第一篇：新編英語(yǔ)教程 3 Unit 15 A Fable for Tomorrow

Unit 15 A Fable for Tomorrow I.Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;

4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.II.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

fable in the heart of(center)harmony(harmonious, harmonize)in the midst of checkerboard prosperous/ prosper/ prosperity clouds of bloom drift/ float/ flow a blaze of color flame/ fire/flicker

backdrop/ background delight/ delighted/ delightful feed /feed on an abundance of(in abundance/ abundant(supplies)blight evil spell malady a flock of chicken

a shadow of death at play/ at work moribund throb brood/ hatch litter(v./n)come into bloom pollination angler/fishermen eave and shingle granular witchcraft silence(v./n)grim spectre stark reality migrate, immigrate, emigrate & migrant, immigrant, emigrant hatch

III.Teaching Procedures 1.lead-in: When you see the title ―A fable for Tomorrow‖, what comes into your mind first? Why is this passage called a fable? What can this fable be about? What are some of the problems relating to the future most people are very concerned about?

A fable is an imaginary story told to teach a moral.―A Fable for Tomorrow‖ is a story invented by the writer which is meant to tell us a moral: if the sizable use of chemical insecticides can not be brought under control, the seemingly impossible tragedy will become a stark reality.World economy has been striding forward in the past century.However, this has been achieved at the cost of contaminating the environment we are living in, and human beings are now paying high prices for what they have done to nature.Meanwhile, many environmentalists are devoted to making more people realize the ecological consequences incurred in the process of modernization.Now environmental protection and sustainable development have become the two greatest concerns for the whole world.Types of Pollution The chief types of environmental pollution include air pollution, water pollution, soil pollution, pollution caused by solid waste and hazardous waste, and noise pollution.Besides, pesticides have been regarded by many environmentalists as a type of pollution, too.It is believed that pesticides are poisons which should be used as a last resort and if used, then they should be used with extreme caution.1)Make a short speech, telling a story or describing a scene about the future world in one of the aspects such as medicine, environment, food, energy, housing, population, transportation, etc.Reference1:

Back from the Dead One morning in the year 2070, a man called Duane awakens.He looks up and sees a doctor in a white coat smiling at him.―Why am I in hospital?‖ he asks.―You’ve been sick.‖ The doctor replies.Then Duane notices a badge on the doctor’s coat.It reads ― Alcor Resuscitation.‖ Suddenly Duane remembers everything.He has come back to life, 70 years after he ―died‖.The reason this was possible is because, instead of being buried or cremated when he died, Duane’s body was preserved in a ―flask‖ of liquid nitrogen(at –196 degrees Celsius).And there it ― waited‖ until science had developed the technology to revive a frozen human being.Suddenly, a woman appears beside the doctor.It is Duane’s wife Jeannie, looking more beautiful than ever.For the past 70 years, she has been taking drugs that prevent her body from aging.Duane looks lovingly at her, and then at his own body.That , too, is in perfect condition.The couple look at each other apprehensively—after all, they haven’t seen each other for 70 years.―I guess we’ve got some stuff to talk about, huh?‖ Duane says to her.Reference 2:

The Magic of the Button

It is 7:30 in the morning, There goes the bell of the alarm clock.The curtain of the bedroom draw apart , and the shutter roll up automatically.In the kitchen, the coffeepot starts to grumble.The backdoor opens to let the dog out.On TV, emerge a series of flash , the presentation of news items today, including the latest developments in economy , politics, etc.After that there appears the morning mail.At this moment, the modern Alatin, lying comfortably in bed, presses a button on his bedside, and on the screen of the television appear the memos about business as well as private life.Then he gets up, and gets into the bathroom where the shower is on automatically.After that, he is reminded by a special sound and at the same time a blue flash on the screen that his boss is on the way to work.So he is dressed, and at leisure he walks towards his car, which is ready to go.After kissing good bye to her husband, Alice Alatin sits down in front of the screen, reading with concentration the price catalogs of department stores and markets in the locality.After face to face negotiation with the butcher, baker and grocery owner on the screen, she presses a button, ordering food items for the dinner.Then she presses a button on the terminal of the kitchen computer, retrieving her favorite recipe from the computer memory, and giving directions to the computer to calculate the different amounts of ingredients and the time to cook and the appropriate temperature.After that Alice takes part in a seminar on arts through the internet.Then she goes into the language lab, and picks up the earphone and learns that her son Alatin Junior gets an ―A‖ in Latin.2)Brainstorm the words or expressions describing natural environment, for example, flower, tree, water, soil, sky.Reference: Pleasant :(1)flower: fragrant, sweet, blooming，colourful，clouds of bloom(2)tree: green, evergreen, flourishing, thriving, a blaze of color(3)water: crystal clear, sweet(4)soil: fertile, rich, productive, land of milk and honey(5)sky: fresh air, blue, clear,(6)whole: beauty of nature, rich in natural resources, a variety of birds and animals, throbbing with chorus of birds, abundant, fairyland, harmonious, peaceful, idyllic and pastoral land, legendary land, spiritual purification Unpleasant:

(1)flower: stains on the petals, only blossoms but

no pollination

(2)tree: cut down, clearances in the forest, shrubs and bushes struggling to survive the dust and fumes(3)water: dry up, brown and black, dirtied, fouled

(4)other plants: browned and withered vegetation，shrink, wither, shrivel up

(5)soil: barren, sterile, washed away by floods, land pollution, erosion, pesticides and fertilizers(6)whole: a waste land, a prevailing silence and stillness, desert expansion, deforestation, the frequent occurrence of natural disaster, the epidemic of disease, the exhaustion of natural resources 2.the main idea(pair work)

This was a beautiful town in the heart of America, surrounded by prosperous farms and hillsides of orchards.Flowers bloomed everywhere and trees grew by the roadside.You could hear the singing of the birds and see the leisure walking of animals.Tourists were attracted to this place where everything lived in peace and harmony.However, one day all this changed: a blight had stricken this area.Animals and fowls got sickened and died.Mysterious illness spread in the village;there was no more chorus of the birds;no bees hovered among the trees … Silence was everywhere.The patches of white granular powder on the roof bespoke that mankind itself had caused this tragedy.Even though it is just an imagined town, it might be what happens to human beings tomorrow.Similar disasters are happening unnoticed and will become even more serious if nothing is done.It is urgent to preserve and protect the world.Otherwise the world would be ruined.Part 1(lines1-14): All life in harmony with its surroundings Part 2(lines15-34)The coming of a strange blight Part 3(lines35-39)The stricken world silence by people themselves Part 4(lines 40-44)Warning against a grim spectre/ stark reality 3.text analysis Para.1 1.harmony: agreement in feeling or opinion;accord

in harmony with:

由于國(guó)際社會(huì)和地區(qū)政府的共同努力，這一地區(qū)各族的人民和睦相處已達(dá)10年之久。Thanks to the concerted efforts of the international community and regional governments, the peoples of this area have been living in harmony with each other for a decade.keep … in harmony;out of harmony

The tune is out of harmony.Humor keep us in harmony with others.harmonize v.: to bring or come into agreement or harmony 你外套、帽子和圍巾的色彩應(yīng)該協(xié)調(diào)。

