Unit 16 Lesson 3 &communication workshop词汇1
六年级上册英语教案-Unit3(Lesson16) 人教精通版
教学反思近年来,随着教育方式、计算机、网络为代表的信息技术方式的不断发展,为教育教学活动提供了更新、更大的发展空间,信息技术与课程整合是教学发展的必然需求,信息技术学科整合,就是要求信息技术与课堂教学的深度融合,将信息技术作为课程教学的有机组成部分,与课程资源、内容、实施方法与课程评价有机整合为一体。
本节课我们主要学习和生日聚会有关的物品和谈论喜欢什么样式什么类型的蛋糕,我就结合了多媒体课件,创设了一个为小Kimi过生日的情境:问大家认识他是谁吗?对是Kimi他要过生日,你们想不像去为他庆祝呢?那我们去的时候要为他的生日聚会准备些什么呢?这样开始我们的今天的学习。
通过这个画面,我引出了本课重点的单词,star-shaped, heart-shaped。
这时,屏幕中逐一闪现不同形状,让孩子先来回顾一下形状的单词,由旧知逐步引出新知。
学生们很快用英语进行表述。
通过shapes的图形,逐步过渡到shaped,这时我让学生用英语说出刚才看到的蛋糕的形状,孩子们争相说出在拓展flower-shaped时一个个新单词,我还没有说出,学生们已经脱口而出。
在这一节课上,我充分的利用多媒体设备,创设优美的情境,以及标准的语音,让学生在语音、语境中学习,感知它们的优美,培养学生的语感,激发他们学习的欲望,增强学生学习的情趣。
信息技术则能满足学生无止境的求知欲,提供广泛的信息材料,创设模拟的交际情景,为英语课堂营造自然、宽松的学习环境,引导学生在自护学习中,培养创新意识。
在英语学习中,让学生充分发挥想象力,通过多媒体提供的交际情景,自然进入角色,进行英语交际活动。
学生通常会在模仿的基础上创新,喜欢加上自己的想象和语言的新元素,以取得老师和同学的好评。
在学生之间相互讨论的准备过程中,实际是信息传递和加工的过程,也是新信息的获取过程。
这种活动拓展了学生的思维空间,激起了学生的智趣。
高中英语 Unit16 Stories Section Ⅲ Lesson 3 Life Stories课件 北师大版选修6
基础导练
文本感知
知识精要
篇章信息 Read the text and choose the best answer. 1.From the passage we can know that B . A.Helen knew well on how to learn abstract(抽象的) words B.Helen had some difficulty learning words that she couldn’t touch C.Helen gave up trying when she couldn’t understand the meaning of “love” D.Helen could learn language as easily as children who could see and hear
基础导练
文本感知
知识精要
Ⅰ
Ⅱ
Ⅲ
5.Uncertain about ,she stopped to think carefully. 由于不确定怎样改正,她停下来仔细思考。 答案:how to fix them 6. Helen such a complex word... 这是海伦第一次理解了一个如此复杂的单词…… 答案:It was the first time;had understood
基础导练
文本感知
知识精要
1
2
3
4
5
6
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restriction(s) on...对……的限制 restrict vt.限制 restrict...to...把……限制在……
基础导练
文本感知
知识精要
1
2
北师大版选修六Unit16-lesson3-知识点总结归纳复习资料大全[PPT课件白板课件]精品可编辑
(3)as=in the way that,作“像”“按照……的方式”解,引导 方式状语从句。 He speaks English as Americans do. Remember,you must do everything as I do. (4)用于as...as...或not so/ as...as...中,前一个as是副词,后一个as 是连词,引导比较状语从句。 They helped the old man as often as possible. I don’t speak English so/ as well as he does. (5)作“虽然”“尽管”解,引导让步状语从句。常用倒装语序, 即adj./adv./n.+as +主语+谓语+主句。 Tired as they were,they walked on.Child as he is,he knows a l ot.(child前不用冠词)
(every)now and then时常,偶尔,不时 just now刚才 from now on从现在开始,今后 for now目前,眼下 Snakes come near the house now and then... 有几条蛇时不时地爬到屋子边上来…… That’s all for now.眼下就这些。
now that既然(接条件状语从句),that可省略,与since用法相同。 Now (that) you mention it,I do remember the incident. 既然你提到了它,我想起那件事了。 Now you’ve passed your test,you can drive on your own. 现在你驾驶考试已经合格,你可以独自开车了。
(2009年陕西卷)This is the first time we________a film in the ci nema together as a family.
