在日常的學(xué)習(xí)、工作、生活中，肯定對(duì)各類范文都很熟悉吧。相信許多人會(huì)覺得范文很難寫？這里我整理了一些優(yōu)秀的范文，希望對(duì)大家有所幫助，下面我們就來了解一下吧。
詞匯學(xué)unit6答案篇一
n.
1.) 動(dòng)力，動(dòng)機(jī)
the motivation for learning
學(xué)習(xí)的動(dòng)力
2.) 積極性;干勁
she insists her success is due to motivation rather than brilliance.
她堅(jiān)稱自己取得的成就靠的是干勁，而不是才智。
stick
vt.
1.) 刺;戮;刺死
stick a pig 宰豬
2.) 釘住;插牢
stick a butterfly釘制蝴蝶標(biāo)本
3.) 粘貼;張貼
they stuck the notice on the wall.
他們把通知貼在墻上。
4.) 【口】放置
her younger sister helped her stick a flower in her hair.
她妹妹幫她把一朵花插在頭發(fā)上。
5.) 伸,伸出
dont stick your head out of the train window.
不要把頭伸出火車窗外面。
6.) 使停止;阻塞
the ship has been stuck here for a week by bad weather.
由于天氣惡劣，船只被阻在此已經(jīng)一周。
vi.
1.) 粘住;釘住
this stamp wont stick.
這張郵票貼不上。
2.) 陷住;梗塞;被困住
a fish-bone stuck in his throat.
他喉嚨里卡了一根魚刺。
acquire
vt.
1.) 取得,獲得
the museum has just acquired a famous painting by pablo picasso.
該美術(shù)館剛剛獲得一幅畢加索的名畫。
gradually we acquired experience in how to do the work.
我們逐步獲得了做這工作的經(jīng)驗(yàn)。
2.) 學(xué)到;養(yǎng)成
she has mastered english grammar and acquired a large vocabulary without the help of a teacher.
她在沒有老師指導(dǎo)的情況下,掌握了英語語法,學(xué)到了大量詞匯。
acquisition
n.
1.) 獲得,取得[u]
he devotes his time to the acquisition of knowledge.
他把時(shí)間用在獲取知識(shí)上。
2. 獲得物;增添的人(或物)[c]
this dress is amys new acquisition.
這衣服是艾米新添置的。
instruct
vt.
1.) 指示,命令,吩咐
he instructed me to deliver it to a customer.
他吩咐我把東西送去給顧客。
2.) 教授;訓(xùn)練;指導(dǎo)[(+in)]
my job is to instruct her in english.
我的工作是教她英語。
3.) 通知,告知
my agent has instructed me that you still owe me $150.
我的代理人告訴我你還欠我一百五十美元。
anxious
adj.
1.) 焦慮的,掛念的[(+about/at/for)]
im anxious about her safety.
我對(duì)她的安全擔(dān)心。
2.) 令人焦慮的
the week of the flood was an anxious time for all of us.
鬧水災(zāi)的那一星期是使我們大家都焦慮不安的日子。
3.) 渴望的[f][(+for)][+to-v][+that]
were anxious for your safe return.
我們盼望你平安歸來。
we were anxious that there be no misunderstanding.
我們極愿沒有誤解。
i could see that she was anxious for laura to go.
我看得出她巴望勞拉去。
im really anxious to see him.
我急于見他。
secure
adj.
1.) 安全的,無危險(xiǎn)的[(+from/against)]
now my house is secure against burglary.
現(xiàn)在我的房子無被盜竊之危險(xiǎn)。
2.) 安心的,無憂慮的[(+about)]
you have made me feel secure.
你使我覺得放心。
3.) 有把握的,確定無疑的[(+of)]
our success is secure.
我們的成功是有把握的。
adopt
vt.
1.) 采取;采納;吸收
after much deliberation, the president decided to adopt her suggestion.
總經(jīng)理再三考慮之后,決定采納她的建議。
2.) 過繼,收養(yǎng)[(+as)]
mr. kern adopted the orphan as his own son.
克恩先生將那孤兒收養(yǎng)為自己的兒子。
3.) 正式通過,接受
the agenda was adopted after some discussion.
經(jīng)過討論,議事日程獲得通過。
level
n.
1.) 水平線;水平面[c]
the village is 1,000 meters above sea level.
這村子海拔一千米。
2.) 高,高度[c][u]
the flood rose to a level of 50 feet.
洪水漲到五十英尺高。
3.) (文化等的)水平,程度,標(biāo)準(zhǔn)[c][u]
these students have not reached an advanced level yet.
這些學(xué)生尚未達(dá)到高級(jí)班的程度。
4.) 級(jí)別;地位[c]
they are holding a conference at ministerial level.
他們正在舉行部長(zhǎng)級(jí)會(huì)議。
association
n.
1.) 協(xié)會(huì),公會(huì),社團(tuán)[c]
have you joined the teachers association?
你加入教師協(xié)會(huì)了嗎?
2.) 聯(lián)合,結(jié)合;交往[u][(+with)]
i benefited much from my association with him.
我跟他的交往中獲益匪淺。
3.) 聯(lián)想,聯(lián)想物[c][u]
what association do you have with the color green?
綠色會(huì)使你產(chǎn)生什么聯(lián)想?
appropriate
adj.
適當(dāng)?shù)?恰當(dāng)?shù)?相稱的[(+to/for)]
she picked up a dress appropriate for the occasion.
她挑了一件適合該場(chǎng)合穿的衣服。
詞匯學(xué)unit6答案篇二
care for
1.) 喜歡
would you care for a drink?
你想來點(diǎn)喝的嗎?
2.) 照料
who will care for the house while the family is away?
全家人都不在時(shí),由誰照料這間房子呢?
3.) 計(jì)較,在意
he doesnt care for what he eats.
他對(duì)吃的東西并不計(jì)較。
conscience
n.
良心;道義心;善惡觀念[c][u]
i got nothing to hide. my conscience is clear.
我沒有什么隱瞞的。我問心無愧。
anyway
adv.
1.) 【口】無論如何,不管怎樣,至少,反正
that wasnt my fault, anyway.
反正那不是我的過錯(cuò)。
it may rain, but we shall go anyway.
也許會(huì)下雨,可我們無論如何要去。
2.) 不論以何種方式,不論從何種角度
you can do the job anyway you want.
這工作你想怎么干都行。
3.) 隨便地,草率地
he dumped the tools in the box just anyway.
他把工具隨隨便便往箱子里一扔。
admit
vt.
1.) 承認(rèn)[+v-ing][+(that)]
you must admit the task to be difficult.
你得承認(rèn)這個(gè)任務(wù)是艱巨的。
we have to admit that hes a highly competent man.
我們必須承認(rèn)他是個(gè)非常能干的人。
i admitted breaking the window.
我承認(rèn)打破了窗子。
2.) 準(zhǔn)許進(jìn)入;準(zhǔn)許...進(jìn)入(或加入)[(+into/to)]
no one but ticket-holders was admitted.
只有持票者方可入內(nèi)。
3.) 容許;可容納
the theater admits 1000 people.
這劇院可容納一千人。
vi.
1.) 承認(rèn)[(+to)]
i must admit to feeling ashamed of my conduct.
我得承認(rèn)因自己的行為而感到羞慚。
2.) 容許,有余地[(+of)]
this matter admits of no delay.
這事不容耽擱。
clap
vt.
1.) 拍(手),鼓(掌);為...鼓掌
the audience clapped the pianist heartily.
聽眾熱情地為鋼琴演奏者鼓掌。
2.) 輕拍,擊[(+on)]
he clapped the champion on the back and congratulated him.
他拍拍冠軍的肩背,向他祝賀。
vi.
拍手,鼓掌
the chairperson clapped to attract our attention.
主席拍手以喚起我們的注意。
n.
1. 拍手喝彩(聲)[s]
they gave the speaker a clap.
他們向演講人鼓掌。
2. 霹靂聲;破裂聲;拍擊聲[c]
a clap of thunder reverberated through the house.
一聲雷鳴在屋子里回響。
abundant
adj.
1.) 大量的;充足的
abundant rainfall
充沛的雨量
2.) 豐富的;富裕的[(+in)]
the country is abundant in natural resources.
那個(gè)國(guó)家自然資源豐富。
occupy
vt.
1.) 占領(lǐng),占據(jù)
the enemy soon occupied the town.
敵人很快占領(lǐng)了這個(gè)城鎮(zhèn)。
2.) 占(時(shí)間,空間);占用;住
reading occupies most of my free time.
閱讀占去了我空閑時(shí)間的大部分。
the bathroom is occupied.
浴室有人在用。
3.) (常與oneself連用或作被動(dòng)式)使忙碌,使從事[(+in/with)]
this game will keep the children occupied.
這個(gè)游戲讓孩子有得忙了。
she is occupied in writing a novel.
她忙于寫小說。
he occupied himself with various research projects.
他終日從事各種研究計(jì)劃。
ambition
n.
1.) 雄心,抱負(fù)[u][c]; 野心[u][c]
her son was filled with ambition to become a great inventor.
她兒子一心想成為偉大的發(fā)明家。
2.) 追求的目標(biāo)[c]
her ambition was to become a film star.
她一心追求的是做電影明星。
詞匯學(xué)unit6答案篇三
unit 1
conclude
vt.
1. 結(jié)束[(+by/with)]
we concluded our meeting at 9 oclock.
我們九點(diǎn)鐘結(jié)束了會(huì)議。
2. 推斷出,斷定 [+that]
what can you conclude from these observations?
你從這些觀察中能得出什么結(jié)論?
3. 締結(jié)(條約)[(+with)]
4. (最后)決定(為)[+to-v][+that]
he concluded that he would wait a little longer.
他決定再等一會(huì)兒。
he concluded to quit on pay day.
他決定在發(fā)薪水這天辭職。
vi.
結(jié)束,終了[(+with)]
the meeting concluded after two hours.
兩小時(shí)后會(huì)議結(jié)束了。
impressive as the record is, it fades next to the story of armstrong’s struggle against disease.
as引導(dǎo)讓步狀從，句子倒裝。
angry as he was, he listened to me patiently.
他很惱怒，卻能耐心地聽我說話。
strange as it seems, it is so.
看似不可思議，事實(shí)卻是如此。
fade
vi.
1. 凋謝,枯萎
the flowers faded for want of water.
花兒因缺水而凋謝了。
2. (顏色)褪去
the color fades when exposed to light.
這顏色曝光后會(huì)褪色。
3. (聲音等)變微弱;(光等)變暗淡;逐漸消失[(+away)]
the sound of the footsteps faded away.
腳步聲漸漸消失了。
4. 【美】【俚】離去,跑掉
vt.
使褪色
sunshine faded the tapestry.
陽光曬得掛毯褪了色
whether we are out to set a new record ourselves or simply enjoy reading about champions, the guinness book of world records makes for interesting reading.
make for可造成，可成為，有好處
the large print makes for easier reading.
大字排版使閱讀輕松一些。
does early rising make for good health?
早起有利于健康嗎？
attempt
vt.
1. 試圖;企圖;試圖做[+to-v][+v-ing]
they attempted to finish the task before july.
他們?cè)噲D在七月以前完成這項(xiàng)任務(wù)。
2. 試圖攻占
they attempted the life of the dictator.
他們?cè)噲D殺死這個(gè)獨(dú)裁者。
n.[c]
1. 企圖,嘗試[(+at/on)][+to-v]
he made an attempt on the world record.
他試圖打破世界紀(jì)錄。
her attempt at poetry was a failure.
她嘗試寫詩(shī)失敗了。
2. 攻擊[(+on)]
several attempts have been made on the presidents life.
已經(jīng)有人三番五次試圖謀殺總統(tǒng)。
confirm
vt.
1. 證實(shí);確定[+(that)][+wh-]
his letter confirmed everything.
他的信證實(shí)了一切。
2. 堅(jiān)定;加強(qiáng)
the latest developments confirmed me in my belief.
最新的發(fā)展使我堅(jiān)信我的信仰。
3. 批準(zhǔn),確認(rèn)
the queen confirmed the treaty.
女王批準(zhǔn)了此項(xiàng)條約。
fascinate
vt.
1. 迷住,使神魂顛倒;強(qiáng)烈地吸引[(+by/with)]
i watched her, fascinated.
我瞧著她,完全被她迷住了。
the child was fascinated with his new toy.
那孩子對(duì)他的新玩具著了迷。
2. 懾住...使動(dòng)彈不得,使呆住
the snake fascinated its prey.
那條蛇震懾住了它的捕獲物。
vi.
有吸引力;迷人
burst
vi.
1. 爆炸;破裂
the balloon burst.
氣球爆炸了。
2. 沖,闖
her door was thrust open, and mrs. page burst in.
她的門被猛地推開,佩奇太太沖了進(jìn)來。
3. 突然出現(xiàn);突然發(fā)生,爆發(fā)
4. (用進(jìn)行時(shí))塞滿,幾乎要脹破[(+with)]
i am bursting with pride.
我自豪極了。
vt.
1. 使爆炸;使破裂
after ten days of rain the river burst its banks.
下了十天雨后河堤決口了。
2. 突然打開;沖出;炸出
3. 使脹破
underline
vt.
1. 在...的下面劃線
the key words are underlined.
關(guān)鍵的字下面劃了線。
2. 強(qiáng)調(diào);使突出
this example underlines the consequences of bad management.
這個(gè)例子突顯了管理不好的后果。
center on/ upon/ around
集中; 居中[(+on/upon/around)]
their talks always center around politics.
他們的談話總是圍繞著政治。
concentrate
vt.
集中;聚集,集結(jié)[o][(+on/upon)]
we must concentrate our attention on efficiency.
我們必須把注意力集中在效率上。
our population is concentrated in the big cities.
我國(guó)人口集中在大城市里。
vi.
全神貫注;專心致志于；全力以赴[(+on/upon)]
she couldnt concentrate on a book very long.
她不能長(zhǎng)時(shí)間專心讀一本書。
delight
n.
1. 欣喜,愉快[u]
to our delight, our football team won.
令我們高興的是,我們的足球隊(duì)贏了。
she ran back home with delight.
她興高采烈地跑回家。
2. 樂事,樂趣[c]
he enjoyed the delights of new yorks night life.
他喜歡紐約夜生活的樂趣。
vt.
使高興；使愉快
im delighted that you are back.
你回來了,我很高興。
we were delighted to read your novel.
我們很高興拜讀你的小說。
the clown delighted the audience.
小丑逗樂了觀眾。
register
vt.
1. 登記,注冊(cè),申報(bào)
waldo went to the city hall to register the birth of his son.
沃爾多去市政廳為他兒子作出生登記。
2. (儀表等)標(biāo)示,指示;記錄
the thermometer registered 70 degrees.
溫度計(jì)顯示七十度。
vi.
登記,注冊(cè)
i registered at a hotel near the train station.
我在靠近火車站的一家旅館登記住宿。
詞匯學(xué)unit6答案篇四
reception
n.
1.) 接待,接見;歡迎[s1]
jim had an enthusiastic reception when he returned home.
吉姆回家時(shí)受到了熱情的接待。
2.) 接待會(huì);歡迎會(huì);宴會(huì)[c]
our school gave a reception to our new principal.
我們學(xué)校為新校長(zhǎng)舉行了歡迎會(huì)。
3.) 接受;接納;感受,反應(yīng)[u]
her calm reception of the bad news surprised her friends.
她聽到壞消息鎮(zhèn)定自若,令她的朋友們驚奇。
4.) 【英】接待處[u]
leave your key at reception.
把你房門的鑰匙留在接待處。
5.) (無線電、電視的)接收;接收(傳真)品質(zhì),收聽(或收視)效果[u]
reception improved because of the new antenna.
接受效果因有新天線而得到改善。
considerate
adj.
體貼的;體諒的;考慮周到的[(+of/to/toward)]
he was considerate of everyone.
他對(duì)大家都很體貼。
splendid
adj.
1.) 有光彩的;燦爛的
the king was wearing a splendid golden crown.
國(guó)王戴著光彩奪目的金王冠。
2.) 壯麗的;輝煌的
we won another splendid victory.
我們又贏得了輝煌的勝利。
3.) 顯著的;杰出的
4.) 【口】極好的;令人極其滿意的
my kid sister has a splendid memory.
我小妹記憶力極好。
coincidence
n.
1.) 巧合;巧事;同時(shí)發(fā)生[u][c]
it was a coincidence that he was born on his mothers birthday.
他在他母親生日那天出生,真是巧事。
2.) 符合,一致[u]
is there any coincidence between his opinions and your own?
他的意見與你自己的意見有沒有一致之處?
tension
n.
1.) 拉緊,繃緊[u]
the tension was so great that the rope broke.
繩子拉得太緊繃斷了。
2.) (精神上的)緊張[u]
he is suffering from nervous tension.
他正受神經(jīng)緊張之苦。
3.) 緊張局勢(shì),緊張狀況[p1][u]
she felt the tension as soon as she entered the room.
她一進(jìn)房間就感覺到了這種緊張氣氛。
theft
n.
偷竊,盜竊[u]
he was accused of theft.
他被指控偷竊。
stubborn
adj.
1.) 倔強(qiáng)的,頑固的;不聽話的
he is as stubborn as a mule.
他像騾子一般執(zhí)拗。
2.) 頑強(qiáng)的,不屈不撓的
the defenders put up a stubborn resistance.
防守將士進(jìn)行了頑強(qiáng)的抵抗。
3.) 難處理的,難對(duì)付的
this locks rather stubborn; it needs oiling.
這把鎖很難開;得給它加點(diǎn)油了。
4.) (病)難治好的
i had a stubborn cold and coughed day and night.
我得了很難治的感冒,日夜咳嗽。
5.) (污漬)難去掉的
this detergent can remove stubborn stains.
這種去污劑能去除難洗的污漬。
enquiry
n.[u][c]
1.) 詢問;打聽[(+about)]
make enquiries of somebody about something
向某人詢問某事
2.) 調(diào)查[(+into)]
an official enquiry into the incident was launched.
官方對(duì)這一事件進(jìn)行了調(diào)查。
after months of enquiry we finally discovered the truth.
經(jīng)過幾個(gè)月調(diào)查,我們最后發(fā)現(xiàn)了真相。
assistance
n.
援助,幫助[u][(+in)]
your technical assistance in the project is greatly appreciated.
您對(duì)這個(gè)項(xiàng)目的技術(shù)援助大受贊賞。
vital
adj.
1.) 生命的;維持生命所必需的
growth and decay are vital processes.
生長(zhǎng)和衰亡是生命過程。
2.) 充滿活力的,生氣勃勃的
the chinese i knew were trusting, open, and vital.
我所認(rèn)識(shí)的中國(guó)人信賴別人,坦率,充滿活力。
3.) 極其重要的,必不可少的[(+to/for)]
the questions put forward at the meeting are of vital importance.
會(huì)上提出的那些問題極其重要。
4.) 致命的;生死攸關(guān)的
he committed a vital error.
他犯了一個(gè)致命的錯(cuò)誤。
n.[the p]
1.) (人體的)重要器官
he was lucky that the bullet missed the vitals.
他很幸運(yùn),子彈沒有擊中要害器官。
2.) 重要部分,要害
guilty
adj.
1) 有罪的,犯...罪的[(+of)]
he was found guilty.
他被判有罪。
2.) 有過失的[(+of)]
the manager was guilty of an important misjudgment.
經(jīng)理犯了一個(gè)重大的判斷錯(cuò)誤。
3.) 自知有過錯(cuò)的,內(nèi)疚的[(+about)]
i felt guilty after breaking my promise.
我違背諾言后感到內(nèi)疚。
stain
vt.
1.) 沾污,污染[(+with)]
blood stained the blanket.
血沾污了毯子。
2.) 玷污,敗壞
his crimes stained the family honor.
他的罪行玷污了家庭的名譽(yù)。
3.) 給(木材,玻璃等)染色,給...著色
she stained the table brown.
她將桌子涂成了棕色。
vi.
變臟;被沾污
his character is without stain.
他的人品純潔無瑕。
these carpets wont stain easily.
這些地毯不易弄臟。
n.
污點(diǎn),污跡,瑕疵[c]
hes got an ink stain on his shirt.
他襯衫上有塊墨漬。
convince
vt.
使確信,使信服;說服[(+of)]
he convinced me of his innocence.
他使我相信他是無辜的。
i was convinced that he knew the truth.
我確信他知道事實(shí)。
assume
vt.
1.) 以為;假定為;(想當(dāng)然地)認(rèn)為[+(that)][o2][o8][o9]
i assumed that he had gone for a stroll.
我想他去散步了。
2.) 承擔(dān);就任;取得
the prince assumed power when he was only fifteen.
王子在十五歲時(shí)就掌權(quán)了。
3.) 呈現(xiàn);采取;采用
his illness assumed a very grave character.
他的病顯得非常的嚴(yán)重。
4.) 裝出,假裝
he assumed a look of surprise.
他裝出吃驚的神色。
cancel
vt.
1.) 刪去,劃掉;勾銷,蓋銷(郵票等)
you should cancel this preposition in the sentence.
你應(yīng)該刪去句子中的這個(gè)介詞。
2.) 取消,廢除;中止
the game was cancelled because of the rain.
比賽因?yàn)橄掠甓∠恕?/p>
3.) 抵消,對(duì)消[(+out)]
this will cancel your debt to me.
這可抵消你欠我的債務(wù)。
4.) 【數(shù)】約去,消去[(+out)]
5.) 銷(帳)[(+out)]
vi.
1.) 【數(shù)】相約,相消
2.) 互相抵消
the $5 i owed him and the $5 he owes me cancel out.
他與我各欠對(duì)方五元,正好相互抵消。
3.) 取消;中止
n.[c]
刪除;取消;撤銷
remark
vt.
1.) 談到;評(píng)論;說 [+(that)]
a local newspaper remarked that crime was on the decrease.
一家地方報(bào)紙?jiān)u論說犯罪案件在減少。
2.) 注意,看到;覺察
i remarked the tense atmosphere as soon as i entered the room.
我一走進(jìn)房間,就覺察到了緊張的氣氛。
vi.
談?wù)?議論;評(píng)論[(+on/upon)]
prof. smith remarked on the difference between the two dictionaries.
史密斯教授談到了這兩本詞典的不同之處。
n.
1.) 言辭;談?wù)?評(píng)論[c][(+on/upon/about/at)]
he had a habit of making humorous remarks.
他有說幽默話的習(xí)慣。
2.) 注意;察覺[u]
he saw nothing worthy of remark at the exhibition.
他在展覽會(huì)上沒有看到值得注目的東西。
innocent
adj.
1.) 無罪的,清白的[(+of)]
he was pronounced innocent of the charge.
他被宣告無罪。
2.) 無害的
the butterfly is an innocent insect.
蝴蝶是一種無害的昆蟲。
3.) 天真的,單純的
4.) 幼稚的;頭腦簡(jiǎn)單的,愚鈍的
dont be so innocent as to believe everything he says.
