lesson6.the excursion
新概念第六课
One of the thieves was struck by a heavy statue, but he was too busy helping himself to diamonds to notice any pain. help oneself to sth.自便 -- My roommate helped herself to my clothes without asking me.
grab v.抢夺, 掠夺, 夺取（= seize suddenly） -- He grabbed me by the arm. -- He grabbed the coin and ran off. 他抓起硬币就跑了。 snatch vt.抢, 夺取 （= catch sth. /sb suddenly and violently） -- The big bird snatches the hen from the ground. Seize v.抓住, 逮住, 夺取（强调抓住、抓到的结果） -- Fear seized her. 她突然感觉很恐惧。 catch vt.捕获, 赶上(车船等) （= get hold of sth/sb moving） -- catch mouse / catch bus / catch a thief grasp 强调“掌握” get the hang of -- We have already grasped six thousand words. Hold 强调抓牢、抓紧（catch hold of 抓住） -- He is holding an umbrella.
4>ir -- 加在以r开头的形容词之前 -- regular（adj.规则的） àirregular（adj.不规则的） -- rational（adj.理性的） àirrational（adj.无理性的） -- resistible（adj.可抵抗的） àirresistible（adj.不可抵抗的） 5>in --主要用于其它字母开头的词之前 -- human（adj.人性的） àinhuman（adj.野蛮的） -- correct（adj.正确的） àincorrect（adj.不正确的） -- justice（n.正义, 公平） àinjustice（n.不正义, 不公平） -- sincere（adj.真诚的） àinsincere（adj.虚假的, 不真诚的）
新概念英语第二册第六课6课课件
03
Lesson 5
Review and practice of all three tenses covered in this lesson.
05
02
Lesson 2
Introduction to the present simple tense and related vocabulary.
05 Interaction and discussion
Classroom interactive session
目的: 通过课堂互动，提高学 生的口语表达和听力理解能力 。
教师引导: 教师提出问题， 引导学生进行讨论。
实施方式
小组讨论: 学生分组讨论， 分享观点和意见。
Student questioning session
01 Course Introduction
Course objectives
Language knowledge
To help learners master basic English grammar and vocabulary, including present simple, present continuous, and past simple tenses.
Learning suggestions and prospects
Practice
Integration
Prospects
It is essential for students to practice the new vocabulary and grammar they have learned in this lesson through speaking and writing activities.
技工英语教案
教学难点
Theusageofsomelanguagepoints
教材处理
Addsomepicturesaboutthetopic
教学
方法
教法设计
Task-basedmethods,communicativemethods
学法设计
Cooperativemethods,self-directedmethods
LessonsixTheexcursion
LessonsevenFatherandson
LessoneightFuWa
LessonNineThepolicemanandtheThief
LessonTenDifferentCustoms
LessonElevenAchangeforfun
2.教学目标：
在原有的基础上，提高学生的学习效率，加强学生课后练习，提高学生的听、说、读、写能力。
教学大纲（教学
纲要）制定部门
教材全称
（编者、出版单位、出版时间、版次）
全国中等职业技术学校通用教材英语（第一册）
中国劳动社会保障出版社2007年第二版唐义均主编
主要教学参考书
（名称、编者）
全国中等职业技术学校英语课教学参考书孙涛唐义均主编
本课程本学期
教学时数
68
周学
时数
4
本学期教学周数
17
本课程
总时数
教材处理
Offersomesituationsaboutintroducing.
教学
方法
教法设计
Task-basedmethods,communicativemethods
新概念第二册-Lesson 50 Taken for a ride
NEW WORDS AND EXPRESSION
ride /raɪd/ n. 旅行
conductor /kənˈdʌktə(r)/ n. 售票员
excursion /ɪkˈskɜː(r)ʃ(ə)n/ n. 远 view /vjuː/ n. 景色 足
WHY DID THE WRITER NOT GET OFF THE BUS AT WOODFORD GREEN?
lose one’ way, 迷路 I love travelling in the country, but I don't like losing my 。way.
TEXT
I went on an excursion recently, but my trip took me longer than I
GRAMMAR REVIEW: 动词不定式
I’ll tell you where to get off. 我告诉你哪里下车。 在这个句子中，副词where加上动词不定式to get off组成一个名词性结 构，作动词tell的直接宾语。
I sat in the front of the bus to get a good view of the countryside. 我坐在车的前部，以便饱览农村风光。 in the front of作“在......前部”讲； to get a good view动词不定式短语作状语，表示目的。
RIDE
ride /raɪd/ v. 骑 n. 旅行 give a ride take a ride 标题“Taken for a ride”中take ... for ... 是 “把......当作......”的意思。taken for a ride意 思是“就当作是一次乘车兜风”；take ab. for a ride又作“欺骗”讲，因此taken for也有 “上当了”的含义。
高级英语（新编英语教程6）课文词汇
高级英语（新编英语教程6）课文词汇高英Unit1—8词汇Unit11．insight: the capacity to gain an accurate and deep instinctive understanding of a situation. 洞察力。
