致用英语综合教程unit 2
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Unit 2 Knowing our bodyTeaching objectivesAfter learning this unit, Ss will learn how to✧Describe the body parts✧Talk about the functions of the body parts✧Use comparatives and superlatives✧Use the body languageTeaching focusGrammar: comparatives and superlativesV ocabulary building: Name of body parts; base adjectives and strong adjectivesImportant words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympatheticTeaching difficulties1. Understanding the structure and main idea of the text.2. Grammar: comparatives and superlativesTeaching ProceduresI. Warming-up questions:What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (Y ou can skim through new words before l i steni ng.)II. Listening and speaking (1 period)a.This is a lead-in to the listening part. Before playing the recording, askstudents to read the questions. Then play the recording and encounrage students to take notes while listening.anize a speaking activity based on the listening material. First ask Ss toform groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language.III. Reading 4 periods1.Pre-reading tasks:Before you read, discuss the foll owi ng questi ons i n groups:a. Has any part of your body ever been injured? If yes, what inconveniences did it cause?Work in groups and share your experiences.b. Have you ever read or heard stories about body parts?2.Reading comprehensiona.Ask Ss to read the text first and then answer the questions in Comprehension Check.b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information.3.Detailed learning of the textLanguage points※attemptn. an act of trying to do something, especially something difficulte.g. She passed her driving test at the first attempt.v. to try to do something, especially something difficulte.g. He attempted to open the door.He attempted to lie.※stump v.1)if you are stumped by a question or problem, you are unable to find an answer to ite.g. The doctors were stumped and had to call in a specialist.The police were stumped about the motivebehind the murder.（警方给难住了，无法查明这次谋杀的动机。
致用英语综合教程综合英语2教案unit
Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。
致用英语 Unit 2 War and peace
→ amazing adj. 令人大为惊奇的；（尤指）令人惊 喜（或惊羡、惊叹）的 你太了不起了. e.g. You are amazing.
carve vt./vi. 刻，雕刻
( to cut a pattern or letter on the surface of sth) e.g. The statue was carved out of stone. 这尊像是石头雕成的。 →切, 切碎 e.g. At the dinner table, father's job is to carve the meat. 吃饭时, 爸爸的工作是切肉。 →☆carve out 用辛勤的劳动创造出… e.g. He carved out a name for himself in the engineering business. 在土木工程业方面, 他孜孜以求为自己赢得了声誉。
explode
v. 爆炸→ explosion n.
( to burst, or to make sth burst, into small pieces) e.g. When the boiler exploded, many people were hurt. →爆[突]发, 发怒 vi. e.g. At last his laughter exploded. 他最后哄然大笑起来。 →激增, 迅速扩大 e.g. The population was still exploding. 人口仍在迅猛增长。
In the first decade of the 19th century, he turned the French armies against every major European power and dominated continental Europe through a series of military victories. His army was badly damaged in the French invasion of Russia in 1812 and at the Battle of Waterloo in June 1815.
Unit 2-致用英语综合教程
Unit 21.____________( ) n. a piece of furniture, jewellery etc. that was made a very long time ago and is therefore valuable2. ____________( )n. an object or pattern made by cutting a shape in wood or stone for decoration3. ____________( )v. to suddenly sit down, expecially because you want to relax4. ____________( )adj. not developed to a high standard, or made with little skill5. ____________( )n. someone who buys and sells a particular product, especially an expensive one6. ____________( )v. to change someone’s appearance so that people cannot recognize them7. ____________( )v. to make an angry, unhappy, or confused expression, moving your eyebrows together8. ____________( )v. to breathe in suddenly, especially because you are surprised9. ____________( )adj. something genuine really is what it seems to be10. ___________( )adj. giving careful attention to something so that you think about nothing else11. ___________( )v. to put a large quantity of something into a vehicle12. ___________( )n. a Christian priest or minister13. ___________( )adj. producing profit14. ___________( )n. the act of producing a copy of something15. ___________( )n. clever plan, especially to do something that is bad or illegal16. ___________( )adj. looking dishonest and slightly nervous17. ___________( )v. to say something quickly in an angry way18. ___________( )v. to talk unsteadily19. ___________( )v. to make your hand gently over something20. ___________( )adj. short and thick in an unattractive way21. ___________( )adv. in a way that shows you do not trust something or someoneUnit 21.____________( ) n. a piece of furniture, jewellery etc. that was made a very long time ago and is therefore valuable2. ____________( )n. an object or pattern made by cutting a shape in wood or stone for decoration3. ____________( )v. to suddenly sit down, expecially because you want to relax4. ____________( )adj. not developed to a high standard, or made with little skill5. ____________( )n. someone who buys and sells a particular product, especially an expensive one6. ____________( )v. to change someone’s appearance so that people cannot recognize them7. ____________( )v. to make an angry, unhappy, or confused expression, moving your eyebrows together8. ____________( )v. to breathe in suddenly, especially because you are surprised9. ____________( )adj. something genuine really is what it seems to be10. ___________( )adj. giving careful attention to something so that you think about nothing else11. ___________( )v. to put a large quantity of something into a vehicle12. ___________( )n. a Christian priest or minister13. ___________( )adj. producing profit14. ___________( )n. the act of producing a copy of something15. ___________( )n. clever plan, especially to do something that is bad or illegal16. ___________( )adj. looking dishonest and slightly nervous17. ___________( )v. to say something quickly in an angry way18. ___________( )v. to talk unsteadily19. ___________( )v. to make your hand gently over something20. ___________( )adj. short and thick in an unattractive way21. ___________( )adv. in a way that shows you do not trust something or someone。
致用英语综合教程综合英语2教案综合英语2单元设计unit
Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for students to understand, maintain and appreciate relationships.Step 2 Your ideas1.Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI don’t know where I would beWithout you staying with meSometimes, I’m lost in miseryYou will take me all the wayI’m not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves. Step 3 vocabularyA.Work in pairs and think of as many English words as possible that havemeanings similar to friendly and unfriendly. Compare your list with anotherpairThis is a pair-work task. Ask students to brainstorm as many related words as possible.Then ask them to exchange opinions with other pairs. You may let them read out thewords they have got in front of the class.B.The underlined adjectives in the sentences below are all about friendliness.Read them and work out the meanings.Ask students to read these sentences carefully and discuss their meanings in pairs. Havethem explain the meanings in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some students give a report. This can be really interesting when show diverse opinions.1). In your opinion, what is a friend? What does friendship mean to you? What do youthink are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following?●phone them●write letters to them●send them recorded cassettes●send them postcards●have flowers or other gifts delivered to them●e-mail them●send them text messages●visit them during holidays●chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. She’s been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. He’s just received a message on the answer phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same time, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find the ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners.Step 1 Pre-reading questionsRead these questions and then put students into small groups for a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think people’s perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these questions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the textand get a general understanding about it or not beforehand.2) Ask students to summarize the text3) The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 环形，圈状。
致用英语Unit 2 Life and Study
Text 2
NEW WORDS PHRASES AND EXPRESSIONS NOTES Exercise I Exercise II
Word-building
Exercises NOTES
Grammar
Exercises
Translation
Exercises
Writing
General Writing
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5
How do super-achievers like Roman and Melendres do it? Brains aren’t the only answer. “Top grades don’t always go to the brightest students,” declares Professor Herbert Walberg, who has conducted major studies of super-achieving students. “Knowing how to make the most of your innate abilities counts for more. Infinitely more.”5 In fact, Walberg says, students with high I.Q.s sometimes don’t do as well as classmates with lower I.Q.s. For them, learning comes too easily and they never find out how to buckle down.6 Hard work isn’t the whole story, either. “It’s not how long you sit there with the books open,” said one of the many A students we interviewed7. “It’s what you do while you’re sitting.” Indeed, some of these students actually put in fewer hours of homework time than their lower-scoring classmates.8 The kids at the top of the class get there by mastering a few basic techniques that others can readily learn.9 Here, according to education experts and students themselves, are the secrets of straight-A students.
