prepared to do/for(doing)sth.意思是”(从思想和物质上)为某事作好了
准备”，表示状态。

【相关链接】
(1)prepare sth.”准备某事”，含义相当于get sth.ready，强调准备的动作
与过程，所需时间往往较短。

例如：
It’s very late,but the assistant teacher hasn’t prepared his lessons yet.。

Unit 18 InventionsPeriod Four Integrating skills and writingActivity 1. Check the assignment.Activity 2. Integrating skills1. Fast readingRead the passage quickly and then answer the following questions.1). Why are scientific metaphors like “memory” and “cut and paste” useful?How do they limit our thinking?2) . Think of more words we use to talk about computers and Internet. How well do they describe the things or action they are used for? Are there other words we could use that might be better?Suggested answers:1)They make it easier for us to understand and use a new tool. Meanwhile they may make it more difficult for us to use the new invention in the best way.2)copy, file, delete, lock, enter, return, storeActivity 4. Writing practiceDiscuss how to write a process essay:高考链接：请你根据提示用英语写一篇短文（选自05北京卷书面表达）：情景作文美国中学生Jeff将要来你所在的红星中学学习中文，经协商安排住在你家。

Unit 18 InventionsPeriod One Listening and speakingI. Teaching aimsII. Teaching proceduresActivity 1. A brief introduction to Inventions Today’s topic is invention.When we speak of invention, we can’t help thinking of the four great inventions in ancient China. What are they?Meanwhile, with the development of science more inventions have come about. These inventions are wonderful.Now what invention do you think is the most useful?Why?However, some inventions are so common that we often forget how wonderful they are. For example,zippers are very useful, but they are forgotten.Almost none of us know who invented them. Do youthink so? Do you think it is important to know howthings were invented?If you want to invent something, you need to trainyourself to have creative thinking to think aboutthem in a different way based on the presentthings.Now let’s do some riddles to see how clever youare?1) What is it that Adam has none Eve has two andeveryone has three?2) What is it that the dead eat and that the livingwould die if they ate?3) What is it that you use your head to your toes and the more it works the thinner it gets?4) What is it that is not an airplane but moves through the sky not a river but is full of water? Activity 2. Take the quiz on p57 and see how much the students know.Suggested answers:1) Electric shoes. You never need to buy batteries.2) Edible.3) A nose-top computer fits comfortably on your nose. Use the keyboard vest when you want to type something.4)A bike that is filled with air. It can be foldedup and put in a bag.Activity 3. Pre-listeningDiscussion:Which of these inventions do you think would beuseful? Why?Hints for reference:1. Is there anything you would like to invent? If so, what and why?2. I think…/ …would be the most useful invention because by using …/we can …Activity 4. Listening practiceFinish Exercises 1&2 on p58.Activity 5. Pair workYou’ve known how to apply for a patent. Now you are in a patent office Let’s play a game. Each of you will be given a role card. Work in group of five: four inventors and one patent officer. Each inventor should explain how the invention works and why it is useful. The patent officer should ask questions and decide if each invention is a good idea or not. And use the useful expressions at the bottom of this page.Some useful expressions for the patent officer: I’m much impressed by…;I think your invention is…;That’s really a good idea…;I’m afraid it might not…;I’m sorry ,but I can’t give you a patent for …; I think you can have the patent for …Activity 6. DiscussionSuppose you have an idea for a new Guinness world record and want to share it with your partner. Homework:1. Preview words and expressions in this unit.2. Preview READING on p59-p60.。