2.checkered tablecloth: tablecloth that has a pattern consisting of alternating squares of different colours. The British spelling of checkered is chequered．有方格图案的桌布。
3.chew the cud: think reflectively。
反复思考。
4.gnome: (in legends) a little old man who lives underground and guards the earth’s treasures土地神；a small ugly person侏儒。
5.melancholy: (adj.) sad，gloomy，depressed.忧郁地。
6.berate: scold or criticize angrily。
严责。
7.a perverse streak: an obstinate quality。
固执。
8.ruefully: regretfully。
悔恨地。
9.drag: (slang) a boring thing；nuisance。
令人厌烦的东西10.immortality: never-ending life or endless fame。
不朽, 不朽的声名Unit21.cool one’s heels：be forced to wait; be kept waiting。
空等。
2.attest to：testify to; serve as an evidence to affirm／to be proof of。
学术英语unit 6译文
第六单元Passage A译文课外活动诚然，学校生活颇为有趣。
但机遇也来自你在校外所致力于的活动。
那可能是在体育队中活动，在乐队中表演，做志愿工作或者兼职工作。
这些会给你带来什么呢？你会同志趣相投的人共同探索自己在体育、创造力、社会、政治以及事业方面的兴趣。
你会找到朋友，通过尝试不同的事情你会交往到与你并不相识却志趣相投的人。
学校关注你课堂内外的生活，这真的是一个好消息。
是的，学业排在首位，但你的活动展示了你更多的部分。
除了展示你的兴趣之外，通过课外活动，还能看出你能否1）为某事做出有意义的贡献；2）长期致力于一项活动；3）管理自己的时间，安排优先要做的事情。
学校并不一定支持什么活动都参加的学生。
“我们关注学生对学业外的一项活动专心致志，迸发激情，我们关注深度，而不是广度。
”大学社团主任南希·特希尔解释说。
学校没有必须从事的课外活动的一览表，他们希望看到你独立的一面和一贯的专注及责任感。
在学校找到活动很容易。
能弄清楚参加多少活动才是挑战。
这里有几个窍门：1）当你找到喜欢的事情，坚持去做。
2）不要担心成为俱乐部主席或队长。
关键是你是否做了有意义的事情，台前或幕后。
很多学校，社区和宗教组织都会给你发现自己兴趣和天赋的机会。
你有很多机会去尝试不同的事情。
如果你兴趣广泛，时间充裕，那就在多个领域尝试活动。
例如，为校报写文章的同时在动物保护组织做志愿者。
你可以加入俱乐部，例如拉美俱乐部或犹太俱乐部，从拥有共同背景的学生那里获得支持。
俱乐部或小组也能让你遇到与自己不同的人。
很多青年活动把不同的人们聚在一起，消除人与人之间的隔阂。
马克，住在华盛顿特区的大四学生，对于这一点有深刻的体会。
他通过参加志愿者小组，用棒球帮助了接受特殊教育的孩子和伤残儿童与正常孩子一起活动。
加入俱乐部或团队最基本的理由就是让你有事可做，不必总是盯着墙壁，四处游荡，整个下午都在睡觉。
参加活动的人不容易染上吸烟和喝酒等坏习惯。
参加课外活动也在其他方面对你有益。
高级英语 lesson6 blackmail(1-5段)
suite [swi:t]
n. 1 一套；一组；一批；一群 a suite of一系列 2 一套房间，套房 presidential suite 总统套房；总统套间 honeymoon suite 蜜月套房 They are in suite 705. Let me phone him. 他们住在705号套房，我来给他打电话。 3／su:t／ (尤指一个房间内的)一套家具 4 一班随员，一批扈从 5【计算机】 a 程序组，程序序列 b (软件)套件，组件
词组短语：
declare oneself 显露身分；发表意见 declare for 表明赞成（拥护） nothing to declare 绿色通道；不需报关 declare bankrupcty 宣告破产 declare war on v. 发动进攻；对…宣战
同近义词：
vt. 宣布，声明；断言，宣称 bill , state vi. 声明，宣布 to announce, hand down
威廉公爵
肯特公爵夫人
著名的温莎公爵夫妇
著名的中国公爵
索尼（1601年-1667年）， 赫舍里氏，满洲正黄旗人。 清朝的开国功臣之一，一 等公爵，也是由孝庄皇后 指定辅助康熙的四位辅政 大臣之一。康熙四年 （1665年），孙女赫舍里 氏成为康熙帝的皇后。康 熙六年，索尼去世，谥号 文忠，儿子索额图继承其 职位和爵位。
blackmail ['blækmeɪl]
n. 1 a敲诈；勒索；逼取；讹诈，威胁，要挟 b被敲诈勒索的钱财；敲诈勒索所得的钱财 2 (旧时英格兰和苏格兰边界农民等向盗匪支付勒索数额以免 被劫的)太平税，保安费，保护费 3 恐吓信 vt. 1 向…敲诈，向…勒索，逼取(金钱等)： They tried to blackmail me (into giving them the money). 他们企图向我勒索(金钱)。 2 要挟；胁迫(某人做某事)： (into doing something)to be blackmail into signing the contract 被迫在合同上签字
英语教案Lesson 6 Text A(郊游)
快 来 参 加 吧！ Come on! Join us!
III. Text Study 课文学习
Step One First Reading
Task One:
Question: What does this text tell us?
Task Two:
Mark off the important expressions
照看，照料 追赶，追逐 过得愉快，玩得开心 嘲笑
II. Lead in 导入
See a part of a famous film named “The Sound of Music”(音乐之声)
Look at the pictures and answer the questions.
1. Where are they? 2. What are they doing?
IV. Homework 作业
根据课文内容，在空格内填入课文主要信息：
We went for an excursion in the country last week and enjoyed ourselves very much in the morning, but in the afternoon, Jeff cut himself when he opened a bottle of fruit. A group of boys went into the village, wanting to pick some apples from the trees. But they had to run away as fast as they could because two big dogs ran out barking. At last, they had to jump into the small river.