The colors of your coat, hat and muffler should harmonize.harmonious adj.: exhibiting accord in feeling or action The central government proposed making the country a harmonious society by 2020-the aim is a society in which people can enjoy a high quality of life, a good society and a balance between man and the natural environment.2.The town lay in the midst of a checkerboard of prosperous farms, with fields of grain and hillsides of orchards where in spring white clouds of bloom drifted above the green fields.In autumn, oak and maple and birch set up a blaze of color that flamed and flickered across a backdrop of pines.The town was situated among prosperous farms that looked like the squares in a checkerboard.In the fields grain was growing and along the hillsides there were orchards.In spring countless white flowers were floating above the green fields.In autumn, oak, maple and birch trees produced a very bright color that glowed and flared against a background of pines.in the mist of:1)in the middle position or part;the center;

在沙漠中間 in the midst of the desert 2)under the condition of being surrounded or beset by something;

我們被我們所遇到的問(wèn)題所困擾 We are in the midst of all of our problems 3)in the middle of a period of time.在戰(zhàn)爭(zhēng)進(jìn)行之中 in the midst of the war a poem: In The Midst Of All

In the midst of darkness, there is light.In the midst of evil, there is virtue.In the midst of war, there is peace.In the midst of agony, there is ecstasy.In the midst of night, there is day.In the midst of illness, there is health.In the midst of winter, there is summer.In the midst of hate, there is love.… …

3.prosperous: 1)flourishing繁榮的

一家成功的新公司 a prosperous new business 2)well-to-do 富裕的一家

a prosperous family 脫貧致富

Cast off poverty and become prosperous

衷心祝愿新年快樂(lè)，諸事順?biāo)?Best wishes for a happy and prosperous new year!建設(shè)一個(gè)富強(qiáng)、民主、文明的國(guó)家

“Build a prosperous, strong, democratic and culturally advanced country” 保持香港的繁榮穩(wěn)定是符合中國(guó)的切身利益的。

It is in China's vital interest to keep Hong Kong prosperous and stable.prosper v.: to be fortunate or successful, especially in terms of one's finances;thrive繁盛中國(guó)的發(fā)展蒸蒸日上。

China is prospering with each passing day.prosperity n.4.clouds of bloom: a great number of flowers

bloom: n.1)the condition of being in flower開(kāi)花期

玫瑰花盛開(kāi) a rose in full bloom

2)a condition or time of vigor, freshness, and beauty;prime最盛期

希臘文明光輝燦爛的全盛時(shí)期 the radiant bloom of Greek genius

3）a fresh, rosy complexion 紅潤(rùn)，清新，紅潤(rùn)的面色 她身材嬌小、豐滿，皮膚白皙，面頰紅潤(rùn)。

She was short, plump, and fair, with a fine bloom.(Jane Austen)v.1)to bear a flower or flowers開(kāi)花 這些花春天開(kāi)放。

These flowers bloom in the spring.2)to cause to flourish 他們的友誼大有進(jìn)展。Their friendship bloomed.心花怒放

One's heart bursts into bloom 5.drift/ float/ flow drift: v.1)to be carried along by currents of air or water流動(dòng) 船骸漂向海岸。

The wreckage drifted toward shore.2)to move leisurely or sporadically from place to place, especially without purpose or regular employment 漂泊

他是一個(gè)臨時(shí)工，從一個(gè)城鎮(zhèn)漂泊到另一個(gè)城鎮(zhèn) He is a day laborer, drifting from town to town.n.大陸漂移學(xué)說(shuō)

continental drift theory 花錢(qián)憑沖動(dòng),等于無(wú)底洞

Drift is as Bad as unthrift.flow: 1)to move or run smoothly with unbroken continuity, as in the manner characteristic of a fluid流，流動(dòng) 江河流入海洋。Rivers flow into the sea.汽車(chē)在干道上不停地駛過(guò)。

The cars flowed in a steady stream along the main road.2)to stream copiously;flood泛濫；漲滿了河水；淹沒(méi)

Contributions flowed in from all parts of the country.從全國(guó)各地紛涌而至的捐助。

3)a continuous output不斷的產(chǎn)出或涌出 不斷涌現(xiàn)的想法

a flow of thought float: 1)to remain suspended within or on the surface of a fluid without sinking 浮，漂 木頭漂浮在水上。Wood floats on water.為什么潛水艇既能浮在水面，又能潛入水底？ Why can a submarine float and sink? 2)Economics to find a level in relationship to other currencies solely in response to the law of supply and demand【經(jīng)濟(jì)學(xué)】（貨幣）浮動(dòng) 匯率浮動(dòng)的英鎊 the floating pound 6.美國(guó)新英格蘭地區(qū)的秋天格外美麗，風(fēng)葉使整個(gè)大地披上金黃、火紅的盛裝。

The fall of New England in the United States is exceptionally beautiful, with the maple tree leaves setting the land in a blaze of yellow and red.7.flame/ fire/flicker

flame: 1)the zone of burning gases and fine suspended matter associated with rapid combustion;a hot, glowing mass of burning gas or vapor火焰

奧運(yùn)圣火是什么？

What is the Olympic Flame?

星星之火，可以燎原。

From little spark may burst a mighty flame.2)to burn brightly;blaze燃燒：燒亮；發(fā)出火焰

3)to color or flash suddenly面紅：突然臉紅或閃光： 她因?qū)擂味兗t的雙頰。

Her cheeks flamed with embarrassment.fire: 1)A rapid, persistent chemical change that releases heat and light and is accompanied by flame, especially the exothermic oxidation of a combustible substance.火 2)to cause to burn;ignite使燃燒 3)to become angry or annoyed生氣 4)to shoot a weapon開(kāi)槍?zhuān)?他向目標(biāo)瞄準(zhǔn)并射擊。He aimed and fired at the target.flicker: to burn unsteadily or fitfully（火焰）忽明忽暗 燭火搖曳著，隨即熄滅了。

The candle flame flickered and went out.Para.2

1.What made the first settlers raise their houses, sink their wells and build their barns in that locality?

The locality was a place of beauty and immense attraction to would-be dwellers where a large variety of plants and flowers were prosperous through much of the year.There were countless birds in the countryside.The streams flowed clear and cold and abounded in fish.2.… delighted the traveler’s eye through much of the year.… gave great pleasure to the travelers during the greater part of the year.delight/ delighted/ delightful

delight: 1)great pleasure;joy高興

take/ find delight in

2)to take great pleasure or joy感到高興

我喜歡古典音樂(lè)。I delight in classical music.我不喜歡大驚小怪。

I didn't delight to make a fuss.delighted: adj.filled with delight充滿歡樂(lè)的我的妻子高興了，因?yàn)榍闆r再一次恢復(fù)了正常。

My wife was delighted that things had returned to normal once more.聽(tīng)到你成功了的消息時(shí)我非常高興。I was delighted to hear the news of your success.delightful: adj.greatly pleasing 令人高興的 這消息使他喜出望外。

The news gave him a delightful surprise.3.feed /feed on

1)to give food to;supply with nourishment 給予食物；供給營(yíng)養(yǎng)：

她給孩子們喂飯。She feeds the children.2)to provide as food or nourishment供以…為食：把…作為食物或營(yíng)養(yǎng)供給： 他把魚(yú)喂給了貓。He fed fish to the cat.3)to serve as food for作為食物供給： 那只火雞大得足夠十二個(gè)人吃。The turkey is large enough to feed a dozen.4)to be nourished or supported支持：得到滋養(yǎng)或支持： 奉承助長(zhǎng)自負(fù)。Ego feeds on flattery.蠶靠吃桑葉維持生命。

