Teaching Plan U4B2

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4BM4U2教案(完整版).doc

4BM4U2教案(完整版).doc

2013 年浦东新区小学四年级英语新教材单元整体教学研讨主办:浦东教发院教师发展中心小学英语组承办:张桥中心小学、明珠小学2013 年5 月8 日1Teaching Plan for Oxford English (Shanghai Edition)4BM4U2 Festivals in ChinaTeachers: Chen Zhan陈展(张桥小学)Cai Xudan 蔡旭丹(张桥小学)Chen Ying陈英(明珠小学)Yuan Huiling 袁惠玲(明珠小学)Book: Oxford English(Shanghai Edition) 4BM4U2 Festivals in ChinaDate: 2013-05-08Teaching aids: Multi-media, word cards, flash, Work sheet, etc.教学设计说明学生情况分析:四年级学生活泼好动,有着极强的求知欲与表现欲,对故事学习尤感兴趣。

经过了三年多的英语学习后,他们已经积累了一定的语言知识(包括词汇与语言结构),对身边的人和事物产生着较为浓厚的兴趣,也具备了一定的听说读写能力。

在学习本单元内容之前,他们已经初步接触过Mother ’s Day 和Children ’s Day 的学习,感受到某些节日文化;同时,他们也能较为熟练地运用to be 、can 句型、there be 句型、一般现在时态的相关内容进行表达与交流。

模块教学任务分析:4B M4 的学习主题为More things to learn ,涉及大千世界的各个方面。

本模块涉及到的词汇涉及常见的乐器、中国四大传统节日以及某些特定的自然景物;语法与时态则包括can 句型、to be 句型(如:Who se ⋯is it? )、现在进行时态和一般现在时态等。

就一般现在时态,包含一般疑问句以及回答、特殊疑问句以及回答(如What festivals do you like? 、What do you usually do...? )等各类句式。

小学英语教案2B M4U2 第一课时教案

小学英语教案2B M4U2 第一课时教案

Teaching planSchool:Experimental School Attached to Fengxian Teachers Education CollegeDate:May, 5th, 2010Teacher:Pan Qing (潘青)Book: Oxford English Book 2B M4U1(Period 1)Topic: Mother's DayTime:35 minutesTeaching Aims:1.Learn the new words: smile,hug,kiss,carnation, letter2.Learn to say: Happy Mother’s Day!3.Teach new sentence structure: What can I do for Mum? I can…/ Here's....4. Let students have the ability to write a letter for their mothers on Mother’s Day.1.To learn when is Mother’s Day2.Enable students to send what kind of gifts to their Mothers and to do somethingfor their mothers.Main points:1.To be able to read the new words correctly.2.To know when is Mother’s Day.3. Let the studennts to know what can they do for their mothers on Mother’s Day. Difficult points:1.To discrible the love of mother.2.To tell what kind of gifts to their Mothers and to do something for their mothers. Teaching aids: Power Point , some carnations,cardsStep Contents Methods PurposePre-task preparation 1.Enjoy a song<Mummy,mummy,I love you.>2. Talk aboutyour mother.Dance and sing.I love my mummy.She is ____and ____.轻松活泼的儿歌营造英语的氛围。

八年级教案TeachingPlanL4B2

八年级教案TeachingPlanL4B2

八年级教案TeachingPlanL4B2Teaching PlanLesson 4 Unit 1 Book 2Teacher: Shu HehuaSchool: No。

3 Middle School ,DanyangTime: September 4,XXTeaching aims:1。

Develop the students’abilities of listening,speaking and reading2。

Learn the new words and review the Simple Present Tense and the Present Continuous Tense Teaching aids: a tape recorder,some slides for shows,exercises for Lesson 4,picturesTeaching Procedures:Step 1: RevisionRevise name dialoguesRevise English names :David William Lewis the full nameCatherine Mary Jones the given /first nameStep 2 : Read and actAsk the students to listen carefullyPlay the tape againRead the dialogue and act it out in pairsStep 3 : ListeningAsk : What are we doing for this exercise?Play the dialogue once,Check the answerStep 4 : ReadRead the text and answer the following questions 1。