大学英语精读第一册第6课内容及词汇
大学英语精读第一册第6课内容及词汇大学英语精读第一册第6课内容及词汇导语：工业工程师就是将掌握的数学、物理学和社会科学等知识和技能，结合工程分析等方法，去对一个生产集成系统进行优化设计。
下面YJBYS店铺分享一篇有关工业工程师的英语课文，欢迎阅读!Unit Six : Sam Adams，Industrial EngineerTEXTSan set out to improve efficiency at the shirt factory but, as we find out later in this unit, his plans turned out not quite as he had expected.Sam Adams, Industrial EngineerIf you ask my mother how I happened to become an industrial engineer, she'll tell you that I have always been one.She means that I have always wanted everything to be well organized and neat. When I was still in elementary school, I liked to keep my socks in the upper left-hand drawer of my bureau, my underwear in the upper right drawer, shirts in the middle drawer, and pants, neatly folded, in the bottom drawer.In fact, I was the efficiency expert for the whole family. I used to organize my father's tools, my mother's kitchen utensils, my sister's boyfriends.I needed to be efficient. I wanted to be well organized. For me, there was a place for everything and everything was always in its place. These qualities gave me a good foundation for a career in industrial engineering.Unfortunately, I was also a bit bossy and I wasn't a very good listener. You'll see what I mean when I tell you about the first project I ever did after I finished my bachelor's degree at the university.After graduation I returned home to my small town in Indiana. I didn't have a job yet. Mr. Hobbs, a friend of my father's, owned a small shirt factory in town. Within the past five years it had grown from twenty to eighty workers. Mr. Hobbs was worried that his plant was getting too big and inefficient, so he asked me to come in on a short-term basis as a consultant.I went to the plant and spent about a week looking around and making notes. I was really amazed at what I saw.Most curious of all, there was no quality control whatsoever. No one inspected the final product of the factory. As a result some of the shirts that were put in boxes for shipment were missing one or two buttons, the collar, even a sleeve sometimes!The working conditions were poor. The tables where the workers sat were very high and uncomfortable. Except for a half hour at lunchtime, there were no breaks in the day to relieve the boring work. There was no music. The walls of the workrooms were a dull gray color. I was amazed that the workers hadn't gone on strike.Furthermore, the work flow was irregular. There was one especially absent-minded young man in the assembly line who sewed on buttons. After a while I recognized him as "Big Jim," who used to sit behind me in math class in high school. He was very slow and all the shifts were held up at his position. Workers beyond him in line on his shift had to wait with nothing to do; therefore, a great deal of time and efficiency were lost as Big Jim daydreamed while he worked. All week I wondered why he wasn't fired.After I made observations for a week, Mr. Hobbs asked me for an oral report of my findings. I covered my major points by telling him the following:"If you have a quality control inspection, you will greatly improve your finished product.""If the assembly line is redesigned, a smooth work flow can be achieved and time and energy can be saved.""If you decrease the height of the worktables, the machine operators will work more comfortably.""If the management provides pleasant background music and beautifies the dull setting, the factory will be much more productive.""If the workers have a fifteen-minute coffee break in the morning and afternoon, they will be more efficient.""If excellent work results in frequent pay increases or promotions, the workers will have greater incentive to produce."Mr. Hobbs thanked me for this report and told me he would talk over my suggestions with his brother, the co-owner and manager of the factory. "We're interested in progress here," he said. "We want to keep up with the times."He also gave me a check for $ 100 and a box of shirts with his compliments.NEW WORDSefficiencyn. the state or quality of being efficient 效率industriala. of industry 工业的neata. orderly and clean 整洁的elementarya. of or for beginners 初等的，初级的sockn. 短袜drawern. 抽屉bureaun. a chest of drawers for bedroom use 衣柜underwearn. 内衣pantsn. trousersexpertn. a person with special knowledge or skill 专家，能手kitchenn. room used for cooking 厨房utensiln. any tool or container used in the house, esp. for cooking 用具，器皿qualityn. the degree of goodness which a thing or a person possesses 质量;品质foundationn. 基础careern. profession; way of making a living 职业;生涯engineeringn. 工程学;管理unfortunatelyad. 不幸的是;遗憾的是bossya. always telling other people what to do and how to do it, like a boss 爱指挥人的;专横的projectn. a piece of work; a big plan 项目;方案bachelorn. a person who had the first university degree 学士graduationn. completion of an educational course 毕业graduatevi.short-terma. involving or lasting a short period of time 短期的basisn. 基础;根据consultantn. a person who gives professional or technical advice 顾问consultv.amazevt. fill with great surprise or wonder 使大为惊讶，使惊愕curiousa. strange 奇怪的whatsoevera. of any kind, at all 任何的，丝毫的'inspectvt. examine 检查shipmentn. the act of wending, carrying or delivering goods 装运。
第六课课文详解
Lesson 6 The Man in the WaterPlane Crash into PotomacOn this day in 1982, an Air Florida Boeing 727 plunges into the Potomac River in Washington, D.C., killing 78 people. The crash, caused by bad weather, took place only two miles from the White House.The Air Florida flight took off from Washington National Airport in Arlington, Virginia, with 74 passengers and 5 crew members on board. The plane had flown into Washington from Miami in the early afternoon and was supposed to return to Ft. Lauderdale, Florida, after a short stop. However, snow in Washington temporarily closed the airport. When it reopened, the plane was de-iced with chemical anti-freeze, but the plane still had difficulty moving away from the gate due to the ice. When it eventually made i t to the airport’s only usable runway, it was forced to wait 45 minutes for clearance to take off.Not wanting to further delay the flight, the pilot, Larry Wheaton, did not return for more de-icing, and worse, failed to turn on the plane’s own de-icing system. In fact, the pilot and co-pilot discussed the situation, and the co-pilot said "It’s a losing battle trying to de-ice these things. It gives you a false sense of security, that’s all it does." During the delay, however, ice was accumulating on the wings, and by the time the plane reached the end of the runway, it was able to achieve