The differences between the infinitive and the gerund as subject

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有关比较二者观念不同的英语作文

有关比较二者观念不同的英语作文英文回答：In the realm of intellectual discourse, contrasting viewpoints ignite the flames of debate, revealing the multifaceted nature of human thought. Two such perspectives that have long captured the fascination of scholars and laypeople alike are those of rationalism and empiricism. While both philosophies seek to explain the nature of knowledge and the sources from which it is derived, they embark upon this endeavor through vastly different paths.Rationalists, such as René Descartes, posit that the human mind possesses innate ideas, or apriori knowledge, that are independent of sensory experience. They argue that reason alone is capable of discerning these fundamental truths, which serve as the foundation for all subsequent knowledge. Descartes famously asserted, "Cogito, ergo sum" ("I think, therefore I am"), suggesting that the act of thinking itself provides irrefutable proof of one's ownexistence.Empiricists, on the other hand, espouse the belief that all knowledge is derived from sensory experience. They contend that the mind is a blank slate at birth, and thatit gradually acquires knowledge through interactions with the external world. John Locke, a prominent empiricist, argued that all ideas originate in sensations, either directly through the five senses or indirectly through reflection on those sensations.The contrast between these two perspectives is further highlighted by their respective views on the role of observation and experimentation. Rationalists prioritize deduction, or the process of drawing logical conclusions from accepted premises. They believe that true knowledge can be obtained through the analysis of self-evident truths without the need for empirical verification. In contrast, empiricists emphasize induction, or the process ofinferring general principles from observed patterns. They argue that knowledge is tentative and subject to revision based on new evidence.This fundamental distinction between rationalism and empiricism has had a profound impact on various fields of human inquiry, including philosophy, science, and education. Rationalists have traditionally played a dominant role in disciplines such as mathematics and logic, where abstract reasoning and deduction are paramount. Empiricists, on the other hand, have been instrumental in the development of natural sciences such as physics and biology, where observation and experimentation are essential for understanding the natural world.In education, rationalism advocates for a top-down approach, emphasizing the transmission of knowledge from teacher to student. Students are presented with established principles and theories, which they are expected to accept and apply. Empiricism, on the other hand, favors a bottom-up approach, encouraging students to actively engage with the material and draw their own conclusions based on their observations.Despite their differences, both rationalism andempiricism have contributed significantly to our understanding of the world and the nature of knowledge. Rationalism provides a framework for organizing and systematizing knowledge, while empiricism ensures that our beliefs are grounded in empirical evidence. By embracing the strengths of both perspectives, we can achieve a more comprehensive and nuanced view of reality.中文回答：理性主义与经验主义。

英语学习成功者与不成功者在方法上的差异

Successful individuals: Systematic learning, focusing on accumulation
Unsuccessful learners of lake a clear learning goal and plan, and their learning is scattered and random They may try to learn English by reading random articles, watching TV programs or movies, or chatting with native speakers, but they lack a systematic approach to learning English
Influencing factors: goal setting, self motivation, learning environment
Goal setting: Successful learners tend to have clear and specific goals for their learning, such as improving their fluency or increasing their vocabulary They know what they want to achieve and have a plan for reaching their goals Unsuccessful learners may lay clear goals or have goals that are too vague or general, which makes it difficult for them to stay focused and motivated in their learning efforts

王蔷英语教学法教程第二版 Unit7

第7章Teaching grammar语法练习的活动会表述、设计一、The importance、value of grammar in language learningIt is generally believed that grammar teaching is less important for children than for adults. Grammar teaching is less important in listening and reading than in writing, and can be seen in most formal classroom language teaching. But the importance of grammar cannot be denied. Grammatical competence is essential for communication and there is often an inadequate treatment of grammar in most communicative syllabuses resulting in lower level of accuracy than the cases under formal instruction. English grammar is the core of English language. Without grammar English language cannot be well constructed. However, it should be noted that learning grammar itself is not the ultimate goal of learning English. It is natural that Chinese grammar in the minds of Chinese students, and it's not easy to take in the grammar of a foreign language. But this difficulty must be overcome. If you cannot solve this difficulty, the foreign language you write, though it may be understandable, will be Chinese style English.二、Grammar presentation 如何教语法3+41. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board. Then the teacher explains the underlying rules. The explanations are often done in the student’s native language. Finally, the students practise applying the rule to produce sentences with given prompts.(1) Advantages: good for selected and motivate students; save time to explain complex rules; increase students’ confidence in examination(2) Disadvantages: grammar is taught isolatedly; little attention is paid to meaning; the practice is often mechanical2. The inductive method: 能自己说出步骤书上The teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.(1) Advantages: students will become evident to the grammar rules if they are given enough appropriate examples. This is especially true with grammatical regularities which are easily understood and applied. Inspire students’ thinking activities; motivate students’ learning interests; grammar is taught in context.(2) Disadvantages: the presentation of grammar is more complex and time consumption is huge; grammar is not taught directly; some rules can’t be induced easily.3. The guided discovery method: 能自己说出步骤书上It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.4. Some new approaches to teaching grammar:①Collocational: It means that the grammar should be built on collocational relations between individual lexical items and their subcategories.②Constructive: It means that one’s knowledge of grammar is built bit by bit, which closely models the way language is learned and used.③Contextual: It means that elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.④Contrastive: It means that grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.三、Factors contribute to successful practice 6个因素(因素，准则，原则可作为措施的要点答题)①Pre-learning:②V olume and repetition:③Success-orientation:④Heterogeneity:⑤Teacher assistance:⑥Interest:四、评述语法教学方法P115。

外研版2019选必修二英语《Unit 4 Breaking boundaries》Period 2

Before listening
The global village
Nowadays, people all over the world are becoming more and more
connected, as if the world were getting smaller-- as if we were living in
Practice Three
Describe the city of Shanghai, using it as an empty subject where appropriate.
Shanghai is an international metropolis and is the financial centre of China. It is common to find so many banks and institutions there. Shanghai has the food culture of all countries, and it is not difficult for people to find delicious food from all over the world. If you travel to Shanghai, you will be attracted by the people and palces of interest.
外研版英语选择性必须必修第二册
Unit 4 Breaking boundaries
Period 2 Using languages
Part 1 Grammar
Study the rule of it as empty subject.