致用英语综合教程综合英语2 教案综合英语2 教案unit 2
Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。
致用英语 第三册 Unit 2 译文
千纸鹤1. 这个故事开始于1945年。
当时，一个名叫佐佐木祯子的小女孩和其他50万人一样，住在日本的广岛市。
祯子两岁的时候，历史上第一颗以人类为攻击目标的原子弹在广岛投放。
这个城市的大部分地区被彻底摧毁，夷为平地。
祯子当时就在离原子弹爆炸地点约一英里的地方，但是她没有被烧到，也没有受伤，至少看起来是这样。
2. 原子弹爆炸后几个星期，广岛的市民开始陆续死去，他们的死因连医生都无法诊断。
这些看上去非常健康的人突然间变得虚弱无比，呈现病态，然后就死掉了。
这种现象非常奇怪，大家都不知所措3. 原子弹爆炸事件过去十年之后，祯子已经12岁了。
读七年级的她，和其他孩子一样玩耍，一样学习。
她最喜欢的事情就是跑步。
4. 有一天，她参加了一场很重要的接力赛，比赛结束后，她觉得十分疲倦，还有些眩晕。
过了一会，她感觉好点了，心想应该没什么问题，所以很快就把这件事情忘记了。
但是，自那以后，她开始经常感到眩晕，尤其是在跑完步后。
这件事情她没有对任何人说，甚至连她最好的朋友千鹤子也没有告诉。
直到一天早晨，她严重眩晕，倒在地上躺了好一会儿。
这一次，每个人都注意到了。
他们把祯子送到了红十字医院，接下来的检查结果让大家难以置信。
祯子患了白血病，这是一种血液的癌症。
几乎所有的白血病患者都会死亡，这让祯子非常害怕。
她不想死。
5. 祯子被送往医院后不久，她最好的朋友千鹤子来看她。
千鹤子给祯子带来了一些纸鹤，并告诉她一个传说。
她说，鹤在日本是一种能活千年的圣鸟，如果生病的人折够一千只纸鹤，他/她的病就能痊愈。
于是，祯子决定折一千只纸鹤。
因为患病，祯子常常感到虚弱疲惫，所以她不能不停地折纸鹤。
但从那一天开始，只要身体情况允许，她都在折纸鹤。
6. 祯子真的折完了一千只纸鹤，然而她的身体并没有好转。
但祯子并没有放弃，她决定折更多的纸鹤。
她开始向两千只的目标努力。
每个人都惊叹于祯子的勇气和耐心。
1955年10月25日，在挚爱她的家人的陪伴下，祯子最后一次平静地睡着了。
新标准大学英语综合教程2单元答案
Unit 2 Food, Glorious FoodActive Reading 1Reading and understanding2. Choose the best way to complete the sentences 1. b 2. B.3. a4. a.5. CDealing with unfamiliar words3. Match the words in the box with their definition 1. frank 2. resort 3. yummy4. juicy5. gloomy6. innocence7. perception8. Nonsense4. Replace the underlined words with the correct form of the words in the box1 The waves were very large in size as they fell onto the beach. (enormous)2 There was so much seafood that it was holding tightly onto the plate. (clinging)3 In the area of land where they were visiting, it wasn’t usual to eat fish and chips. (region)4 When he had eaten the shellfish, he got rid of the shells. (discarded)5 To eat shellfish you need special tools to break open the shells and dig out the food. (implements; crack;scrape)6 The boy was especially fond of his mother’s bread and cakes from the oven.(baking)7 Because they’re smooth, wet and quite difficult to hold, it’s quite a challenge to try your first oysters.(slippery)5. Answer the questions about the words in the box.1 Which word means feeling? (emotion)2 Which word means a feeling that a situation is so bad that there’s nothing you can do to change it? (despair)3 Which word means to say you’re not happy with someone or something?(complain)4 Which word describes how your face looks when you’re annoyed or worried about something? (frown)5 Which word describes something that is unpleasant to taste, smell or see? (nasty)6 Which word means to say something to someone in order to have fun by embarrassing or annoying them slightly? (tease)Reading and interpreting6. Check the true statementsThe true statements are 1, 2, 4.Talking pointSome words to express likes or dislikes of particular food items.Positive words: appetizing, delicious, exquisite, fabulous mouth-watering, tasty temptingNegative words: bitter disgusting revoltingEither positive or negative: home-made (usually positive,) salty Savory, smooth, sourActive reading (2)Dealing with unfamiliar words4. Answer the questions about the words and expressions in the box1. more active2. its features3. the reason for it4. made in a factory5. help cause hormones to leave the brains6. press it strongly7. your parents8. liquid 9. tell people5. Replace the underlined words with the correct form of the words in the box.(1) luxury (2) nourishing (3) mould (4) manufacturer (5) snap (6) condensed (7) flavour (8) popularity (9) genetic (10) traitLanguage in useword formation3 Form new words with the following words and the prefixes / suffixes in the table.air – airsick car – carsick fiction – non-fiction help – helpful sea – seasick shop – shopaholic smoker – non-smoker spoon – spoonfulstop – non-stop work – workaholic4 Answer the questions with the words you formed in Activity 3.What’s the word for:1 how you feel if the sea makes you ill? (seasick)2 someone who likes shopping a lot? (shopaholic)3 what something is if it is useful and providing help? (helpful)4 what a flight is if it goes directly from one place to another? (non-stop)5 someone who doesn’t smoke? (non-smoker)6 writing which is about real people and events, not imaginary ones? (non-fiction)5 Translate the sentences into Chinese.1 Outside the skies were grey and a strong wind was blowing off the sea. Itlooked as gloomy as I felt.外面，天空灰蒙蒙的，海面上刮来一阵强风。
致用大学英语视听说教程第2册Unit 2翻译
Unit 2News report1美国东海岸地区正在为一场暴风雪做准备，气象专家称这场雪是“历史性的”，尽管还没下雪。
风暴可能给华盛顿.、巴尔的摩和纽约带来暴风雪天气。
到周日为止至少有15个州会迎来大雪。
气象官员预计降雪量在30到90厘米之间。
他们预计风暴期间会有出现强风、冰冻和沿海洪灾。
在周末风暴来临之前，在五金店和杂货店很难买到生活必需品。
瓶装水、生火木材和雪铲供应有限。
“卖最快的是雪铲。
我们没剩几把了。
”德里克·斯塔顿说，他在弗吉尼亚的一个五金店工作。
华盛顿地区的学校在星期五关闭，为迎接风暴做好准备。
联邦政府只要求其雇员星期五工作半天。
国会大厦的公共交通系统将于星期五晚上关闭，直到周一早晨。
News report2上周末，温斯顿飓风袭击斐济后，导致42人死亡，4人失踪，其中包括一名婴儿。
飓风温斯顿的风速达到每小时285公里以上。
这是斐济有史以来最强的风暴。
斐济总理说，许多斐济灾民没有水喝，也失去了家园，更没有足够的食物和基本的服务。
急救人员救助灾民时也面临许多困难，包括停电、倒下的电话线和路障。
政府官员已经关闭学校，直到星期一才开放。
他们计划把这些建筑物用作无家可归者的庇护所。
政府也解除了之前的宵禁。
然而，政府要求人们尽可能地限制活动。
由于担心蚊虫数量的增加，政府还要求人们不要留下积水。
爱太平洋联合国儿童基金会驻太平洋地区的发言人丽丝·克莱门茨说，斐济较小的村庄可能受灾最严重，由于他们的基础设施将很难抵御5级旋风的力量。
News report3来自130个国家的领导人在联合国签署了历史性气候协议，这是他们去年十二月在巴黎达成一致的。
签字仪式于地球日第四十六周年纪念日举行。
自1970以来，世界各地的人们每年都发起不同的活动以保护环境。
由于气候变化会带来强风暴和海平面上升，岛国极易受到其影响。
比如说，太平洋岛国斐济。
超级飓风温斯顿去年二月袭击了这个岛国，造成44人死亡，以及10亿美元的损失。
Unit2致用英语综合教程3第二单元
Warm-up
1
What do you see in the video? Describe it with your own words.