Unit 16 Stories Lesson 3 短语句型荟萃
Unit 16 Stories Lesson 3 Life Stories Helen Keller2014-8-4Paragraph 1-21. a very special girl who needs a superb teacher一个需要优秀老师的很特别的女孩2. severe restrictions on communication交流上严重的限制3. She was stubborn and angry, and often broke things when she wasn't understood. 她固执、易怒,在别人不明白她的意思时,就常打烂东西。
4. be brought in to help Helen被请来帮助海伦5. a school for the blind一所盲人学校6. She had had eyesight problems early in life as well so she could relate to Helen's difficulties. 她年幼的时候也有过视力问题,所以她能理解海伦的困难。
7. give Helen a big hug紧紧拥抱了海伦Paragraph 38. words spelled on her hand拼写在她手里的单词9. simple and straightforward简单而直接10. She would put an object into one of Helen's hands and spell the word into her other hand. 她将一件物品放在海伦的一只手里,然后在她的另一只手里拼写单词。
11. play with the doll玩玩具娃娃12. have a precise description of her excitement in her book在书中准确地描述了她自己的兴奋,13. I was simply making my fingers go in monkey-like imitation.我只是简单地像猴子般地模仿着移动手指。
人教精通版四年级上册英语lesson 16课件
And I like cucumbers, too.
(1)like,“喜欢”,后接名词或代词。 例句:我非常喜欢鱼和蔬菜。 I like fish and vegetables very much.
(2)too“也”,用于肯定句,放在句末。 例句:他也是一位老师。 He is a teacher, too.
1.__to_m__a_t_o_ 2.__p_o_t_a_t_o_ 3._c_a_r_ro_t_ 4._c_u_c_u_m_b__er_
二、单项选择。
1. This is a carrot ______ English.
A. to B. for
C. in
2. —What’s that? —_______ a cucumber.
Unit 3 It’s a pineapple. Lesson 16
精通版·四年级上册
Let's review.
potato
tomato
Look! It’s a vegetable garden.
Do you know me?
I have many friends.
What’s that in English?
Just talk
Hi, Kate. What’s that in English? 那个用英语怎么说?
It’s a carrot.
Do you like carrots?
Yes, I do. And I like cucumbers, too.
重点知识
询问如何用英语表达离说话人较远的单 个物品用 “What’s that in English?”, 意为“那个用英语怎么说?”。
英语作业也要与时俱进,贴近学生的生活实际,符合学生的年龄 与心理特点。学生喜欢生动有趣、能开动脑筋动手操作的作业。例如, 唱英文歌曲、看英语动画片、英语小故事、制作英语小报等。教师应 投其所好,改进学生感到讨厌或无所谓的作业
2023-2024学年英语冀教版七年级上册 Unit 3 Lesson 16 课件(七上)
Homework
1. Review and recite the important points of this lesson. 2. Read the conversation after class. 3. Write the dialogue made in class. 4. Preview Lesson 17.
— I have a headache. 我头痛。 — What’s wrong/the matter with the clock? 这个钟出什么问题了? — It doesn’t work. 它坏了。
Post-listening
4. One donut one day is enough. 一天一个面包圈够了。 enough adj. 足够的
How do they feel?
She feels sad. She is down. She cries.
He feels happy. He is up. He laughs.
Pre-listening
n and chant
We all have feelings. We all have feelings. Yes, we do! We all feel happy and sad, too. Sometimes we laugh. Sometimes we cry. Sometimes we’re down. Sometimes we’re high.
unit16 lesson 3 words
复杂的 明显的,显而易见的 紫罗兰 甜,温柔 温暖 突破,重大发现 不确定的
1. severe (严重的serious);(严厉的strict);(艰难/巨的tough) 这位老师对学生们很严厉。 The teacher is severe with the students. 这位老人在事故中受到了严重的头部创伤。 (receive/injury/in the accident) The old man received severe injuries to the head in the accident.
7. apparent adj. Her anxiety was apparent to everyone. 很明显她说谎了。(it作形式主语) It was apparent that she told a lie. = Apparently, she told a lie.
