U2 words
Power Up3--U2文学答案
3 Put the words in the correct form. 1. --Wow, how tall he is. -- Yes, he is the _________(tall) boy in my class. 2. She _________(wash) her hands before she has lunch.
七点半 __________
支持 __________
拥抱 ____
也许 __________
湖
__________
相同的 __________
到达 __________
一次 __________
明白 __________
不同的 __________
2 Read pupil’s book P26-27 and answer the questions.
1. Where does Ching-Yun live? ___________________________________________________________________________. 2. Who is Wen? ___________________________________________________________________________. 3. What does Ching-Yun have every morning? ___________________________________________________________________________. 4. Does Wen have the same thing for breakfast very day? ___________________________________________________________________________. 5. Does Wen understand Ching-Yun at last? ___________________________________________________________________________.
U2单词表
吃光，吃完
有创造力的；创造性地 好奇的 精力充沛的 谦虚的 有条理的；有效率的 顺序 使…保持井然有序（词组） 炫耀(词组） 语法 想出（主意）（词组） 两者之一不 也不 既不…也不…（词组） 会计 天生的 给…留下印象 雕塑，雕像 赞扬，表扬 销售部（词组） 总的；普遍的；首席的 竞赛；赛跑 不是…就是（词组） 领先地位 处于领先地位（词组） 落后（词组） 挑战 主要的，首要的 高速的 连接 与…相连，连接（词组） 错误，过失 和…几乎一样，简直是（词组） 注意，关心
Байду номын сангаас
35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68
注意(词组） 标准 先锋，开拓者 外科大夫 粗心 额外的；附加的 把…贡献，吧…专用于 尊敬，尊重 合适的；适宜的 搭档，合作伙伴 不耐烦的 三思而行（词组） 洗碗（词组） 月球的 日历；挂历 生肖（词组） 代表；象征 出现 固定的 循环 有力的 活泼的；生机勃勃的 实际的 忠诚的 总共，总计 星座（词组） 分开，分 把…分成…（词组） 使成形，塑造 演说，讲话，发言；台词 缺席的 班长 职位；位置；名次 同意某人（词组）
大学英语2u2课后答案
Unit TwoLoveEnhance Your Language AwarenessWords in Action▆Working with Words and Expressions1.In the box below are some of the words you have learned in this unit. Complete the following sentenceswith them. Change the form where necessary.▆ Answers:1)curled2)minimum3)clip4)yielded5)Given6)preserve7)fascinated8)affection9)interact10)haste11)grief12)defies13)presence14)acquire15)manipulate16)restraints2.In the box below are some of the expressions you have learned in this unit. Do you understand theirmeanings? Do you know how to use them in the proper context? Now check for yourself by doing the blank-filling exercise. Change the form where necessary.▆ Answers:1)let, loose on2)fit into3)hold on4)state of affairs5)in the course of6)in vain7)build, on8)In short9)reached for10)g ive and take▆Increasing Y our Word Power1.The prefix over- can be added to nouns, verbs, adjectives and adverbs, meaning “above”, “outside”,“across”, or “too much”. Study the words given in the box and choose the proper word to fill in each of the blanks in the following sentences. Change the form where necessary.▆ Answers:1)overcoat2)overhead3)overjoyed4)overslept5)overweight6)overdue7)overtime8)overworking2. Many words in English can be used both as nouns and as verbs. Listed in the following table are someof these words that you have learned in Unit One and Unit Two. Study them carefully and thencomplete each of the following sentences with one of them as you see fit. Change the form wherenecessary.▆ Answers:1)crush2)attributes3)fancy4)bubbled5)grasp6)drizzling7)labeling8)yield3.Listed in the box below are some idiomatic expressions formed with the word “hand”. Study themcarefully and try to make out their meanings. You may consult a dictionary if necessary. Then translate the given sentences into English, using one of them.▆Answers:1)We are short of hands.2)I still have some money in hand.3)Give me a hand with this box, please.4)I often keep a dictionary at hand.5)The football fans were out of hand.6)Hand out the pencils to everyone in the class.7)This ring was handed down to me by my grandmother.8)Time’s up. Please hand in your test papers.9)Please hand on the magazine to your roommates.10)I’m afraid I can’t help you. I’m a green hand.Grammar in Context1.Now complete the following sentences by translating the Chinese in the brackets into English. Makesure that the sentences are in the inverted order.