2 3
BACK
Do you think it is right for the USA to use nuclear weapons on Japan?
How do you understand the saying “treat violence with violence”?
在与塔利班旷日持久的交火中一个士兵发现了一个女孩他估计四岁左右站在阿富汗院落的屋顶上拿着手机贴近耳边
Unit 2
War and peace
Second Edition
Book Three
Unit 2
1 2 Warm-up Reading A
3
4 5 6 7
Language in Use
Reading B Project Culture Tips Enjoy English
BACK
Reading Comprehension
Para. 3~4
Translation
3. After leaving theatres of war, soldiers had been affected to different degrees in those three areas, each of which influences their ability to operate once home. The physical and conceptual components are both too apparent: the soldier who had his testicles blown off or who woke up screaming at night. Moral scars, though less noticeable, have a way of cutting deep, also. And they are not negated as easily as many suppose. 4. During the ensuing firefight with the Taliban, a soldier spotted a girl—he reckoned a four-yearold—on the roof of an Afghan compound, holding a mobile phone to her ear. He assessed she was a Taliban mortar fire controller, directing intense enemy fire onto his patrol position; they were pinned down as a result. He radioed a jet and directed it to drop a bomb onto the girl and the building.
致用英语综合教程综合英语2教案综合英语2教案unit
Section One Around the topicStep 1 Topic introduction:The topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace. In the Extension part, students will read about the benefits of a digital library.Step 2 watch the video1.Watch the video “April Fool’s Day in the Internet Age”. What tricks did the websites play?How are they different from the past?2.How has internet changed your life? Discuss in groups.Play the video twice and try to have students think about the questions in the PPT and then ask some volunteers to express their viewpoints.Step 3 Your ideasA.Which of the following famous IT faces do you recognize? Do you know what they arefamous for?Start the unit by encouraging students to think of IT entrepreneurs and their IT business success. The aim here is to get students talking about the benefits they enjoy in the electronic era. Ask students to identify the three IT entrepreneurs and match them to their companies.Conduct a class feedback and familiarize students with the benefits of high-tech products. If there is enough time, the teacher can add some questions such as how do they like the products of the above three companies, etc.B.How often do you use products made by these international IT giants? Has your life becomemore convenient since you started to use them? Share your ideas in pairs.Encourage student to discuss the effects of information technology on our daily life. You may elicit topics and write them on the board to start students thinking, e.g. travel, education, communication, food, interpersonal relationships, work, hobbies, sports, money, health, family, agriculture.C.How often do you do the following things?●check e-mail●chat on the net●buy things through internet●listen to music on the net●learn English on the net●play games●search information●read e-books●read news reports●watch movies onlineInvite some students to talk about their own internet experiences.Step 4 vocabularyA.Many web-related words are newly created or are common words assigned with newmeanings. Match the following words with their definitions.Ask students to do this exercise in pairs. Check answers by asking students to read out the definition of each word.Answers:1.BBS2.browser3.virus4.e-mail5.hacker6.cyberspace7.e-commerce8.blogB.Do you know any other new words in the computer world? Describe and explain them inpairs.Encourage students to brainstorm more words related to the cyberspace or the computer world.Step 5 Listening and speakingThe aim of this section is to help students learn about the drawbacks of searching information on the internet. Ask students to think of their own experiences of using the internet as a tool when doing homework. Is it time-consuming or is it worth the while to do so?Are you easily distracted by looking at other things? Play the recording and ask students to tell whether the statements are true or false.A.Listen to a man and a woman talking about surfing the internet. Decide whetherthe following statements are true (T) or false (F).Play the recording once or twice if necessary. Ask students to take notes while listening to the recording, and tell them the importance of taking note in the listening practice.And then ask for the feedback from several volunteers and check the answer together asa class.B.Listen again and answer the following questions.1.What has the man been doing for the last few hours?2.What information did the man want to find?3.Why does the woman say surfing the internet can be distracting?4.What is the thing the man really doesn’t like about the internet?Play the recording again and encourage students to improve their notes and find answers from the notes. Then check the answer as a class.C.Work in groups and discuss the following questions.1.How convenient is it for you to use the internet on campus?2.Do you regularly chat in a certain online group? What’s it about?3.What topics do you usually talk about when you chat online?Divide students into groups and have them discuss on the above questions and exchange ideas, then ask several representatives from each group to express their ideas.Section two ReadingStep 1 introductionThe topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace.This is an argumentative article, aiming at discussing the future of the internet. In the firsttwo paragraphs, the writer presents the definition of cyberspace and the influence of the internet---the soaring use of the internet leads to the heated discussion of the net future. In the following paragraphs, the writer views the net future from two opposite opinions. Some are pessimistic, particularly because of the threat of cybercrimes. Others are optimistic, because life has been made easier and more convenient. This article ends with uncovering the nature of the internet---a non-existing entity.Step 2 pre-reading questionsDiscuss the following questions in groups:1.In what way has the Internet made our life easier or less convenient?Read the question as a class. Divide students into groups and assign a group leader to take notes on the advantages and disadvantages of using the net.1.Imagine life in the next 20 years. How do you think the Internet will further change our lives? Ask students to discuss he question in pairs or groups. Students may have interesting and creative ideas. Let their imagination go!Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. backbone n. the most important part of an organization or group of people 骨干，中坚e.g. Such people are the backbone of the country.2. case n. actual state of affairs; situation 实情，情况e.g. If that’s the case, you’ll have to work harder.3. access n. opportunity or right to use sth. 使用某物的机会或权利e.g. Students must have access to a good library.4. cyberfraudster n. a person who deceives people on the Internet in order to gain money, power, etc. 