英语：Unit_15《Learning》Communication_Workshop课件(1)(北师大版必修5)
高中英语北师大版必修五Unit15learning课程教学设计
Unit15learningLesson 1 Life-long LearningTeaching aims:To develop and practice the skills of reading, working out meanings and making inference.To grasp some important words and expressions..To practice using Third Conditional Sentences.Teaching difficulties:To practice using Third Conditional Sentences.Teaching Aids: computerTeaching procedures:Ⅰ. Warming upRead the e-mail sent from my father then raise the question:Do you think what cause my father to learn to use e-mail or QQ ?Because the changes in telecommunications and electronicsⅡ. Pre-reading1. If you failed in the college entrance exam, will you continue to study? In what way can you continue to learn ?2. If you would be laid off, what would you do?3. Look at some pictures and lead in the new lessonIt seems that we have entered to a world of life-long learning…Ⅲ. ReadingRead the text again and find out the following words and expressions•高考•即将，将要•坦白说•下岗•成立•上涨，上升•亲自•关掉，不理不睬Ⅳ. Post readingComplete the sentences with the words below.qualification, postage, suspect, aside, secure, frankly, swell, status, throat, blank,1.What is the _____ of your project? Are you finished yet?2. _______ speaking, I don’t really like him at all.3. I like to collect _________ stamps4. _____ from making dinner, she also baked a cake.5. I _______ that Jim stole the book.6. Mary feels very ________ knowing that she has a good job.7. Take a _____ page and write your name at the top.8. A Bachelor of Arts degree is a good ____________ but i t’s not good enough for this job.9. If you have a sore _____ , drink lemon and honey in hot water10. My shoes are too small so when it’s hot and my feet_____, they are really uncomfortable,Ⅴ.AssignmentsLesson 2 Different SchoolTeaching aims:To prepare questions for a listening exercise and to predict contents.To practise using vocabulary of school and education.To practise disagreeing and contradicting politelyTo practise using phrasal verbsTeaching difficulties:To practise disagreeing and contradicting politelyTo practise using phrasal verbsTeaching Aids: computerTeaching procedures:Ⅰ. Warming upLook at the picturesThis is our school, can you describe our school in your own words?The following words may help you:boring, strict, test, homework, traditionalRead these words together and put them under the three headings.Traditional Education:Alternative Education:All Kinds of Education:Ⅱ.ListeningJack had a traditional educational education.Nicholas had an alternative one.Jack and Nicholas who are exchange students from the UK are discussing their learning experience.Listen to the text and do exercise4 and exercise5Jack’s 1. 4. 6Nicholas’ 2. 3. 5Listen the text again and finish exercise6Now listen to the second part of the conversation. Complete the Function File with expressions from the list.not necessarily, I don’t think, one ofthe problems, I’m sorry to disagree, maybe, to a certain extent, not reallyⅢ. SpeakingThink about the questions below. Then in pairs, discuss them. Use expressions from the function file with the correct intonation.1.which school would you prefer to go to? Why ?2.what are the advantages and disadvantages of traditional schooling?3.what are the advantages and disadvantages of alternative schooling?Ⅳ.Complete the sentences with the Phrasal Verbs.catch up with, fall behind,get on with, get together,go on to, go over, look up,put off, put on, set up, take upComplete the passage with the following words and phrases.to a certain extent, select,misunderstand, reputation, mild, assignment, slight, looseⅤ. AssignmentsLesson 3 TeachersTeaching aims:To practise using “wish” and “should” to express regretTo practise disagreeing and contradictingTeaching difficulties:To practise using “wish” and “should” to express regretTeaching Aids: computerTeaching procedures:Ⅰ. Warming up1. Who was your favorite teachers at primary school?2. Why did you like him/her?3. Guess. Will your teacher still remember you? Were you a good students for him/her?Ⅱlisten and readListen, read the text and decide whether the statements are true or false.1.Mr Jenkin made class lively but Graham didn’t like science.2. As a science teacher Mr Jenkin often shows and explains how something work or how to do something.3….4…5…..6….7….Read the text again and answer the following questions.1.What kind of student was Graham?2.What kind of teacher was Mr Jenkins in Graham’s eyes?3.Why does Graham often think about Mr Jenkins?4.Is Mr Jenkins still a great help to Graham? How?5.How does Mr Jenkins feel about Graham now?6. Why does Mr Jenkins love teaching?Ⅲ. Language points1.suppose + that 认为,假定sb./sth. to be 认为某人,某物是…•I don’t suppose I’ll trouble you again.•You are supposed to start work at 8:30 every morning.2.make everything interestingThe teacher make us finish the homework.What made you so frightened?We made it a rule that everyone should be on time.•We decided to make him our chairman3. I wish I was as successful…as I was with…•He is as good a teacher as father.•He doesn’t go home as much as he used to.•Please take as many books as you want.•You can take as many as ten books.as +adj,+a/an +n. + as 和…一样是一个…as +adj/adv. + as 和…一样as +many/much as sb. want 想要多少..就有多少…as +many/much/far + as 多达/远达…•他和郭锋一样是个好歌手•这道题没那道题难•你想喝多少牛奶就喝多少.•你最多可以喝3杯牛奶.•He is as good a singer as Guofeng.This problem isn’t as/so difficult as that one.Please drink as much milk as you want.You can drink as much as 3 cups of milk.4.The thing about being a teacher…have access to•I have access to his office.•I wish I could have free access to KFC.•I do hope you can have access to the university•5.Wish to do, sb to do, sb.+ n. /adj., that•I wish to have a new swatch.•I wish him to go, he shouldn’t stay.•Wish you a happy weekend.•I wish I were you. You are a lucky dog.•The meeting was so terrible, I wished I hadn’t attended it.•I wish I could pass the lawyer certification exam next year. Ⅳ. GrammarⅤ. AssignmentsLesson 4 UnderstandingObjectivesTo practise using linking and reference words to help understand a text.To practise using adverbs.To make students know how to gain knowledge.Ⅱ. Warming upQuestion students: By what ways do we acquire knowledge?Reading booksWatching TVGoing through the InternetLearning from teachers or friendsListening to radioⅢ. Pre-reading1. Can you think of the process/way to gain/understand knowledge?2. Which of these things help you to understand things?1) being relaxed and happy2) having time to think about whatyou are learning3) being interested in the topic4) discussing topics with friends5) asking questions3. Will you completely believe in what your teachers said? What about the great scientist? Will you fully believe in them?We have our understanding about things, but we are always affected by the authorities and lose our thoughts. It seems that not all that the great people said is correct.Do you believe the following sentences said by the great?Knowledge is power.Truth is the daughter of time, not of authority.All truths are easy to understand once they are discovered; the point is to discover them Earth must be the centre of the universe because it felt like the earth was standing stillEarth must be the centre of the universe because it felt like the earth was standing stillⅣ.Reading(I).Read the text and answer the following questions.1)Does the writer believe that the Baconian Method of scientific thought is a good way to gain knowledge?2) What image does the writer use to explain how men like Bacon and Galileo helped educate people?3) Why did Aristotle assume that the sun moved around the Earth?4) Would the writer d escribe the people of the church during Galileo’s time as having ‘open’ or ‘closed’ minds?5) Do you think people like Bacon and Galileo would have thought it was a good idea to open libraries and set up universities? Why?(II).Read texts 1-4Which of the underlined linking words mean the same as these? Example as = whenafterwards, but, since, so he could, so, to start with, when, next(Ⅲ).V ocabulary: Words about learning, Ex.5(Ⅳ).Complete the sentences with the correct form of the words below. Ex.6Ⅴ.Language pointsⅥ. AssignmentsUnit 15 LearningCommunication Workshopwriting(1).三维目标1.to participate in a debate.2. to practice exchangeing views.3. to practice using speaking strategies for debate.（2）教学重点1. improve the students’ integrating skills.(3) 教学难点1.some students may still feel they need to understand every word in reading text in order to do the exercises.2. how to write a personal essay .Task 1: Read the essay and match the headings with paragraphsPara. 1Para. 2Para. 3Para. 4Para. 5FacilitiesAfter-school activitiesTimetablelocationAim of the essayconclusionTask 2: Read the essay again and decide whether the statements below are True (T) or False (F). ( ) 1.My perfect school would be in the center of the city, but far away from a big park. ( ) 2. My perfect school would have a language lab.( ) 3. Students would study all the school subjects and optional subjects.( ) 4. There would be many after—school groups in my perfect school.Task 3: Read the essay again and find out the linking words and expressions underlined in the essay show:Addition: Also, another thing, as well asExamples: For example, such asConclusion: In conclusionContrast: But, howeverPurpose: So thatWriting:You must have known how to write a personal essay now, so let’s have a try!Write an essay describing your perfect school, following the writing stages on Page45. Before writingWrite some notes about your imaginary school.Location: in the center of cityFacilities: a big playground, a language lab,basketball courts, …Timetable: biology, …After-school activities: music club, …Teachers: …writingMy perfect school would be in the centre of the city. The school would have a big playground so that students could play ball games there. There would also be computers in all the classrooms. Students would study all the school subjects such as Chinese, math, English, physics and chemistry. There would also be some new optional subjects for students to choose. The teachers高中英语北师大版必修五Unit15learning课程教学设计there would be mild and kind. There would be some after—school interest groups.In conclusion, I think my school would have a good variety of activities—something for everyone.11 / 11。
