unit10Howabout教学设计英语教案

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人教版九年级英语全册Unit10单元教学设计

人教版九年级英语全册Unit10单元教学设计
(三)情感态度与价值观
1.培养学生对健康的关注,使其认识到保持良好生活习惯的重要性。
2.增进学生对疾病患者的关爱,学会尊重、理解、帮助他们。
3.通过学习本单元,让学生认识到医学进步对人类健康的重要意义,激发他们对科学研究的兴趣。
4.引导学生树立正确的价值观,关爱生命,珍惜健康,关注社会公共卫生问题。
人教版九年级英语全册Unit10单元教学设计
一、教学目标
(一)知识与技能
1.掌握本单元的生词和短语,如:suffer, serious, disease, survive, recover, symptom, operation, cancer, AIDS等,并能正确运用到实际语境中。
2.学会使用一般现在时和现在进行时描述疾病和健康状况。
4.布置课后作业,要求学生复习本节课所学内容,为新课的学习打下基础。
五、作业布置
为了巩固本单元所学知识,确保学生对词汇、短语、语法和阅读技巧的掌握,特布置以下作业:
1.写作练习:请运用本单元所学的词汇和短语,结合一般现在时、现在进行时、一般过去时和过去完成时等时态,写一篇关于健康生活的短文,字数在100-120词左右。
3.分析课文中的祈使句、感叹句等句型,引导学生学会给出建议、表示关心和慰问。
4.通过对课文内容的分析,让学生了解疾病对人类的影响,培养他们的健康意识。
(三)学生小组讨论
1.教师将学生分成小组,针对以下问题进行讨论:
a. What are the common diseases in our daily life?
四、教学内容与过程
(一)导入新课
1.教师通过展示一组关于健康和疾病的图片,引导学生关注本单元的主题,激发他们的学习兴趣。

人教版九年级英语全册教学设计:Unit10sectionB

人教版九年级英语全册教学设计:Unit10sectionB
4.培养自主学习、合作学习和探究学习的能力,为终身学习打下坚实基础。
二、学情分析
九年级的学生已经具备了一定的英语基础,掌握了基本的语法、词汇和阅读技能。在此基础上,他们对英语学习有了更高的期待和追求。然而,学生在学习过程中仍存在以下问题:
1.部分学生对英语学习缺乏兴趣,学习积极性不高,需要激发学习动机。
2.学生的词汇量有限,对一些课文中出现的关键词汇和短语理解困难,影响阅读效果。
3.在语法方面,学生对时态的运用不够熟练,容易混淆,需要加强针对性训练。
4.学生的口语表达能力相对较弱,缺乏自信,需要创造更多实践机会,提高口语水平。
针对以上学情,本章节教学设计将从以下几个方面入手:
1.创设有趣、真实的语境,激发学生的学习兴趣,提高学习积极性。
1.通过小组合作、讨论、分享的方式,激发学生的主动性和积极性,培养合作意识和团队精神。
2.利用问题驱动法,引导学生主动探究文章内容,培养独立思考、解决问题的能力。
3.通过阅读和分析文章,让学生学会运用不同的阅读策略,如预测、扫描、精读等,提高阅读效率。
4.创设真实语境,让学生在情境中进行角色扮演、口头表达等实践活动,提高英语实际运用能力。
2.能够掌握并运用一般过去时、现在完成时等时态描述过去发生的事情以及对现在造成的影响,提高语法运用水平。
3.能够通过阅读理解文章,抓住文章主旨,了解世界各地不同的文化背景,提高阅读理解能力。
4.能够运用所学知识进行口头和书面表达,就过去的事件进行讨论和交流,提升英语表达能力。
(二)过程与方法
在本章节的学习过程中,学生将通过以下方法提升英语能力:
2.练习题难度由浅入深,涵盖词汇、语法、阅读和口语等方面,旨在提高学生的综合运用能力。