网络骗子e.g. The Internet has given birth to the cyberfraudster5. chaos n. a state of complete disorder and confusion 混乱；无秩序状态e.g. The wintry weather has caused chaos on the roads.6. crash v. to (cause to) have a sudden, violent, and noisy accident（使）猛撞，（使）撞毁e.g. The plane crashed into the sea.7. essential adj. extremely important and necessary 必要的，不可缺少的，最重要的8. simulated adj. not real, but made to look, sound, or feel real 伪装的，模仿的e.g. The movie’s simulated tropical storm used up huge quantities of water.9. undoubtedly adv. used for saying that sth. is certainly true or is accepted by everyone 无疑地，肯定地e.g. The painting is undoubtedly genuine.10. assimilation n. the process of becoming an accepted part of a country or group 融合，同化assimilate v.e.g. The USA has assimilated people from many different countries.11. physical adj. relating to real objects that you can touch, see, or feel 物质的e.g. the physical world around us the physical environment12. purchase v. to buy sth. 购买e.g. They purchased a large house.13. the masses all the ordinary people in society who do not have power or influence 劳动者阶层e.g. Leaders should trust and rely on the masses.14. dedicated adj.made for or used for only one particular purpose 专用的e.g. a dedicated word processor15. staple n. the main product that is produced in a country 主要产品e.g. Cotton is one of Egypt’s staples.16. productive adj. causing or resulting in sth. 造成某种结果的；产生某种事物的e.g. The changes were not productive of better labor relations.17. charge v. to ask someone to pay for sth. you are selling 收费e.g. I’m not going there again—they charged me ￡1 for a cup of coffee!18. entity n. things with distinct and real existence 实体e.g. The mind and the body are seen as separate entities.Step 3 Post-reading exercises1.The following sentences are taken form the text. Put them back in the correct place.1)We will work in virtual offices, shop in virtual supermarkets, and we will even study invirtual schools.2)In the 1980s, there were only hundreds of users3)Secondly, it is a sort of modern library where anything imaginable can be researched.4)The internet is now also seen as a new form of expression---freedom.5)Information can be easily downloaded using a searching engine.Have students scan the text. Set a gist question, such as “what are the changes brought by the wide use of the internet” to test students’ overall understanding of the text. Then ask students to complete the text with the missing sentences. Let students check their answers in pairs before checking with the whole class.2.Why do experts worry about the future of cyberspace? Why do people feel optimistic aboutthe internet future? Find reasons in the text.Ask students to do this task in pairs. Tell them to look at the two opposite viewpoints and skim through the text to find supporting evidence for each viewpoints. Remind them to underline or note down the evidence and discuss with their partners. When you give feedback, elicit evidence from different pairs and discuss why student s’ views differ.Answers:Reasons to be optimisticWorking lives and leisure time are being changed. The internet has become an essential part of life at our universities, offices, schools and homes.●It has given people a new way to communicate, through e-mail and webcams. Messagesare being sent to people all over the planet form other people who have access to the internet.●With the development of multimedia software, people can click their mouse on a page,view a film clip and listen to music at the same time.●The way we do business and shop are being changed by electronic commerce. Reasons to be pessimisticOne worry is the activity of cyber crime●Young hackers can get into the computer systems of banks and governments.●Cyber fraudsters may deceive people in order to gain money and power.●Cyber terrorists may use the internet to damage computers to cause chaos, and makeplanes and trains crash.3.Vocabulary and structureA.Read the text again. Match the words with their definitionsAsk students to find and underline the words in the corresponding sentences in the text. Tell them to work out the meaning of words from the context. Go around the class to monitor their work and offer any necessary help. Check their answers when they finish.Answers:1.case: an example of a particular situation or of something happening2.cyberfraudster: someone who cheats people on the internet3.chaos: a confused and disordered situation4.staple: the main product that is produced in a country5.entity: something that exists as a single and complete unit6.deceive: to trick someone7.charge: to ask someone to pay8.physical: relating to real objects that you can touch, see or feelB.Read the following sentences taken from the text. Underline the verbs referring to the futureand decide:a.which talks about a future event we can predict from present situation.b.which expresses our views and intentions in the near future.The aim here is to practice using “will”and “be going to do”to talk and write about the future. Ask students to work in pairs, find the sentences in the text and discuss the uses of the two future forms.C.Study the meaning of conjunction “as” in the following sentences. Then explain the meaningof “as” n sentences 1-4Have students read the sample sentences. Clarify and summarize the function of “as” in each sample sentence. Ask students to explain the meaning of “as” in the following sentences.Answers:1.at the same time2.because3.what Napoleon has said before4.although4. WritingSome people are optimistic about the future of cyberspace, but some are pessimistic about the changes brought by the use of the internet, write a paragraph about the predictions you make about the life by the year 2050. you may start by listing the possible changes or problems of the internet.Elicit both optimistic and pessimistic predictions. Help students state and list their views onthe board, for example, “I think there will be no newspapers”, “I think all newspapers will be in color.” Ask students to discuss the future of cyberspace in small groups. The groups report to the class and see if their views are shared by the rest of the class. Remind students of the correct use of future forms and computer vocabulary in their writing. This task can be either left as homework for students or done on class if time is enough.Section 3 Language in use: type 1 conditional and type 2 conditionalStep 1 test your grammarStudents may have already learned the different uses of the modal verb “would”. However, they may find themselves not so sure about the correct answer to these questions. This grammar exercise aims to further enhance students’ understanding of “would”.Read the examples sentences as a class. Ask students to explain the use of “would” in each sentence.The word “would”has several different uses. Look at these examples and decide which sentence expresses the future in the past, which expresses a situation which is contrary to reality and which expresses a habitual behavior in the past.a.When I was a kid, I would get up at 7:00 and take the dog for a walk.b.If I were taller, I would join the police force.c.In Paris Hans met Christina, whom he would marry three years later.