不要這么天真,竟相信他所說的一切。
commit
vt.
1.) 犯(罪),做(錯(cuò)事等)
i committed an error in handling the business.
我在處理這一業(yè)務(wù)時(shí)犯了一個(gè)錯(cuò)誤。
2.) 使承擔(dān)義務(wù);使作出保證;使表態(tài)[(+to)]
he didnt commit himself to anything.
他沒有作任何承諾。
3.) 把...交托給;把...提交給;把...付諸[(+to)]
the child was committed to the nurses care.
孩子被交給護(hù)士照顧。
4.) 把...押交;把...判處[(+to)]
the judge committed him to ten years imprisonment.
法官判處他十年徒刑。
straightforward
adj.
1.) 一直向前的;徑直的
they took a straightforward route to the lake.
他們走了一條筆直通向湖的路。
2.) 正直的;老實(shí)的;坦率的
i must insist on your giving me a straightforward answer.
我一定要你給我一個(gè)直截了當(dāng)?shù)幕卮稹?/p>
im quite a straightforward man.
我是一個(gè)非常直率的人。
3.) 簡(jiǎn)單的;易懂的;易做的
the issue is not quite straightforward as it seems.
這個(gè)問題不像看上去那么簡(jiǎn)單。
4.) 明確的,肯定的
their responsibility is straightforward.
他們的職責(zé)是明確的。
roundabout
adj.
繞道的;(說話,做事等)繞圈子的,不直截了當(dāng)?shù)?/p>
as usual, he reached her house in a roundabout way.
一如往常,他繞道來到她的家。
she suggested it in a very roundabout way.
她很婉轉(zhuǎn)地提出了這個(gè)建議。
詞匯學(xué)unit6答案篇五
convey
vt.
1.) 運(yùn)送,搬運(yùn),轉(zhuǎn)運(yùn)[(+from/to)]
passengers are conveyed by bus to the air terminal.
用公共汽車載送旅客前往航空站。
2.) 傳播(聲音等)
a wire conveys an electric current.
電線傳導(dǎo)電流。
3.) 傳達(dá),傳遞,表達(dá)[(+to)][+(that)][+wh-]
i found it hard to convey my feelings in words.
我覺得難以用言語表達(dá)我的感情。
4.) 轉(zhuǎn)讓(財(cái)產(chǎn)等)[(+to)]
the old farmer conveyed his farm to his son.
老農(nóng)夫?qū)⑵滢r(nóng)場(chǎng)轉(zhuǎn)讓給兒子。
advertise
vt.
1.) 為...做廣告;為...宣傳
if you want to sell your product you must advertise it.
如果你要推銷自己的產(chǎn)品,你就必須做廣告。
2.) 公布;通知
he advertised them of his decision to withdraw from the election.
他告知他們自己要退出選舉的決定。
vi.
做(登)廣告,作宣傳[(+for)]
the company is advertising for typists in the newspapers.
那家公司在報(bào)紙上登廣告征聘打字員。
blame
vt.
1.) 責(zé)備,指責(zé)[(+on/for)]
he blamed you for the neglect of duty.
他責(zé)備你玩忽職守。
i dont blame you; i blame myself.
我不怪你;怪我自己。
2.) 把...歸咎(于);歸因于[(+on/onto)]
don’t blame the failure on him, but on me.
別把失敗歸咎于他，該怪我。
n.[u]
1.） 責(zé)備,指責(zé)[(+for)]
i am ready to take the blame for the mistake.
我準(zhǔn)備承擔(dān)這一錯(cuò)誤的責(zé)任。
2.） 責(zé)任[(+for)]
the judge put/ laid the blame for the accident on the driver of the car.
法官把事故歸罪于小轎車司機(jī)。
react
vi.
1.) 作出反應(yīng),反應(yīng)[(+to)]
how did she react to the news?
她對(duì)這個(gè)消息反應(yīng)如何?
2.) 影響,起作用[(+on/upon)]
the two react upon each other.
這兩者互相影響。
3.) 抗拒,反抗[(+against)]
children tend to react against their parents by going against their wishes.
孩子們通常以違背父母的意愿來反抗他們。
4.) 起反作用,回過來起作用[(+on/upon)]
unkindness often reacts on the unkind person.
惡人往往有惡報(bào)。
5.) 【化】起化學(xué)作用;【物】反應(yīng)[(+with/on)]
how do acids react on metals?
酸對(duì)金屬會(huì)起怎樣的化學(xué)反應(yīng)?
an acid can react with a base to form a salt.
酸和堿反應(yīng)會(huì)產(chǎn)生鹽。
vt.
使起(化學(xué))反應(yīng);使發(fā)生相互作用[(+with)]
we make superphosphate by reacting rock phosphate with sulphuric acid.
我們使磷酸鹽巖同硫酸發(fā)生化學(xué)反應(yīng)制造過磷酸鈣。
annoy
vt.
1.) 惹惱,使生氣;使煩惱[(+by/at/with)]
his mother was annoyed with him for being so rude to their neighbors.
他母親因?yàn)樗麑?duì)鄰居如此粗暴無禮而生他的氣。
2.) 打攪,困擾
these flies are annoying me.
這些蒼蠅一直在打攪我。
vi.
令人討厭(或不快)
accuse
vt.
1.) 指控,控告[(+of)]
she accused him of stealing her watch.
她控告他偷她的表。
he accused his boss of having broken his word.
他指責(zé)老板不守信。
he was accused of murder.
有人指控他謀殺。
2.) 指責(zé),把...歸咎(于)
man often accuses nature for his own misfortunes.
人類常把自己的不幸歸咎于天。
associate
vt.
1.) 聯(lián)想,把...聯(lián)想在一起[+with]
they associate turkey with thanksgiving.
他們把火雞和感恩節(jié)聯(lián)系在一起。
2.) 使聯(lián)合,使結(jié)合[+with]
3.) 使有聯(lián)系 [+with]
i didnt want to be associated with it at all.
我根本不想與這事有牽連。
vi.
結(jié)交,交往[+with]
he associates with all sorts of people.
他與各種各樣的人交往。
never associate with bad companions.
千萬不要與壞人為伍。
get across
傳播，使...被理解
i couldnt get my point across in the debate.
在辯論中我無法清楚地表明自己的觀點(diǎn)。
he found it difficult to get his idea across to them.
他發(fā)現(xiàn)他難以使他們了解他的想法。
appeal
vi.
1.) 呼吁,懇求[(+to/for)][+to-v]
he appealed to me for help.
他向我求援。
he appealed to his friends for support.
他請(qǐng)求朋友支持。
2. )訴諸,求助[(+to)]
we will appeal to a great variety of sources of information.
我們將求助于多種資料來源。
3.) 有吸引力,迎合愛好[w][(+to)]
the idea appealed to mary.
這主意正合瑪麗的心意。
4.) 【律】上訴[(+to/against)]
he appealed against the five-year sentence he had been given.
他對(duì)被判五年徒刑提出上訴。
vt.
【美】將...上訴,對(duì)...上訴
he appealed his case to a higher court.
他向上一級(jí)法院申訴。
n.
1. 呼吁,請(qǐng)求[c][u][(+to/for)]
he made one last appeal to his father to forgive him.
他最后一次懇求父親寬恕他。
2. 吸引力,感染力[u]
these subjects have lost their appeal for most students.
對(duì)多數(shù)學(xué)生來說,這些學(xué)科已經(jīng)失去了吸引力。
figure
n.[c]
1.) 外形;體形;人影
i saw a figure in the darkness.
我看到暗處有一個(gè)人影。
2.) 體態(tài);風(fēng)姿
she has an attractive figure.
她有迷人的曲線。
she has a slender figure.
她身材苗條。
3.) 人物;名人
he has become a figure known to everyone.
他已成了一個(gè)知名人物。
4.) 數(shù)字
where did you get those figures?
你從哪兒得到那些數(shù)字的?
5.) 數(shù)量;金額;價(jià)格
his work now commands huge figures.
他的作品現(xiàn)在值大價(jià)錢。
6.) 圖表;圖解;插圖
our textbook has many figures to help explain the lessons.
我們的教科書有許多圖表幫助解釋課文。
7.) 畫像;塑像
vt.
1.) 計(jì)算
please help me to figure out my income tax.
請(qǐng)幫我算一下我的所得稅。
2.) 認(rèn)為,以為;估計(jì)[y][+(that)];料到
how do you figure that?
你如何料到的?
i figure that youd want your coffee.
我想你要喝咖啡了。
profit
n.
1.) 利潤(rùn),盈利;收益,紅利[c][u]
he made a profit of fifty thousand us dollars on his house.
他賣掉房子獲利五萬美元。
2.) 利益,益處;得益[u]
we gained a lot of profit from your advice.
我們從你的建議中獲益匪淺。
vt.
有益于
telling lies wont profit you.
撒謊對(duì)你無益。
vi.
1.) 有益,有利
2.) 得益,獲益[(+by/from)]
he learned to profit by his mistakes.
他學(xué)會(huì)了從自己的錯(cuò)誤中獲益。
we profit from the work of the specialist.
我們從專家的工作中得到益處。
attach
vt.
1.) 裝上,貼上,系上[(+to)]
hell attach the label to your luggage.
他會(huì)把標(biāo)簽系在你的行李上。
2.) 使依附;使附屬[(+to)]
this hospital is attached to the medical college nearby.
這個(gè)醫(yī)院附屬附近的那所醫(yī)學(xué)院。
3.) (與oneself連用)使參加;使附著[(+to)]
he attached himself to the expedition.
他參加了那個(gè)探險(xiǎn)隊(duì)。
4.) 把...歸于[(+to)]
how can you attach the blame for this accident to the taxi-driver?
你怎么能把這次事故的責(zé)任歸于出租車司機(jī)呢?
vi.
1.) 附屬;附加[(+to)]
2.) 歸屬[(+to)]
the blame for this accident attaches to the man who drove under the influence.
這起事故的責(zé)任應(yīng)由酒后開車的那個(gè)人承擔(dān)。
3.) 伴隨[(+to)]
those are advantages that attach to the profession.
那些都是從事該職業(yè)的種種有利條件。
discount
n.[c][u]
折扣;打折扣
we give a special discount of 10 per cent for cash.
如用現(xiàn)金購(gòu)買,我們給予九折優(yōu)待。
vt.
1.) 將...打折扣;將商品打去...折扣
that store discounts all its slow-selling goods.
那家商店削價(jià)出售所有滯銷貨。
2.) 不全相信;懷疑地看待
you must discount much of what he says.
他說的好些話,你必須打個(gè)折扣聽。
vi.
打折扣出售商品
many stores do not discount at all.
許多商店出售商品一概不打折扣。
make sense
有意義;有道理；講得通
this sentence doesnt make sense.
這句子毫無意義。
it makes sense to take care of your health.
好好照顧自己是有道理的。
詞匯學(xué)unit6答案篇六
unit 3
fellow
n.[c]
1. 【口】男人;家伙;人
a fellow must eat.
人總得吃飯。
2. 伙伴;同事
they are my fellows at school.
他們是我的同學(xué)。
adj.
同伴的;同事的;同類的
he recalled his fellow traveller with pleasure.
他愉快地回憶起他的旅伴。
criminal
adj.
1. 犯罪的,犯法的
robbery is a criminal act.
搶劫是犯罪行為。
2. 刑事上的
scotland has its own criminal law.
蘇格蘭有它自己的刑法。
n.
罪犯[c]
resemble
vt.
像,類似 [(+in)]
she was not beautiful; she did not resemble her mother.
她不漂亮;她不像她的母親。
the two sisters resemble each other in appearance.
這兩姐妹在外表上彼此相像。
spanerse
adj.
1. 不同的,互異的
john and his brother have spanerse interests.
約翰和他兄弟的興趣迥然不同。
2. 多種多樣的;多變化的
the program deals with subjects as spanerse as pop music and ancient greek drama.
這檔節(jié)目涉及包括流行音樂、古希臘戲劇在內(nèi)的各種題材。
transform
vt.[(+into)]
1. 使改變;使改觀;將...改成
the greggs have transformed their garage into a guest house.
格雷格一家把他們的車庫(kù)改成了客房。
2. 改造;改革;改善
the situation has been greatly transformed.
形勢(shì)已經(jīng)大大好轉(zhuǎn)。
3. 使變換
a generator transforms mechanical energy into electricity.
發(fā)電機(jī)將機(jī)械能變成電。
differ
vi.
1. 不同,相異[(+from)]
our tastes differ from each other.
我們的嗜好不同。
2. 意見不同[(+from/with)]
thats where we differ.
那是我們有分歧的地方。
chew
vt.
1. 嚼,咀嚼,嚼碎
he chews gum.
他嚼口香糖。
2. 深思,細(xì)想,熟慮[(+over)]
ill chew the problem over for a few days.
這個(gè)問題我會(huì)仔細(xì)思考幾天。
he chewed over the problem for several days before making his decision.
他對(duì)這個(gè)問題詳細(xì)考慮了好多天才做出決定。
vi.
1. 咀嚼[(+on)]
he cant chew without his false teeth.
他沒有假牙就嚼不動(dòng)。
2. 深思,細(xì)想[(+on/upon)]
he took my offer after chewing on it.
仔細(xì)考慮后他接受了我的提議。
roast
vt.
1. 烤,炙,烘
he roasted a chicken for dinner.
他烤了一只雞作晚餐。
2. 烤得使變熱(或燙),烘暖
the sun was roasting us.
太陽炙烤著我們。
3. 【口】嚴(yán)厲批評(píng),痛斥
they got roasted for losing the game.
他們因比賽失利而遭到嚴(yán)厲批評(píng)。
vi.
1. 烤,炙.烘
the beef is roasting in the oven.
烤箱里正烤著牛肉。
2. 烤得變熱(或燙)
can we open the window? im roasting.
我們能開窗嗎?我都熱死了。
n.
1. 烘烤[u][s]
give the duck a good roast.
把這鴨子好好烤烤透。
2. 烤肉,炙肉[c][u]
well do a roast for dinner.
我們晚餐吃烤肉。
3. 【美】野外烤肉聚會(huì)[c]
they had a hot dog roast last sunday.
他們上星期天舉行了一次烤熱狗野餐會(huì)。
adj.
烘烤的
he is very fond of roast duck.
他很喜歡烤鴨。
barrier
n.[c]
1. 障礙物;路障,柵欄
the police put up barriers to control the crowd.
警察設(shè)置障礙物,借以控制人群。
2. 障礙,阻礙[(+to)]
they soon overcame the language barrier.
不久他們便克服了語言上的障礙。
3. 界線[(+between)]
4. 剪票口;海關(guān)關(guān)卡
mike was stopped at the barrier because he forgot to show his ticket.
麥克在剪票口被攔住了,因?yàn)樗洺鍪拒嚻薄?/p>
pointed
adj.
1. 有尖頭的,尖的
his daughter has a pointed nose.
他女兒長(zhǎng)著一個(gè)尖鼻子。
2. 尖銳的;深刻的;中肯的
pointed criticism
尖銳的批評(píng)
claw
n.[c]
1. (動(dòng)物的)爪,腳爪;(蟹、蝦等的)鉗,螯
the owl swooped down and picked up the mouse in its claws.
貓頭鷹猛撲下去用爪子抓起了老鼠。
2. 爪形器具;羊角錘;拔釘錘
3. 【貶】手
vt.
1. 用爪子抓(或撕、挖、拉等)
the rooster clawed a hole in the earth.
那只公雞在地上扒出個(gè)洞來。
2. 費(fèi)力地奪回[(+back)]
vi.
用爪子抓(或挖)[(+at)]
she clawed at my shirt in her temper.
她大發(fā)脾氣一把抓住我的襯衫。
詞匯學(xué)unit6答案篇七
comprehend the text
pre-reading
as we all know, there are many people who are from other places in our city. they come here for different reasons, some because of the war, some because of the poor soil and some because of the bad weather in their places. there are many difficulties for them going from one place to another. can you imagine what difficulties did they go through? at that time, there are no cars and trains. and the transport is not so convenient.
now, read the test in your books, you will learn about something about the settlers from other places.
before reading, look at the questions.
history counts many cases in which settlers moved into areas that belonged to other people. can you give some examples? what happened?
the tianwan people, the americans etc. are from other places. they come here for life. on their way here, they may meet many difficulties, because the journey is long and difficult.
now, let’s learn the text, then you will know more about moving.
reading
read the text then answer some questions.
1 when did we decide to move to another place?
2 how long did the journey last?
3 what is our first destination?
4 is the journey hard? can you make some examples about it?
keys:
1> 1845,10 2> about a year 3>india greek in kansas 4> yes, it is hard. you can make many examples.
listening
listen to the tape carefully then do these exercises.
post-reading
exercise1. true or false
( )1 we traveled alone.
( )2 we traveled day and night.
( )3 during walking through the desert, we couldn’t ride the wagons.
( )4 for many weeks we had suffered from heat, thirst and starvation.
( )5 during the long journey, we could help each other.
( )6 when a young man in our group suggested that i stay behind with the children and wait for help, i agreed.
( )7 when the animals smelt the water, they all ran.
keys:1f with many other families 2f by day 3t 4t 5f the situation was so desperate that, in most cases, no one could help another. each had all he could do to save himself and his animals. 6f i didn’t agree. 7t
exercise 2
questions:
1 where in the text do you find evidence that the wagons were not he most suitable means of transport?
2 why did the travelers call their ninety mile-drive through the salt lake desert the “l(fā)ong drive”?
3 what can you learn from this reading passage? what impresses you most?
keys:
1 you can find your answers in paragraph 3.
2 we had to travel long without water or grass for the animals to eat. it was hard.
3 1> after suffering from many difficulties, we can live a better life. facing the hardship, never give up, etc.
2>the courage of the people impresses me most.
詞匯學(xué)unit6答案篇八
teaching aims and demands
類別 課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目
話題 1． talk about sports
2． talk about interests and hobbies
3． talk about the olympics
4． write a sports star’s profile
功能 interests and hobbies
which do you like…or …?
what’s your favorite sport?
which sport do you like best?
which do you prefer…or…?
what about…?
are you interested in…?
詞匯 continent well-known athlete gold medal torch badminton tie final spane shooting
greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
語法 future passive voice
the people of beijing will plant more trees and build new roads.(陳述句)
more trees will be planted and new roads will be built by the people of beijing.
beijing will hold the 29th olympic games in the year .（疑問句）
when will the 29th olympic games be held in beijing.
period arrangements:
warming up reading materials
period 1 listening period 2,3
speaking language focus
listening (wb) complementary listening material
speaking
period 4 speaking period 5 complementary reading material
writing(wb)
integrating skill(writing) assessment
teaching procedures of period 1:
g up (15 mins)
ss know a lot about sports from everyday life and media, so i arrange such a task -discussion(group of 4):
q: what do you know about sports?
during this process, if ss can’t express themselves in english, chinese is also all right. besides, it is a
good chance to present new words. if necessary, i will make some complements. at the same time, i will present them as many pictures about sports as possible.
possible response:
school sports meet
sports meet the national games
the asian games
the olympic games
the world cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, american football, ice hockey etc
events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/spaning/aquatic sports etc
sport stars : beckham, mike owen, michael jordan etc
purpose: this activity is designed to encourage students to think about sports and activate
relevant vocabulary.
step 2. speaking(15 mins)
task1(pair work): talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(see sb p52)
task2(pair work): a survey about physical fitness (see postscript 1)
task3(group work): add up their total scores and spanide by the number of people. then get their group’s average scores. discuss their survey answers.
1). do you think your group is doing well or not? why ?
2). how can you become fitter?
purpose: the students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
step 3. listening (15 mins)
task 1: brainstorming(encourage ss to tell me as many words about that as possible)
purpose: to work as a guide of listening part.
task 2: listen to three sports reports and fill in the missing information
purpose: in this activity, the students will hear three sports reports about basketball, football table tennis. it is what they are interested in and to learn to understand sports news report.
step 4. homework assignment
task: find out some background information about the olympics. t will offer them some websites as well:
/
/
purpose: this activity is related to the reading material of next period. to encourage ss to find out the information by themselves.
teaching procedures of period 2
step1. lead-in(10 mins)
task 1. collect the information ss have found, and this is a good chance to present new words. if necessary, warming up ex can work as a guide. at the same time t will display some relevant pictures.
five rings aisa europe africa america oceania
ioc international olympic committee
headquater lausanne switzerland
motto swifter higher stronger
present president jac ques rogge
official language english french spanish russian german
host city of olympics sydney australia
host city of olympics athens greece
host city of 2008 olympics beijing china
host city of the first olympics athens greece
sort winter olympics summer olympics
purpose: to help ss get as much background knowledge about the olympics as possible
task work to discuss any of following questions:
1).why do so many athletes want to take part in the olympic games?
2).are the olympic games important to our society? why or why not?
purpose: the activity is designed to get ss to think about the olympics as a preliminary activity related to the reading material.
step2. reading(10 mins)
ng to find out what is the reading material going to talk about.
possible answer: the olympics
task2. scanning to find the topic words
possible answer: the winter olympics , the summer olympics, the ancient olympics,
the modern olympics, the olympic motto, the 2008 olympics
purpose: to train ss to glance through the passage quickly to get a general idea.
task3. careful reading to find out the main idea of each paragraph.
purpose: to train ss how to find out the main idea of a paragraph.
idation(10 mins)
task1. play the passage through once and ask ss to underline some words and phrases they think useful.
the new words and their meanings(see wb ex)
in a form about the passage
olympics year location china’s gold medals competitors
old greece
no female competitors
1st in modern times
23rd
2000
2008 ? ?
purpose: to have a better understanding of the passage and note some useful words and phrases.
sion(15 mins)
task1: group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
topic1. what is the spirit of the olympic games? what can you learn from it?
topic2. do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? why?
it important to win in a sports match? why or why not?
s the causes and effects of some serious problems of the olympics and think of the possible solutions.
task2: debate
hosting the olympic games is a great honour and a great responsibility. since china has won the bidding
of hosting the 2008 olympics, what will the olympics bring to china, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
… …
purpose: to have a further understanding about the olympics.
rk assignment
write a report based on the debate carried out in class about the good effects and bad effects of the olympics. and encourage ss to express their own idea in the report.
purpose: to cultivate them how to write discussed topics
teaching procedures of period 3
step1. extensive reading (wb) (15 mins)
task 1. read the passage and have a discussion about some related questions.
1).what are some problems that unknown athletes have to deal with?
2).why are the olympic games so important to many athletes?