The Second PeriodTeaching Aims:1.Learn the text and train the students’ reading ability.2.Learn some useful words and expressions.3.Help the students to learn to be more creative.Teaching Important Points:1.Get the students to grasp the main idea of the passage and help them understand the passage better.2.Learn and master the important words and phrases in this period.Teaching Difficult Points:1.How to help the students improve their reading ability and understand the passage better.2.How to master the language points in the passage.Teaching Methods:1.Fast reading to get the general idea of the text.2.Careful reading and discussion to help the students understand the passage better.3.Explanation to help the students master some language points.Teaching Aids:1.the multimedia2.the blackboardTeaching Procedures:Step Ⅰ GreetingsGreet the whole class as usual.Step Ⅱ Lead-in and Pre-readingT:In the last period,we talked about some new inventions.We know that inventionscan make people’s life easier and better.They will do a lot of good to people.But how do people e up with ideas for new inventions?Do you have to be very intelligent to be an inventor?Are some people born creative,or is it possible to learn how to be creative?If you want to be an inventor yourself,you must have a lot of questions.Now,read the passage quickly to find the answers to these questions on Page 59.Step Ⅲ Reading and Understanding(Allow the students a few minutes to find he answers to the questions.)T:Have you finished?Ss:Yes.T:Good.Now,have a discussion with your partner.If you don’t agree with each other,read the passage again to check your answers.A moment later,I’ll ask some of you to tell us your answers.(A moment later.)T:Well.Now,Xiao Hui,tell your answer to the first question,please.S:I think some people are born creative.T:Do you agree with her,Li Ling?S:I’m afraid not.I think it is possible to learn how to be creative.T:Can you tell us why?S:Because creative thinking is a matter of habits.By thinking about how we think and practising good thinking strategies,we can bee more creative.T:Good.Please sit down.Now,who’d like to answer the second question?S:I’d like to have a try.I don’t think people have to be very intelligent to be an inventor.Because only some of the thinkers did well in school.And creativity is not about getting high test scores,having a high IQ or being smart.T:Does anybody have a different opinion?Or do you agree with her?Ss:We agree with her.T:OK.Now,the last question.Who knows the answer?S:I want to have a try.I think people should try new ways to solve a problem,and break away from old thought patterns.T:Good.Who has anything else to say?S:I think people should look at a problem in as many ways as possible.T:Anything else?S:People should try to bine new with old ideas in as many different ways as possible.By paring and connecting ideas and objects in new ways,people may think of new applications and solutions.S:I have something else to say.Good ideas are no accident.They are the result of a long process of trial and error.T:Well done!You’ve all got the main idea of the passage.Now,please read the passage carefully again to check some detailed information.Look at the sentences on the screen and tick the sentences that are true according to the text and correct the false ones.(The multimedia shows the following sentences.)7.( )Most good ideas are the result of a long process of trial and error.(A moment later,ask some students to say their answers and check them with the whole class.)Suggested answers:1.(×)Most inventors don ’t necessarily have high IQs.2.(√)3.(×)It ’s possible to learn how to be creative.4.(×)The best way to find a good solution is not to look for one good answer only.Partial solutions and even failures give us more information and clues that help us move towards a better solution.5.(×)Inventors all know that for each new invention that works,there are at least ten that don ’t.6.(√)7.(√)Step Ⅳ ExplanationT:Good job.In order to help you understand the passage better,I ’ll explain some useful words and expressions to you.Look at the screen and listen carefully.(The following is shown on the screen.) Language Points:1.be born+adj./n.e.g.He was born ⎩⎨⎧singer. a blind. 2.e up withe.g.Scientists will e up with new ways of increasing the world ’s food supply.3.allow fore.g.We must allow for the bus being late —it always is.4.get stucke.g.The car got stuck in the mud.5.break away frome.g.The prisoner broke away from his guards.A province has broken away to form a new state.6.be aware of/thate.g.Are you aware of the time?She became aware that something was burning.(Explain the language points and write the phrases on the blackboard:be born+adj./n.,e up with,allow for,get stuck,break away from,be aware of/that…) Step Ⅴ DiscussionT:Look at the examples on the screen.They have been mixed up.Read the passage carefully again and place them in the right paragraph.You may have a short discussion with your partner.(Show the following on the screen and allow the students to read the passage again and discuss in pairs.)1.According to Leonardo da Vinci,problems which had seemed impossible could be solved if he changed the way he described the problem.2.Thomas Edison made a rule saying that he had to make an invention every ten days.3.Mozart,who lived in Austria,wrote more than 600 pieces of music.4.Einstein,who changed the world of physics forever with his Theory of Relativity,preferred images to numbers.5.Samuel Morse,the man who invented the telegraph,got his idea by watching a rider exchange a tired horse for a new one.(A moment later,ask some students to say their answers.If they have different opinions,allow them a few minutes to have another discussion.)Suggested answers:1.→Think outside the box2.→Keep trying3.→Keep trying4.→Take another look at it5.→Make connectionsStep Ⅵ Listening and ReadingT:Good.You’ve understood the passage well.Now,let’s listen to the tape.The first time I play it for you,you should listen carefully and the second time,you can read after it.Pay attention to your pronunciation and intonation.(Play the tape twice for students to listen and repeat.And then if time permits,ask some students to read the passage.One student,one paragraph.Help students with their pronunciation.)Step Ⅶ Summary and HomeworkT:Today,we’ve read a passage about how to be more creative.And also we’ve learnt some useful phrases.After class,you should read the text again and again to understand it better.Try to use the new phrases more to master them better.Remember to preview the next two parts:Language study and Grammar.So much for today.Class is over.See you tomorrow!Ss:See you tomorrow!Step Ⅷ The Design of the Writing on the BlackboardUnit 18 InventionsThe Second Period1.be born+adj./n.2.e up with3.allow for4.get stuck5.break away from6.be aware of/that…Step Ⅸ Record after Teaching。

高中英语人教大纲版第二册下语法精讲（Unit 18Inventions）语法精讲定语从句定语从句的关系代词和关系副词的选择关键是要注意分析它们在从句中所作的句子成分，如果作主语、宾语、表语、定语，则用关系代词which,that,who,whom,whose；若作状语，则用关系副词when,where,why。

注意下列情况：[来源:Z_xx_]1.只用that（1）当先行词是不定代词，如all,everything,anything,nothing,much,few,little,none,the one 等时。