王蔷主编的《英语教学法教程》第二版-Unit
Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw someFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structuralitems so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantlya tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. Theyclaimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good EnglishIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book,can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order toinclude topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
北师大版高中英语必修二各单元单词汇总及音频
北师大版高中英语必修二单词及音频目录北师大版高中英语必修二单词及音频 (1)北师大版高中英语必修二第4单元词汇表 (2)北师大版高中英语必修二第5单元词汇表 (8)北师大版高中英语必修二第6单元词汇表 (13)unit4 Learning to learnlikely adj. 很可能的；合适的；有希望的concept n.观念，概念chart n.图表；海图；图纸focus n.焦点；中心福克斯vi. 集中；聚焦skip n. 跳跃；跳读vt. 跳过；遗漏fist n.拳头；掌握；笔迹vt. 紧握；拳打waist n.腰，腰部；nail n.[解剖]指甲；钉子vt. 钉；使固定gallery n 画廊美术馆长廊Warm-upcyberspace n. 网络空间；赛博空间global adj. 全球的；总体的；球形的global warming 全球变暖come true 实现，成真；成为现实artificial 人造的人工的假的climate 气候风土风气思潮flood n.洪水；泛滥vt. 淹没；充满；溢出virtual 虚拟的reality n.现实；实际；真实virus n.[病毒]病毒；恶毒；毒害Lesson 1affect n 影响感动vi.倾向；喜欢rapidly adv.迅速地；很快地；立即growth n. 增长；发展；生长；种植pessimistic adj.悲观的，厌世的；悲观主义的hacker n.电脑黑客optimistic adj. 乐观的；乐观主义的crime n.罪行，犯罪；罪恶criminal 罪犯犯罪犯人terror n.恐怖；恐怖行动；attack n. 攻击；抨击；疾病发作vi.攻击；chaos n.混沌，混乱crash n.撞碎；坠毁offer n.提议；出价；提供vt. 提供出价报盘entertainment n.娱乐；消遣disappear vi.消失；失踪；as if 好像仿佛似乎harm n.伤害；损害vt. 伤害；危害；损害obvious adj. 明显的；显著的；平淡无奇的destruction n. 破坏，毁灭；摧毁Lesson 2military n. 军队；军人scientific adj. 科学的，系统的the Pentagon 五角大楼nuclear 原子核的原子能的中心的network n. 网络；广播网；project n. 工程；计划；事业vt. 设计；计划；发射；放映fashion 时尚时装hang on 坚持下去；不挂断；握住不放get in touch 取得联系be up to 胜任；该由…负责；轮到…；从事，忙于, 多达fancy n. 幻想；想像力；爱好vt. 想象；喜爱；suggestion n.建议暗示意见reject vt.拒绝；排斥；抵制；丢弃arrangement n.布置；整理；准备Lesson 3suggest 建议暗示title n.冠军；标题；头衔；权利；字幕adj. 冠军的；标题的；头衔的vt. 加标题于；赋予头衔；把…称为destination 目的地目标终点flesh 果肉肉肉体in the flesh 本人；亲自；exit n.出口，通道；退场vi. 退出；离去historical 历史的历史上的历史性的site n.地点；位置；场所vt. 设置；为…选址pack n.包装；一群；背包；包裹；vt. 包装；压紧；捆扎；挑选；塞满dip n.下沉，下降；倾斜；浸渍，蘸湿vi. 浸, 泡，蘸；toe n. 脚趾；足尖vt.用脚尖走；millionaire 百万富翁 , 大富豪smoker 吸烟者烟鬼烟民non-smoker n.不吸烟的人Lesson 4tourism 旅游旅游业观光guide n. 指南；向导；入门书vt.引导；带领；locate vt 定位位于查找seaside n. 海边；海滨Maori 毛利人毛利毛利语settle vt. 解决；安排；使…定居n. 有背长椅settlement n.解决，处理；[会计] 结算central adj.中心的；中枢的中央n.电话总机suburb 郊区市郊近郊区zone 地区区域地带volcano n.火山as well as 除 , 也；和…一样；不但…而且harbour n. 海港（等于harbor）；避难所vi. 藏匿；入港停泊；庇护view n. 观察；视野；意见；风景vt. 观察；考虑；查看sunshine n. 阳光；愉快；晴天；快活average n.平均；平均数adj.平均的；普通的vt. 算出…的平均数；使…平衡surfing 冲浪网上冲浪regular n.常客；正式队员规则的定期的正常的location 位置地点material n.材料，原料；物资adj. 重要的；物质的，实质性的；肉体的be known as 被称为；被认为是；Communication WorkshopChinatown n. 唐人街，中国城officially adv.正式地；官方地；scenery n.风景；景色；舞台布景cuisine n. 烹饪，烹调法attractive adj. 吸引人的；有魅力的；引人注目的pider 蜘蛛爬行器三角架web 网络网状物网站unit5 Warm-upfolk n.民族；人们；亲属（复数）adj.民间的jazz n.爵士乐，爵士舞；喧闹adj. 爵士乐的；喧吵的rock 'n' roll n.摇滚乐disco n. 迪斯科舞厅；的士高ballet 芭蕾舞芭蕾舞剧Lesson 1effect n. 影响；效果；作用disappoint vt.使失望使受挫折extraordinary adj. 非凡的；特别的；杰出unclear adj.不清楚的；不易了解的be used to 习惯于习惯被用来做album n.相册专辑集邮本performance n.性能；绩效；表演；执行perform v. 执行表演履行award n.奖品奖励vt. 授予；base n.基础；底部;底座，基地，adj. 卑鄙的；低劣的vt. 以…作基础extremely adv. 非常，极其；极端地creative adj. 创造性的powerful 强大的强劲有力的anger n. 愤怒生气vt.使发怒，激怒；恼火system n. 系统体系制度audience n.观众；听众；throughout prep. 贯穿，遍及adv.自始至终，到处impress n.印象，印记；vi.给人印象vt. 盖印；给予某人深刻印象performer n.执行者；演奏者演员Lesson 2instrument n.仪器；工具；乐器；male n. 男人；雄性动物adj.男性的；雄性的female n. 女人; 雌性动物adj.女性的；雌性的clown n.小丑丑角carriage n.运输客车厢四轮马车combine vi结合联合合并treasure n.财富；财宝；珍品vt. 珍爱；珍藏mask n.面具；口罩；面膜vt.掩饰化装aerobatics n.特技飞行；[航] 特技飞行术costume n. 服装装束戏服represent vt.代表；表现；描绘；回忆再赠送general n.一般；将军，上将；常规adj. 一般的，普通的；综合的；大体的in other words 换句话说也就是说换言之Lesson 3pianist n. 钢琴家钢琴演奏者钢琴师musician n. 音乐家作曲家乐师key n. （打字机的）键；关键；钥匙adj.关键的at times 有时不时间或quit n. 离开；[计] 退出vt. 离开；放弃；停止；使…解除talent n. 人才才能才华worldwide adj. 全世界的adv. 在世界各地in some ways 在某些方面在某种程度上identity n.身份；同一性，一致；特性root n.根；根源；词根；祖先vt. 生根，固定；根源在于rediscover vt.重新发现；再发现beauty n.美；美丽；美人；美好的东西appearance n.外貌，外观；出现shave vt. n. 剃；修面刮胡子hairstyle n. 发型transform v.变换转变改变Lesson 4waltz n. 华尔兹圆舞曲华尔兹舞breakdance n. 霹雳舞encyclopedia n.百科全书ordinary adj.普通的；平凡的；平常的generation n. 一代；产生；一代人；生殖type n.类型，品种；模范；样式vi. 打字skip n. 跳跃；跳读 vi. 跳跃；跳绳；遗漏；跳读back and forth 反复地，来回地unique n. 独一无二的人或物adj. 独特的，稀罕的独一无二的noble n. 贵族adj. 高尚的；贵族的；宏伟的ballroom n.舞厅；跳舞场immigrant n.移民，侨民adj.移民的；迁入的tap dancing n.踢踏舞tango n.探戈舞sword n.刀，剑；武力，peacock n.孔雀；雄孔雀；爱虚荣的人Swan Lake天鹅湖（芭蕾舞剧名）Communication Workshopreaction n.反应，感应；反作用responsible adj. 负责的，可靠的；有责任的permission n.允许，许可realistic adj.现实的；现实主义的；逼真的；unit6Warm-upabstract n.摘要；抽象；文摘adj. 抽象的；深奥的straight n. 直线adj. 直的；笔直的；正直的；adv. 直接地；不断地；立即；坦率地wavy 波状的多浪的波浪imagination 想象想象力空想painter n. 画家油漆工pain n.疼痛；努力Lesson 1exhibition n.展览，显示；展览会；展览品poetry 诗歌诗意missile 导弹发射物mane n.（马等的）鬃毛shade n.树荫；阴影；阴凉处；（照片的）明暗度sweat n.汗；水珠；焦急；苦差使vi. 出汗；辛苦工作youth 青春青年年轻人insect n.昆虫；卑鄙的人;虫子fix one's eyes on 注意；凝视注视盯着creature 生物动物家畜artist 艺术家美术家valuable 有价值的贵重的值钱typical adj. 典型的；特有的；象征性的elegantly 高雅地优美地emphasise vt. （英）强调；（等于emphasize ）detail n.细节，详情cloth n.布；布料织物；桌布fold vi. 折叠起来；彻底失败弃牌shallow adj. 浅的；肤浅的shore n 海岸海滨eyesight 视力视觉Lesson 2castle n.城堡；象棋中的车marble 大理石弹珠concrete 混凝土具体的feature 特征特点n. 屋顶；最高处balcony 阳台楼厅包厢roof 屋顶车顶顶板statue 雕像塑像人像摩天大楼skyscraper 摩天大楼楼层特多的高楼angel n. 天使；守护神；architect n.建筑师ruin n. 废墟；毁坏；灭亡vt.毁灭；使破产sort of 有几分地有点稍稍loch 海湾湖fairytale 童话故事cafén. （法）咖啡馆Lesson 3phoenix n. 凤凰；死而复生的人rooster n 公鸡狂妄自负的人bat n.蝙蝠；球棒；球拍tomb n.坟墓；死亡date back (to) 追溯到(到)dynasty n.王朝，朝代religious 宗教的虔诚的purpose 目的意图pattern 图案模式纸样character 性格字符品行happiness n.幸福temple n. 庙宇；寺院；神殿；太阳穴offering n.提供；祭品；奉献物新股布施relate to 涉及有关联与……有关jewellery 珠宝首饰珠宝饰物try out 试验试用尝试Lesson 4cottage n. 小屋；村舍rent n.租金vt. 出租；租用；租借landlord n. 房东，老板；地主worm 蠕虫病毒蠕虫小人物pipe n管子管道烟斗v 用管乐器演奏mercy n.仁慈，宽容；怜悯；善行washroom n. 洗手间；盥洗室；厕所damp n.潮湿，湿气adj.潮湿的bathtub n.浴缸basement n. 地下室；地窖bathe v沐浴fence n.栅栏；围墙；剑术narrow 狭窄的缩小狭隘的hold one's breath 屏息屏住呼吸不出气garage 车库；汽车修理厂garbage n. 垃圾；废物apartment n.公寓；房间subway n. 地铁；地道downtown n. 市中心区；[篮球]三分线以外商业区lorry n.（英）卡车；[车辆] 货车curtain n. 幕；窗帘Communication Workshopair conditioner 空调conclusion n. 结论；结局；推论。
关于小组学习的英语范文(推荐9篇)
关于小组学习的英语范文(推荐9篇)（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、合同协议、条据文书、策划方案、句子大全、作文大全、诗词歌赋、教案资料、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, work plans, contract agreements, doctrinal documents, planning plans, complete sentences, complete compositions, poems, songs, teaching materials, and other sample essays. If you want to learn about different sample formats and writing methods, please stay tuned!关于小组学习的英语范文(推荐9篇)关于小组学习的英语范文第一篇The society needs cooperative learning.English is the same language and a tool to communicate with others.The significance of learning a language is to use it.Therefore， it is not enough to just remember some English words， eXercises and grammar rules.We must use it.We must communicate with others in English.This is the best way to learn it in class.A good teacher can create for students only through cooperation Opportunities for cooperation， only through cooperation can students share the fun of learning language，can they feel the joy of communication together，and stimulate their desire for understanding， sharing cooperation and knowledge.中文翻译：社会需要合作学习英语是同一种语言是一种与他人交流的工具学习语言的意义在于使用它，所以仅仅记住一些英语单词、练习和语法规则是不够的我们必须使用它我们必须用英语与他人交流这是在课堂上学好它的最好方法一个好的教师只有通过合作才能为学生创造合作的机会，学生只有通过合作才能分享学习语言的乐趣，才能感受到一起交流的快乐，激发他们对理解、分享合作和知识的渴望。
中国文化英语教程Unit15全文
Rhythm of Calligraphy
Zhang Xu was a Chinese calligrapher of the Tang Dynasty. A native of Suzhou, he became an official during the reign of Emperor Xuanzong of Tang. Legend has it that whenever he was drunk, he would use his hair as brush to perform his art, and upon his waking up, he would be amazed by the quality of those works but failed to produce them again in his sober state.
• As father and son, Wang Xizhi and Wang Xianzhi have been known as the “two Wangs”.
• Their works universally recognized as the peak of Chinese calligraphy.
Introduction
The brush is the traditional writing implement in Chinese calligraphy. The body of the brush can be made from either bamboo, or rarer materials such as red sandalwood, glass, ivory, silver, and gold. The head of the brush can be made from the hair (or feathers) of a wide variety of animals.
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
《英语视听说》课程教学大纲
《英语视听说》课程教学大纲(English Watching Listening Speaking)课程类型：职业能力课程编号：N适用专业：应用英语专业先修课程：综合英语后续课程：学分：19总学时：292学时(理论200学时，实验92学时）教学目的与要求：本课程的教学目的：通过视、听、说教材和其他媒体资料的学习，开展课内外听说技能训练，努力提高英语听说水平，培养学生实际运用语言的能力。
通过本课程的学习达到以下教学要求：1、知识：学习和巩固语言知识包括词汇、句型及有关口语交际的文化背景知识，从而从根本上提高学生听说方面的理论知识。
2、技能：学习和掌握各种听力技能（如理解中心内容和重要事实；领会说话者的态度、感情及真实意图）及口语表达技能（用词造句、联句成段及根据不同场合和对象选择正确词汇用语等）。
3、能力：能就常见话题开展课堂、日常会话；能对与教材难度一致的视听资料及阅读资料开展对话、讨论；能听懂大众传播媒介的新闻、科技等内容的报导并能开展简单的讨论。
语言使用比较确当、得体；语言表达清晰、比较连贯本课程的考核方式是：考试课程，闭卷笔试。
平时50%（出勤10%+课堂表现20%+随堂测验20%）+期末考试50% （书面考试）教学内容与学时安排（第一学期）教学内容与学时安排（第二学期）绪论英语听力既是学习语言的一种途径,也是运用语言的一个过程。
收听英语新闻、歌曲,看英文原版录象,是集实用性和娱乐性于一身的提高英语听力的有效方式.英语学习者感到提高听力很困难.具体困难所在,不同水平的学习者有不同的状况.初学者由于练习少、反应慢,词汇量不足,一段话中只能零星地听懂一些单词或感觉耳熟.对已达一定英语水平的学习者来说，造成听力困难的原因有以下几点:一、读速快时听不清,尤其是在有连读.弱读的音节时,或是存在所谓“吞音”现象时听不清，因而影响整体判断。
开始时难以进入状态,影响了对下文的理解,或中间有不熟悉的单词,中断了理解;二、注意力过度集中于听懂当前语句,很快忘记前面所听过的内容；竭力听清每一个单词，可是往往会把握不住全篇。
电子与通信技术专业英语(第4版)Unit 3 lesson 15
PART
Smartphone, tablet, or digital audio player) can connect to a network resource such as the Internet via a wireless network access point. Wi-Fi networks have limited range. A typical Wi-Fi home router using 802.11b or 802.11g might have a range of 45 m (150 ft) indoors and 90 m (300 ft) outdoors. Range also varies, as Wi-Fi is no exception to the physics of radio wave propagation, with frequency band. Wi-Fi in the 2.4 GHz frequency block has better range than Wi-Fi in the 5 GHz frequency block, and less range than the oldest Wi-Fi (and pre-Wi-Fi) 900 MHz block.