module4 unit2 全单元教案Brief teaching plan(译林牛津版高一英语必修

module4 unit2 全单元教案Brief teaching plan(译林牛津版高一英语必修

Teaching Objectives:1. To enlarge students’ vocabulary by applying the rules of making compound words.2. To get students to learn some words and expressions related to Olympic sports.3. To improve students’ speaking ability.Teaching Important and Difficult Point:To master the formation rules of compound words.Teaching Approaches:Task-based approachesForm of Activities:Individual, pair or group work ..Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1. Lead-inAsk the students to read the following dialogue:A: Did you know that Liu Xiang was the first Asian to win a gold medal for the men’s 110-metre hurdles in the Olympic Games?B. Yes! Everyone knows that he is a very hard-working sportsperson. He is a well-trained winner.Let the students study the italicized words and ask them two questions:1. Do you know the meanings of the words?2. Do you know how the words are made?Give them a few minutes to think. They may discuss with their partners if necessary.110-metre(n.)--- 110 (num.), meter (n.)hard-working (adj.)--- hard (adv.), working(v-ing)sportsperson (n.)--- sports(n.), person(n.)well-trained (adj.)--- well(adv.), trained (v-ed)Step 2. Compound words1. Tell students that the above words are called compound words. Ask them to give the definition of a compound word:A compound word is made when two or more than two words are joined together to form a new word.2. Ask students to think about other words that are created this way. Organize them into groups of four and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words.3. Have students study the words that they have listed and then read the words on page26 to understand the formation rules of compound adjectives and compound nouns.To form compound adjectives:Formation Compound (adj.)adj.+n.+-ed warm-hearted, cold-bloodedadj.+v-ing easy-going, ordinary-lookingadv.+v-ing hard-working, long-lastingn.+adj. tax-free, world-famousn.+v-ed air-conditioned, man-madeadj.+ v-ed Soft-boiled, well-paidadv.+ v-ed Well-educated, well-paidTo form compound nouns:Formation Compoundn.+n. handbag, bookmark, website, motherlandn.+ v-ing sightseeing, window-shopping, house-keeping4. Ask the students to match the words in column A with the ones in column B.A B1.black a. room2.broad b. eyed3.every c. cast4.bed d. case5.blue e. where6.suit f. board. 7.radio g. ground8.bus h. throw9.reading i. driver10.passer j. by11.play k. paper12.over l. active13.news m. room5. Ask the students to translate the words into Chinese. Explain that some English words are derived from the combination of two different words, for example:hand-bag: a small bag carried on a person’s han d;long-lasting: that can last for a long time;tea-cup: a cup that contains tea;three-day: lasting for three days;sightseeing: the activity of seeing sights as a tourist.6. Ask the students the following questions:When you come across unfamiliar words, do you often use the knowledge of word formation to guess the meaning of the new word? If so, can youthink of some examples?7. Ask the students to put the following into English:1.项链2.雨衣3.男朋友4.聚会5.书店6. 地震7.消防队员8.气象员9.金鱼10.说英语的11.握手12.电影制片人13.水面下的14.伐木工8. Ask the students:Can you recognize the formation of the following compound words? What parts of speech are they and what do they mean? Take a guess and then check in the dictionary. Try to use them in the letter below. ( page26, SB)Step 3. Olympic sports and events.Answers:Part A: a (3)b (2)c (1)d (4)Part B:Track and field events Gymnastics Water sports Javelin throw asymmetric bars 100m freestyle 20km race walk balance bar 200m butterfly100m sprint floor exercise platform dive discus throw horizontal bar springboard dive high jump parallel bars water pololong jump individual all-round 100m backstroke marathon rings 100m butterflyrelay race uneven bars 200m freestyleStep 4. HomeworkRevise what we have learnt today.。

Teaching plan of unit4

Teaching plan of unit4

Teaching plan of unit4I have a pen palText book:pep book4 unit 4Period:the fourth period of unit 4 (part b: lets learn)教学目标:1. 能够听、说、读、写五个动词的第三人称单数形式:lives, teaches, goes, watches, reads。

2. 能够听、说、认读句子:Does your pen pal+动词原形?的句型并作出回答教学重难点:1.能够听、说、读、写掌握五个动词的第三人称单数形式。

2.能够掌握本课时的重点句型:Does your+动词原形? No, he doesn’t. He lives in Beijing.并能在现实生活中灵活运用,做到语调自然,语音准确。