3).why do stars like michael jordan make more money than other athletes?
task work compare the sports listed. are they popular in china? why or why not?
sports popular /not very popular reasons
tennis
soccer
table tennis
badminton
purpose: to know more about sports and the olympics.
ng(5 mins)
task 1. china is going to host the 2008 olympic games. to make it the most wonderful and successful one, what will be done ? if necessary, t can display two pictures for contrast.
task 2. as for ss, chinese, what will they do for the 2008 olympics?
purpose: to make ss note the use of future passive voice and future active voice.
step3. language focus (25 mins)
task1. group work to get a conclusion of the future passive voice and give t more examples.
structure: subject+ will be done
task2. show ss a passage about the olympics, and ask them to change it into passive voice.(see postscript 2)
task3. pair work to ask questions about the passage with what , when, where, how etc.
task4. t has left a note to you ,asking you to write a notice for the students in future passive voice. work with their partners and write down the notice. then report it to class orally.
next week we are going to clear the school as follows:
monday--- classroom building no.1
tuesday--- classroom building no.2
wednesday--- the computer center and language lab
thursday--- the science labs
friday--- the library
purpose: to consolidate their understanding about the future passive voice.
rk assignment
task1. finish some consolidation ex of the future passive voice
task2. find out as much information as possible about their favourite sports stars
purpose: to encourage ss to do what they are interested in
teaching procedures of period 4
ing(5 mins)
ss will hear something about some sports stars and make their own decision according to what they have heard.
ng (10 mins)
guessing game. check what ss have got about their favourite sports star.. ask some ss to come up to the front to tell what they have found while others guess the names of the sports stars.
purpose: to work as a preliminary step of writing.
g (30 mins)
task torming. ask ss to think out information about yao ming as much as possible.
task 2. read the profile about yao ming and find out what are the useful information for writing a profile.
purpose: this activity is to let ss find out how to write a profile by themselves.
task 3. write similar profiles about their favourite sports stars and check some typical ones in class.
rk assigment
suppose the chinese olympic committee is inviting applications for volunteer jobs for the 2008 olympic games and ss want to apply for the to write a profile to introduce themselves.
teaching procedures of period 5
ing(10 mins)
complementary listening material: it is important to be able to recognize and understand numbers quickly when listening to spoken sports listening tasks involve to the speakers and extract the numbers which are needed to complete these tables.(see postscript 3)
purpose: to make ss get used to listening to english sports news in daily life.
ng(10 mins)
imagine the world in the year 5,000. what will our life be like then? make a list of the things that you think will be done differently. try to use the passive voice as much as possible.
example sentences:
eating food i think all food will be turned into juice and chopsticks won’t be used.
drinking water
wearing clothes
building houses
driving cars
reading books
purpose: to revise the language focus in this unit.
g(10 mins)
read a complementary reading material about sports and finish the relevant ex.(see postscript 4)
purpose: to offer ss further information about sports so that they will have better understanding.
g(15 mins)
task 1: group work to talk about the sports as the sample. one member of the group write down what they have got during their discussion and another report what they have written down.
sport: soccer
objective:
shoot the ball into the other
team’s goal
number of players:
two teams of eleven players:ten outfielders and a goalkeepers
sports field:
grass playing field
equipment:
football,two goals
basic rules:
1. players are not allowed to use their hands.
2. … sport: table tennis
objective:
number of players:
sports field:
equipment:
basic rules: sport:
objective:
number of players:
sports field:
equipment:
basic rules:
sport:
objective:
number of players:
sports field:
equipment:
basic rules:
task 2: write a short essay in which you compare two sports
rk assignment
task1: since ss have learned the whole unit, they must know more about sports. after class, ask ss to find some scenes which have make them moved and tell us the reasons.
purpose: this activity is designed to check what ss have learned from this unit.
task2: assessment
purpose: to help ss to reflect on how and what they have learned from this unit.
through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and as a whole unit, i design such two forms to let ss clearly know their own performances.
form 1: (total score 5)
listening speaking reading writing
self assessment
peer assessment
teacher assessment
form 2: set improvement goal
your name date
a. what were your goals for this unit?
b. did you reach your goal?
c. what different ways of learning did you use?
d. which did you like best?
e. what your goals for the next unit?
f. how do you plan to reach them?
g. will you ask some of your classmates for ideas and try new ways of learning?
the olympic games
our country will
詞匯學(xué)unit6答案篇九
explain some sentences and language points.
1951,the then director of the guinness brewery, …
在1951年，當(dāng)時(shí)吉尼斯啤酒廠的總裁…
then （作定語）當(dāng)時(shí)的，the then ruler 當(dāng)時(shí)的統(tǒng)治者
can learn that the oldest person is a woman who lived to be 122 years and 164 days, that the longest moustache reached a length of 1.6 metres and that the longest poisonous snake is 5.71 metres long.
你能了解到壽命最長(zhǎng)的是一位婦女，她活b到了122歲零164天，最長(zhǎng)的胡子達(dá)到了1.6米，最長(zhǎng)的毒蛇有5.71米長(zhǎng)。
reach vt. 到達(dá) when will we reach beijing?
伸手拿下來 can you reach me that box?
遞 will you reach me the sugar?
打動(dòng)，影響 reach one’s conscience 打動(dòng)良心
與――取得聯(lián)系；接觸 how can i reach you?我怎么和你聯(lián)系？
vi.延伸，達(dá)到 the woods reach as far as the river.樹林一直延伸到河邊
伸出手（或腳） i can’t reach so high. 我夠不到這么高。
are also strange records, like the englishman who balanced a small car weighing 159.6 kilogrammes on his head for thirty-three seconds!
也有奇特的記錄：一位英國(guó)人頭上頂著一輛重159.6千克的小汽車有33秒之久。
balance vt. 1>稱，平衡
2>權(quán)衡，對(duì)比 balance the tow plans 把這兩個(gè)計(jì)劃對(duì)比一下
3>使平衡；使（力量等）均等
vi.平衡；相抵 my accounts balance. 我的帳收支相抵
n.(c) 天平；秤a pair of balances一副天平
(u)平衡；均衡 be out of balance不平衡 keep one’s balance保持平衡
weigh vt.1>稱（――的重量） weigh oneself稱體重
2>權(quán)衡；考慮weigh one’s words 斟詞酌句 weigh sth. in one’s mind考慮某事
vi.1>（＋表語）重若干；稱分量 weigh heavy(light) （稱起來）重（輕）
2>有意義，有分量，有影 響you advice weighs heavily with her. 你的建議對(duì)她很有 影響。
of the records in the guinness book of world records come from the world of sports.
吉尼斯世界紀(jì)錄中的許多紀(jì)錄來自于世界體育運(yùn)動(dòng)。
many of 許多，后接代詞時(shí)，后不加 “the”, many of them后接名詞時(shí)，后加 “the”, many of the people。
關(guān)于many的幾個(gè)詞組
a good many很多
a great many許許多多
many a（后接單數(shù)名詞）許多 many a student 許多學(xué)生
the brilliant athletic achievements, a few records stand out because of the moving life stories behind them.
在這些輝煌的運(yùn)動(dòng)成就當(dāng)中，一些記錄由于它們背后感人的生活故事而出色。
stand out (v.+ad.=vi.)
1>顯眼 a tall man stands out in a crowd.個(gè)子高的人在人群中引人注目。
2>出色 john stood out as a track star.約翰是一個(gè)杰出的徑賽明星。
sive as the record is, it fades next to the story of armstrong’s struggle against disease.
盡管記錄是給人留下深刻印象的，比起armstrong與疾病抗?fàn)幍墓适聛?，顯得遜色了。
as（表示讓步）雖然，盡管，tired as they were, they walked on.盡管很累，他們還繼續(xù)走著。
next to
1>緊挨
2>幾乎 he has eaten next to nothing.
3>僅次于 new york is the largest city next to london.
editors will decide if your idea is suitable and then send you rules and the form you need to apply for the record.
編輯將對(duì)你的主意作出決定，然后，給你發(fā)去申請(qǐng)記錄需要的規(guī)則和表格。
apply for 申請(qǐng)
apply vt.
1> 應(yīng)用，使用
2> 敷用，涂―― apply a paste to a wound給傷口涂上膏藥
3>專心，注意
vi.1>適用2>申請(qǐng) apply for a fob求職
詞組
apply oneself to致力于 apply one’s mind to專心于
if you are successful, the official will confirm the record and you will get a certificate from the guinness book of world records stating that you are a world record holder!
如果你成功了，官員就會(huì)批準(zhǔn)你的記錄，你就會(huì)得到一個(gè)吉尼斯世界紀(jì)錄的證書，表明你是世界紀(jì)錄的保持者。
state n.1>(c) 狀態(tài)，狀況 the three states of matter物質(zhì)三態(tài)
2>(c;u)國(guó)家；政府 a welfare state 福利國(guó)家
3>(c)（美國(guó)等的）州the 50 states of the united states
vt.陳述，說明，聲明the prime minister stated his view on the subject. 首相陳述了他對(duì)該問題的見解。
exercises
sb.p5 language study exercise 2
keys: 1> fade 2>apply for 3>suitable 4>athletics 5>inspect 6>announced 7>certificate 8>confirmed 9>in the first place 10>opportunities
詞匯學(xué)unit6答案篇十
、●學(xué)習(xí)目標(biāo)
ⅰ.單詞和詞組
interest,hobby,stand for,well-known,score(v.),beat,tie,would rather,compete,allow,born,join in,rank,host(v.),prepare,light(v.),in preparation for,honour,responsibility,effect,by hand,skill,live ones dream,professional,in ones eyes
ⅱ.日常交際用語
which do you like/prefer,…or…?
what your favourite sport?
which sport do you like best?
are you interested in…?
,very much./no,not very.
id rather watch it than play it.
ⅲ.語法
學(xué)習(xí)將來時(shí)被動(dòng)語態(tài)
●學(xué)習(xí)障礙
ⅰ.單詞及短語
interest,score,beat,tie,would rather,allow,join in,prepare,honour,effect
ⅱ.語法
將來時(shí)的被動(dòng)語態(tài)
●學(xué)習(xí)策略
ⅰ.單詞及短語部分
st
縱向歸納法：
(1)interest n.興趣；愛好
he no longer takes any interest in his stamp collection.
her main interests in life are music,tennis,and cooking.
(2)interest vt.對(duì)……感興趣
thats a topic that interests me greatly.
(3)interesting adj.有趣的
thats an interesting book.
(4)interested adj.（對(duì)……）感到有興趣的
are you interested in history?
有些動(dòng)詞有兩種分詞形容詞,-ing表示“使人感到……的”，-ed表示“（人）對(duì)……感到……的”。
如：tire,surprise,excite,puzzle,encourage,frighten,move,disappoint,satisfy,please,astonish等。 聯(lián)系語境法：
用puzzle的適當(dāng)形式填空：
his ________ look suggested he felt ________at the ________ question.
答案：puzzled,puzzled,puzzling 表示人流露出的表情、聲音（如look,expression,voice）用-ed形容詞修飾。
縱向歸納法：
(1)score n.（比賽、考試）分?jǐn)?shù)
whats my score?
(2)二十
i want two score of eggs.
(3)scores (of)許多（的）
-how many people were there?
-there were scores (of them).
score v. 得（分）
she scored 120 in the iq test.
橫向比較法：
(1)dozen n. 十二
i want two dozen eggs.
(2)dozens （of） 許多（的）
聯(lián)系語境法：
(1)改錯(cuò):he got 80 scores out of 100 for geography.
答案：scores改為marks。mark“分”，score“分?jǐn)?shù)”。此句還可說“he made a score of 80 out of 100 for geography.”
(2)there are ________ eggs left in the refrigerator.
a.3 dozen b.3 scores of
c.3 score d.3 dozen of
答案：a score和dozen表示“二十”“十二”時(shí)，單復(fù)數(shù)同形，而且“score”后需有“of”再接名詞。b、c選項(xiàng)若是“3 score of”就是正確的。
v.
縱向歸納法：
(1)tie （用繩等）固定
i tied the sticks together.
(2)tie 打成平局
the two teams tied for the first place.
橫向比較法：
(1)fix v. 使固定
he fixed the picture on the wall.
(2)fasten v. 使牢固
fasten a horse to a tree.
聯(lián)系語境法：
用介詞填空：
(1)he tied the book ________ string.
(2)he tied the dog ________ a tree.
答案：（1）with (2)to 第一句指“用”繩捆，第二句表示“把狗捆到樹上”?！鞍选汀潭ǖ揭黄稹睘椤皌ie…to…”。
rather 寧愿
縱向歸納法：
(1)would rather (not) do
i would rather stay here.
(2)would rather 接從句（從句用虛擬語氣）
i would rather you told me the truth now.
(3)would rather do …than do 寧愿……也不愿……
he would rather play than work.
橫向比較法：
its time,wish和would you mind接從句時(shí)，從句也需虛擬語氣。
擊破定式法：
(1)i wish i ________ a bird.
(2)its time we ________ lunch.
答案：（1）b be動(dòng)詞的虛擬語氣用were (2)a
vt.
縱向歸納法：
(1)allow 允許
we dont allow smoking in this house.
passengers are not allowed to smoke.
(2)allow sb. in/out/up 允許某人進(jìn)入（離開，起來）
she wont allow children in until theyve wiped their shoes.
(3)allowance n. 津貼，零用錢
i didnt receive any allowance from my father.
橫向比較法：
permit v.
(1)permit 允許 （與allow,forbid和advise用法相同：直接加“-ing” 或加“sb. to do”） (2) permit 使（某事物）有可能性
the windows permit light and air to enter.
(3)permit /′p:mit/ n.通行證
we cannot enter the base without a permit.
(4)permission n. 允許，許可
they entered the area without permission.
聯(lián)系語境法：
the heavy rain forbade me ________ to school.
my coming come
coming
答案：b
in
縱向歸納法：
（1）join in 參加（活動(dòng)）
can i join in (the game)?
(2)join sb.(in doing/to do sth.) 與某人一起做某事
he joined us to sing “happy birthday” to the teacher.
(3)join…to/onto… 連結(jié)
the island is joined to the mainland by a bridge.
(4)join up 參軍
we both joined up in 1939.
聯(lián)系語境法：
during the break she began to sing an english song and we all ________.
part in ed in 答案：c a選項(xiàng)take part in需要接賓語，而join in可接賓語也可不接。
e v.
縱向歸納法：
(1)prepare sth.準(zhǔn)備
i have a speech to prepare.
(2)prepare for sth.為……做準(zhǔn)備
hope for the best and prepare for the worst.
(3)be prepared for 為……做好準(zhǔn)備
they are prepared for the worst.
(4)be prepared to do 準(zhǔn)備做/愿意做某事
he is prepared to leave the country.
he wasnt prepared to help me.
(5)make preparations for 為……做準(zhǔn)備
she is making preparations for her marriage.
(6)in preparation for
they put chairs in the hall in preparation for the concert.
聯(lián)系語境法：
bob ________ the coming test while his mother ________ supper.
ed ed for
答案：b，a prepare接準(zhǔn)備的事物；如“l(fā)esson,meal”等；prepare for接名詞表目的，“為……做準(zhǔn)備”，如“test,party”等。
n.
縱向歸納法：
(1)honour 光榮，榮幸，榮譽(yù)
my great-grandfather won honour in the war.
(2)honour 尊敬，敬重
one must show honour to ones parents.
(3)in honour of 為了紀(jì)念（……）
this monument was built in honour of the general.
擊破定式法：
改錯(cuò)：it is great honour to be invited.
答案：在“great”加前“a”。honour指“榮譽(yù)，光榮”不可數(shù)，但指具體的“使人感到光榮的人或事”則可數(shù)，常用單數(shù)。
ⅱ.語法部分 將來時(shí)被動(dòng)語態(tài)的用法
縱向歸納法：
（1）結(jié)構(gòu)：will/shall be done
be to be done
be going to be done
he will teach us english soon.→we will be taught english (by him) soon.
he is to hold a birthday party.→a birthday party is to be held (by him).
she is going to name the child lucy.→the child is going to be named lucy.
(2)短語動(dòng)詞應(yīng)看作一個(gè)整體不能分開
i will take care of the child.→the child will be taken care of.
everybody is to hand in their homework.→homework is to be handed in. (3)wont+及物動(dòng)詞作不及物動(dòng)詞用，表示事物的性質(zhì)、特點(diǎn)。常用此主動(dòng)表被動(dòng)結(jié)構(gòu)的動(dòng)詞有act,bend,burn,wash,lock,cut,read,close,open等。
the door wont lock.
this wood wont burn.
this saw wont cut.
橫向比較法：
將來時(shí)的被動(dòng)語態(tài)應(yīng)注意以下幾點(diǎn)：
（1）表示將來發(fā)生的行為或存在的狀態(tài)，常與soon,tomorrow (morning…);next week(year…）,some day,from now on,the day after tomorrow,in(the) future等表示將來的時(shí)間狀語連用。
●方法實(shí)踐
ⅰ.單項(xiàng)選擇
visited a lot of different places and stayed in lots of different hotels,but none of them ________ this one.
es s
2.-how much is the t-shirt ________?
-65 dollars.
3.________ full preparations,we decided to put off the meeting till next week.
did not make not made
had not made having made
4.-have you ever been to rome?
-no,but thats the city ________.
i most like to visit
most like to visit
i like to visit most
id like most to visit
5.-________ in the workshop,please stop it.
-sorry,i ________.
smoking;am not sure
smoke;have no idea
g is not allowed;dont know
g is forbidden;didnt know
teacher took the naughty boy by surprise and he ________ to think of an excuse.
no time d
prepared afraid
,the worlds most populous nation,________ the wto on november 10,,
________ china a new place at the table of nations.
ed;given ed;offering
;offered part in;giving
gh she had the hope of winning the first prize in the oral english contest,the girl refused to ________ in it.
part it
a part in part
9.-were you busy last weekend?
- than ________ time playing cards as usual,i devoted every effort to ________ an advertisement.
;make ting;making
waste;make d.a waste of;making
10.________ the big snake,the little girl stood under the tree ________ out of her life.
;frightened ;frightening
;frightened see;frightening
was so excited that he could say nothing but hold his sisters hand sister said nothing either,________ tears coming into her face.
sing sed
ng d
12.i ________ it myself ________ your homework.
to do;rather than copy
doing;than copy
do;rather than copy
rather do;than to copy
13.-she seems a ________ waitress.
-yes,each of us always feels ________ with her good manners and service.
d;pleased nt;pleasant
d;pleasant nt;pleased
1 foreign minister walked on the platform,seated himself in a chair and ________ for answering questions.
prepared prepared
ed ing
had a nature that quickly ________ the friendship of her classmates.
16.-you tie looks ________ with your shirt perfectly.
- glad you like it.
s
may not understand it,but this is a kind of thing we policemen ________ as a secret.
of of it
it over about
had ________ me to do this,but he didnt.
ed d
ted ld
you mind if i leave the window open?well,id rather you ________.
nt
time that you ________ the whole book.
go over you over
nt over gone over
y after the accident,two ________ police were sent to the spot to keep order.
of
of
went to the market and bought ________ the eggs i told him to buy.
dozen of dozen
dozens dozens of
new law will come into ________ on the day it is passed.
nce
2 class named ________ lei feng is one of the best classes in this school.
honour of the place of
favor of the way of
you ________ me ________ out this problem myself?
;working ;work
d;to work ;to work
ⅱ.完形填空
after lunch,without permission from parents,the two boys set off to explore the part of the beach which lay beyond the headland（陸岬，伸出海面尖形高地）.they had persuaded their young sister to 1 ,saying that the long walk would be too 2 for they had got in the headland,the beach reached away endless before was like 3 a new were damp,dark caves to 4 ,there were many 5 among the rocks,full of sea creatures(生物);and,here and there along the beach were those 6 objects,washed up and 7 by the tide.
the afternoon passed 8 .the sun was already 9 when the boys reluctantly (戀戀不舍地) 10 to make their 11 long before they reached the headland,they could see that the tide had come in so suddenly that they were now 12 from either end of the only chance of 13 was to find a way up the cliff(懸崖) nearby. they soon found a narrow path 14 the cliff half way up,their path was 15 by a large rock which they could not climb 16 .the two boys had to 17 at the top of their voices, 18 that someone might 19 over the top of the rock,and finally came their father with two policemen. 20 of them climbed down a rope which was lowered over the boys were then pulled to safety,and thus saved from spending a miserable night on the cliff.
quiet behind
a rest them
ng
resting ible
ering
ng ing
up e
in
falls
e
d
aten
y ctedly
y ly
g ng
g
d
ded
off behind
back away
g off g clear
g away g to
ng g
up g to
d d
d
h
g ng
ing
ed
d
ⅲ.短文改錯(cuò)
i cant swim because i have a strong fear of water.
look back at my childhood experience,i think 1.________
that three reason might explain the first reason 2.________
is that i was not allowed to go near the water 3.________
when i was a child,for my mother had unreasonable 4.________
fear of ,even as a child i was taught see 5.________
the water as something ,my eyes 6.________
became bad ones when i was i took off 7.________
my glasses in the water,i couldnt see anything,but 8.________
this increased my worst part of your experience 9.________
is that as a child of ten i see a neighbor drowned. 10.________
since then i have more frightened.
ⅳ.書面表達(dá)
上面六幅圖記載的是peter上星期五早上在上學(xué)路上經(jīng)歷的事情。你是《上海學(xué)生英文報(bào)》的學(xué)生記者，你目睹了這一過程。請(qǐng)你將這一過程整理成文字發(fā)表在報(bào)紙上。
注意：
1.短文應(yīng)包括所有圖畫內(nèi)容；
2.詞數(shù)在100字左右。
ⅴ.同步語法專項(xiàng)練習(xí)（將來時(shí)被動(dòng)語態(tài)）
are not to leave ________.
you are told you are told
you will be told you are told
2.a new cinema ________ hope to finish it next month.
be built built
been built being built
reported that a new school ________ here next year.
be set up going to set up
be set up going to set up
judge ordered that the thief ________ punished.
be to be
be be
5.i insist that a doctor ________ immediately.
been sent for be sent for
sent for for
6.i promise that the matter ________.
taken care be taken care of
take care of been taken care
volleyball match ________ if it ________.
put off;rains be put off;will rain
be put off;rains to put off;rains
8.-are you going to the movies tonight?
- then this painting ________.
finished be finished
have been finished finish
can certainly buy a new house if more ________ next year.
be built built
built
next morning the boy ________ lying in bed,dead.
found found
be found
sports meet ________.
put off to put off
to be put off s off
is said that he ________ sent to austria to improve his english.
be to be
been been
13.i shall have finished reading the novel by dinner time.=this novel ________ reading (by me) by dinner time.
be finished to have finished
be finished have been finished
are about to write a poem,arent you?=a poem (by you),________?
about to be written,arent you
about to be writing;isnt it
about to be writing;arent you
about to be written;isnt it
novel ________ by the time the author comes back from abroad.
have published be published
have been published been published
maths problem ________ among the students soon.
going to to have been discussed
to discuss
about to discuss
going to be discussed
the homework ________ before class is over.
hand in to be handed in
handed going to be handed
18.-where is george going this afternoon?
-he ________ to see the newly-built factory.
taken to be taken
taken going to take
exhibition of paintings ________ at the museum next week.
to be held to be held
hold holding
20.-did you telephone the governors office?