▆ Answers for reference:1)Sitting on the stairs was / On the stairs was sitting2)Over the wall came / flew3)Round the corner was4)Then finally came5)Under the table was lying6)At / On the top of (On top of) the hill stood2. Now correct the mistakes in the following sentences, if any. Write NONE under the correct sentence(s). ▆ Answers for reference:1)The beaver chews down trees to get food and material to build its home with.2)Do your parents think Tom is a nice boy to go out with? (Cross out him)3)The goals for which he has fought all his life seem unimportant to him now.4)NONE.5)The essay starts by asking a question, to which the author then gives a positive answer.ClozeComplete the following passage with words chosen from this unit. The initial letter of each is given.▆ Answers:1)haste2)state of a ffairs3)d istinguished4)m eeting of minds5)b lossom6)i nner c harm7)i ntimacy8)e motion9)a cquiring10)i deals11)a dmiration12)l asting13)affection14)f orge15)honor16)o verwhelmingTranslation1.Translate the following sentences into English, using the words and expressions given in brackets.▆ Answers for reference:1)In either friendship or love / In both friendship and love, you should never expect to take / receive themaximum while you give the minimum.2)I built all my hopes on his promise(s), only to find that he was not a man of sincerity at all.3)We took Mother to all the best hospitals we could find, but all our efforts were in vain; she failed tosurvive the disease.4)Valentine’s Day is an annual holiday celebrated on February 14, a perfect day to express love to theobject of your / one’s affection.5)In the information era, communications with far-away friends via e-mail can be almost / virtuallysimultaneous.6)Love needs to be nurtured, and the ―eternal / everlasting love‖ that we all dream to have is not forgeduntil we learn to appreciate and tolerate the other.2.Translate the following paragraph into English, using the words and expressions in the box below.▆ Answers for reference:After dinner, we all sat around the hearth. Aunt Susan was still in the grief of losing Uncle Robert. In her soft voice she told us about their past years. Uncle Robert joined the army shortly after they were engaged. Given the critical situation at the time when lots of army men didn’t return alive, you can imagine how much horrified Aunt Susan was every day, and how much overjoyed she was to see Uncle Robert back safe and sound from the European battlefield. Then they got married and brought up five children. For all those years, their affection for each other grew stronger in the course of overcoming difficulties and hardships in life. I was fascinated by Aunt Susan’s story, which was totally different from my ideal of love. They practiced, in their daily life, giving and sharing instead of pursuing passion and romance, or making complaints. Amazingly, such love lasted through their whole life.Theme-Related WritingDo either one of the following two tasks after class.1. Based on Text A, write a passage about the different ways different generations handle male-female relationships. The following hints may be of some help.1) ―our‖ parents’ generation (details mainly found in Para. 8);2) ―my‖ generation (details mainly found in Paras. 3–7);3) the younger generation (details mainly found in Paras. 9–11).2. Study the following data on love and marriage based on a survey with girl students. Write a passage on the topic “What do girl students look for in love and life?”▆Sample Essay One:Male-female relations are indispensable to adults all through their lives. But different generations handle them differently. Our parents’generation lived in an era of constraints, restraints, respect, admiration, and plenty of romance. They kept a distance from people of the opposite gender in order to preserve the holiness of love and relationships.My generation, on the other hand, began with countless crushes for the opposite sex just because of their superficial charm. Harmless as they were, the love was as brief as soap bubbles. As we grew up, we came to the stage of developing real relationships, believing that love demanded a lot of give and not so much of take.By comparison, the younger generation is more open-minded and less restricted in handling the matter of love and relationships. They jump on the bandwagon of love with so much haste that it is difficult for them to distinguish between physical attraction and mental compatibilities.In short, the