以《The Importance of Learning English》为题的英语范文五篇
以《The Importance of Learning English》为题的英语范文五篇【篇一】“The Importance of Learning English: A Global Imperative”In today’s globalized world, proficiency in English is crucial. It serves as the lingua franca of international communication, connecting people from diverse cultures and backgrounds. Whether in business, academia, or diplomacy, English proficiency opens doors to countless opportunities and facilitates global collaboration. Embracing English not only enhances one’s communication skills but also fos ters cultural understanding and mutual respect on a worldwide scale.【篇二】“The Importance of Learning English: A Key to Global Success”In our increasingly interconnected world, mastering the English language is paramount. English serves as the universal language of communication across borders and cultures. Proficiency in English opens doors to a plethora of opportunities in various fields such as business, academia,science, and diplomacy.Firstly, English proficiency enhances one’s employability and career prospects. In multinational companies, English is often the primary language of communication, and employees who are fluent in English have a distinct advantage. Moreover, many international conferences, seminars, and workshops are conducted in English, providing opportunities for networking and professional growth.Secondly, English is indispensable in academic pursuits. The majority of scholarly publications, research papers, and academic journals are written in English. For students and researchers, proficiency in English facilitates access to a wealth of knowledge and enables collaboration with peers and experts from around the globe.Furthermore, English proficiency fosters cultural exchange and understanding. By learning English, individuals gain insights into different cultures, traditions, and perspectives. This promotes tolerance, empathy, and mutual respect among people from diverse backgrounds.In addition, English is the language of technology andinnovation. Most software programs, coding languages, and technical manuals are available in English. By mastering English, individuals can stay abreast of technological advancements and contribute to the global discourse on innovation.In conclusion, the importance of learning English cannot be overstated. It is a gateway to personal, academic, and professional success in today’s globalized world. By investing in English education, individuals equip themselves with the skills and knowledge needed to thrive in a multicultural and interconnected society.【篇三】“The Importance of Learning English: A Bridge to Global Opportunities”In our contemporary world, the significance of learning English cannot be emphasized enough. English has evolved into the universal language of communication, serving as a vitaltool for connecting people worldwide. Proficiency in English opens doors to a myriad of opportunities across various domains, including business, education, science, and diplomacy.Firstly, English proficiency enhances employability in an increasingly globalized job market. Many multinational corporations and international organizations use English as their primary language for correspondence and meetings. Thus, individuals fluent in English have a competitive edge in securing employment and advancing their careers.Secondly, English is essential for academic pursuits and research. A substantial portion of scholarly resources, academic journals, and research publications are in English. Mastering the language enables students and scholars to access a wealth of knowledge and collaborate with peers on an international level.Moreover, English proficiency fosters cultural exchange and understanding. By learning English, individuals gain insights into different cultures, customs, and perspectives, promoting cross-cultural empathy and respect.Furthermore, English is the language of innovation and technology. Many technological advancements, software programs, and technical documents are predominantly in English. Proficiency in English empowers individuals to stay informedabout the latest developments and contribute to the global discourse on innovation.In conclusion, learning English is not merely about acquiring language skills; it is about unlocking a world of opportunities and enhancing global connectivity. Embracing English opens up avenues for personal growth, professional success, and meaningful cultural exchange in our interconnected society. Therefore, investing in English education is essential for individuals aspiring to thrive in today’s diverse and interconnected world.【篇四】“The Importance of Learning English: Enabling Global Communication”In today’s interconnected world, the ability to communicate effectively in English is essential. English has become the primary language of international communication, transcending geographical and cultural boundaries. Proficiency in English opens doors to countless opportunities in various fields, including business, academia, and diplomacy.Firstly, English proficiency enhances career prospects inthe global job market. Many multinational companies require employees to be proficient in English, as it facilitates smooth communication among teams from different countries and cultures. Moreover, English fluency is often a prerequisite for advancement in international organizations and diplomatic missions.Secondly, English is the language of higher education and research. A vast amount of academic literature, journals, and research papers are published in English. Students and researchers who are proficient in English have access to a wealth of knowledge and can collaborate with peers and experts from around the world.Furthermore, English proficiency fosters cultural exchange and understanding. By learning English, individuals gain insights into different cultures and perspectives, promoting tolerance and empathy in a multicultural world.Additionally, English is the language of innovation and technology. Most scientific and technical advancements are documented and communicated in English. Proficiency in English enables individuals to stay updated on the latest developmentsin their field and participate in global discussions on innovation.In conclusion, the importance of learning English cannot be overstated. It is the key to unlocking opportunities for personal, academic, and professional growth in our increasingly interconnected world. By investing in English education, individuals equip themselves with the skills and knowledge needed to thrive in a globalized society.【篇五】“The Importance of Learning English: A Gateway to Global Communication”In our contemporary world, learning English holds paramount importance as it serves as a universal medium for communication across borders and cultures. Proficiency in English opens up a plethora of opportunities in various spheres, including education, employment, and cultural exchange.To begin with, English proficiency is instrumental in enhancing career prospects in today’s globalized job market. Many multinational corporations and international organizations conduct their business operations in English, making itindispensable for employees to communicate effectively in this language. Moreover, fluency in English often translates to better job opportunities and career advancement, as it enables individuals to collaborate seamlessly with colleagues and clients from diverse linguistic backgrounds.Furthermore, English is the lingua franca of academia and research. A vast majority of scholarly articles, research papers, and academic conferences are conducted in English, making it imperative for students and researchers to have a strong command of the language. By mastering English, individuals can access a wealth of knowledge and scholarly resources, thereby enriching their academic pursuits and contributing to the global discourse in their respective fields.In addition to its practical utility, learning English facilitates cultural exchange and understanding on a global scale. Through the study of English, individuals gain insights into different cultures, traditions, and perspectives, fostering cross-cultural empathy and appreciation. This intercultural competence not only promotes diversity andinclusivity but also fosters a sense of global citizenship and interconnectedness.Moreover, English proficiency is essential for leveraging opportunities in the fields of innovation and technology. In an era of rapid technological advancements and digitalization, English serves as the primary language of communication for scientific research, technical documentation, and innovation. By being proficient in English, individuals can stay abreast of the latest developments in technology and contribute to global innovation efforts.In conclusion, the importance of learning English cannot be overstated in our increasingly interconnected world. It serves as a gateway to global communication, offering individuals the tools and opportunities to succeed in an ever-evolving global landscape. By investing in English education, individuals empower themselves to navigate cross-cultural interactions, pursue academic and professional endeavors, and contribute meaningfully to the global community.。
应用型大学英语综合教程一(修订版)Unit
教师可以创设商务谈判、旅游接待、医院就诊等场景，让学生
扮演不同角色，进行对话练习。
益处
03
增强学生对英语的实际运用能力，提高其应对不同场景的应变
能力。
Group discussion and cooperation
定义
学生分组进行讨论和合作，共同完成任务，提高团队协作能力。
应用
教师可以布置小组作业，让学生分工合作，共同完成一个项目或 报告。
grades for each assessment
02
Adjustment
Adjust the teaching plan and teaching methods based on
students' feedback and performance
03
Communication
Regularly communicate with students to understand their
Collaboration
Foster a culture of collaboration among teachers, sharing best practices and innovative ideas.
Professional Development Programs
Offer teachers opportunities to participate in workshops, seminars, or courses that enhance their professional skills.
Applied College English
Comprehensive Tutorial 1 (
目录
王蔷主编的《英语教学法教程》第二版-Unit
Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what is language? When you are ready, join another group and share your ideas.To give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary ofthe language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitiveprocesses involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behaviouralpsychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioristtheory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable tolearning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.It is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well? Ifyes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.(Adapted from Tasks for Language Teachers, Martin Parrot, 1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” todemonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.Figure Teacher’s professional development(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is thecombination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a movingtarget or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodologycourse. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the readerwill use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achievedduring the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the backof the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
英语二15单元课文（带每句翻译）
Unit15T ext AFour Minutes That Get You Hired面试的秘诀To get the right job，learn to make the right impression要想获得满意的工作，就要学会留下最好的印象The 28-year-old Bay Stater spent six years working at night while she attended college during the day. 六年来，28岁的贝·斯黛特白天上大学，晚上工作。
When she finally graduated, she wanted to get a teaching possession at a nearby elementary school in Boston.毕业后她想在波士顿附近的一所小学里谋求一份教书的工作。
She got an interview with the headmaster after sending a resume. 寄出简历之后，她得到了校长给她面试的机会。
“I noticed a tiny hole in my stockings that morning,”"那天早晨，我注意到长简袜上有个小洞，"she said. 她回忆说，“I thought about changing, but I knew I’d be late if I did. “我想要换一双，但觉得要是换的话，就要迟到了。
By the time I got to the interview, 我到达面试地点时，the hole had stretched from my ankle to my knee. 袜子上的小洞从脚踝一直破到了膝盖。
I walked in and immediately apologized for not looking my best. 我进去后，立刻为自己的糟糕形象向校长道歉。
大学思辨英语教程 精读1课件Unit 15 Intercultural Communication
Intercultural Competence
• Communicative Competence
Learning Objectives
• Communicative Competence
• Comprehend and use language with accuracy, clarity and discernment
• Autonomous Learning
• Be able to quiz yourself in various ways to check your achievement or progress
• Critically evaluate and validate information from the Internet • Summarize what you have learned in the whole semester
• Develop a coherent and cohesive oral/written discourse • Illustrate your points with appropriate examples
• Critical Thinking
• Assess the overall structure of the author’s argumentation • Identify and assess the materials the author uses to support
Background Knowledge
She affirmed the possibility of learning from other groups, above all by applying the knowledge she brought back from the field to issues of modern life. Thus, she insisted that human diversity is a resource, not a handicap, that all human beings have the capacity to learn from and teach each other.
Communication(沟通课程)
1/15/2011
Marketing
5
Importance of Communication
Communication touches every aspect of management. A manager has to communicate with others in order to carry out his tasks of planning, organising , leading and controlling A manager also uses the information passed to him, to receive feedback and reach decisions
1/15/2011 Marketing 6
Importance of Communication
Provides information that individuals and groups need for decision making. Research indicates that a manager spends about 80% of his or her time in oral communication.
1/15/2011 Marketing 13
The Communication Process
Sender 2 Encoding Start 1 Meaning 8 Decoding (Receiver)
1/15/2011
Noise 3 Transmission through channels 7 Transmission through channels Noise
批注本地保存成功开通会员云端永久保存去开通
英语：Unit 15《Learning》Communication Workshop课件(1)(北师大版必修5)
Studen t A
the biggest advantage
the biggest disadvantage Cost a lot of money
B
Live independently from the family
Unit 15 Learning
Communication Workshop
speaking
Objectives:
By the end of today’s class, we will be able to • Express and exchange views. • Have a debate on the advantages and disadvantages of studying abroad.
Pre-listening: Voice your opinion
Work with your partner and discuss: • After graduating, will you study abroad? Why or why not?