Silkworms feed on the leaves of mulberry trees.4.The countryside was, in fact famous for the abundance and variety of its bird life, and when the flood of migrants was pouring through in spring and autumn people traveled from great distances to observe them.In fact, the countryside was well known for its richness and diversity of birds.In spring and autumn when migratory birds came in large numbers, people traveled from far away places to watch them.5.abundance: a great or plentiful amount大量

an abundance of: plenty of

in abundance 宴會(huì)上有豐盛的食品和飲料。

At the feast there was an abundance of food and drink.abundant: plentiful 她豐富的聰明才智 her abundant talent abound: to be great in number or amount豐富 充滿花朵的花園

The garden abounds with flowers.6.migrate, immigrate, emigrate & migrant, immigrant, emigrant

Migrate can be used to refer to both things and people, immigrate and emigrate are used to refer to people, but immigrate means move into a place while emigrate means move out of a place.城市居民也因?yàn)槭袇^(qū)內(nèi)犯罪率的增長(zhǎng)而譴責(zé)民工。

City residents also blame migrant workers for the sharp rise in the urban crime rate.美國(guó)有很多歐洲移民。

America has many immigrants from Europe.納粹在德國(guó)執(zhí)政以后，很多科學(xué)家移民了。

After the Nazis came to power in Germany, many scientists emigrated.Para.3

1.What are the different words that the writer uses to repeat the concept of blight in the third paragraph?

The words used to repeat the concept of blight in the third paragraph are many.Just to name some:

1)evil spell;

2)mysterious maladies;3)sickened and died;4)a shadow of death;2.What was the town like before the strange blight? 3.What did the blight do to the town? 4.Who cast the evil spell over the town with what?

5.What does the colon on line 16 signal to us?

It serves to introduce a series of specific instances to support the general statement ——

―Some evil spell had settled on the community‖.6.Then a strange blight crept over the area and everything began to change.Some evil spell had settled on the community.Then a mysterious disease struck the area almost unnoticed and everything was affected.It was as if an evil magical power had befallen on the community.7.把這輛車(chē)作為我的生日禮物說(shuō)明我姑母的愛(ài)心和慷慨。

This car, given to me as a birthday present, speaks of my aunt’s love and generosity.Para.4

1.What is the topic sentence of the fourth paragraph? Indicate the key term in that sentence and the words which echo it later in the paragraph.The topic sentence of paragraph 4 is the first sentence —— ―There was a strange stillness.‖

The key terms is ―a strange stillness‖.The words that echo the key term are ―without voices‖, ―no sound‖ and ―silence‖.2.自當(dāng)?shù)鼐用裰邪l(fā)生了幾起莫名其妙的死亡事件后，小鎮(zhèn)變成了一座空城。

The small town was virtually deserted after the occurrence of several mysterious deaths to the local residents.3.moribund: 1)approaching death;about to die臨近死亡的；快要死的 2)on the verge of becoming obsolete逐漸廢棄的：處于過(guò)時(shí)邊緣的 過(guò)時(shí)的風(fēng)俗moribund customs;過(guò)時(shí)的生活方式a moribund way of life 3.On the mornings that had once throbbed with the dawn chorus of robins, catbirds, doves, jays, wrens and scores of other bird voices there was now no sound;…

On the mornings that used to be exciting with the singing in chorus of robins, catbirds, doves, jays, wrens and many other birds, no sound could be heard any more.Para.5 1.litter: 1)the offspring produced at one birth by a multiparous mammal 幼仔

一窩狗崽

a litter of puppies

2)to make untidy by discarding rubbish carelessly使雜亂：隨意棄置垃圾而導(dǎo)致零亂：

自私的野餐者亂扔包裝紙使漓江沿岸雜亂不堪

Selfish picnickers litter the bank of Li River with food wrappers.2.那個(gè)小女孩在轟炸中存活下來(lái)確實(shí)是個(gè)奇跡。

It was indeed a miracle that the little girl should have survived the bombing.Para.6 angler/ fisherman angler: one who fishes with a hook垂釣者

fisherman: one who fishes as an occupation or for sport漁民 Para.7 1.hatch: 1)(of a young bird or fish, etc)emerge from an egg

蛋未孵出莫數(shù)小雞。

Don’t count the chickens before they are hatched.2)think out or produce ~ sth out/ up

E.g.What mischief are those children hatching up?

2.What is the implied meaning of ―… white granular powder still showed a few patches, …‖?

The implied meaning is that chemical fertilizers and pesticides had been used in such quantity and on such an extensive scale that even several weeks afterwards, traces could still be seen here and there.Para.8 silence: 1)to make silent or bring to silence使安靜或使無(wú)言 總統(tǒng)做手勢(shì)使人群安靜下來(lái)。

The president silenced the crowd with a gesture.2)to curtail the expression of;suppress壓制：制止…的表白；壓制

壓制所有的批評(píng)silence all criticism;壓制他們的反對(duì)者silenced their opponents Para.9 1.英國(guó)的首相和美國(guó)的總統(tǒng)在職位方面并非完全相對(duì)應(yīng)。

The Prime Minister of Britain is not exactly the counterpart of the President of the United States.2.人們喜歡到那家飯店吃午飯是因?yàn)槟抢锏牟穗燃蓉S盛又可口。

People like to go to that restaurant for lunch because the food served there is substantial and tasty.3.A grim spectre has crept upon us almost unnoticed, and this imagined tragedy may easily become a stark reality we all shall know.A frightful evil spirit has quietly come to us without being noticed, and this imaginary disaster may very likely become a harsh reality that will affect us all.4.我悄悄地走近他們，從樹(shù)枝中偷看，只見(jiàn)他們正在愉快地享用野餐。

Creeping upon on them, I peered through the branches and saw them happily enjoying the picnic.5.人類(lèi)必須共同對(duì)人為的污染打一場(chǎng)持久戰(zhàn)，這是一個(gè)明擺著的不可再回避的事實(shí)。

That all human beings have to fight together a persistent war against man-made pollution is a stark reality that we can no longer afford to avoid.4.writing techniques 1)comparison and contrast 2)vivid, poetic language 5.post-reading activities 1)What can we learn from the text?

2)Do you think we have got similar places on the earth now? 3)Discuss in groups : As regards the unpleasant aspect of the environment, what should we do about it right now? Text II I.questions: 1.Which part of the globe, the north or the south, is more concerned about the problem of overpopulation? 2.What is the proper way, according to the author to stop overpopulation? 3.How do you understand the last sentence? 4.Do you think the prediction in the text have come true? II.Language points

1.reserve: put sth aside for a later or special use

All rights reserved;a nature reserve, a forest reserve;conserve: prevent sth from being changed, lost or damaged(謹(jǐn)慎合理的使用現(xiàn)有的東西，含一旦用完，很難再補(bǔ)充)

conserve one’s health, resources, water

preserve: keep or maintain in a perfect condition(強(qiáng)調(diào)保存珍貴的東西原樣不變，有時(shí)甚至根本不用)preserve food, old building 2.make one’s hair stand on end: fill sb with fright or horror

Interaction 1.Group Discussion: Exchange ideas with your partner to make predictions about different aspects of life in the year 2050.You may hold either of the two attitudes: pessimism or optimism--transport and travel--food and drink--housing--family life--medicine--environment 2.Write a composition on the topic of ― If I lived in the year 2050‖.