only a few hundred feet of altitude.Thirty seconds later, the plane crashed into the 14th Street Bridge over the Potomac River, less than a mile away from the runway. Seven vehicles traveling on the bridge were struck by the 727 and the plane fell into the freezing water. It was later determined that 73 of the people on board the plane died from the impact, leaving only six survivors in the river. In addition, four motorists died in the crash.Terrible traffic in Washington that day made it difficult for rescue workers to reach the scene. Witnesses didn’t know what to do to assist the survivors who were stuck in the freezing river. Finally, a police helicopter arrived and began assisting the survivors in a very risky operation.Two people in particular emerged as heroes during the rescue: Arland Williams and Lenny Skutnik. Known as the "sixth passenger," Williams survived the crash, and passed lifelines on to others rather than take one for himself. He ended up being the only plane passenger to die from drowning. When one of the survivors to whom Williams had passed a lifeline was unable to hold on to it, Skutnik, who was watching the unfolding tragedy, jumped into the water and swam to rescue her. Both Skutnik and Williams (along with bystander Roger Olian) received the Coast Guard Gold Lifesaving Medal. The bridge was later renamed the Arland D. Williams Jr. Memorial Bridge.I In troduction to the TextThis is a short essay about an air crash that took place in the capital of the United States in the year 1982. a plane that tool off from the Washington National Airport did not clear the bridge over the Potomac River because of the thick on the wings. It hit the gridge and fell right into the river, bringing all the passangers to their instant death except five from the tail sction who found themselves grasing and struggling in the icy water. These five people however survived, and they were able to survive because of four heroes. The author wrote this essay in praise of these heroes, three of whom had risked their lives to rescue the survivors and were able to live to tell the story, but the man that really held the whole nation’s attention was the fourth man who had kept pushinghis lifeline救生索and flotation rings救生圈to others until he went under.Heroism of course has always been admired. But this man’s heroism was unusual. People usually expect revolutionaries to die martyrs; they also expect true believers to be willing to die for their faith; they might also expect some people to be ready to lay down their lives in performing their duty; they also believe that many people would show courage in their attempt to win power, influence, money or to save their loved ones. But this man in the water did not fit in any of these descriptions. He did not have to give his rings to others; he did not even know these people; and he died anonymous, unidentified. He was extraordinary precisely because he was ordinary. He shoued what everyone of us could do. The display of his heroism was a song to the beautiful human character. In our world today, we do not have to be reminded that there are a lot of displayss of human weakness. But it is this kind of true story that reminds us that we have no reason to be pessimistic or cynical.The fact that this hero happened to be an American should not bother us. When people talk about the American character, they sometimes go to an extreme. But blind hatred is just as wrong as blind worship. The United States has their share of human trash垃圾of course, but they also have numerous decent, honest, brave people like the one in the water who have made their country what it is today. And it is this side of their national character we should learn from.II Detailed Discussion of the Text1.As disaster go, this one was terrible, but not unique, certainly not among the worst U.S.air crashes on record.Air crashes usually involve a heavy loss of lives. Comapred with other air crashes, this one was not the worst. This air crash was remembered for a different reason.as disasters go: compared with the average disaster of this type.More examples of the use of “as something goes”:As writers go, Oscar Wilde was not the most talented. But he was among the most popullar.As businessmen go, he is considered pretty honest.2.There was the unusual element of the bridge , of course, and the fact that the plane hit it at amoment of high traffic.One thing that was unusual about this disaster was that the plane hit the bridge.“Element” here means “factor”.high traffic: heavy traffic; heavy flow of vehicles along the road3.Washington, the city of form and rules, turned chaotic by a blast of real winter and a singleslap of metal on metal.the city of form and rules: See Note in Notes to the Text.turned chaotic: became chaotic; was thrown into a terrible confusiona blast of real winter: a sudden strong really could windThe word”blast” could also refer to a sudden explosion or a sudden very loud noise, e.g.The human-bomb exploded and more than 20 people were killed in the terrible blast.The music came in full blast form the next door, and I had to call the police to stop it.slap: a quick blow with something flat as in “a slap across the face”. Here of course it is used figuratively.4.presidential monumentsSee Note 3 in Notes to the Text.5.And there was the aesthetic clash as well---blue-and-green Air Florida, … sunk down amonggray chunks of ice in a black river.When the air crash occurred, it was not just a clash (a loud sound made by two objects) of metal against the bridge, but also a clash between colors: the blue-green color of the plane and the gray and black color of the ice and river.the aestheitc clash:the combination of different colors which look very bad (“aesthetic”: something connected with the study of beauty)Air Florida: The Florida Airlline. Also: Air France; Air Japan (JAL)chunk: a fairly large amount of, e.g.a chunk of meat; a chunk of rice6.Still, there was nothing very special in any of it, except death, which, while always special,does not necessarily bring millions to tears or to attention.while aways special: although (it is) always special, e.g.Money, while desirable and useful, can corrupt.Their life, while rich and comfortable, somehow lacks meaning.not necessarily: possibly but not certainly, e.g.New things are not necessarily better.Teachers do not necessarily know more than students sometimes.bring millions to tears or to attention:make millions cry or attract millions of people’s attention7.Why, then, the shock here?