Listening: task 1: listen and complete the table
Talkback: Assess your performance in the debate
• • • • • Express your views in the debate Ask others to express their views Your contributions are relevant to the topic Never interrupt any of the speakers Express your agreement and disagreement with any of the speakers
(完整版)北师大版高中英语单词表
北师大版高中英语单词表北师大版高中英语模块一单词表（English）Unit 1 Unit 2 Unit 3Unit1 Learning to learn questionnaire 问卷，调查表；matter要紧，有重大关系；partner搭挡,合作者；Warm-uplifestyle生活方式；shepherd牧羊人；peaceful和平的；平静的；relaxing轻松的，放松的；stressful轻松的，放松的；suppose认为，猜想-----------------------Lesson 1series连续；系列，丛书TV series电视连续剧cartoon卡通片,动画片talk show谈话节目，现场访谈complain抱怨,投诉couch睡椅,长沙发couch potato终日懒散在家的人switch转换,转变switch on把开关打开,接通switch off把关掉,关上switch over转换频道,转变play戏剧,短剧BBC英国广播公司portable轻便的,手提(式)的remote遥远的remote control workaholic工作第一的人,专心工作的人paperwork日常文书工作alarm警报,警告器alarm clock闹钟(爆竹,铃等)响go offtake up占据be filled with充满着urgent急迫的,紧急的personal私人的,个人的document公文,文件midnight午夜,半夜bored厌烦的,不感兴趣的-----------------------Lesson 2stress压力studio工作室,演播室expert专家suffer感到疼痛,遭受(痛苦) suffer from 忍受, 遭受pressure压力social爱交际的;社交的reduce减少降低organize组织diet饮食,节食stand忍耐，忍受prefer更喜欢,宁愿-----------------------Lesson 3volunteer志愿者graduate毕业minus负，零下basin水盆,脸盆challenge挑战support&支持;支撑dial拨(电话号码) design&设计advertisement广告presentation表演，展示solve解答,解决-----------------------Lesson 4accountant会计,会计师tube（英）地铁crowded拥挤的nearby附近的；在附近otherwise否则，另外forecast预测,预报crowd人群,一伙人lung肺distance距离distance learning远程学习sickness疾病cigar雪茄烟-----------------------Communication Workshopat the moment此刻，目前over the years数年间classical古典的survey调查formal正式的,合礼仪的mini-skirt迷你裙，超短裙cycle骑自行车kung fu (中国)功夫style风格,作风unit2Warm-upcalm镇静的，沉着的generous慷慨的,大方的violent暴力的character人物，性格-----------------------Lesson 1spaceship太空船manned spaceship载人宇宙飞船province省astronaut宇航员flight飞行，航班aunch发射gravity地心引力rocket火箭soar高飞;翱翔the United Nations联合国explore探险peacefully和平地，平静地reporter记者，通讯员glow发光atmosphere大气,气氛parachute降落伞helicopter直升机million百万millions of数百万wave挥手示意，致意afterwards然后，后来-----------------------Lesson 2revolution革命found建立，创立republic共和国light bulb电灯泡opinion意见,看法，主张in my opinion在我看来personally就自己而言racism种族主义equal平等的struggle斗争，拼搏protest抗议march行军-----------------------Lesson 3brilliant卓越的，辉煌的skilful灵巧的，熟练的awful极度的，糟糕的useless无用的,无效的compete比赛,竞争amazing令人惊异的unusual不平常的champion冠军violence暴力，暴行bullet子弹career职业,一生的事业keen热心的,渴望的event竞赛；事件fortunately幸运地athlete运动员-----------------------Lesson 4superhero超级英雄superman超人disaster灾难on one's own单独地，独自地promote促进,提升injury损害,伤害give up放弃come to达到某种状态pull through使从（受伤）中活下来，渡过难关commit犯(错误),干(坏事) commit suicide自杀get on融洽相处，进展relationship关系react反应divorce离婚involve涉及，参与get involved with参加，参与charity施舍,慈善quality质量，品质disabled残废的confident自信的far too太,极为-----------------------Communication Workshopcome off it别胡扯Olympic奥运会的badminton羽毛球admire钦佩,羡慕dive &潜水，跳水dead right完全地,绝对地medal奖章,勋章absolutely完全地，绝对地get a point得分unit3Warm-upgraduation毕业scholarship奖学金the Mid-Autumn Festival中秋节wedding婚礼Halloween万圣节前夕dragon龙the Dragon Boat Festival端午节merry高兴的,愉快的turkey火鸡-----------------------Lesson 1occasion场合traditional传统的bean paste豆馅nowadays现今,现在include包括,包含lantern灯笼the Lantern Festival元宵节celebration庆祝，庆典power权力，影响力darkness黑暗，漆黑destroy破坏,毁坏burn down烧毁decorate装饰，布置battery电池sweet dumpling元宵boil煮沸，沸腾serve服务;招待，伺候lunar月球的，与月亮有关的lunar month太阴月，阴历一个月tradition传统,惯例take part in参加…，参与…sticky粘的，粘性的-----------------------Lesson 2alcohol酒精,乙醇hot pot火锅snack小吃，快餐reception接待；招待会retire退休salary薪水apply申请，应用apply for请求，申请opportunity机会teenager十几岁的青少年depend on根据，依据on time准时smartly潇洒地，漂亮地congratulations祝贺bunch束,串-----------------------Lesson 3bride新娘bridegroom新郎best man男傧相entrance入口invitation 邀请,请柬even if即使ceremony典礼,仪式attend出席,参加Indonesian印尼的ought ux应该，应当contribute捐献,贡献Greek希腊的，希腊人的crown王冠，花冠ribbon缎带,丝带link连接-----------------------carol圣诞节颂歌stocking长袜seriously认真地，真诚地pole棒，竿；极the North Pole北极envelope信封calendar日历put up 举起，建造decoration装饰；装饰品pudding布丁breast胸部swallow吞下；咽下adult成年人carry on继续，坚持-----------------------CommunicationWorkshopmat垫子litre升，公升fry用油煎,用油炸as well也unfortunately不幸地mess混乱，脏乱production生产，制造needle针pillow枕头北师大版高中英语模块二单词表（English）Unit 4 Unit 5 Unit 6Unit 4Learningto learnlikely有可能的concept概念chart表格，图表focus集中注意skip跳过fist拳头waist腰nail手指甲gallery画廊------------------------cyberspace网络空间global全球的global warming全球变暖come true实现artificial人造的climate气候lood洪水，水灾,淹没virtual虚拟的reality真实，现实virus病毒----------- ------------Lesson 1affect影响rapidly快，迅速地growth生长pessimistic悲观的hacker电脑黑客optimistic乐观的crime犯罪，罪行criminal罪犯terror恐怖分子attack进攻，攻击chaos混乱，无秩序crash使猛撞offer&提供，提议entertainment娱乐，款待disappear消失as if好像，仿佛harm伤害，损害obvious明显的destruction破坏，毁灭------------------------Lesson 2military军事的scientific科学的the Pentagon(美国)五角大楼nuclear原子能的network网络project计划工程fashion时髦，时尚hang on(电话)别挂断get in touch和…取得联系be up to做，从事于fancy想要做；幻想suggestion建议，提醒reject拒绝，不接受arrangement安排时髦，时尚(电话)别挂断------------------------Lesson 3suggest提议，建议title标题，题目destination目的地flesh肉，肉体in the flesh本人亲身exit出，离开historical历史的site位置，场所pack收拾，打包dip浸toe脚趾millionaire百万富翁smoker吸烟者non-smoker非吸烟者------------------------Lesson 4tourism观光，游览guide导游，指南locate使…坐落于seaside海滨，海边Maori(新西兰)毛利人settle定居settlement(新) 定居地central中央的，中心的suburb市郊，郊区zone地域，地区volcano火山as well as也，又harbour海港view景色，风景sunshine阳光average平均的surfing冲浪regular定期的location位置，场所material材料，原料be known as被认为是------------------------Communication WorkshopChinatown唐人街officially正式地scenery风景，景色cuisine烹饪attractive吸引人的spider蜘蛛web蜘蛛网，网状物Unit 5Warm-upfolk民间的jazz爵士乐rock 'n' roll摇滚乐disco迪斯科舞ballet芭蕾舞------------------------Lesson 1effect效果作用disappoint使失望extraordinary非凡的，特别unclear不清楚的be used to习惯于album唱片；相册performance表演；演奏热心的追随者，迷perform表演；做award奖，奖品base基地，基础extremely极端地，非常地creative有创造力的powerful强大的有力的anger气愤，愤怒system系统audience听众，观众throughout遍及，贯穿impress使(人)印象深刻performer表演者------------------------Lesson 2instrument乐器；工具male男性的female女性的clown小丑carriage马车combine(使)联合treasure财宝，财富mask面具，面罩aerobatics杂技costume服装represent代表general将军in other words换句话说------------------------Lesson 3pianist钢琴家musician音乐家key琴键；答案at times有时，不时quit停止；辞职talent天才，才干worldwide全世界的in some ways在某些方面identity身份；特性root根rediscover重新发现beauty美，美貌，美人appearance外貌，外观shave剃，刮hairstyle发型transform转换，转化------------------------Lesson 4waltz华尔兹舞breakdance霹雳舞encyclopedia百科全书ordinary平常的，普通的generation代，一代type类型，种类skip跳，蹦back and forth往返，来回unique独特的，唯一的noble贵族的，高贵的;贵族? ballroom舞厅，跳舞场immigrant移民的，移居的tap dancing蹋踏舞tango探戈舞sword剑peacock孔雀Swan Lake天鹅湖------------------------Communication Workshopreaction反应responsible负责任的permission允许，许可realistic现实(主义)的Unit 6Warm-upabstract抽象的，深奥的straight直的;直，直接wavy波状的imagination想像，想像力painter画家，油漆匠pain痛苦，疼，痛------------------------Lesson 1exhibition展览会poetry诗(总称) missile导弹mane鬃毛shade阴影，阴暗处sweat汗youth青春；年轻人insect昆虫fix one's eyes on注视凝视creature动物，人artist艺术家，画家valuable贵重的typical典型的elegantly优美地emphasise强调detail细节，详情cloth布，布料fold皱褶shallow浅的shore岸边eyesight视力------------------------Lesson 2castle城堡marble大理石concrete混凝土feature特征，特色balcony阳台roof房顶statue雕像skyscraper摩天大楼angel天使architect建筑师ruin毁坏，毁灭sort of有几分地loch湖；海湾fairytale童话granite花岗岩café咖啡馆-----------------------Lesson 3phoenix风凰rooster雄鸡，公鸡bat蝙蝠tomb坟墓date back (to) 追溯到dynasty朝代，工朝religious宗教的，虔诚的purpose目的意图pattern式样，模式character字，字体happiness幸福，快乐temple庙宁，寺庙offering供品，祭品relate to把…联系起来jewellery(总称)珠宝try out试用试验-----------------------Lesson 4cottage村舍，小屋rent租金landlord房东worm虫,小虫pipe管子mercy慈悲，怜悯washroom盥洗室damp潮湿的bathtub浴缸，澡盆basement地下室batbe洗澡；沐浴fence栅栏，围墙narrow狭窄的hold one's breath屏住呼吸garage车库garbage垃圾废物apartment(美)公寓住宅subway (美)地铁downtown在市区;往市区;市区的lorry卡车，载重汽车curtain窗帘-----------------------Communication Workshopair conditioner空调conclusion结论北师大版高中英语模块三单词表（Chinese）Unit 7 Unit 8 Unit 9Unit 7 Learning to learnparticipate 参加fill out填写evaluate评估、评价arrange安排、准备chimpanzee黑猩猩dolphin海豚sign符号、记号hunt打猎、猎杀actor演员actress女演员writer作者、作家collection收集、收取boxing拳击运动Unit 7 Warm-upski滑雪water skiing滑水windsurfing风帆滑浪frightening骇人的underwater 在水下、供水下用的Lesson 1spirit精神explorer探险家sailor水手海员Viking 维京人、北欧海盗voyage航海航空set sail启航ancestor祖先、祖宗AD公元further更远、较远according to根据、依照get into trouble陷入麻烦陷入困境persuade说服、劝服make it to到达in search of寻找、寻求unknown不知道的、未知的eventually最终终于present-day当今的现代的deed行为、行动journey旅行、旅程lecture讲授、演讲brake制动器、刹车apologise道歉the Antarctic南极洲Lesson 2pollute使污染pollution污染over-fishing过度捕捞industrial工业的agricultural农业的chemical化学物ban禁止altogether完全handle对付department部、系、局、部门make a living谋生solution答案、解决办法port港口、海港presem讲演、演示intelligence智力、理解力intelligent有才智的、理解力强的Lesson 3iceberg 冰山、浮冰seal海豹energetic有活力的penguin企鹅coral珊瑚discovery发现crab蟹educate教育up-to-date现代的、新式的attraction吸引人的地方/事物attract吸引watch out. 