高考英语汉译英翻译练习1

高三英语总复习之二重点句型翻译练习一、It句型：用it翻译下列句子1.40年前，双方就是在这间屋子里签订这项协议的。

（It）2.直到我看了他的信我才知道那件事的全部情况。

（It）3.正是由于他说这本字典很好我才去买的。

（It ）4.做那样的工作很难保持自尊。

(It)5.经过了这么多年,你想消除你们之间的分歧谈何容易。

（It）.6.她不向我们打声招呼就走了,这是非常不礼貌的。

（It）7.你在这样短的时间内把英语学得这么好，真是令人吃惊。

（surprising）8.和这样没有礼貌的人争辩是毫无用处的。

（注意：可以用这种句型的词有：no use, no good,useless, dangerous, senseless, a waste of time, worthwhile）9.报道说数以百计愤怒的人们昨天下午袭击了他的住宅。

(可以这样用的词还有：announce/said / believe/ thought/ expect/ know/ decide 等)10.自从上次我们在天安门广场见面后三年已经过去了。

11.当我得到他在死于车祸的消息时几经是圣诞之夜了。

（It）12.据报道这次会议对于以后的决定是至关重要的。

（critical）13.过不了多久我们就要从这所学校毕业了。

(before)14.不久，一架直升飞机飞到现场，来搭救失事飞机的幸存者。

（before）15.还要至少两三个月你才可能像往常那样走路（before）16.他以前从来没想到会爱上一个来自美国的女孩。

17.碰巧他的同学和老师们都在那座新建的大楼里。

（happen）18.修建这样的大桥一般至少要花两到三年的时间（take）19.我觉得在如此短的时间内完成如此巨大的工程简直是不可能的。

（possible）20.看来他好像已经知道了这个消息，不过你最好还是亲自告诉他。

（seem）二、用with 结构翻译下列句子（注意：常见的with 结构有：1）with sb./sth.+ adj. 2) with sb./sth.+adv 3）with sb./sth.+present participle 4）with sb./sth.+past participle 5) with sb./sth.+infinitive 6) with sb./sth.+prep.)1.有那么多人听他讲话，他感到很紧张。

王蔷《英语教学法教程》配套题库【章节题库】（口语教学）【圣才出品】

王蔷《英语教学法教程》配套题库【章节题库】（口语教学）【圣才出品】第10章口语教学Ⅰ. Fill in the blanks.1. Maximum foreign talk, even participation, _____, and _____ are the four characteristics which are common in successful speaking tasks.【答案】high motivation，right language level【解析】成功的口语任务具有四个常见的特征：尽量用外语交谈、公平参与、高度的动机、合适的语言水平。

2. One of the characteristics of speech in everyday life is that speech is _____. That is, in most situations, people do not plan ahead of time what they are going to say. 【答案】spontaneous 【解析】即时性是日常口语的特征之一；也就是说，在大多数情况下，人们不会提前计划好将要说什么。

3. One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the _____, so the speaker can adjust the message immediately.【答案】listener【解析】和写作学习相比，口语学习的优势是说话者可以从听话者那里获得即时的反馈，因而可以立即调整话语。

4. For most students who are learning English in schools in China, the _____ is perhaps the major if not the only place for them to encounter English.【答案】classroom【解析】对于大多数在国内学校学习英语的学生而言，教室倘若不是唯一使用英语的场所，也是主要的场所。

语法教学设计（精选5篇）

语法教学设计（精选5篇）第一篇：语法教学设计语法教学设计模板1.Teaching objective：①.Knowledge and ability:1.Students will be able to have a thorough understanding of the grammar and learn to sum up the grammatical rules themselves.2.Students can make full use of what they’ve learned.②.Process and method:1.The teacher will apply task-based teaching method to promote learning and teaching interaction in class.2.Individual work and pair work to make students work in class.3.Explanations to make students master this grammar skillfully.③.Emotional attitude and value: 1.Try to raise the students’ cooperative awareness in their study by pair work or group work.2.Stimulate the students’ motivation of this gramma r.3.Teaching key points:1.Learn to research by cooperation.2.Learn to make full use of this grammar skillfully.4.Teaching difficult points: How to help students understand this grammatical item and use this grammar correctly.5.Teaching methods and strategies:自主学习法 self-directed learning合作学习（cooperative learning）讨论法(discussion)反思教学法(reflection teaching).6.Teaching aids: Multi-media tape-recorder, pictures, videos, songs, the blackboard, 7.Teaching procedure:Step1.Lead-in①.Activity: 1.enjoy a song whose content is related to this class and ask questions2.play a guessing game.3.show related pictures and videos.4.free talk about familiar topics.5.describe a student or ateacher in our school.6.show students’ works related to this class.7.make a dialogue about the knowledge of this class.②.Purpose: 1.to bring out the topic of this class.2.stimulate the learning interest and motivation.3.motivate students to be interested in this class.4.to attract the students’ attention quickly, and in coordination with the grammar of this class.Step 2.Review and Presentation.1.Summarize the grammatical rules through situations Activity: ①.Check the answers of exercises in the guiding paper quickly.②.Give students’ different situations or different tasks using pictures of t he latest events.③.Lead students to summarize the grammatical rules.(pair work, individual work, and cooperation)Purpose: advocate students’ logical thinking ability and summary ability.2.Group discussion: Activity: group work, pair work , team work , the teacher gives the students instructions if necessary.Purpose: ①.improve students’ ability to organize and summarize.②.arouse students’ interest in this grammar and encourage students to use the cooperative learning method.Step 3.Explorative Activity: Activ ity: ①.make sentences with this grammar ②.do some sentence translations ③.write a short composition ④.do an oral task ⑤.make a dialogue Purpose: ①.Improve students’ comprehensive ability and expressing ability.②.Apply what they’ve learned to practice to co nsolidate this grammar.③.Help students acquire a good command of this grammar.Step 4.Consolidation:1.Activity: quiz, retell, analysis of vocabulary, oral composition, translationPlay a game with different titles“ challenge NMET”“passage correcting”“look and say”“ sentence changing”“ filling in the blanks”2.Purpose: ①.make students closely connected with NMET,②.be familiar with the exercises of NMET, ③.practice their writing skills.Step 5.SummaryTo evaluate the students’ ability and have a sense of achievements Step 6.Evaluation and Reflection Purpose: Through evaluation, students can assess their learning result and how to master this grammar, and whether they’ve learnt to use the “FAT”.Step 7.Assignment/ homeworkActivity: a composition titled “_________”.In this passage, more _________ are required.Purpose: apply what they have learned to practice and improve students’ writing skills.术语：1.新课程标准New Curriculum Criteria2.In this way, not only will students’ learning motivation be greatly stimulated, but also their communication skills will be effectively improved.第二篇：语法教学设计人教版：高中英语必修二 Unit1In search of the Amber Room语法课教学设计1.Analysis of teaching materials The non-restrictive attributive clause is the new grammar item of this unit.We will review the Attributive Clause and try to master the relative pronouns better, and learn more about the differences between the restrictive attributive clause and non-restrictive attributive clause.2.Analysis of students The students have learned structure, usage, characters of attributive clauses before.So they can be easy to accept the non-restrictive attributive clause.3.Teachingobjectives Knowledge objectiveAt the end of the class, most of the students can be able to 1)Master the structure of non-restrictive attributive clause.2)Can join two sentences into a sentence using attributive clauses.3)Can divide a non-restrictive attributive clause into two simple sentences.4.Teaching important points The structure of non-restrictive attributive clause 5.Teaching difficult points Distinguish the differences between the restrictive attributive clause and non-restrictive attributive clause.6.Teaching methods PPP Model, TBLT T eaching procedure Step1: Warming up 1.Give students some attributive clauses sentences to recall what they have learnt before, and then let some of the students to describe the characters and what they have known about the attributive clauses sentence.2.Task: at the end of the class you should use the non-restrictive attributive clauses sentences to describe one place which you like best.Step2: Presentation1.Underline all the attributive clauses in the text.1)This gift was the Amber Room, which was given this name because several tons of ambers were used to make it.2)The amber which was selected had a beautiful yellow-brown colour like honey.3)Frederick William I, to whom the amber room belonged, decided not to keep it.………pare of all the sentences that you found and notice the use of commas, what are the differences between them? Try to define non-restrictive clauses in your own words.Sa: ………Sb: ……… 3.Teacher introduces the non-restrictive attributive clauses sentences and summarizes the differences of them the two.Step3: Practice 1.Pick up the non-restrictive attributive sentences.4.I know nothing that happened last night.5.He was generous with time, for which I was grateful.6.Do you know thepeople who live over the road? 7.The accident, which took place in Kingston, a town southwest of London, happened because of the fog.8.There are 20 students in this class who are from the north of China.9.There are 20 students in this class, who are from the north of China.2.Join the pairs of sentences using attributive clauses(restrictive or non-restrictive).P4.3 1)Here are the farmers.They discovered the underground city last month.2)Hangzhou is a famous city in China.Many people come to buy tea in that city.…………3.In groups of four, look at the sentences plete them by adding the restrictive or non-restrictive attributive clauses.EXAMPLE: The king had many beautiful art objects.The king whose palace was decorated in gold and jewels had many beautiful art objects.1)The mother _________________________________was very proud.2)The man ____________________________________was a farmer.3)The wooden box _____________________was made a long time ago.Step4: Production1.Try to define non-restrictive clauses in your own words.2.Try to divide the non-restrictive clauses into two simple sentences.1)He sold his bike, which surprised me._______________________________________________________ 2)He lost his temper, at which point I decided to leave here._______________________________________________________3)Here`s a letter from the Browns, who want to come to Paris.________________________________________________________ 3.Try to use the non-restrictive attributive clauses sentences to describe one place which you like best.(free talk)Step5: Home work Use the non-restrictive attributive clauses sentences to write a short passage about one thing you like best.第三篇：现在进行时语法教学设计篇一：现在进行时复习教学设计七年级英语第二单元语法复习教学设计1 2 篇二：现在进行时教学设计《现在进行时》教学设计肥城市桃园镇初级中学李纬纬 ? 篇三：现在进行时教学案例现在进行时教学案例【教案背景】现在进行时外研社七年级下册modules1-2的语法项目，该语法既是本册书的重点与法之一，也是难点之一。