younger generation focuses more on physical beauty, closeness and passion, and they tend to seek what they want from the relationships. The other two generations give priority to inner charm, intimacy, emotion and sharing in dealing with relationships. (196 words)▆Sample Essay T wo:What Do Girl Students Look for in Love and Life?In order to know about girl students’ opinion about love and life, a survey with girl students was conducted in 2005 in two universities — Chongqing University of Technology and Business and East China Normal University. The survey sought answers to two questions: What do you look for first in a boyfriend?What’s the most important thing for a happy life?About one third of the students chose personality as the top factor in choosing a boyfriend, followed by 27 percent focusing on abilities. Next came common interests and goals, favoured by 17 percent, with only 14 percent of students claiming appearance to be uppermost in their minds. Fewer still, 11 percent, rated economic status as the first consideration.As to their views about a happy life, nearly seventy percent of the girls attached the greatest importance to marriage and family. ―Career‖ was given top priority by just under 20 percent, while even fewer, around 9 percent, believed that money was the key to a happy life.Based on the survey, we may conclude that nowadays, girl students generally hold a rational attitude towards love and life. Admittedly, the improved material conditions of life explain why girls take economic status and money rather lightly. But contrary to the popular view that girls are more concerned about self-development in the workplace and social status, they still regard marriage and family life as central to a happy life. (235 words)。
U2 B4 自学词汇
• “Biggest” is the superlative form of “big”.
② surpassing all others, supreme 最优秀
• They gave a superlative performance.
affection n.爱，感情
affectation n. 假装，虚饰，做作
2. boost
v.1.To raise or lift by pushing up from behind or below. 2.To increase,raise; to inspire boost prices efforts to boost participation in the program n.1.上推 2.增加；提高 3.帮助；鼓舞
他们的演出非常精彩。
10. thrive
-throve –thriven; -thrived –thrived v. prosper; flourish a thriving business A business can not thrive without good management. 商业管理不好是兴旺不起来的。 He that will thrive, must rise at five. [谚]五更起床, 百事兴旺。
The fundamental tastes are acid, sweet, bitter and salt.
酸甜苦咸是基本的几种味道。 Many people like the taste of tar in cigarettes.
很多人喜欢香烟中焦油的味道。 此外taste还有“生活方式或服饰上的品味”的意思。 She has no expensive tastes in dress. 她不爱穿奢侈的服装。
_新版外研社七年级下M11U2 Here are some ways to welcome them
3. Do the British like touching people?
No, they don’t.
4. Do Americans look at people when they
talk?
Yes, they do.
5. Do people in Greece wave goodbye?
No, they don’t.
They usually kiss three times when they meet.
Maori People touch noses when they meet.
You know, when we meet others, we often use our body to greet each other. Now, let learn about our body.
foot knee leg mouth
Body language around the world
How close do Do you look at How about How do you you stand people when you talk touching people say goodbye? when you talk to a friend
Act the body language of which country you choose
Japanese Chinese Americans
one
Indians
two
Russians
three
Maori People
four
five
six
They usually bow each other when they meet.
2U1 Words
9.mystery /'mistri ;US
'mistəri/ n.
10.rebuild / ri:'bild/ vt.
11.local /'ləukl/ adj.
12.painting /'peintiŋ/ n.
11 醉翁亭记
1．反复朗读并背诵课文，培养文言语感。
2．结合注释疏通文义，了解文本内容，掌握文本写作思路。
拆开
23. vi. 爆炸 24. n. 入口 25. vi. 下沉；沉下 26. 看重；器重 27. adj. 非正式的 28. n. 争论；辩论 vi. 争论；辩 论
1. Only 12 of the 140 passengers
__s_u_r_v_i_v_e_d_(幸存；生还下来). 2. The wounded may not _s_u_r_v_i_v_e__(活下
1. adj.贵重的；有价值的 2. vi. 幸免;幸存;生还 3.寻找 4. vt. 使吃惊；惊讶 5. adj. 令人吃惊的 6.vt. 挑选；选择 7. n. 蜜；蜂蜜 8. n. 设计;图案;构思
vt. 设计；计划；构思 9. adj. 奇特的；异样的
vt. 想象；设想；爱好 10. n. 风格；风度；类型 11. v. 装饰；装修 12. n. 艺术家 13. vi. 属于;为…的一员
1.valuable /‘væ ljuəbl/ adj. 2.survive /sə‘vaiv/ vi. 3.in search of 4.amaze /ə'meiz/ vt. 5.amazing /ə'meiziŋ/ adj. 6.select /si'lekt/ vt. 7.honey /'hʌni/ n. 8.design /di'zain/ n. vt. 9.fancy /‘fæ nsi/ adj. vt. 10.style /stail/ n. 11.decorate /'dekəreit/ v. 12.artist /'ɑ:tist/ n 13.belong /bi'lɔŋ/ vi.
