英语专业期末备考-普通高等教育十一五国家级规划教材综合英语教程
十一五上外版英语专业综合教程1 unit 17 教案
Unit 171. Teaching Aims：1). The relative clause introduced by whose2). The relative clause introduced by who(m) (as the object of a preposition)3). The cleft sentence with attention focused on various sentence elements4). The relative clause preceded by a noun which is modified by a superlative5). To know some knowledge of the pyramids in Egypt and the Derby Day in England.6). To identify the writing style of Reading I & II, and learn to write an expository writinglogically.7). To be able to retell the information of pyramids in Egypt and the Derby to others clearly.2. Teaching Contents and Time Allocation：1). Language structures＆practice (1 hours)2). Dialogue I, Dialogue II (2 hours)3). Reading I, Reading II (2 hours)4). Exercises (1 hour)3. Teaching procedures:1st sessionLanguage StructuresⅠ.Ask several questions about the structures we will mention later.1.Do you know that Khufu was the ancient Egyptian King whose tomb was the biggest and bestthat had ever been built?2. Do you know the name of the painter whose “Mona Lisa” is famous?3.Who is your good friend whom you always played with in your childhood?4.Is there any roommate whom you find it difficult to live with?5.Is it the marks that you pay special attention to in the university?6. Is it the summer vacation that you are looking forward to?7. What is the best film you have ever seen?8. What is the most beautiful song you have ever heard?Ⅱ. The relative clause introduced by “whose”. e.g.1.Is he the boy whose sister is a university student?2.William Shakespeare was the famous English writer whose plays have been translated intomany languages.3.The river whose banks are covered with trees.Ⅲ. The relative clause introduced by who(m) (as the object of a preposition) whom always omitted. e.g.1. I know the person whom you spoke to just now.2. They are your parents whom you should be devoted to.3. He is a naughty boy whom I will have to look after during this holiday.Ⅳ. The question form of “cleft sentence”1.Was it last summer that he graduated from the university?2.Was it at an evening party that you first saw her?3.Was it Susan that the teacher asked to see?Ⅴ. The relative clause preceded by a noun which is modified by a superlative. And “that” can refer to person or thing. e.g.1. He is the most excellent student I have ever met.2. This is the most delicious food I have ever tasted.3. Gone with the wind is the most interesting book I have ever read.Language structure practiceTips for LSPⅠLSPⅠis about identifying two people doing the same thing.Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points.1. CAAC---Civil Aviation Administration of China2. Cassette recorder: ph.3. It’s me.—Grammatically, this sentence ought to be “It’s I”, since I is the subject complement. But in colloquial English, people always say “It’s me”Ⅲ. Variations based on the given cuesSample:A: I find t here’s a member of our class whose father teaches English in the middle school.Do you know who it is?B: It’s me. My father teaches English in the middle school.A: Really? But there is someone else whose father teaches English in the middle school, too.Do you know?B: Oh, it must be Qin.Tips for LSPⅡTips for LSPⅡis about identifying people who are related to somebody in one way or another. Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points.1. editor-in- chief:2. the other day: e.g. I saw David at the bank the other day.3. share: vt. -- +with/among/betweene.g. Sam and I share a room.He shared his book with me yesterday.Ⅲ. Variations based on the given cuesSample:A: You received a letter yesterday, isn’t it?B: Yes, I did.A: Was it from Mary Brown?B: No, it is from Sue Green.A: Isn’t she one of the reporters whom Sid’s father works with?B: No, she is a teacher whom Jane lives next door to.Tips for LSP ⅢTips for LSP Ⅲis about correcting what somebody has said about a thing or a person. Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points1. nuclear physics2. cassette n.3. no longer(=not …any longer):e.g. He will no longer come back here.(He will not come back here any longer. ) Ⅲ. Variations based on the given cuesSample:1.A: Is it a book on general physics that Dick borrowed?B: No, it isn’t.A: Then what has he borrowed?B: He borrowed a book on nuclear physics.2.A: Was it last Thursday that Keith came to see me?B: No, I don’t think so.A: Then when did she come to see me?B: She came to see you last Friday.Tips for LSP ⅣTips for LSP Ⅳis about making comments on a thing or a person.Ⅰ. Listening to the dialogue and fill in the blanks.Ⅱ. Language points1.enlighten: vt. e.g. Can you enlighten me on this issue?I like those TV programs which enlighten the viewer as well as entertain him.Enlightening: a.2.cope with(= deal with ): ph.Ⅲ. Variations based on the given cuesSample:A: What are you doing now?B: I’m reading an article?A: Whose article?B: It is written by Joe.A: What do you think of Joe’s article?B: It’s one of the most enlightening articles that I have ever read.2nd sessionDialoguesDialogue ⅠⅠ.Introduction1.What will come into your mind when speaking of Egypt?2.How much do you know about pyramids in Egypt?3.Which is the biggest pyramid?4. Do you want to pay a visit to the pyramids?