3.让学生明确第三人称单数后缀s和es的区别。

4.培养学生积极主动地参与课堂活动,大胆开口,主动模仿,建立积极的情感态度Visual aids:教学挂图,PPT课件,课文录音,游戏道具Teaching procedures in details:Step 1:warming ur and revisionT:good morning ,boys and girlsT:how are today ?Ss:thank you.and you?T:I am find too>do you want to listen to an English song?Ss:yesT:now ,lets listen to the song “my pen pal”(放音乐,同时用PPT出示歌词)Ss:T:ok,what can you hear in the song?Ss: my pen palT:very good.we can hear n “my pen pal”.do you remember your homework lasi time?i ask you to write an email to your pen pal and write down some information of your pen pal.(上节课我叫你们写封邮件给你的笔友并写下一些你笔友的情况,还记得吗?) for example:your pen pal is a boy or girl?when does your pen pal go to school?Ss: yesT:now I want some students to tell us some information of your g pal. Any volunteer”?S1:my pen pal is a boy.he is XiaoMing .He likes making kites and running.he has a twin brother.they look the same,but they don’t like the same thing .we are good pen pals.t:good .how about you?S2:my pen pal is a girl.she is lili. She likes collecting stamps.we have the same hobby.i like her very much.T: you do a good jobStep2:lead-in and presentationT:well done. Now i know know some i formations of your pen pal.i have apen pal too.look,this is my pe pal.(打出一张老师的男性笔友的照片)look at my pen pal. What does he do?(出示它在坐公共汽车去上班的图片)Ss:上班T:good.he goes to work(板书goes to work.用红笔标出es) look at the picture again. How does he go to work?Ss: by busT: yes.he goes to work by bus. Look ,what else can you see?(出示更多的图片关于老师的笔友用其他交通工具去上班的图片)Ss:T:he sometimes goes to work by subway.(停顿一下)。

人教版英语八年级教案 Teaching plan for Unit 4

人教版英语八年级教案 Teaching plan for Unit 4

Teaching plan for Unit 4, J2 (A), Go for itThe planner:xxxUnit teaching aimsKnowledge objectives1.Learn and master the important words and expressions appear on this unit.2.Learn the special question introduced by “how”.3.Review and consolidate the present tense.Skill objectives1.Learn to talk about the transportation being used to a place, how far and how long it takes toa place.2.Learn to read the articles appear in this unit, can understand and answer the correspondingquestions.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Unit teaching content analysisUnit title: Unit 4 (Junior 2A, Go for it)Unit topic: How do you get to school?Main function: This unit mainly talks about how to get to a place related to transportation, how far and how long it takes.Main new words: Transportation words: subway, train, bicycle, car; Cardinal words: forty, fifty, sixty, seventy, eighty, ninety, hundred; Unit words: minute, kilometer, mile;and other vocabulary: take, quick, stop, transportation.Grammar structure: The special question introduced by “how”.Main sentence pattern: How does he get to school? He rides his bike. How long does it take? Ittakes about forty minutes. How far is it from his home to school? It takes25 minutes.Period One: Section A 1a – 2bTeaching aims:Knowledge objectives1.Learn and practice the transportation words subway, train, bicycle, car, etc. and thecollocation with verbs, e.g., take the subway, take the train, ride a bike, take the bus to take about the transportation being used to a place.2.Learn and practice the cardinal numbers forty, fifty, sixty, seventy, eighty, ninety, one hundredto describe how long it takes or how far is it to a place.3.Talk about the way someone get to school with the sentence pattern How does…get toschool?Skill objectives1.Learn to talk about how someone gets to school.2.Learn to read and write the cardinal numbers forty, fifty, sixty, seventy, etc.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Important and difficult points:1.To distinguish the collocation between the transportation words and verbs.2.To memorize the cardinal numbers.Teaching procedureStep 1: Greet the class as usual. (Talk about the weather. Use Present tense and Past tense. ) (two minutes)Step2: Presentation. (ten minutes)T presents the transportation words e.g.subway, train, bicycle, etc and the collocation with verbs, e.g.,take the train, take the subway, tide a bike, etc.Step3: Listening. (1b) (ten minutes)1. Ss listen to the tape once and write the numbers next to the correct students in the picture (1b).2. T makes a pause properly and asks, e.g. How does Bob get to school? How does Mary get toschool? .etc. in the second listening.3. Ss read the tapescript and the numbers they fill in the white box in the picture.Step4: Pairwork. (1c) (eight minutes)Step5: Cardinal numbers. (2a﹠2b) (nine minutes)1. Ss listen to the tape and repeat the numbers, e.g. thirty-two, forty, forty-one, etc.2. Ss do the exercise (2b) and check their answers in pairs.3. T gets some students to share their answers and write them down on the blackboard.Step6: Homework: Make a conversation and write it down (1c).教学反思:在完成《新目标英语》八年级下册第四单元的教学中,我是以新程理念为依据进行教学设计和课堂活动的。