人教版七年级英语下册Unit10(阅读课)教学设计

人教版七年级英语下册Unit10(阅读课)教学设计
四、教学内容与过程
(一)导入新课(500字)
1.教师通过向学生展示一组体育活动的图片,如篮球、足球、乒乓球等,引导学生回顾已学的相关词汇,为新课的学习做好铺垫。
2.邀请学生分享他们最喜欢的体育项目,并简单介绍这个项目的特点,激发学生对本单元话题的兴趣。
3.教师提出问题:“Do you know any famous sports players?”,让学生尝试用英语谈论自己了解的体育明星,为后续学习做好语言准备。
4.创设情境,播放一段关于体育比赛的短视频,引导学生关注视频中的关键信息,为新课的阅读理解打下基础。
(二)讲授新知(500字)
1.教师带领学生阅读课文,让学生初步了解文章的主旨和大意,引导学生关注文章中出现的生词和短语。
2.对文章中的重点词汇和短语进行讲解,如:baseball, player, team, win, lose, score, goal, match, competition等,并通过例句展示这些词汇的用法。
1.培养学生对英语学习的兴趣,激发他们学习英语的热情。
2.培养学生积极参与体育活动,锻炼身体,增强体质的意识。
3.培养学生团队协作、竞争意识,让他们在合作与竞争中不断成长。
4.培养学生尊重他人、关爱他人的品质,学会在人际交往中和谐相处。
5.培养学生的国际视野,了解世界各地的体育文化,拓宽知识面。
二、学情分析
2.任务型教学法:设计各种任务,引导学生积极参与,培养他们合作、探究的学习精神。
3.交际法:鼓励学生进行课堂互动,提高他们的英语口语表达能力。
4.自主学习法:培养学生独立思考、自主学习的能力,让他们在课后主动复习和拓展知识。
5.比较法:通过比较不同国家的体育文化,让学生了解世界文化的多样性。

人教版八年级英语上册Unit10SectionB(1a1d)优秀教学案例

人教版八年级英语上册Unit10SectionB(1a1d)优秀教学案例
人教版八年级英语上册Unit10SectionB(1a1d)优秀教学案例
一、案例背景
本案例背景以人教版八年级英语上册Unit10 Section B (1a-1d)为依托,旨在通过优秀教学实践,帮助学生掌握本节课核心词汇和句型,提高听说读写综合能力,培养跨文化交际意识。教学内容主要涉及询问过去发生事情的疑问词组和一般过去时的陈述句及回答。通过本节课的学习,学生能够熟练运用一般过去时描述过去发生的事情,提高语言运用能力。在教学过程中,教师需关注学生的个体差异,创设真实语境,激发学生学习兴趣,培养合作精神,从而提高教学效果。
2.学生回答问题后,教师总结:"We can use the past tense to talk about things that happened in the past."引出一般过去时的概念。
3.教师提问:"Can you guess what I did yesterday?"激发学生的好奇心,引出一般过去时的疑问句结构"Did +主语+动词原形+其他?"。
(二)讲授新知
1.教师通过示例和讲解,明确一般过去时的疑问句和陈述句结构及用法。
2.教师结合情境和图片,讲解核心词汇的过去式形式,如play -> played, watch -> watched等。
3.教师通过练习题,让学生区分一般过去时和现在时,帮助学生巩固知识点。
(三)学生小组讨论
1.教师布置任务:"Please work in groups and talk about what you did yesterday."引导学生运用一般过去时进行交流。
(二)问题导向

九年级英语Unit10教案2(新人教版)_初三英[推荐五篇]

九年级英语Unit10教案2(新人教版)_初三英[推荐五篇]

九年级英语Unit10教案2(新人教版)_初三英[推荐五篇]第一篇:九年级英语Unit 10 教案2(新人教版)_初三英第二篇:九年级英语unit10教案教学目标1.学习一些公共场所的标志和说明,要能正确理解,规范自己的行为。