8. breakthrough n(c) 重大发现,突破 爆发,发生 break out outbreak break down 坏掉,出毛病; breakdown (身体)垮掉 n break-in 强行进入;插嘴 break in break up 结束;(关系)破裂 breakup
我们想要知道考试结果。 We are anxious to know the results of the exam. 他渴望考进大学,但是担心过不了高考。 He is eager to go to university, but anxious about not passing the entrance exam.
• • • • • • •
imitation precious now that eager gradual expand
冀教版三起三年级英语上册Unit 3 Lesson 16课件正式版
重难点探究
重点句型
This is cold. 这是冷的。
【详解】 此句型是表示这是……的句型,用来表达某物 给某人的感觉。 句型结构: This is +其他.
如: This is cool. 这是凉爽的。
课文原文
2.Let’s do it ?
课文朗读
小喇叭朗读开始 了,点一点音箱,一
起跟着读吧。
Unit 3 Feelings and Body
冀教版(三年级起点) 三年级上册
Lesson 16 Warm and Cool
课前热身
Sing a song: “Do the Hokey Pokey”
课前热身
复习回顾
Review the words about the body: hand , head ,arm , leg , foot eye , ear , nose, hair, mouth.
起跟着读吧。
课文原文
1.Warm or cool ?
重难点探究
重点词汇 ①cool /k u:l/ (形容词)凉爽的;绝妙的,
酷的 例句 It is cool outside the house .室外很凉爽。
对应词 warm暖和的;温暖的
②warm /wɔ:m/(形容词)暖和的;温暖的 例句
It is warm in spring .春天是暖和的。
新词展示
1 warm /w ɔ:m/ (形容词)暖和的;温暖的
2 cool /k u:l/ (形容词)凉爽的;绝妙的,酷的
新词展示
点击“新词展示”,跟 我一起学词汇吧!
新词展示
新词展示
词汇巩固
Ask :How do you feel ? I feel cold/warm .
六年级上册英语教案-Unit3Lesson16∣人教精通
六年级上册英语教案-Unit3 Lesson16∣人教精通教学内容本课为六年级上册英语“人教精通”版Unit 3的Lesson 16,教学内容主要围绕一般过去时态。
课程内容包括词汇学习、句型练习、听力理解和角色扮演等环节。
学生将通过学习,掌握描述过去发生事件的基本结构,并能运用相关词汇和句型进行简单的英语交流。
教学目标1. 知识目标:学生能够听懂、会说、会读本课的生词和重点句子,并能运用一般过去时态描述过去的经历。
2. 能力目标:培养学生运用英语进行交际的能力,提高学生的听说技能和合作学习能力。
3. 情感目标:激发学生学习英语的兴趣,增强学生自信心,培养学生积极向上的情感态度。
教学难点1. 正确运用一般过去时态描述过去的经历。
2. 掌握本课的生词和短语,并能将其运用到实际情境中。
3. 听懂并准确回应英语指令和问题。
教具学具准备1. 多媒体教学设备2. PPT课件3. 教学录音机4. 黑板和粉笔5. 学生用书和练习册教学过程1. 导入:利用图片或故事引入本课主题,激发学生兴趣。
2. 新课内容呈现:通过PPT课件展示本课的生词和重点句子,引导学生跟读并模仿。
3. 操练:设计相关活动,如角色扮演、小组讨论等,让学生在实际语境中运用所学知识。
4. 听力练习:播放教学录音,让学生听懂并回应相关指令和问题。
5. 课堂小结:总结本课所学内容,强调重点和难点。
6. 作业布置:布置课后作业,巩固所学知识。
板书设计板书设计要简洁明了,突出本课的重点和难点。
可以采用以下布局:- 课题:Unit 3 Lesson 16- 重点词汇:展示本课的生词和短语- 重点句子:展示本课的重点句子和句型- 结构框架:展示一般过去时态的基本结构作业设计1. 完成练习册上的相关练习。
2. 背诵本课的生词和重点句子。
3. 写一篇小短文,描述自己过去的一次经历。
课后反思1. 教学内容是否充实,是否符合学生的实际需求。
2. 教学方法是否得当,是否能够激发学生的学习兴趣。
北师大版高二英语必修6_知识讲座-Unit16_重点短语讲解
知识讲座-Unit16 重点短语讲解Lesson1 核心短语1. come into view出现,进入视野(教材)Suddenly, the spaceship slowed down and immediately the system came into view ...突然,太空飞船慢了下来,整个系统立刻进入我们的视线……①The hills now have come into view, and I enjoy the grand landscape Mount Blue ahead.蓝山已进入视野,我欣赏着眼前的壮丽景色。
“进入(某种状态),开始(某种活动)”,常有如下词语搭配:2.knock sb. over撞倒某人;撞翻(教材)I remember the dog jumping up on me and knocking me over into the water.我记得那条狗跳起来扑向我,把我撞倒在水中。
①Miss Lin was knocked over by a car and was sent to a nearby hospital.林小姐被一辆汽车撞倒了,已被送往了附近一所医院。