第二篇：新編英語(yǔ)教程3教案

新編英語(yǔ)教程 3(A NEW ENGLISH COURSE 3)

INTRODUCTION The main task of Level 3 Of A New English Course is, together with Level 1, 2 and 4, to have students lay a solid foundation in English.But it is quite different from the preceding two levels in format and in language requirements.In brief, it’s text-based and emphasis is supposed to be laid on reading and writing skills;however, adequate attention is still given to listening and speaking skills.Especially in reading, reading strategies such as predicting and anticipating the content of the text, skimming for the main ideas, guessing the meanings of words and phrases from the context of the text are to be practiced.In addition, students should gradually learn how to appreciate different types of writing and do lots of practice accordingly.Unit 1 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis: 1.The comprehension and appreciation of Text I;2.New words and expressions:

Awkward;dreary;rotund;grunt;proceed;dismay;appall;diffidently;singularly;reckon;querulous;somber;scribble;attach importance to;have sth.in common;a crocodile of

Procedure:(4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson: 1).Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the

main idea;

3).Do the guesswork of vocabulary;

4).Study Text I intensively;5).Answer the questions of Text I both in SB(student’s book)and

WB(workbook)orally;6).Listen to the tape and study Text II extensively to enlarge their

vocabulary and widen the scope of their knowledge;7).Do oral work;8).Study the main points of guided writing, including the

information about précis writing, paragraph writing of narration

and description, and the heading and salutation of a letter;9).Homework, finish all the exercise both in SB and WB.Language points for Text I 1….With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the job chances of doing sth.land: succeed in getting sth.eg: His chance/chances of landing the1st prize is/are slim/scant/slender/small.2.summon sb.to do sth.3.…smell unpleasantly of stale cabbage smell of: give out the smell of scent of eg: smell of brandy/paint/garlic

His accounts seemed to me smell of truth.4.proceed to(do)sth.: go ahead, continue to do

precede: come, go or happen just before sth.precede sth(with sth)eg: proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5.attach importance to sth.;consider… important

eg: attach much importance/weight/significance to the theory 6.have sth.in common 7.not so much…but the fact that…

eg: It was not so much there being no councils of workers, peasants and soldiers worthy of the mane, but the fact that they were very few.8.the last straw: an addition to a set of troubles which makes one unbearable eg: The hotel was expensive, the food poor, and bad weather was the last straw.Language points for Text II

1.prompt sb.to do sth or prompt sth: urge or cause eg: His action was prompted by fear.Hunger prompted him to steal.2.Feeling anything but well.: feeling far from being well anything but(恰恰不,才不)nothing/nobody but(正是,只是)all but(幾乎,差一點(diǎn))eg: She looks anything but well.(She looks ill.)

You have nobody but yourself to blame.The thief has all but succeeded in escaping.3.be set on/upon(doing)sth: be determined to do, make up one’s mind 4.get round to doing sth.: find time to do sth.at last eg: After a long delay, he got around to writing the letter.5.instill sth.in/into sb instill: to put(ideas feelings, etc.)gradually but firmly into someone’s mind by a continuous effort eg: instill the idea of discipline and obedience into new soldiers 6.It was more a cross-examination than an interview.7.In due course, you will hear from us.due: right and proper eg: He has his due reward.Unit 2

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice it along with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, prey

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraph of description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.He looked his goodbye at the garden.: He said his goodbye by looking at the garden.2.cling to eg: She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to be adjusted to a new condition, idea, or an event 4.at such short notice: with little time for preparation eg: The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilled condition at present, in the past or in the future.The verb is generally in the past or past perfect.eg: If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sth eg: I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped up

eg: he felt good in the fresh air after being cooped up in the house for so long.Language points for Text II

1.hoax: deceive, play tricks on sb hoax sb with sth, hoax sb into doing sth coax: get sb to do sth by kindness or patience coax sb to do sth, coax sb into/out of doing sth 2.needless to say 3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influenced eg: Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…from eg: A doctor’s note will exempt you from physical education.Some information about April Fool’s Day

stApril Fool’s Day is on April 1.It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting.No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France.New Year's was celebrated on March 25 and celebrations lasted until April 1st.When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple,(such as saying, “Your shoe's untied!), to the elaborate.Setting a roommate's alarm clock back an hour is a common gag.The news media even gets involved.For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about ”spaghetti farmers“ and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, ”April Fool!“

April Fool's Day is a ”for-fun-only“ observance.Nobody is expected to buy gifts or to take their ”significant other“ out to eat in a fancy restaurant.Nobody gets off work or school.It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!

Each country celebrates April Fool's differently.In France, the April Fool's is called ”April Fish“(Poisson d'Avril).The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell ”P(pán)oisson d'Avril!“.In England, tricks can be played only in the morning.If a trick is played on you, you are a ”noodle“.In Scotland, April Fools Day is 48 hours long and you are called an ”April Gowk“, which is another name for a cuckoo bird.The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks.Taily Day's gift to posterior posterity is the still-hilarious ”Kick Me" sign.Unit 3

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice it along with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdue

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronological order, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.consent: agreement or permission(v.n.)consent to sth.eg: The young couple won/obtain/had their parents’ consent to their marriage.Shakespeare is, by common consent(公認(rèn)), the greatest English dramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no difference eg: A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice 5.purple with anger green with envy ash-white with terror 6.My watch gains/loses a minute every day.Language points for Text II 1.refer to sth as sth 2.literally: really, without exaggeration;word for word, strictly eg: The children were literally starving.translate literally;carry out orders too literally 3.vanish into thin air: disappear completely 4.contribute to: help to cause sth eg: Plenty of fresh air contributes to good health.Unit 4 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliant

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 10 minutes for writing down the main idea for each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.be comfortably/well /better/best/badly/worse/worst off 2.amount to: add up to, reach;be equal in meaning, be the same as

eg: Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literature eg: literary works;literary style literal: being or following the exact or original meaning of a word eg: literal meaning ←→ figurative meaning

literal translation ←→ free translation literate: able to read and write 4.conviction: the feeling of being sure about sth eg: It’s my conviction that our team will win the game.convict: declare sb is guilty convict sb.of sth 5.realize in a flash

Language points for Text II 1.be apprenticed to

2.set foot on the road to sth

More Information on William Shakespeare

One of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the world’s literature.His close friend, the playwright Ben Jonson, said of him that he was “not of an age, but for all time.” His works are a great landmark in the history of world literature for he was one of the first founders of realism, a masterhand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets.Some of his best known plays are: The Taming of the Shrew, Romeo and Juliet, A Midsummer Night’s Dream, The Merchant of Venice, Much Ado about Nothing, Twelfth Night, All’s Well that Ends Well, Hamlet, Othello, King Lear, Macbeth, Timon of Athens, Measure for Measure, The Tempest.Unit 5 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Get to know the organization of a feature report and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sth

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Read the information of the text on p.54, 55 to get a better understanding of Chunnel;2)Answer the pre-reading questions orally;3)Allow students 5 minutes to read the text rapidly for the main idea;

4)Do the guesswork of vocabulary;5)Study Text I intensively;6)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;7)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;8)Do oral work;

9)Study the main points of guided writing, mainly paragraph writing of narration in informal tone, and letter writing to ask for information;10)Homework, finish all the exercise both in SB and WB.Language points for Text I

1.…stiff upper lips trembled: here stiff upper lips stands for Englishman.It’s metonymy.(換喻,轉(zhuǎn)喻)(keep)a stiff upper lip:(show)an ability to appear calm and unworried when in pain or trouble eg: The general praised the boys for keeping a stiff upper lip in time of trouble.2.A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp.as a sign of disapproval 3.by the grace of God: due to, thanks to eg: By the grace of God the children were rescued by the fireman.4.Compound adjectives made up in various ways: the soon-to-be-opened Chunnel the gull-wing eyebrows cross-Channel-link schemes tungsten-tipped teeth