外研版2019高中英语选择性必修第一册Unit 2 Onwards and Upwards (2)

advocate倡议 delay推迟 fancy想象 hinder阻碍 mind介意 prevent阻止 risk冒风险
allow允许 deny否认 feel like想要 imagine想象 miss错过 recall回忆 suggest建议
-ing form作宾语的用法二：在介词后作宾语，如： On leaving school, he went into business. Shall we have a rest or get down to doing our work?（get down to中的to是介词）
be related to 与……有关 adapt to适应 give rise to 引起 devote oneself to 献身于 be opposed to 反对 object to 反对 pay attention to 注意 make contributions to 做出贡献 attend to 照看 see to确保
Period 2 Using Language
1. How to use -ing form as objects 2. How to use -to infinitives as objects 3. The differences between -ing forms and -to infinitives as objects 4. Exercises
appear显得 arrange安排 choose决定 claim声称 endeavor竭力 expect期待 learn学会 manage设法 prepare准备 pretend假装 resolve决心 seem觉得好像 volunteer自愿做 wish希望
to infinitive 作宾语的用法二动词+疑问词+不定式，如：

高二英语动词不定式和动名词用法区别练习题20题

高二英语动词不定式和动名词用法区别练习题20题1<背景文章>Learning English can be a challenging but rewarding experience. One of the areas that many students find confusing is the use of infinitives and gerunds. Take Tom for example. When he started learning English, he was constantly puzzled by when to use an infinitive and when to use a gerund. For instance, he didn't know whether to say "I enjoy to read books" or "I enjoy reading books". He spent a lot of time studying grammar books and doing exercises to understand the difference. Slowly but surely, he began to grasp the nuances. He realized that some verbs are followed by infinitives, like "want to do something", while others are followed by gerunds, such as "enjoy doing something".1. Tom was confused about ___.A. the use of nounsB. the use of infinitives and gerundsC. the use of adjectivesD. the use of prepositions答案：B。

基于三维动态语法观的高中英语语法教学

基于三维动态语法观的高中英语语法教学作者：郑伟琼来源：《新课程》2023年第15期一、问题高中英语人教版语法教学板块只有相关语法的一些练习及例句。

在高中英语语法课堂中，教师往往采用呈现相关语法例句、讲授总结好的语法规则的方式进行教学。

最后学生通过大量目标语法的题目进行机械式操练。

这种教学方法缺乏语境感知，忽视了对语法意义的体验、感悟、理解的过程，学生往往不能灵活运用语法，无法迁移创新，也很容易对语法学习产生厌倦的情绪。

由于新课改与高考压力，有些老师甚至压缩语法教学时间，弱化语法教学，只在阅读课中让学生自己背诵句子。

这种情况下，学生并不理解该语法现象的用法与意义，亦不能进行迁移应用。

二、三维动态语法观《普通高中英语课程标准（2017年版2020年修订）》中明确提出了以语言应用为导向的“形式-意義-使用”的三维动态语法观：高中阶段英语语法教学的目标是在具体语境中恰当地应用所学语法知识来理解和表达意义。

因此，这就要求教师在语境中呈现新的语法知识，在语境中让学生观察总结语法现象的形式、使用场合、意义与功能等。

教师应该充分发挥教学的主观能动性，以主题为引领、语篇为依托，充分利用多模态、课内外资源，围绕三维动态语法观设计不同类型的有层次性又有整合性的学习实践活动，通过不断深化的主题意义探究实践活动，使学生主动探索、领悟、应用相关语法知识，不断增强准确、恰当、得体地使用语言形式的意识，提高英语学习的综合能力。

三、基于三维动态语法观的教学活动设计以下以三维动态语法观为原则，用PACE的方法对高中英语人教版选择性必修第二册Unit 4的语法部分进行教学。

通过本节课的学习，学生能够比较过去分词与动词ing形式的用法（作表语和状语），并在语境中正确理解与使用两种非谓语形式来描述旅游的心情与旅游经历。

Step 1 Present呈现目标语法教师将自己西欧之旅制作成视频并配音，自然导入非谓语作为表语、状语的目标语法。

学生看视频回答问题，例如，How did I feel during the journey？ What activities did I do during the journey？通过回答这两个问题，学生可以从视频中获得许多包含本节课语法现象的句子。