-yes,he ________ back before tomorrow noon.
s expected
be expected to expect
參考答案
ⅰ.單項(xiàng)選擇
1.d match表示“與……相匹敵”。
2.a be worth接錢數(shù)。
3.d 逗號(hào)分開兩部分，沒有連詞，所以前半句不是句子，而是狀語。v.-ing作狀語，否定時(shí)not在前。
4.b 定語從句修飾the city。關(guān)系詞在從句中作visit賓語，可以省略。
5.d b、c、d第一個(gè)空的答案都可以?！拔摇边^去不知道，現(xiàn)在知道了，故選d。
6.a 據(jù)題意，老師讓這個(gè)小男孩很吃驚，所以他“沒有時(shí)間想出借口”。
7.b attend表示“出席”；take part in表“參加（活動(dòng)）”；join表“加入（組織）”。-ing表伴隨，表結(jié)果。
8.a take part (in sth.)參加。
9.b 本句應(yīng)用rather than doing to doing，表示“比起做……更愿意做……”。
10.a 分詞作狀語，主動(dòng)或被動(dòng)由主語決定，主語the girl與see是主動(dòng)關(guān)系，故用seeing。
-ed形容詞表“使人感到……”。
11.d 據(jù)題意，姐弟二人都很興奮。-ed形容詞接tears,look，voice等表示“人流露出……的”眼淚，表情。
12.a prefer to do rather than do，表示“愿……也不愿……”。
13.d pleased表示“人感到滿意的/高興的”，pleasant表示“（使人/令人）愉快的”。
14.c and并列連接的是兩個(gè)詞語，seated…和prepared…。
15.b win表“贏得”。seize表“抓住”。
16.d match表“與……相配”時(shí)，是及物動(dòng)詞，不用with?！癵o with”表示“與……配合良好”“與……協(xié)調(diào)”。
17.a think of sth. as…表示“認(rèn)為某事……”。
18.a
19.b would rather接從句時(shí)，從句用虛擬語氣。
20.c its time接從句時(shí)，從句用虛擬語氣。
21.c dozen表“十二”時(shí)，用作單數(shù)，直接接名詞。若名詞前有冠詞或指示代詞則需加of。
22.a
23.a come into effect表示“開始生效”。came into use表示“開始被使用”。
24.a in honour of表示“為了紀(jì)念……”；in favour of 表示“贊成，支持……”。
25.b permit sb. to do;let sb. do。c選項(xiàng)allow時(shí)態(tài)錯(cuò)誤。
ⅱ.完形填空
1.b 從上下文看，a、c、d不符合，故不選。
2.a 上文說勸阻young sister不去，只能說long walk would be too tiring。
3.b 通過上下文看，facing是作like的賓語。表示“面對(duì)”的意思。
4.b explore指探索。
5.d 巖石間應(yīng)是pools。
6.c two boys沒有見過海里的東西，故選strange。
7.d 被潮水沖上來，并留下的東西用leave。
8.a quickly可指時(shí)間過得飛快。
9.d 太陽落山用set。
10.b 沒有turn to do這個(gè)搭配，succeed in doing,forget to do語境不對(duì)。
11.a make ones road homewards指找道回家。 12.a
13.c get away指逃走，離開，run off嚇跑，攆走。turn back返回，打退堂鼓，故選c。 14.d reach指到達(dá)，lead指通向。
15.a be blocked指阻塞。
16.b climb over the rock指爬上巖石。
17.a shout at the top of ones voice指高聲地喊。
18.d hoping 表伴隨，希望。
19.b appear指希望某人出現(xiàn)在巖石上。
20.c one of them,them指their father and two policemen。
ⅲ.短文改錯(cuò)
→looking →reasons 3.√ 后加an 后加to →dangerous 7.去掉ones →and →my →saw
ⅳ.書面表達(dá)
on the morning of last friday,peter went to school as was walking along the road when he saw a well which was not thought it was dangerous for passers-by,so he decided to cover the cover was so heavy that he took great trouble to remove last he covered the well with had he turned his back and gone when he heard a cry for help coming from the he returned to the well and moved the cover his surprise,a worker was inside the tried his best to pull the worker out of the that peter covered the well again.
ⅴ.同步語法
1.d 時(shí)間狀語從句一般現(xiàn)在時(shí)表將來。
2.d 據(jù)題意“他們希望下個(gè)月建完新電影院”，可知電影院正在被建。
3.c d選項(xiàng)若改為is going to be set up，則正確。
4.c order表“命令”接從句時(shí)，從句用（should） do，故不選其他項(xiàng)。
5.c insist此句中表示“堅(jiān)決要求”，從句用（should） do。醫(yī)生與send for是被動(dòng)關(guān)系。 6.b take care of是固定短語，變被動(dòng)時(shí)應(yīng)作為一體。
7.c
8.c by短語作狀語時(shí)，句子用完成時(shí)，故選c。
9.b
10.a the next morning是過去時(shí)間狀語，表“第二天早晨”。
11.c 將來時(shí)被動(dòng)語態(tài)be to be done。
12.c 主句為現(xiàn)在時(shí)，從句與其保持一致，故不選a、b、d。
13.d by短語與完成時(shí)搭配。此題是把主動(dòng)語態(tài)變?yōu)楸粍?dòng)語態(tài)。主動(dòng)語態(tài)為將來時(shí)，變?yōu)楸粍?dòng)時(shí)時(shí)態(tài)不變。
14.d 主動(dòng)變被動(dòng)時(shí)態(tài)不變。被動(dòng)句中，主語為a poem,故反義疑問句用isnt it。
15.c by短語與完成時(shí)搭配，且novel與publish是被動(dòng)關(guān)系。
16.d problem與discuss是被動(dòng)關(guān)系。時(shí)間狀語soon表明用將來時(shí)態(tài)。
17.b hand in表示“上交”，變?yōu)楸粍?dòng)時(shí)應(yīng)視為一體，故不選d。
18.b he與take是被動(dòng)關(guān)系，表示“他將被帶去參觀新建的工廠”。
19.b exhibition(展覽)與hold是被動(dòng)關(guān)系。
20.b expect表“期待”。he指the governor,別人expect the governor back,所以he與expect是被動(dòng)關(guān)系。談話當(dāng)時(shí)別人就期待著了，故不用將來時(shí)。
詞匯學(xué)unit6答案篇十一
outcome
n.
結(jié)果;結(jié)局;后果[s1][(+of)]
i think there can be but one outcome to this affair.
我認(rèn)為這件事只可能有一種結(jié)局。
she was satisfied with the outcome of her efforts.
她對(duì)自己努力的結(jié)果很滿意。
weep
vi.
1.) 哭泣,流淚[(+over/for)]
the girl wept over her sad fate.
那女孩為自己悲慘的命運(yùn)而哭泣。
mother wept for joy.
母親高興得流眼淚。
2.) 悲嘆,哀悼[(+over/for)]
we all wept in silence for the deceased.
我們都默默為死者哀悼。
vt.
流(淚);哭泣
the little girl wept herself to sleep.
小女孩哭著哭著入睡了。
n.
哭泣
furnish
vt.
1.) 給(房間)配置(家具等);裝備[(+with)]
how are you going to furnish the house?
你將如何布置房子?
2.) 供應(yīng);提供[(+with/to)]
i’ll furnish you with all you need.
我將提供你所需要的一切。
attend to
1.) 注意;致力于
you should attend better to your studies.
你應(yīng)該更專心于學(xué)習(xí)。
2.) 關(guān)心;照料;護(hù)理
the nurse is attending to a sick man.
護(hù)士正在照料病人。
do up
1.) 修理
the room needs doing up.
這房子需要修繕。
2.) 使穿上
she was done up in her sunday best.
她穿著節(jié)日盛裝。
3.) 使精疲力盡
he was done up after the long trip.
長(zhǎng)途旅行后他精疲力盡。
pale
a.
1.) 蒼白的,灰白的
she was pale with fear.
她嚇得臉色發(fā)白。
2.) (顏色)淡的
her beauty seemed pale beside mary’s.
她的美貌與瑪麗的相比似乎顯得黯然失色。
he wore a pale blue tie.
他戴一條淺藍(lán)色的領(lǐng)帶
approve
vt.
1.) 贊成,同意;贊許
the professor does not approve the government’s foreign policy.
那位教授不贊成政府的外交政策。
2.) 批準(zhǔn);認(rèn)可
the city council has now approved the scheme for the erection of a new public library.
市議會(huì)業(yè)已核準(zhǔn)建造一座新的公共圖書館的計(jì)劃。
vi.
贊成;贊許 [(+of)]
i’m afraid your parents won’t approve of your going there.
我擔(dān)心你父母不會(huì)贊成你到那兒去。
shave
vt.
1.) 剃去...上的毛發(fā);刮(臉)等
shave one’s face
刮臉
2.) 刮(胡子等)[(+off/away)]
he shaved off his beard.
他剃掉了胡須。
vi.
1.) 修面,刮臉
he shaves every morning.
他每天早晨刮臉。
2.) 擠過,勉強(qiáng)通過
he shaved through the math exam.
他勉強(qiáng)通過了數(shù)學(xué)考試。
n.[c]
1.) 剃刀,刮胡刀;刨刀
2.) 修面,刮臉[s]
i need a shave.
我需要修面。
comb
n.[c]
1.) 梳子;(羊毛等的)毛刷,馬鬃刷
2.) 女人頭發(fā)上梳狀的飾物
3.) (用梳子)梳理[s]
my hair needs a good comb.
我的頭發(fā)需要好好梳理一番。
vt.
1.) 用梳子梳理
the mother combed the child’s hair.
母親梳理了孩子的頭發(fā)。
2.) 徹底搜查[(+for)]
we combed the city to look for our lost dog.
我們搜遍了全城尋找我們走失了的狗。
at length
1.) 最后,終于
at length, we began to understand what she wanted.
最后,我們總算弄清楚她到底要什么。
2.) 詳細(xì)地
he talked at length about his work.
他詳細(xì)地談了他的工作。
flash
vt.
1.) 使閃光;使閃爍[(+at)]
why is that driver flashing his lights at me?
那個(gè)司機(jī)為何用燈照我?
2.) (向...)閃現(xiàn)出[(+at)]
i flashed a warning glance at them.
我向他們投去警告性的一瞥。
3.) (火速地)發(fā)出(電報(bào),電訊等);使迅速傳遍
the news was flashed around the world.
這一消息迅速傳遍世界各地。
vi.
1.) 閃光,閃爍
the stars flashed in the night sky.
夜空中群星閃爍。
2.) (想法等)掠過,閃現(xiàn)
a thought flashed through my mind.
我腦子里閃過一個(gè)想法。
3. 飛馳,掠過
a car flashed by.
一輛汽車疾馳而過。
n.
閃爍,閃光[c]
there was a flash of lightning a moment ago.
剛才有一道閃電。
simplify
vt.
簡(jiǎn)化,精簡(jiǎn);使單純;使平易
the subject is immensely complex, and hard to simplify.
這個(gè)題目非常復(fù)雜,并且很難簡(jiǎn)化。
unit 11
criterion/ criteria(pl)
n.
(判斷、批評(píng)的)標(biāo)準(zhǔn),準(zhǔn)則,尺度[c]
what criteria do you use when judging the quality of a student’s work?
你用什么標(biāo)準(zhǔn)來衡量學(xué)生的學(xué)業(yè)?
summary
adj.
1.) 概括的,扼要的
he gave a summary report of the day’s events.
他對(duì)一天的事件作了簡(jiǎn)要的報(bào)告。
2.) 實(shí)時(shí)的;草率的;即決的,簡(jiǎn)易的
the government took summary action to aid the earthquake victims.
政府即刻采取行動(dòng)救濟(jì)地震災(zāi)民。
n.
總結(jié),摘要,一覽[c][(+of)]
he made a summary of the case.
他為這個(gè)案件做了一個(gè)摘要。
percentage
n.
1.) 百分率,百分比[c] [(+of)]
what percentage of children were absent?
缺席的學(xué)童占百分之幾?
2.) 比例;部分[c]
each of them got a percentage of the profits.
他們每個(gè)人都得到一部分利潤(rùn)。
3.) 【口】好處,利益[u]
there is no percentage in arguing with him.
同他爭(zhēng)論于事無補(bǔ)。
suspect
vt.
1.) 疑有,察覺
the tiger suspected danger and ran away.
老虎意識(shí)到危險(xiǎn)便逃跑了。
2.) 懷疑,不信任
we suspected their honesty.
我們不相信他們是誠(chéng)實(shí)的。
3.) 懷疑(某人犯有過錯(cuò))[+of] [+(that)]
the police suspected that bill did it.
警察懷疑那件事是比爾干的。
4.) 猜想;料想 [+(that)]
i suspect they’ll come.
我想他們會(huì)來的。
n.
嫌疑犯;可疑分子[c]
adj.
可疑的;受到懷疑的;不可信的[(+of/to/with)]
his motives were suspect with others.
他的動(dòng)機(jī)受到其他人的懷疑。
cater
vi.
1.) 提供飲食;承辦宴席[(+for)]
he runs a restaurant and also caters for weddings and parties.
他經(jīng)營(yíng)飯店,還承辦婚禮和宴會(huì)酒席。
2.) 滿足需要(或欲望);迎合,投合[(+for/to)]
those newspapers cater to the lowest tastes.
那些報(bào)紙迎合最低級(jí)的趣味。
vt.
為...提供飲食,承辦(宴會(huì)等)的酒席
who’s catering your daughter’s wedding?
誰給你女兒承辦婚宴?
temporary
adj.
臨時(shí)的;暫時(shí)的,一時(shí)的
ellen has got a temporary job.
艾倫找到一份臨時(shí)工作。
n.[c]
1.) 臨時(shí)工,臨時(shí)雇員
she works in the office as a temporary.
她在辦公室做臨時(shí)雇員。
2.) 臨時(shí)事物;臨時(shí)房屋
the wartime temporaries will be replaced by permanent homes.
那些戰(zhàn)時(shí)臨時(shí)住房將被永久性住宅代替。
expectation
n.
1.) 期待;預(yù)期[u][c]
the dog wagged its tail in expectation of a bone.
那條狗搖著尾巴,巴望吃肉骨頭。
2.) 期望,預(yù)期的事物(pl.)
the reward fell short of our expectations.
獎(jiǎng)勵(lì)不符我們的希望。
3.) 前程(pl.)
a young artist with great expectations
有遠(yuǎn)大前程的青年藝術(shù)家
spanision
n.
1.) 分開,分割[u][(+into)]
the compilers agreed upon a spanision of the textbook into twelve units.
編寫者都同意把教科書分成十二個(gè)單元。
2.) 分配,分派[u][(+between/among)]
the thieves quarrelled about the spanision of their stolen goods.
這些賊為分偷來的物品而爭(zhēng)吵。
3.) 【數(shù)】除(法)[u]
the boy has learnt to do spanision.
這個(gè)小男孩已學(xué)會(huì)做除法。
compromise
n.
1.) 妥協(xié),和解[c][u][(+between)]
i hope we shall come to a compromise.
我希望我們能達(dá)成妥協(xié)。
2.) 妥協(xié)方案,折衷辦法;折衷物[c]
the interior decoration of the house is a compromise between chinese and foreign styles.
這所房子的內(nèi)部裝飾是中西兩式的折衷物。
vt.
1.) 互讓解決(分歧等)
2.) 連累,危及
you will compromise your good name if you associate with these people.
你如果與這些人交往就會(huì)損害你的好名聲。
3.) 放棄(原則等);泄露(秘密等)
he refused to compromise his principles.
他拒絕放棄原則。
vi.
妥協(xié),讓步[(+on)]
they found it wiser to compromise with her.
他們覺得與她妥協(xié)更明智。
dynamic
adj.
1.) 力的;動(dòng)力的
a dynamic load
動(dòng)力荷載
2.) 能動(dòng)的;動(dòng)態(tài)的
a dynamic verb
動(dòng)態(tài)動(dòng)詞
3.) 有活力的;有生氣的;強(qiáng)有力的
a dynamic young businessman
生氣勃勃的年輕商人
embarrass
vt.
1.) 使窘;使不好意思,使局促不安 [(+with/by)]
arthur seemed embarrassed by the question.
亞瑟似乎被這個(gè)問題弄得有些窘迫。
2.) 使負(fù)債;使拮據(jù)
a large family embarrassed him.
他子女多,這使他經(jīng)濟(jì)拮據(jù)。
3.) 妨礙,阻礙
wearing the heavy coat embarrassed his movements.
穿著厚大衣妨礙了他的行動(dòng)。
contradictory
adj.
1.) 矛盾的,對(duì)立的[(+to)]
the prisoner’s statement was contradictory to the one he’d made earlier.
那個(gè)囚犯的供詞與早些時(shí)候說的相矛盾。
2.) 好反駁的,喜爭(zhēng)辯的
a contradictory nature
愛斗嘴的討厭本性
n.[c]
1.) 矛盾因素,對(duì)立物
2.) 【邏】矛盾命題;否定項(xiàng)
violent
adj.
1.) 激烈的;猛烈的;強(qiáng)烈的
the boat sank in a violent storm at sea.
船在海上強(qiáng)烈的風(fēng)暴中沉沒。
2.) 由暴力引起的;暴力的[z]
she died a violent death.
她慘遭橫禍。
3.) 極端的,極度的
a violent impatience overcame him.
他變得極不耐煩。
4.) 狂暴的,兇暴的
the madman was violent and had to be locked up.
這瘋子十分兇暴,只好把他鎖起來。
resign
vt.
1.) 放棄,辭去
the general resigned his commission.
將軍辭去了他的職務(wù)。
2.) 把...托交給,委托[(+to/into)]
she resigned her children to the care of her sister.
她把孩子交給她妹妹照管。
3.) 使聽從,使順從[(+to)]
he is resigned to his fate. 或 he resigned himself to his fate.
他聽天由命。
vi.
辭職[(+from)]
the simplest thing is for him to resign at once.
最簡(jiǎn)單的做法就是他立即辭職。
definite
adj.
1.) 明確的,確切的
she made no definite answer.
她沒有作確定的回答。
2.) 一定的,肯定的
it’s definite that he’ll be late again.
他肯定又要遲到。
3.) 限定的
congratulate
vt.
1.) 祝賀;恭喜[(+on/upon)]
i congratulate you on your great discovery.
我祝賀你的偉大發(fā)現(xiàn)。
i want to congratulate you with all my heart.
我衷心地祝賀你。
2.) (后接oneself)自我慶幸[(+on)]
he congratulated himself on having survived the air-crash.
他慶幸自己在空難中幸免于死。
finance
n.
1.) 財(cái)政;金融;財(cái)政學(xué)[u]
he got the position on the strength of his skill in finance.
他憑著自己的理財(cái)本領(lǐng)得到了這個(gè)職位。
2.) (對(duì)事業(yè)的)資金支援[u]
3.) 財(cái)源;資金;(國(guó)家的)歲入;財(cái)務(wù)情況[p]
the country’s finances have improved.
這個(gè)國(guó)家財(cái)政狀況改善了。
vt.
供資金給;融資,為...籌措資金
our project is adequately financed.
我們的工程資金充足。
vi.
籌措資金
we are financing for the housing project.
我們?cè)跒樽≌?jì)劃籌措資金。
decline
vi.
1.) 下降,下跌;減少;衰退,衰落
as one grows older one’s memory declines.
人的記憶力隨著年齡增長(zhǎng)而衰退。
unemployment declined to 4 percent last month.
上個(gè)月失業(yè)率降至百分之四。
2.) 【書】?jī)A斜;下垂
3.) 婉拒;謝絕
vt.
1.) 婉拒;謝絕[+to-v]
she declined their invitation.
她婉拒了他們的邀請(qǐng)。
she declined to have lunch with her friend, saying that she wasn’t feeling well.
她說她身體不舒服,婉拒了與她的朋友共進(jìn)午餐。
2. )【語】使發(fā)生詞尾變化,使變格
n.
1.) 下降;減少[s1]
there is a decline in real wages.
實(shí)際工資有所減少。
2.) 衰退,衰落[the s]
3.) 傾斜[the s]
oral
adj.
1.) 口頭的,口述的
an oral agreement is not enough; we must have a written promise.
只有口頭協(xié)議是不夠的;我們必須有一個(gè)書面承諾。
he passed his german oral exam.
他通過了德文口試。
2.) 口的,口部的
the oral opening in an earthworm is small.
蚯蚓的口是很小的。
3.) (藥)口服的
the doctor prescribed an oral dose of medicine.
醫(yī)生開了一劑口服藥。
詞匯學(xué)unit6答案篇十二
1. unit 1 festivals around the world
2. teaching aims of this unit
talk about festivals and celebrations
talk about the ways to express request and thanks
learn to use modal verbs
write a similar story with a different ending
3. sentence patterns:
request:
could/ would you please…?
could i have…?
could we look at…?
i look forward to…
may i see…?
thanks:
it’s very kind of you…
thank you very much/ thanks a lot.
i’d love to.
it was a pleasure…
don’t mention it.
you are most welcome.
4. modal verbs:
may might, can could will would shall should must can
the first period speaking
1. teaching aims:
vocabulary: take place, lunar, festival, army day, christmas, dress up
phrases: would you like … could i have…?
might i offer help…? may i see…?
you should try…could we like at…?
can you suggest…? we might take…
teaching procedures
step i leading in
t: hello, everybody! welcome back to school! did you have a good time in your winter holidays?
ss. yes. of course!
t: when did you feel most happy and excited?
ss: at the spring festival.
t: who can tell us why? any volunteers?
s1: because it is the most important festival in our country.
s2: because i got a lot of lucky money from my parents.
s3: because i needn’t study at festivals and there was a lot of delicious food to eat. how great.
s4: because i met my cousins and friends who i hadn’t seen for a long time.
t. very food! i am glad to hear that. today we will talk about festivals, which are meant to celebrate important events. please think about some other festivals. can you name just a few?
ss: new year, yuan xiao festival…
:t: quite right. that’s called the lantern’s festival. how about some other festivals?
ss: the army day, international labour’s day, national day, tomb sweeping festival, dragon boat festival, mid-autumn day…
t: you have done a good job, boys and girls! .
step ⅱwarming –up
festivals are meant to celebrate important events. different countries have different festivals. work in groups and lost five chinese festivals that you know. discuss when they take place, what they celebrate and one thing that people do at that time. the first one is given to you as an example.
festivals time of year/date what does it celebrate what do people do
mid-autumn festival autumn/fall the beauty of the full moon, harvest, time with family and friends give/eat mooncakes and watch the full moon with family and friends
step ⅲ pre- reading
discuss in groups of four
1. what’s your favourite holiday of the year? why?
2. what festivals or celebrations do you enjoy in your city or town? do you like spending festivals with your family or with friends? what part of a festival do you like best---the music, the things to see, the visits or the food?
step ⅳassignment
1. consolidation
2. listening to the material again after class to be familiar with it.
3. homework: collect as much information about festivals as possible.
the second period reading
teaching aims
lary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural european custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily
enable the students to know the earliest festivals with reasons for them and four
different kinds of festivals that occur in most parts of the world
enable the students to master some english expressions and phrases about festivals.