（2）先行词（指物的）前面有only,few,one of,little,no,all,every,very 等词修饰时。

[来源:Z&xx&]（3）先行词被序数词first,last,next 等或形容词的最高级修饰时。

（4）当先行词既有人又有物时。

（5）当先行词是系动词be 后面的表语或关系词本身是从句的表语时。

如：China isn’t the country that she used to be 50 years ago.He is no longer the man that he used to be.It’s a book that will help you a great deal.[来源:Z&xx&] （6）当主句是以who,which 或what 开头的特殊疑问句时。

（7）当主句以There be...结构开头时。

如：There is a seat in the corner that is still free.。

人教修订版高二英语下Unit 18 InventionsReading教案一、本节课的教学指导思想本节课的设计力求体现新课标的基本理念“提供多种选择，适应个性需求；优化学习方式，提高自主学习能力。

”根据本节课教材内容和学生的实际情况，教师制作了网页，学生通过在网页上浏览查找并完成教师所设置的任务。

这一学习过程以学生自主学习为主，以教师的辅导为辅，改变了传统的由教师单方向灌输知识的教学模式，目的在于调动学生的学习愿望，鼓励所有不同层次学生的积极参与。

在通过大量关于发明的音像，文字资料的学习后，在教师的鼓励下，学生以小组为单位，进行生活小发明的创意与介绍。

这种竞赛活动可以激发学生的创造力和想象力；另外通过展示、介绍自己的发明，学生可以将所学知识和所学语言结合起来进行实践，既能巩固知识又能提高口头表达能力，从而学生的自信心及学习英语的兴趣得到了提高。

二、教材分析及学情分析1.教材资源的调整与整合本节课的主题是“发明”，看似很抽象，很深奥，但实则与生活密切相关。

教材上所涉及的听力与阅读文章内容都不错：但两段听力内容很相似，问题比较单一。

就此，教师增加了听力填词的题型，并设置听力II.为选做题，鼓励层次较高的同学积极参与，又保护了学习有困难的学生的学习热情。

而阅读文章较长，且比较难读，由于本节课的重心不是培养学生的阅读难懂文章的能力，而是学习此文介绍的创造性思维策略，所以教师降低了这篇文章的难度，选用了教参上的同样内容的一篇文章，使阅读环节轻松进行，为下一个教学环节奠定基础。

教师利用网络与图书馆资源，尽其可能地丰富课堂资源，整合教材内容，为学生在教师所搭建的资源网站上自主学习搭建一个平台。

2.学生情况分析所带班级为理科普通班，学生的英文水平参差不齐。

为了鼓励全部学生都积极参与到课堂活动中，同时培养他们的团队合作精神，教师一方面按学生自愿进行分组，每组5-6人，另一方面，在分配学习任务时，注重学习任务的层次性与选择性。

Unit 18 InventionsPeriod Three Language focus and grammarActivity 1 Check the assignmentActivity 2. Reading aloud and memorizing.1..Are you tired of carrying around a heavy laptop puter?2.Are some people born creative, …?3.How do people e up with ideas for new invention s?4.They e from different cultures and have different backgrounds.5.If we look only for the correct answer and reject ideas that don’t provide a plete answer, we may get stuck.6.Creative thinking is a conscious effort to break away from old thought patterns in order to explore newpossibilities.7.Great thinkers are aware of this and try to bine new and old ideas in as many different ways as possible.8.Thomas Edison made a rule saying that he had to make an invention every ten days.Activity 3. Language focus1.These chopsticks are both delicious and environmentally friendly.这些筷子既好吃又保护环境。

第二册Unit 18 InventionsI．单元知识点全览工欲善其事必先利其器高考须掌握的词汇：1．rejeetion 2．possible 3．connect 4．awareness 5．try 6．dust 7．Store高考须掌握的短语：1．for 2．stuck 3．away 4．aware 5．error 6．a11 7．keep Ⅱ．考点过关过关斩将一马平川考点详解精剖细解入巿三分一、重点词汇1．aware adj．意识到的，感觉到的(一般用作表语)eg：He Wasn't aware of the danger．他没有发觉到危险。

He was aware that he had drunk too much．他意识到他喝了太多的酒。

Are you aware how much this means to me?你知道这对我有多大意义吗?相关链接：unaware adj．(反义词)没有意识到的awareness n．意识，觉悟用法拓展：be(quite；well)aware of…意识到……，发觉到…… be aware+从句意识到，发觉到……特别提醒：aware一般用作表语，后接of短语或从句。

He attempted breaking the world record．他试图打破世界纪录。

相关链接：attempt n．尝试，企图attempted adj．未遂的，意图的用法拓展：attemptto do/doing企图做某事make an attempt to do/at doing…试图做某事an attempted tourder/suicide杀人未遂/自杀未遂特别提醒：attempt to do sth．“企图做某事〞，暗含有不成功的意思；try to do sth．“努力/尽力去做某事〞，结果有可能成功也有可能失败；manage to do sth．“设法做到〞，结果一定是成功的。