注意shark鲨鱼discount折扣、减价trick戏法、把戏melt融化、熔化measure度量、测量length长度、长schoolboy男生centimetre厘米Lesson 4barrel 圆桶whirlpool漩涡horrible可怕的令人厌恶的float浮漂terrify令人感到恐惧escape逃脱、逃跑terror恐怖、恐惧soul灵魂survive幸存、生存下来all at once突然、忽然recover痊愈、康复scream尖声喊叫、惊呼sink下沉、沉没pick up取、接载unable不能的、不会的recognise辨认出Oceania大洋洲opposite对立的人(物)、反义词net网leak渗漏泄漏Communication Workshopstadium运动场、体育场debate辩论、争论local当地的地方性的shopkeeper店主店东bay海湾湾wildlife野生生物disagree意见不合不同意Unit 8Warm-upadventure奇遇、冒险的经历desert沙漠、荒原canoe乘独木舟、独木舟hike游猎、探险；旅行；徒步旅行、远足take off起飞presenter节目主持人major较重要的、较严重的wild野生的、狂热的tiring令人疲劳的Lesson 1raft 木排、木筏white-water rafting激流漂流horizon地平线organisation团体、组织、机构uncomfortable不舒服的、不自在的route路线、路程porter行李搬运工luggage行李accommodation住所、住处hostel旅社、招待所？accommodation住所、住处hostel旅社、招待所？maximum最大的、最多的altitude高度、海拔extra特别的、额外的optional可选择的、非强制的right now就在此刻differ不同于、有区别footprint脚印、足迹anxious忧虑的担心的Lesson 2Extreme极度的、极端的bungee jumping蹦极snowboarding单板滑雪snowrafting动力雪橇滑降in order to为了(某一目的) gymnastics体操、体操训练similarity相似性类似性upside down颠倒地、倒置地exactly确切地、精确地risk冒……的危险excitement兴奋激动various不同的、各种各样的flow流动涌出equipment配备设备dull暗淡的、迟钝的preference较喜欢的东西、偏爱turn up出现、到场back out决定不履行（承诺) get across使理解(某事) jog慢跑Lesson 3traveller旅行者、旅客emperor皇帝court宫廷、法庭in turn轮流amaze使惊愕(惊奇) goods商品、物品confuse使困惑fuel燃料wealthy富有的富裕的(坏事)突然发生、爆发put into prison关进监狱author作者dictation口述、听写stand by坚持(某种)说法statement陈述quantity量、数量professor教授hunter猎人skin皮皮肤Lesson 4on one's way在途中Norwegian挪威人、挪威的preparation准备、预备sledge雪车、雪橇break down损坏、不能运转shock震惊、惊骇goal目的、目标ambition 志向、抱负exhausted疲惫的ran out of用完耗尽hopeless没有希望的cheerful愉快的、高兴的distant远处的、久远的carry on继续做某事within在…里面sadness悲哀、忧伤function运转、起作用patience耐心、忍耐力nationality国籍aim目标、目的Communication Workshop北极、北极地区transport运输、运送observe观察、观测disadvantage不利、不利条件staff员工、全体工作人员survival幸存、残存、生存shelter遮蔽、庇护所philosophy哲学limit边界、限度Unit 9Warm-upferry渡船minibus小巴cyclist骑自行车的人motorist驾驶汽车的人pedestrian行人am阻塞、拥挤；交通阻塞、塞车actually实际地、真实地Lesson lbenefit得益、好处flat崎平的convenient方便的、便利的therefore所以、因此bicycle自行车parking停车场convenience方便、便利hopeful有希望的neighbourhood街坊、邻近地区wherever无论在何处thief贼、小偷chip集成电路片、硅片insert插人、嵌入indeed当然、确实不愉快的厌烦的fed upconsequence后果结果arrest逮捕拘留bone骨头argue争辩、争吵锻炼身体、做运动Lesson 2baggage行李platform站台、月台belt带子ambassador大使sensitive敏感的、能理解的grey灰色的、灰白的gentle和善的、温和的fierce残忍的、凶猛的vocabulary词汇、词汇量accent重音、口音interpreter译员、口译者likely可能的schedule时间表进度表timetable时间表foolish愚蠢的responsibility负责、责任rely on依赖hostess女主人air hostess空中小姐non-smoking禁止吸烟的case大箱子suitcase手提箱、皮箱content内容pull up(车辆)停止、停车pull out(火车)驶离车站Lesson 3petrol (英)汽油gas气体、煤气、汽油solar太阳的、太阳光的racer赛车手sunlight阳光、日光kindergarten幼儿园、幼稚园so far迄今为止take place发生northwest西北、西北方southeast东南、东南方chapter章节impression印象、感觉reliable可靠的golf高尔夫球(运动)operator操作人员、接线员appreciate欣赏、鉴赏essay散文shopping购物Lesson 4carbon monoxide一氧化碳highway公路construction建造、建筑业pavement人行道crossroads十字路口mount数量physical身体的、物质的motor马达、发动机figure数字、数目go up上升engine发动机、引擎per每每一centigrade摄氏(度) addicted沉溺于……的admit承认、供认on average通常occupy居住、占有somehow以某种方式whichever无论哪个suit适合Communication Workshopdamage损害、损失nowhere无处、任何地方都不crossing交叉路口、人行横道tunnel地道、隧道plus加、加上frequent时常发生的fare票价、车费北师大版高中英语模块四单词表（English）Unit 10 Unit 11 Unit 12Unit 10 Learning to learnmotivate使有动机促使激发motivation动力诱因technique技术技巧native出生地的本土的fluently流利地achievement完成；成就put off推迟十亿percentage百分比百分率exist存在生存at present目前现在variety种类品种alien外国的异族的bow鞠躬点头致意passer-by经过的人过路人applause鼓掌喝彩Latin拉丁语拉丁系语言Roman古罗马人罗马城defeat战胜击败Unit 10 Warm-upearn挣得赚得wallet皮夹子钱包out of work失业beg乞讨恳求Lesson 1determine确定决定enjoyable 使人快乐的second-hand旧的用过的二手的concern 关于关系到hardworking勤奋的dormitory 寝室宿舍pleased 高兴的满意的give away 赠送给；泄露(秘密) 力aware 知道的意识到的drop out退出退学businessman 商人实业家stove 炉子drunk (酒)醉的journalist 新闻工作者记者greedy 贪婪的贪心的popcorn 爆玉米花cigarette 香烟resolution决心要做的事rude 粗鲁的无礼的armchair扶手椅carpet地毯vase 花瓶Lesson 2bargain 便宜货讨价还价cash现金现款product 产品出品fax 传真scarf 围巾头巾披巾necklace项链项圈enthusiastic很感兴趣的热情的ashamed羞耻的firm 坚定的稳固的aggressive好斗的有进取心的groceries食品杂货clothing 衣服annoy打搅使烦恼salesgirl 女售货员salesman 男售货员男推销员blouse女衬衫boot 长筒靴leather 皮革vest内衣汗背心comment 评论评价Lesson 3amusement 乐趣娱乐活动diamond 金刚石钻石cookie 饼干小点心吸引引起兴趣；appeal呼吁恳求approximately 近似地大约地soil 泥土土壤contain包含含有balance平衡remove 移开挪走*erosion 土壤侵蚀importance重要(性)crop 农作物庄稼economy 经济puzzle使困惑valley谷山谷homeland 祖国家乡motherland 祖国家乡behave 举止表现advance取得进展改进software电脑软件Lesson 4practical实际的实践的laptop 笔记本电脑mobile phone移动电话useless无用的无效的headphone头戴式受话机耳机wire 金属丝金属线bath 浴缸洗澡signal信号暗号freedom 自由photography 摄影术摄影credit card 信用卡automatic自动的focus焦点中心flash闪光闪烁闪光灯noisy嘈杂的喧闹的customer顾客cleaner清洁工人清洁器refrigerator (电)冰箱translation翻译electric与电有关的用电的kettle水壶Communication Workshopcontact接触联系truly 准确地真正地textbook课本教科书disk 磁盘replace代替取代rhyme韵律节奏Unit 11 Warm-upmedia大众传媒chat 闲谈聊天quiz 问答比赛(游戏) opera 歌剧current当前的现在的affair 事情事件photographer 摄影师paparazzi 狗仔队bomb 炸弹explode爆炸Lesson 1agenda议程nation 国家民族political 政治的widespread 广泛的poverty贫穷穷困electricity 电AIDS艾滋病sex 性别性行为administration 管理行政reform 改革改良demand: 要求请求debt 债务欠款belief 信仰信心信任painful 令人痛苦的host 主人；主办(国城市机构) announce 宣布宣告committee 委员会distinction 特质特点；区别application 申请(书)；应用bar小酒馆酒吧delighted 高兴的愉快的stand for代表支持publish出版发行incident 事件事情evidence 证明证据explanation解释说明Lesson 2analyze分析arise 发生出现blame责怪归咎于willing愿意的乐意的self自我自身employ雇用self-employed自己经营的legal 合法的attempt 尝试试图defend 保卫防御；辩解argument争论争吵process过程进程profit 利润收益in favor of支持赞同analysis分析encouragement鼓励onto 到(在)……上attitude态度看法dislike 不喜爱厌恶pretend 假装hire 租用雇用bush 灌木矮树respect尊敬尊重disagreement 意见不一分歧channe(电视或电台)频道Lesson 3advertise登广告classic一流的传统式样的certain 某种某些sew 缝缝制beer啤酒corporation 公司brand 商标牌子suitable合适的consist of由……组成advertiser 广告人budget 预算visually 视觉地boom 迅速增长visual 视觉的视力的stand out突出显眼concept 概念原则approach 方法方式humor幽默contemporary 当代的contribution 捐助贡献citizen市民niece侄女甥女nephew侄子外甥Lesson 4consideration 必须考虑的事bravery 勇敢innocent 天真无邪的；无罪的conclude结束作出结论astronomer 天文学家spokesman发言人sightseeing 观光游览greengrocer蔬菜水果商as long as只要fiction小说虚构的事scene 场面场景trolleybus无轨电车southwest 西南西南方fog 雾tire轮胎muddy 泥泞的沾满泥的ankle 脚踝ambulance救护车strawberry 草莓load 负荷物工作量ex-husband前夫district 区行政区Communication Workshopeditor 编辑剪辑者ahead在前面harmful有害的yours faithfully 忠实地真诚地unemployment失业(状态) interrupt打断(某人的讲话或动作)；打扰tobacco烟草烟叶anyhow无论如何；随便地false错误的不正确的environmental自然环境的protection保护防卫Unit 12 Warm-upkangaroo袋鼠steak 肉排鱼排roast 烤烘Big Ben 大本钟The River Thames泰晤士河The Statue of Liberty 自由女神像the Great Barrier Reef 大堡礁soccer (英式)足球Lesson 1tipping给小费owe 欠(债)apology 道歉认错absorb 吸收brief 短暂的简短的expectation期待的事物预期get used to习惯于bacon腌猪肉熏猪肉slice 薄片片toast 烤面包；祝酒干杯waiter (餐厅)服务员waitress (餐厅)女服务员exchange兑换交换cherub 支票wander漫游闲逛mushroom蘑菇tasty美味的foggy 多雾的laughter笑笑声majority 大半大多数reasonable合理的正当的mosquito蚊子northeast 东北东北方physician内科医生book预约预订Lesson 2modest 谦虚的适度的indicate指示表明eastern 东部的curiously好奇地movement 移动活动manners礼貌lemon 柠檬informal 非正式的bowling保龄球戏滚木球戏flashlight 手电筒cave 洞穴洞窟cosy 温暖舒适的novel (长篇)小说circus马戏团give...a lift给……搭车搭便车schoolmate同学headmaster校长jeep 吉普车blanket 毛毡毯子sheet床单被单request 请求parcel 邮包包裹handkerchief手帕纸巾canteen 食堂餐厅mailbox 信箱邮筒courtyard 庭院院子twin 双胞胎之一两个紧密相联的事物之一Lesson 3arrival 到达抵达familiar熟悉的常见的aspect方面splendid极佳的；壮观的cocoa可可粉可可饮料outgoing友好的乐于交友的dessert (正餐最后的)甜点cautious小心翼翼的谨慎的stare凝视盯着看whisper低语耳语custom习俗风俗appetite食欲胃口yummy美味的spoken说话see ...off 给(某人)送行的fur浓密的软毛毛皮conduct进行实施band带子乐队burglar窃贼bark吠；吼injure伤害educator教育者erupt 爆发喷发dinosaur恐龙detective侦探partner合作者伙伴earthquake地震Lesson 4acre英亩belong to属于该在(某处) attach系固定birthplace出生地chef厨师长主厨fusion 熔化熔合vast巨大的广阔的export出口输出fond喜爱outdoors在户外在野外literature文学contrary相反的broad 宽的阔的bear携带容忍minority 少数少数民族well-off富有的unfair不公平的forgive 宽恕饶恕preview预展预演dusk黄昏薄暮multi-cultural 多种文化的spot点斑点地点Communication Workshopgarlic蒜大蒜apron围裙围腰布ashtray烟灰缸cassette盒式录音带comb 梳子scissors剪刀dustbin垃圾箱addition 相加增加物contrast差异差别。
[英语学习]Interculturalcommunicationskills
![[英语学习]Interculturalcommunicationskills](https://img.taocdn.com/s3/m/0cc6367f001ca300a6c30c22590102020640f25a.png)
Encounters with Westerners:Improving Skills in English andIntercultural Communicationby Don Snow(原文)Unit 1Encounter: The T axi"Lee" is a Chinese student who has just arrived in the US to do graduate studies ("Lee" is her English name.) After a long and tiring flight from China, she goes through customs at the airport .Then, with all her luggage, she waits in line for a taxi.After a long annoying wait, she finally gets a taxi. However, the taxi driver seems friendly enough, and the taxi is comfortable, so she is able to relax a little during the long drive to her school. When she gets to the school, the taxi's meter reads $ 32.5, so she starts getting the money out of her wallet. But when the taxi stops the driver turns around, smiles at Lee, and says that she should give him $50! 跨文化交际英语技巧：如何跟西方人打交道斯诺（译文）第一单元事件：出租车费莉是中国学生，刚来美国读研究生。
初一英语(师大版)-U5 Communication Workshop 2
The Past Simple (一般过去时）
1. I was good at reading and writing. be动词的过去式 2. I wanted to use the perfect words. 规则动词过去式 3. I spoke very slowly. 不规则动词过去式
Read after the recording.
My English Learning Experience Two years ago, I was good at reading and writing, but I had a lot of trouble with listening and speaking. The speed of the recording was too fast. I couldn’t understand. I spoke very slowly, because I wanted to use the perfect words and I didn’t want to make any mistakes.