Teaching Plan Unit 4

Teaching Plan Unit 4

Teaching PlanAuthor :Li ChaoSchool :Grade 8 No.11 Middle SchoolPlace : Hongshan District, ChifengInner MongoliaTitle: Unit 4 He said I was hard-working.Topic: Telling a story.Functions: Report what someone said , write report card and tell others. Structures: Reported speech simple past tense Can for abilityTarget language: --- What did your math teacher say?--- He said I was hard-working.--- What did she say?--- She said she could speak three languages.Key words form:Teaching Process:Task1: Report news1.One student prepare to tell a piece of news or a group ofstudents prepare to do.2.Report in class. (Make the class as a TV station beforehaving the class.)Task2: GameI know what he/she said?Divide Ss into 4 or 8 groups, the first student of eachgroup looks at different sentences and then tells nextmember with no voice, the second member goes on tellingthe sentence but with voice, do it one by one to the lastmember,he/she reports and writes the sentence on the Bb. Task3: Reading1.Showing 3 new sentences on the screen, ask students toreport them.2.Reading out the sentences.Task4: Young Lives1.Young Lives is on these days. Look! What are theysaying?( Discuss Section A 1a).2.Pairwork : Tell and report.3.Listening: Listen to Section A 1b, 2a and 2b in classtogether .4.Pairwork: Telling the soap opera each other like 2cTask5: My teacher said……(…if you’re Marcia and Lana’s teacher , who will youlike better? Why? Do you want to know what yourteachers say about you ?)1.Pairwork: Ask your partner and try to know the answer2.Groupwork: Go on telling the results to your partners.3.Showing .(We can design this task like this: All the students askeach teacher the report cards of their friends each otherbefore class, then each person writes the results on aletter which is put into an envelope, then everyone readstheir own letter from their friends and read out in class.) Task6: Scott’s report card1.Listening: Who’s much luckier, you or Scott? Listen andfinish Section B 2a2.Which is Scott’s report card? Section B 2b3.How will you tell your report card to your parents? Roleplay in groups.(Students can play the conversations withdifferent characters and use their own words.)Task 7: Writing1.Read Section B 3a and find Alan’s report card in Section2b.2.Write a letter to your aunt like Alan’s letter.(Y ou’ve gotyour report card on the screen.)Task8: Discussion------Friendship / KinshipTelling your problems between you and your friends oryour families in your groups or in class, give suggestionsand help each other.(Activity:1.Leave comments and wishes on the ClassBook each other, then tell your group howyour friends said.2.What did your families say about you? What’retheir wishes? What will you do in the future?Write and tell in class. )Task9: Relaxation Time!。

The Teaching Plan For Unit4, Grade4(b) At the farm(Let's spell)

The Teaching Plan For Unit4, Grade4(b)  At the farm(Let's spell)
Listen and chant. (3)Spell the word s.
S:W ord—— —w0瑚 ——
work(spell and write) (4)write the words to the board. T:I have SO much“work",(Look at the pictures)