Language points for Text II 1.alternative: adj.Other eg: Have you got an alternative suggestion? n.choice of two eg: Caught in the act, he had no alternative but to confess.alternate: adj.A.(of two things)happening or following one after the other eg: alternate triumph and despair

B.every second eg: on alternate days v.cause to occur one after the other eg: Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: courage have the/no nerve to do sth or lose one’s nerve

Unit 6 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scorn

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.dream of sth or doing sth 2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱ or you’ll do…= If …not…you’ll… Imperative sentence, ╲ and you’ll do…= If … you’ll…

eg: Practice speaking English more, and you’ll improve your oral English quickly.Be careful in your pronunciation, or you’ll have great trouble in listening and speaking.3.outlay: a spending of money outlay on sth.eg: the weekly outlay on groceries;

a considerable outlay on basic research

Our country has outlaid(v.)a large sum of money in capital construction.4.economy: A.economic situation B.thrift and frugality

eg: The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economics eg: Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or time

eg: The writer is famous for his economical style.5.be well on the way to

eg: We were well on the way to the age of knowledge-based economy.Language points for Text II 1.pour scorn on sb/sth hold /think it scorn to do sth 2.lay out: display eg: lay out merchandise 3.in a panic

Unit 7 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directory

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to make an offer;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.take sth.for granted or take it for granted that: believe sth.without

thinking about it very much 1.He is proposing to attempt the impossible…: When he intends to do impossible…

propose: have formed a plan;intend

usage: propose to do sth propose: suggest

usage: propose doing sth./ that clause 2.pose as unusual: pretend to be

eg: He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question 3.suspense: anxiety or apprehension resulting from an uncertain, undecided or mysterious situation usage: in suspense, keep(sb)in suspense, hold in suspense eg: He waited in great suspense for the doctor’s opinion.suspension:

eg: the suspension of arms, suspension from school/office suspicion: eg: above suspicion, under suspicion 4.justify: give a good reason for justify sth or doing sth eg: The editors are perfectly justified in refusing your work.5.have/ show an aptitude for sth.6.be bent on questioning you: be determined to question you.eg: She is bent on becoming a good pianist.He is bent on making journalism his career.Language points for Text II 1.for a start: to begin with, to start with 2.…get away scot-free: escape without punishment

eg: No student can get away with a breach of the rules of the university.got away from the restaurant scot-free 3.turn a deaf ear to: ignore, pay no attention to eg: I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…

plague: pester or annoy persistently or incessantly eg: Runaway inflation further plagued the wage or salary earner.Unit 8 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flick Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.shelter: cover and protection find/take shelter from;give shelter to;be a shelter from;under the shelter of 2.be engrossed in: be absorbed in, be taken up eg: The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one like eg: She never dares to eat to her heart’s content for fear that she would put on weight.4.…the assistant should retire discreetly… retire: move back or away eg: retire to one’s room;retire to bed;

retire from the service;retire from the world;5.Apart from running up a huge account.run up: make or become greater or larger eg: run up a huge account/bill/debts 6.indulge: yield to, gratify be indulged in eg: She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sth eg: He beckoned me to come nearer.8.tell sb off: scold or rebuke severely eg: The teacher told him off for not doing his homework.9.tuff away sth: put sth in a safe place

eg: The troop was tucked away in a quiet valley.Language points for Text II 1.be mean with sth 2.poverty-stricken;panic-stricken;conscience-stricken;grief-stricken;fever-stricken 3.It’s real a bargain.A bargain is a bargain.make a bargain with sb;bargain sth for sth 4.has a nose for gossip/information nose into other’s affairs

Keep your big nose out of my affairs.Unit 9 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the argument of Text I and learn some writing skills and practice it along with letter writing;5.Appreciate Jack London’s A Piece of Steak;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The reading and writing of argument;2.New words and expression:

fledgling;bland;colossus;adroit;knockout;certify;intricate;encase;recuperate;squirt;distort;sprout;falter;ruminate;batter;overwhelm;wind up;die down;a flurry of;come alive;count out

Procedure:(4 hours)1.Greeting;2.Revision of the important points of last class;3.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 5 minutes for writing the main idea of each part in Text I;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the comprehension questions of Text I WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.promote

A.help to establish or organize eg: promote a boxing match/concert

B.raise sb to a higher position promote sb(to sth)

C.help the process of(sth)Eg: The organization works to promote the friendship between

nations.2.wind up: bring to an end eg: wind up a speech with a remark of thanks He is sure to wind up in bankrupt.You’ll wind up in hospital if you drive so fast.wind up a watch;wind up/down the car window 3.a flurry of sth

eg: a flurry of interest in the new product;

a flurry of activities when the plane landed 4.appoint sb(as/to)some position appoint sb to do sth 5.certify sth/sb as certify that clause

Language points for Text II 1.bear sb a grudge/grudges bear a grudge/grudges against sb eg: I hope you won’t bear grudges against me after what has happpened.2.Disguise: give sb/sth a false appearance disguise sb/sth(with sth);~ sb/sth(as sb/sth)hide or cover up eg: I couldn’t disguise my anger.There’s no disguising the fact that he’s a liar.I didn’t recognize him: he was in disguise.22

Unit 10 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing，etc.2.Grasp some new words and expressions to enrich student’s

vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and

translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

duck;wince;placatory;indefensible;negligently;studious;shrug;wry;dissolve;guffaw;nail down;trail away;be shocked to the core;every nook and cranny

Procedure:(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading to get the main idea of Text I;

3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of narration, and the letter writing as to show one’s thanks;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.keep sb under one’s thumb: make sb subordinate to

be under one’s thumb 2.succeed(v.)

(1)not fail ~ in doing sth.success(n.)successful(adj.)(2)come next ~ sb/sth;~ to sth.succession(n.)successive(adj.)in succession;in succession of sth eg: His words come out in quick succession.Our team got a succession of victories.3.go/get somewhere: make progress

go/get nowhere: make no progree

eg: The class got nowhere in their studies.Where would we be without your help? 4.nail down: fix sth firmly;(fig)establish clearly and unmistakably eg: Let nail down the lid of the box.5.to the core: completely 6.shrug off sth: ignore sth.Language points for Text II

1.filter: 1)pass a liquid through a filter Eg: All drinking water must be filtered.2)~ in/out/through: become known gradually eg: New ideas are slowly filtering into people’s mind.(深入人心)2.dissolve:1)make a solid become liquid eg: Water ~s salt.2)come to an end eg: ~ a marriage

~ into /in tears/laughter: can’t help doing sth

3.go through the motions of doing sth: pretend to do sth eg: He went through the motions of welcoming her friends, but then quickly left the room.Unit 11 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the two texts and get some information about Shaka;

5.Study how to write different parts of a composition and practice it;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

suicidal, formidable, inhabit, overgrow, scour, impervious, escort, brooding, mourn, reign, staple, inhuman, regiment, invariably, grumble, feast

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 6 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.may/might well: very likely eg: His appearance has changed so much that you may well not recognize him.Cf: may/might(just)as well: give sb some suggestion, better do sth.Eg: You may as well try.(不妨…)2.as it is/was: in fact(事實(shí)上，就目前這種情況)eg: I thought I might be transferred, but as it is I shall have to look for a new job.As it were:（虛擬）可以這么說(shuō)