Ⅱ.Listening to the dialogueⅢ.Comprehension questions1.What are pyramids?2. Why were the pyramids built?3. What is still a mystery to people?IV. Language appreciation1. come across: meet by chancee.g. We came across an old man lying in the road.I came across an old friend yesterday.2. go ahead:3. for what purpose: =why4. far off : very different (from the fact)e.g. “I wasn’t too far off”: What I said is not very different from the facts5. have something to do with: something can be taken place by much, a lot. The opposite form is “ have nothing/ little to do with”.6.journal article:7. Are you kidding? : Are you telling the truth?8. enable: v, make sb. able to do sth.ph. to enable sb. to do sth.e.g. Training will enable you to find work.The salary he got every month enabled him to support his family.9. convince: vt. convince sb. of sth.(doing sth.)e.g. He convinced me of his innocence.I was convinced that he knew the truth.convincing: a convincing argument10. in person: e.g. He will be present at the meeting in person.11. with one’s own eyes :V. Conversational strategies1. Initiating a topic by using a tag question to check whether the other one knows the topic or not.A: You know what pyramids are, don't you?Practice with the following cues:1)We are going to have an English test. Maybe Jim didn’t know it.2)It is heard that we will have a picnic in Forest Park next Sunday.3)We will have to attend a class meeting on how to spend the summer holiday meaningfully. 2.Giving and presenting more information by “ask and answer”.A: Now let me ask you a few questions about Egyptian pyramids and see if you know the answers.B: Go ahead.A: Who was it that ordered them to be built?B: The ancient Egyptian kings.A: For what purpose did they have the pyramids built?B: In order to keep their bodies and the treasures that were buried with them safe after death.They believed in life after death.A: Are all the pyramids of one shape and size?B: Well, they are of the same sharp, but differ in size.…Practice with the following cues:The Great Wall of China:1) What is it like? (Winding dragon)2) Who was it that ordered it to be built? And when was the Great Wall built? (The head of various ducal states; in the sixth century B.C.)3) For what purpose did they have the Great Wall built? (To protect the states from foreign invasion)4) How long is the Great Wall? (6350 kilometers long)3. Asking and getting more informationB: Is the Great Pyramid located in Cairo?A: It’s somewhere near Cairo, in a place called Giza.B: …You’d better tell me more about it.A: According to a journal article I read recently, the Great Pyramid …B: How could the ancient Egyptians have moved those heavy blocks of stones?Practice with the following cues:1)Know more about the Great Wall, where? How was it built?2)Know something about the Summer Palace.3)Try to get something about the Yellow Crane Tower.4. Response to other’s answers by showing agreement or surprise and expressing different opinions1) A: Right. They were called Pharaohs actually.A: You’re right, but only partly.A: You got it.2)A: Do you mean pyramids are tombs?A: I’m afraid you’re wrong here. Pyramids are not tombs.B: Are you kidding?How could the ancient Egyptians have moved those heavy blocks of stones?Practice with the following cues1)English is more and more important with the development of the economics.2)Knowledge accumulation is more important than ability.3)The English class should be student-oriented or teacher-oriented?5. Closing a conversationB: Although it’s not that convincing, I’m certain I will visit Egypt in person and see the Great Pyramid with my own eyes.Practice with the following cues1)Visiting the Great Wall some day.2)Seeing the sunrise in Mount Tai3)Climbing the Mu lanshanVI. Retelling (Put the dialogue into a short passage)Sample outline:A andB talk about the pyramids:1) Who had them built and who built them?2) Why were they built?3) What do they look like and how big are they?4) How were the pyramids built?Ⅶ. Oral practiceThe Great Wall of ChinaDialogueⅡⅠ.Certainty and Uncertainty.1.How to express certainty, when you are sure that something will (or will not) happen in thefuture.A: Do you think you will pass your final English exam?B: Yes, I’m absolutely sure/ positive/ certain I will. (No, definitely /certainly not)2. How to express uncertainty, when you are not sure or doubtful whether something will happenin the futureA: Do you think you will be accepted to join the army?B: Well, it’s impossible, I suppose, but I’m not really sure. (I might be, I suppose, but it’s doubtful.)3.How to express probabilityA: Do you think every home will have its own computer in the future?B: I’m pretty certain/ almost sure. (Probably/ I think so.)Ⅱ. Language points1.I haven’t got a hope of passing.2.to come top: ranking in the forehead3. There’s very little chance of you failing. : It is hardly possible for you to fail.4.to do well in (=be good at)5.in time:6.to wait and seeⅢ.Practice1. A cure will be found for cancer?A: Do you think a cure will be found for cancer?B: Yes, I’m quite sure that scientists will find a cure some day.A: I’m not really sure. It’s is possible I suppose, but scientists have been trying for a long time without success.B: Yes, that’s right, and we are n’t sure what causes cancer.2.People in the future will live to be 150 years old?A: Do you think that in the future, people will live to be 150 years old?B: Well, it’s impossible. I suppose, but I have many doubts.A: I think people will probably live longer, but not to 150.B: Yes, better care for the old, better food and better housing mean that people will live longer.A: There’s always a chance, I suppose, that I will live to be 150, but I doubt it!3rd sessionReadingsReading ⅠDerby DayⅠ.Lead-in questions1.What is Britain’s national sport? (cricket, football, boxing…)2. Do you like to watch a horse racing on TV?3. According to your analysis, why do many people go to the horse race-course?