新探索研究生英语(提高级)读写教程u2
新探索研究生英语(提高级)读写教程u2Here is an essay on the topic of "New Exploration of Graduate-Level English (Advanced) Reading and Writing Curriculum" with a word count of over 1000 words, written in English without any additional titles or punctuation marks.The pursuit of knowledge and the continuous expansion of one's intellectual horizons are the foundations upon which the academic journey is built. As students progress through the educational system, the demands placed upon their linguistic and analytical capabilities become increasingly complex and multifaceted. This is particularly true for those embarking on the path of graduate-level studies, where the acquisition and application of advanced English proficiency becomes a crucial determinant of success.The graduate-level English (advanced) reading and writing curriculum presents a unique set of challenges and opportunities for students. At this stage, the focus shifts from the foundational language skills developed during undergraduate studies to a more nuanced and specialized approach to the English language. The curriculum must not only address the need for enhanced reading comprehension and writing proficiency but also cultivate the criticalthinking and research skills necessary for thriving in the rigorous academic environment.One of the primary objectives of the graduate-level English (advanced) curriculum is to equip students with the ability to engage with complex academic texts, both in terms of content and linguistic complexity. This involves developing strategies for efficient and effective reading, such as the ability to identify key ideas, analyze underlying arguments, and synthesize information from multiple sources. Additionally, students must learn to navigate the various genres of academic writing, including research papers, literature reviews, and scholarly articles, each with its own conventions and stylistic requirements.The curriculum must also place a strong emphasis on the development of advanced writing skills. At the graduate level, students are expected to produce well-structured, cohesive, and persuasive written work that demonstrates a deep understanding of the subject matter and a mastery of academic discourse. This entails not only the refinement of grammar, syntax, and vocabulary but also the cultivation of critical thinking and rhetorical skills. Students must learn to craft compelling arguments, effectively incorporate and cite sources, and communicate their ideas with clarity and precision.Moreover, the graduate-level English (advanced) curriculum shouldfoster the development of research skills. As students progress through their studies, they are often required to undertake independent research projects, which necessitates the ability to locate, evaluate, and synthesize relevant scholarly sources. This process involves not only navigating various information databases and library resources but also the ability to critically analyze and interpret research findings.To achieve these objectives, the curriculum must be designed with a balance of theoretical and practical components. Classroom instruction should provide students with a solid foundation in advanced English language concepts, such as discourse analysis, genre-specific writing conventions, and research methodologies. However, the curriculum should also incorporate ample opportunities for hands-on practice, including peer review, writing workshops, and collaborative research projects. This blend of theory and practice helps to ensure that students not only acquire the necessary knowledge but also develop the skills to apply it effectively in their academic and professional pursuits.Furthermore, the graduate-level English (advanced) curriculum should be adaptable and responsive to the evolving needs of students and the academic landscape. As the demands of higher education and the job market continue to shift, the curriculum must be regularly reviewed and updated to ensure that it remains relevantand effective. This may involve incorporating emerging technologies, interdisciplinary approaches, and innovative pedagogical strategies to enhance the learning experience and better prepare students for the challenges they will face in their future endeavors.In conclusion, the new exploration of the graduate-level English (advanced) reading and writing curriculum is a critical component of the academic journey. By cultivating advanced language proficiency, critical thinking skills, and research capabilities, this curriculum empowers students to navigate the complexities of graduate-level studies and beyond. Through a balanced approach of theoretical instruction and practical application, the curriculum can equip students with the necessary tools to excel in their academic pursuits, contribute to the advancement of knowledge, and ultimately, realize their full potential as scholars and leaders in their respective fields.。
新视野大学英语U2--A 词组和翻译
make one’s blood boil appeal to
随
笔
词组互译
句型应用
新视野大学英语
深深的忧虑
Para. 1 收音机 “咔嗒” 一声，摇滚乐
就大声地响开了。音乐像枪声似的将桑
迪吵醒。她看了一下钟，早上 6 点一刻。
她躺在床上，听着她喜欢的电台广播，
嘴里哼着歌词。
新视野大学英语
Para. 2 “桑迪，”她父亲喊道，“桑迪，把
导入
预习
小结
写作
Back
New Words & Expressions
influence patience anchor identity along with turn off burst into
n./vt. n. n. n.