24年专升本河北英语考试真题及答案

24年专升本河北英语考试真题及答案全文共3篇示例，供读者参考篇1Title: 24 Years of Hebei College English Entrance Exam Questions and AnswersFor 24 years, the Hebei College English Entrance Exam has been a key factor in determining the academic future of many students in the province. This exam, designed for those seeking to upgrade their education from a diploma to a bachelor's degree, covers a wide range of English language skills and is known for its challenging nature. In this document, we will take a closer look at the exam questions and answers from the past 24 years to help students prepare effectively for this important test.Year 1:Question 1: Write an essay discussing the pros and cons of living in a big city versus a small town.Answer: Living in a big city offers more job opportunities but can be more stressful, while living in a small town provides a quieter life but limited career prospects.Question 2: Translate the following passage into English:"在当今社会，学习英语是至关重要的，因为它是一种全球通用的语言。

语言学一至三章重点

语言学一至三章重点Chapter 1 Invitations to linguistics1.1 What is language?Language is a means of verbal communication. Language is a system of arbitrary vocal symbols used for human communication.1.2 What are the design features of language?The features that refer to the defining properties of human language that distinguish it from any animal system of communication can be called design features.1]ArbitrarinessThe forms of linguistic signs bear no natural relationship to their meaning. There are different levels of arbitrariness.2] Duality aBy duality is meant the property of having two levels of structure that units of the primary level are composed of elements of the secondary level and each of the two levels has its own principles of organization. We call sounds here primary units as opposed to such secondary units as words, since the primary units are meaningless and the secondary units have distinct and identifiable meaning.3] CreativityCreativity refers to the ability to construct and understand an indefinitely large number of sentences in one’s native language. By creativity we mean language is resourceful because of its duality and its recursiveness.4] DisplacementDisplacement means that human languages enable their users to symbolize objects, events and concepts which are notpresent at the moment of communication.1.3 What are the functions of language?1] Informative functionIt is also called ideational function in the framework of functional grammar. Language serves for the expression of content: that is, of the speaker’s experience of the real world, including the inner world of his own consciousness.2] Interpersonal functionBy far the most important sociological use of language is the interpersonal function, by which people establish and maintain their status in a society.3] Performative functionThe perfomative function of language is primarily to change the social status of persons.4] Emotive functionIt is so crucial in changing the emotional status of an audience for or against some or something. It is also discussed under the term expressive function. The expressive function can often be entirely personal and totally without any implication of communication to others.5] Phatic functionThe phatic function refers to language used for establishing an atmosphere or marinating social contact rather than exchanging information or ideas. It refers to the social interaction of language.7] Metalingual functionOur language can be used to talk about itself. This makes the language infinitely self-reflexive: we human beings can talk about talk and think about thinking.1.4 What is linguistics?Linguistics is a branch of science which takes language as its object of investigation.1.5 What is the difference between descriptive study and prescriptive study?A linguistic study is descriptive if it only describes and analyses the facts of language, and prescriptive if it tries to lay down rules for correct language behavior. Linguistic studies before this century were largely prescriptive because many early grammars were based on high written records. Modern linguistics is mostly descriptive, however. It believes that whatever occurs in natural speech should be describe in the analysis.1.6What is the difference between synchronic description and diachronic description?The description of a language at some point of time is a synchrony study. The description of a language as it changes through time is a diachronic study.1.7 What are langue and parole? What is the difference between them?F. de Saussure refers “langue” to the abstract linguistic system shared by all the members of a speech community and refers “parole” to the actual or actualizes language, or the realization of langue.Langue is abstract, parole specific to the speaking situation; langue not actually spoken by an individual, parole always a naturally occurring event; langue relatively stable and systematic, parole subject to personal and situational constraints.For F. de Saussure parole is a mass of confused facts, thus not suitable for systematic investigation. What a linguist ought to do, according to Saussure, is to abstract langue from instancesof parole, to discover the regularities governing all instances of parole and make them the subject of linguistics. The langue-parole distinction is of great importance, which casts great influence on later linguists.1.8 What are competence and performance? What is the difference between them?According to N. Chom sky, “competence” is the ideal language user’s knowle dge of the rules of his language, and “performance” is the actual realization of this knowledge in utterances. The former enables a speaker to produce and understand an indefinite number of sentences and to recognize grammatical mistakes and ambiguities. A speaker’s competence is stable while his performance is often influenced by psychological and social factors. So a speaker’s performance does not always match or equal his supposed competence.Chomsky believes that linguists ought to study competence, rather than performance. In other words, they should discover what an ideal speaker knows of his native language.Chomsky’s competence-performance distinction is not exactly the same as, though similar to, F. de Saussure’s langue-parole distinction. Langue is a social product, and a set of conventions for a community, while competence is deemed as a property of the mind of each individual. Saussure looks at language more from a sociological or sociolinguistic point of view than N. Chomsky since the latter deals with his issues psychologically or psycholinguistically.Chapter 2 Speech Sound2.1 What is phonetics?Phonetics studies speech sounds, including the production of speech, that is how speech sounds are actually made,transmitted and received, the sounds of speech, the description and classification of speech sounds, words and connected.2.2 What is IPA?On the basis of the phonetic alphabet proposed at the time, the International Phonetic Association devised the International Phonetic Alphabet (IPA) in 1888.2.3 What’s the difference between broad and narrow transcriptions?Narrow transcription is meant to symbolize all the possible speech sounds, including the minute shades, while broad transcription is intended to indicate only those sounds which are capable of distinguishing one word from another in a given language.2.4 The description of English consonantConsonant Description = voice/voiceless + places of articulation + manners of articulation[p] voiceless bilabial stop2.5 What is phonology?Phonology studies the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables.2.6 What are minimal pairs?When two different phonetic forms are identical in every way except for one sound segment which occurs in the same place in the string, the two forms are supposed to form a minimal pair for example, pill and bill, pill and till, till and dill, till and kill.2.7 What are phone, phoneme and allophone?Phone is a phonetic unit or segment. Phones may and may not distinguish meaning.A phoneme is a phonological unit. It is unit that is ofdistinctive value.The phones representing a phoneme are called its allophones. The different members of a phoneme, sounds which are phonetically different but do not make one word so phonetically different as to create a new word or a new meaning thereof.Chapter 3 Lexicon3.1 What is morpheme?Morpheme: it is the smallest unit in terms of relationship between expression and content, a unit which cannot be divided without destroying or drastically altering the meaning, whether it is lexical or grammatical. A morpheme is the minimal unit of meaning.3.2 What are free and bound morphemes?A free morpheme is one that ma y constitute a word by itself, such as “bed”, “tree” and “sing”.A bound morpheme is one that may appear with at least one other morpheme, such as “-s” in “dogs”, “-al” in “national”.3.3 What are compound word and derivation word?It refers to those words that consist of more than one lexical morpheme, or the way to join two separate words to produce a single form.According to semantic criteria, compounds fall into two classes:The first class is called endocentric compounds comprising words like armchair (a kind of chair) and houseparty (a kind of party). In each, one constituent is the center and the other is the modifier.The second class is exocentric compounds, consisting ofwords like redskin and birdbrain, in which there is no focal element and the whole refers to something else rather than what either the constituents. Derivation shows the relation between roots and affixes.3.4 What are lexical changes? Explain them respectively.(1) InventionPeople can create new word coping with the new entities appeared during the social and economic development.(2) BlendingIt is a relatively complex form of compounding, in which two words are blended by joining the initial part of the first word and the final part of the second word, or by joining the initial parts of the two words.(3) AbbreviationA new word is created by cutting the final part, cutting the initial part or cutting both the initial and final parts.(4) AcronymIt is made up from the first letters of the name of an organization, which has a heavily modified head word.(5) Back-formationBack-formation occurs when a real or supposed affix (that is,a prefix or suffix) is removed from a word to create a new one.(6) Analogical creationIt can account for the co-existence of two forms, regular and irregular, in the conjugation of some English verbs.(7) Borrowingi. loanwords: ii. loanblend：iii. loanshif：iv. loan translation：。