Ⅱ.Go over the text in 5 minutes and answer the questions on specific details of this text:1.Can you tell me what Britain’s national sports are? (The national sports were those in whichhorses took part—hunting, riding and racing)2.What is the annual horse race called? (Derby)3.What do people go to Epson for on Derby Day? (watch the horses, win money by betting,enjoy themselves)4.Is Derby Day only a racing meeting? (No, it is not only a racing meeting : it is one of the greatdays in the year, an outing for the whole family)5.Who are bookmakers? (In this text, a bookmaker is a person who takes money risked on theresult of competitions, especially horse-races.)Ⅲ. Language Points for Reading I:1.derby day: day of the annual horse race at Epsom, England2.“Who can say?”: No one can say for sure.3.…and everyone wants to get there to fast for safety: Everyone wants to get there very fast andperhaps safety is overlooked.4.set up: e.g. A new government was set up after the war.Ⅳ. Comments on the textThis is a piece of expository writing to describe a kind of sports.Para 1: The first question sentence initiates the topic (horse racing) as well as arouses the readers’interest and thinking.Para 2: The first sentence introduces the most famous British horse race—the Derby, and the place (Epsom) and the time. The second sentence gives more details about Epsom and the reason why people go there. The third and fourth sentences describe people’s craze for Derby. Para 3: It further illustrates the importance of the Derby Day for thousands of Londoners--- the outing of the whole family.Para 4: It introduces what people (children, old people, men and bookmakers) can do besides watching the racing.Para 5: Scene description. It describes different people’s immediate reactions to the start of the big race. (Rush to the rail, the noise stop, stop shouting, all eyes watch the line …)Para 6: It describes the scene when the race is over. (Lead in the winner, shout again, back to London)To sum up, from the description, we can get a clear impression of the Derby Day.Reading ⅡEntertainment at No CostⅠ. Read the text first and answer the following comprehensive questions.1.What do many people think about entertainment? (They think that entertainment meansmoney)2.What can people see when they stroll through busy streets? (They can see an interesting showof different people from all over the world and a free fashion show, too)3.Under what condition is window shopping a harmless amusement? (When the stores areclosed)4.What other free entertainment can people get? (to hear an interesting debate in a local collegeor university, see a film or attend a concert at the local public library, or visit a flea market) 5.What do street musicians provide people with? (not only enjoy themselves, but also get a lotof warm sunshine and fresh air)6.What can people do from time to time? (to pretend to be a tourist and get to know the city allover again )7.How can people easily find good entertainment at no cost at all? (With imagination and aspirit of adventure you can quite easily find good entertainment at no cost at all)Ⅱ.Language points for reading Ⅱ1.to equate with : consider something as equal or equivalent (to something else)2. newspaper scanning: reading newspapers quickly to look for something3. window-shopping:4. a flea market:5. how about+-ing/ -n- This ph. is used to give suggestions.e.g. How about coming to stay with us for a few days when you are in the district on business?6. classical music: 古典音乐rock music：摇滚音乐blues: 布鲁斯folk music: 民族音乐bluegrass 兰草音乐7. magician: 魔术师mine: 哑剧演员juggler: 耍把戏者clown: 小丑acrobat: 杂技演员8. set aside: e.g. He set aside a little money each week.9. at slow time: e.g. a slow season (antonym: prosperous)10. feel like(would like to/ want)11. You will see your city in a new perspective once you know more about its history or itsarchitectural treasures.12. see something in a …(adj) perspective: see something in …point of view e.g. see somethingin the proper/ right/ wrong perspectiveⅢ. Comments on the textIn this passage, the author introduces a little resourcefulness to have a good time without spending a lot of money in an optimistic mood. It can be divided into three parts.Para 1: It gives a quite new opinion that we can have entertainment at no cost, which is different from general people’s concept.Para 2—4: several ways to enjoy oneself without a lot of money. (Go to the street to watch different people or do window-shopping, check the neighborhood paper to getinformation, listen to the street musicians, etc)Para 5: Plan ahead for some activities in order to find good entertainment at no cost.On a whole, we can see that the passage is very clear-cut in structure, and we are convinced that with imagination and a spirit of adventure we can get entertainment at no cost at all.4th session Ⅰ.Guided WritingStudents do the exercise on the Students’ book.Ⅱ. Workbook:Students do the exercise on the Workbook.。
非英语专业本科《大学英语》教学大纲
《大学英语》本科教学大纲适用专业:非英语专业本科教学时数:408课程类型:公共必修课学分:161、大学英语教学的性质和目标大学英语课程是大学生的一门必修的基础课程。
大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容, 以外语教学理论为指导, 并集多种教学模式和教学手段为一体的教学体系。
大学英语的教学目标是培养学生英语综合应用能力,特别是要加强听说能力的培养,使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流, 同时增强其自主学习能力、提高综合文化素养,以适应我国经济发展和国际交流的需要。
2、教学要求针对学生的具体情况,我校大学英语教学分为两个层次,即一般要求和较高要求。
将一般要求作为达到或未达到《高中英语课程标准》七级的大学新生大学阶段英语学习的目标。
所有非英语专业本科大学毕业生经过大学阶段的英语学习与实践,必须达到一般要求的目标。
学有余力,英语基础较好,达到《高中英语课程标准》八、九级的大学新生可将较高要求作为学习目标。
一般要求:2-1. 听力理解能力:能听懂英语授课,能听懂日常英语谈话和一般性题材讲座,能基本听懂英语国家慢速英语节目,语速为每分钟 130词左右,能掌握其中心大意,抓住要点。
能运用基本的听力技巧帮助理解。
2-2. 口语表达能力:能在学习过程中用英语交流,并能就某一主题进行讨论。