(1)Why was there such a shock here?Notice the structure of this kind of elliptical sentence, e.g.Five o’clock? Why so early?To go to Afghanistan? Wy me?If so many businesses can’t compete with other countries, why WTO then?8. a mechanical failureWe are talking about the cause of the disaster there: whether it is a mechanical problem or a human error.9.Here, after all, were two forms of nature in collision: the elements and human character.the elements: the bad weatherthe two forms of nature: the bad weather and the human character. Both are forms of natural power.collision:clash; two people or vehicles or ideas hitting each other while moving directly toward each otherNote: Do not mix up with the word “coalition”.st Wednesday, the elements, indifferent as ever, brought down Flight 90. And on that sameafternoon, human nature---groping and struggling ---rose to the occasion.(2)indifferent as ever: unconcerned about the consequences as alwaysbrought down: made the plane fall downNotice the difference between these sentences:A.The plane fell into the river.They brought down an enemy plane by bulletsB.He grew up in a small mountain village.He was brought up by his siter-in-law.C.The fire went out after two weeks.The fire was brought under control in the end.flight: It refers to a plane making a particular journey.rise to the occasion: to deal successfully with a dificult situation or problem, e.g.I’m sure that he will rise to the occasion when he realizes what is at stake.groping and struggling: groping for the flotation rings and struggling in the icy waterBut these two words may also be interpreted figuratively, referring to human nature.11.Of the four acknowledged heroes of the event, three are able to account for their behavior.Only three out of these four heroes lived to tell people what they actually had done nand now they had rescued the five survivors.account for: to give a satisfactory explanation of what has happened.12.Donald Usher … a park police helicopter team, risked their lives every time they dipped intothe water to pick up survivors.park police: police whose job it is to look after a park.every time: whenever13.… they described their courage as all in the line of duty.in the line of duty: as part of one’s duty, e.g.They are paid by the people to provide these services. It’s all in the line of duty.14.“It’s something I never thought I would do.”“I never thought I would have the courage to jump into th eicy water to rescue somebody.”“It” here refers to his heroic deed.15.…delivering every hero’s line that is no less admirable for being repeated.… saying something that has been said before by many people in similar situations, but it is still admirable.deliver a line: to make a remark. Also: to deliver a pseech; to deliver a lecture16.That somebody actually did so is part of the reason this particular tragedy sticks in themind.(3)English, we usually turn them into appositive clauses byadding the word “fact”. For example: The fact that somebody actually did so is part of the reason this particular tragedy sticks in the mind.stick in the mind: to be remembered17.… responsible for the emotional impact of the disaster(4)being the reason for the emotional impact of the disasteremotional impact of the disaster: how this disaster has moved peoplebe responsible for: to be the cause for, e.g.That policy was largely responsible for the mass hunger.The favorable weather conditions were partly responsible for our good harvest last year.18.This man was escribed … as appearing alert and in control.This man was described as a person who appeared alert andin control.alert and in control:able to think quickly and clearly; calm and with perfect presence of mind, e.g.although she is almost ninety, she still has an alert mind.19.Every time they lowered a lifeline and flotation ring to him, he passed it on to another of thepassengers.lifeline: a rope used to rescue people at seaflotation ring: some kind of life-belt or life-preserver20.“In a mass casualty, you’ll find people like him. But I’ve never seen one with thatcommitment.”We can always find hieroc people like him in a mass casualty because although not everyone is a hero, there’s bound to be a fair representation of heroes in a big crowd.mass casualty: large numbers of people hurt or killed in an accident or battle“Mass” here is an adjective as in mass murder, mass audiences, mass protest, etc.commitent: Here: a strong sense of reponsibility or loyaltyNotice how the word “commit” and its derivatives are used:WTO commits China to give national treatment to all foreign business people.China is commited to lower its tariffs.We have a strong commitment to follow WTO rules.21.When the helicopter came back for him theman had gone under.go under: to sink; to be drwoned, e.g.In a fierce competition, these oiirly managed enterprises will go under.In case of an economic recession, these old and weak people will be the first to go under.The captain hoped that help would come before the ship went under.22.His selflessness was one reason the story held national attention; his anonymity another.The fact that the man in the water who had displayed such heroism did not leave his name and no one was ever able to find it out was another reason why the whole nation felt so touched by this story. It showed that the man was a very ordinary citizen. It also proved that he did what he did not for fame or anythign.anonymity: the state of being unknown by nameanonymous: (adj.)He preferred to remain anonymous.The author of this book is anonymous.Note how the anonymity is formed. An-means without, and nym comes form anoma in late Laitn which means name.CF: antonym, synonym, homonym, pseudonym23.The fact that he went unidentified gave him a universal character.gave him a universal character: gave him a universal quality; made him a representative man, like everyone of us could be; made people feel that it could have been anyone24.For a while he was Everyman, and thus proof (as if one needed it) that no man is ordianry.Notice that the word “Everyman” is captialized. It echoes the title of a medieval play about a typical human being. It conveys the idea that this anonymous man really represents the best of numan nature. What he did was not the act of a supernatural being, but the act of an ordianry person. Yet, the author says here that “no man is ordinary”, because every person is an individual moral eitity and is capable of rising to the occasion and making history.25.Still, he could never have imagined such a capacity in himself.