Eg: He is, as it were, a walking dictionary.3.be little less than: be almost

eg: You are little less than a villain if you encourage a ten-year-old boy to smoke.Helping oneself to a dictionary without the owner’s permission is little less than thft.4.overgrown 1)grow too fast eg: The boy behaves like an overgrown child.2)covered with

be overgrown with Eg: The river banks were overgrown with reed.Cf: outgrow 1)grow faster than

eg: He’s already outgrown his elder brother.2)leave sth behind as one grows older

eg: outgrow one’s bad habits/childish interests

5.one’s life seemed to be measured in seconds: one would die instantly, one’s life hung by a thread

Language points for Text II 1.capacity for sth: ability to, capability of

capacity of sth: indicates the volume or amount

eg: The factory has a productive capacity of 200 cars a month.2.grumble: complain a person full of grumbles(n.)~ at/to sb about/at/over sth eg: Why grumble at me about your own stupid mistakes.3.impervious: can not be hurt or affected

be ~ to criticism/fear

Unit 12 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts, one in narration and another in description, and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: grimy, overhauling, squirt, thaw, relentlessly, set in, lie in a grip of iron, impression, devoted, bellow, lullaby, rattle, mutter, intimate, puff, puckered, tweak

Procedure(4 hours)1.Review the main points of last class;2.Begin a new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 5 minutes for writing;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.27 Language points for Text I 1.in the depths of: the deepest or the worst part of sth in the depths of winter(隆冬)，in the depth of despair 2.relent: 1)be less strict or harsh

eg: We shouldn't relent in out fight against crime.2)become less intensive eg: The rain relented.Relentless: 1)harsh, strict eg: be relentless in punishing offenders

2)constant, not ceasing eg: driven by a relentless ambition for power 3.set in : begin to happen or apparent

eg: a serious infection set in , a heavy storm set in 4.on and off: from time to time, now and again

on and on: without stopping 5.devoted: be fond of, loving, loyal eg: He is a devoted son.（孝子）be devoted to sb/sth cf: devote: give completely to

devote oneself/ sth to sb/sth eg: devote oneself to a noble course

Language points for Text II 1.breathe a promise of spring and violet: indication of hope of sth

eg: There is a promise of better harvest this year.28

Unit 13 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narration about Christmas;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

distribute, confess, arrogant, stun, ebb, renunciation, shrivel, plunge, rejoice, exalt, choke, hustle, confer, seasonable, gush, steep, declension, rampant, prematurely, credulity, ubiquitous, ignite, heresy, beam, reecho, clear away, finish up

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.…were worn clear through: completely

eg: read the book clear to the end

keep/stay/steer clear of sb/sth: try to avoid

eg: keep clear of trouble 2.have sb/sth to oneself: be able to use or enjoy sb/sth without others

eg: With my parents away, I’ve got the house to my own.3.confess to sth/doing sth: admit(sth wrong)confess sth to sb: tell one’s sins to a priest 4.ebb: become less

eg: He is on sixty, so his strength is slowly ebbing away.On the ebb（退潮，減少）5.bear resemblance to sb/sth eg: Your story bears little or no resemblance to the facts.Language points for Text II 1.plunge…into

eg: The new policies were dangerous and would plunge the country into chaos.2.confer: 1)~ with sb on/about sth: discuss

eg: The engineers and technicians are still conferring on the unexpected accident of the fire damp explosion.(瓦斯爆炸)2)confer a medal/title on/ upon sb: give or grant a degree or title to sb 3.steep 1)soak sth thoroughly in liquid 2)pervade or fill sth thoroughly with sth eg: steeped in prejudice, a city steeped in history 4.be/ take a load/weight off sb’s mind: cause one a great relief

eg: Passing the exam is an enormous weight off my mind.30

Unit 14 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

habitual, twirl, correspond, proposition, egotism, submerge, astir, staunch, revolve, cynical, stalwart, groove, moderately, glare, confrontation, be subject to

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.31 Language points for Text I 1.vicinity: neighborhood in the vicinity of sth 2.correspond: 1)write to

2)in harmony/agreement with eg: His sports clothes do not correspond with his shy behavior.We must bring our ideas into correspondence with the laws of the objective external world.3.submerge: bury, hide eg: His talent was submerged by his shyness.Language points for Text II 1.revolve: as sth as its center, go round

revolve about/round eg: The earth revolves around the sun.The dispute at the moment revolves around whether the other delegates should attend.2.confront: face

~ sth, ~sb.with sth

eg: When confronted with the evidence of her guilt, she confessed.A soldier often has to confront danger.3.twilight: faint light before sunrise or after sunset,(fig.)period of decreasing importance

eg: a twilight area in the interpretation of the Constitution

in the twilight of his life/career 4.be subject to: 1)under the authority of sb/sth, be obliged to obey

eg: Peasants used to be subject to landowners.2)be liable to

eg: Trains are subject to delays after the heavy snowfalls.3)depending sth as a condition

eg: Our plan is subject to the director’s approval.32

Unit 15 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

flicker, abundance, migrate, blight, malady, moribund, throb, brood, pollination, spectre, stark, counterpart, reserve, inhabitant, stabilize, hypothesis, in …terms, level off

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 8 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.33 Language points for Text I 1.migrate, immigrate, emigrate & migrant, immigrant, emigrant

Migrate can be used to refer to both things and people, immigrate and emigrate are used to refer to people, but immigrate means move into a place while emigrate means move out of a place.Eg: City residents also blame migrant workers for the sharp rise in the urban crime rate.(民工)

America has many immigrants from Europe.After the Nazis came to power in Germany, many scientists emigrated.2.hatch: 1)(of a young bird or fish, etc)emerge from an egg

eg: Don’t count the chickens before they are hatched.2)think out or produce ~ sth out/ up eg: What mischief are those children hatching up?

Language points for Text II 1.reserve: put sth aside for a later or special use

eg: All rights reserved.a nature reserve, a forest reserve conserve: prevent sth from being changed , lost or damaged(謹(jǐn)慎合理的使用現(xiàn)有的東西，含一旦用完，很難再補(bǔ)充)

eg: conserve one’s health, resources, water

preserve: keep or maintain in a perfect condition(強(qiáng)調(diào)保存珍貴的東西原樣不變，有時(shí)甚至根本不用)

eg: preserve food, old building 2.make one’s hair stand on end: fill sb with fright or horror

第三篇：新編英語(yǔ)教程5(第三版)

1)The reason why little girl like Barbie very much is that she looks like real people and can be dressed up in a perfect way.2)Man-made objects, though out-numbered by natural objects, play a more and more important role in people’s life.3)The number of man-made object is increasing steeply, compared with the number of natural objects as well as its actual number.4)The little girl of today would gladly use their old Barbie to exchange the new version of Barbie whereas their mother or grandmother would be reluctant to throw away their dolls until they fall-apart simply, because they are too old nothing could be more obvious than the difference between them.5)The societies and people that are used to poverty reject the practice of using one product only for once or a short time and then replace it by a new one.6)It is meaning that less for a man who is fairy old to say that he wants to develop a hobby in this or that form.7)It is sensible that you further develop the hobby;you already have instead of trying to cultivate a new one.8)Taking up a hobby and living a more regularized way of life are the most effective way to save them from their boredom.9)The long hour’s work in the office or factory provides these people with the money so they can live their lives and gives them a strong desire for the simplest pleasure.10)In fact, it is highly likely that those people who take their work as their pleasure are need to divert their effort from work from time to time urgently.11)The ability to do the right thing at the right time is essential to a good leader.12)A leader must be good at exercising his authority(this is a quality that a leader must have)and be able to demonstrate to the people that he does.13)A leader should find out what the people want to do or have, and guide them to achieve it.14)If we are not powerful, determined and brave, we can’t except to find a good leader, no matter how skilled we are in shopping images, we can’t make him to be what he is not, he is only a representative of all of us.15)John Dewey has said seriously that the degree that someone’s behavior can influence the custom is the same as the degree that his body talk can influence his mother tongue.16)The result from a serious study of the custom which is not influence by the outside shows that what Dewey said is just an objective description of the fact.17)If we still think that our culture is superior to those of the people who we regard as uncivilized, underdeveloped or irreligious, the study anthropology must be meaningless.18)We must realized that all the beliefs are based on the same thing, the intangible and should be treated equally along with our own.19)I believe that people in the society high above me are selfless, pure, noble and very intelligent.20)But it is difficult for a man of the working class to improve his social status, especially when he was full of objectives and imaginations 21)It is physically strong, and they profited a lot by exploiting my strength, but I only lived a poor life.22)He was no longer strong enough to make money by selling his strength and had nothing left to him, he had no other choice, but to slide down to the bottom of the society and die there in misery.23)After 100 years, the black people is still suffering in the isolated part of American society, and he feels like an outcast in his own country.24)We can see very clearly that as far as the black people are concerned, America didn’t fulfill its promise.25)We are here to demand the fulfillment of the promises which can guarantee us our freedom and justice.26)This is not the right time to calm down and adopt gradualism, waiting patiently for a solution.