能就日常话题和来自讲英语国家的人士进行交谈。
能就所熟悉的话题经准备后作简短发言,表达比较清楚,语音、语调基本正确。
能在交谈中使用基本的会话策略。
2-3. 阅读理解能力:能够基本读懂一般性题材的英文文章,阅读速度达到每分钟70词,在快速阅读篇幅较长、难度略低的材料时,阅读速度达到每分钟 100词,能基本读懂国内英文报刊,掌握中心意思,理解主要事实和有关细节。
能读懂工作、生活中常见的应用文体的材料。
能在阅读中使用有效的阅读方法。
2-4. 书面表达能力:能用常见的应用文体完成一般的写作任务, 能描述个人经历、事件、观感、1情感等, 能就一般性话题或提纲在半小时内写出 120词的短文, 内容基本完整、用词恰当, 语篇连贯。
学科门类(二级类)英语语言文学
学科门类（二级类）：英语语言文学
周口师范学院教学团队建设
总结报告
团队名称：高级英语教学团队
带头人：许梅英
单位（盖章）：外国语学院
填报日期：2014.12
教务处制
填报说明
一、本报告由各单位组织专家论证后填写，建设内容应填写教学
团队近三年开展的工作及取得的成果。
二、表格篇幅不够，可以加页。
三、部门意见务必加盖公章，否则无效。
一、团队建设成果（可以量化的请量化）
（三）科研水平的提高（教学研究与教学改革、教材及其他教学资源、科研能力
（四）团队的影响辐射能力
二、团队建设不足及改进措施
三、团队建设保障条件和具体措施。
十一五上外版英语专业综合教程 1 unit 9 教案
Unit 91.Teaching Contents & Time Allocation：1）Language structures & Practice ( 1 hour )2）Dialogue I & Dialogue II ( 2 hours )3）Text I &Text II ( 2 hours )4）Exercises ( 1 hour )2.Teaching Aims：1) to review the use of Sentences of real conditions2) to learn sentences of unreal conditions related to the present with be in the conditional clauses3) to learn sentences of unreal conditions related to the present with have in the conditional clauses4) to learn sentences of unreal conditions related to the present with action verbs in the conditional clauses3. Teaching Procedures:1st sessionII.Teaching contentsLanguage structure practiceLsp IMaking an assumption about an event which is likely to happen1.Ask students to think about the questionWhat will you do if it rains tomorrow?How will your parents feel if you win the scholarship?Will you help your friends with his lesson if he is ill?2.Listen to the dialogue and fill in the blanks3.Substitution practiceAsk students to work in pairs making sentences containing a real conditional clause.nguage pointIn a sentence of real condition, the future present tense is used in the main clause and the simple present is used in the if-clause.Lsp IIMaking an assumption about one’s wish under a condition contrary to the fact.1.Ask students to think about the question:What would you do if you were president of Hubei Institute of Education?Then divide them into some groups, and each group will have a discussion. Every one the group should try to give as many suggestions as he can, such as – if I were president of Hubei Institute of Education, I would have a TV set installed in every dormitory. Then each group should choose a representative who can gather all the suggestions provided by his group members, and he is required to make a report to the whole class. After his report, other students can ask questions.After all the representatives finish their reports, ask them to vote for the best group.2.Listen to the dialogue and fill the blanks.3.Substitution practiceAsk students to make sentences of unreal conditions according to the cues or whatever they are interested in.nguage pointA sentence of unreal condition usually refers to either the present or the future. The past tense is use in the if-clause and the would+infinitive verb phrase is used in the main clause. The verb be in the if-clause generally in the form of were, regardless of the person or number of the subject; but nowadays was is accepted in spoken English for the first and third person singular number pronouns.Lsp IIIA.Requesting somebody to do somethingB.Expressing regretC.Making an assumption about something done under a condition contrary to the present fact1.Ask students to do pair work. Ask them to think about something they have dreamt of, eg. Some objects they wish to have or some activities they wish to do. Then ask them to tell each other what they would do if they had……example: If I had a magic flying carpet, I would travel all over the world.Finally some of them will be asked to report.2. Listen to the dialogue and fill in the blanks.3. Substitution practiceMake sentences of unreal conditions related to the present with have in the conditional clauses based on the cues.4. Language pointThe verb in the if-clause is in the past form. In the main clause, besides the auxiliary would, could, should and might can also be used, depending on the meaning of the sentence. Moreover, verbs in progressive form also be used.Lsp IVMaking an assumption about something done under a condition contrary to the present fact1.Ask students to imagine a boy doesn’t pass the final exam. He regrets for it very much. If heworked hard, he would do well in the exam. They can suppose other situations in which a condition is not true.2.Listen to the dialogue and fill in the blanks.3.Substitution practicenguage pointIn a sentence of unreal condition related to the present with action verbs in the conditional clause, the past tense is used both in the main clause and in the if-clause.2nd sessionDialoguesDialogue II. Introduction1.What are the nine planets in the solar system?2.Do you know Mr. Yang Liwei’s travel in space?3.Which planet would you go to if you had a chance? What would you take with you duringyour trip to that planet? Who would you invite to take the trip with you?4.Give a brief introduction of the Solar System.Our solar system consists of an average star we call the Sun, the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. It includes: the satellites of the planets; numerous comets, asteroids, and meteoroids; and the interplanetary medium. The Sun is the richest source of electromagnetic energy (mostly in the form of heat and light) in the solar system. The Sun's nearest known stellar neighbor is a red dwarf star called Proxima Centauri, at a distance of 4.3 light years away. The whole solar system, together with the local stars visible on a clear night, orbits the center of our home galaxy, a spiral disk