(5)However, it was impossible for him to know that he would be capable of such heroism.What the man did was the natural response to the cirtical situation.Notice the use of the word “in” here. It is used to say what one should consider in an other.More examples:We all see a promising scholar in her.I don’t know what she saw in that man. He seemed to be very common. But she lovedhim.26.Only minutes before his character was tested, he was sitting …,listening to the stewardesstelling him to fasten his seat belt and saying something about …The author is imaging what must have been the situation. He used the past continuous to make the narration more real and vivid.stewardess:“-ess” is a noun sufix referring to t female, e.g.waitress, actress, mistress, hostess, lioness, countess27.So our man relaxed with the others, some of whom would owe their lives to him.our man: our hero, the man we are talking about hereof whom: Notice that here only “whom” can be used, not “that” or “who”.owe: We can say “I owe him five dollars” or “I owe five dollars to him”. Similarly:We can say “He brought me a dictionary” or “He bought a dictionary for me”, “It costs us a lot of money” or “It costs a lot of money to us”.28.…or to regret some harsh remark made in the office that morning.… or to feel sorry for the unkind things he might have said to his employee in the office that morning before he took the plane.The author imagined the man to be some kind of business executive.29.Like every other person on the flight, he was desperate to live, which makes his final act sostunning.His last act was stunning because like everyone else, he also valued his life and was desperate to live.stunning: shockingon that fllight: on board that plane“Which” here stands for what has been stated before.30.For at some moment in the water he must have realized that he would not live if he continuedto hand over the rope and ring to others. He had to know it, no matter how slow with effect of the cold.(6)Obviously it requires much more courage to face sure death knowing that you have a choice (keep one of the rings for yourself) than to face the possibility of death by, for example, a stray bullet in battle. The man in the story did not act on impulse. He did not pass on his rings to others with a total unawareness of the consequences. At some point he must have known that he was freeaing to death and would go under any moment. But he still gave the chance for survival to the next person.no matter how slow the effect: however slow the effect of the cold might be31.Yet there was something else about our man that kept our thoughts on him, (7)that kept our thoughts on him: that held our attention to him; that made us think of him all the time32.He was there, in the essential, classic circumstance.What happened that day was a typical situation in which nature and man fought each other.And when nature begins to show its power, you always find man fighting back. He is alwaysthere. We can always expect to find such a hero.essential: basic, typical, the most importantclassic: very traditional or lang establlished33.So the age-old battle began again in the Potomac. For as long as that man could last, theywent at each other, nature and man…the age-old battle between nature and man: the author is using a very traditional idea here, the idea that huma civilized is a record of man’s gradual conquest of nature.go at: to attack; to start to fight, e.g.Those companies went at eachi other like hungry wolves.34.…the one making no distinctions of good and evil, acting on no principles offering nollifelines, the other acting wholly on distinctions, principles and perhaps, on faith.Nature is indifferent. It does not have any idea what is good or what is bad for human beings, and it does not care. It has no moral principles. Human beings, on the other hand, are different.They have moral standards. They have feelings. They care and they love. Therefore they are able to choose between right and wrong.35.In reality, we believe the opposite, and it takes the act of theman in the water to remind us ofour true feelings in this matter.(8)Actually, the death of the man did not mean that human beings had lost the battle. In moral sense, man had won, because man’s courage to defy death was also a trementdous power.Therefore what happened to this man in the water should fill us with pride rather than sadness.36.It is not to say that everyone would have acted as he did (8)It is not to say: It does not mean37.Yet whatever moved these mento challenge death on behalf of their fellows is not peculiar tothem. Everyone feels the possibility in himself.Yet whatever enabled or made these men or gave these men the power to challenge death is not unique. Indeed, every one of us has the potentiality to be a hero.38.That is the enduring wonder of the story. That is why we would not let go of it.That is the lasting wonder of the story. That is what keeps our thoughts on this story. (That is why we keep thinking about this story. Thatis why this story will always livein our memory.) go of it39.If the man in the water gave a lifeline to the people gasping for survival, he was likewisegiving a lifeline to those who watched him.In this article, the author is giving the man’s action a symbolic meaning. When the man was giving a lifeline to the people gasping for survival, we might say that he was also giving the chance to live to everyone of us. He was showing by his own example the neaning of life, the dignity of human existence, the power of nobe human character.likewise: in the same way40.“Everything in Nature containshe powers of nature,” said Emerson.(9)For Emerson, see Note 11 in Notes to the Text.By “the powers of nature”, Emerson did not just mean such powers as coming from coal, oil, water,wind, etc. (He could haveincluded nuclear power if he had been able to see that far into the future.) He probably also meant the power unique to human beings: the power to love, the power to change, and the power to create.41.The man in the water set himself against an immovable, impersonal enemy; he fought it withkindness; and he held it to a standoff. He was the best we can do.set sb. against sb.: to make sb. start to fight or quarrel with another person, esp. a person with whom they had friendly relations before. e.g.There were outside forces who were trying to set one tribe against another. That was why there were endless civil wars in the country.I’m not going to set myself against my own classmates.An immovable, impersonal enemy: It refers to nature, which is indifferent and cannot be persuaded to change its attitude towards us humans. “Immovable” here means “impossible to be changed or persuaded”.standoff: a situation in which neither side in a fight or battle can gain an advantage.He was the best we can do: The man in the water represented human nature at its best.III Translation of Text A“水中人”就灾难而言，这一次很可怕，但不是前所未有，当然更算不上美国空难史中最惨烈的一场。