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “type 1 conditional and type 2 conditional”. Then ask students to finish these exercises. Check their work when they finish. Type 1 conditionalType 1 conditional is used to discuss things that will probably happen in the future as the result of something else that happens in the present.The first conditional consists of two clauses, one with If + simple present verb and the second with simple future verb, as in, "If you do something bad, something bad will happen to you."We can also use the first conditional to make predictions about the future. For example, we can predict that "If my brother crashes the car tonight, my mother will be furi ous.” Type 2 conditionalType 2 conditional refers to present and future situations. It is used to talk about unreal—impossible, improbable or imaginary—situations. It refers to an unlikely or hypothetical condition and its probable result.Type 2 conditional consists of two clauses, one with if + subject + simple past verb and the second with subject + would + verb, as in, “I would buy a big house if I had a million dollars.”Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.plete the sentences with the correct form of the verbs in the brackets.Ask students to fill the gaps with the correct form of verbs according to Type 1 conditional. Ask for class feedback when they finish.B.Who would say these things, A or B?Remind students that these statements are not based on facts.e the cues below to write Type 2 conditional. The first one has been done as an example. Ask students to think of the Type 2 situations in which the statements would be appropriate.Step 4 Vocabulary building: words to do with computerThis section aims to expand students’computer-related vocabulary by forming compounds and collocations.With the development of computer technology, many new words related to computer are created by way of combination, which has greatly enlarged the English vocabulary.1、词义转移、引申许多计算机英语词汇从普通英语中转移过来,词义转移或引申是构建计算机英语词汇的一种常见的方法。
《致用英语(第二版)》语法教程1教学课件Unit 2
hypothesis (假设)—hypotheses
basis—bases
oasis (绿洲)—oases synopsis (概要)—synopses
ellipsis (省略号)—ellipses parenthesis (圆括号)—parentheses
4.2.1 流体/烟雾、冰雪等物质 （物质名词）
air
water
oil
soup juice ice snow
tea
coffee
wine smoke vapor steam hydrogen
oxygen nitrogen (氮) exhaust (废气) smog (烟雾)
4.2.2 光、电、热、能等自然现象（抽象名词）
diagnosis—diagnoses
3.12 以a结尾→-e
antenna—antennae formula—formulae
3.13 sheep→sheep (单复数同形)
fish—fish means—means horsepower—horsepower aircraft—aircraft deer—deer headquarters—headquarters series—series salmon—salmon species—species
3.14.3 单复数同形 Japanese—Japanese Swiss—Swiss Chinese—Chinese
3.15 复合名词的复数
3.15.1 复数体现在主体词上
9
3 不规则名词的复数形式
brother-in-law—brother-in-laws editor-in-chief—editor-in-chiefs
致用英语听力教程第二版答案unit2weather forecast
致用英语听力教程第二版答案unit2weather forecast考试时间：120分钟满分：100分姓名：____________班级：_____________学号：_____________1、In 2019 we moved to Boston,（）my grandparents are living. [单选题] *A. whoB. whenC. where(正确答案)D. for which2、6．—How can we get to the school?—________ bus. [单选题] *A．ToB．OnC．By(正确答案)D．At3、1．I saw ________ action film with my friend yesterday, and ________ film was amazing. [单选题] *A．a...aB．a...theC．an...the(正确答案)D．an...a4、--Mom, I will not eat fast food this year. Believe me.--If you make a _______, you must keep it. [单选题] *A. jokeB. noiseC. mistakeD. promise(正确答案)5、89．The blackboard is ________ the classroom. [单选题] *A．nextB．betweenC．in front ofD．in the front of(正确答案)6、How lovely a day,（）? [单选题] *A. doesn't itB. isn't it(正确答案)C.shouldn't itD.hasn't it7、30．I want to find ______ and make much money. [单选题] *A．worksB．jobC．a job(正确答案)D．a work8、_____he was seriously ill, I wouldn’t have told him the truth. [单选题] *A.If I knewB.Had I known(正确答案)C.Did I knowD.Were I known9、So many people will _______ to their work after the Spring Festival. [单选题] *A. get inB. get onC. get offD. get back(正确答案)10、This is not our house. lt belongs to _____. [单选题] *A. the Turners'B. the Turners(正确答案)C. Turner'sD. Turners11、I’m looking forward to hearing from you _______. [单选题] *A. recentlyB. soon(正确答案)C. quicklyD. fast12、Lily is a very_____person and never wastes anything. [单选题] *A.generousB.economical(正确答案)C.economicD.efficient13、16．We asked ______ engineer we met before to help repair the radio yesterday. [单选题] * A．aB．anC．the(正确答案)D．/14、The Chinese team are working hard _______ honors in the Olympic Games. [单选题] *A. to win(正确答案)B. winC. winningD. won15、He has made a lot of films, but ____ good ones. [单选题] *A. anyB. someC. few(正确答案)D. many16、—Do you like to watch Hero?—Yes. I enjoy ______ action movies. （）[单选题] *A. watchB. watching(正确答案)C. to watchD. watches17、11．No one ________ on the island(岛). [单选题] *A．liveB．lives(正确答案)C．livingD．are living18、Kids will soon get tired of learning _____ more than they can. [单选题] *A. if they expect to learnB. if they are expected to learn(正确答案)C. if they learn to expectD. if they are learned to expect19、27．My father is a professor and he works in__________ university. [单选题] *A．a (正确答案)B．anC．/D．the20、There may be something wrong with her _______. She can’t see things clearly. [单选题] *A. eyes(正确答案)B. earsC. mouthD. nose21、He always found it hard to satisfy himself. [单选题] *A. 控制B. 满足(正确答案)C. 了解D. 批评22、On Mother’s Day, Cathy made a beautiful card as a ______ for her mother. [单选题] *A. taskB. secretC. gift(正确答案)D. work23、It was _____ that the policy of reform and opening up came into being in China. [单选题] *A. in the 1970s(正确答案)B. in 1970sC. in the 1970s'D. in 1970's24、She _______ so much _______ her mother. [单选题] *A. looks; like(正确答案)B. looks; forC. looks; afterD. looks forwards; to25、Having stayed in the United States for more than ten years, he got an American（）[单选题] *A. speechB. accent(正确答案)C. voiceD. sound26、—Tony, it’s cold outside. ______ wear a jacket?—OK, mom.（）[单选题] *A. Why not(正确答案)B. Why don’tC. Why did youD. Why do you27、Every means _____ but it's not so effective. [单选题] *A. have been triedB. has been tried(正确答案)C. have triedD. has tried28、The plane arrived at London airport _______ Wednesday morning. [单选题] *A. on(正确答案)B. atC. inD. for29、The paper gives a detailed（）of how to create human embryos (胚胎)by cloning. [单选题] *A. intentionB. description(正确答案)C. affectionD. effort30、David ______ at home when I called at seven o’clock yesterday evening. （）[单选题] *A. didn’tB. doesn’tC. wasn’t(正确答案)D. isn’t。
致用英语综合教程3自制授课教案Unit2
We’re in a dilemma about whether to move or not.
(3)epidemic
Third, a certain student translate some sentences whichhave different expression in Chinese.
Forth, teacher explain the difficult and complex sentences.
In the Third and Fourth Classes
Part1:Pre-reading
(1)Reading tips
Plot refers to a series of events that happen in a story, which sometimes might not be arranged in the right time order. So you may draw a timeline and place the crucial moments chronologically on it while reading. Itmay help you understand the story.
e.g. Emmanuel Hospital is devoted to quality care and high ethical standards.
(5) radio
v. to send a message using a radio
致用英语综合教程 Unit 2
Warm-up
2. Quiz: Are you curious? Give yourself two points for each ‘a’ response, one point for each ‘b,’ and zero points for each ‘c.’
guessing.” c. “Hey quizmaster, how about you just go fuck
yourself?”
Warm-up
Your Curiosity Quotient revealed:
15–16 Super Sleuth: You probably spend a dozen hours a week in your neighbors’ garbage.
0–5 Fundamentalist or Rock: You’re a lot like a fundamentalist or a rock.