of 200 billion stars we call the Milky Way. The Milky Way has two small galaxies orbiting it nearby, which are visible from the southern hemisphere. They are called the Large Magellanic Cloud and the Small Magellanic Cloud. The nearest large galaxy is the Andromeda Galaxy. It is a spiral galaxy like the Milky Way but is 4 times as massive and is 2 million light years away. Our galaxy, one of billions of galaxies known, is traveling through intergalactic space.The planets, most of the satellites of the planets and the asteroids revolve around the Sun in the same direction, in nearly circular orbits. When looking down from above the Sun's north pole, the planets orbit in a counter-clockwise direction. The planets orbit the Sun in or near the same plane, called the ecliptic. Pluto is a special case in that its orbit is the most highly inclined (18 degrees) and the most highly elliptical of all the planets. Because of this, for part of its orbit, Pluto is closer to the Sun than is Neptune. The axis of rotation for most of the planets is nearly perpendicular to the ecliptic. The exceptions are Uranus and Pluto, which are tipped on their sides.II. Listen to the dialogueIII. Language points1.It’s been my long-cherished dream to be able visit the planets.It has been a dream that has been kept in my mind for a long time.2.Although I could not leave my “name”there, I would certainly leave my footprints on themoon, anyway.Although I could not be famous for the visit, I would certainly leave my footprints on the moon, anyway.3.Venus, Jupiter, Saturn, Uranus, Neptune, Pluto, Mars, MercuryWhen we speak of these planets, no article is used. However, if we use the word planet before the proper names, the definite article is placed before the word planet, eg. the planet Jupiter, the planet Neptune.4.I will definitely spare Uranus, Neptune and Pluto in my schedule.I will certainly not include Uranus, Neptune and Pluto in my schedule.5.It’s very ambitious of us to come up with the idea of touring around the solar system.We are full of ambition to think of the idea of traveling around the solar system.IV. Conversational strategiesIn this dialogue, I’d like to introduce briefly the co-operative principle proposed by American philosopher, Paul Grice. I think it will raise their awareness that successful talk exchanges or conversations result from co-operative efforts of the participants.To make our talk exchanges successful, the participants should have a common communication purpose, a certain goal they are to achieve through the conversation, or at least a mutually accepted direction. This goal or direction is often made clear at the very beginning of a conversation. In order to achieve this goal, the participants must adhere to some principles. Grice therefore assure a general principle which participants in a conversation will be expected to observe----the co-operative principle:―Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you engaged.‖ (Grice)Then we’ll come to the dialogue. The topic of this dialogue is ―travel in space‖, so the speakers A and B should both say something relevant to this topic. The following is a brief analysis of the dialogue.A: Initiating the topic (my long-cherished dream—take a trip through the entire solar system)B: Showing agreement (the same wild dream) and then driving the conversation into a specific subtopic (which planet I would go first)A: Making comments on B’s remarks and encouraging him to continueB: Responding to A’s questionA: Expressing his opinions on the subtopic and supplying reasonsB: Making comments on A’s remarksA: Making response and insisting on his opinion by providing another reasonB: Driving the conversation to another direction (talking about planets with moons)A: Continuing the topic about planets with moonsB: Coming to agreement with A and then driving the conversation to another subtopic (which planet I wouldn’t go)A: Making suggestions (go to Mars)B: Responding and then asking for more informationA: Giving more informationB: Closing the conversationDialogue III. Ask students to do pair work, asking each other about their future plans and intentions. Examples:1.A: What do you intend to do at the weekend, Tom? Any plans?B: This weekend I’m definitely going to play tennis with my brother. We planned to go last weekend, but it rained.A: Well, I think you will have a good time.2.A: Who are you going to invite as our guest speaker this year?B: I asked Mr. Black.A: Oh, he’s a good speaker, and very humorous.B: He will come providing he can postpone his other engagement.II. Words and expressions1.fornight: two weekseg. In a fornight’s time I will be at home.2.In a conditional clause, if can be replaced by providing, supposing, suppose and provide. eg. Supposing you had a lot of money, what would you buy first?3rd sessionReadingsReading I How Far Is the Sun from the Earth?I. Before reading the text, let students have a discussion on the relationship between the sun and the earth.―If there were no sun, nothing could exist on the earth. Have you ever imagined the distance between the sun and the earth? Suppose you lived with your parents in New York and you wanted to visit your grandmother in Philadelphia. You should be on the train for nearly an hour and a half. If you took a million trips to your grandmother’s, your would have traveled as far as from the earth to the sun.