I tried my teacher’s suggestions and my listening and speaking improved. Now I’m not so nervous. I speak more and I’m not afraid of making mistakes. When I listen, I still don’t understand every word, but I don’t give up. Thank you, teacher.
say-said keep-kept write-wrote give-gave
北师大英语单词表
北师大版高中英语模块一单词表Unit 1Learning to learnQuestionnaire n. 问卷；调查表matter n. 物质；原因；事件vi. 有关系；要紧partner n. 伙伴；合伙人；配偶Warm-uplifestyle n. 生活方式shepherd n. 牧羊人；牧师；指导者peaceful adj. 和平的，爱好和平的；平静的relaxing adj. 令人轻松的推想stressful adj. 紧张的；有压力的suppose conj. 假使…结果会怎样vt. 假设；认为；Lesson 1series n. 系列，连续；[电] 串联；丛书TV series n. 电视连续剧cartoon n. 卡通片，[电影] 动画片；连环漫画talk show 脱口秀；访谈节目complain vi. Vt 投诉；发牢骚；诉说couch vi 躺着n. 睡椅，长沙发couch potato 成天躺著或坐在沙发上看电视的人switch n. 开关；转换；鞭子vi. 转换；抽打1switch on 接通，开启switch off 关掉；切断（电源）switch over 切换转换交换play n. 游戏；比赛；剧本vt. 游戏；扮演；演奏；播放；同…比赛BBC (British Broadcasting Corporation) 英国广播公司portable adj. 手提的，便携式的；轻便的remote adj. 遥远的；偏僻的；疏远的n. 远程remote control 远程控制遥控器workaholic 工作狂专心工作的人拼命三郎paperwork n. 文书工作alarm n. 警报，警告器；惊慌alarm clock 闹钟go off 离开；进行；变质；睡去爆炸动身take up 拿起；开始从事；占据(时间,地方)be filled with 充满装满vt. 被……充满urgent adj. 紧急的；急迫的personal adj. 个人的；身体的；亲自的document 文档文件公文midnight n. 午夜，adj. 半夜的；漆黑的bored adj. 无聊的；无趣的；烦人的Lesson 22stress n. 压力；强调；紧张；重要性；重读vt. 强调；使紧张；加压力于studio n. 工作室制片厂画室expert n. 专家；行家；能手adj. 熟练的；suffer vi. vt. 遭受；忍受suffer from 忍受，遭受；患…病；受…之苦pressure n. 压力；压迫，[物] 压强social adj. 社会的，社交的；群居的reduce vi. vt. 减少；降低；缩小；organize vi. 组织起来；成立组织vt. 组织；使有系统化；diet 饮食节食日常饮食stand n. 站立；立场；看台；停止vi. 站立；位于；停滞vt. 使站立；忍受；抵抗prefer vt. 更喜欢；宁愿；提出；提升Lesson 3volunteer n. 志愿者；志愿兵adj. 志愿的vt. vi. 自愿graduate 毕业生毕业研究生vi. 毕业；渐变minus prep. 减，减去n. 负号，减号；不足；负数basin 盆地流域洗脸盆challenge n. 挑战；怀疑vt. 向…挑战3support n. 支持；支援，供养；支持者，支撑物vt. 支持，支撑；扶持，；赡养，供养dial 刻度盘拨号拨design n. 设计；图案vt. 设计；计划；构思advertisement n. 广告，宣传presentation n. 描述，陈述；介绍；赠送solve 解决解答求解Lesson 4accountant n. 会计师；会计人员tube n. 管；电子管；隧道；电视机crowded adj. 拥挤的；塞满的nearby prep. 在…附近adj. 附近的，邻近的adv. 在附近otherwise adv. 否则；另外；在其他方面forecast n. 预测，预报vt. vi预报，预测；预示. crowd n. 群众,一伙;一堆,许多,大众v. 挤,拥挤,聚集lung 肺脏肺肺部distance 距离直接地路程distance learning 远程教育远程学习sickness n. 疾病；呕吐；弊病cigar n. 雪茄Communication Workshop4at the moment 此刻现在目前over the years 多年以来classical adj. 古典的；经典的；传统的；第一流的n. 古典音乐survey n. 调查；测量；审视；纵览vt. 调查；勘测；俯瞰formal adj. 正式的；正规的mini-skirt adj. 正式的；拘谨的；有条理的cycle n. 循环；周期；自行车vi. 循环；骑自行车；轮转kung fu n. 中国功夫style n. 风格；时尚；类型；字体Unit 2Warm-upcalm adj. 平静的；沉着的vt. 使平静；使镇定generous adj. 慷慨的，大方的；有雅量的violent adj. 暴力的；猛烈的character n. 性格，品质；特性；角色Lesson 1spaceship n. [航] 宇宙飞船manned spaceship 载人宇宙飞船province n. 省；领域；职权astronaut n. 宇航员，航天员flight n. 飞行；班机；逃走launch n. 发射；发行v. 发射开始；起飞gravity n 重力地心引力引力5rocket n. 火箭soar n. 高飞；高涨vi. 高飞；高耸；the United Nations 联合国explore vi. vt. 探索；探测；探险peacefully 和平地平静地安宁地reporter n. 记者glow vi. 发热；洋溢；发光;绚丽夺目atmosphere n. 气氛；大气；空气parachute n. 降落伞helicopter 直升飞机million num. 百万adj. 百万的；无数的millions of 成千上万的...；无数的...wave n. 波动；波浪;挥手vt. 卷（烫）发；向…挥手示意；使成波浪形vi. 波动；起伏；挥手示意afterwards adv. 后来；然后Lesson 2revolution n. 革命；旋转；运行；循环found vt. 创立，建立；创办v. 找到（find的过去分词）republic n. 共和国；共和政体light bulb 电灯泡opinion n. 意见；主张in my opinion adv. 依我看来，在我看来personally adv. 亲自地；当面；就自己而言racism n. 种族主义，种族歧视；人种偏见6equal adj. 平等的；相等的；胜任的vt. 等于n. 对手；匹敌；同辈struggle n. vi.奋斗挣扎斗争protest n. 抗议vi. 抗议；断言march n. 行军，进军, 三月vi. 进军；走过Lesson 3brilliant adj. 灿烂的；杰出的；有才气的skilful adj. （英）熟练的；灵巧的；技术好的（等于skillful）awful adj. 可怕的，庄严的useless adj. 无用的；无效的compete vi. 竞争；比赛；对抗amazing adj. 令人惊异的unusual adj. 不寻常的；与众不同的；champion n. 冠军；斗士adj. 优胜的；第一流的vt. 支持；拥护violence n. 暴力；侵犯；激烈bullet n. 子弹；豆子弹头career n. 事业，职业；生涯keen n. 痛哭，挽歌adj. 敏锐的，渴望的；强烈的；热心的event n. 事件，大事；体育项目；fortunately 幸运地幸好幸亏athlete 运动员田径运动员；身强力壮的人Lesson 4superhero n. 超级英雄superman n. 超人，能力非凡的disaster n. 灾难，灾祸；不幸7on one's own adv. 独立地；独自地；promote vt. 促进；提升；推销；发扬injury n. 伤害，损害；受伤处give up 放弃；投降；把…让给；戒除；出卖；自首come to 苏醒；到达；共计；突然想起pull through 渡过难关；恢复健康commit vt. 犯罪，做错事；把...交托给commit suicide 自杀寻短见get on 上车，上马；进展，使前进对付relationship n. 关系；关联react vi. 反应；影响；反抗；起反作用vt. 使发生相互作用divorce n. 离婚；分离vi. 离婚involve vt. 包含；牵涉；使陷于；潜心于get involved with 牵连涉及charity n. 慈善；施舍；慈善团体quality n. 质量，[统计] 品质；特性；才能disabled adj. 残废的，有缺陷的confident adj. 自信的；确信的far too 非常极其太……Communication Workshopcome off it 吹牛皮别胡说别吹牛了Olympic 奥林匹克奥运会badminton 羽毛球羽毛球运动(B-)伯明顿admire 钦佩羡慕赞美dive 跳水潜水俯冲8dead right 绝对正确medal n. 勋章，奖章；纪念章absolutely 绝对完全地是这样get a point 有道理得一分得分Unit 3Warm-upgraduation n. 毕业；毕业典礼；刻度；分等级scholarship 奖学金学问学业成绩the Mid-Autumn Festival 中秋节wedding n. 婚礼，婚宴；结婚；结合Halloween n. 万圣节前夕（指十月三十一日夜晚）dragon n. 龙；凶暴的人，凶恶的人the Dragon Boat Festival 端午节，龙舟节merry adj. 愉快的turkey n. 火鸡；笨蛋；失败之作T-土耳其Lesson 1occasion n. 时机，机会；场合；traditional adj. 传统的；惯例的bean paste 豆瓣酱；豆酱；绿豆糕nowadays 现在现今如今include vt. 包含，包括lantern n. 灯笼；提灯；the Lantern Festival 元宵节上元节celebration n. 庆典，庆祝会；庆祝；颂扬power n. 功率；力量；能力；政权；势力电源darkness 黑暗阴暗漆黑无知；阴郁9destroy vt. 破坏；消灭；毁坏burn down 烧毁烧光decorate 装饰装璜布置battery 电池蓄电池电瓶sweet dumpling 元宵汤团汤圆boil vi. 煮沸，煮,沸腾；激动，激昂serve n. 发球，轮到发球vi. 服役，服务；发球；招待，侍候vt. 招待，供应；为…服务；对…有用；可作…用lunar adj. 月亮的，月球的；阴历的；lunar month 农历月太阴月tradition n. 惯例，传统；传说take part in 参加参与加入sticky 粘的粘性的粘连的Lesson 2alcohol 酒精含酒精的饮料乙醇hot pot 火锅snack n. 小吃，快餐；点心reception n. 接待；接收；招待会；retire n. 退休；退隐vi. 退休退下salary 薪水薪金工资apply v应用申请运用apply for 申请，请求opportunity 机会时机机遇teenager n. 十几岁的青少年depend on 依靠依赖取决于10on time 准时按时smartly adv. 刺痛地；漂亮地；潇洒地congratulations n. 祝贺；恭喜；贺词bunch n. 群；串；花束Lesson 3bride n. 新娘bridegroom n. 新郎best man 伴郎entrance n. 入口；进入invitation n. 邀请；引诱even if 即使；虽然ceremony n. 典礼，仪式；礼节attend vi. 出席；致力于；照料；照顾vt. 出席；上（大学等）；照料；招待；陪伴Indonesian n. 印尼人ought aux. 应该，应当；大概contribute vt. 贡献，出力；投稿；捐献Greek n. 希腊语；希腊人crown n. 王冠；花冠；王权；顶点vt. 加冕；居…之顶；表彰；ribbon n. 带；缎带；（勋章等的）绶带丝带link n. [计] 链环，环节；联系，友情链接链接Lesson 4carol n. 颂歌，赞美诗stocking 长袜长筒袜seriously adv. 认真地；严重地，严肃地11pole n. 杆；极点；电极the North Pole 北极envelope n. 信封，封皮calendar n. 日历；[天] 历法；日程表put up 提供；建造；举起；推举，提名；供给…住宿张贴decoration n. 装饰，装潢；装饰品；pudding n. 布丁breast n. 乳房，胸部；胸怀swallow n. 燕子v吞咽咽下adult n. 成年人carry on 继续Communication Workshopmat n. 垫；垫子litre 公升fry 油煎油炸as well 同样也还是……为好unfortunately adv. 不幸地mess n. 混乱；vt. 弄乱，弄脏production n. 成果；产品；生产；作品needle n. 针；指针vi. 缝纫；做针线用针缝pillow n. 枕头vt. 垫；枕于…北师大版高中英语模块二单词表Unit4Learning to learn12likely adj. 很可能的；合适的；有希望的concept n. 观念，概念chart n. 图表；海图；图纸focus n. 焦点；中心福克斯vi. 集中；聚焦skip n. 跳跃；跳读vt. 跳过；遗漏fist n. 拳头；掌握；笔迹vt. 紧握；拳打waist n. 腰，腰部；nail n. [解剖] 指甲；钉子vt. 钉；使固定gallery n 画廊美术馆长廊Warm-upcyberspace n. 网络空间；赛博空间global adj. 全球的；总体的；球形的global warming 全球变暖come true 实现，成真；成为现实artificial 人造的人工的假的climate 气候风土风气思潮flood n. 洪水；泛滥vt. 淹没；充满；溢出virtual 虚拟的reality n. 现实；实际；真实virus n. [病毒] 病毒；恶毒；毒害Lesson 1affect n 影响感动vi. 倾向；喜欢rapidly adv. 迅速地；很快地；立即growth n. 增长；发展；生长；种植13pessimistic adj. 悲观的，厌世的；悲观主义的hacker n. 电脑黑客optimistic adj. 乐观的；乐观主义的crime n. 罪行，犯罪；罪恶criminal 罪犯犯罪犯人terror n. 恐怖；恐怖行动；attack n. 攻击；抨击；疾病发作vi. 攻击；chaos n. 混沌，混乱crash n. 撞碎；坠毁offer n. 提议；出价；提供vt. 提供出价报盘entertainment n. 娱乐；消遣disappear vi. 消失；失踪；as if 好像仿佛似乎harm n. 伤害；损害vt. 伤害；危害；损害obvious adj. 明显的；显著的；平淡无奇的destruction n. 破坏，毁灭；摧毁Lesson 2military n. 军队；军人scientific adj. 科学的，系统的the Pentagon 五角大楼nuclear 原子核的原子能的中心的network n. 网络；广播网；project n. 工程；计划；事业14vt. 