BACK
Reading
Task 1 Pre-reading Activities Task 2 Reading Comprehension Task 3 After-reading Activities
1 At the bottom of an overgrown and neglected garden there was a large and beautiful pool. The pool was home to a very lot of rather fat and self-important fish and one tiny little golden fish.
致用英语4--unit2
A. You are going to read and listen to a modern version of theclassic fairy tale Little Red Riding Hood. Before listening,share with your partner what you know about thetaditional version.. Look at the following adjectives. In the traditional tale, which words describe Little Red Riding Hood and which describe the wolf? Check the unknown words in a dictionary.Words describing Little Red Riding Hood Words describing the wolfC. Read and listen to a modern version of Little Red RidingHood. What is the moral message of the original story?What does the new one suggest?a. Have you ever read any of the following short stories by O. Henry? If not, ask your partner about these stories. Y our teacher will tell you more about them.b. These stories have one thing in common. Do you knowwhat it is?c. O. Henry is known as a master of short stories that oftenhave an unexpected, twisted ending. When readersreach the end of the story, they are always surprised,often with a bitter feeling. This kind of stories are called “a sting in the tail” stories. Do you know what “a sting inthe tail” means? Discuss in pairs.Parson’s Pleasure1 Cyril Boggis was a dealer in antique furniture. When he visited the old country homes to look for the hidden treasures, he always disguised himself as a parson and toldthe homeowners he was collecting old furniture for charity work. The scheme worked well. In fact, it became a very profitable business.2 One Sunday morning, Boggis parked some distance from the gate of a farmhouse. He never liked his car to be seen until a deal was made. A dear old clergyman and a large station-wagon never seemed quite right together.3 Three men were chatting in the yard. When they caught sight of the small bellied man in his black suit and parson’s collar, they stopped talking and watched him suspiciously. The farm owner was a stumpy man with small shifty eyes, whose name was Rummins. The tall youth beside him was his son Bert. The short man with broad shoulders was Claud, a neighbour.4 “And what exactly might you be wanting?” Rummins asked.5 Boggis explained the aim of his visit, which was to collect pieces forthe Society for the Preservation of Rare Furniture.6 “We don’t have any. You’re wasting your time,” said Rummins.7 “Now just a minute, sir,” Boggis said, raising a finger. “The last man who said that to me was an old farmer down in Sussex, and when he finally let me into his house, do you know what I found? A dirty-looking old chair in the kitchen that turned out to be worth four hundred pounds! I showed him how to sell it, and he bought himself a new tractor with the money.”8 “Well,” Rummins said, “there’s no harm in you taking a look.” He led the way into an old, dirty living-room.9 And there it was! Boggis saw it at once and gasped. He stood staring for ten seconds at least, not daring to believe what he saw before him. It cou ldn’t be true!10 At that point, Boggis found the three men watching him intently. They had seen him gasp and stare. Boggis quickly staggered to the nearest chair and collapsed into it.11 “What’s the matter?” Claud asked.12 “It’s nothing,” he gasped. “I’ll be all right in a minute.”13 “I thought maybe you were looking at something,” Rummins said.14 “No, no,” Boggis said. “It’s just my heart. It happens every now and then. I’ll be all right.”15 He must have time to think, he told himself. Take it gently, Boggis. Keep calm. These people may be ignorant but they are not stupid.16 To a layman, what he had seen might not have appeared particularly impressive. But it was a dealer’s dream. Boggis knew it was one of the most valuable three pieces known as “The Chippendale Commodes”.17 A few minutes later, Boggis began to move around the room examining the other furniture, one piece at a time. Apart from the commode he found nothing else.18 “Nice oak table,” he said. “Not old enough. This chest of drawers”—Boggis walked casually past the commode—“worth a few pounds. A crude reproduction, I’m afraid.”19 “That’s a strong bit of furniture,” Rummins said. “Some nice carving o n it too.”20 “Machine-carved,” Boggis replied frowning as though in deep thought. “You know what?” he said, looking back at the commode. “I’ve wanted a set of legs something like that for a long time. I’ve got a table in my own home, and when I mo ved house, the movers damaged the legs. I’m very fond of that table.”21 He paused, stroking his chin. “These legs on your chest of drawers could be cut off and fixed on to my table.”22 “What you mean to say is you’d like to buy it?” Rummins said.23 “Well... it might be a bit too much trouble. It’s not worth it.”24 “How much were you thinking of offering?” Rummins asked.25 “Not much, I’m afraid. You see, this is not a genuine antique.”26 “I’m not so sure,” Rummins said.27 “It’s exactly what I thought, a Victorian reproduction.”28 “How much would you give?” Rummins asked.29 Boggis looked at the commode, frowned, and shrugged his shoulder s. “I think ten pounds would be fair.”30 “Ten pounds!” Rummins cried.31 “Make it fifty,” Rummins said.32 “My dear man,” Boggis said softly, “I only want the legs. The rest of it is firewood, that’s all.”33 “Make it thirty-five,” Rummins said.34 “I couldn’t, sir, I couldn’t! I’ll make you one final offer. Twenty pounds.”35 “I’ll take it,” Rummins snapped.36 “Oh, dear,” Boggis said. “I shouldn’t have started this.”37 “You can’t back out now, Parson. A deal’s a deal.”38 “Yes, yes, I know. Perhaps if I got my car, you gentlemen would be kind enough to help me load it?”39 Boggis found it difficult not to break into a run. But clergymen never r un; they walk slowly. Walk slowly, Boggis. Keep calm, Boggis, there’s no hurry now. The commode is yours.40 Back in the farmhouse, Rummins said to the other two, “Fancy him giving me twenty pounds for a load of junk like this.”41 “You did very nicely, Mr. Rummins,” Claud told him. “You think he’ll pay you?”42 “We don’t put it in the car till he does.”43 “And what if it won’t go in the car? The clergymen always have very small cars.” Claud asked. “He’ll just back out and drive off.”44 Rummins paused to consider this for a moment.45 “I’ve got an idea,” Claud went on. “He told us that it was only the legs he was wanting. So all we’ve got to do is cut them off, then it’ll be sure to go in the car. All we’re d oing is saving him the trouble of cutting them off when he gets home.”46 “A good idea,” Rummins said, looking at the commode. Within a couple of minutes, Claud and Bert had carried the commode outside and Claud went to work with the saw. When all t he legs were cut, Rummins called out, “We’re just in time!”47 “Here he comes!”A.Decide whether the following statements are true (T) or false (F).B. 1. Boggis hit on the idea of how to obtain rareC. antique furniture simply by chance.D.( ) 2. Boggis worked as a parson and collected oldE. furniture to help the poor.F.( ) 3. Boggis always parked his car some distance fromG. the houses he was going to visit in order to giveH. himself time to consider the likelihood of findingI. valuable antiques in them.J.( ) 4. Boggis parked his car some distance from theK. farmhouse, simply because he was not willing toL. betray his identity of a clergyman.M.( ) 5. Boggis never visited prosperous-looking housesN. and farms.( ) 6. Boggis was so excited when he saw the commodeO. that he almost had a heart attack.P.( ) 7. Boggis wanted the commode for himself to keepQ. his Bible and sermon notes.R.( ) 8. Rummins was easily convinced that the commodeS. was only a crude reproduction.T.( ) 9. Rummins and other fellows cut the commode’sU. legs off so as to fit them into a small car.V.( ) 10. Boggis’s big mistake was not to tell them that heW. had a large station-wagon.B. Read the story again and find information aboutthe exposition, the conflict and the climax. Take notes in the table below. The exposition The conflict The climaxC. Discuss the following questions.1. Do you think Boggis will take away his “commode”?2. Do you think Boggis will continue his scheme and disguise as a parson after this incident?3. What is the moral message of the story?（注：可编辑下载，若有不当之处，请指正，谢谢!）。