第四篇：新編英語(yǔ)教程5 unit11 課文翻譯

新編英語(yǔ)教程5 unit11 課文翻譯

Unit11 培養(yǎng)業(yè)余愛(ài)好

1)一位頗有天賦的美國(guó)心理學(xué)家曾經(jīng)說(shuō)過(guò)：“焦慮是情感處于極度緊張的一瞬間、腦筋執(zhí)著于某一件事死死不放?！痹谶@樣情況下，任何擺脫焦慮的努力都是徒勞的。你越急于擺脫這種困擾，就越難達(dá)到目的。你只有慢慢地往這緊張的思緒里摻進(jìn)一些別的東西。如果這些東西選擇恰當(dāng)，如果它能真正引起你對(duì)其他方面事物的興趣，那么你心中那個(gè)緊繃著的弦就會(huì)逐漸地，而且往往會(huì)很快地松弛下來(lái)，心情開(kāi)始恢復(fù)正常。

2)因此，培養(yǎng)一種業(yè)余愛(ài)好或新的興趣形式，對(duì)于一名公務(wù)員是頭等重要的行事之道。然而這不是一朝一夕之事，也不是僅僅憑借意志力就能迅速即興完成的工作。培養(yǎng)其他的智力興趣是一個(gè)長(zhǎng)期的過(guò)程。必須精心挑選好種子，必須將種子播種在肥沃的土壤中，必須悉心照料它們，這樣在需要時(shí)能給人帶來(lái)生氣的果實(shí)才會(huì)唾手可得。

3)要想生活真正得愉快和安全，你就得有至少兩三種實(shí)實(shí)在在的愛(ài)好。到了年邁才開(kāi)始說(shuō)：“我要培養(yǎng)這樣或那樣的愛(ài)好?！边@是徒勞的。因?yàn)檫@樣只會(huì)使你的神經(jīng)繃得更緊。一個(gè)人也許會(huì)獲得大量與他本身日常工作毫不相干的知識(shí)，然而這些知識(shí)卻不能使他獲益分毫，或感到輕松。這時(shí)候憑興趣而工作已經(jīng)為時(shí)太晚，你只能一心一意的去愛(ài)你所從事的工作。大體上講，人可以分為三類(lèi)：第一類(lèi)人勞碌終生，第二類(lèi)人憂慮終生，第三類(lèi)人終日游手好閑。對(duì)于一個(gè)勞累了整個(gè)星期的體力勞動(dòng)者來(lái)說(shuō)，讓他在星期六下午去踢一場(chǎng)足球或打一場(chǎng)棒球是毫無(wú)益處的。而對(duì)于一個(gè)忙碌了一周或?yàn)橐恍┲匾氖虑槎鴵?dān)憂了一周的政治家、專(zhuān)業(yè)人士或商人來(lái)說(shuō)，在周末還要他去為一些雞毛蒜皮小事而操心也是絕不可取的。

4))至于那些要風(fēng)得風(fēng)，要雨得雨，一切都隨心所欲的人，他們是很可悲的。因?yàn)槿魏我粋€(gè)新的驚喜或意外都只會(huì)讓他們生膩，他們不停地這兒竄竄，那兒跑跑，企圖擺脫那些無(wú)所不在的無(wú)聊的困擾，但一切都是徒勞。對(duì)于他們來(lái)說(shuō)，最好的解決辦法就是過(guò)上一種有約束性的有條不紊的生活。

5)可以這樣說(shuō)，凡是理智、勤勉、有作為的人也可以分為兩種：第一種，他們的工作就是工作，娛樂(lè)就是娛樂(lè)；第二種人，他們的工作和娛樂(lè)合而為一。這兩種人中前者占絕大多數(shù)。他們有他們的補(bǔ)償方式。在辦公室或工廠長(zhǎng)時(shí)間工作會(huì)給他們以回報(bào)，這不僅僅是指維持生計(jì)的手段，還包括對(duì)娛樂(lè)的極度渴望，哪怕是再簡(jiǎn)單在樸素不過(guò)的娛樂(lè)。但是受到命運(yùn)垂青的人往往屬于第二種類(lèi)型。他們的生活是一種自然地和諧。對(duì)于他們來(lái)說(shuō)，工作時(shí)間永遠(yuǎn)不夠長(zhǎng)。每天都是假日，而一般的節(jié)假日到來(lái)時(shí)，他們卻不愿意過(guò)，認(rèn)為那強(qiáng)行打擾了他們非常有趣的工作。但是對(duì)于兩種類(lèi)型的人來(lái)說(shuō)，轉(zhuǎn)變一下觀點(diǎn)，換一換環(huán)境，轉(zhuǎn)移一下精力，都是十分必要的。確實(shí)，那些工作即娛樂(lè)的人很可能就是最需要是不是讓精神從工作匯總放松的人。

第五篇：新編英語(yǔ)教程練習(xí)冊(cè)練習(xí)冊(cè)2翻譯答案

一）1他是經(jīng)理的兒子，但光憑這一點(diǎn)他是沒(méi)有資格批評(píng)我們的工作的。He is the manager’ son, but that alone doesn’t qualify him to criticize our work.2Smith先生從教學(xué)崗位上退休下來(lái)之后，開(kāi)始從事攝影這一興趣愛(ài)好After Mr Smith retired from teaching, Mr Smith took up photography as a hobby.3相比起來(lái)，這幢房子的優(yōu)點(diǎn)是價(jià)格低，而那幢房子的優(yōu)點(diǎn)是交通便利By comparison, this house has the advantage of low price and that one has the advantage of convenient transportation.4他似乎正在使出全身解數(shù)，試圖提高這一新產(chǎn)品的銷(xiāo)售量Tt seems that he is making every effort to promote the sale of this new product.5那些熱切的學(xué)生們紛紛擠進(jìn)了講堂，以聆聽(tīng)來(lái)自劍橋大學(xué)的那位著名教授講課Those eager students crowded into the lecture hull to hear the famous professor from Cambridge University 6正如成千上萬(wàn)的其他人一樣，她被這件藝術(shù)品深深地迷住了She like thousands of others, is greatly fascinated by this work of art 7直到我結(jié)婚的時(shí)候，我才有錢(qián)買(mǎi)了自己的房子It was not until I got married that I could afford the house of my own