4. teach the basic reading skills: skimming and scanning.
5. try to compare and make conclusion s of different festivals.
step ⅰrevision
1. greetings.
2. review the new words of this part.
3. check the students’ homework---festivals
step ⅱreading
ng
t: open your books and turn to page one. i’d like you to do the scanning. read the text quickly and accurately to get the main idea and answer the 6 questions on page3.
( ask the student to look through the questions and then read the text silently.)
( four minutes later, check the answers with the whole class. show the suggested answers on the screen.)
ive reading
( allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)
t: read the text loudly for a second time and them try to tell if these sentences are true or false.
1. the ancient people needn’t worry about their food. ( f )
een used to be a festival intended to honor the dead. ( t )
yuan was a great poet who people honor a lot in china. ( t )
-autumn festival is held to celebrate the end ot autumn( f )
celebrates the birth of jesus. ( f )
g and discussion
t: read the text a third time and then work impairs to do exercise 2 on page 3.
( let the students have enough time to read the passage carefully and discuss the chart with their partners. encourage them to expand their answers according to their own experiences.)
ation
(in this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
t: now i will discuss some important sentences and phrases in the passage.
a. some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
b. in memory of
c. in india there is a national festival on october 2 to honor mahatma gandhi, the leader who helped gain india’s independence from britain.
d. people are grateful because their food is gathered for the winter, and because a season of agricultural work is over.
e. the most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
f. the country is covered with cherry flowers so that it looks as though it might be covered with pink snow.
the suggested explanation:
a. an attributive clause.
the sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
b. in memory of … serving to recall sb, to keep him fresh in people’ minds.
he wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopes/the hope of (hoping)
in defence of (defending)
c. a noun phrase followed by an attributive clause as the appositive
d. two clauses for reason
e. energy→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. i’m looking forward to hearing from you.
step ⅲ listening
t: now i will play the tape for you. you can just listen with your books closed or look at your books or read in a low voice together with the tape. it’s up to you. after listening, please write down three things that most festivals seem to have in common.( comprehending ex.3 on page 3).
the third period learning about language
teaching aims:
1. let the students know the usage of modal verbs.
2. enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.
step ⅰ greeting and revision
( ask some students to retell the text we learned .)
stepⅱ. practicing the useful words and expressions
t: as we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. but many intransitive verbs have the structure “verb+preposition+objects ” can you give me some examples?
ss: sure. such as look at the picture, hear from my friends, listen to the radio and so on.
t: ok. now turn to page 4, ex. 4. you are to make some sentences of your own, using the words given.
s1. i’m looking forward to hearing form my friend
s2: we are talking about verbs.
s3: would you like to talk with me?
s4: who can think of an effective solution to the problem?
s5: please think about my proposal.
step ⅲ useful structures
t: let’s come to the next part. this part is about modal verbs. you are to read the sentences in ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. if you have any difficulty in understanding them you can refer to grammar in pages 92---94
step ⅳ summing up and home work
t: boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. i think it is not easy for you to master them, after class you should review them.
homework
1. practice of wbp42ex.1,2,3.
2. please find out10 sentences with modal verbs, and try to get their meanings.
the fourth period listening
teaching aims:
1. vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes
2. enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.
step ⅰ revision
after checking the wb ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.
step ⅱ warming up
t: by the way, what’s the topic of this unit?
ss: festivals around the world.
t: would you like to know something more about festivals around the world?
ss: of course.
t: now i will show you several pictures. what’s the festival called?
ss: carnival.
t: yes. this class we will listen to a dialogue about carnivals. first look through the four questions in listening part to find out the listening points.
step ⅲ listening
t: i will play the tape for you twice. please listen carefully and pay much attention to the important points. for the first time you are to make notes beside the questions. for the second time, you should write down the answers and then check them with your partners.
( it’s important to encourage the students to adapt their present knowledge any
skill to a variety of situations wherever they can. make sure to allow various
expressions of the answers. do not demand the same words form all students.)
step ⅳ speaking
this part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. the polite form of english are important and should be practiced in a variety of situations.
step ⅴ listening task
t: there are about 10 minutes left. let’s come to listening task. turn to page 43
and look at the pictures. they have something in common. can you find it out?
ss: they are all about festivals bout the dead.
t: that’s right. i will play the tape for you. for the first time you should try to
write down the name of the country where the festival are held. for the next two times you should do ex2. you can make a brief note first and then complete the chart, according to which you can make a report.
the fifth period extensive reading
teaching aims:
1. vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,
2. learn to compare the festivals in china and in western countries.
step ⅰrevision
check homework
step ⅱreading (1)
t: as we know, there are all kinds of festivals around the world. we have talked about two chinese festivals for the dead. today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival-qi qiao and valentine’s day. now please read it quickly and find out the sentence below are true or false.
the girl li fang loved and waited but she didn’t turn up. but he didn’t lose heart.(f….)
because her most lovely daughter got married to a human secretly, the goddess got very angry. .(…t.)
zhinv was made to return to heaven without her husband. they were allowed to meet once a year on the seventh day of the tenth lunar month, .(f….)
hu jin had been waiting for li fang for a long time with a gift for him. .(…t.)
t: i think you have got the general idea of the passage. now please read the passage once more and answer the questions on page 8.
some language points:
1. turn up: appear
her word: keep her promise
his breath: wait without much hope
one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow
sb of sth: make sb think of sth
step ⅲ discussion and writing
t: that’s for the reading part of the passage. please think about the ending of the story. are you satisfied with the ending? different people have different opinions to a matter. now any one of you have an opportunity to make up an ending to the story. please engage imaginatively in the story and use your own ideas. try to use the vocabulary and structures you have learned of you like.
step ⅳ reading(2)
t: let’s come to another passage about carnival in quebec. please turn to page 44, read it quickly and answer the questions in page 45. five minutes for you.
added material:
thanksgiving day
fourth thursday in november is celebrated as ‘thanksgiving day’ people thank god for his blessings. people can ‘thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. pilgrims celebrated the first thanksgiving day in america during the second winter in the new world. the first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. but the following year, with the help of indians who showed them how to plant indian corn, the pilgrims had successful harvest. governor william bradford decided that december 13, 1621 be set aside for feasting and prayer. the indians were invited to share the festival. since than, thanksgiving day is been celebrated in america. however, it was only in 1941, the congress in a joint resolution named the fourth sunday in november as the official thanksgiving day.
dating back, it is known that the council thought to appoint and set apart the 29th day of june, as a day of solemn thanksgiving and praise to god for his goodness and favour. the first thanksgiving proclamation was however on june 20, 1676. the governing council of charlestown, massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. by unanimous vote they instructed edward rawson, the clerk, to proclaim june 29 as a day of thanksgiving, it is also known that the pilgrims set ground at plymouth rock on december 11, 1620. their first winter was devastating. at the beginning of the following fall, they had lost 46 of the original 102 who sailed on the mayflower. but the harvest of 1621 was a bountiful one. and the remaining colonists decided to celebrate with a feast -- including 91 indians who had helped the pilgrims survive their first year. it is believed that the pilgrims would not have made it through the year without the help of the natives the feast was more of a traditional english harvest festival than a true “thanksgiving” observance. it lasted three days.
thanksgiving, as we know it today, has come a long way from the pilgrims harvest festival in 1621. it is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.
halloween
the ancient druids 督伊德教(古代高盧人與不列顛人的一種宗教)的教徒 who inhabited what we now call great britain placed great importance on the passing of one season to the next, holding “fire festivals” which were celebrated for three days (two days on either side of the day itself). one of these festivals was called samhain (pronounced sha-von) and it took place on october 31 through to november 1. during this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. in order to make themselves and their homes less inviting to these wayward spirits, the ancient celts（凱爾特人）would douse （插入水中, 把弄熄, 弄濕）all their fires. there was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the druidic fire that was kept burning at usinach, in the middle of ireland.
samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between summer and fall/winter. for the druids, this was the last gasp （喘息, 氣喘）of summer (it was also the celtic new year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.
they would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the druidic deities（神, 神性）. it is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
this tradition was later brought to the north american continent by irish immigrants who were escaping the potato famine in their homeland. in addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with halloween -- the jack o lantern.
according to irish folklore, there once lived a man named jack who was known for being a drunk and a prankster（頑皮的人, 愛開玩笑的人）. one night jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. jack then made him promise that, in exchange for letting him out of the tree, the devil would never tempt him to sin again. he reluctantly agreed, but was able to exact his revenge upon jacks death. because of his mischievous ways in life, jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. so he was doomed to wander the earth until the end of time, with only a single ember（灰燼, 余燼） (carried in a hollowed out turnip.[植]蕪箐, 蕪箐甘藍(lán)) to warm him and light his way. in ireland, they originally also used turnips for their “jack lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
easter
on good friday, jesus christ was executed by crucifixion. his body was taken down from the cross, and buried in a cave. the tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. on the following sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. jesus himself was seen that day, and for days afterwards by many people. his followers realised that god had raised jesus from the dead.
hot cross buns
hot cross buns are still made all over england around easter time. at one time, buns with a cross on them were made all through lent. they were banned by oliver cromwell and brought back again at the time of the restoration. for a time they were only available on good friday but now they can be bought during the month leading up to easter. whole meal hot cross buns are becoming more popular each year.
the easter egg
as with the easter bunny and the holiday itself, the easter egg predates the christian holiday of easter. the exchange of eggs in the springtime is a custom that was centuries old when easter was first celebrated by christians.
from the earliest times, the egg was a symbol of rebirth in most cultures. eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.
today, children hunt colored eggs and place them in easter baskets along with the modern version of real easter eggs -- those made of plastic or chocolate candy.
o-bon festival
bon dance
during o-bon, bon odori (folk dances) are held all over japan. the kind of dance varies from area to area. people wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. anyone can participate in the dance. join the circle and imitate what others are doing. awa odori of tokushima and bon odori at yasukuni shrine, tokyo are very famous.
also, toro nagashi (floating paper lanterns) are held in some areas. on the evening of the 15th, people send off ancestors spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. fireworks displays (hanabi-taikai) are often held during o-bon. it is a typical japanese summer scene to see hanabi.
since o-bon is an important family gathering time, many people return to their hometowns during o-bon. most businesses are closed during this time. although it is crowded everywhere, it is common for many people take trips during o-bon, too. the beginning and end of o-bon are marked with terrible traffic jams. airports, train stations, and highways are jammed with travelers. i recommend you do not travel around o-bon!
unit2 healthy eating
teaching aims of this unit
1. talk about healthy eating
2. making suggestions or giving advice on diet
3. distinguish the meanings of modal verbs
4. make a balanced menu
5. vocabulary:
6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7. speaking: practice talking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
8. the use o f ought to
the first period warming up and reading
step ⅰ warming up
review the words of foods by showing their pictures. first, ask students to list the foods they like best. then tick off 3 of them they eat most often. second, show the three groups of foods and see which group their foods belong to. third, ask the students to tell us in what ways their foods help them grow.
step ⅱ pre-reading
get the students to discuss the questions with their partners in this part. then ask them to report their work. this part will help the students understand the text.
t: please look at the slide show and discuss the questions with your partners. then i’ll ask you to report your work. are you clear?
which food contains more… examples of foods answer
sugar chocolate or grapes
cakes or bananas chocolate
cakes
fat cream or rice
chocolate or chicken cream
chocolate
fiber peas or nuts
pork or cabbage nuts
cabbage
protein potato crisps or ham
eggs or cream ham
eggs
step ⅲ reading
get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. give the students a couple o f minutes to look through the whole passage. tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. encourage the students to express their ideas.
1. fast reading
in this part ask the students to read the text quickly for the first time and find out the main idea of the text. then ask them to read the text again carefully to obtain some details. before reading show the tasks and let the students read the tasks first. this text will help them have a good understanding of the text.
a. the two restaurants supplied the healthy diet.
b. the reason why yong hui’s restaurant was so popular with customers.
c. wang pengwei found out why he had lost his customers and decided to win them back
2. careful reading
t: now it is time for us to read the text carefully and decide which sentences are true. then correct the false ones. first read the sentences.
a. usually wang pengwei’s restaurant was full of people. (t )
b. yong hui served a balanced diet. ( f)
c. yong hui could make people thin in two weeks by giving them a good diet. (f)
d. wang pengwei’s customers often became fat after eating in his reataurant. (t)
e. yong hui’s menu gives them energy foods. (f )
f. wang pengwei’s menu gives tem foods containing fiber. (f )
g. wang pengwei admired yong hui’s restaurant when he saw the menu. (f )
h. wang pengwei decided to copy yong hui’s menu. (f )
step ⅳ comprehending
by now, the students have had a further understanding of the text. let the students read the text again and find out the differences between the two restaurant.
t: now please read the text again and fill in the chart together with your partner.
disadvantages advantages
wang pengwei’s restaurant not giving enough foods containing fiber provide plenty of energy foods
yong hui’s restaurant not giving enough energy foods providing plenty of fiber foods
t: until now we have known what’s wrong with both restaurant. what does it matter if you only eat at one of the restaurant?
s1:…
s2:…
s3:…
t: you all have a point here. but what will they do? we will see it next period. facing the serious competiton wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. he went to the library to learn more about healthy eating and made his menu better than yong hui’s menu. do you think we should follow his example?
ss: yes.
t: now let’s deal with some language points. turn to page 10, let’s look at the sentences:
a. wang pengwei sat in his empty restaurant feeling very frustrated.
this sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. pay attention to the form (v-ing) of the second action.
b. nothing could have been better.
this sentence tells us that everything has worked out the way you would like. it’s a sentence that we can use in any situation.
c. he couldn’t have yong hui getting away with telling people lies!
this sentence means that he will punish yong hui for her telling lies.
step ⅴ homework
1. try to retell the text.
2. prepare for the language learning and do using words and expressions on wb (page 49-50)
the second period language study
step ⅰrevision
1. check the students’ homework.
2. ask some of the students to retell the text.
step ⅱ word study
this part is a consolidation of the words in the text. ask the students to do the exercise inspanidually.
t: now please open your books and turn to page 11. fill in the chart using the correct forms of the words which have the same root. next activity is to match the definitions with the words we have learnt form the text. i necessary, you can discuss with your partners.
…
step ⅲ grammar
the students will learn the usage of modal verbs. first try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. then give them some examples.
t: please pick out all the sentences containing modal verbs in the text.
a. by lunchtime they would have all be sold---it indicates possibility.
b. his restaurant ought to be full of people.---it indicates possibility.
c. what could have happened?--- it indicates possibility.
d. nothing could have been better.--- it indicates possibility.
e. something terrible must have happened if maochang was not coming to eat with him as he always did.---it indicates guessing.
f. he could not believe his eyes. ---it indicates intension.
g. he wonder if he should go to the library to find out ---it indicates duty.
h. he wouldn’t have yong hui getting away with telling people lies!---it indicates intension.
…
step ⅳ homework
1. review the rules of word formation and the meanings of modal verbs.
2. prepare the using structure on page 50 by making a dialogue in pairs.
the third period listening
step ⅰ revision
1. check the using structure on page 50.
2. ask the students to make a short dialogue in pairs.
step ⅱ listening( using language)
the students will hear what wang pengwei did after leaving yong
hui’s restaurant. ask the students to finish the chart and answer the questions.
t: ok. we have studied the text and know neither of the restaurant supplied a balanced diet. let’s listen to the tape and see how the story went on. go through the text quickly on page 14.
( play the tape. students write down the answers and check the answers with their partners.)
t: now listen to it again and try to make sure your answers are right.
energy-giving body-building protective
rice meat fruit
noodles fish vegetables
nuts tofu
butter
step ⅲ listening (wb p48)
the students will heat a conversation between hong mei and the doctor. they are asked to do exercise according to the tape.
t: doctor know that there are illnesses you may get if you do not eat properly. in the following part, we are going to listen to a dialogue. hong mei is going to see the doctor. let’s see how the doctor gives her some advice. listen carefully and do the exercises.
red foods: stop (only a little) orange foods: be careful( some every day) green foods: go( more every day)
butter, cream, nuts, cakes, foods fried in fat bread, noodles, rice, neat, cheese, egg, tofu all vegetables( potato, cabbage, carrots..)
step ⅳ homework
1. pre-view the reading(2) and reading task on page 52. see how the story ended.
2. find some information about healthy eating on the internet.
the fourth period extensive reading
step ⅰrevision
1. check the homework
2. share the information the students have got form the internet.
step ⅱ pre-reading
ask the students to read some proverbs and translate them into chinese.
t: today we are going to see the end of the story. first, please look at the blackboard and try to translate the proverbs into chinese.
a. you are what you eat.
b. an apple a day keeps the doctor away.
c. first wealth is health.
the students discuss with their partners.
a. 人如其食.
b. 一天一個(gè)蘋果,醫(yī)生不來找我.
c. 健康是人生的第一財(cái)富.
step ⅲ reading
the purpose of this reading is to complete the story of wang pengwei and yong hui and show the students that it is never too late to change bad eating habits and begin afresh. after the fast reading, let the students do the exercises on page 15. then let them match the words with their definitions.
t: eating healthily means that no food in itself is good or bad. eating properly depends on eating the right variety of foods in the right amount. let’s read the passage quickly and say what they did with their menu.
ask the students to report their work.
what did they do? result
combine their menu and provide a balanced one
1. raw vegetables with hamburgers
2. the boiled potatoes, not fried
3. fresh fruit with ice cream 1. cut down the fat
2. increase the fibre
3. a big success
then find the words from the text to match the definitions.
definitions words
stare angrily or fiercely glare
take a long deep breath sigh
keep alive in a certain style earn one’s living
advantage or profit benefit
join or mix together to form a whole combine
owe a lot of money in debt
step ⅳ homework
1. collect eating attitudes from the internet
2. practice presenting reasons to support your ideas.
the fifth period speaking
step ⅰrevision
check the students’homework.
step ⅱ warming up
t: work in pairs to act out the dialogue on page 13. one plays as the role of jane and the other plays the role of susan. you are shopping in a supermarket.
first let the students make a good preparation themselves. then ask several pairs to act out the dialogue before the class. in this part the, try to make the class get active.
step ⅲ talking
if young people are too thin or too fat, it shows that they are not eating a balanced diet. so this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( spanide the class into two groups: team a and team b.)
t: now team a will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. team b will take the role of the doctor and advise the patient how to change his or her diet. here are some useful expressions. imagine what you will say to the doctor or patient. discuss with your group members.
doctor patient
what’s the matter? what should i do ?
how long have you been like this? what seem to be the trouble?
i think you ought to.. do you think you could give me some advice?
perhaps you should…
i suppose you had better…
step ⅳ speaking task
this is the opportunity for the students to discuss their reaction to the information they have received. it allows students to have their own point of view and to practice explaining why they think as they do.
t: in the reading task we have read two speakers’arguments. now it is your turn to discuss what you have heard at the meeting in groups of four. two of ou argue for and two against building the restaurant. the following is useful to you. please look at the table.
i don’t agree that’s a good idea.
i’m afraid not certainly/ sure.
of course not. all right.
i don’t think so. no problem.
yes, i think so.
step ⅴ homework
1. review the sentence structures, new words and expressions.
2. imagine the old local restaurant has gone. what do you think should be built there. present the advantages of your idea.
the sixth period writing and re-viewing
step ⅰrevision
check the homework and take a dictation.
step ⅱ writing
this is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. the idea of a new library is chosen because it would be very useful in a town.
t: you know, we have mad ea decision that we won’t build a mcdonal’s. but what do you think should be built on the land? can you write an article to support your idea? give you 20 minutes and finish your articles. pay attention to the orders.
1. describe the new design
2. draw a plan
3. explain the advantages of your ideas
unit three the million pound bank-note
teaching aims:
1. talk about short stories and dramas.
2. learn how to act out a play
3. learn how to request and order food
4. learn noun clauses as the object and predicative
the first period intensive reading
step g up
twain is probably one of the few american writers with whom students are already familiar. this exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
t: do you know something about the american writer mark twain?
ss: a little.
t: today we will learn something about this great writer in the american history. now please read “about mark twain” on page 23 so that you can know more about him.
3. students read the passage about mark twain and answer the questions given in the form on page 23.
a. what’s the real name of mark twain?
b. when was he born and when did he die?
c. do you know all the places where he lived?
d. can you name three of his famous stories?
t: as we know, mark twain is known as a humorist during his life. and this is reflected in the million pound bank-note. so, today we will learn some parts of this famous play.
step ⅱpre-reading
get the students to discuss the question with their partners and then ask them to report their work. encourage to express their opinions freely.
t: if a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? why?
( students have a discussion on this question. whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
t: i think all of you have a good idea. do you want to know what happened to henry adams in the million pound bank-note written by mark twain? have you ever read the story? so this class we will learn the story together.
step ⅲ while reading
1. scanning
get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. give the students some time to read through the scenes and then answer some questions
a. how did henry adams come to england?
b. where did henry work before? how much did he have?
c. what did the two gentlemen give henry?
d. when can henry open the letter.
2. after the students discuss the questions and then check the answers with the whole class.
t: listen to the tape and try to find out the characteristics of the whole passage.
ss: this is part of a play. so, the narration is written in the present tense.
t: ok. all of you have done a good job. next, let’s read the scene again and do some exercises.
step ⅳ post-reading
do comprehending exercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. they bought a large amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. we made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. my mother doesn’t permit me to ride in the street after it rained.
d. by accident: as a result of chance
e.g. i only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. to be honest, i don’t think we have a chance of winning.
step ⅴ homework
1. review the key sentences in this part
2. preview the words in the second period.
3. act out the play in groups
the second period: acting
step i acting
t: are you ready to act out the play now< class?
ss: yes.
t: good. let’s welcome the first group and the second group please get prepared.
…
t: class, we should pay attention to some examples of mark twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. do you agree with me?
ss: yes, of course.
step ii homework
review what we learned in this unit
the third period watching the movie the million pound banknote
unit 4 astronomy: the science of stars
teaching aims:
1. talk about the science of stars
2. practise giving instructions
4. learn to use noun clauses as the subject
5. learn to write an essay to show your problems and the way to overcome them.
6. vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, prevent …from… depend on, now that, get the hang of, break out
the first period intensive reading
step ⅰ presentation
t: hello, everyone! today we will come to unit 4, astronomy. before that i have a question: where do we come from? or we can say: who are our ancestors?
s1: monkeys!
s2: beijing ren who lived many years ago.
s3: dinosaurs
…
t: very good! do you know what it was like before life appeared on earth?
s4: full of water…
bs: i don’t know.
t: do you want to get more information?
ss: yes, we do.
t: today we will learn something about how life began on earth. turn to page 25. let’s come to warming up first.
step ⅱ warming up
5. read the three questions, while the students listen and follow.
6. give the students several minutes to discuss the questions.
7. collect answers from the class.