课堂艺术
The Teaching Plan For Unit4,Grade4(b)
At the farm(Let,S spel1)
பைடு நூலகம்
■ 吴 柳 霞
教学 目标 :掌握 or在单 词中的两种不 同发音 ;达 到听音写词 的能力。
教材分析 :这是第 四单元第 三课 时,主要是进行 or在单词 中的发音。在前 面的三个单元的Let’S sDell 中,要不就是 同个字母组合发一个音 ,如 :er;要不就 是两个不同的字母 组合 ,发相 同的音 ,如 :ir/ur;或是 不 同的 字 母 组 合 发 不 同 的音 ,如 :ar/al。学 生 识 别 和 掌握非常容易 。而这一课 时 ,是相同的字母组合 ,在 不 同的单词中发两种不同的音 ,在 以往的学习中都 是没有出现过 的,学 生很难 区分它们的正确读音 ,是 一 个全新的知识点 ,如何去掌握将是对老师的一种 挑 战 。
horse fork hom ework wor ld m ap
4.Finishthe part two.(P40) Rcad,Listen and num her. 5.Groupwork.(I can spel1) Please look at t h e teacher’S mouth,ser ious after
7.Story time. 三 、H om ework 1.Read t h e York’s story wit h your fr iends
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Unit 4 The Virtual WorldText A A Virtual LifeLanguage StudyI. virtual :a.1) created and existing only in a computere.g. I can visit a virtual store and put what I want in mybasket at the click of a mouse button.Some people spend too much time escaping from reality into the virtual world imagined on their computerscreen.2) almost what is stated in fact though not in namee.g. Our deputy manager is the virtual head of the business.Now that the talk has broken down, war in the region looks like a virtual certainty.virtually ad.2.interpret (L.2):1)understand ( sth. said, ordered, or done )e.g. They are worried that the students might interpret thenew regulation as a restriction of their rights.She interprets the dream as an unconscious desire to be young again.2)give or provide the meaning of, explaine.g. How do you interpret his refusal to see us?This dream can be interpreted in several different ways.3)translate what is said in one language into anothere.g. --I’m terribly sorry, but I don’t understand a word.--Could you interpret for me?No one in the tour group spoke Spanish so we had to ask the guide to interpret.interpretation n. interpretative/ interpretive ad interpreter n.2.tone ( L.3 ):1) a particular quality or intonation of the voice.e.g. From the tone of her voice, I could tell she was very angry.The new piano has a good tone.2) a variety of a color, different from the ordinary color because of more light or darknesse.g. I like the soft green tone of the picture.several tones of blue 好几种深浅不同的蓝色3) the general quality or naturee.g. The tone of the discussion is friendly.The school has a quiet tone.tone-deaf:a.unable to tell the difference between different musical notestone-language: n. any of those language , such as Chinese orYoruba/`j : ruba:/ (西非)约鲁巴语, inwhich differences of musical tunes areused for expressing the difference betweenwords that have the same spelling 声调语言four tones of Chinese characters 汉字的四声the rising(falling) tone 升(降)调toneless a. lacking color, spirit, etc.; lifeless, dulle.g. a toneless answer/voice/replytone down: to reduce the violence, excitement, or force of(sth.)e.g. After I swore at the policeman he warned me totone down my language.tone up: to (cause to) become stronger, brighter, moreeffectivee.g. Swimming is the best way to tone up your body. tone in: to (cause to) matche.g. I think black shoes would tone in better with yourcoat than red ones.4. reject / ri`d ekt/(L.4) :v. 1) to refuse to accepte.g. He was rejected for the army because of his bad eyes.She rejected my suggestion/offer/proposal/ plan.2) to throw away as useless or imperfecte.g. to choose the good apples and reject the bad onesreject/ `ri:d ekt/n.something rejected 次品,废品; 不合格者rejection n.rejector n. a person who rejects othersrejectee n. a person who is rejectedUsage:One can refuse or decline to do something, but one must decline (opposite agree) in words: eg. The horserefused ( not declined or agreed ) to jump the wall.One can refuse or decline, not reject,an invitation (opposite accept ) ;refuse (not decline or reject) a permission;decline or reject (not refuse) a suggestion;refuse, reject or decline an offer (opposite accept);reject ( not refuse or decline) a plan or proposal.One need not reject in words: e.g. The horse refused / rejected (not declined) the apple (oppositeaccepted).5. stretch (L.5): v.1) (cause to ) become longer, wider, etc.without breakinge.g. My working day stretches from seven in the morning to eight at night.The child stretches the rubber band to its full extent.2) to straighten (the limbs or body) to full lengthe.g. She got out of bed and stretched.n. (pl. ~es) a wide level area (of land or water); a continuous period of timee.g. a stretch of green hills/ a long stretch of coastfor a stretch of two years/ a long stretch of bad weatherhave/make a stretch: to straighten (the limbs or body) to full lengthe.g. You’ve been sitting for a long time, stand up and have a stretch.at a stretch: without stoppinge.g. We walked for four hours at a stretch.be at full stretch: using all one’s powers 尽全力e.g. The workers are at full stretch.6. highlight (L.6) : n. (often pl.)1) tech. the area on a picture or photograph where most lightappears to fall2) an important detail which stands out from the reste.g. We’ll show you a film of the highlights of thecompetition, as there isn’t time for the whol ething.The Sun-Moon Lake was the highlight of our trip. 