二）1你能拿出那天晚上不在家的證據(jù)嗎Can you show the evidence that he wasn’t aat home that night 2剛才在這兒說(shuō)的所有話都必須保密Whatever we said here just now must be kept a secret 3如果這次旅行的花費(fèi)不超過(guò)一百元，那你把我也算上吧If the expense of this journey is not over 100 yuan , you count me in 4每天晚上上床之前，Smith先生都要巡視一下房子以確保所有的門(mén)窗都上鎖了所有燈都關(guān)了Before he goes to bed every night, Mr Smith will always inspect the house to make sure all the doors and windows are locked up and all the lights are turned off 5他確實(shí)吧真相告訴你了但你就是不相信He did tell you the truth, but you just didn’t believe him 6我延誤了給他回信，這使他如此擔(dān)憂，他竟然乘了直達(dá)航班來(lái)看我I delayed writing him back, which worried him so much that he took a no-stop flight to see me 7當(dāng)我告訴他他父親心臟病發(fā)作被送進(jìn)醫(yī)院時(shí)，他看上去似乎并不在意When I told him that his father had had a heart attack and had been sent to hospital, he looked as if he didn’t car about it.8公共汽車(chē)突然剎車(chē)，一只沉重的皮包從他頭頂上的行李架上落下來(lái)正好落在他的頭上When the bus stopped suddenly, a heavy leather bag fell off the shelf over his head and it landed right on his head 三）1特技演員的驚險(xiǎn)表演使得觀眾驚恐萬(wàn)分The breathtaking performance of the stuntmen left the audience panic-strickened 2由于他的健康越來(lái)越差，我想現(xiàn)在該是他去掉吸煙惡習(xí)的時(shí)候了I think it’s time that he got rid of his bad habit of smoking because of the weakness of his health 3當(dāng)Bill 全神貫注地做他的實(shí)驗(yàn)時(shí)，他全然不知周?chē)l(fā)生的事情When Bill was preoccupied with his experiments, he know nothing about what happened around him 4Tom提議用他的這張郵票換John的那本書(shū)，但是John拒絕了Tom proposed to exchange this stamp of his for that book of John’s but John refused

5他指控他的鄰居晚上唱片放得太響了He accused his neighbour of playing the CD records loudly in the evening 6他并不是你所認(rèn)為的那種笨蛋He is not such a fool as you assume him to be

四）1Linda不可能已去美國(guó)因?yàn)槲易蛱煸诮稚峡匆?jiàn)他了Linda can’t have gone to the USA, for I saw her in the street yesterday 2這些國(guó)家的政府必須采取有力措施以完全控制人口增長(zhǎng)The governments of these countries must take effective measures to completely control the growth of their population 3這對(duì)老夫婦其實(shí)申請(qǐng)幾張旅游支票，這樣他們?cè)谥苡问澜鐣r(shí)就不用隨身攜帶那么多現(xiàn)金了The old couple should have applied for several travellous checks so that they needn’t have taken so much cash with them when they travelled around the world 4他是如此著名的一位藝術(shù)家，他的畫(huà)全應(yīng)保存在諸如美術(shù)館或博物館之類(lèi)的地方He is so famous an artist that all his paintings should be preserved in such place as galleries or museums 5由于缺乏經(jīng)驗(yàn)，那個(gè)青年醫(yī)生沒(méi)有立即采取行動(dòng)，這導(dǎo)致了病人的死亡Due to lack of experience, the young doctor didn’t take action immediately, which led to the death of the patient 6她想以某種方式表示一下她是多么關(guān)心他的幸福She wants to show in some way that how much she cares about him and his happiness 7總統(tǒng)發(fā)表了一次演講，其意思是國(guó)家將保護(hù)野生動(dòng)物The president made a speech to the effect that the country would protect the wildlife 8教師應(yīng)該發(fā)揮他們的想象力增加教學(xué)的藝術(shù)性Teachers should exercise their imagination and add the art to their teaching

五）1要管理好一所學(xué)校，校長(zhǎng)起著很重要的作用To manage a school well, the headmaster plays a very important role in the administration of the school 2在家庭事務(wù)中具有最后決定權(quán)的是我母親It is my mother who has the final say in the household affairs 3生物學(xué)特別是微生物學(xué)，從他最早的學(xué)生時(shí)代起就令他著迷Biology, microbiology in particular has been fascinating him since his earliest school day 4她有沒(méi)有說(shuō)什么令你感興趣的東西Did she say anything that particularly appealed to you 5在這么復(fù)雜的情況下，沒(méi)有人能揣測(cè)出誰(shuí)將贏得下一次競(jìng)選Under such complicated circumstances, no one can tell who will win the next election 6這是100英鎊，它夠支付你所有的花費(fèi)了Here is 100 pounds and it can cover all of your expenses 7工程室的工作需要智力以及經(jīng)驗(yàn)The work of an engineer needs intelligence plus experience

六）1不管雨下得多大，昨天你也應(yīng)該來(lái)機(jī)場(chǎng)接我們的No matter how heavily it rained, you should have come to the airport to meet us yesterday 2他越想這件事越生氣The more he thought of the matter, the angrier he was 3這個(gè)農(nóng)夫情愿以半價(jià)出售這些蔬菜，也不愿意聽(tīng)任它們爛掉The farmer would sell these vegetable at half the price rather than let them decay 4那本小冊(cè)子里的全部信息僅限于高級(jí)軍官知道All the messages in this booklet are restricted only to the senior officers 5通常醫(yī)生要求病人徹底戒煙As a role, doctors require their patients to give up smoking completely 6直到火車(chē)開(kāi)走了我才趕到車(chē)站It was not until the train had left that I arrived at the station 7昨晚有20名學(xué)生發(fā)高燒病倒了，醫(yī)生們現(xiàn)在正在忙于調(diào)查這件事，希望能找到病因Last night, 20 students were down with a high fever and the doctors are busy in looking into these case in the hope of finding the cause of the disease 8父母有權(quán)干涉他們子女的個(gè)人生活嗎？Do parents have the right to interfere with their children’s private lives?

七）1肯定會(huì)有人反對(duì)在下個(gè)月舉辦歌唱比賽的There is bound to be someone who will object to holding a singing contest next month 2事故發(fā)生后，John很沮喪地發(fā)現(xiàn)他那輛嶄新的汽車(chē)已被損壞得無(wú)修復(fù)的希望了After the accident, John was discouraged to find that his brand-new car was damaged beyond hope of repair 3如果我開(kāi)價(jià)，比如說(shuō)100美元來(lái)買(mǎi)你那臺(tái)舊電視，你會(huì)接受嗎？If I give an offer, say, $100 to buy your old TV Set, will you accept my offer? 4除了Dick以外，Tom沒(méi)有跟任何人說(shuō)起他很想去當(dāng)一名特技演員的事Tom didn’t tell anyone than Dick that he would like very much to be a stuntman 5這份工作從現(xiàn)金收益的角度來(lái)看不是很盈利的，但我正從中獲取很有價(jià)值的經(jīng)驗(yàn)This job is not very profitable in terms of cash earnings, but I’m getting valuable experience from it 6缺乏營(yíng)養(yǎng)價(jià)值的飲食 使人保持健康A(chǔ) diet lacking in nutrition value will not keep a person healthy 7我當(dāng)時(shí)真想朝那個(gè)演講者臉上揍一拳，但我克制住了，我緊握雙拳跑出了房間I felt an urge to beat the face of that speaker, but I kept control of myself, I ran out of the house with my hand crossed