over and over reach for turn up
随 笔
[C, U] 影响; 作用 / 影响 [U] 耐心; 忍耐 (性) [C] 1. 依靠, 靠山 2. 锚 [C] 身份; 本体 一起, 一道 关闭 1. 闯入 2. 突然开始 一再, 反复 伸手去摸; 伸手去取 调大, 开大
随 笔
调小, 开小 除· · · 之外; 和 打开开关 像往常一样, 照例 平静地 (使) 醒来 使某人生气 1. 摆脱; 除去 2. 丢弃; 扔掉 紧张, 不安 无论如何; 不管怎样
课文阅读 课文分析
导入
预习
小结
写作
Back
New Words & Expressions
talk sth. over Sandy
随 笔
sing along with words burst into the room brush one’s hair put on makeup wear eyeliner bolt out of the house sit down in peace and quiet make sb’s blood boil get rid of sth. have knots in one’s stomach
2000 Core English Words 2 默写纸
1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄1.错的单词，重新背熟后在此默写三遍2. 完成书上对应练习并将错误或不熟悉的单词、词组、句子摘抄。
新视野大学英语第三版第二册U2课文原文+翻译
新视野大学英语第三版第二册U2课文原文+翻译Unit 2The humanities: Out of date?1 When the going gets tough, the tough take accounting. When the job market worsens,many students calculate they can't major in English or history. They have to study something that boosts their prospects of landing a job.2 The data show that as students have increasingly shouldered the ever-rising cost of tuition, they have defected from the study of the humanities and toward applied science and "hard" skills that they bet will lead to employment. In other words, a college educationis more and more seen as a means for economic betterment rather than a means for human betterment. This is a trend that is likely to persist and even accelerate.3 Over the next few years,as labor markets struggle,the humanities will probably continue their long slide in succession. There already has been a nearly50percent decline in the portion of liberal arts majors over the past generation,and it is logical to think that the trend is bound to continue or even accelerate. Once the dominant pillars ofuniversity life,the humanities now play little roles when students take their college tours. These days, labs are more vivid and compelling than libraries.4 Here, please allow me to stand up for and promote the true value that the humanitiesadd to people's lives. Since ancient times, people have speculated about the mystery ofthose inner forces that drive some people to greatness and others to self-destruction. Thisinner drive has been called many things over the centuries. The famous psychologist, Sigmund Freud,called it the"unconscious mind"or,more familiarly, "instinct".5 From the beginning of time,this inner aspect of our being,this drive that can be constructive or destructive,has captured our imagination. The stories of this amazing struggle have formed the basis of cultures the world over. Historians, architects, authors, philosophers and artists have captured the words,images and meanings of this inner struggle in the form of story, music, myth, painting, architecture, sculpture, landscape and traditions. These men and women developed artistic "languages" that help us understandthese aspirations and also educate generations. This fertile body of w ork from ancient times, the very foundation of civilization, forms the basis of study of the humanities.6 Studying the humanities improves our ability to read and write. No matter what we do inlife, we will have a huge advantage if we can read complex ideas and understand theirmeaning. We will have a bright career if we are the person in the office who can write aclear and elegant analysis of those ideas!7 Studying the humanities makes us familiar with the language of emotion and the creative process. In an information economy, many people have the ability to produce a useful product such as a new MP3 player. Yet, very few people have the ability to create a spectacular brand:the iPod. Most importantly,studying the humanities invests us with greatinsight and self-awareness, there by releasing our