技工院校英语教学大纲
技工院校英语教学大纲技工学校英语课教学大纲一、课程性质和任务本课程是技工学校的一门必修公共课，其任务是培养学生具有一定的听、说、读、写、译的能力，能基本运用英语达到交流信息的目的，掌握有效的语言学习方法，提高文化素养，并为学生的继续学习打下一定的基础。
二、课程教学要求本课程分为两个阶段:第一教学阶段(基础阶段)和第二教学阶段(提高阶段)。
第一教学阶段为必修部分，此部分要求在初中的基础上，进一步巩固和扩展学生必需的英语基础知识，包括词汇、语法、阅读、听力、口语、写作及翻译等。
第二教学阶段为选修部分，主要针对一些对英语要求较高的专业、分层教学中英语程度较高的学生，特别是参加高等职业教育考试或成人高校招生考试的学生，使他们在打好基础的前提下进一步提高英语水平。
具体要求如下。
1(词汇要求第一教学阶段要求学生能认知1 200,1 400个单词(包括各类短语和词组)，领会、掌握并熟练使用常见、常用词汇600个左右，了解基本的构词知识并能用其辨别一些生词。
第二教学阶段要求学生能认知的词汇量增至2 000个左右(包括各类短语和词组)，要求领会、掌握并熟练使用常见、常用词汇800个左右，学会常用的构词技巧，基本熟悉英语短语动词和名词短语的语义构成规律。
2(语法要求第一教学阶段要求学生掌握:(1)词类及其语法功能;(2)常用句子结构及相关知识;(3)基本时态及其用法。
第二教学阶段要求学生在巩固第一阶段语法教学内容的基础之上掌握:(l)较难的语法内容，如分词、非限定性定语从句、虚拟语气等;(2)特殊结构;(3)综合部分(详见“语法项目表”)。
3(阅读能力要求第一教学阶段要求学生最终能读懂略有难度的一般性题材的文章，明白中心思想以及说明中心思想的事实和细节。
第二教学阶段要求学生最终能读懂中等难度的一般性题材的文章，明白中心大意以及说明大意的事实和细节，并进行一定的分析、推理和判断，领会作者的观点和态度。
4(听力要求第一教学阶段要求学生能听懂内容熟悉的简单对话和谈话，语速为每分钟60字左右。
Lesson 6
3) cryptic telephone call: The message over the phone was brief and with mysterious implications . cryptic: Having hidden meaning; mystifying. 有隐含意义的；神秘的 表示费解的简洁，通常使人难以理解： The new insurance policy is written without cryptic or mysterious terms. ambiguous含糊其词的;指“有两种或两种以上的解释而 意义不明确的”, 如: an ambiguous title equivocal是指不清楚或容易引起误解，有时是为了故意 避免暴露某人的位置 obscure指“某事物的意思含糊不清, 或因知识缺乏而难 解的”, 如: His reasons remain obscure. abstruse表示因学者的博学而产生的晦涩
vague的意思是不清楚，指“模糊的, 不明确的”, 如: a vague idea enigmatic意思是神秘的，谜一样的，常为挑战性的 enigmatic system.让人费解的体系 4) actually took twice that time : He was slow in coming because he wanted to create the impression that he was a busy and important man and to keep the Croydons on tenterhooks. on tenterhooks 烦躁不安，焦虑不安 2. the Duke : (in Britain ) a nobleman , whose rank is just below that of a prince. Below the duke are the marquis, earl, viscount and baron. 3. The Duchess: wife or widow of a duke, or a woman with a rank equal to that of a duke
高一英语第六课知识点
高一英语第六课知识点Title: Essential Knowledge Points from Lesson Six of High School EnglishIntroduction:High school English plays a crucial role in shaping students' language skills and communication abilities. Lesson Six covers several significant knowledge points that form the foundation for future language development. In this article, we will explore these points in greater depth, highlighting their relevance and practical application.1. Verb Tenses:A solid understanding of verb tenses is essential for effective communication. Lesson Six introduces various tenses like simple present, present continuous, simple past, past continuous, and simple future. Students learn to identify and use these tenses correctly in different contexts to convey meaning accurately. Familiarity with verb tenses helps students narrate events, discuss ongoing actions, express habits, and make predictions.2. Conditional Sentences:Conditional sentences allow speakers to convey hypothetical situations, possibilities, and cause-and-effect relationships. Lesson Six introduces the basics of conditional sentences, including the zero conditional, first conditional, and second conditional. Students learn how sentence structure changes based on conditions and consequences. Understanding conditionalsentences helps students express desires, give advice, make predictions, and discuss imaginary scenarios.3. Passive Voice:The passive voice is widely used in both written and spoken English. Lesson Six delves into the structure and usage of the passive voice, emphasizing its role in shifting the focus from the doer of an action to the receiver. Students explore various tenses in the passive voice and learn to identify when it is appropriate to use this construction. Command over the passive voice enables students to write more diverse and sophisticated sentences, as well as read and understand a wide range of texts.4. Reported Speech:Reported speech allows individuals to report conversations and thoughts indirectly. Lesson Six introduces the transformation of direct speech into reported speech, paying attention to changes in verb tenses, pronouns, and time and place references. Students practice converting statements, questions, commands, and exclamations into reported speech, expanding their abilities to retell conversations and relay information accurately.5. Adverbial Clauses:Adverbial clauses function as adverbs within a sentence, adding details about time, place, manner, condition, purpose, or reason. Lesson Six explores different types of adverbial clauses, such as time clauses, place clauses, condition clauses, and purpose clauses. Students learn to identify and use these adverbial clauses appropriately to provide additional information and enhance sentence complexity.Conclusion:Mastering the knowledge points covered in Lesson Six of high school English paves the way for continuous language development and effective communication. Verb tenses, conditional sentences, passive voice, reported speech, and adverbial clauses are all essential tools that broaden students' linguistic capabilities. By understanding and applying these points, students gain confidence in expressing themselves accurately and concisely in both spoken and written English.。
unit 6 The Ecursion
• • • • • •
从那些树上摘一些苹果 看见两条狗跑出来 跳入那条小河 看到桥附近的几个男孩 掉进水里 嘲笑他们的愚蠢行为
how about … 怎么样 think about 思考，考虑 keep doing 表示不停的或者重复的干某事
such a …that和so…that如此、以至于
• 1、such a …that表示因果关系，即such表 示原因that引出结果，such之后只能跟单数 名词， that之后必须跟一个完整的句子。
• 2、so…that表示因果关系，即so表达原因 that引出结果，so之后跟形容词或者副词， that之后必须跟一个完整的句子。 • 3、that有时可以省略，用逗号代替。
in a minute 片刻间 catch up with 追上，赶上 have to 不得不，必须 catch sight of 看见，发现 run at 朝…扑过去 just then 就在那时 hurry out 匆忙出去或出来 laugh at 嘲笑 at least 至少，起码
概念短语
• 反身代词可于名词连用，表达就是那 个人而不是别人。 eg. We finished the job ourselves.
现在进行时
指过去某个时刻正在发生某事。过去进行 时的时间状语从句一般由when, while, (just) as来引导，说明主句中动作发生时的背景。 eg. We were watching a movie this time yestes
• • enjoy oneself玩的开心 most of 表示“大部分”的意思时，most前不 能加定冠词，而of后的名词必须有修饰词。 find 和find out的区别 find表示发现、发觉，后面可接名词性宾语、 宾语+宾补、that从句和wh-宾语从句。 find out表示查明、查出，意味着需要一段努力 才能发现，后面可接名词性宾语、that从句和 wh-宾语从句。
高级英语第一册第六课教学教案ppt课件
Detailed study
• 3. cryptic: hidden, secret, mysterious • 4. excessively frayed • excessive: derog. too much, too great, too large • Excessive rainfall washes out valuable minerals from the soil.