新标准大学英语综合教程4unit6答案

conversational tone.
Reading skills
• Use Passage 1 for skills (a) and (b), and use
(a) Predicting
Passage 2 for skills (a) and (c).
(b) Appreciating rhetorical devices: • Consult the Further teacher development
• Guided writing: presenting a biased • The instructions in the Guided writing
Writing and tasks
skills
•
argument Unit task: Writing a report on an important historical event or •
• The sort of history that is important to us is largely a matter of what is significant to us now. Our world is organized into states and our daily lives are dominated by technology so I think it is natural for us to emphasize political history and the history of science.
Reading cultures Bringing to life
across history
The passage is about comparison between traditional museums and hands-on living history museums.

英语教师常用提问句子

英语教师常用提问句子1. Can you tell me something about yourself? 你能告诉我一些关于你自己的事情吗？2. What do you enjoy doing in your free time? 你在空闲时间喜欢做什么？3. What is your favorite subject in school? 你在学校最喜欢的科目是什么？4. Why do you like this subject? 你为什么喜欢这个科目？5. Can you explain to me how this works? 你能向我解释一下这是如何运作的吗？6. What do you think is the most important thing in learning English? 你认为学习英语最重要的是什么？7. How do you study for English tests? 你是如何为英语考试学习的？8. Can you give an example of a time when you used English in your daily life? 你能举一个你在日常生活中使用英语的例子吗？9. What is your biggest challenge when it comes to learning English? 你在学习英语时最大的挑战是什么？10. How do you overcome these challenges? 你如何克服这些挑战？11. Have you read any English books or articles recently? 你最近读过什么英语书籍或文章吗？12. Can you summarize the main idea of the book or article? 你能总结一下这本书或文章的主要思想吗？13. What did you learn from it? 你从中学到了什么？14. Can you recommend any good English learning resources? 你能推荐一些好的英语学习资源吗？15. How do you practice speaking English? 你如何练习英语口语？16. Have you ever traveled to an English-speaking country? 你曾经去过说英语的国家旅行吗？17. Can you describe your experience? 你能描述一下你的经历吗？18. How did it affect your English skills? 这对你的英语技能有什么影响？19. What is your goal for learning English? 你学习英语的目标是什么？20. How do you plan to achieve this goal? 你计划如何实现这个目标？21. Can you tell me the difference between British English and American English? 你能告诉我英式英语和美式英语的区别吗？22. Which one do you prefer? 你更喜欢哪一个？23. Can you give me an example of a grammar rule that you find difficult to understand? 你能给我一个你觉得难以理解的语法规则的例子吗？24. How do you try to understand it? 你如何尝试理解它？25. Can you correct this sentence? 你能纠正这个句子吗？26. What is the difference between a verb and an adjective? 动词和形容词有什么区别？27. Can you give me an example of a sentence using a modal verb? 你能给我一个使用情态动词的句子的例子吗？28. What is the difference between present perfect and past simple? 现在完成时和一般过去时有什么区别？29. Can you give me an example of a sentence using the present continuous tense? 你能给我一个使用现在进行时的句子的例子吗？30. What is the difference between a gerund and an infinitive? 动名词和不定式有什么区别？31. Can you give me an example of a sentence using a relative pronoun? 你能给我一个使用关系代词的句子的例子吗？32. What is the difference between a simile and a metaphor? 明喻和隐喻有什么区别？33. Can you give me an example of a sentence using a simile? 你能给我一个使用明喻的句子的例子吗？34. What is the difference between a declarative sentence and an interrogative sentence? 陈述句和疑问句有什么区别？35. Can you give me an example of a sentence using a coordinating conjunction? 你能给我一个使用并列连词的句子的例子吗？36. What is the difference between a noun and a pronoun? 名词和代词有什么区别？37. Can you give me an example of a sentence using an adverb? 你能给我一个使用副词的句子的例子吗？38. What is the difference between a transitive verb and an intransitive verb? 及物动词和不及物动词有什么区别？39. Can you give me an example of a sentence using a preposition? 你能给我一个使用介词的句子的例子吗？40. What is the difference between a singular noun and a plural noun? 单数名词和复数名词有什么区别？41. Can you give me an example of a sentence using a possessive pronoun? 你能给我一个使用所有格代词的句子的例子吗？42. What is the difference between a subject and a predicate? 主语和谓语有什么区别？43. Can you give me an example of a sentence using a reflexive pronoun? 你能给我一个使用反身代词的句子的例子吗？44. What is the difference between a direct object and an indirect object? 直接宾语和间接宾语有什么区别？45. Can you give me an example of a sentence using an article? 你能给我一个使用冠词的句子的例子吗？46. What is the difference between a countable noun and an uncountable noun? 可数名词和不可数名词有什么区别？47. Can you give me an example of a sentence using a conjunction? 你能给我一个使用连词的句子的例子吗？48. What is the difference between a subject complement and an object complement? 主语补语和宾语补语有什么区别？49. Can you give me an example of a sentence using a disjunctive conjunction? 你能给我一个使用转折连词的句子的例子吗？50. What is the difference between a compound sentence and a complex sentence? 复合句和复杂句有什么区别？51. Can you give me an example of a sentence using a subordinating conjunction? 你能给我一个使用从属连词的句子的例子吗？52. What is the difference between a simple sentence and a compound sentence? 简单句和复合句有什么区别？53. Can you give me an example of a sentence using an interjection? 你能给我一个使用感叹词的句子的例子吗？54. What is the difference between a main clause and a subordinate clause? 主句和从句有什么区别？55. Can you give me an example of a sentence using a participial phrase? 你能给我一个使用分词短语的句子的例子吗？56. What is the difference between an active voice and a passive voice? 主动语态和被动语态有什么区别？57. Can you give me an example of a sentence using a past participle? 你能给我一个使用过去分词的句子的例子吗？58. What is the difference between a progressive tense and a simple tense? 进行时态和简单时态有什么区别？59. Can you give me an example of a sentence using a present participle? 你能给我一个使用现在分词的句子的例子吗？60. What is the difference between a first person pronoun and a third person pronoun? 第一人称代词和第三人称代词有什么区别？61. Can you give me an example of a sentence using a future tense? 你能给我一个使用将来时的句子的例子吗？62. What is the difference between a relative clause and an adjective clause? 关系从句和形容词从句有什么区别？63. Can you give me an example of a sentence using a modal auxiliary verb? 你能给我一个使用情态助动词的句子的例子吗？64. What is the difference between a transitive verb and an intransitive verb? 及物动词和不及物动词有什么区别？65. Can you give me an example of a sentence using a phrasal verb? 你能给我一个使用短语动词的句子的例子吗？66. What is the difference between a countable noun and an uncountable noun? 可数名词和不可数名词有什么区别？67. Can you give me an example of a sentence using a gerund? 你能给我一个使用动名词的句子的例子吗？68. What is the difference between a present tense and a past tense? 现在时和过去时有什么区别？69. Can you give me an example of a sentence using a past participle as an adjective? 你能给我一个使用过去分词作形容词的句子的例子吗？70. What is the difference between a subject and a predicate? 主语和谓语有什么区别？71. Can you give me an example of a sentence using a present participle as a noun? 你能给我一个使用现在分词作名词的句子的例子吗？72. What is the difference between a direct object and an indirect object? 直接宾语和间接宾语有什么区别？73. Can you give me an example of a sentence using a possessive adjective? 你能给我一个使用所有格形容词的句子的例子吗？74. What is the difference between a coordinating conjunction and a subordinating conjunction? 并列连词和从属连词有什么区别？。