②You have knocked over my ink, spilling it everywhere.你把我的墨水打翻了,洒得到处都是。
拓展:knock at 敲(门)knock off 撞下来;中止(工作)knock into sb. 撞到某人身上knock sth. down 拆除;撞倒;降低价格③Knock at the door before you enter.你进去之前要先敲门。
3. block out堵住,遮住;忘掉,抹去(教材)Pliny described a cloud coming down the mountain, blocking out the sun and burying everything in its path, including whole villages and towns.普利尼描述道,一团云自山巅而降,遮天蔽日,将所经之处的一切,包括一座座村庄和城镇统统吞没。
四年级下册英语说课稿-Unit 3 Lessson16-人教精通
四年级下册英语说课稿-Unit 3 Lesson 16-人教精通一、教材分析1. 教材内容《人教精通英语》四年级下册Unit 3 Lesson 16的主题是“Is this your skirt? Yes, it is.”教学重点是运用句型“Is this your…?”和回答“Yes, it is.”。
教学难点是掌握复数形式“these”、“those”。
2. 教学目标通过本课的学习,学生能够:1.掌握询问物品及回答“Is this your…?”和“Yes, it is.”的表达方式;2.通过口语练习提高能力,同时学习物品的英语单词;3.学习使用复数形式“these”、“those”,并能在句中准确使用。
二、教学过程1. 课前准备1.教师准备教学PPT,准备好教具和课件;2.确定教学重点、难点和教学目标,以便教学时有针对性地讲解。
2. 课堂展现A. 导入新课教师可以通过以下方式导入新课:1.与学生进行问候,然后询问“Is this your…?”,引导学生猜测。
2.学生猜测后,教师可以回答“Yes, it is.”,然后帮助学生认出物品。
B. 学生练习教师可以通过以下方式让学生进行练习:1.询问学生的物品,引导学生回答“Yes, it is.”;2.进行交换操练,让学生练习熟悉生活中常见的物品,如书包、文具等;3.指引学生用复数形式“these”、“those”来表达多个物品,提高学生口语能力。
C. 课后拓展教师可以通过以下方式巩固学生的知识:1.给学生留下课后作业,如绘制生活常用物品的图片,或描述自己的书包、文具等;2.向学生介绍更多生活中的英语单词,帮助学生拓展词汇量;3.导入一些相关的英语歌曲、故事等内容,帮助学生更好地理解所学知识。
三、教学评价本节课具有很好的教学内容,注重学生的口语表达能力,让学生在课堂上得到了很好的训练。
同时,教学重点和难点也得到了充分讲解,新课和语法知识得到了很好的掌握。
人教英语精通版四年级上册_Unit3_Lesson16_名师说课稿【新疆喀什】
人民教育出版社(精通版)小学英语四年级上册“Unit 3 It’s a pineapple. Lesson 16”说课稿及反思教师:任建蕊一、说教材(一)说教学内容、地位作用及联系Lesson16一课是人民教育出版社(精通版)小学英语四年级上册第三单元第三课时。
本单元的主要内容是有关蔬菜的学习;相关蔬菜的单词、句型的学习及运用。
本课内容是在蔬菜的基础上,进而学习含有这些单词的句型运用,能够根据个人喜好进行表达。
(二)说教学目标根据课程标准的要求和学生的认知水平,我确定以下教学目标:1、知识与技能目标(1)学生能听、说、读、写字母tomato(2)学生能听、说、认读单词cucumber,carrot(3)学生能听、说、认读句型:What’s that in English? It’s a …2、过程与方法目标⑴通过有节奏的歌谣及有趣的游戏,突破本课重难点。
⑵通过创设及模拟真实场景,让学生运用所学句型进行表演。
3、情感态度和价值观⑴通过分组比赛,激发学生学习兴趣,增强集体荣誉感。
⑵通过表达喜欢和不喜欢的蔬菜,让学生明白均衡蔬菜的重要性。
(三)说教单词tomato、三会单词和句型cucumber, carrot.What’s that in English?It’s a …难点:表演课文对话。
二、说教法学法:四年级的学生学习热情表较高,爱玩,爱表演,我采用的是歌曲导入法、游戏法、设疑法、直观演示法、讲授法、启发法、对比教学法。
学生跟我配套的采用了以下学法:观察法、小组合作学习法、练习法、表演法。
三、说教具准备:为了帮助学生很好地掌握本课内容,课前我准备了:1、课件2、图片3、单词卡片4.实物。
四、说教学过程:Step 1 Warm-up1. T divide Ss into 2 teams: yellow team and blue team.(设计意图:增强学生的竞争力和团队协作精神,同时与本课学习内容相关)2. Greetings:T: Hello! Boys and girls!Good morning, boys and girls.T: Nice to meet you!S1: Nice to meet you, too.S2: Nice to meet you, too.3. Sing a song:<<Fruit song>>(设计意图:通过演唱已学歌曲,一方面拉近师生距离,使学生进入英语学习状态;另一方面通过水果复习为本节课学习做铺垫。
Unit16Lesson3LifeStoriesPPT课件
Helen Keller
Step 2 Fast reading
Scan the text and divide the passage into 3 parts and get the main idea of each part