设计；计划；发射；放映fashion 时尚时装hang on 坚持下去；不挂断；握住不放get in touch 取得联系be up to 胜任；该由…负责；轮到…；从事，忙于, 多达fancy n. 幻想；想像力；爱好vt. 想象；喜爱；suggestion n.建议暗示意见reject vt. 拒绝；排斥；抵制；丢弃arrangement n. 布置；整理；准备Lesson 3suggest 建议暗示title n. 冠军；标题；头衔；权利；字幕adj. 冠军的；标题的；头衔的vt. 加标题于；赋予头衔；把…称为destination 目的地目标终点flesh 果肉肉肉体in the flesh 本人；亲自；exit n. 出口，通道；退场vi. 退出；离去historical 历史的历史上的历史性的site n. 地点；位置；场所vt. 设置；为…选址pack n. 包装；一群；背包；包裹；vt. 包装；压紧；捆扎；挑选；塞满dip n. 下沉，下降；倾斜；浸渍，蘸湿15vi. 浸, 泡，蘸；toe n. 脚趾；足尖vt. 用脚尖走；millionaire 百万富翁, 大富豪smoker 吸烟者烟鬼烟民non-smoker n. 不吸烟的人Lesson 4tourism 旅游旅游业观光guide n. 指南；向导；入门书vt. 引导；带领；locate vt 定位位于查找seaside n. 海边；海滨Maori 毛利人毛利毛利语settle vt. 解决；安排；使…定居n. 有背长椅settlement n. 解决，处理；[会计] 结算central adj. 中心的；中枢的中央n. 电话总机suburb 郊区市郊近郊区zone 地区区域地带volcano n. 火山as well as 除, 也；和…一样；不但…而且harbour n. 海港（等于harbor）；避难所vi. 藏匿；入港停泊；庇护view n. 观察；视野；意见；风景vt. 观察；考虑；查看sunshine n. 阳光；愉快；晴天；快活average n. 平均；平均数adj. 平均的；普通的16vt. 算出…的平均数；使…平衡surfing 冲浪网上冲浪regular n. 常客；正式队员规则的定期的正常的location 位置地点material n. 材料，原料；物资adj. 重要的；物质的，实质性的；肉体的be known as 被称为；被认为是；Communication WorkshopChinatown n. 唐人街，中国城officially adv. 正式地；官方地；scenery n. 风景；景色；舞台布景cuisine n. 烹饪，烹调法attractive adj. 吸引人的；有魅力的；引人注目的pider 蜘蛛爬行器三角架web 网络网状物网站unit5Warm-upfolk n. 民族；人们；亲属（复数）adj. 民间的jazz n. 爵士乐，爵士舞；喧闹adj. 爵士乐的；喧吵的rock 'n' roll n. 摇滚乐disco n. 迪斯科舞厅；的士高17ballet 芭蕾舞芭蕾舞剧Lesson 1effect n. 影响；效果；作用disappoint vt. 使失望使受挫折extraordinary adj. 非凡的；特别的；杰出unclear adj. 不清楚的；不易了解的be used to 习惯于习惯被用来做album n. 相册专辑集邮本performance n. 性能；绩效；表演；执行perform v. 执行表演履行award n. 奖品奖励vt. 授予；base n. 基础；底部; 底座，基地，adj. 卑鄙的；低劣的vt. 以…作基础extremely adv. 非常，极其；极端地creative adj. 创造性的powerful 强大的强劲有力的anger n. 愤怒生气vt. 使发怒，激怒；恼火system n. 系统体系制度audience n. 观众；听众；throughout prep. 贯穿，遍及adv. 自始至终，到处impress n. 印象，印记；vi. 给人印象18vt. 盖印；给予某人深刻印象performer n. 执行者；演奏者演员Lesson 2instrument n. 仪器；工具；乐器；male n. 男人；雄性动物adj. 男性的；雄性的female n. 女人; 雌性动物adj. 女性的；雌性的clown n. 小丑丑角carriage n. 运输客车厢四轮马车combine vi 结合联合合并treasure n. 财富；财宝；珍品vt. 珍爱；珍藏mask n. 面具；口罩；面膜vt. 掩饰化装aerobatics n. 特技飞行；[航] 特技飞行术costume n. 服装装束戏服represent vt. 代表；表现；描绘；回忆再赠送general n. 一般；将军，上将；常规adj. 一般的，普通的；综合的；大体的in other words 换句话说也就是说换言之Lesson 3pianist n. 钢琴家钢琴演奏者钢琴师musician n. 音乐家作曲家乐师key n. （打字机的）键；关键；钥匙adj. 关键的19at times 有时不时间或quit n. 离开；[计] 退出vt. 离开；放弃；停止；使…解除talent n. 人才才能才华worldwide adj. 全世界的adv. 在世界各地in some ways 在某些方面在某种程度上identity n. 身份；同一性，一致；特性root n. 根；根源；词根；祖先vt. 生根，固定；根源在于rediscover vt. 重新发现；再发现beauty n. 美；美丽；美人；美好的东西appearance n. 外貌，外观；出现shave vt. n. 剃；修面刮胡子hairstyle n. 发型transform v.变换转变改变Lesson 4waltz n. 华尔兹圆舞曲华尔兹舞breakdance n. 霹雳舞encyclopedia n. 百科全书ordinary adj. 普通的；平凡的；平常的generation n. 一代；产生；一代人；生殖20type n. 类型，品种；模范；样式vi. 打字skip n. 跳跃；跳读vi. 跳跃；跳绳；遗漏；跳读back and forth 反复地，来回地unique n. 独一无二的人或物adj. 独特的，稀罕的独一无二的noble n. 贵族adj. 高尚的；贵族的；宏伟的ballroom n. 舞厅；跳舞场immigrant n. 移民，侨民adj. 移民的；迁入的tap dancing n. 踢踏舞tango n. 探戈舞sword n. 刀，剑；武力，peacock n. 孔雀；雄孔雀；爱虚荣的人Swan Lake天鹅湖（芭蕾舞剧名）Communication Workshopreaction n. 反应，感应；反作用responsible adj. 负责的，可靠的；有责任的permission n. 允许，许可realistic adj. 现实的；现实主义的；逼真的；Unit 6Warm-upabstract n. 摘要；抽象；文摘adj. 抽象的；深奥的21straight n. 直线adj. 直的；笔直的；正直的；adv. 直接地；不断地；立即；坦率地wavy 波状的多浪的波浪imagination 想象想象力空想painter n. 画家油漆工pain n. 疼痛；努力Lesson 1exhibition n. 展览，显示；展览会；展览品poetry 诗歌诗意missile 导弹发射物mane n. （马等的）鬃毛shade n. 树荫；阴影；阴凉处；（照片的）明暗度sweat n. 汗；水珠；焦急；苦差使vi. 出汗；辛苦工作youth 青春青年年轻人insect n. 昆虫；卑鄙的人; 虫子fix one's eyes on 注意；凝视注视盯着creature 生物动物家畜artist 艺术家美术家valuable 有价值的贵重的值钱typical adj. 典型的；特有的；象征性的elegantly 高雅地优美地emphasise vt. （英）强调；（等于emphasize ）22detail n. 细节，详情cloth n. 布；布料织物；桌布fold vi. 折叠起来；彻底失败弃牌shallow adj. 浅的；肤浅的shore n 海岸海滨eyesight 视力视觉Lesson 2castle n. 城堡；象棋中的车marble 大理石弹珠concrete 混凝土具体的feature 特征特点n. 屋顶；最高处balcony 阳台楼厅包厢roof 屋顶车顶顶板statue 雕像塑像人像摩天大楼skyscraper 摩天大楼楼层特多的高楼angel n. 天使；守护神；architect n. 建筑师ruin n. 废墟；毁坏；灭亡vt. 毁灭；使破产sort of 有几分地有点稍稍loch 海湾湖fairytale 童话故事cafén. （法）咖啡馆Lesson 323phoenix n. 凤凰；死而复生的人rooster n 公鸡狂妄自负的人bat n. 蝙蝠；球棒；球拍tomb n. 坟墓；死亡date back (to) 追溯到(到)dynasty n. 王朝，朝代religious 宗教的虔诚的purpose 目的意图pattern 图案模式纸样character 性格字符品行happiness n. 幸福temple n. 庙宇；寺院；神殿；太阳穴offering n. 提供；祭品；奉献物新股布施relate to 涉及有关联与……有关jewellery 珠宝首饰珠宝饰物try out 试验试用尝试Lesson 4cottage n. 小屋；村舍rent n. 租金vt. 出租；租用；租借landlord n. 房东，老板；地主worm 蠕虫病毒蠕虫小人物pipe n管子管道烟斗v 用管乐器演奏mercy n. 仁慈，宽容；怜悯；善行24washroom n. 洗手间；盥洗室；厕所damp n. 潮湿，湿气adj. 潮湿的bathtub n. 浴缸basement n. 地下室；地窖bathe v沐浴fence n. 栅栏；围墙；剑术narrow 狭窄的缩小狭隘的hold one's breath 屏息屏住呼吸不出气garage 车库；汽车修理厂garbage n. 垃圾；废物apartment n. 公寓；房间subway n. 地铁；地道downtown n. 市中心区；[篮球]三分线以外商业区lorry n. （英）卡车；[车辆] 货车curtain n. 幕；窗帘Communication Workshopair conditioner 空调conclusion n. 结论；结局；推论北师大版高中英语模块三单词表Unit725Learning to learnparticipate vi. 参与，参加；分享fill out 填写填好使长大evaluate vt. 评价；估价；求…的值arrange vt. 安排；排列；整理chimpanzee 黑猩猩dolphin n. 海豚sign n. 迹象；符号；记号；手势vt. 签署；示意签名hunt n. v, 打猎狩猎寻找actor n. 男演员；行动者；作用物actress n. 女演员writer n. 作家；作者collection n. 采集，聚集；收藏品boxing n. 拳击；装箱；Unit 7Warm-upski 滑雪板滑雪water skiing 滑水windsurfing n. 帆板运动帆板冲浪frightening adj. 令人恐惧的underwater n. 水下adv. 在水下Lesson 1spirit n. 精神；心灵；情绪；志气；烈酒explorer n. 探险家；探测者，探测器26sailor n. 水手，海员voyage n. 航行；航程；旅行记vi. 航行；航海set sail 启航；张帆ancestor n. 始祖，祖先原型AD n. 公元further adj. 更远的；adv. 进一步地；而且；更远地according to 根据，按照；取决于；据…所说get into trouble 陷入麻烦陷入困境遇到麻烦persuade vt. 说服，劝说；使某人相信make it to 赶上，找到；到达；及时赶到in search of 寻找为了寻找搜寻unknown n. 未知数；未知的事物adj. 未知的；陌生的eventually 最后终于最终present-day adj. 现代的；当今的deed 行为契约契据journey n. 旅行；行程lecture vt vi. n讲课讲座演讲brake 刹车制动器制动apologise vi. 道歉（等于apologizethe Antarctic n. 南极地区；南极洲Lesson 2pollute vt. 污染；玷污；败坏pollution n. 污染over-fishing 过度捕捞过度捕鱼27industrial adj. 工业的，产业的；勤劳的agricultural adj. 农业的；农艺的chemical 化学的化学品化学制品ban 取缔禁止禁令altogether 总共完全一共handle 手柄处理把手department n. 部；部门；系；科make a living 谋生，维持生活solution n. 解决方案；溶液；溶解；解答port n. 港口，口岸；（计算机的）端口intelligence 智力智能情报intelligent adj. 智能的；聪明的；理解力强的Lesson 3iceberg n. [地理] 冰山；seal n. 密封；印章；海豹；封条；标志vt. 密封；盖章energetic 精力充沛的有活力充满活力的penguin n. 企鹅；空军地勤人员coral n. 珊瑚discovery n. 发现，发觉；crab n. 螃蟹；蟹肉；脾气乖戾的人；起重机educate vt. 教育；培养；训练up-to-date adj. 最新的，最近的；现代的，新式的attraction n. 吸引，吸引力；吸引人的事物attract vt. 吸引；引起watch out. 密切注意；当心，留神：28shark n. 鲨鱼；骗子vt. 敲诈vi. 诈骗discount n. 折扣；贴现率v 低估；忽视trick 诡计把戏vi. 哄骗；戏弄melt vi. 熔化，溶解；渐混measure n. 测量；措施；方法vt. 测量；估量length n. 长度，长；时间的长短；schoolboy n. 男学生；学童centimeter 公分厘米Lesson 4barrel n. 桶；枪管，炮管whirlpool n. 漩涡，涡流；混乱，纷乱horrible adj. 可怕的；极讨厌的float 浮动浮点数漂浮n. 彩车，花车terrify vt. 恐吓；使恐怖；使害怕escape n. 逃跑；逃亡vi. 逃脱；避开；溜走vt. 逃避，避免；被忘掉terror 恐怖恐惧惊骇soul n. 灵魂；心灵；精神；鬼魂人survive vi. 幸存；活下来vt. 幸存；生还；幸免于；比...活得长all at once 突然recover 恢复弥补重新获得scream n. 尖叫声vi. 尖叫呼啸sink vi. 下沉；消沉n 洗涤槽洗碗池29pick up 拾起，学会，恢复健康，加速，接人，搭载乘客，接收unable adj. 不会的，不能的recognise vt. 承认，认可；识别Oceania n. 大洋洲opposite 相反的对面的反义词net n. 网；网络；净利adj. 纯粹的；净余的leak n. 泄漏；漏洞，裂缝vi. 漏，渗；泄漏出去Communication Workshopstadium n. 体育场debate n. 辩论；辩论会vi. 辩论，争论，讨论local adj. 当地的；shopkeeper n. 店主，bay n. 海湾wildlife 野生动植物disagree vi. 不同意；不一致；争执；不适宜unit8Warm-upadventure n.v. 冒险尝试偶尔冒险奇遇desert n. 沙漠；荒原vt. 遗弃；放弃canoe 划艇独木舟赛艇hike n. v. 远足上升徒步旅行take off 起飞；脱下；离开突然成功presenter n. 提出者；推荐者；赠送者; 主持人major n. [人类] 成年人；主修科目；陆军少校adj. 主要30的；重要的；主修的；较多的wild adj. 野生的；野蛮的；狂热的；荒凉的adv.疯狂地；胡乱地tiring adj. 累人的；麻烦的；无聊的；Lesson 1raft n. 