牛津剑桥英语体系对比

牛津剑桥英语体系对比Diving into the heart of academia, the comparison between the English systems of Oxford and Cambridge is a timeless debate that has captivated the minds of scholars and students alike. Both institutions, with their storied histories and unparalleled reputations, are often considered the pinnacle of education in the English-speaking world. Yet, despitetheir shared prestige, there are distinct differences that set them apart.Oxford, the older of the two, boasts a rich tapestry of traditions that date back to the 11th century. Its English system is characterized by a collegiate structure, where each college operates as a semi-autonomous entity with its own endowments, governance, and academic focus. This fosters a sense of community and belonging among students and faculty, creating a unique educational experience that is both personalized and diverse.Cambridge, while not as ancient as Oxford, has its own charm and academic rigor. Its English system is similarly collegiate, but with a slightly different approach to governance and academic life. Cambridge is known for its emphasis on research and innovation, with a strong focus on scientific and technological advancements. This has led to a vibrant intellectual environment that encourages students to push the boundaries of knowledge.Both universities offer a tutorial system, where students engage in one-on-one or small group discussions with tutors. This method of teaching is designed to challenge and stimulate critical thinking, a hallmark of the English educational system. However, the style of these tutorials can vary, with Oxford often being described as more traditional and Cambridge as more progressive.In terms of student life, the two cities offer different experiences. Oxford's city center is a blend of the medieval and the modern, with its colleges nestled among the city's historic streets. Cambridge, on the other hand, is characterized by its green spaces and the River Cam, providing a tranquil setting for study and reflection.Ultimately, the choice between Oxford and Cambridge is not just about the English system or the academic programs they offer, but also about the atmosphere and the ethos of each institution. Both are steeped in history and tradition, yet they continue to evolve and adapt to the changing landscape of higher education. Whether it's the dreaming spires of Oxford or the tranquil waters of Cambridge, the decision to study at either is a journey into a world of intellectual pursuit and personal growth.。

The differences between American English and British English..

The differences between American English and British EnglishThe differences between American English and British English*Synopsis：American English is evolved from British English.But the differences *between them are noticeable.美式英语是由英式英语演化而来的。