creative energy and talent in a positive and constructive manner.8 Perhaps the best argument in favor of the humanities is the scope of possibilities thatare widely open to us. Did you know that James Cameron, world-famous director of themovie, Titanic ,graduated with a degree in the humanities? So did Sally Ride,the first woman in space. So did actors Bruce Lee, Gwyneth Paltrow, Renee Zellweger and MattDamon. Dr. Harold Varmus,who won a Nobel Prize for Medicine,studied the humanities. Even Michael Eisner,Chairman of the Disney Company, majored in the humanities. Famous people who studied the humanities make a long list indeed. It's easyto see that the humanities can prepare us for many different careers and jobs we can undertake,whether medicine,business,science or entertainment. If we study only mathematics,it's likely we will be a candidate only for jobs as a mathematician. If we include studying the humanities, we can make breakthroughs on many barriers and are limited only by our effort and imagination.9 Of course,nowadays,if we study the humanities alone,we are liable to miss many opportunities. Each one of us needs to become as technically and professionally skilledas possible to help meet the needs of modern life. In fact,increasingly a pairing of technical knowledge and inner insight is seen as the ideal in the establishment of a career. If I were the Dean of Admissions at a medical school and two people applied to our school, both having the required basic scientific courses, one a philosophy major and theother solely a pre-med student, the philosophy applicant would be chosen.10 In summary, the humanities help to create well-rounded human beings with insight and understanding of the passions,hopes and dreams common to all humanity. The humanities, the ancient timeless reservoir of knowledge, teach us to see things differentlyand broaden our horizons. They are as useful and relevant in our modern age as they have always been. Doesn't it make sense to spend some time in the company of the humanities,our outstanding and remarkable treasure of knowledge? Who knows how famous YOU might become!Translation人文学科：过时了吗？1 当形势变得困难时，强者会去选学会计。
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III 连词成句。（用本单元词汇完成句子，每空一词） 1 吉姆表达了希望他的妻子能为孩子的教育留出一些钱 的愿望。 Jim expressed his _________ desire that his wife should set _______some aside _______ money for their child’s education. 2 发现项链不见了，她非常惊慌。 gone/lost/ alarmed to find her necklace _______. She was very _________
老板对我的建议置之不理。
(3) We need to set about finding a solution.
我们得着手寻找一个解决办法。
(4) Set down the number in case you forget.
记下这个号 免得忘了。
（2013） 湖北高考 In much of the animal world, night is the time ________ for sleep---pure and simple. A. set aside C. set off B. set down D. set up
不管；别惹； 让…独自呆着 leave … alone 留下，遗忘 leave behind (1) Leave me alone.= Let me alone. (2) The child doesn’t want to ______ be left alone _____ _______ ______ at home. 这小孩不想一个人被留在家里。 The child enjoys being_______ left alone. _______ _______ at home. 这小孩喜欢被一个人留在家里。 behind. 我 (3) I might have left my wallet ________ 可能把皮夹子遗忘了。
每当她遇到困难时，就找他帮忙。
(5) Thousands of people turned out to watch yesterday’s match against Ireland. 成千上万的人到现场观看昨天与爱尔兰的那场比赛。 (6) ---You look upset. What’s the matter?---I had my proposal turned down again. 你看起来沮丧，出什么事了？我的提议又被拒绝了。
missing
3 因为了解吉姆，我认为他肯定会帮我们的忙。 is bound Knowing Jim, I think he ______ ________ to do us a _________. favor _____
4 仔细考虑后，他转过身来，请求我陪他到警察局。 turned___________ aroundand After thinking twice, he ________ asked me toaccompany ________________ him to the police station. 5 他不听父母的话，决定与妻子离婚。 disobeyedhis parents and decided to get He ___________ a ____________ divorce _________ from ____ his wife.