2.掌握本单元的词汇,特别是一些短语的用法。

3.进一步复习一些电话用语和电话对话中时态的综合运用。

4.进一步学习被动语态,特别是一般过去时态的被动语态谓语动词形式,它的肯定式、否定式、疑问式及其答语等。

5.认真学习“A visit to the Natural Museum”,掌握一些有关dinosaur的常识,丰富自己的背景知识。

6.能运用所学句型及语法结构来谈论某些物品的制作、产地和作用以及制成材料的日常用语。

Lesson 37Period: The First Period Content: Lesson 37 Properties: Recorder Teaching Objectives:1.Study the grammar: the Passive Voice in the past Simple Tense.2.Learn some new words and useful nguage Focus:on show, hundreds of, invent / invention Teaching Procedures:Ⅰ.OrganizingGreetings and make a duty report.Ⅱ.Revision1.check the homework.2.Revise the name of objects from the last unit and the Passive Voice: What's it made of? Where's it made? What's it used for? etc.Ⅲ.PresentationPresent the sentences:What's it made of?What's it used for?Then present the sentences:What was it made of?What was it used for?Ask students to compare with the groups sentences.Ⅳ.Listening.Part 1.Close books, listen to the tape and answer the questions.Where did Du Hui go yesterday?When were the old inventions on show invented?Play the tape again and make sure students can answer the questions correctly.Ⅴ.PracticeAsk some students to practice the dialogue.Then in groups and in pairs.At last let the students act it out.Ⅵ.Ask and answer Part 2.Ask the students to ask and answer in pairs according to the questions in the box.Ⅶ.PracticeAsk students to make sentences, and then change them into the Passive Voice in the past Simple T ense.Ⅷ.Workbook Do Exercise 1.Ask the students to read and complete the dialogue alone, then check the answers with the whole class.Do Exercise 2 in pairs.Ⅸ.Exercises in plete the dialogues Kate: Hello, Mary!This is Kate ________.Mary: ________ Kate.Kate: I ________ you yesterday, but you weren't ________.Mary: Oh, ________.I went to the Museum.Kate: Is it interesting?Mary: Yes, I saw many things ________ show.They were all ________ hundreds of years ________.Kate: Are there any new ________?Mary: Yes.Why not go there and have ________?Kate: That's a good idea.Ⅹ.HomeworkDo Exercise 3 in the exercise books.Make up a new dialogue.Lesson 38Period: The second period Content: Lesson 38 Properties: Tape recorder;picture Teaching objectives:1.Study the grammar: the passive voice in the Past Simple Tense.2.Learn some new words and useful nguage Focus:1.be interested in…2.on display3.be covered with4.in the 1920s' Teaching Procedures:Ⅰ.OrganizingGreetings.Ⅱ.Revision1.check the homework2.Revise the useful expressions and some new words.Ⅲ.PresentationTake out a picture and ask the students:What's this animal called?Ask some students to talk about the dinosaur.Ⅳ.Pre-reading Read over the questions with the students.Have the students guess the meaning of “on display” from the context.Then have the students discuss the questions in pairs.Ⅴ.Listening1.At first, ask students to read over the questions in the Exercise 1 in the workbook.2.Then close books and listen to tape.3.Play the tape again and answer the questions.Ⅵ.Teaching Language FocusExplain some useful expressions in the passage.1.be on a visit to…2.be interested in…3.try to do something4.be covered withe.g.He is on a visit to Shanghai.Tom is interested in English.I'll try my best to pass the exam.The ground was covered with snow.Ⅶ.Teaching Grammar1.Let the students find out these sentences with the Passive Voice in the Past Simple Tense.2.Have the students make sentences with the Passive Voice in the Past Simple Tense.Ⅷ.Workbook.Do Exercise 2 , and write down the answers.Ⅸ.Exercises in classChange the active sentences into the passive sentences:1.We bought a new TV last year.2.They didn't find the lost boy.3.My Uncle built a new house last year.4.My brother finished his homework yesterday.5.Dinosaurs laid the eggs long long ago.Ⅹ.Homework1.Read the passage.2.Finish off the workbook exercises.Lesson39 步骤1 复习1 检查家庭作业。