致用英语综合教程 2 综合英语2 unit 2
Period One – Around the TopicPeriod Length: 50 minutesGoals- Activate background knowledge about curiosityPurposes- Get familiar with vocabulary related with curiosity and being inquisitive- Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)- Ask students to work on the V ocabulary on Page 18- Encourage students to think as more as possible- List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)- Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.- Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18- Discuss both the advantages and disadvantages of curiosity- Ask each group to present their results in frontKey points- All activities be carried out in English- Inspect each group for the purpose of guidance and promotionHomework- Think in depth the advantages and disadvantages of being curiousPeriod Two – Reading (1): The Inquisitive FishPeriod Length: 50 minutesGoals- V ocabulary and grammar- Discourse knowledgePurposes- Learn new words and expressions- Understand key grammar points- Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)- Discuss briefly the questions on Page 21 in groups- Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)- Listen to the reading- Ask students to present new words and sentences in groups- Ask students to give feedbacks for the information presented- Give more explanations to the new words and sentences- Provide extra knowledge about new words- Guide more on sentences and grammarStep 3: Summarization (10 minutes)- Summarize the words and sentences- Summarize the text learntKey points- Instructions and tasks carried in English, Chinese is used only when necessaryHomework- Review the learnt sections- Preview the following parts and exercisesPeriod Three – Reading (2): The Inquisitive FishPeriod Length: 50 minutesGoals- V ocabulary and grammar- Discourse knowledgePurposes- Learn new words and expressions- Understand key grammar points- Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)- Discuss briefly the previously learnt part for understanding- Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)- Listen to the reading- Ask students to present new words and sentences in groups- Ask students to give feedbacks for the information presented- Give more explanations to the new words and sentences- Provide extra knowledge about new words- Guide more on sentences and grammar- Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)- Summarize the words and sentences- Summarize the text learntKey points- Instructions and tasks carried in English, Chinese is used only when necessaryHomework- Review the learnt sections- Preview the following parts and exercisesPeriod Four – Reading (3): The Inquisitive FishPeriod Length: 50 minutesGoals- Enhance the vocabulary abilityPurposes- Learn detailed usage of certain words- Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)- Work Vocabulary and Structure exercise A on Page 24 in groups- Check and compare answers in groups and negotiate them- Ask students to present their answers- Provide feedbacks for answersStep 2: Exercise B (15 minutes)- Work exercise B on Page 24 in groups- Check and compare answers in groups and negotiate them- Ask students to present their answers- Provide feedbacks for answersStep 3: Exercise C (20 minutes)- Work exercise C on Page 25 in groups- Check and compare answers in groups and negotiate them- Ask students to present their answers- Provide feedbacks for answersKey points- Instructions and activities be carried in EnglishHomework- Finish Writing Task on Page 25 and turn them in due next period- Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals- Grammar knowledge and vocabulary buildingPurposes- ‘so…that…’ & ‘so that’ structures- Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)- Test grammar knowledge on Page 26 for checking grammar abilities- Work on exercises A, B & C on Pages 26 & 27 in groups- Ask students to present their answers and provide necessary explanations- Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)- Work on exercises A & B on Pages 28 in groups- Ask students to present their answers and explain Compound words- Give supplementary information on Compound words if necessaryKey points- Give instructions in English- Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mindPeriod Length: 50 minutesGoals- Extend reading abilitiesPurposes- Apply previously learnt vocabulary and cultural knowledge in reading- Develop reading abilities- Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)- Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups - Understand new words and sentences within the group by negotiating in English - Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)- Discuss questions listed on Page 31- Ask each group to present their opinions for the questions in front- Give feedbacks and remarks for presentationsKey points- Inspect group discussions and give guidance to promote discussionsHomework- Review previously learnt materials- Prepare for the ProjectPeriod Seven – Project (1): Are You an Inquisitive Person?Period Length: 50 minutesGoals- Teamwork abilitiesPurposes- Apply previously learnt words and cultural knowledge into actual use- Develop teamwork abilitiesStep 1: Interview (25 minutes)- Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)- Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews- Ask each group to present their reports and provide remarksKey points- All preparations and negotiations be carried in English- Give guidance while students prepare the projectHomeworkPeriod Eight – Project (2): Are You an Inquisitive Person?Period Length: 50 minutesGoals- See abovePurposes- See aboveStep 1: Information Exchange (25 minutes)- Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)- Each group presents the results to the whole class,- Give remarks to the presentations- Group members should also talk about what they have learnt from this interview project.Key points- Give instructions for discussion and debateHomework- Revise writings according to the feedbacks and remarks received- Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the CatPeriod Length: 50 minutesGoals- Understand part of western culture from another perspectivePurposes- Help students to understand western culture- Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)- Read materials on Curiosity Killed the Cat on Page 32- Help on any new words if necessaryStep 2: Open Discussion (35 minutes)- Ask students to offer more stories related to the topic- Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveAsk s to read it and discuss the qs in 2.(20m)Explain the following words after s finish it.(ppt)(10m)Phychic adj. having the ability to know what others are thinking or what will happen in the future. 通灵的，Stifle v. to stop a feeling from being expressed 强忍，压抑Scrutinize v. to examine very carefully 细看，仔细检查Discard v. to throw away 丢弃，抛弃In a rut (in the same rut) ：living in the same situation so that you feel bored. 生活刻板乏味Do a disservice to : to do sth harmful 对……造成伤害、危害Take heart: to feel couraged 鼓起勇气，刚强壮胆Key points- All activities be carried in EnglishHomeworkPeriod Ten – Learning to LearnPeriod Length: 50 minutesAsk one s to readExplain some notes (see teachers’ book)Encourage s to watch the movie with the same name补充材料：Curiosity killed the cat前半句就是常说的：好奇心害死猫，整句话出自1912年尤金·奥尼尔所写的剧本。