Part 1 __P_a_r_a_1_&_2_________ Part 2 __P_a_r_a_3_&_4_________ Part 3 __P_a_r_a_5_-_1_2________
restriction--v. restrict unbearable--v. bear gradual—adv. gradually expand—n. expansion imitation—v. imitate
Synonym同义词 former– previous precise-- accurate precious—priceless/valuable/ invaluable expand-- enlarge complex--complicated apparent— obvious violet— 形近 violent --some结尾
Helen Keller
Match the words and choose some words to describe Helen according to the pictures.
倔强的 不能忍受的
出色的 珍贵的 引起麻烦的 明显的 复杂的
superb stubborn
unbearable complex precious troublesome apparent
awesome, handsome, troublesome, tiresome
Unit 16 Lesson 3
Unit 16 Stories Lesson 3课前自主预习-北师大选修6精品
Unit 16 Stories Lesson 3 Life Stories 课前自主预习I 词汇认知根据词性和汉语意思写出单词1. ________ adj.出色的,卓越的2. ________ adj. 直接的,坦率的3. _________ adj. 复杂的4. _________ adj. 不能忍受的5. _________ adj. 引起麻烦的6. _________ adj. 以前的7. _________ adj. 逐渐的8. _________ adj. 不确定的II根据提示完成下列短语1. __________ __把......带来,引入2. ______________ 指向,表明3._______________ 一会,马上4._______________ 打开,开创,开辟5._______________ 使得某人做某事6._______________ 与......有关;理解;认同7. ______________ 代表课堂互动探究目标:To master the important language points in this lesson.核心词汇讲·练·悟1. severe(adj.) 严重的,严厉的;剧烈的She received _______leg injuries in the accident and lay in bed for a month.拓展:be severe with...=be strict with 对......要求严格be strict on/upon... 对...很严厉应用:完成句子(1)Don’t be too ______________your children and nor should you spoil them.不要对孩子过于严厉,也不要宠坏他们。
(2)The hospital _____quite __________visiting hours.该医院对探望时间的规定相当严格。
Unit 16 Stories—Lesson 3《Life Stories》教案(北师大选修6)
教学设计Unit 16 Lesson 3 Life Stories教材分析本课是16单元的第3课,以“人生故事”为主题,主课文讲述的是美国著名盲人女作家Helen Keller 童年学习语言的真实故事。
本课的难点在于文章较长、生词较多且抽象、情节脉络较复杂。
本课的教学设计分为三课时。
第一课时侧重对课文的整体理解及情感体验,引导学生清晰地整理出文章结构和事件发展脉络,提取文章细节信息并进行初步的输出活动。
第二课时在对已学课文进行复习的基础上,学生继续完成对细节信息的提取,并能够重组信息和尝试运用重点词汇进行表达,最后总结和提升所学内容。
第三课时的主要任务是(1)词汇的巩固、扩展及在新语境中的使用;(2)对情态动词过去时形式和意义的体验和理解。
教学内容话题:著名美国女作家Helen Keller童年学习语言的故事(阅读)词汇:重点词汇:severe, restriction, unbearable, stubborn, troublesome, straightforward, precise, precious, eager, gradual, complex, warmth, apparent, uncertain, breakthrough相关词汇:sweetness, now that, expand策略:通过图片、标题、开头等预测文章内容,略读等语法(体验):情态动词过去时的功能和形式第一课时First Period教学目标:在本课学习结束时,学生能够:1.理清课文故事的大体情节和发展脉络;2.说出Helen Keller学习语言过程中的1-2个事例;3.感悟并描述课文中人物的情感、态度。
*表示可灵活处理的活动。
第二课时Second Period 教学目标在本课学习结束时,学生能够:1.运用所学单词和短语描述Helen的学习语言的过程;2.讨论Helen和/或Anne成功的原因;*表示可灵活处理的活动。
高中英语 Unit 16 Lesson 3 Life Stories双基限时练 北师大版选修6