人教版九年级英语全册Unit10SectionB(2b)教学设计

人教版九年级英语全册Unit10SectionB(2b)教学设计
三、教学重难点和教学设想
(一)教学重难点
1.教学重点:
a.掌握本节课的核心词汇和短语,如achieve, confident, effort, fail, goal, practice, success等。
b.理解并运用一般现在时和现在进行时,能够在实际语境中进行正确的语法运用。
c.能够运用目标句型进行口语交流,如:“How do you achieve your goals?”, “I practice every day.”
(二)过程与方法
在本章节的教学过程中,学生将通过以下方式提升英语能力:
1.通过小组合作、讨论等形式,培养学生的合作意识和团队精神。
2.通过听力训练,提高学生的英语听力水平,培养学生的语音感知能力。
3.通过口语交流,提高学生的英语表达能力,增强学生的自信心。
4.通过阅读训练,提播放与本节课话题相关的对话和短文,提高学生的听力水平。
3.创设写作任务,让学生结合所学词汇和句型,写一篇关于如何实现目标的短文。
(五)总结归纳
1.教师引导学生回顾本节课所学内容,强调重点和难点,确保学生能够掌握。
2.邀请学生分享在本节课中的收获和感悟,鼓励他们树立正确的目标意识,勇于面对挑战。
4.在学习方法上,学生已经具备了一定的自主学习能力,但合作学习和探究学习的能力有待提高。因此,在本节课的教学过程中,教师应注重引导学生开展合作学习,培养学生的团队协作能力。
5.由于每个学生的英语水平、学习兴趣和动机存在差异,教师应关注个体差异,因材施教,激发学生的学习潜能,提高他们的英语素养。总之,教师在本节课的教学中,要充分了解学生的实际情况,有针对性地进行教学设计,以促进学生的全面发展。
四、教学内容与过程
(一)导入新课

人教版八年级上册英语Unit10SectionA(2d–3c)教学设计

人教版八年级上册英语Unit10SectionA(2d–3c)教学设计
4.增强自信心,勇于表达自己,提高沟通能力。
5.通过学习成功人士的事例,激发学生的爱国情怀,培养家国情怀。
二、学情分析
八年级的学生已经具备了一定的英语基础,他们对英语学习充满热情,但个体差异较大。在本章节的学习中,大部分学生能够理解并运用一般现在时和一般过去时的语法结构,但对于如何将这些语法知识运用到实际情景中,还需进一步指导。此外,学生在词汇积累、阅读理解以及口语表达能力方面存在一定差距。因此,在教学过程中,教师应关注以下几点:
2.提问:“Do you know any successful people? What do you think makes them successful?”引导学生思考成功人士的品质和努力。
3.通过讨论,教师引导学生关注本节课的主题:“How do you achieve your goals?”,为新课的学习做好铺垫。
三、教学重难点和教学设想
(一)教学重难点
1.重点:本节课的重点在于使学生掌握一般现在时和一般过去时的正确语法结构,以及能够运用所学的词汇和短语进行情景交际。
难点:如何引导学生将所学的语法知识灵活运用到实际情景中,提高他们的口语表达能力和阅读理解能力。
2.重点:培养学生通过阅读课文,提取关键信息,理解成功人士背后的努力和付出。
3.阅读作业:阅读一篇关于成功人士的英文文章,提取关键信息,总结他们的成功经验和品质。在阅读过程中,注意运用课堂所学的阅读技巧和策略。
4.词汇积累:收集与成功相关的5个英文词汇和短语,并了解它们的含义和用法。下节课与同学分享你的收获。
5.家庭作业:完成课后练习册中与本节课相关的练习题,巩固所学知识。
2.能够运用一般现在时和一般过去时的正确语法结构描述个人经历和习惯,锻炼语法运用能力。