但二者的差异是不容忽视的。

The differences between them: 二者的不同点：1. Vocabulary 1. 词汇(1)Past Simple/Past Participles （1）一般过去时/过去分词(2) Prepositions （2）介词2. Pronunciation 2. 读音（1）[ æ ]—[ɑ:]:（2）[ɑ: ]—[ ɔ ] :（3） [ i l ] - [ l ]（4）[ u: ] —[ ju :]:（5）[ i: ] —[ ai ]:（6）the same word3.Spelling (suffix) 3. 拼写（后缀）4.Grammar 4. 语法(1)Use of present perfect tense and simple past tense.（1）现在完成式和一般过去式(2)Verb agreement and collective nouns （2）主谓一致和集合名词(3)Past tense forms. (3）过去时态的形式*Summary总结The differences between American English and British EnglishToday British English and American English are the two most important varieties or national standards of English. Basically they share the same structure. But the differences between them are noticeable. Here is a comparison will be made between them in regard to vocabulary, pronunciation, spelling and grammar and so on.English come from Britain and Britain is the cradle of English. it was introduced to other parts of the world with British’s colonization several centuries ago. Similarly, British English was firstly introduced to America in the early 17th century. American English is evolved from British English. Looking from range of the world, the countries use British English: Britain, Australia, Ireland, India, Pakistan, Singapore and so on. The countries use American English: the United States, the Philippines, etc.First of all, the difference is vocabulary.The following verbs have two acceptable forms of the past simple/past participle in both American and British English, however, the irregular form is generally more common in British English (the first form of the two) and the regular form is more common to American English.(1)Past Simple/Past Participles⏹Dream dreamt OR dreamed⏹Lean leant OR leaned⏹Learn learnt OR learned⏹Smell smelt OR smelled⏹Spell spelt OR spelled⏹Spill spilt OR spilled⏹Burn Burnt OR burned(2) Prepositions⏹American English - on the weekendBritish English - at the weekend⏹American English - on a teamBritish English - in a team⏹American English - please write me soonBritish English - please write to me soonSecondary, the difference is pronunciation. Sometimes we usually soften or don’t read the vowel (especially the [ ə ] or [ i ] ) in the unstressed syllable out in British English, while we should read all vowels out in the American English. So Americans speak more slowly and clearly than the British people.Differences in pronunciation between American English (AmE) and British English (BrE) can be divided into:⏹Differences in accent (i.e. phoneme inventory and realisation). See differences between GeneralAmerican and Received Pronunciation for the standard accents in the United States and Britain; forinformation about other accents see regional accents of English speakers.⏹Differences in the pronunciation of individual words in the lexicon (i.e. phoneme distribution). In this article,transcriptions use Received Pronunciation (RP) to represent BrE and General American (GAm) and to represent AmE.（1）[ æ ]—[ɑ:]: When the letter ― a ‖ comes before -s, -f, -th, -lf, -ph, -n , etc. we pronounce [æ] in Am.E , while [ɑ:] in Br.E.（2）[ɑ: ]—[ ɔ] : When the vowel letter ― o ‖ comes after a stressed closed syllable in a plosive , we usually pronounce it [ ɔ ] in the standard Br.E , while [ ɑ: ] in Ar.E .（3）We pronounce [ i l ] or [ l ] in Ar.E while [ ail ] in Br.E when the words end with –ile .（4）[ u: ] —[ ju :]: Americans pronounce [ u: ] while British people [ ju: ] when ― u ‖ and ― new ‖ come after n-, d-, t- etc.（5）[ i: ] —[ ai ]: We pronounce the monogram ― ei ‖ [ i: ] in Am.E while [ ai: ] in Br.E .（6）Even though the same word , there are some pronunciation difference s in Am.E and Br.E .Thirdly, the difference is spelling. In the United States’ development of language, spelling have occurred in a similar movement of our simplified characters (The simplified Spelling Movement), delete the word spelling in some of the letters are not pronounced.(1) The aphonic suffix such as -me, -ue in the English words are deleted in the American spelling.⏹Kilogramme kilogram⏹programme program⏹catalogue catalog⏹dialogue dialog⏹prologue prolog(2) There are ―our‖ at the end of the words and the aphonic letter ―u‖ is deleted in the American spelling.⏹Behaviour behavior⏹colour color⏹honour honor⏹labour labor(3) The suffix ―re‖ which is read [ə] become ―er‖.⏹centre center⏹fibre fiber⏹metre meter⏹theatre theater(4) The suffix ―ence‖ which is read [ns] become ―ense‖.⏹defence defense⏹offence offense⏹licence license⏹pretence pretense(5)The suffix ―ise‖ becomes‖ize‖ .⏹criticise criticize⏹organize organize⏹realise realize⏹recognise recognize⏹standardise standardize(6) Double ―L‖ in the British English words becomes ―L‖ in the American English words⏹councilor councilor⏹counsellor counselor⏹jeweller jeweler⏹marvellous marvelous⏹parcelled parceled⏹travelling traveling(7) Someone else.⏹Cheque check⏹Gaol jail⏹kerb curb⏹moustache mustache⏹plough plow⏹pyjamas pajamas⏹skeptical skeptical⏹erarer rubberFourthly, the difference is grammar.（1）Use of present perfect tense and simple past tense.Speakers of American English generally use the present perfect tense (have/has + past participle) far less than speakers of British English. In spoken American English it is very common to use the simple past tense as an alternative in situations where the present perfect would usually have been used in British English.（2）Verb agreement with collective nouns. In British English collective nouns, (i.e. nouns referring to particular groups of people or things), (e.g. staff , government, class, team) can be followed by asingular or plural verb depending on whether the group is thought of as one idea, or as manyindividuals , e.g.: My team is winning. The other team is all sitting down.In American English collective nouns are always followed by a singular verb, so an American wouldusually say: Which team is losing?Whereas in British English both plural and singular forms of the verb are possible, as in:Which team is/are losing?（3）Past tense forms.Below is a table showing verbs which have different simple past and past participle forms in American and British English. Note that the irregular past forms burnt, dreamt and spoilt are possible in American English, but less common than the forms ending in -ed.infinitive simple past (Br) simple past (Am) past participle (Br) past participle (Am)burn burned/burnt burned/burnt burned/burnt burned/burntbust bust busted bust busteddive dived dove/dived dived diveddream dreamed/dreamt dreamed/dreamt dreamed/dreamt dreamed/dreamtget got got got gottenlean leaned/leant leaned leaned/leant leanedlearn learned/learnt learned learned/learnt learnedplead pleaded pleaded/pled pleaded pleaded/pledprove proved proved proved proved/provensaw sawed sawed sawn sawn/sawedsmell smelled/smelt smelled smelled/smelt smelledSummary: As what we have discussed above, we know that the difference s between British English and America English are not just that, there are many differences between the two languages in many aspects. The function of languages is to communicate; there is no obstruction in communicating between Briton and American even though the differences between their languages. The differences we have learned between British English and America English will help us know English well, which is significant to our further study.。