筏；救生艇white-water rafting 激浪漂流horizon n. [天] 地平线；视野；眼界；范围organisation n. 组织；团体（等于organization）uncomfortable adj. 不舒服的；不安的route n. 常规路线；航线；通道porter n 行李员搬运工luggage n. 行李；皮箱accommodation n. 住处，膳宿；调节；和解hostel n. 旅社，招待所最大值maximum n. [数] 极/最大值altitude 高度海拔高度海拔extra adj. 额外的，另外收费的optional adj. 可选择的，随意的n. 选修科目right now 现在马上立刻differ vt. 使…相异；使…不同footprint n. 足迹；脚印anxious adj. 焦虑的；担忧的；渴望的；急切的31Lesson 2extreme n. 极端；末端；最大程度adj. 极端的；极度的；偏激的；尽头的bungee jumping 蹦极snowboarding 滑雪板滑板滑雪snowrafting 动力雪橇滑降in order to 为了以便目的gymnastics n. 体操；体育；体操运动similarity n. 类似；相似点upside down 颠倒上下颠倒地倒置exactly 正确地完全正确确切地risk n. 风险；危险；冒险vt. 冒…的危险excitement n. 兴奋；刺激；令人兴奋的事物various adj. 各种各样的；多方面的flow n. 流动；流量；涨潮，泛滥vi. 流动，涌流；equipment n. 设备，装备；器材dull adj. 钝的；迟钝的；无趣的；呆滞的preference n. 偏爱，倾向；优先权turn up 出现；发生；开大来到back out 退出；收回食言get across vi. 通过；使...被理解jog n. 慢跑；Lesson 332traveler n. 旅行者；旅客emperor n. 皇帝，君主in turn 轮流，依次amaze vt. 使吃惊goods 货物商品财产真本领confuse vt. 使混乱；使困惑fuel n. 燃料wealthy n. 富人adj. 富有的；充分的；丰裕的put into prison 把…投进监狱，使…坐牢author n. 作者；作家；创始人dictation n. 听写；口述；命令stand by 袖手旁观支持坚持statement n. 声明；陈述，叙述quantity 数量professor 传授hunter n. 猎人；搜寻者skin n. 皮肤；外皮Lesson 4on one's way 在路上在途中preparation n. 预备；准备sledge 雪橇大锤break down 分解；发生故障；失败; 累垮；抛锚shock n. 休克；震惊；震动；打击vt. 使休克；使震惊；使震动；使受电击33goal n. 目标；球门，得分数；终点vi. 攻门，射门得分ambition n. 野心，雄心；抱负，志向exhausted adj. 疲惫的；耗尽的v. 耗尽；用尽；使…精疲力尽（exhaust的过去式）run out of 用完用尽耗尽hopeless adj. 绝望的；不可救药的cheerful adj. 快乐的；愉快的；高兴的distant 遥远的远的疏远的carry on 继续继续下去从事within prep. 在…之内sadness n. 悲哀function n. 功能；[数] 函数；职责vi. 运行；活动；行使职责patience n. 耐性，耐心；忍耐，容忍nationality n. 国籍，国家；民族aim n. 目的；目标；vi. 打算；vt. 目的在于；引导；把…对准Communication Workshoptransport n. 运输；运输机vt. 运输；流放observe vt. 观察；遵守；评论;庆祝disadvantage n. 缺点；不利条件staff n. 职员34survival n. 幸存，残存；幸存者shelter n. 庇护；避难所vt. 保护philosophy n. 哲学；哲理；人生观limit n. 限制；限度；界线vt. 限制；限定unit9Warm-upferry 渡轮渡船轮渡minibus n. 面包车cyclist n. 骑自行车的人motorist 开汽车的人pedestrian 行人步行者jam n. 果酱；拥挤vi. 堵塞；actually adv. 实际上；事实上Lesson lbenefit n. 利益，好处vt. 有益于，对…有益flat n. 平地；平面；公寓convenient adj. 方便的therefore adv. 因此；所以bicycle n. 自行车parking n. 停车convenience n. 便利；hopeful adj. 有希望的；有前途的neighbourhood 邻居关系街坊wherever conj. 无论在哪里adv. 无论什么地方35thief n. 小偷，贼chip n. [电子] 芯片；筹码insert vt. 插入；嵌入indeed adv. 的确；实在；真正地；int. 真的fed up 厌倦厌烦受够了consequence n. 结果；重要性arrest n. 逮捕；监禁vt 逮捕拘留bone n. 骨；骨骼；argue vi. 争论，辩论Lesson 2baggage 行李担子platform n. 平台；月台，站台；坛；讲台belt n. 带；腰带；地带vt. 用带子系住；用皮带抽打ambassador n. 大使；代表；使节sensitive adj. 敏感的；[仪] 灵敏的；感光的grey n. 灰色adj. 灰色的；灰白的gentle adj. 温和的；文雅的有礼貌的fierce adj. 凶猛的；猛烈的；暴躁的vocabulary n. 词汇；词表accent n. 口音；interpreter 口语翻译likely adj. 很可能的；adv. 很可能；或许36schedule n. 时间表；计划表vt. 安排，计划timetable n. 时间表；时刻表；课程表foolish adj. 愚蠢的；傻的responsibility n. 责任，职责；义务rely on 依靠，依赖hostess 女主人空姐迎宾员air hostess 空姐女乘务员non-smoking adj. 不抽烟的；禁止吸烟的case n. 情况；实例；箱案例病例suitcase n. [轻] 手提箱；衣箱content n. 内容，目录；满足；容量adj. 满意的pull up 拔起；停下来；阻止pull out 离开，撤离；拔出；渡过难关Lesson 3petrol n. （英）汽油gas n. 气体；[矿业] 瓦斯；汽油solar 太阳的太阳能日光的racer n. 比赛者赛车手sunlight 阳光日光太阳光kindergarten n. 幼儿园so far 到目前为止，迄今为止take place 发生；举行northwest n. 西北adj. 西北的；向西北的adv. 在西北；向西北37southeast n. 东南；东南地区adj. 东南的chapter n. 章，回；impression n. 印象；效果，影响；压痕，印记；感想reliable adj. 可靠的；可信赖的golf n. 高尔夫球operator n. 经营者；操作员；话务员appreciate vt. 欣赏；感激；领会essay 随笔散文短shopping 购物买东西Lesson 4carbon monoxide 一氧化碳highway 公路高速公路construction n. 建设；建筑物pavement n. 人行道crossroads n. 十字路口；交叉路口mount n. 山峰physical n. 体格检查adj. [物] 物理的；身体的；物质的motor n. 发动机，马达；汽车figure n. 数字；人物；图形vt. 计算；认为；描绘go up 增长；上升engine n. 引擎，发动机；机车，火车头；per prep. 每；经；按照；每一centigrade 摄氏度addicted adj.入了迷的，上了瘾的38admit vt. 承认；准许进入；可容纳录取on average 平均；普通，通常occupy vt. 占据，占领；居住；使忙碌somehow adv. 以某种方法不知怎么地whichever adj. 无论哪个；无论哪些pron. 任何一个；无论哪个suit n. 诉讼；组；套装西服vt. 适合；使适应Communication Workshopdamage n. 损害；损毁vt. 损害，毁坏nowhere n. 无处无名之地adv. 无处；任何地方都不crossing n. 十字路口；杂交；横渡tunnel n. 隧道；坑道vi. 挖掘隧道plus prep. 加，加上n. 正号，加号；好处adj. 正的；附加的frequent 频繁的时常发生的fare n. 票价；费用北师大版高中英语模块四单词表Unit10Learning to learnmotivate 激励促进激发39motivation 动机激励动力technique n. 技巧，技术；手法native n. 本地人adj. 本国的；土著的fluently adv. 流利地；通畅地achievement n. 成就；完成；达到成绩put off 推迟拖延延期percentage n. 百分比；百分率，百分数exist vi. 存在；生存at present 目前现在当今variety n. 多样；种类；alien n. 外国人，外侨；bow n. 弓；鞠躬；船首vi. 鞠躬；弯腰蝴蝶结passer-by n. 过路人；经过的人applause n. 欢呼，喝采；鼓掌欢迎Latin n 拉丁语Roman n罗马，罗马人defeat n. 失败；战胜Unit 10Warm-upearn vt. 赚，赚得；获得，挣得wallet n. 钱包，皮夹out of work 失业下岗失业了beg vi. 乞讨；请求vt. 乞讨；恳求40Lesson 1determine vt. 决定；判决；使…下定决心vi. 确定；决定；判决enjoyable adj. 快乐的；令人愉快的second-hand adj. 旧的，二手的adv. 间接地，第二手地concern n. 关系；关心；关心的事vt. 涉及，关系到；使担心hardworking 勤勉努力的勤奋的dormitory n. 宿舍，学生宿舍pleased 高兴的满意的满足give away 泄露赠送分发；出卖aware adj. 意识到的；知道的drop out 退出；退学；脱离businessman 商人实业家男企业家stove 炉子火炉drunk adj. 喝醉了的journalist n 新闻记者新闻工作者greedy adj. 贪婪的；贪吃的；渴望的popcorn n. 爆米花cigarette n. 香烟；纸烟resolution 解决；决心rude adj. 粗鲁的；无礼的armchair n. 扶手椅41carpet n. 地毯vase n. 瓶；花瓶Lesson 2bargain n. 交易；契约；特价商品便宜货cash n. 现款，现金vt. 将…兑现；支付现款product n. 产品；结果；[数] 乘积；作品fax 传真传真机scarf 围巾领巾头巾necklace 项链项圈enthusiastic adj. 热情的；热心的；狂热的ashamed adj. 惭愧的，感到难为情的；耻于……的firm n. 公司；商号adj. 坚定的；牢固的；严格的；结实的vt. 使坚定；使牢固aggressive adj. 侵略性的；好斗的；有进取心的groceries n. 杂货；食品；生活用品clothing n. （总称）[服装] 服装annoy n. 烦恼vt 使恼怒使烦恼打搅salesgirl n. 女售货员，女店员salesman n. 推销员；售货员blouse 女衬衫boot n. 靴子长统靴；汽车行李箱leather n. 皮革；皮革制品vest n. 背心；马甲comment n. 评论；意见42。
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Communication Workshop speaking
Pre-listening: Voice your opinion
I would like to go there, because ________________________________ I would not like to go there, because ________________________________
Task 3:
Listen to the four students again and complete the Function File on Page 44.
1.What’s your view on 2.For me 3.As I see it 4.I totally disagree 5.To a certain extent 6.I don’t’ think that would be a problem 7.I get your point 8.That’s one way of looking at it 9.I think so too
3. Waste time and money 4. Can not appreciate parents’ hard work
Listening: Task 2:
Student A B the biggest advantage Learn about a New culture Live independently from the family the biggest disadvantage Cost a lot of money
Speaking strategies:
Agreeing and disagreeing strongly Recognizing an opposing view and arguing against it Expressing your views Presenting points in order of importance Not interrupting a speaker
Speaking: A debate
Divide the class into 3 groups Use the language in the Function File.
Talkback: Assess your performance in
the debate
Express your views in the debate Ask others to express their views Your contributions are relevant to the topic Never interrupt any of the speakers Express your agreement and disagreement with any of the speakers
/
Live away frห้องสมุดไป่ตู้m your parents and friends
Difficult for parents to afford it
C
/
D Make friends and see new places
Follow me:
I get your point For me To a certain extent What’s your view on I totally disagree I don’t think that would be a problem As I see it That’s one way of looking at it I think so too
Listening: task 1:
Advantages Disadvantages
1. Independence 2. Meet new people 3. Learn about other cultures
1. Hard to adapt to 2. Hard difficulty in arranging studying and taking care of themselves