人教版英语八年级上册Unit10单元整体优秀教学案例

人教版英语八年级上册Unit10单元整体优秀教学案例
(三)小组合作
1.组织学生进行小组讨论,共同完成任务,如设计一份城市旅游攻略,培养学生团队合作意识和交际能力。
2.鼓励学生互相帮助、互相学习,培养他们的合作精神和团队意识。
3.通过小组合作,使学生学会倾听、理解和尊重他人的意见,培养他们的跨文化交际能力。
(四)反思与评价
1.引导学生对自己的学习过程进行反思,总结自己的学习成果和不足之处,提高自我认知和自我调整能力。
(四)总结归纳
1.让学生总结本节课所学的知识,包括if条件句的用法和核心词汇。
2.引导学生思考和讨论:邀请朋友来自己的城市参观的意义是什么?如何做好一个热情的导游?
3.总结本节课的学习内容,强调跨文化交际的重要性和实际运用能力。
(五)作业小结
1.布置作业:要求学生写一篇短文,邀请一个外国朋友来自己的城市参观,并描述城市的特色和景点。
2.强调作业的目的是巩固所学知识,提高写作能力和跨文化交际能力。
3.提醒学生按时完成作业,并鼓励他们积极思考和运用所学知识。
五、案例亮点
1.真实的教学情境:通过展示不同城市的风景图片和设计真实语境的对话,让学生感受到实际交际场景,提高了学生的学习兴趣和积极性。
2.学生主体性的发挥:在教学过程中,我注重引导学生主动探究、合作交流,鼓励他们提出问题、寻找答案,充分发挥了学生的主体性。
在评价方面,我采用形成性评价和终结性评价相结合的方式,关注学生的学习过程和成果。通过定期检测、课堂表现、小组合作等多元化评价手段,全面了解学生的学习情况,及时给予反馈,指导学生改进学习方法,提高学习效果。
在教学实践中,我注重创设真实、生动的学习情境,让学生在实际语境中感受、体验和运用英语。通过引导学生主动探究、合作交流,激发学生的学习兴趣和积极性,培养他们的创新精神和实践能力。此外,我还关注学生的情感态度,鼓励他们积极参与课堂活动,增强自信心,培养良好的学习习惯。
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Unit 10Ⅰ Aims and RequirementsLanguage Focus1.focal words and expressionsdevice, keep up with, demands on, purchase, replace, crowd…with, add to, eat up, leisure, overload ,downfall, show u, force…into, appliance, by hand, tempt, be prone to, break down, in place of, come to, in danger of, consume, end up2.focal functions and patterns①How about…?②Do you wonder whether…?③…feel more hurried than even…④Part of the reason is …⑤…are eating up… by doing…⑥…things that go wrong⑦…wait for…to do…⑧…force…into (doing) sth⑨That’s because…⑩…last longer than they used to⑪…to fix errors…is a slow and maddening processSkill development1.reading and translating●Be able to read, comprehend and translate into Chinese thepassage about Overload: More Time is Less Time;●Be able to use the focal words and patterns listed above tomake sentences or translate into English the sentencesincluding them;●Practice the reading skill of understanding graphs and charts;●Practice the translating skill of negation.2.Listening and speaking●Be able to talk a little about the reasons why those modernappliances keep people busier than ever;●Be able to comprehend the short listening passage andpractice the skill of taking spot dictation;●Be able to talk a little about making a complaint.3.writingBe able to write out a simple trouble-shooting guide.Ⅱ Language points1.notes to the passage⑴You’ve got a video tape recorder and a device that answers the phone for you.That answers the phone for you is a restrictive clause introduced by that and modifying a device.⑵And there’s a gadget that turns off the lights when you are out.That turns off the lights is a restrictive attributive clause modifying a gadget.When you are out is an adverbial clause.⑶How about the electric knife, the coffee maker, the ice maker? How about here means what do you think of…How about, what about, are used to ask for information, to make a suggestion, or to get sb’s option.E.g. How about having a game of bridge?What about her qualifications for the position?⑷ Feel good about having all that stuff?This elliptical sentence means do you feel any good when you have all these things?⑸ Or do you wonder whether the gadgets are running you instead of you them?Whether the gadgets are running you instead of you them is the object clause of wonder.Instead of you them here means instead of you running them. Instead of: prep. Meaning in place of.E.g. It’s me that should ask you instead of you asking me.Students should have independent-study skills instead of relying on their teachers for everything.⑹ Americans apparently feel more hurried than ever these days.Apparently here means obviously.Than ever here means than they have been so far.⑺ Part of the reason is trying to keep up with the demands on their time to purchase, store, service, repair, replace, and protect all those “time saving” machines.To purchase, store, service, repair, replace, and protect is an infinitive phrase used as the postmodifier of the noun time.Keep up with the demands on their time to purchas e… here means to meet the need to spend their time to purchase…⑻ Add to them the problems of the extra car and the bigger house. Note that the sentence is in the inverted order. The normal order should be the problems of the extra car and the bigger house add to them.Them here refers to demands in the previous sentence.⑼And there’s the RV parked on the side lawn.Parked on the side lawn is a past participial phrase used as the postmodifier of the RV.Here RV is short for recreational vehicle“, equal to “camper van”In British English.It refers to a vehicle which is big enough to live in on holiday, having cooking equipment and beds in the back part, used for recreational activities. It is designed for travelers.