日月潭是我们旅行中最精彩之处.v. to pick out something as an important part; throw attention ontoe.g. The display of fireworks highlighted the celebration.Gardner has written many books on developmental psychology highlighting his work in thedevelopment of creativity in children and adults.7.submit (L.8):1) give sth. to sb. so that it may be formally considered. (usu. followed by to)e.g. I have to submit my report by next WednesdayWe submitted the new plan to the committee last week.2)(followed by to) to cause (oneself) to yield or agree to obeye.g. to submit ( oneself) to another’s wishes.He submitted to the majority decision.He was losing the fight but he would not submit.submission n.submissive a.submissively ad.8. edit (L.9): to revise or correcte.g. to edit his friend’s book/ a Shakespeare playeditor n. a person who editseditorship n. position, functions, guidance or authority of an editor(总)编辑的职务(地位);编辑,校定editorial1) a. of or related to an editore.g. an editorial office/staffShe’s made a lot of editorial changes in the book.2) n.a part of a newspaper ( supposed to be written by theeditor) giving an opinion on some questions of the day(rather than news)e.g. The editorial appeared in the Jan.14 issue of BeijingReview.editorially ad.editorialize v. to express an opinion in the form of an editorial edition n. one printing of a book, newspaper, magazine etc. e.g. the first edition 初版/ a paperback edition 平装版/ a popular edition 普及版/a revised edition 修订版/ a pocket edition of a dictionary 字典的袖珍本9. email (L.9 ): n. electronic maile.g. Young people like to keep in touch with their friends viaemail.I received an email from my student yesterday.v. send an email toe.g. I will email you the instant I get the news.She’ll email me a question before she calls so I can think it over in advance.10. communicate (L.9)1)contact sb. in any way, esp. by speaking to them, writingto them or calling theme.g. People communicate with each other by means of words.He communicated his ideas to them.2)to pass on (a disease, heat, movement, etc.)e.g. Rats communicate the disease.3)(esp. of rooms) to join; connect, be connectede.g. Our bedroom communicates with the bathroom. communication municator n.communicative a. readily and eagerly willing to talk or giveinformation; not secretive or reserved爱说话的,直言的,不隐讳的e.g. She is not communicative this morning. communicable a . (of thoughts, illness, ideas, etc.) that canbe easily communicated; passed fromone person to anothere.g. a communicable diseaseKnowledge is communicable by words.11. the Internet(L.9) : the worldwide network of computerlinks which allows computer users to connect with computers all over the world, and which carries electronic maile.g. You can take online courses and earn your degree via theInternet whenever and wherever you want to.It’s believed the Internet was born in 1969 when two computers at the University of California, Los Angeles were connected by a 15-foot cable12. relationship (L.10) : state of being connectede.g. What is the relationship between language and thought.The scientist has a good working relationship with his American colleagues.relate v. (sometimes used in the pattern: relate …to/ with)e.g. The doctor related his illness to / with overwork..医生认为他的病与操劳过度有关relate theory and practice 把理论和实际连结起来related arelation n13. at times (L.13) : sometimese.g. He went on listening to her, at times impatient and at times fascinated.She has been away from her home for about a year. At times, she wishes she had never left.14. take in (L. 18): absorb sth. into the body by breathing or swallowinge.g. The earth takes in heat and light from the sun.Fish take in oxygen through their gills.take away: to carry to another place拿走take back: to receive back (goods which do not fit or are broken; someone who has run away :,etc) 取回,收回; 抓到(逃跑者)take down : to make a note or record of 取下来,记下来take for : to suppose or think that sth. is the case; to believe mistakenly 把…当作;认为;误以为take off : to remove (clothes etc) ; ( of an aircraft ) to leave the ground; not to work during a period of time脱去(衣裳);(飞机)起飞;休假;take on : to agree to do work etc.承接(担任)工作take ove r: to take control of; to do sth. after someone else stops doing it 接收,接管take out: to remove from inside; to go somewhere with a person 取出; 到…地方去take to: to find accepting or pleasing; to begin to do sth. regularly 喜欢;开始做take up: to lift or raise; to use or occupy (space, time etc.) to begin doing ,playing etc 拿起;占(地);耗费(时间); 开始做15. data (L.18): (sing. rare, datum) information, usu., in theform of facts or statistics that you can analyzee.g. This data is / are stored on the network and can be accessed by anybody.The data is / are still being analyzed, so I can’t tell you the truth16. spit(L.18): send (liquid, food, etc.) out from the mouth (used in the pattern: spit sth. out/at/on/onto sb./sth.)e.g. The baby spat its food out on the table.He took one sip of the wine and spat it out.17. on line ( (L.19 ) : connected or controlled by a computer network ( see Ex .II P.113)e.g. Our system is on line to the main computer.The largest online institution is the University of Phoenix, with some 1000 students today and hopes ofreaching 200,000 students in 10 years.Some other on-phrases with and without the articleon duty / leave /display /fire /guard /strike /holiday(vacation) /trial /parade / purpose / one’s mind / principle / handon the market / the way /the increase / the point of / the alert / the watch / the rise /the decline / the contrary / the average / the one hand / the other hand18. symptom (L. 