大学综合英语课文课件
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大学英语综合教程 U4课件
2 Teaching Sessions
0
Lead-in
1
Lead-in
Directions: Please watch the video clip and answer the questions. 1. When you think of leadership, what comes into your mind? 2. What qualities of leadership have been mentioned in the video?
④Equally disastrous is acting on impulse, falsely thinking that great leaders bark commands, make decisions as the commercials show the busy executive briskly walking with his entourage tossing off major decisions as if he or she were ordering lunch. Screenwriters are super at portraying execs as Captain Marvel. Such impulsive or premature choices are rash and can lead to the wrong choice. Unfortunately, some inexperienced entrepreneurs, so anxious to impress others as leaders, will dash off a decision — thinking they are courageous.
0
Lead-in
1
Lead-in
Directions: Please watch the video clip and answer the questions. 1. When you think of leadership, what comes into your mind? 2. What qualities of leadership have been mentioned in the video?
④Equally disastrous is acting on impulse, falsely thinking that great leaders bark commands, make decisions as the commercials show the busy executive briskly walking with his entourage tossing off major decisions as if he or she were ordering lunch. Screenwriters are super at portraying execs as Captain Marvel. Such impulsive or premature choices are rash and can lead to the wrong choice. Unfortunately, some inexperienced entrepreneurs, so anxious to impress others as leaders, will dash off a decision — thinking they are courageous.
大学英语综合教程 ppt课件ppt课件
01
Course Introduction
Chapter
Improve students' English listening, speaking, reading, and writing abilities
Developing students' cross-cultural communication skills
Through PPT courseware, deepen understanding of course content and improve learning effectiveness.
Collaborative learning
Learn together with classmates, share knowledge and experience, help each other, and progress together.
Textbook
Use the Comprehensive Course of College English to master basic knowledge and skills.
要点三
Comparison of Chinese and Western Thinking Styles: Comparative analysis of the differences in thinking styles, cognitive styles, and values between the East and the West, as well as the impact of these differences on cross-cultural communication.
Reasonably utilize learning resources, such as time, environment, and learning partners, to improve learning efficiency.
Course Introduction
Chapter
Improve students' English listening, speaking, reading, and writing abilities
Developing students' cross-cultural communication skills
Through PPT courseware, deepen understanding of course content and improve learning effectiveness.
Collaborative learning
Learn together with classmates, share knowledge and experience, help each other, and progress together.
Textbook
Use the Comprehensive Course of College English to master basic knowledge and skills.
要点三
Comparison of Chinese and Western Thinking Styles: Comparative analysis of the differences in thinking styles, cognitive styles, and values between the East and the West, as well as the impact of these differences on cross-cultural communication.
Reasonably utilize learning resources, such as time, environment, and learning partners, to improve learning efficiency.
全新版大学英语综合教程第一册课件
Future tense
Learn about different ways of talking about the future.
形容词和副词 Adjectives and Adverbs
1 What is an adjective?
Learn to use adjectives to describe what things look like, feel like, or what they are like.
Learn when and how to describe events that are currently happening.
Past tense
Learn to use past tense verbs effectively and how to express the different parts of past time.
There are those words that follow their
own rules.
3
Collective nouns
Words that refer to a group of things, animals, or people as a unit.
时态 Verb Tenses
Present progressive tense
全新版大学英语综合教程 第一册课件(完整版)
欢迎来到全新版大学英语综合教程第一册课件的世界！在这个学期里，我们 将通过一系列专业级别的学习内容，帮助您快速提高英语水平。
基础语法 Basic Grammar
Nouns and pronouns
What are they? How do they differ? How to use them?
全新版大学英语综合教程第二册ppt课件
*
Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinesoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. LEARNING, CHINESE-STYLE Howard Gardner For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.
Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinesoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. LEARNING, CHINESE-STYLE Howard Gardner For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.
大学综合英语第一册unit1PPT课件
• comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them.
• get a list of new words and structures and use them freely in conversation and writing.