⑽ So says one expert in marketing.Note that it is again in the inverted order. Here one expert in marketing is the subject, and so is used as an adverbial of days. 11) The downfall of lots of homes is trying to keep up with all the things that go wrong.That go wrong is a restrictive attributive clause introduced by that and modifying things.The downfall here means the trouble…12) Next we must wait for them to show up.To show up is used as an object complement.Note the structure: wait for sb to do sthe.g. “why are you standing there?” “I’m waiting for them to arrive.”They waited patiently for him to make a decision.13) There’s high hourly rates.This is a colloquial usage where there’s takes a plural subject. The formal structure should be There are high hourly rates.Note that hourly is an adjective, not an adverb.14) These may force many people into poor do-it-youself jobs. Here the structure force sb into (doing) sth means drive or make (unwilling people) do sth.E.g. His tactless words forced the old lady into buying something she could not possibly afford.Fear of you forced these boys into silence.Similar structure could be found in talk, persuade, frighten, trick, shock, etc. into doing sth.15) Looking for the right electric knife or other new gadget and getting it ready for use often can take more time than doing the job by hand.The basic structure of the sentence is Looking for… and getting it… can take mo re…than…Than introduces an adverbial clause of comparison. Note that here doing the job by hand is the subject of the elliptical clause doing the job by hand takes some time.16) Studies show we spend even more time on laundry than our grandparents did.Why spend…did is an object clause of show, in which there is an adverbial clause of comparison introduced by than, where did stands for spent the time.17) One expert says that tires and batteries last longer than they used to.In the adverbial clause of comparison than they used to, the main verb last is omitted.18) So to fix errors in bills and other problems with a product or service often is a slow and maddening process.To fix… often is an infinitive phrase used as the subject of this sentence, in which the noun problems takes the preposition with to introduce its modifier.Here a slow and maddening process means a process which is slow and causes people so much trouble that they become crazy.19) And as people crowd their lives with things that eat up too much of their time, they come to feel that time is short.Note that it is a complex sentence. The main clause is they come to feel, which takes an object clause that time is short, and an adverbial clause of reason introduced by as, in which a attributive clause that eat uop too much of their time is included to modify things.Here crowd their lives with… means fill their lives with…20) In the end, then, the possessions we consume end up consuming us.We consume is a attributive clause modifying the possessions.The possessions here means things we have and the first consume means use and enjoy, while the second consuming means exhausting.2.word usage1) Device: n. something that is thought out, invented, or adopted, fora special purpose 器械,装置E.g. They made a device to make the door shut by itself.He has fitted a device to his car which opens the garage door automatically.Syn.: instrument n. an object used in performing an action, esp. for scientific work.器具,器械E.g. The doctors are studying their medical instruments anxiously.2) keep up with: go forward at an equal pace with 跟上E.g. We must work harder to keep up with the latest developments. He hired a tutor because he had difficulty keeping up with the rest of the class.3) purchase: v. (fml.) to buy 购买E.g. Have you purchased a new car?They have purchased 40 percent of the shares of the company.4) replace: v. supply as a substitute for, often better, newer, etc.