Lesson 6
•Blackmail
• •
Arthur Hailey
Teaching Objectives
1. learn the words/phrases and understand the text. 2. paraphrase the text. 3. figures of speech such as metaphor, metonymy, euphemism, antithesis, parallelism. 4. Finish exercises No. IV, V, VII, VIII, IX, X, XI, XII. 5. Group work: (A short play) • Blackmail
Plot:
• Then we have the present text. • ... ...
Type of writing
• This kind of novels are called thrillers.Generally defining, a thriller is a work of fiction or drama designed to hold the interest by the use of a high degree of intrigue, adventure or suspense.
北师大版高中英语必修课文翻译module
U n i t7L e s s o n1航行到美洲的北欧海盗北欧海盗是第一批到达美洲的欧洲人，早在哥伦布启航之前，他们就已经到达那里了。
北欧海盗的祖先来自于斯堪的纳维亚半岛，公元8世纪到10世纪期间，他们控制着北欧海面和沿海地区。
大约到公元900年，北欧很多地方都有海盗居住。
公元982年，冰岛生活着多达一万人的北欧海盗，就在此时，一个叫红发埃里克的人决定向西远航。
根据冰岛和挪威的传说，红发埃里克因犯谋杀案而惹上麻烦，并被迫离开冰岛，埃里克到达格陵兰岛后，发现他登陆的地方可以居住，他返回冰岛，告诉人们有关格陵兰岛的事情，并说服一些人与他一起回到格陵兰岛，埃里克再次启航时，有25艘船与他同行，但其中只有14艘最终到达格陵兰岛。
红以埃里克登上格陵兰岛不久，一个叫比阿尼的人也从冰岛启航来寻找埃里克一行人。
比阿尼希望找到和埃里克在一起的父亲，但大风使他偏离航线，刮到一个不知名的地方，从那里他最终抵达格陵兰岛。
1002年，红发埃里克的儿子利夫打算继续向西航行，他和比阿尼一同商量他的西行计划，利夫依照比阿尼的指点，据说航行到了现在的加拿大海岸，他双继续南行至现在的纽芬兰的岛屿。
我们从挪威和冰岛记载下来并流传几个世纪的传说中得知红发埃里克和利夫的事迹，他们是记载中最早航行到达美洲的欧洲人。
Unit 7 Lesson3水下世界——观赏海洋生物的最佳地点极地世界这里有北极熊，还有一座真正的冰山！你只能看见冰山水上的一小部分，而水下部分是水上部分的三倍，你可以在给海豹喂食时观看海豹，会会那些不爱运动却非常友好的动作敏捷的企鹅，你一定会爱上它们的！海底看看世界上最美的珊瑚和最奇异的鱼类。
看鱼“飞翔着”穿过水面，与其他鱼类相比，它们不算绚丽多姿，但游姿却很优美。
海洋剧院看看聪明的海豚，精彩一表演每两个小时一场。
探索池这里是专为小孩子设计的，在这里，孩子们可以亲手触摸螃蟹和其它小动物，还可以在这个令人兴奋的环境里学习到关于海滩上日常生活知识。
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what can you get from the picture ?
new words and phrases.
page 56-57
Read the passage quickly and answer the quesions as follow:
1. when and where did the class go for a excusion?
2. who was in charge of the excursion? 3. why was Jeff hurt? 4. why did Hans and Jeff fall off? 5. why did the dogs bark at them?
6. why did the dogs st7. Do you think this is an interesting excursion?
Translation
上个星期，我们去乡下郊游。由我们的英语老师——尼克 松老师照顾我们。上午的时候，我们的过得很快乐。但是在下 午的时候，发生了一些事情。杰夫在开水果罐头的时候割到了 手。当我们大部分人都在河边休息的时候，有一群男生到村子 里去玩了。他们想要找出在班里谁是最勇敢的人。当他们在村 子里四处转悠的时候，他们没有发现任何有意思的事情。当他 们走到村子的另一边时，他们看到了一个大果园，而且树上长 满了苹果。“我们来看看谁能从树上的摘到那些苹果！”男孩子 中个头最大的约翰说道。
开水果罐头瓶 在河边休息一下 一群男孩 在村子里四处转悠
跳入那条小河
看到桥附近的几个男孩 掉进水里 嘲笑他们的愚蠢行为
没有发现任何有意思的事
来到村子的另一边 从那些树上摘一些苹果 看见两条狗跑出来
Translation
男孩们回来后，把这些经历告诉了尼克松老 师。我们大家都在笑话他们愚蠢的行为。汉斯、 杰克还有另外两个男孩不得不在河边把自己弄
干。
“至少”，尼克松老师笑着说道，“我们找出了 你们之中跑得最快的一个。”
Find out the expressions in the text.
去乡下郊游
Translation
汉斯和杰克自愿去果园，其他男孩就在狭窄的桥 上等他们。当他们爬上高高的篱笆时，他们受到了惊 吓并且摔了下来。他们看到了两只大狗跑出来并向他 们叫唤。杰克伤得很重，但他继续在跑。狗一直追着 他们跑。片刻间，狗追上了他们，所以他们不得不跳 进小河里。突然，狗看到了在桥边的几个男孩并要朝 他们扑去。这些男孩非常害怕，所以他们都跑到窄桥 上。有两个男孩掉进了水里。就在这时，它们的主人 冲出来制止了他的狗。