M7Unit4集体备课教案（译林牛津版高二英语选修七教案教学设计）

M7 Unit 4 集体备课教案(译林牛津版高二英语选修七教案教学设计)Unit 4 public transportPeriod 1 Welcome to the unitTeaching Objectives:1) To get the students to talk about different means of transport and its main function.2) Students are expected to discuss the advantages and disadvantages between all these means of transport and how important they are to our lives.Teaching procedures:1. Lead inDo you like traveling? Where have you been and how did you go there?2. BrainstormingWhat is included in public transport?3. Picture talkingshow students different pictures about public transport and discuss their different functions.4. Questions1) What is the difference between a bus and a coach?2) Why do you think people would choose to travel by aeroplane rather than by ship?3) Why do you think we need all these different types of transport?5. Group discussion1) How do people travel within a city?2). How do people travel to nearby cities?3) How did people travel to a faraway city in ancient times?Period 2 Reading(1)Teaching aims:(1) Encourage the Ss to grasp the main idea of the article.(2) Stimulate the Ss’ interest in learning English by talking about their own traveling experiences.(3) Students are expected to gain some knowledge about London Underground and reinforce their reading comprehension.(4) Develop the students’ reading ability---how to read a tourist brochure.Important points & difficult points:(1) Get students to understand the main idea of the reading passage.(2) Have students know something about the London Underground.Procedure:Step1 Daily report.Ask one student to do a daily report on one of his or her traveling experiences.Step2 Review of different means of transportationShow students a few pictures of different means of transportation and get them to tell the names of the transportation tools to consolidate what they have learnt.Step3 Lead-inAsk students to answer the following questions:1. Among all these means of transportation mentioned above, which can you take in our city?2. In recent years, Nanjing has got a new means of transportation; do you know what it is?3. Do you know something about the first underground inthe world?Step4 Skimming1. When was the first underground system opened?2. Why was the Victorian time important?3. What did Charles Holden do?Step5 Scanning1. Why was an underground system first developed in London?2. What was the London Underground like in 1863?3. What did Charles Yerkes do to improve the underground?4. What are some of the different things that the underground has functioned as?5. What happened to the London Underground after World War Ⅱ?6. What does it mean when the brochure says that the underground system is user-friendly?Step6 Structure analyzingpart paragraph Main ideaPart 1 Para 1Part 2 Para 2-4Part 3 Para 5Part 4 Para 6-7Step7 Development of the LU system before World War IIdate event185418631868188419331918-1938After 19451977Step8 Reading strategy: reading a tourist brochureKey facts of a tourist brochure1. History of a certain place or an item, including its dates and years2. Some important people concerned3. Interesting facts4. Persuasive and interesting languageStep9 Blank-fillingStep10 Role-playSuppose you are a guide. Now you are leading a tourist group to Nanjing City. Please combine the knowledge of our hometown you have already known with the language skills we learned today to give the tourist a short speech.Step11 HomeworkFinish the relative exercise on page 130 and 131.Preview the language points in the text.Period 3 Reading(2)Teaching aims:1. Encourage the Ss to raise reading ability by focusing on language points.2. Get the Ss to grasp the new language usage in the text by learning them.Important points & difficult points:Language usage: distant(distance); boundary; historic(historical); choke; link; place; function; honor; permit1. distant (Line5) adj. far awayin the distant past/future: far away in the past or future:distance n. [C or U] the amount of space between two places:He travels quite a distance (= a long way) to work every day.Does she live within walking distance of her parents?2. boundary: n. -- the edge (Line5)The mountain becomes the national ~ for both countries.The fence serves as a ~ between the two buildings.the boundaries of knowledge3. historic: adj. -- having importance in or influence on history (Line 6)11 November 1918 is a ~ day as it represents the end of World War I.Can you tell me when the ~ meeting between the two great leaders was held?historic / historical:Historic and historical are differentiated in usage, though their senses overlap.Historic refers to what is important in history:the historic first voyage to outer spaceIt is also used of what is famous or interesting because of its association with persons or events in history: a historic house Historical refers to whatever existed in the past, whether regarded as important or not:a historical characterHistorical refers also to anything concerned with history or the study of the past:The differentiation between the words is not complete. They are often used interchangeably:4. choke (Line8) n. [C] v. 窒息；堵塞；阻塞1). The child swallowed a pen and chocked to death.2). The roads to the coast were choked with traffic.3). At lunchtime the streets were choked with traffic.4). Children can choke on peanuts.引申: chock back 忍住，抑制 chock up 因激动等说不出话来5. link (Line21) v. [T] to make a connection between two or more people, things or ideas:1) The explosions are not thought to be linked in any way.link up: to form a connection, especially in order to work or operate together:2) The organization's aim is to link up people from all over the country who are suffering from the disease.3) They linked up two areas by telephone.用法拓展:be connected with 与……相接，和……有联系6. place: v. --to be in a state or situation (Line 36)1) She placed a tape recorder in front of her on the table.2) His uncooperative attitude placed us in an embarrassing situation.3) This job places great demands on the workers, which can be quite stressful.7. be responsible for: be in charge of (L39)1)The driver is responsible for the passengers’ safety.2) Philip is the project manager. He is responsible for anything concerning the project.3) Who is responsible for making the dinner reservation?8. function as: serve as (L42)1) My living room also functions as a study.2) The room functioned as a store room for keeping all our collection.3) The beautiful leaf functioned as a bookmark9. honor (L51) a quality that combines respect, pride and honesty:a man of honorWe fought for the honor of our country.n. [C] a reward, prize or title that publicly expresses admiration or respect:She received an honor for her services to the community.in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.:a banquet in honor of the president10. permit (L57) v. -tt- [T] to allow sth.:The regulations do not permit much flexibility.[+do ing] The prison authorities permit visiting only once a month.[+ object + to infinitive] The security system will not permit you to enter without the correct password.Period 4 Word powerTeaching aims:(1). Learn and master the new words related to transport.(2). Enlarge the vocabulary in this section and apply them to practical use.Important points & difficult points:(1). Remember the different kinds of roads.(2). Remember different tools of transport.Procedure:Step 1 Lead-inWord game:Step 2 Read and speak1. Ask students to read the passage in Part A.2. To check students’ understanding of the passage, you may ask them the following questions3. Ask students if they know any other tools of transport besides what they have learnt. You may offer some photos andget students to speak out the correct wordsStep 3 Further study1. Ask students to focus on the flow chart in Part B. They should know that the flow chart here categorizes the different ways people travel by land, air or sea.2. Ask students to read the passage in Part C, which is an introduction to a transport project. Student should complete the introduction with the words they have learnt in Parts A and B. Then check the answers with the class.3. For Part D, you may ask students some questions to help them find out these words and phrases. For example: What must you do before you go somewhere by train?Book a seat or a ticket.Where will you go to buy the train ticket?To the ticket office.How do we know which train is available?Read a timetable first.What ticket can help a student save money?A student ticket.For the majority the good way to save money is to buy _____ ticket.What do we call the person who is traveling on a train?A passenger.What do we call the person who sells bus tickets?A conductor.If you want to travel to a foreign country, what must you have?A passport and a visa.4. Ask students to go over Part D and fill in the box. Tell them that the word ‘passenger’ should not be put in the box because passengers are not the people who make transportsmoothly.Step 4 Homework(1) Learn all the new words by heart.(2) Workbook P130 Reading APeriod 5&6 Grammar & usageTeaching aims:(1) T o help the students review and master the usage of v-ing and v-ed forms functioning as adjectives and adverbs.(2) To help the students to learn the usage of the passive, perfect and negative forms of v-ing and v-ed forms(3) To enable the students to know the differences between participles and gerunds and the infinitives.Teaching important points & difficult points:(1) Differences between verb-ing and verb-ed forms.(2) Differences between “doing” and “having done”.(3) Differences between “doing” and “to do”.Teaching procedure:Step 1 Lead-inWarming up:Step 2 Usage of v-ing and v-ed forms functioning as adjectives and adverbs.As adjectives:v-ing形式作定语v-ed形式作定语1. 单个动词-ed形式作定语一般放在被修饰的名词之前，作前置定语。

Omission省略翻译法的运用

▪ 二、Omission of “it” ▪ it 也是一种代词，但这里主要是讲它的
两种特殊用法，即非人称用和强调用。上述两种情况下，汉译时往往可以省略不译。
第二十二页，编辑于星期五：十点四十二分。
▪ 1、非人称用it （impersonal pronoun）
▪ It was just gen gate.
第四页，编辑于星期五：十点四十二分。
Principles
1. Omission should be aimed at smoothness and conciseness or succinctness.
2. Omission does not go against ‘faithfulness’. Omission does not mean subtracting meanings from the original work.
shrugged his shoulders. ▪ 他将双手放进衣袋，然后耸了耸肩。
第十七页，编辑于星期五：十点四十二分。
▪ For two weeks, he had been studying the house, looking at its rooms, its electric wiring, its path and its garden.
▪ 她的黑发蓬蓬松松地飘拂在前额上，脸是短短的，上唇也是短短的，露出一排闪亮的牙齿，眉毛又直又黑，睫毛又长又黑，鼻子笔直。
第十九页，编辑于星期五：十点四十二分。
▪ In order to survive, to feed, clothe and shelter himself and his children, man is engaged in a constant struggle with nature.