8. check answers while discussing.
step ⅲ pre-reading
get the students to discuss the questions on page 25 with their partners. then ask the students to tell their stories. encourage them to tell different stories, if they don’t know any, tell them some.
t: now discuss these questions with your partners. then i will ask some of you to tell us your stories. are you clear?
ss: yes.
a. do you know each religion or culture has its own ideas about the beginning of the universe? give an example if you know.
b. do you know what a scientific idea is?
read some stories to the students.
pangu separates the sky from the earth;
the biblical account;
india;
japan;
europe;
…
step ⅳ reading
1. scanning
get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. give the students a couple of minutes to look throuth the whole passage. tell them to read silently and then ask some detailed questions about the text. encourage them to express their ideas.
t: we are going to learn a passage about how life began on the earth. now read the text quickly and then answer my questions.
a. what was there on the earth before life began?
b. why do scientist think there has never been life on the moon?
c. why do animals first appear in the sea?
d. why do green plants help life to develop?
e. why were mammals different from other animals?
discuss the answers with the whole class.
2. skimming
in this part, students will read the text again and finish part 1,2,3
t: now skim the passage fast to finish part1,2,3,4 then we will check the answers together.
key to part 1: dbigehacfj
discuss the rest with the students.
step ⅴ listening
listen to the tape for the students to follow and have further understanding of the passage.
t: read after the tape, then answer me some questions with your book closed.
a. how did water come into being on the earth?
b. why is water important on earth?
step ⅵ language points
t: turn to page 25. let’s look at the sentences:
a. it exploded loudly with fire and rock, which were in time to produce the water vapour.
which leads non-restrictive attributive clause.
in time: sooner or later; eventually
i will see him in time.
in time ( for sth/to do sth): not late
she will be back in time to prepare dinner.
in/out of time: in/not in the correct time
the audience clapped in time to the music.
b. nobody knew that it was going to be different from other planets going around the sun.
be different from: not like someone or something else in one or more ways
city life is quite different from country life.
c. whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
to come: serves as attributive
she is the last person to do such a thing.
depend on: something might only happen or be true if the circumstances are right for it
our success depends on whether everyone works hard or not.
d. walking does need a bit of practice now that gravity has changed.
now that: because of the fact that
now that i am free, i can enjoy music for a while.
now that you have grown up, you can decide it by yourself.
step ⅶ homework
1. retell the passage
2. remember important language points
the second period language study
step ⅰ revision
1. check retelling of the passage
2. translate the following sentences.
a. 你遲早會(huì)成功的.
b. 我的車與你的不一樣.
c. 站在門旁邊的那個(gè)人是誰?
d. 他總是第一個(gè)來,最后一個(gè)走.
e. 既然你已經(jīng)長(zhǎng)大了,你自己決定吧.
suggested answers:
a. you will succeed in time.
b. my car is different from yours.
c. who is the person standing by the door?
d. he is always the first to come and the last to go.
e. now that you have grown up you can decide it yourself.
step ⅱ word study
this part is a consolidation of the words learnt in this unit. ask the students to do the exercises inspanidually.
a. page 27. first let students finish part 1,2
b. check the answers with the whole class.
c. give students 3minutes to finish part 3.
d. let the students read part 4 for a while and finish it.
e. turn to page 63. first let the students finish 1and 2 and check the answers.
step ⅲ preparation
show some sentences on the blackboard.
a. a tree has fallen across the road.
b. you are a student.
c. to find your way can be a problem.
d. smoking is bad for you.
e. “how do you do?” is a greeting.
f. what she said is not yet known.
g. that we shall be late is certain.
h. it’s certain that we shall be late .
t: what part does the underlined part serve as in each sentence? or find its subject in each sentence.
step ⅳ grammar
1. give the students some time to find the sentences in the passage. the collect answers from the class.
2. show typical examples of how to make a subject clause. guide the ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause. teacher shows the example and ss write down the sentences.
3. turn to page 64. read the following passage quickly and finish the eight sentences.
4. have a discussion in pairs. the topic is my dream. one talks about the problems in his study or life, another gives some advice. remind the students to use the following structures
a. my problem is…
b. my trouble is…
c. the question is…
d. my advice is…
e. what i think about it is…
f. the fact is…
g. my suggestion is…
step ⅴhomework
1. finish part 3(p23)
2. finish part 3(p64)
added material:
什么是黑洞？
就是在宇宙中有那么一些點(diǎn)，這些點(diǎn)的體積趨向于零而密度變得無窮大，由于具有強(qiáng)大的吸引力，物體只要進(jìn)入離這個(gè)點(diǎn)一定距離的范圍內(nèi)，就會(huì)被這個(gè)強(qiáng)大的引力吸收掉，連光線也不例外。因此任何進(jìn)入這個(gè)范圍的物體都無法再逃出來，就是說，沒有任何信號(hào)能夠從這個(gè)范圍內(nèi)傳出，因此這個(gè)范圍的界限被稱作視界，里面的情形人類無法看到。所以科學(xué)家給它起了個(gè)名字叫黑洞，英文就是black hole。 一顆燃燒盡了的恒星由于自身的重力而不斷坍縮，最后就會(huì)形成黑洞。
歷時(shí)30年霍金改觀點(diǎn) 稱黑洞能“吸”能“吐”
從事宇宙黑洞研究近三十年的世界天體物理學(xué)泰斗斯蒂芬霍金在前不久承認(rèn)“黑洞悖論”有誤之后，21號(hào)，他在愛爾蘭都柏林舉行的一個(gè)學(xué)術(shù)研討會(huì)上終于就自己的新發(fā)現(xiàn)向外界進(jìn)行了詳細(xì)闡述。
黑洞是宇宙中引力極強(qiáng)的區(qū)域。19世紀(jì)70年代，霍金首次提出黑洞能夠輻射能量的理論，但是在引入這一理論的同時(shí)，霍金也制造了物理學(xué)上的一個(gè)巨大難題，因?yàn)樗J(rèn)為
黑洞輻射不包含以前吸入物質(zhì)的相關(guān)信息，而且隨著黑洞的消失，曾經(jīng)存在的黑洞的相關(guān)信息也會(huì)消失于無形。這與量子力學(xué)中認(rèn)為物質(zhì)信息不會(huì)完全消失的理論相矛盾。對(duì)此，過去近30年來，霍金的解釋是：黑洞中的量子運(yùn)動(dòng)是一種特殊情況，這種說法受到了許多科學(xué)家的質(zhì)疑。
如今，霍金終于改變了觀點(diǎn)，在當(dāng)天召開的學(xué)術(shù)研討會(huì)上，霍金說，根據(jù)他的最新發(fā)現(xiàn)，黑洞并非只是吞噬物質(zhì)。除了會(huì)在星系形成的過程中扮演重要角色外，在經(jīng)過一段相當(dāng)漫長(zhǎng)的時(shí)間后，黑洞也會(huì)把一些曾被它吸入的物質(zhì)信息向外界釋放出來。
霍金的最新闡述被不少人稱為黑洞理論的一個(gè)重要逆轉(zhuǎn)。美國(guó)加州理工學(xué)院的理論物理學(xué)家約翰普雷斯基就是其中之一。20多年前，霍金提出黑洞輻射理論時(shí)，普雷斯基就一直堅(jiān)持物質(zhì)信息不會(huì)完全消失，當(dāng)時(shí)兩人還因此打賭。所以，在當(dāng)天結(jié)束演講后，霍金將一本百科全書贈(zèng)予普雷斯基，作為打賭輸了的代價(jià)，而普雷斯基則獲得了全場(chǎng)的熱烈掌聲。
black holes
(1) what is a black hole? well, its difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. astronomers and scientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape---- not even light. so we cant see a black hole. a black hole experts a strong gravitational pull and yet it has no matter. it is only space ---- or so we think . how can this happen?
(2) the theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. form earth , a supernova looks like a very bright light in the sky which shines even in the daytime. supernovae were reported by astronomers in the seventeenth and eighteenth centuries. some people think that the star of bethlehem could have been a supernova. the collapse of a star may produce a white dwarf or a neutron star--- a star , whose matter is so dense that it continually shrinks by the force of its own gravity. but if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. any matter near the black hole is sucked in. it is impossible to say what happens inside a black hole. scientists have called the boundary area around the hole the “ event horizon.” we know nothing about events which happen once objects pass this boundary. but in theory, matter must behave very differently inside the hole.
(3) for example , if a man fell into a black hole, he would think that he reached the center of it very quickly. however an observer at the event horizon would think that the man never reached the center at all. our space and time laws dont seem to apply to objects in the area of a black hole. einsteins relativity theory is the only one which can explain such phenomena , so that there is no “ absolute” time and space depend on the position of the observer. they are relative. we do not yet fully understand the implications of the relativity theory; but it is interesting that einsteins theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. it is only recently that astronomers have begun specific research into black holes. in august 1977, a satellite was launched to gather data about the 10 million black holes which are thought t be in the milky way. and astronomers are planning a new observatory to study the inspanidual exploding stars believed to be black holes.
(4) the most convincing evidence of black holes comes from research into binary star systems. binary stars, as their name suggests ,are twin stars whose position in space affects each other. in some binary systems, astronomers have shown that there is an invisible companion star, a “partner” to the one which we can see in the sky. matter from the one we can see is being pulled towards the companion star. could this invisible star, which exerts such a great force , be a black hole? astronomers have evidence of a few other stars too, which might have black holes as companions.
(5) the story of black holes is just beginning . speculations about them are endless. there might be a massive black hole at the center on our galaxy swallowing up stars at a very rapid rate. mankind may one day meet this fate. on the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. these speculations sound like science fiction. but the theory of black holes in space is accepted by many serious scientists and astronomers .they show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.
read the passage carefully and choose the best answer for the following questions
1) black holes are related to ____
a. geography b. astronomy c. physics d. economic
2) a black hole is ____
a. a dark star b. a large heavenly body
c. a region of space d. a great mass of matter
3) what causes some stars to explode, theoretically speaking ?
a. their density b. their gravity. c. their movement d. their light
4) scientists call the area around the black hole ____.
a. a white dwarf b. a supernova
c. the event horizon d. the star of bethlehem
5) according to einsteins relativity theory, there is no “absolute ” time and space. is it true or false?
a. true b. false
6) which of the following statements is not true? the story of black holes in space____
a. is accepted by many serious scientists and astronomers
b. has to some extent been proved by research into binary star system
c. is questioning our basic idea of space and time
d. sounds like science fiction
7) according to the passage , our earth may be swallowing by the black hole one day, is it true or false ?
a. true b. false
8) according to the passage , the human being one day may make use of the energy of black hole by advanced technology. is it true or false?
a. true b. false
unit 5 canada---the true north
teaching aims:
1. talk about the basic information about canada.
2. learn how to read a traveling report and use maps.
3. learn to express locations and directions.
4. master the noun clauses--- appositive clause
5. vocabulary: minister, continent, surround, dawn, booth, slightly, settle down, have a gift for, figure out, as far as, all the way, rather than
the first period
step ⅰ revision
1. check the students’ homework
2. check the assignment.
step ⅱlead-in and warming up
show the students the maple flag and ask them some questions.
t: do you know which country uses this national flag?
ss: canada.
t: what continent is canada in?
ss: in north america.
t: how large is it?
ss: it is the second largest country in the world.
t: yes. it occupies an area of 9,984,670 square kilometers. it is a bit bigger than china. which country is its neighbor?
ss: the united states.
(show a map of canada to the students)
t. right. the united states is . canada is a beautiful country. first let’s have a quiz and see how much do you know about canada.
( give the ss one minute to finish the quiz.)
t: ok. time is up. let’s check the answers.
1.c 2.d 3.a 4.b 5.a
step ⅲ pre-reading
t: now i want to ask you a question: do you like travelling?
ss: yes.
t: i know most of you do. so have you ever been abroad?
ss: yes/no.
t: what’s the longest trip you have ever taken?
…
t: very good. if we want to make our motherland more beautiful and more developed, we should know more about other countries. here are two questions, you may ask your partner for answers and give your answers to him/her.
a. if you take a trip to canada, what do you expect to see?
b. what three words would you use to describe canada?
(ask some pairs to tell their ideas to their classmates.)
step ⅳ fast reading
get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.
t: do you feel puzzled when you read the title? what is the true north? now read the passage and get the general idea of the passage. underline the main places mentioned in the text.
give the ss 5 minutes for reading.
a. what the passage is mainly about?
b. what are the main places mentioned in the text?
c. draw the traveling route of the two girls on the map.
t: do you have any difficulty in reading? now let’s discuss some difficult points together.
step ⅴ homework
1. remember the underlined sentence.
2. write a short passage to report what li daiyu and liu qian saw in canada.
the second period
step ⅰrevision
1. have a dictation.
2. ask two students to write on the blackboard.
3. ask one student to make a short report.
step ⅱ lead-in
t: li daiyu and liu qian were on the train yesterday. the train rushed across the top of the lake superior. which is the next city it runs towards?
ss: toronto.
t: toronto is an important city. it is the finance center of canada. it has rich popular arts and culture. how much do you know about toronto?
ss: there are chinatowns where you can buy chinese medicine.
t: quite right. do you want to know more about toronto?
ss: yes.
step ⅲ reading
t: read the passage on 38. in this passage, you can learn a lot about toronto, and montreal, which is canada’s second largest city. i will give you four minutes to read the passage, then answer the questions on 37-38.
four minutes later, check the answers with the class.
step ⅳ intensive reading(reading task)
t: read the passage and fill in the chart using the information of the text.
points in the passage what beth thought information in passage
the temperature
how to travel
holidays
how people live
what the inuit do
daylight hours
t: you can have a discussion with your partner.
step ⅴ discussion
t: we have known a lot about canada. now let’s compare china with canada.
same as china different from china
large land six time area
weather is different from area to area, long and hard winter no places as hot as south china
different people speak different languages canada has two official languages, smaller population
many rivers and lakes world famous rivers and lakes
much coal, oil gas and other natural resources much fresh water, a lot of forest
step ⅵ homework
2. read the two passages again and find the main characters of toronto, montreal and iqaluit.
3. read fun reading by yourself.
詞匯學(xué)unit6答案篇十三
unit1
1. settle an argument: put an end to an argument解決爭(zhēng)端、糾紛
2. send in寄去（處理）
3. set down:○1 write down記下，寫下 ○2放下，停車讓乘客下車 聯(lián)想短語：set about doing開始，著手
set out to do著手開始，出發(fā)
set off（for）動(dòng)身，起程（去）
set aside留出，把…置于一旁
set up建立，樹立
set back 退步，挫折，阻礙
4. keep track of: keep in touch with與…保持聯(lián)系 lose track of 失去聯(lián)系
che: 上嘴唇的胡子
beard:下巴上的胡子，絡(luò)腮胡子
6. draw/reach a conclusion得出結(jié)論
: employ雇傭 fire
a lengthheightdepthwidth of
長(zhǎng)度、高度、深度、寬度（名詞）
eg.○1water was found at a depth of 30meters.
○2they dug down to a depth of 2 meters.
○3it’s about 10meters in depth.
=it’s about 10meters deep.
=it has a depth of 10meter.
suitable for適合，恰當(dāng)
/hold/break a record
out顯眼，突出，杰出
outstanding(a.)優(yōu)秀的，杰出的，出色的
sive as the record is, it fades next…
=though the record is impressive, it fades...
as引導(dǎo)的讓步狀語從句，應(yīng)倒裝，把從句中的狀語和表語提到as之前，如果從句的表語是名詞，則在名詞前不加任何冠詞。
as he is, he has to make a living by himself.=though he is a child, he has to…
比較：as he is a child, he doesn’t have to worry about life.由于他還是個(gè)小孩子……
diagnosed with被診斷為
a row連續(xù)幾次地
sb. to do導(dǎo)致、誘使某人做某事
lead to(prep.) sth/doing導(dǎo)致
the first place:○1用于句尾，當(dāng)初○2用于句首，第一，首先(in the second/third/… place)
(to sb.) for 申請(qǐng)，請(qǐng)求
ate深深吸引、迷住 fascinated(a.)入迷的，極感興趣的
/break into 突然開始（笑、哭等）
trate on 集中精力于，聚精會(huì)神
/focus on把…當(dāng)中心,使成為中心
be familiar to sb.熟悉的
sb. be familiar with sth.
(v.) （for）前往，朝向
sth to do with和…有關(guān)
unit2
possession of:占有擁有 possess(vt.)
in possession of某人擁有……
in the possession of某物被某人擁有，占有
the name of sb.=in one’s name 以…名義
of +可數(shù)/不可數(shù)名詞: 大量
rich in含有豐富的…，大量含有
up挖出，挖掘
to do期待；預(yù)料，預(yù)計(jì)
one’s life冒生命危險(xiǎn)
equipped with: be armed with用…裝備
/lay the foundation(for)（為…）奠定基礎(chǔ)
(n.&vt.)謎，使困惑，使迷惑
puzzled(a.)感到困惑的，迷惑的
puzzling(a.)令人困惑的，迷惑的
11. before long：soon不久
long before很久以前
it was not long before+句子 ：不久就…
is well known that…眾所周知
exchange for交換
p into發(fā)展成為
taken prisoner被俘虜，被關(guān)起來
a voyage/journey/trip
go on a voyage/journey/trip
ripe for時(shí)機(jī)成熟
○1高度○2最高水平，最強(qiáng)點(diǎn)
d/order sb. to do 指揮，命令
command/order that sb.(should) do
under one’s command在某人的指揮下
=under the command of sb.
sail (from/for/to)起航
(vt.)激發(fā)，引發(fā)，引起
se(n.) to(prep.) 回復(fù)，回答
respond(vi.) to(prep.)
return (for)作為（對(duì)…的）回報(bào)，回應(yīng)
in turn 依次，輪流，逐個(gè)
24.建議：suggest doing
suggest that sb.(should) do
表明，暗示：suggest that+真實(shí)語氣的從句
an altitude of=at a height of在…的高度
from○1except for除了（排除在外）
○2besides, in addition to除了…還（包括在內(nèi)）
to(prep.)適應(yīng)
ideal/perfect for完美的，理想的
first（…） to do 第一個(gè)做某事的…
an attempt to do試圖，嘗試
in an attempt to do
to○1提到，談及○2指的是○3查閱，參考
out: be used up耗盡，用光
-arose-arisen(vi.)發(fā)生，產(chǎn)生，出現(xiàn)
rise-rose-risen(vi.)上升，升起
raise-raised-raised(vt.)升起，飼養(yǎng)，籌措
/upon (one’s) return/arrival一回來/到達(dá)就
sb. for/as表揚(yáng)
up撫養(yǎng)，養(yǎng)育；提出
bring in引進(jìn)
unit3
up○1組成 be made up of=consist of由…組成○2彌補(bǔ)○3化妝○4編造，虛構(gòu)
○1民族，種族。復(fù)數(shù)為peoples
○2人們，前不加the 單復(fù)數(shù)
○3人民，前需加the 同形
harmful to(prep.)=be bad for對(duì)…有害
do harm (n.)to(prep.)
harm (vt.)sb./sth
a consequence/result(of)因此，作為…的結(jié)果
an influence/effect on=
influence/affect(vt.)sb./sth.對(duì)…產(chǎn)生影響
orm…into/to :change into轉(zhuǎn)換
7.a&b differ (from each other)
=a differs from b不同，相異
=a is different from b
out突然爆發(fā)
been separated from other continents for millions of years, australia …
現(xiàn)在分詞的完成式作狀語，狀語的動(dòng)作比謂語動(dòng)詞的動(dòng)作早.
10. lay(vt.)-laid-laid-laying 放；下蛋
lie(vi.)-lay-lain-lying 躺
lie-lied-lied-lying 說謊
(…)on喂養(yǎng)，飼養(yǎng)
birth to生孩子，產(chǎn)仔
13.倍數(shù)的表達(dá)法：
○1tom is twice as old as jerry.
○2tom is twice older than jerry.
○3tom is twice the age of jerry.
○4tom’s age is twice that of jerry.復(fù)數(shù)用those
out (of)不進(jìn)入，留在外面，把…關(guān)外面
up: gather together使聚集，聚攏
unit4
1. classify into: group分類 class等級(jí)，種類
后綴-fy(vt.)：identify/satisfy/terrify/horrify
2. be born into/to出生于
3. lead/live a cozy life過著舒適的生活
4. have an appetite for: have a strong desire for有強(qiáng)烈的愿望
5. appoint sb. as任命，委任
6. firstly, secondly, thirdly：同first, second, third（用于列舉）第一，第二，第三
7. look/watch out (for)當(dāng)心，留心尋覓
8. on a large scale大規(guī)模，大范圍
9. from behind his desk幕后
10. involve卷入 be involved in有關(guān)聯(lián)
11. elect sb. (as) sth選舉，推舉
12. a great deal of+不可數(shù)名詞。大量
13. at great/vast /little/no expense花費(fèi)大/小
at one’s expense:paid for by sb.由某人花錢
14. pass away/on（婉辭）去世，亡故
15. name after按…命名
16. in one’s youth在某人年少的時(shí)候
17. deserve sth值得，應(yīng)得，不用進(jìn)行時(shí)
deserve to do sth
18. carry out /conduct/do/ perform an experiment做實(shí)驗(yàn)
19. concern(v.)○1涉及○2使擔(dān)憂
concerning(prep.): about關(guān)于，涉及
20. pass on○1轉(zhuǎn)交，傳給○2去世
21. consider (to be)+a./n.認(rèn)為
consider doing考慮
24. year after year年年
25. in detail詳細(xì)地
詞匯學(xué)unit6答案篇十四
單元要點(diǎn)
word study
1. bacteria 2. powder 3. standard
4. conscience 5. nephew 6. frost
7. handwriting 8. overcoat 9. wage
10. anyway 11. god 12. admit
13. foolish 14. clap 15. partner
16. abundant 17. warmth 18. taxpayer 19. personally 20. occupy 21. constant
22. welfare 23. clerk 24. composer
25. novelist 26. firm 27. shadow
28. ambition 29. noble 30. gain
31. bond 32. indeed 33. goose
34. selfish 35. bishop 36. choir 1. 細(xì)菌 2. 粉末 3. 標(biāo)準(zhǔn) 4. 良心
5. 侄子，外甥 6. 霜 7. 筆跡 8. 外套 9. 工資 10. 無論如何 11. 上帝
12. 承認(rèn) 13. 愚蠢的 14. 拍手
15. 伙伴，搭檔 16. 豐富的 17. 溫暖
18. 納稅人 19. 就自己而言，親自
20. 使忙碌，占有 21. 經(jīng)常的 22. 福利 23. 職員 24. 創(chuàng)作者 25. 小說家 26. 公司 27. 影子 28. 雄心
29. 高貴的 30. 獲利 31. 契約
32. 的確 33.. 鵝 34. 自私的
35. 主教 36. 合唱隊(duì)
useful expressions 1. care for 2. leave alone 3. in want of
4. close up 5. pick sb’s pocket 6. have eyes for 7. make money 8. do sb good
9. take sb’s/sth’s place 1. 喜愛，照顧 2. 不管，隨……去
2. 需要 4. 關(guān)閉，使靠近5. 扒竊
6. 喜歡 7. 掙錢 8. 對(duì)某人有好處
9. 代替某人/某物
sentence
patterns & communicative english
表示祝愿：
god save you! god bless it! merry christmas! a merry christmas! long life to him!
grammar 狀語(adverbial)
1. 狀語可以由副詞、介詞短語、不定式或不定式短語、分詞或分詞短語、形容詞、詞組、復(fù)合結(jié)構(gòu)及從句來表示，間或可以用名詞作狀語。
he got up early to catch the early train.
the boy lay on the ground, with his eyes staring at the ceiling.