替换,更换E.g. People have replaced coal with/by oil.You’ll have to replace the broken lock with a new one.5) add to: to increase 增加E.g. The music added to our enjoyment.His remarks add to the proof that Rocky is innocent.6) eat up: eat all of sth. ,use up completely 吃光,耗尽E.g. He ate up many valuable minutes with endless, tedious talks.A big car eats up money.7) leisure: n. spare time; time free from work or duties of any kind 空闲,闲暇E.g. All of us say fishing is a popular leisure activity.We have no leisure for sport.Leisurely: ad. Without haste or hurry 悠闲地,不匆忙地E.g. I hope you can work leisurely.Leisurely: a. unhurried; acting, or done without hurrying 从容不迫的,悠闲的E.g. Yesterday evening I had a leisurely glass of beer with Jack at the bar.8) overload: v. to load too heavily 使超载E.g. Students are now overloaded with facts.The telephones there are overloaded.Syn.: overburden v. burden too heavily 使负担过重,使装载过多She has seen some trees overburdened with fruit.9) show up:appear, arrive somewhere as expected or arranged 出现E.g. I arranged to meet him at the station at 12, but he didn’t show up.Two of those I invited didn’t show up.10) appliance: n. a tool or machine designed for a particular use, esp. one that utilizes an electric current 用具,器械,器具E.g. Will you please pass me an appliance for opening tin cans?Refrigerators, washing-machines, vacuum cleaners and microwave ovens are all household appliances.Syn: apparatus n. a set of equipment or other mechanical materials put together for a particular purpose 一套设备,一套仪器,装置E.g. They have bought a heating apparatus recently.11) by hand: contrasted with by machinery 靠手工E.g. Is your sweater knitted by hand or is it machine-made?This article is written by hand, not typed or printed.12) tempt: v. attract sb to have or do sth. 诱使某人具有某事物或做某事;吸引E.g. Janet’s mother tempted her to have a little more soup.Nothing can tempt me to do such a thing.13) prone: a. be likely to suffer (usu. Sth. Undesirable) 有倾向性的,易于E.g. The little boy os prone to make mistakes.I feel rather prone to agree with you.14) break down: become disabled or useless, stop working, fail 出毛病,坏掉E.g. The van broke down on the way to Nanjing.Since the engine broke down, the car couldn’t start.15) in (the) place of : instead of 代替E.g. She went to the meeting in place of the secretary.Nowadays people use plastics in place of wood or metal.16) come to: gradually start (doing) over a period of time 逐渐开始E.g. Daily she was coming to know him better.The new theory has come to be widely put into practice.17) in danger of: in the possibility of suffering, injury or loss 在危险之中E.g. That young man was in danger of losing his life.The doctors are trying their best to save the little boy in danger. Ant: out of danger not likely to be in danger 脱离危险E.g. The operation was successful so he was out of danger.18) Consume: v. use up; get to the end of 耗尽E.g. The heavy work almost consumed all his energies.These modern machines consume far less electricity. Consumer: n. somebody who buys and uses goods 顾客,消费者19) end up: finish 结束,告终E.g. If you continue to steal, you’ll end up in prison.We all know that wasteful people usually end up in debt.20) deal with: treat; have relations with 对付;与谁往来E.g. What do you think is the best way of dealing with young criminals?I believe that he is easy to deal with.21) do-it-yourself: the action or practice of doing work of any kindby oneself, esp.One’s own household repairs and maintenance,usu. As opposed to employing someone else to do it 自己动手E.g. A country planning a nuclear power program has a choice of two routes:Do-it-yourself and the ready-made.Do-it-yourself is abbreviated as DIY. Hence o-it-himself, do-it-yourselfing, do-it-yourselfer, do-it-yourselfism, and various other nonce derivatives.The builder is showing to us his do-it-himself boxes.For families or parties of young people especially, who don’t mind a little do-it-yourselfing, this sort of holiday is usually memorable. She is a great do-it-yourselfer.There are other reasons, too, for the tidal wave of do-it-yourselfism.22) go wrong: stop working properly 出毛病E.g. All our plans went wrong.Something has gone wrong with the backup system.23) join in : take part in (an activity) as a member of a group 参加,加入进来E.g. At first he didn’t want to play football, but at last he joined in. Will you join in our conversation?24) turn off: to stop the flow of (water, gas, current, etc.) by turninga tap or switch 关闭,切断(自来水,煤气,电流等)E.g. Please turn off the lights before you leave the classroom.She turned the gas off after cooking.Syn.: switch off : turn off ( electric lights or apparatus) off by means of a switch 关掉(电灯或电器)e.g. Don’t switch the television off, please.Ant.: turn on : start the flow of ( water, gas, current,etc.) by turning a tap or switch 打开(自来水,煤气,电流等的)开关E.g. She turned the water on and washed her hands.Key to exercisesIV. Key to exercises3. 1) pressure 2) overload 3) possession 4) consumed 5) taxed 6)leisure 7) wondering 8) gadget 9) purchased 10) protected 11) appliance 12) standard4. 1) 这孩子最喜欢的东西是一只小木狗。

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