高中英语 Unit 16 Lesson 3 Life Stories双基限时练北师大版选修6Ⅰ.单词拼写1.She has been cooking in the hot kitchen for three hours in such usummer.答案unbearable2.The swimming club is open to families in the neighbourhood without r.答案restriction3.She was a (严厉的) woman who seldom smiled.答案severe4.He was too (倔强) to admit that he was wrong.答案stubborn5.Clean water is (珍贵的) commodity (日用品) in that part of the world.答案precious6.It was a (明显的) to everybody that he was angry.答案apparent7.There has been a gincrease in the number of people owning cars.答案gradual8.It's a cquestion and you should think it over.答案complex9.Scientists have made a bin their treatment of that disease.答案breakthrough10.Our train leaves at about half past ten, or, to be p, 10:33.答案preciseⅡ.单项填空1.The scientists ________ that there will be an earthquake tomorrow.A.suggest B. planC. predictD. promise答案与解析C句意:科学家们预测明天将会有地震。
北师大版高中英语选修6 Unit16 Lesson 3知识点归纳
Lesson 3知识点归纳I. Phrases:1. be severe on sb. / be strict with sb.2. bring in3. the former…the latter…4. relate to…5. open up6. now thatfor / about sth.7. be eager to do sth.for sb. to do sth.8. expand into…9. It is c lear/obvious/apparent that…10. in a flash11. give sb. a hug12. a burst of understanding13. keep on doing14. be uncertain about…15. come outII. Useful sentences:1.By the time when we got to the station, the train had left.2.It was apparent that t he boy wasn’t interested in study.3.Living in the mountain village is an important experience for my work in thefuture.4.It was the first time that she had been at a summer school.5.He didn’t go to school. This was because he was ill.6.Great changes have taken place in china since the Reform and Opening-up.7.With the boy leading the way, we had no difficulty finding her home.8.Now that you have finished your work, you’d better have a rest.9.The doctor did as much as he could to save the patient.10.Without love (= I f you didn’t have love), you would not be happy or wantto play.。
Unit16Stories—Lesson3《LifeStories》课件1(19张ppt)(北师大选修6)
How Helen understood the meaning of “think” LMseysumsdoontdh2eeNr nacmolmeyesst(ofPrrioeamsr…aw.he1re0h-epathherrases)
9) touched… head
10) felt the sweetness
think 11) confused and disappointed love
Ex. VI
complex
amazing results
love understood love
think had a breakthrough
At the end of this class, you’ll be able to
• review and describe Helen’s learning process.
• discuss about reasons for Helen’s success.
• *discuss about reasons for Anne’s success as a teacher.
P★arag A★nne and s
Homework
P 56 Ex. 4 & P 62 Ex. 1 Writing: Imagine you were Anne Sullivan, write about her experience of teaching Helen.