2. 分詞或分詞短語作狀語時(shí)，要考慮分詞或分詞短語與其邏輯主語（即句子的主語）的邏輯關(guān)系。主動(dòng)的用現(xiàn)在分詞，被動(dòng)的用過去分詞。
scolded by his father, the boy was very sad.
walking through the woods, the two men came across a big bear.
3. 狀語從句根據(jù)其作用分為時(shí)間狀語從句、條件狀語從句、目的狀語從句、結(jié)果狀語從句、原因狀語從句、讓步狀語從句、方式狀語從句、地點(diǎn)狀語從句和比較狀語從句。
he didn’t attend the meeting, because he was ill.
you must do everything the way i do.
topic &
writing 掌握談?wù)撚嘘P(guān)社會(huì)責(zé)任感的話題的方法。
warming up
…the time in which he lived 他所生活的時(shí)代
[點(diǎn)撥] in which he lived是定語從句，修飾the time。這里是“介詞+關(guān)系代詞”引導(dǎo)定語從句，關(guān)系代詞which代指the time。
e.g. i will never forget the day on which i first met him.
我永遠(yuǎn)都不會(huì)忘記我4第一次見到他的那一天。
[點(diǎn)撥] time 名詞，表示（與某情況、經(jīng)歷等有關(guān)的）時(shí)期。
e.g. university is a good time for me. 我的大學(xué)時(shí)期十分愉快。
listening
during our sleep we often have dreams. 我們睡覺時(shí)經(jīng)常做夢(mèng)。
[點(diǎn)撥] dream 用法小結(jié)：
1. 名詞：夢(mèng)，夢(mèng)想 have a dream (of/about …) 做夢(mèng)，夢(mèng)（見…）
realize one’s dream實(shí)現(xiàn)夢(mèng)想
e.g. i have a recurrent dream that i’ve turned into an elephant.
我屢次夢(mèng)見自己變成了大象。
my son’s dream is to be an astronaut. 我兒子的理想是當(dāng)宇航員。
3. 動(dòng)詞：做夢(mèng)，夢(mèng)想 過去式和過去分詞是dreamed 或者dreamt.
dream of/about sth/doing sth 夢(mèng)見某事物。
e.g. i dreamt about flying last night. 我昨夜夢(mèng)見我在飛翔。
was it real or did i dream it?是真的還是當(dāng)時(shí)我在做夢(mèng)？
he dreams of one day becoming a famous violinist.
他夢(mèng)想有朝一日成為著名的小提琴家。
what does scrooge have to do to avoid jacob’s fate? 斯克羅奇要怎樣做才能避免雅各布的命運(yùn)？
[點(diǎn)撥] avoid 動(dòng)詞 “stop (sth) happening, prevent” 防止發(fā)生（謀事），預(yù)防
avoid sb’s fate 避免某人的厄運(yùn)。
the reason why jacob marley appears in scrooge’s dream to warn him is probably because…雅各布瑪利出現(xiàn)在斯克羅奇的夢(mèng)里警告他的原因可能是……
[點(diǎn)撥] why jacob marley appears in scrooge’s dream to warn him是定語從句修飾先行詞the reason。當(dāng)定語從句的先行詞是reason 時(shí)，定語從句可以用why, for which 或者that（關(guān)系副詞） 引導(dǎo)。
speaking
scrooge has no friends except his partner, marley 除了他的合伙人瑪利以外，斯克羅奇一個(gè)朋友也沒有。
[點(diǎn)撥] except 介詞，意思是“除了…以外”。except用法小結(jié)：
1. except +名詞
e.g. the restaurant is open everyday except monday.
這家商店除星期一外，每天都營(yíng)業(yè)。
2. except +代詞
e.g. everyone except me got an invitation.
除了我以外，所有人都收到了請(qǐng)柬。
3. except +介詞短語
e.g. he looked everywhere for the book except in the bedroom.
除了臥室以外，為找那本書他到處都找遍了。
4. except +v-ing形式
he does everything except washing clothes.
他除了洗衣服外，什么活都趕。
5. except+動(dòng)詞不定式
he desired nothing except to go abroad for further study.
他只求出國(guó)深造，別無他求。
6. except + that從句
he has no special bad habit except that he smokes too much..
他沒有什么特別的壞習(xí)慣，就是煙吸得太多。
7. except + when/where/why等從句
it happens every day, except when it rains.
除非是下雨天，天天如此。
i understand everything except why she killed him.
我一切都明白，只是不理解她為什么把他殺死。
8. except for + 名詞/代詞
e.g. your composition is very good except for a few spelling mistakes. 你的作文除有幾個(gè)字拼錯(cuò)外，其余都很好。
neither scrooge nor marley care for other people. 斯克羅奇和瑪利都不喜歡別人。
[點(diǎn)撥] care for sb 意思是“喜歡某人，照顧某人”。
e.g. i really care for the students in my class.
我確實(shí)喜歡我班里的學(xué)生。
the child is well cared for. 這孩子被照顧得很好。
[點(diǎn)撥] care for sth 意思是“愿意或同意（做某事），希望或喜歡（做某事）”，用于否定句或疑問句，尤與would 連用。
e.g. would you care for some coffee? 來點(diǎn)咖啡好嗎？
they do not care about their employees, their families or poor people in society. 他們不關(guān)心他們的雇員、家人和社會(huì)上的窮苦的人們。
[點(diǎn)撥] care about 意思是“感興趣，關(guān)心”，多用于否定句和疑問句。
e.g. don’t you care about anybody? 你難道誰也不關(guān)心嗎？
i don’t care about what happens to him. 我才不管他的事呢。
…some people forget that business is not only about making money and profits. 一些人忘記了做生意不只是為了賺取金錢和利潤(rùn)。
[點(diǎn)撥] 此處，make 意為earn, gain, acquire 賺?。呈挛铮?；獲得；取得。
e.g. she makes $15 000 a year. 她一年掙15 000美圓。
he made a fortune on the stock market. 他在股票交易中發(fā)了財(cái)。
…to protect the people working for them. 保護(hù)為他們工作的人們。
[點(diǎn)撥] working for them “為他們工作”在這里是現(xiàn)在分詞短語作定語，修飾the people。
e.g. the boy talking with mary is my son.
正和瑪麗談話的那個(gè)男孩是我兒子。
there are also cases of food polluted with poisons or bacteria. 也有一些食品受毒藥或細(xì)菌污染的事例。
[點(diǎn)撥] case 此處意為“事例，事實(shí)，實(shí)例”。
e.g. could you give us a concrete case? 你能給我們舉個(gè)具體事例嗎？
另外，case 還可意為“狀況，情形；病例，患者；案件等”。
e.g. this is not the case in our country.在我國(guó)情況不是這樣的。
he is the first case of cancer the young doctor has treated.
他是這位年輕醫(yī)生醫(yī)治的第一位癌癥患者。
the case is in fovor of the defendant. 案情陳述有利于被告。
[點(diǎn)撥] case 短語總結(jié)
1. in case +從句 或者in case 作狀語
意思是“because of the possibility of sth happening”“以防萬一，萬一”。
e.g. it may rain-take an umbrella with you in case (it does).
可能下雨---你最好帶把傘，以防萬一（下雨）。
2. in case of sth 意為“if sth happens” “假如，如果發(fā)生某事”。
e.g. in case of fire, ring the alarm bell. 遇火警時(shí)立即按警鈴。
3. in any case意為“whatever happens or may have happened” “無論如何，總之”。
e.g. be sure to try your best in any case. 無論如何都要盡你最大的努力。
4. in that case意為“if that happens or has happened; if that is the state of affairs” “既然那樣；假如那樣的話”。
e.g. you don’t like your job? in that case why don’t you leave?
你不喜歡這份工作？那你怎么不辭掉呢？
5. in no case意為“in no circumstances” “在任何情形下決不，無論如何都不”。
e.g. he would in no case give in.他決不會(huì)屈服的。
reading
frost stands on the window. 窗戶上結(jié)著霜凍。
[點(diǎn)撥] stand 此處意為“在某處，位于”。
e.g. a tall poplar tree once stood here. 這兒曾經(jīng)有過一棵高大的白楊樹。
if i hear another word from you, you will go where it is really cold. 我要是再聽你說一句，我就讓你到真正冷的地方去
[點(diǎn)撥] 本句中where it is really cold 是狀語從句，表示地點(diǎn)。
本句也可以這樣表示：if i hear another word from you, you will go to the place where it is really cold.
e.g. bamboo grows best (in the place) where it is warm and cold.
竹子在溫暖潮濕的地方長(zhǎng)的好。
put the raincoat (in the place) where you can easily find it.
把雨衣放在你容易找到的地方。
that’s a poor excuse for picking a man’s pocket every twenty-fifth of december! 每年的十二月二十五日掏人腰包，這個(gè)借口不充分。
[點(diǎn)撥] poor 此處意為“不好的，不充分的，不充足的”。
e.g. we had a poor crop of wheat this year. 今年我們小麥歉收。
[點(diǎn)撥] pick sb’s pocket ---steal money, etc from sb’s pocket 扒竊
have one’s pocket picked 遭扒竊
e.g. he had his pocket picked in the supermarket. 他在超市里遭扒竊了。
anyway i suppose i will have to let you have it. 不管怎么說，我想我會(huì)答應(yīng)你的。
[點(diǎn)撥] anyway 副詞，意思是“無論如何，即使如此(whatever the facts may be; in spite of this)”。
e.g. whatever you say, i’m going anyway. 不論你說什么，無論如何我也要去。
let me leave it alone, then. 我才不管它呢.
[點(diǎn)撥] leave sb/sth alone/be ---not disturb or interfere with sb/sth 不打擾或不干預(yù)某人[某事物]。
e.g. i’ve told you to leave my things alone. 我告訴過你不要?jiǎng)游业臇|西。
much good may it do you. 愿它能給你帶來好處！
[點(diǎn)撥] do sb good = do good to sb ---benefit sb “有益于某人“。
e.g. eat more fruit; it will do you good. 多吃水果，對(duì)你有好處。
…women and men open their hearts freely and think of other people男人女人們自由地敞開心扉為別人考慮。
[點(diǎn)撥] open one’s heart “敞開心扉”
open one’s heart to sb “同情；向……講心里話”。
e.g. mr. smith opened his heart to the poor little boy.
史密斯先生對(duì)那個(gè)可憐的小男孩充滿了同情
mary felt much better after she opened her heart to her mother.
瑪麗向母親講了心里話之后，感覺好多了。
…you will celebrate christmas by losing your position. 你就會(huì)通過丟了你的工作來慶祝圣誕節(jié)了。
[點(diǎn)撥] by losing your position 是介詞短語作狀語，表示方式。
e.g. you switch the radio on by pressing this button.
按這個(gè)按鈕就能打開收音機(jī)。
by working hard he gained rapid promotion.
他工作努力因而晉級(jí)很快。
…many of us enjoy abundant comfort 我們很多人都非常舒適
[點(diǎn)撥] abundant---more than enough; plentiful 豐富的；充裕的。
e.g. we have abundant proof of his guilt.我們有傳充分的證據(jù)證明他有罪。
many thousands are in want of basic needs. 有幾千人需要基本的必需品
[點(diǎn)撥] in want of sth---needing sth “需要某事物”。
e.g. the house is in want of repair. 這所房子需要修了。
personally, i don’t care. 就我而言，我才不管呢。
[點(diǎn)撥] personally ---as far as i am concerned; for myself 意為“就我來說，就自己而言”，常用語一句話的開始，后有逗號(hào)。
e.g. personally, i don’t like him at all. 就我而言，我一點(diǎn)都不喜歡他。
my business occupies me constantly. 我自己的事整天都忙不了了。
[點(diǎn)撥] 此句中occupy 意為“使忙碌，使從事”。
e.g. he was occupied with /in writing a novel. 他忙于寫小說。
[點(diǎn)撥] occupy 用法小結(jié)：
1. occupy意為 “take up or fill (time, space, sb’s mind, etc)” “占據(jù)，充滿（時(shí)間，空間，某人的頭腦等）”。
e.g. the speech occupied three hours. 發(fā)言工占去了三個(gè)小時(shí)。
a bed occupied the corner of the room. 一張床占去了房間的一角。
2. occupy意為 “take possession of and establish troops in (a country, position, etc)” “（軍事）占領(lǐng)（國(guó)家、陣地等）”。
e.g. the army occupied the enemy’s capital. 軍隊(duì)占領(lǐng)了敵國(guó)首都。
3. occupy意為 “l(fā)ive in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。
e.g. the family have occupied the farm for many years.
這家人在農(nóng)場(chǎng)已居住多年。
they occupy the house next door. 他們住在隔壁。
4. occupy oneself (in doing sth/with sth) “忙著（做某事）；忙（于某事）”。
e.g. how does he occupy himself now he is retired?
他既已退休，都如何打發(fā)日子呢？
they are all gone.他們都走了。
[點(diǎn)撥] gone 此處是形容詞，意為“離開，離去”，另外，gone 還有“過去”之意。
e.g. gone are the days when you could buy a three-course meal for under $1.
一頓飯吃三道菜不到一美圓，這日子一去不復(fù)返了。
and make it short, because it’s time to close up. 快點(diǎn)說，該關(guān)門了。
[點(diǎn)撥] close (sth) up “（尤指暫時(shí)）關(guān)閉（某事物）”。
e.g. sorry madam, we’re closing up for lunch.
很抱歉，小姐，我們現(xiàn)在要關(guān)門吃飯。
he closes the shop up at 5.30.
他在5點(diǎn)30分停止?fàn)I業(yè)。
close up 還可以指?jìng)谟稀?/p>
e.g. the cut took a long time to close up. 傷口經(jīng)過很長(zhǎng)時(shí)間才愈合。
alone is what you are, and what you have been. 你是孤單的，你一直都是孤單的。
[點(diǎn)撥] 此句是倒裝。alone 是副詞，在句中作表語，這里是表語前置；其的主語為what you are 和what you have been.
integrating skills
these are but shadows of the past. 這些只是過去的影子。
[點(diǎn)撥] but 此處是副詞，意為“只，僅僅”。
e.g. he is but a boy. 他不過是個(gè)孩子。
i don’t think we can succeed. still we can but try.
我想我們不會(huì)成功，但是，不妨試一試。
another idol has taken my place. 另一個(gè)偶像取代了我。
[點(diǎn)撥] take sb’s/sth’s place`; take the place of sb/sth 代替某人/某事物
e.g. she couldn’t attend the meeting so her assistant took her place.
她不能出席會(huì)議，所以由助手替她。
nothing could take the place of the family he had lost.
他失去了家庭，這一損失是無法彌補(bǔ)的。
that’s not what life is about! 錢不是生活的全部！
[點(diǎn)撥] what life is about 是從句作表語。
you only have eyes for money. 你就只愛錢。
[點(diǎn)撥] (only) have eyes for sb/sth. ; have eyes (only) for sb/sth---only be interested in or in love with (a specified person) （只）對(duì)……感興趣；（只）愛戀/喜歡……
e.g. in amsterdam, i had eyes only for the rembrandts.
在阿姆斯特丹，我只想看倫勃朗的名畫。
all the girls liked fred, but he had eyes only for helen.
姑娘們?nèi)枷矚g弗雷德，但是他卻只對(duì)海倫感興趣。
[點(diǎn)撥] have an eye/a good eye for… 意為“對(duì)……有眼光”。
e.g. he has an eye for the fair and the beautiful. 他有審美眼光。
you’ve got it all wrong. 你全弄錯(cuò)了。
[點(diǎn)撥] 此句中 all 副詞，意為“completely 完全地”，修飾 wrong；wrong 是形容詞，作it 的賓語補(bǔ)足語。
nobody knows it better than you do, poor fellow. 沒有人比你更了解他了，可憐的人。
[點(diǎn)撥] know sb/sth well 對(duì)……熟知，對(duì)……很了解；do 代指knows。
詞匯學(xué)unit6答案篇十五
pre-reading reading & post-reading
teaching aims:
the students reading ability especially the skills of summarizing and scanning.
and have a good grasp of some keywords and phrases.
to analyze some difficult long sentences.
pre-reading:
we have learned several articles about introducing a country before, so before reading please try to finish the exercise on sb p21. try to tick the questions that you think will be answered in the passage.
reading:
step i. reading the article quickly and then check the answer that you ticked before reading.
keys: 2,3,4,7,9
step ii: reading the article carefully to grasp some important facts and try to answer some questions.
read part one the portrait of a nation and answer question 1-3.
1. what oceans are around australia?
2. what’s the capital city of australia? is it also australia’s most famous city?
3. how many stars are there in the australian flag?
keys:lia is surrounded by many oceans: the indian ocean, the southern ocean and the pacific ocean. 2. canberra is the capital city of australia, but it is not the most famous city. sydney is australia’s most famous city. 3. there are six stars.
read part two the first australians and answer question4-5.
are the first australians?
they have their own culture?
keys: 4. the first australians were the aborigines and torres strait islanders
澳大利亞最早的居民是土著居民和托雷斯海峽的島上居民。
, and their culture was highly developed.
read part three a nation of prisoners? and answer question6-10.
european explorers began arriving on the continent?
claimed the east coast of the continent for the british crown?
so many prisoners and criminals were sent to australia?
day is australia day? what happened on that day?
many aborigines and islanders were moved?
keys:
the seventeenth century. 7. captain james cook. 8. because of the american war of independence, it was impossible for england to send prisoners to north america. y 26. the british governor landed on the continent on that day. newcomers came and introduced new plants and animals that were harmful to the australian ecosystems. as a consequence, the original australians suffered.
read the last two parts and do the following t or f exercises:
the early twentieth century, australia was a “new world” society without a ruling class.
ines and other non-europeans enjoyed the same rights.
13. the first world war had a great influence on australia.
14. in the early 1960s, the government passed laws to strengthen the rights of aborigines and islanders to improve their living condition.
15. french is the official language of australia.
16. australian english is different i spelling from british and american english.
17. “down under” means “in australia”.
18. some of the aboriginal language have been lost.
keys:t:11,13,17,18
f: 12,14,15,16
step iii. books closed and listen to the tape. try to imitate the pronunciation.
discuss in groups and answer the questions on sb p23.
step iv. explain some words in the text and then finish the exercise on sb p 24.
newcomer: people who come to a place later the originals 后來者，新來者
differ: be different 不同于
spanerse: be various 不同的，多種多樣的
govern: be in the charge of 統(tǒng)治，控制
immigration: people who go to the another country 移民
resemble: looks like 看來象
transform: change 改變，變動(dòng)
strengthen: make …strong 強(qiáng)化，加強(qiáng)
the aborigines have been living in australia for thousands of years. their present lifestyle and culture(1)_____little from those of their ancestors. however, after the early european explorers set foot on this vast land in the seventeenth century, the aborigines, who (2)______the native americans during the same period of time, were forced to leave their own land. the white (3)______ took their land and killed many of them. many more aborigines had to move to inland areas. the continent was (4)________ by the white settlers. towns and farms were built rapidly. after world war ii, a mass (5)_______ from nearly 200 countries (6)______ australia in to a modern nation.
in a struggle that lasted for many years, the aborigines claimed equal rights for all australians, but it was not until the 1960s that the australian government came to realize the importance of passing laws to (7)________ the rights of the “first australians”. only in this way could the people in australia build a society of (8)________ cultures.
keys: differ, resembled, newcomers, governed, immigrations, transformed, strengthen , spanerse
homework:
read the text .
詞匯學(xué)unit6答案篇十六
reading:
warming up
look at the pictures and match each flower with its correct name
which flower is your favorite? explain why.
pre-reading
why was carl linnaeus important to the history of botany as a science?
his system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.
while-reading
fast reading
how many people are mentioned in the passage?
carl linnaeus daniel solander joseph banks captain cook
careful reading
1. before linnaeus botany was ________．d
a．studied by doctors b．unknown to anyone c．fully developed d．a(chǎn) branch of medicine
2. some economic species plants such as____ could help to develop local economies．c
a．rose and peony b．tea and apple c．cocoa and hemp d．cocoa and lemon
3. it was ____ who made kew a centre of scientific and economic research．a(chǎn)
a．joseph banks b．captain cook c．linnaeus d． daniel solander
aph one of the text mainly tells us ___ ．c
a．the importance of botany b．how to classify plant species into groups
c．linnaeus’contribution to botany d．linnaeus’discoveries about different species
n cook made ___voyages altogether around the world. c
a．one b．two c．three
post-reading
1. how did scientists classify plants before linnaeus?
some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.
2. what were the goals of james cook’s first voyage around the world?
to study the passing of the planet venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.
3. why did joseph banks have to supply his own money to equip part of the expedition?
because the government would not pay for such a new field of science as botany.
4. what could be a possible explanation for the name “strawberry”?
when people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering.
integrating skills
scanning
find out the important people mentioned in the text.
charles darwin from england gregor mendel from austria
gote turesson from sweden
choose the best answers according to the passage
1. the research by darwin, mendel and turesson shows that_ . c
a. genetics is more important than the environment to plants
b. genetics is less important than the environment to plants
c. both genetics and the environment are important to plants
d. neither genetics nor the environment is important to plants
2. darwin observed that the birds with _ _ would eat_ . b
a. small beaks l hard seeds b．broad beaks；hard seeds
c. hard beaks；hard seeds d．broad beaks；soft seeds
joined the scientific expedition on _____ ． c
a. the endeavour c．the beagle d．space
4. scientists of the nineteenth century believed that . d
a．the development of new species was behind the influence of the environment
b．the development of new species and the influence of the environment were hand in hand
c．the development of new species had nothing to do with the influence of the environment
d the influence of the environment was behind the development of new species .
5. darwin studied physics，chemistry and botany because_________ . b
a．he was invited to join scientific expedition
b．he was interested in them
c．he could do a lot of experiments
d．he wanted to finish his book“on the origin of species”
fill in the following blanks
scientist
research/experiment
result
charles darwin
the wild life of galapagos, many varieties of garden roses
there were differences between the species of the different islands’yet all showed a clear relationship with those of america’ differences in habitat could lead to different species in birds as well as in plants.
gregor mendel
flowers and peas
many characteristics were passed on from one generation to the next, without influence by the environment. his research gave birth to the science of genetics.
gote turesson
a wild plant found on the swedish west coast
found evidence for the existence of stable varieties within species in nature. he showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.
the text can be spanided into four parts
part i pa1-3: darwin and his research.
part ii pa4-5: mendel and his experiment.
part iii pa6: turesson and his study
part iv pa7: the importance and significance of the research of the three.
important sentences in the passage
1. it was darwin’s visit on the beagle to the galapagos isles that gave him the key to his new theory.