(3) Both countries are in favour of the agreement. 两个国家都赞同这个协议。
(4) Fortune favors the brave. 命运眷顾勇者。 Darkness favored his escape. 黑夜有助于他的逃亡。
偏袒；有利于，有助于 favor 做动词_________
Vocabulary
Learni favour, accompany, leave sb. alone, set aside, test out, be bound to do , ring up, turn around, get a divorce from sb. , declare, in all, staff, junior, talent, obey
陪同某人去某地 accompany sb. to sp. 陪伴某人 accompany sb = keep sb. company 用… 给某人伴奏 accompany sb. at/on sth 用… 伴奏/陪同 be accompanied by (1) I accompanied her to the supermarket. was ____________ accompanied _____ by me to the She ____ ______ supermarket. 我陪她到超市。 (2) Mary sang and I accompanied her ______ piano. 玛丽唱歌，我弹钢琴给 on ______ the 她伴奏。
II Useful phrases. 1试验考验test out; The long race tested out the runners’ endurance. 长跑比赛考验了跑步者的耐力 。 2 一定做某事be bound to do Even when walking in the company of two other men, I’m bound to learn from them. 三人行必有我师焉 3 打电话ring up /call up/ give sb. a call/make a call to sb. 回电 ring back/ call back 接电话 answer the phone 挂断电话 ring off/ hang up 别挂断 hold on/hang on
There isn’t enough room for us, let alone any guests. 更不用说
leave behind leave for leave off leave out leave ... aside
留下；不带走；忘了带 动身去…… 停止；结束 省略；忘掉；漏掉 搁置一边；不予考虑
local villagers who have been trapped by the flood.
我们渴望即刻帮助那些被洪水围困的当地村民。
People expressed their desire that the war (should) come to an end.
人们表达了结束战争的愿望。
desire 渴望做某事 desire to do sth; 希望某人做某事 desire sb to do sth； A希望B 做某事 A desires / desired that B should do sth. 注意：desire 后用_________ 语气。 虚拟
to _________. succeed ⑴ I desire ______ / I have a great desire for success. 我渴望成功。 you______ to come at once. I ⑵ I desire _____ ________ desire that you (should) come at once.我想让 你马上过来。 ⑶ We desire that immediate help be given to the
帮某人个忙 do sb. a favour=do a favour for sb ; 请某人帮忙 ask a favour of sb; 对某人有利 / 赞同支持 in favour of ;
(1)Could you ____ _______ and turn off do _____ me ______ a favour that light? ask ____ a ________ favour ____ of _____to you turn off =May I _______ that light? 劳驾，请您把那盏灯关掉好吗？ (2) He resigned in favor of his junior. 他为了让贤于后人而辞职。
4与某人离婚 get a divorce from sb.=divorce sb. 离婚 /脱离 get divorced from 结婚 be married to
5转向 turn around /turn round 向某人求助 turn to sb. for help 出现/开大音量 turn up 拒绝/减低音量 turn down 结果是/ 生产 turn out (1) He turned round and walked out without saying a word. 。转身没说一句话就走了 (2) This factory turns out various kinds of products. 这家工厂生产各种各样的产品。 (3) The examination turned out quite easy. 结果考试相当容易。 (4) Whenever she was in trouble she turned to him for help.
节省保留钱或时间；放一边 set aside 着手做 set about doing /set out to do 记下放下set down 出发动身 set off (1) I try to set aside some time each day to take some exercise. 我每天尽量腾出一些时间来锻炼身体。 (2) The boss set all my suggestions aside.
alarm
害怕做某事 be alarmed to do ; 对…感动忧虑害怕 be alarmed at /by sth.; 惊恐地 in alarm 发出警报 raise/sound the alarm ⑴ She was alarmed at the sudden alarm. ⑵ I’m rather alarmed to hear you are planning to leave the company. ⑶ “What’s up?” he asked in alarm. ⑴ 突如其来的警报让她惊恐万分。 ⑵ 听说你打算离开公司，我很担心。 ⑶ “出什么事了?” 他惊恐地问道。