致用大学英语读写译2课后答案
致用大学英语读写译2课后答案1、27．My father is a professor and he works in__________ university. [单选题] *A．a (正确答案)B．anC．/D．the2、What lovely weather,（）? [单选题] *A.is itB. isnt it(正确答案)C. does itD.doesn’t it3、38．—Do you have ________else to say for your mistake?—________but sorry. [单选题] * A．anything; SomethingB．something; EverythingC．anything; Nothing(正确答案)D．something; Anything4、Ladies and gentlemen, please fasten your seat belts. The plane _______. [单选题] *A. takes offB. is taking off(正确答案)C. has taken offD. took off5、The teacher asked him to practice playing the piano _______. [单选题] *A. often as possibleB. as often possibleC. as possible oftenD. as often as possible(正确答案)6、10．﹣Could you please sweep the floor？I’m going to cook dinner．﹣__________．I’ll do it at once，Mom．[单选题] *A．I’m afraid notB．You’re kiddingC．It’s a shameD．My pleasure(正确答案)7、David ______ at home when I called at seven o’clock yesterday evening. （）[单选题] *A. didn’tB. doesn’tC. wasn’t(正确答案)D. isn’t8、I?have to?_______ my younger brother on Sunday. [单选题] *A. look after(正确答案)B. look upC. take careD. look out9、58．—How much is Lucy's skirt?—She________320 yuan for it. I think it's a little dear. [单选题] *A．tookB．paid(正确答案)C．spentD．bought10、The story has _______ a lot of students in our class. [单选题] *A. attracted(正确答案)B. attackedC. appearedD. argued11、When you’ve finished with that book, don’t forget to put it back one the shelf, ____? [单选题] *A. do youB. don’t youC. will you(正确答案)D. won’t you12、32．Mr. Black is ______ now, so he wants to go to a movie with his son. [单选题] *A．busyB．free(正确答案)C．healthyD．right13、They lost their way in the forest, and _____ made matters worse was night began to fall. [单选题] *A. thatB. itC. what(正确答案)D. which14、We have ______ homework today. （）[单选题] *A. too manyB. too much(正确答案)C. much tooD. very much15、I knocked on the door but _______ answered. [单选题] *A. somebodyB. anybodyC. nobody(正确答案)D. everybody16、I hope Tom will arrive _______ to attend the meeting. [单选题] *A. in timesB. on time(正确答案)C. at timesD. from time to time17、82．—Is there a bookshop near here?—Yes. Walk ________ the road for five minutes and you'll see one near a big tree. [单选题] *A．toB．along(正确答案)C．ofD．about18、In the closet（）a pair of trousers his parents bought for his birthday. [单选题] *A. lyingB. lies(正确答案)c. lieD. is lain19、I’d like to know the _______ of the club. [单选题] *A. schedule(正确答案)B. schoolC. menuD. subject20、( ) What _____ fine weather we have these days! [单选题] *A. aB. theC. /(正确答案)D. an21、The little girl held _____ in her hand. [单选题] *A. five breadsB. five piece of breadsC. five piece of breadD. five pieces of bread(正确答案)22、In winter, animals have a hard time_____anything to eat. [单选题] *A.to findB.finding(正确答案)C.foundD.to finding23、Mr. White likes to live in a _______ place. [单选题] *A. quiteB. quiet(正确答案)C. quickD. quietly24、My camera is lost. I am ______ it everywhere.（）[单选题] *A. looking atB. looking for(正确答案)C. looking overD. looking after25、Chinese is one of ____ most widely used languages in ____ world. [单选题] *A. a, theB. /, theC. the, the(正确答案)D. a, /26、At last the plane landed at the Beijing Airport safely. [单选题] *A. 平稳地B. 安全地(正确答案)C. 紧急地D. 缓缓地27、She often _______ at 21: [单选题] *A. go to bedB. gets upC. goes to bed(正确答案)D. gets to28、This species has nearly （）because its habitat is being destroyed. [单选题] *A. used upB. died out(正确答案)C. gone upD. got rid of29、Though the _____ drama is wonderful, I guess most audiences will be tired as it is too long. [单选题] *A. four-hour(正确答案)B. four hoursC. four-hoursD. four-hour's30、The train is coming. Be ______! [单选题] *A. careful(正确答案)B. carefullyC. carelessD. care。
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Unit 2 Knowing our bodyTeaching objectivesAfter learning this unit, Ss will learn how to✧Describe the body parts✧Talk about the functions of the body parts✧Use comparatives and superlatives✧Use the body languageTeaching focusGrammar: comparatives and superlativesV ocabulary building: Name of body parts; base adjectives and strong adjectives Important words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympatheticTeaching difficulties1. Understanding the structure and main idea of the text.2. Grammar: comparatives and superlativesTeaching ProceduresI. Warming-up questions:What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (You can skim through new words before listening.)II. Listening and speaking (1 period)a.This is a lead-in to the listening part. Before playing the recording, askstudents to read the questions. Then play the recording and encounrage students to take notes while listening.anize a speaking activity based on the listening material. First ask Ss toform groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language.III. Reading 4 periods1.Pre-reading tasks :Before you read, discuss the following questions in groups:a. Has any part of your body ever been injured? If yes, what inconveniences did it cause?Work in groups and share your experiences.b. Have you ever read or heard stories about body parts?2.Reading comprehensiona.Ask Ss to read the text first and then answer the questions in Comprehension Check.b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information.3.Detailed learning of the text◆Language points※attemptn. an act of trying to do something, especially something difficulte.g. She passed her driving test at the first attempt.v. to try to do something, especially something difficulte.g. He attempted to open the door.He attempted to lie.※stump v.1)if you are stumped by a question or problem, you are unable to find an answer to ite.g. The doctors were stumped and had to call in a specialist.The police were stumped about the motivebehind the murder.（警方给难住了，无法查明这次谋杀的动机。
）2) to walk with heavy stepse.g. He stumped angrily up the stairs.smart adj.intelligent or sensible; clevere.g. The smart kids get good grades and go off to college.confusion n.when you do not understand what is happening or what something means because it is not cleare.g. There was some confusion as to whether we had won or lostsympathetic adj.1)caring and feeling sorry about someone’s problemse.g. a sympathetic friend/attitude2) sympathetic to/towards: willing to give approval and support to an aim or plane.g. Senator Dale is very sympathetic to environmental issues.4. After-reading activities1).Did one of your friends ever cry on your shoulder? If yes, at that time, how did she/he feel?Also, how did you feel?2).Try to translate the Chinese notes to the following nice pictures into English and talk aboutyour understanding of “appreciation”.一大早被响起的闹钟吵醒，那表示我还活着。
能找到最远的那个停车位，那表示我还能走路, 而且还有幸能有辆车。
有阴影陪伴我的劳动，那表示我在明亮的阳光下。
IV.Writing and translation 1 period1. Explain the writing skill in replying the letter and ask Ss to write a short passage according to the requirement in the textbook.2. Use words or phrases that Ss have learned in the text to translate the following Chinese into English.V. Language in use 1 periodGrammar Development:Comparatives and superlativesThe two exercises in this section aim at helping Ss to be aware that not all comparisons usethe usual comparison structures, such as mo re …than… or adj. +er than….ss should have no difficu;ty in finding out that these sentences contain some degrees of comparison. Rmind them to pay attention to the different forms of comparatives and superlatives.大学英语四六级及A、B级考试对形容词和副词比较级用法的考查涉及到了多个方面。
为了便于同学们掌握，下面就其用法的一些重要结构作一归纳并附以练习。
1. “as+adj/adv+as或not so(as)+adj/a dv+as.”句型。
例如：My computer is not so(as) expensive as yours. 我的电脑不如你的贵重。
2. “as many/few+可数名词复数+as”或“asmuch/little (少的)+不可数名词+as”。
例如：You may borrow as many books as you can. 你能借多少书就借多少。