‖II. Ask students to read the text within one minute and a half and give them the following statements to tell true or false.1.For years and years, astronomers have been trying to find the distance from the earth to thesun with no result. (F)2.The sun is over nine million miles away from the earth. (F)3.It would take the jet airliner 15 years non-stop to reach the sun. (T)4.You can finish the journey from the earth to the sun in the electric train, but you will feel verytired when you reach the sun. (F)5.Someone set off to the sun in an aircraft carrier when Washington became president of theUnited States. (F)6.This passage gives us the impression that the sun can hardly be reached. (T)III. OrganizationThe text is well-organized through the use of three questions:1.How far is the sun from the earth?2.Can you imagine how far away that is?3.Have you ever thought that the sun was as far away from us as that?In the first paragraph, the writer gives the exact figure that answers the first question, and in order to put it more concrete to readers, he uses the method of comparison and contrast:Then the writer gives another example of your visit to your grandmother to enable readers fully realize how far the sun is from the earth.Reading II. Why Early Bird?I. Listen to the text and answer the following comprehensive questions orally.1.What do microwaves transmit?2.How do microwaves travel?3.What would happen if we tried to send television signals directly from Europe to America?4.What is the use of relay stations?5.Can we do the same over water?6.What do we use to solve the problem?7.What is Early Bird?II. StructurePara 1 Point out the problem: how to transmit television signals over a long distance?Para 2 Supply two possible ways to solve the problem:On land----set up relay stationsOver water---- erect a chain of relay stations; erect one enormous tower in the middle of the ocean Para 3 Provide one feasible way----use a communications satellitePara 4 Explain what Early Bird is.4th sessionI.Guided Writing:1. Learn how to write a paragraph of unreal condition.2. Learn how to write a note of congratulation.II. Workbook:Focus on exercises IV and VI.III. Quiz:Make a dictation on the vocabulary of Unit 9 and a passage. IV. AssignmentsReview unit 9 and Preview unit 10.。
自考综合英语二复习资料
自考综合英语二复习资料自考综合英语二作为一门基础型课程，要求掌握较广泛的词汇、语法和阅读技巧，因此复习过程需要有系统性和全面性。
本文将从以下几个方面为大家介绍自考综合英语二的复习资料。
一、词汇资料词汇是语言的基础和核心，只有掌握了足够的词汇量，才能更好地理解和运用语言。
针对自考综合英语二的词汇，建议可以使用牛津和长难句词典进行查找和学习。
同时，也可以通过各类英语学习app，如扇贝、Quizlet等软件进行在线学习和记忆。
二、语法资料语法知识是英语学习不可或缺的部分。
在复习自考综合英语二的语法知识时，可以参考《英语语法大全》或《英语语法基础教程》，这些教材详细地介绍了英语语法的各个方面，能够帮助学习者掌握语法结构并学会正确使用它们。
此外，也可以寻找一些关于英语语法的博客或者YouTube频道进行观看学习，比如名校公开课等。
三、阅读资料阅读能帮助学习者提高词汇量、语法结构和阅读理解能力。
在阅读自考综合英语二时，除了需要掌握基本的阅读策略，还需要熟悉一些常用的阅读技巧。
可以参考市面上的英语阅读教材，如《英语阅读课堂》、《英语阅读理解快速提高教程》等进行阅读练习。
此外，可以通过阅读英语原版小说、新闻等英语资料进行语感培养。
四、模拟试题模拟试题具有考试的实际性和实用性，能够帮助学习者熟悉考试的形式和要求，提高应对考试的能力。
可以在市面上购买自考综合英语二的模拟试题，如《自考综合英语二模拟试卷》等进行训练。
同时，也可以通过网络搜索自考综合英语二试题，进行自己的模拟考试。
综上，自考综合英语二的复习需要综合运用多种复习资料，注重词汇和语法，同时加强阅读和试题训练。
复习的过程也需要注意形成自己的学习计划和方法，在日常生活中多练习、多实践，不断地提高英语水平和技能。
大学英语 教学指南
河北科技大学《大学英语》新模式教学指南各位新同学：教育部2007年7月颁布了《大学英语课程教学要求》，推出了“基于计算机和课堂的大学英语教学模式”。
河北科技大学是/拥有：教育部全国大学英语教学改革示范点院校（2007-05）；国家精品课程《大学英语》（2007-11）；国家级教学团队——大学英语新模式教学团队（2010）；国家级精品资源共享课程《大学英语》（2013）国家社科基金项目——大学英语i-CARE培养模式研究（2009）；“十一五”国家级规划教材《大学英语泛听教程》（2006-2009）；全国9个大学英语四六级网考命题点院校之一（2008）；全国大学英语四六级口语考试河北省唯一考点（2002）；所有这些为我校在校大学生提供了一个崭新的英语学习平台。
为使大家尽快调整好学习方法，适应大学英语的新教学模式，现对我校大学英语新模式作一简要说明：一、明确大学英语的教学目标《大学英语课程教学要求》规定，大学英语的教学目标是“培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要”。
我校的大学英语教学目标是，夯实语言基础，优化学习策略，实现学习能力的可持续发展，进而使我们的学生未来在自己的专业领域与国际同行无障碍交流。
二、实施分级教学为便于因材施教，目前我校大学英语课程采用分级教学（艺术类学生除外）。
即：新生入学后统一组织分级测试（Placement Test）, 按照成绩将学生分为A、B 级，打破自然班重新组合。
A级学生侧重文化背景的渗透和语篇能力的培养；B级学生侧重语言知识的夯实和巩固。
各级次均注重听说训练和自主学习能力的培养。
一学年后根据期末成绩进行升降级动态调整，调整比例为10%。
三、独具特色的“2+1+X”教学模式1、读写译课（2）教材使用《新视野大学英语读写教程》，每周2学时，每学期一册，F101/F202/F204自主学习中心装有一套此教材的学习软件。
教育部高等教育司关于公布2008年度普通高等教育精品教材书目的通知
教育部高等教育司关于公布2008年度普通高等教育精
品教材书目的通知
文章属性
•【制定机关】教育部
•【公布日期】2008.09.09
•【文号】教高司函[2008]194号
•【施行日期】2008.09.09
•【效力等级】部门规范性文件
•【时效性】现行有效
•【主题分类】高等教育
正文
教育部高等教育司关于公布2008年度普通高等教育精品教材
书目的通知
（教高司函[2008]194号）
各省、自治区、直辖市教育厅（教委），新疆生产建设兵团教育局，部属各高等学校，有关出版社：
为进一步加强高等教育教材建设，促进“十一五”规划教材质量不断提高，我司对已出版的普通高等教育“十一五”规划教材进行了评审。
经出版社申报、专家评审，确定了292种教材为2008年度普通高等教育精品教材。
现将精品教材书目予以公布，供各高等学校选用教材时参考。
附件：2008年度普通高等教育精品教材书目
教育部高等教育司
二○○八年九月九日附件：
2008年度普通高等教育精品教材书目。
(推荐)高教版商务英语综合教程(1)期末考试复习资料
商务英语综合教程(1)期末考试复习资料Unit 1 College Life）Ⅰ. Paraphrase（2′×5=10′1. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer a burden on the memory:it is like an energizing as the poet of our dreams, and as the architect of our purposes.A fact is no longer a mere fact: it is endowed with all kinds of possibilities. We don′t take it aburden to memorize it anymore. It is like an energetic poet who describes vividly our wonderful dreams, and an architect who can help us fulfill our goals.2. Imagination is not to be discovered from the facts: it is a way of illuminating the facts.Imagination should not be separated from the facts: it is a way of interpreting the facts.3. Youth is imaginative, and if the imagination be strengthened by discipline, this energy of imagination canin great measure be preserved through life.Young people are imaginative, and if the imagination be strengthened by discipline, then this kind of imagination will, to a great extent, be kept, and benefit them a lot in the future.4. Those reflection upon the general functions of a university can be at once translated in terms of theparticular functions of a business school.The opinion about the general functions of a university can be at once explained through the particular functions of a business school.5. It requires an imaginative understanding of laws of political economy, not merely in the abstract, but alsowith the power to construe them in terms of