2. back home, in england, darwin realized that differences in habitat could lead to different species in birds as well as in plants.
3. as a result of darwin and mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.
4. it would take a next generation of scientists to bring the importance of the environment on species back in view.
translate the following phrases into english:
詳細(xì)地 in detail 處于支配的地位，負(fù)責(zé) in charge of
由……負(fù)責(zé) in the charge of 任命某人為……appoint sb. as
將……分類成classify…into… 計(jì)算……之間的距離 calculate the distance between…
一代一代傳下去pass on from one generation to the next 建于…；以…為基礎(chǔ)be based on
參與; 陷入 ……的活動(dòng)be involved in 根據(jù);視……而定；按照according to
搜索；尋找 search for 總而言之 altogether
match…with （在品質(zhì)；顏色；設(shè)計(jì)等方面）相等，相當(dāng)，相配
at the age of 在……歲時(shí) look out for 警惕;留心;守侯
on a large scale 大規(guī)模地;大范圍地 year after year 年年;年復(fù)一年
pass away 逝世 name…after 給……取名;命名
take care of 關(guān)心;照顧 classify…into 分類;歸類
develop a lifelong friendship with 與……結(jié)存了終生好朋友 born into 出生
have an appetite for knowledge 有求知欲 a great deal of 大量;許多(用于不可數(shù)名詞)
lie in 在于 related to 與……有關(guān)
the key to 關(guān)鍵是(在于) adapt to 適應(yīng)于
be sunken into 墮入 a bunch of flowers
at first sight lead a cosy life
make two more voyages be involved in
lead sb. to do sth. calculate the distance between
pass on from on generation to the next form the belief
in view adapt to the new environment
unit 5 getting the message
reading:
look at the pictures on page37 and fill in the chart
items
ad 1
ad 2
ad 3
the products they persuade you to buy
advanced electronic roducts
shampoo
soft drinks
how to persuade
by using abstract design, slogan and pictures
by using wonderful pictures ,slogan and realistic products
by using wonderful pictures, slogan and products
the message each ad gives
high quality,
help customers to succeed
create beauty,bring happiness and love to customers
help athletes to refresh themselves.
how is the information conveyed
pictures, slogan, spokesman
products,slogan, pictures
pictures,slogan, products
words related to advertising
advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to
pre-reading
collect advantages and disadvantages of advertisements from the students
advantages disadvantages
provide information mislead customers
increase sales give false or incorrect information
make the public aware of social problem raise the price of products
…
first form of advertising : in greece and egypt around 1500 b.c.
first printed advertisement: in london 1477
first commercials on radio: about 1920
first commercial on tv: after world war 2
reading find out the main idea for each paragraph
pa1: ads are found almost everywhere
pa2: people react to advertisements in different ways.
pa3: the basic principle of advertisements is to influence customers’ choices.
pa4: ads help companies and customers n a variety of ways.
pa5: the most important function of advertising is to introduce new products.
pa6: governments and other organizations use ads to make people aware of government policies and social problems.
pa7: customers should be careful of illegal ads.
pa8: customers should learn to protect themselves from false ads and make smart choices.
answer the following questions
fast reading
is people’s reaction to ads.? p2
is the basic principle of advertising? p3
is the most important function of ads? p5
’s the advantage of good ads? p8
careful reading
is advertising popular?
does advertising help consumers and companies?
is the basic principle behind advertisements?
do advertisers often have to work hard to attract people’s attention?
is a “bait-and-switch” a?
can we protect ourselves from misleading ads?
choose the best answers:
word “advertising” means to make a product known to . d
a managers through broadcast b leaders by radios
c firms by printed notices d people in various ways.
advantage of advertising is that it helps . a
a increase product sales b make a product more expensive
c increase production d reduce the costs of a product
ising is a highly developed . b
a information b industry c trade d science
development of radio, television, cinema, magazines and newspapers has with the development of advertising. b
a followed up b gone hand in hand c gone behind d taken place
5. the best chance to reach customers is to . c
a sell them the product b sell them what money can not buy: love, happiness and success.
c appeal to their emotions d reduce the price of the products.
6．the development of media has gone hand hand the development of advertising. c
a. by; by b. by; with c. in; with d. in; by
react to advertisements in different e . 答案：a
a. ads are useful and entertaining to some people while annoying to others
b. ads are useful and entertaining c. ads are annoying
are not only useful and entertaining but annoying
we buy an expensive product, can help us make the right decision. 答案：b
a. sellers b. ads c. our friends d. defenders
10.“not all ads are used to promote a product or to increase a company’s profits” means . 答案：d
a. all ads are used to promote a product or to increase a company’s profits
b. few ads are used to promote a product or to increase a company’s profits
c. no ads are used to promote a product or to increase a company’s profits
d. all ads are not used to promote a product or to increase a company’s profits
order not to become easy target for ad makers, we must . 答案：a
a. distinguish between fiction and facts b. watch tv more often
c. believe all the ads d. never believe any ads
best chance to reach customers for the advertisers is to . 答案：a
a. appeal to their emotions b. make interesting pictures
c. give customers proper prices d. send messages to customers
aph 4 is mainly about . 答案：c
a. ads must increase the production b. ads must reduce the price of the production
c. ads must help companies and customers d. ads must make a product more expensive
sentence tells us the main idea of paragraph 5? 答案：c
a. the most important function of advertising is to introduce the prices of the products.
b. the most important function of advertising is to introduce the types of the products.
c. the most important function of advertising is to introduce new products.
d. the most important function of advertising is to introduce the company where the products come from.
is advertising popular? 答案：c
a. because ads are found in newspapers. b. because ads are found on the internet.
c. because ads are found on tv. d. because ads are found everywhere.
can infer from the last sentence of the text that . 答案：c
a. we must learn to believe ads b. we must learn to accept ads
c. we must learn to analyse ads d. we must learn to accuse ads
t or f
react to advertisements in different ways.( )
basic principle of advertising is fairly difficult.( )
an increase in sales means an increase in production, the price may be increased, too. ( )
ul ads provide good information that helps customers to decide whether they want or need the advertised product.( )
s the most important function of advertising is to increase a company’s profits. ( )
using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )
ads are not used to promote a product or to increase a company’s profits.( )
difficult sentences
development of radio ,television and other media has gone hand in hand with the development.
ers see so many ads every day that advertisers must work hard to get their message across.
best chance to reach customers is to appeal to their emotions.
of all ,we should always keep an eye out for “hidden information”.
integrating skills
fill in the blanks for the revision
advertising is a highly developed industry. it has gone hand in hand with radio, television and other media.
people react to ads in different ways. some think ads are useful and help consumers
make informed choices while others accuse companies of using ads to mislead us. companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. there are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.
ads help companies and customers in all kinds of ways. they can help companies increase sales . at the same time , they help customers choose among all the available products. in fact, truthful ads provide good information,and help customers compare feathers, functions and costs. some governments name a famous person as their spokesman or spokeswoman to make people aware
of their social problems and policies.
customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.
ii lead-in
1 what product do they persuade you to buy?
2 what information about product can you get?
3 how is the information conveyed?
4 what are the skills of making good ads?
iii reading
1 how do the ad-makers create a positive image of the product they are promoting?
2 how do ad-makers choose a name for the product?
3 what kind of slogans should be used to make the consumers to form a positive image? can you give an example?
4 how are the ads presented ?
how to create a positive image of the product
choose the words and brand names a good slogan
1 tell the consumer about 1 should be catchy
the advantages of the product 2 easy to remember
2 choose a funny name 3 convey a message
3 use a well-known word
4 choose names from old stories
5 invent a new word
ads are started with a puzzle or question
and presented in a humorous way
in order to 為的是;目的在于 take …into consideration 考慮某事物
compare…with…把……與……比較(對(duì)比) complain about 對(duì)某人與某物抱怨
in charge of… 負(fù)責(zé);處于控制或支配的地位 hand in hand 手拉手;密切關(guān)聯(lián)的
with the develop of 隨著……發(fā)展 on the other hand 另一方面
get… across 傳播或?yàn)槿死斫?instead of 代替(后面接名詞代詞動(dòng)名詞或介詞短語)
appeal to 呼吁;上訴;投合(興趣或心愿) armed with用…… 做準(zhǔn)備;備有
make sb. aware of 使人明白;覺察;意識(shí)到 keep an eye out for留心或注意到某人或某事物
protect…from… 防護(hù)而不受 at the right time 在恰當(dāng)?shù)臅r(shí)候
point out to (向某人)指出;使注意 make sense 有意義;有道理;講得通
accuse…of… 指責(zé);控告 attach to 系;貼;固定;附著
differ from 不同于 attach importance to 給予重視
start with 以 開始 with the purpose of 以 為目的
point out 指出 refer to 指/參考
think twice 慎重考慮 large amounts of money
make good choices out of ten
take a critical attitude towards advertisements with the purpose of
a series of at a loss
profit by / from
unit 6
reading
lead-in and pre-reading
1． who the native americans were? where did they live and what do you know about their life?
the native americans were the indian. they lived in the vast land of west america and their life was simple and hard. they hunt for food and rode on horses.
2. history counts many cases in which settlers moved into areas that belonged to other people. can you give some examples? what happened?
the american continents were peopled as a result of two long-continuing immigration movements, the first from asia, and the second from europe and africa. the first movement began probably 25, 000 years ago when siberian tribes, in search of new hunting grounds or of refuge from pursuing enemies, crossed over the bering strait to alaska. by 1492, over 10-20 million people, mistakenly called indians by christopher columbus, inhabited the americans. they developed their own aboriginal cultures, which ranged from the simple to the complex, from those of the primitive tribes to the brilliant civilizations of the aztecs, the incas and the mayas. the second migration to the americas began with the expansion of europe at the start of the modern period from the 16th century.
3. the new settlements in america soon became known as the wild west. why?
because the western states of the us during the years were settled by the first europeans. there was not much respect for the law there.
read the text then answer some questions.
1 when did we decide to move to another place? 1845,10
2 how long did the journey last? about a year
3 what is our first destination? india greek in kansas
4．what does “account” in the first line means?
the “account” here means description. for example, “she gave the police a full account of the incident.”
5. in paragraph two, the author mentioned indian greek. where was it and was it very important?
it was in kansas. it was the frontier at that time and also the meeting place for people moving to the west.
6. do you know what difficulties they ran into during the journey?
they entered the desert and lost their way, and didn’t have enough water to drink. their animals died from lack of water.
7. according to the fourth paragraph, why do people call the desert death valley?
people showed coldness and were not willing to help others in trouble. they abandoned everything they could. valley is in chaos and full of dead animals. therefore, we called it death valley.
8. is the journey hard? can you make some examples about it?
yes, it is hard. you can make many examples.
9. what is the theme of this passage?
if you make unremitting efforts, you will achieve your goals. don’t give up before difficulties.
listening
listen to the tape carefully then do these exercises.
post-reading
exercise1. true or false
1 we traveled alone. (f with many other families)
2．when a young man in our group suggested that i stay behind with the children and wait for help, i agreed. (f i didn’t agree.)
3. when the animals smelt the water, they all ran.
exercise 2
choose the best answers
reason why my father wanted to go to california is that . 答案：c
a. california was in desert b. california was far away
c. california was a wonderful land described in a book
d. california was the largest state in the usa
moving to the west would meet in . 答案：a
a. kansas b. california c. salt lake valley d. salt lake desert
which day did the author enter the salt lake desert? 答案：b
a. april 12. b. november 4. c. october 15. d. december 25.
did the travelers call their ninety-mile drive through the salt lake desert the “l(fā)ong drive”? 答案：d
a because the landscape was dry and barren. b. because water was salty and not drinkable.
c. because their water supply was so low. d. all of the above.
the travelers burnt their wagons, they had to go on their feet with another miles to go. b
a.2 500 b.500 c.90 d.45
didn’t the author stay behind with the children and wait for help? a
a. because that meant he/she would die.
b. because he/she knew that children were tiresome.
c. because he/she knew that there was a wagon waiting for him/her.
d. because he/she felt he/she could get a prize by his/her father.
animals almost ran when the travelers reached the edge of the desert, why? 答案：c
a. because they were tired and weak. b. because they had no burden.
c. because they must have smelt the water. d. because they went back to their home.
long did the author spend finishing the journey? 答案：a
a. more than 40 months. b. about 2 months.
c. about a year. d. about a year and a month.
the text, we can infer . 答案：d
a. the author and the travelers had to go all day and all night long
b. there was no oxen left when the travelers reached california
c. many travelers died when their days of hardship came to an end
d .it’s a long way to travel from the author’s hometown to california
best title of the text is . 答案：b
a.a journey to california b. long drive
c. the salt lake desert d. enjoy your life
questions:
1 where in the text do you find evidence that the wagons were not he most suitable means of transport? you can find your answers in paragraph 3.
2 why did the travelers call their ninety mile-drive through the salt lake desert the “l(fā)ong drive”?
we had to travel long without water or grass for the animals to eat. it was hard.
3 what can you learn from this reading passage? what impresses you most?
1)after suffering from many difficulties, we can live a better life. facing the hardship, never give up, etc.
2)the courage of the people impresses me most.
passage analysis
1. what the writing techniques of this text are?
a. use of the chronological order to narrate the story.
b. use many participles to make the text readable and concise.
c. the landscape of the salt lake valley sharply contrasts with that of the salt lake desert. the scenery of the salt lake valley is very beautiful, however, that of the salt lake desert is dry and barren. use the sharp contrastive scenery, expressing the hero’s optimism about the life that he dreamed of in the west and coming across the difficulties on the way to the west.
2. what is the writing style of the text?
the text is a narrative writing, which related a story that the hero’s family and other many families moved to the west. they ran into many difficulties on the way to the west. finally they got to the west and started a new life. the text, which uses the first person to relate the hero’s true experiences, gives us a vivid description.
is the main idea of the text?
the text related a story that the hero’s family and other many families moving to the west. they ran into many difficulties on the way to the west. finally they got to the west and started a new life. when they came across the problems, they didn’t escape them. however, they faced reality and solved the problems. they insisted on and made unremitting efforts, so they made their dream come true. moreover, an iron pestle can be ground down to a needle - perseverance will prevail.
4. what’s the purpose of the writer?
the writer wanted to tell us “when one comes across the problems, one shouldn’t escape them. however, he should learn to face reality and solve the problems. as long as he overcomes the difficulties and never gives up, he will achieve his goals and succeed. moreover, he has dreams in his heart. as long as he insists on and makes unremitting efforts, i believe he will make his dreams come true some day. in fact, life itself is a battle. natural environment and nature are your enemies. if you defeat them, you can live in the world, or it is death that is waiting for you.”
5. what can we learn from this text?
we learned that during our lifetime, we may run into many difficulties. when we come across the problems, we shouldn’t try to escape. instead, we should learn to face reality and solve the problems. as long as we overcome the difficulties and never give up, we will achieve our goals and succeed. moreover, we all have dreams in our heart. as long as we insist on and make unremitting efforts, we will make our dreams come true one day.
integrating skills
lead-in
what did he describe in the novel the call of wild by jack london? and where did the story happen?
this story happened in alaska, a far and cold land. it described the life of a dog named buck as well as other dogs’ encounter.
reading
1. who do you think the three persons are? what are they talking about?
i think mr. rivers is the host of a program. i guess mr. parks is a historian or something else. ms. welch is the granddaughter of dr welch. and dr welch was a doctor of a small city called nome.
2. where did the story happen? and what happened to the children?
the story happened in a small city called nome. some children in the city had a terrible disease and they would die if they couldn’t get enough vaccine.
3. where could they get the vaccine that would save the children?
a hospital in anchorage had a good supply of vaccine. it was far away from nome.
4. what difficulties did they meet on the way and how did they overcome them?
they faced many difficulties. first, the time was limited. the children would die if their treatment was delayed too long. second, at that time, the sea was frozen and the only two planes had been stored, nothing got to nome quickly. third, the arctic winter was very cold and there were terrible storms.
difficulties with the medicine delivery
their attitudes and solutions
traffic problems: the sea frozen; the only two planes stored; no quick traffic
a train took the medicine from anchorage to nenana; a relay of dog teams between nenana and nome
snow storms and low temperature
kept going without stop
time limitation
covered almost 700 miles in little more than 127 hours
post-reading
questions on p53 and p54.
suggested answers:
1. flu and diphtheria
2. as we all know, sars spread through the world in . sars is short for severe acute respiratory syndrome.
3. dr welch could save the children if he could get enough vaccine as quickly as possible.
4. relay is an act of passing something along from one person, group, or station to another. we have relay race in sports, and torch relay.
5. a relay of dog sleds was chosen as the best transportation because in 1925, nothing got to nome quickly, the sea was frozen, and the only two planes had been stored.
phrases
believe in 信任;信耐 stand for 代表;代替
adapt to 適宜 lose heart 灰心;泄氣
be cast away (被)拋棄 give up 放棄
less than 少于;不足 set off for 開始(旅程;賽跑);出發(fā)
move on 繼續(xù)前進(jìn) take the way 出發(fā);首途
lose one’s way 迷路 hang out 伸出
in desperate need of 在極度需要的(時(shí)候) on our feet=on foot 步行
be accustomed to doing sth. (通常用于被動(dòng)語態(tài))習(xí)慣于 suffer from 患病;遭受……之苦
hurry on to (with) 趕緊辦理;急急忙忙地去做某事 stop to do sth.停下來去做某事
start doing sth. 開始做某事 go on all fours 用四肢
(at)the edge of of (在)……邊緣 stare at 瞪視; 凝視
come to an end 結(jié)束;終止 a race against time 與時(shí)間賽跑
save…from 挽救……免于 take up to 占用(時(shí)間;空間)
at stake 在危險(xiǎn)中;關(guān)系重大 risk one’s life to 冒險(xiǎn)去做某事
apply…to… 運(yùn)用;應(yīng)用 add up (兩個(gè)或兩個(gè)以上的數(shù)量或量)加起來
take it easy 別緊張;放松點(diǎn) keep up 維持;保持;使某事處于高水平
common sense 常識(shí);情理 leave behind 忘帶;留下
live through sth. 經(jīng)歷某事物而幸存 tie up 系;拴;捆
go for 為……去;努力獲取 be more of a leader than a follower
be honest with by day / by night
pass through be on one’s feet
be accustomed to in anxiety of
reach the promised land come to an end
a relay of dog teams take up to 13 days
詞匯學(xué)unit6答案篇十七
lesson 29
period: the first period
content: lesson 29
properties: tape recorder
teaching objectives: enable the students to grasp some useful expressions and something about christmas day.
language focus:
1. useful expressions
merry christmas!
i’ve never been out of china before.
teaching procedures:
i. organizing the class.
greeting and make a duty report.
ii. revision
1. revise the infinitive.
2. check the homework.
iii. presentation
ask the students to look at the title of this unit and ask: do you know what “christmas” mean? find out what the students know about christmas and how people celebrate christmas.
iv. read and act
close books and listen to the tape. then ask some questions:
1. what’s the date?
2. what are lin tao and jim doing?
play the tape again and make sure the students can answer then correctly.
explain the useful expressions.
v. practice
read the dialogue in groups and pairs.
then with the books closed, ask the students to act it out in pairs.
vi. ask and answer
do the first one as an example, then let the students work out the answers in pairs to use the question of part 1 to help, see if they can answer the question correctly.
vii. workbook
discuss the exercise 3 and 4 in small groups. if there is time, ask some students to talk about their idea.
viii. homework
finish exercise 1 and 2
lesson 30
period: the second period
content: lesson 30
properties: recorder
teaching objectives:
1. master some useful expressions
2. get the students to know more about christmas day.
language focus:
1. useful expressions: be based on, as well, climb down…
teaching procedures:
i. organizing the class
1. ask the students to get ready for class.
2. greeting and a duty report.
ii. revision
1. check homework.
2. revise the dialogue of lesson 29, read and act out the dialogue in pairs.
iii. presentation
give the words connected with christmas and have the students discuss the christmas.
then encourage the students to use the words.
iv. pre – reading
ask students to discuss the questions in small groups, write down the answers and ask one of each group, to read their answers.
v. reading
close books and listen to the tape, then answer the question in exercise 1.
play the tape again and ask questions.
books open. go through the questions of exercise 1 in the workbook.
explain the useful expressions.
vi. practice
have the students read the text together, then in groups.
have the students retell the story of christmas day, make sure every student can say something about christmas day.
vii. workbook
do exercises 2 inspanidually and check the answers with class.
viii. homework
write a short passage about your spending spring festival
ix. exercises in class
choose the right answer.
1. christmas eve is ___________.
a. the night before december 24
b. the night after december 25
c. the night of december 25
d. the night of december 24
2. father christmas often puts the presents _________.
a. into children’s hate b. into children’s stockings
c. under children’s beds d. into children’s shoes
3. father christmas comes into the house through the ________.
a. window b. front door c. chimney d. back door
4. on the morning of christmas day, children wake up their parents very early and say “_____”.
a. good morning! b. happy new year!
c. best wishes to you! d. merry christmas!
5. on christmas day, people often _________ to each other.
a. give money b. ask for money
c. ask for presents d. give presents
lesson 31
period: the third period
content: lesson 31
properties: recorder.
teaching objectives:
1. enable the students to master the useful expressions.
i. the infinitive
language focus:
lin tao asked jim where to go.
lin tao asked jim how to celebrate christmas.
lin tao asked jim when to go to the christmas play.
teaching procedures:
i. organizing the class
greetings and a duty report.
ii. revision
1. revise the useful expressions
2. check homework
iii. presentation
present this dialogue:
a: excuse me, could you tell me how to go to…?
b: go along this road. turn left at the second crossing.
have the students practise this dialogue in pairs, and then make up their own dialogues. pay attention to the usage of the infinitive.
iv. ask and answer
part 1. have the students understand “how to go to…”. remember the structure of this sentence.
have the students ask and answer in pairs.
v. practice
play the tape for the students to listen and repeat.
books open, read the dialogue in pairs.
then out it out. make up a similar dialogue in pairs, act out their own dialogues.
vi. talk and write
ask a student to read the first part of part 3 aloud to the class. read over the questions with the students and make sure they understand them.
explain the words: western, traditional have the students discuss the questions in groups ask students to talk about their ideas. ask students to pick out infinitives used in the short passage.
vii. workbook
do exercise 1 in class. first have the students read the note inspanidually. then read over the model, and practise the sentences.
viii. homework
write down exercise 2.
ix. exercise in class
make up dialogues as the models.
models: 1. a: keep quiet, please!
b. sorry! what did he tell me do?
c: he told you to keep quiet.
1. give polly some food very day.
2. cover her cage every night.
3. remember to clean her age.
4. take good care of polly.
5. give your family my best wishes.