You raise me up Westlife
Life Stories
Helen Keller
Reading
play with spell her hand a game monkey-like imitation
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相关词语积累:
applause n. U 鼓掌,喝彩,掌声 thunderous applause 雷鸣般的掌声 a round of applause 一阵掌声 applausive adj. 赞赏的;拍手欢呼的
A crowd of 300 supporters warmly applaud her speech 300名支持者为她的演讲热烈鼓掌。
(2)vt 称赞,赞许,赞赏, 赞同 applaud sb. for (doing)sth. 因(做)而赞赏某 人 applaud sth. 称赞某物 e.g. (1)We are supposed to applaud his efforts to help those who are in trouble. 我们应该赞赏他帮助处于困难之中人们的 努力。 (2)We applauded him for his honesty. 我们称赞他的诚实。
2. restriction n. 限制因素;限制;约束 常见搭配: put/place a restrictions on sth. 对…实行限制 without restriction 无限制地 e.g. His parents put severe restrictions on his playing LOL( league of legends) 他的父母严格限制他玩英雄联盟。 restrict v. 限制;束缚 restrict oneself to(doing)sth. 限制自己(做)某事 restricted adj. 受限制的;受约束的 (be restricted to 受限于)
ቤተ መጻሕፍቲ ባይዱ
8. breakthrough n. 突破;重大发现;成就 搭配: make/achieve a breakthrough 取得突破性进展 e.g. Don‟t be so discouraged! We have made a fantastic breakthrough in a way. 别气馁!从某种意义上还说,我们已经取得了 很大的进展。
4. former adj. 以前的,前者的,前任的 搭配:„„the former...the latter…‟‟ 表示“前者…后 者…” e.g. Jane and David are both top students in class, however,when facing setbacks,the former keeps up a good state of mind while the latter is always swelled with complaints. 简和大卫都是好学生,然而,在面对困难时, 前者保持良好的心态而后者总是充满抱怨。
归纳拓展: “渴望获得某物”表达: be greedy for sth be anxious for sth be dying for long for “渴望做某事” be keen to do sth long to do sth be anxious to do Be dying to do
⑵ adj. 严厉的;严格的;艰巨的
常见搭配: be severe with/ on sb.(=be strict /sharp with sb.) 对…严格/严厉
e.g. In my childhood, my mother was always very severe with me 在我童年时,妈妈总是对我要求非常严格。
7. apparent adj. 明显的;显而易见的;易懂的
be apparent to sb. 对某人来说显而易见 It is apparent (to sb.) that… (对某人来说)很显然 =It is obvious (to sb.) that… = It is clear (to sb.) that… e.g.(1) His sorrow was apparent to everyone. 大家都看来他伤心。 (2)It is apparent that the stubborn person has changed his mind to be a good guy. 显示这个固执的人已经改变了主意要成 为好人。
归纳拓展: breakthrough n. 故障 outbreak n. 爆发 output n. 产量 outcome n. 结果
break through 出故障 break out 爆发
put out 生产,制造 come out 出现,结果是
9. applaud vi.&vt. (1)鼓掌;拍手喝彩 applaud sb. 为某人鼓掌 e.g. After the perfect performance came to an end, the audience applauded the musician for three minutes 完美的表演谢幕后,观众为这位音乐家鼓掌长 达三分钟。
3. stubborn (1)adj. 固执的;顽固的;倔强的 e.g. He was so stubborn that it was abnormal for him to change his mind。 他很固执,他改变主意很不正常。 She can be as stubborn as a mule. 她可以倔强的像头骡子。 (2)难以去除(或对付)的 a stubborn cough/ cold 久治不愈的咳嗽/感冒 stubborn problem 难题 e.g. It is a stubborn problem and this is why his face wears a severe expression. 这是一个棘手的问题,这就是他表情严肃的原因。
5. eager adj. 热切的;渴求的;热衷的; 热心的 be eager (for sb)to do sth. 渴望(某人)做某 事 be eager for… 渴求… be eager in 热衷于… be eager that…热切希望…(从句谓语“should+V 原”,should可省略)
e.g. (1)He is eager for a pay rise. 他渴求加薪。 (2)These stay-at-home children are eager that their parents come home to reunite with them during the Spring Festival. 这些留守儿童热切希望他们的父母在春节期 间能够回家与他们团圆。 (3)Tom is eager to be admitted to a key university after the College Entrance Examination. 汤姆渴望在高考后被一所名牌大学录取。
教材语境P10 With these severe restrictions on her communication, Helen‟s behavior was often unbearable. 由于交流上她有这些严重的限制,海伦的行为 举止经常令人不能忍受 1. severe severity n.严重性;严厉;严格 ⑴adj. 严重的;极为恶劣的;剧烈的 suffer severe losses 遭受严重的损失 a severe winter 严冬 severe natural conditions 恶劣的自然条件 a severe toothache/headache 剧烈的牙痛/头痛