the particular circumstances of a concrete business.It requires an imaginative understanding of laws of political economy, not only in the abstract, but also with the ability to understand them in concrete business situation.6. It requires that discipline of character which can say “yes”and “no”to other men, not only by reasonof blind obstinacy, but with firmness derived from a conscious evaluation of relevant alternatives.It requires that students should cultivate such a discipline of character that their agreement or disagreement with others is based on their consideration and evaluation of relevant alternatives instead of out of their stubbornness.7. There can be no criticism of the custom, but there may be an unfortunate effect—prolonged routine workdulls the imagination.This practice is not wrong and should not be criticized, but long-period routine work will reduce the imagination of young people.8. Hence, instead of a drudgery issuing in a blind rule of thumb, the properly trained man has some hope ofobtaining an imagination disciplined by detailed facts and necessary habits.The properly trained man will not do the routine tedious work only by experience. Instead, he hopes to obtain an imagination trained by detailed facts and necessary habits.Ⅱ. Translation（2′×5=10′）1. 有些人总是从钱的角度考虑问题。
英语专业期末备考-普通高等教育十一五国家级规划教材综合英语教程
Unit11. He is quite self-centered, and a little bit vain, I think, and in some ways quite unapproachable.我觉得他比较以自我为中心,还有一点而虚荣, 在某些方面还会让人觉得有距离感.2. He is always been slightly out of touch with family life.他对家庭生活一直有点生疏。
3. My father and I are totally different, like chalk and cheese. My interests have always been the country, but he’s into books, music and above all, opera, which I hate.我和父亲的性格大相径庭。
我的兴趣一直都在乡村，而他则喜欢书和音乐，尤其是歌剧，这恰恰是我所讨厌的。
1. The public must think he is very easy-going, but at home he keeps himself to himself.公众肯定都认为他很随和, 其实在家的时候他基本上都是独处, 不怎么跟我们交流。
2. His work always came first.他的工作总是放在第一位。
3. He was always off somewhere acting or rehearsing.他总是在外地演戏或排练。
4. He must have been very pleased to get me into the school.把我送到那个学校读书,他一定很高兴。
5. You can’t make someone have children just because you want grandchildren.人总不能仅仅因为自己想抱孙子就逼着别人要孩子吧。
英语口语教程(1)期末复习
英语口语教程(1)期末复习英语口语教程（1）期末复习2004年12月23日“英语口语（1）”是中央广播电视大学开放教育专科英语专业的必修课程。
它采用由高等教育出版社出版，姚保慧老师编写的英语口语教程。
本课程的教学目的是通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力。
通过本课程的学习，学生应能运用简单的日常英语进行对话，并能就所听、读的材料回答问题及复述，做到语音、语调、语法基本正确。
为帮助学生复习本课程，并顺利通过考核，拟分三部分进行辅导。
第一部分：考核说明，第二部分：复习范围、复习、复习备考应注意问题。
第三部分：课文中部分话题的参考答案。
第一部分考核说明一、考核方式：本课程的考核采取两种形式：形成性考核和课程终结考试。
课程总成绩为百分制，形成性考核占30%，课程终结考试占70%。
1、形成性考核：由辅导老师根据学生的学习记录（5%），作业完成情况（20%），参加面授课、小组活动和其它教学活动的情况（5%）综合评定。
2. 课程终结考试：本课程的终结考试为口试，满分为100分，由中央电大统一命题，在同一时间全国统考。
每场口试由两名教师主持，一名学生参加，考生进入备考室后抽取一套考卷。
抽得考卷后考生准备五分钟，正式口试8~10分钟。
二、命题原则：根据教材所涵盖的英语交际功能和话题设计考题，考题的难度与教材中的练习难度相当，体现教材“以功能和话题为纲”的编写原则，考题涉及教材内容不少于50%。
三、试形式及试卷结构：为了较好地考察学生的口语水平，使考试既具有科学性又具有可行性，本考试采取下列形式：1、口试形式：口试分三部分。
第一部分为朗读短文并回答就短文所提出的问题；第二部分就学生所熟悉的话题作2分钟左右的连贯发言；第三部分为与主考教师就日常生活中的一般情景进行交谈。
2、试卷结构与时间分配：四、考核内容：本考试重点考核学生对的学基本语言要素的掌握程度（包括发音的清晰度、准确度、连读、重读、节奏、语调、语流、词汇、语法等）和语言技能的初步运用能力（包括朗读、回答问题、就所给文字材料进行简短陈述及就日常生活中的情景进行口头交流。
英语专业考研参考书目攻略
英语专业考研参考书目攻略2017年考研录取工作已经结束，2018年的考研大战已经打响。
考研的同学们应该已经开始买书，甚至一些“早起鸟”类型的同学已经把参考书目大致浏览了一遍。
大部分学校已经不给参考书目，只列出了考试科目或者大纲。
这么多参考书目，如何选择最适合的一本，哪本书对我们的考试最有帮助，下面小编一一为你解答。
我们先看看“英语专业考研”的概念。
它是针对报考英语专业研究生的考生而进行的考试，具体考核科目为：政治（100分）、二外（100分）、基础英语（150分）以及综合英语（150分）。
部分学校的两门专业课名称会有出入，但基本上都考察学生对英语各个方面的掌握，包括最基本的语法、写作、阅读以及涉及到专业知识的英语语言国家文化、英美文学、外国语言学与应用语言学和翻译（包括理论）等。
我们首先盘点有哪些复习用书：一、基础英语复习用书1.张汉熙的《高级英语》1、2册（最热门的英专考研用书，基本上每个学校都会将其列入。
大部分学校都把张汉熙先生的书作为大三大四的授课教材）2.邹申《写作教程》（1-4册）上海外语教育出版社，2011年。
3.李观仪《新编英语教程》第5~8册4.蒋显璟《英美散文选读》1、2册（第二版）（对外经贸大学英语学院考研特色书籍，值得推荐）二、英语语言学的复习用书1.胡壮麟《语言学教程》（最热门、最经典的英专语言学考研用书，高校英语系授课经典用书）最好配上一套《胡壮麟语言学教程笔记和考研真题详解》，中国石化出版社2.刘润清、文旭《新编语言学教程》3.桂诗春《应用语言学》4.戴炜栋《新编简明英语语言学教程》（也有一本《语言学教程学习指南》，高校英语系授课经典用书，备考经典书目）5.蓝纯《语言导论》6.杨信彰《语言学概论》三、英美文学的复习用书1.罗经国《新编英国文学选读》2.《英国文学简史：学习指南》(常耀信版《英国文学简史》配套辅导)，赵红英编，西南交通大学出版社.（经典参考书目）3.《美国文学简史：学习指南(第3版)》配套南开大学常耀信版，赵红英编，西南交通大学出版社.（经典参考书目）4.张伯香《英美文学选读》、《英国文学教程》5.陈嘉《英国文学史》6.杨岂深《英国文学选读》7.《英国文学史概述及作品选读》、《美国文学史概述及作品选读》，刘洊波主编，高等教育出版社，2010年3月。
普通高等教育十一五国家级规划教材.ppt
Visual FoxPro程序设计基础教程
刘甫迎 党晋蓉 刘焱
第4章 用自由表（Free Tables）
4.1 表结构的创建及修改
4.2 数据（记录）的输入、保存、浏览 4.3 表的打开、关闭、显示和定位 4.4 记录数据的修改和删除 4.5 表的排序、索引和查询 4.6 表的计算、汇总 4.7 多表的关联、连接和更新 4.8 其它有关命令操作
(11) 货币型（Currency）字段(Y)
(12) 二进制 (binary)字符型字段
(13) 二进制(Binary)备注型字段
３．字段宽度——字段中能够存放的最大字符数或数字的最 大位数字符型字段不得大于254个字符，否则用 备注 型字段存贮。 数字型字段(N)的宽度=整数位数+ 小数位数+1(小数点) 逻辑型字段宽度为1， 日期型、日期时间型、货币型、双精度数据型字段宽 度为8 备注型、通用型、整数型以及二进制备注型 (Binary)字段宽度为4。 浮点数值型字段(F)的宽度=整数位数+小数位数+1(小 数点) 二进制字符型(Binary)为1到254个字节。
4.1 表文件结构的建立和修改
4.1.1 表的结构 一、表的结构的建立
表文件的后缀名为.DBF。 结构（字段）
表文件 数据（记录）
１．字段名——由汉字、字母、0—9的数字、“—”下划线组成。 如：学号、NAME、XH-1等。
２．字段类型: (1)字符型（Character）字段(C):存贮所有能打印的ASCⅡ
4．小数位:字段的类型是数字型(N)和浮点型(F)，就须给出 小数位数。
4.1.2 建立表结构的命令CREATE
命令格式：CREATE [<文件>|?] 功能：建立一个新的表文件。
学科门类(二级类)英语语言文学
学科门类（二级类）：英语语言文学
周口师范学院教学团队建设
总结报告
团队名称：高级英语教学团队
带头人：许梅英
单位（盖章）：外国语学院
填报日期：2014.12
教务处制
填报说明
一、本报告由各单位组织专家论证后填写，建设内容应填写教学
团队近三年开展的工作及取得的成果。
二、表格篇幅不够，可以加页。
三、部门意见务必加盖公章，否则无效。
一、团队建设成果（可以量化的请量化）
（三）科研水平的提高（教学研究与教学改革、教材及其他教学资源、科研能力
（四）团队的影响辐射能力
二、团队建设不足及改进措施
三、团队建设保障条件和具体措施。
十一五国家级规划教材《实用英语综合教程II》
0.002
2010. 5.
交通大学出版社
22
9
应用型大学英语视听说4
学生用书
参编
执行主编
30万*0.4/13*
0.002
2010. 6.
交通大学出版社
18
10
应用型大学英语视听说4
教师用书
参编
执行主编
31万*0.4/13*
0.002
2010. 6.
交通大学出版社
19
以上为我系施志渝老师主编的部分教材
“十一五”国家级规划教材《实用英语综合教程II》
（学生用书）
第一主编
上海交通大学出版社
2008.12.
“十一五”国家级规划教材《实用英语综合教程II》
（教师用书--上、下册）
第一主编
上海交通大学出版社
2008.12.
走出牛津---大学实用英语综合教程（预备级）学生用书
第二主编
学林出版社
2009.8.
2010.2.
交通大学出版社
37
3
应用型大学英语视听说1
学生用书
参编
执行主编交通大学出版社
23
4
应用型大学英语视听说1
教师用书
参编
执行主编
30万*0.4/10*
0.002
2010.3.