19) : n.1) sign of the existence of sth. bade.g. High interest rates are a symptom of a weak economy.They regard the increase in crime as a symptom of a more general decline in moral standards.2) change in the body that indicates an illnesse.g. A cold, fever and headache are the usual symptoms offlu.If the symptoms persist, it is important to go to your doctor.symptomatic a. symptomatically ad.19. nightmare (L.21): n.1) an unpleasant and terrifying dreame.g. Watching horror films gives me nightmares.I had a nightmare about falling off the skyscraper.2) a bad, fearful or terrible experience or evente.g. Driving on that ice-land was a nightmare.The nightmare of an atomic war.20. I find myself shyer, more cautious, more anxious. (L.26)I find myself sucked in by soap operas. (L. 33-34)I find myself attacking everyone in sight. (L. 39)I find everyone on my mailing list insensitive…(L.40)See Structure Exe. 2 P.11421. conversely (L.26) : in a way that is opposite to sth.e.g. You can add the fluid to the powder or, conversely, thepowder to the fluid.$1 will buy 100 yen worth of Japanese goods.Conversely, 100 yen will buy $1 worth ofAmerican goods.con`verse v. (on/about or with): to talk informallye.g. After a year studying at university I feel able to converse with anyone about anything `converse a.(esp. of opinions, beliefs, statements etc.) oppositee.g. I hold the converse opinion.n. the opposite of somethinge.g. “ Empty” is the converse of “full”.I disagree with your opinion. In fact, I believe theconverse to be true.22.confront (L.27): to face boldly or threateningly 勇敢地面对e.g. He confronted the enemy.The soldiers were confronted by 2 terrorists as they left their camp.confront with: fml to bring ( a person) face to face with ( accusers, evidence, something unpleasantetc.)e.g. The policeman confronted the prisoner with the accuser.警察使囚犯与原告对质I’ve just been confronted with a new problem. confrontation n.23. at times (L.31): sometimes; occasionallyall the time: continuouslyat all times: alwaysat one time: 1) once, formerly e.g. At one time I watched TV quite often.2) together e.g. Children often speakat one time.at any time: any momentat the same time : 1) together e.g. We arrived there at the same time.2) in spite of this; yet e.g. It is a gooddictionary,but at thesame timeI like thisonebetter.one / two / three etc. at a time: singly ; in groups of two or three etc.e.g. They came into the room three at a time.24.I turned on the television and just leave it to talk awayin the background. (L.31)away:ad. to or at a distance from the person speaking or the person or thing spoken aboute.g. She looked away from me.He lives one mile away from here.25. but then (L.23): yet at the same timee.g. The failure of China’s soccer team looks inevitable. Butthen, anything can happen in football.Mary performed better than the others in the final exam;but then, she spent much longer on it than theydid.26. jar ( L.33 ) : ( jar sth.; jar on sb./ sth. ) have a harsh or an unpleasant effecte.g. You shouldn’t have too many colors in a small space as the effect can jar.The loud bang jarred my nerves.Her squeaky voice jarred on me.27. suck (L.34) : (usu. passive) involve sb. in an activity , anargument, etc., usu. against his will ( suck sb. in/ into sth.; suck in)e.g. I don’t want to get sucked into the debate about sc hool reform.Some teenagers don’t want to get involved with gangs, butthey find themselves getting sucked in.28. keep up with (L.34) : learn about or be aware of (of the news, etc.)e.g. Carrie likes to keep up with the latest fashions.He didn’t both er to keep up with the latest news. His only concern was to study.29. angle (L. 36): n.1) the space between two straight lines or surfaces that meete.g. a sharp angle / An angle of 90 is called a right angle.2) a particular way of considering an issue, etc.e.g. What’s your angle on this matter ?He reported the outbreak of the war from a journalist’s angle.v. 1) to direct or point sth. at an anglee.g. He angled the camera up towards the ceiling.2) (often derog) to represent sth. from a particular point of viewe.g. This program is angled at five-to seven-year-olds.She angles her reports to suit the people she is speakingto.angular a.angularity n30. They are of no possible use to me. (L. 37 )see Structure Ex.1 p.11431. work moves into the background. (L.37): work becomes secondary to me.32. in sight (L.39)1) visiblee.g. It was early in the morning and there wasn’t anyone in sight on campus.As the train pulled into the station my parents standing on the platform were soon in sight.2) likely to come soone.g. Two months passed, and victory was not yet in sight.The end of the economic nightmare is still nowhere in sight.33. remark (L.42) n. ( about, on) thing said or written as a comment; noticee.g. to make / pass rude remarks about her appearanceHis rude remarks about / on my book jarred on me.v. to saye.g. He remarked that it was getting late.“It’s getting late,” he remarked.remarkable a.( for) : worth speaking of; unusuale.g. She is a remarkable student./ She is remarkable for her sweet temper.remarkably ad.34. emotional (L.46) a. (of people) having feelings which are strong or easily movedShe is grateful to him for his emotional support while she was in trouble.Marie got very emotional when we parted , and started to cry.emotion n.emotionally ad.emotionless a . emotionlessly ad.emotionlessness n.Compare : emotive a: (fml of words etc.) tending to affect the emotionse.g. His speech was emotive and sincere.The politician made an emotive speech about the rights of women.35. cue (L.46): n. anything that serves as a signal about what to do or saye.g. When I nod my head, that’s your cue to give flowers to him.Follow the general’s cue and fight more bravely.v. (followed by in) give sb. a sign to be ready to do sth.e.g. The director will cue you in when it’s your turn to sing.take one’s cue from: infml to use the practice of (anotherperson) as a standard for one’s ownactionse.g. I’ve never been in this situation before, so I’ll takemy cue from you.36. I say a line (L.47) : I type a line on the screen37. routine (L.49) n.a fixed and regular way of doing thingse.g. The job is just a dull series of fairly routine tasks. I don’t think you’ll take it.He established a new routine after retirement.38. rely (L.50) (on / upon): depend confidently on, put trust ine.g. You may rely on/upon his help.I rely on you to come.He can’t be relied upon.Rely upon it: to trust (sb. or sb. to do sth.) e.g. Rely upon it, he will be here soon.(un)reliable a. (un)reliably ad.(un)reliability n39. abuse (L.53)n. / `bju:s/ wrong or bad use or treatment of sth./sb.e.g. The policemen are making an investigation of child abuse.The World Health Organization (WHO) haspublished a report on drug abuse andaddiction.v./ `bju;z/ 1) fml to use wrongly, usu. with harmful resultse.g. It is easy to abuse one’s power/authority.2) (esp. old) to insult or speak roughly tosomeonee.g. She abused the servants.abusive a. abusively ad. abusiveness n40. restore (L.54): (restore sth.; restore sb. to sth.) bring back to a former conditione.g. Doing sports every day restored the old man to good health.He has restored his health.= He has been restored to his health.= His health is restored.The deposed king was restored to power.restoration n.restorative a.41.flee ( L. 56) pt,ptp fled (Br.E) fly pt,ptp flew flown : fml or liter to run away (from danger)(used in the pattern: flee from/to ; flee someplace) e.g. During the war , thousands upon thousands of Afghans fled the country.They fled from the fire.Up to five million political refugees have fled to othercountries.flight n. usu. in flight; take (to) flight;put…t o flighte.g. The enemy are in flight.Our army will quickly put the enemy to flight.He took flight on hearing the bombing.42.arrange(L.57): prepare or plan (used in the pattern: arrange sth.; arrange to do sth.; arrange for sb./sth. to do sth.)e.g. Her marriage was arranged by her parents.I could arrange for you to come along with us if you like.Let’s arrange to have a dinner together.arrangement n.43. interview (L.57) n. a formal meeting and discussion withsomeone, esp. a person applying for a job ,or a person with information to broadcast onradio or televisione.g. My interview for the job is next week.In the interview that he gave on television last night, thePrime Minister seemed optimistic.v. to question a person in an interviewe.g. They interviewed seven people for the job.He was interviewed by reporters about his policies. interviewer n.interviewee n.44. appointment (L.58) : an arrangement to meet or visit sb.at a particular timee.g. You can’t see the president of the university unless youmake an appointment.I’ve made an appointment to see my tutor tomorrow. appoint v.appointed a.45.click (L. 64): press or release a mouse button rapidly, as to select an icone.g. When shopping online, you just click the mouse and order what you want to buy.46.tune (L.65) n. a series of musical notes that is pleasant and easy to remembere.g. She whistled a happy tune all the way home.He was humming a merry tune while cooking.v.1) to adjust (a musical instrument, or its strings etc.) tothe correct pitche.g. He has come to tune the piano.The orchestra tuned their instruments.2) to adjust a radio so that it receives a particular statione.g. The radio was tuned to a German station.3) to adjust (an engine, non-musical instrument etc.) so that it runs welle.g. He had the engine of his motorbike tuned at the garage.in tune: 1) (of a musical instrument, a person’s singing voice) have been adjusted so as to give the correctpitches.e.g. Are your instruments in tune ?Someone in the choir isn’t singing in tune.2) (fig.) e.g. The sunny weather was in tune with his happy mood.out of tune: not in tuneto the tune of: amounting to the sum or total of e.g. He received bills to the tune of $20.call the tune: to be the person who gives the orders e.g. He calls the tune in this office.change one’s tune: to change one’s attitudes, opinions etc. e.g. He said that he liked traveling by train, but after six hoursstanding in the corridor he changed his tune. tune in: (often with to) to tune a radio (to a particular station or programme)e.g. We usually tune (the radio) in to the news.tune up: to tune the instrumentse.g. The orchestra stopped tuning up just before theconductor came on stage.tuneful a tunefully ad.tunefulness n. tuneless a.tunelessly ad.tunelessness n.tuner n.1) (also piano-tuner) a person whose profession is tuning pianos2) the dial on a radio etc. used to tune in to thedifferent stations。

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