交通大学出版社
24
5
应用型大学英语视听说2
学生用书
参编
执行主编
30万*0.4/13*
（练习册）
第一主编
上海交通大学出版社
2009.10.
序
号
书名
独撰
或参编
撰稿
字数
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Unit11. He is quite self-centered, and a little bit vain, I think, and in some ways quite unapproachable.我觉得他比较以自我为中心,还有一点而虚荣, 在某些方面还会让人觉得有距离感.2. He is always been slightly out of touch with family life.他对家庭生活一直有点生疏。
3. My father and I are totally different, like chalk and cheese. My interests have always been the country, but he’s into books, music and above all, opera, which I hate.我和父亲的性格大相径庭。
我的兴趣一直都在乡村，而他则喜欢书和音乐，尤其是歌剧，这恰恰是我所讨厌的。
1. The public must think he is very easy-going, but at home he keeps himself to himself.公众肯定都认为他很随和, 其实在家的时候他基本上都是独处, 不怎么跟我们交流。
2. His work always came first.他的工作总是放在第一位。
3. He was always off somewhere acting or rehearsing.他总是在外地演戏或排练。
4. He must have been very pleased to get me into the school.把我送到那个学校读书,他一定很高兴。
5. Y ou can’t make someone have children just because you want grandchildren.人总不能仅仅因为自己想抱孙子就逼着别人要孩子吧。
Unit22. Although he was devastated, he could not bring himself to tell the woman what had happened.虽然觉得有罪恶感，但他还是不能令自己鼓起勇气去告诉女主人刚才所发生的事情。
3. Then, groping along the walls in an unsuccessful search for the light switch, he retraced his steps several times before raising the window and settling back on the bed for the night. 然后顺着墙摸索着却没能找到电灯开关。
他原路折回，反复几次才打开窗户，最后他只好回到床上躺着。
4. The fixture was hissing and smoking as he ripped it from the wall and toppled down to the landing below, still clutching it in his hand.那个东西被他从墙上拔下来得时候发出嘶嘶的声响并冒着烟，就是在叔父翻到在地时。
他还将它紧抓在手中。
5. With that he quickly walked out the front door and, at the end of the walk, turned and said to his hostess with deep reverence, “T winkie had a Christian burial.”说着他快速走向前门，临出门的那一刻他转过身来对女主人深深鞠了一躬，说道：“云奇得到了一个基督教式的葬礼。
”1. The following tale concerns my great-uncle, a man who was over six feet four and weighed close to three hundred pounds.这是关于我那位身高超过六英尺四英寸，体重将近三百磅的叔祖父的真实故事。
2. As a young minister, he was paying a pastoral call one day to a woman in Dillon, South Carolina, when he inadvertently sat on her Chihuahua, Twinkie, and killed it.作为一名年轻的牧师,一天,他正在南卡罗莱纳州的迪隆的一位妇女家进行牧师拜访,他一不小心做在她的奇瓦瓦狗----云奇的身上,那不幸的小狗就这样死了。
3. He could not bring himself to tell the woman what had happened.但他不能令自己鼓起勇气去告诉女主人刚才所发生的事情。
4. Uncle Alden slipped the dead dog into his coat pocket.奥尔登叔叔偷偷地把小狗的尸体塞到了衣服口袋里。
5. He resolved to unburden himself by finally telling the woman exactly what had happened to T winkie.他下定决心告诉女主人当年发生在云奇身上的一切以卸下心中的包袱。
Unit31. Just as he got level with the top of the broken trunk, the limb on which he was standing cracked ominously under his feet. Instantly he jumped to the rim of the tree trunk, and at once the edge crumbled.就在他快要到达那个枯树的顶部时，他站着的那根树杈忽然不祥地在他的脚下断裂。
他立即跳到树干边上，突然整个边缘都塌了。
2. Halfway down Jerry’s fall was broken for a moment by a jutting piece of wood that caught his clothing. Then he tumbled the rest of the way. Shaken, dazed, but miraculously unhurt, he picked himself up.杰利掉到一半的时候被一个突出来的木桩挂住了衣服而缓冲了一下，然后才跌落下去，他摔得头昏眼花却奇迹般的没受什么伤，晃晃悠悠地站了起来。
1. Bob had roared with laughter a month earlier, when Jerry had told him they had cost five dollars.当一个月前当杰利告诉他哥哥鲍伯，他这两条狗花了他五美元时，鲍伯却哈哈大笑。
2. But he never reached the animal. Down he plunged, too suddenly to make a sound, into the deep hollow of the dead tree.但是他一直没能够到它。
他一下子掉进了那枯树深深的大窟窿里，一切都在瞬间发生，他甚至来不及呼救。
3. It would do no good to call; he was much too far from home for that.大声喊叫也无济于事，因为他离家太远了。
4. At last the idea came to him of sending the dogs for help.最后他终于想到了一个主意，他决定让狗去求救。
5. It took a rescue party, ropes, and fifteen hours to get Jerry out of his sodden prison.营救小组用绳子花了十五个小时把杰利从那个湿漉漉的洞里面拉上来。
Unit41. …the Air Force is experimenting with a new glue they hope will hold some of their airplanes together.我在报纸上看到空军正在试验一种新胶水，希望能用这种胶水把一些飞机零件粘起来。
2. I hope the Air Force has more luck with the glue than I’ve ever had.我希望空军在用胶水的时候比我过去的经历幸运。
3. I can’t get a dish to hold together, and they are lifting elephants with it.我连一个盘子都粘不牢，他们却能粘住一头大象。
4. It is interesting how often sticking things together and making them stay that way comes up in our lives:有趣的是在我们的生活中把东西粘起来并维持原样是经常发生的事。
5. It works if it’s the right consistency.浓度合适效果才好.6. Let the glue set.让胶水固定。
8. Our Defense Department would be in sorry shape:…我们的国防部会痛心疾首的。
9. I align the parts.我把破碎部分拼接好。
1. They think they may be able to replace the rivets …with glue and save weight and money …I hope that the Air Force has more luck with the glue than I’ve ever had.他们认为可以在机身上用胶水来替代铆钉并且说这样能减轻飞机重量以及降低成本。
我希望空军在用胶水的时候比我过去的经历幸运。
2. I can’t get a dish to hold together, and they are lifting elephants with it.我连一个盘子都粘不牢，他们却能粘住一头大象。