When the final day came, I ran to the haven of the small back porch and sat alone, shuddering, as tears welled up from my heart. Suddenly I felt a hand rest upon on my shoulder. I looked up to see my grandfather. “It isn’t easy, is it，Billy?” he said softly, sitting down on the steps beside me.
An Integrated English Course
08.12.2020
Book 1 Unit 1
Learning Objectives
By the end of this unit, you are supposed to
• grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1 Never Say Goodbye.
Kneeling, he pulled me close. “It isn’t just the roses that are beautiful, Billy. It is that special place in your heart that makes them so.”
• get a list of new words and structures and use them freely in conversation and writing.
When the final day came, I ran to the haven of the small back porch and sat alone, shuddering, as tears welled up from my heart. Suddenly I felt a hand rest upon on my shoulder. I looked up to see my grandfather. “It isn’t easy, is it，Billy?” he said softly, sitting down on the steps beside me.
An Integrated English Course
08.12.2020
Book 1 Unit 1
Learning Objectives
By the end of this unit, you are supposed to
• grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1 Never Say Goodbye.
Kneeling, he pulled me close. “It isn’t just the roses that are beautiful, Billy. It is that special place in your heart that makes them so.”
大学英语综合教程unit1精ppt课件
3. What did Baker hear about Mr. Fleagle? What was his own impression (印象) of his new English teacher? [He heard that Mr. Fleagle was dull, formal, rigid, and hopelessly out of date, and unable to inspire. He thought he was excessively prK 1 - Unit 1 - Text A - Comprehension
8. What was Baker prepared for when he found all the papers were given back but his? [He was preparing himself for a command to report to Mr. Fleagle immediately after school for discipline.] 9. What was Mr. Fleagle's announcement? [He announced that he wanted to read an essay to the class.] 10. Whose essay was Mr. Fleagle reading to the class? How did the class respond (反应)?
.
BOOK 1 - Unit 1 - Text A - Comprehension
1. One of you asks the first six questions and the other answers. Starting from question 7, change roles. When you have finished, the teacher may want to put some of the questions to you for a check.
8. What was Baker prepared for when he found all the papers were given back but his? [He was preparing himself for a command to report to Mr. Fleagle immediately after school for discipline.] 9. What was Mr. Fleagle's announcement? [He announced that he wanted to read an essay to the class.] 10. Whose essay was Mr. Fleagle reading to the class? How did the class respond (反应)?
.
BOOK 1 - Unit 1 - Text A - Comprehension
1. One of you asks the first six questions and the other answers. Starting from question 7, change roles. When you have finished, the teacher may want to put some of the questions to you for a check.
大学综合英语教程3课件PPT
Eccentric
▪ Eccentric (adj. / n.): considered by other people to be strange or unusual.
▪ e.g.: Most people considered him a harmless eccentric.
Pull up
more than
▪ His report is no more than a survey. ▪ To me, you are still nothing more than a little
boy. ▪ 对我而言，你不过是个小男孩。
esthetic
▪ esthetic (a.) 美的;美感的;美学的
anything but pedestrian. ▪ A pedestrian/zebra crossing 人行横道 ▪ Intersection(n.) 交叉路口 ▪ Crossroad(n.) 十字路口
Suburb
▪ Suburb(n.) 郊区[the pl.] ▪ Suburban(a.) ▪ a suburban shopping center 郊区购物中心 ▪ suburbia(n.) 近郊，【贬】郊外居民 ▪ urban(n.) 城市的 ▪ 在某些发展中的国家,越来越多的人向市区迁
移。 ▪ In some developing countries more and more
people are migrating to urban areas. ▪ Downtown(n.)&(a.)&(ad.) 城市商业区 ▪ Go downtown 进城
Motel
▪ Motel(n.) 汽车旅馆(motor与hotel二词的缩 合)
全新版大学英语第二版综合教程unit1完整ppt课件
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Lesson One
Growing Up
.
1
Text A Writing For Myself
Part I Part II Part III Part IV Part V Part VI Part VII
.
5
Part Three Comprehension Questions
Para.1 When did the author’s dream of becoming a writer seem possible? Why had he felt bored by everything associated with English courses?
10. reputation : opinion about sth. or sb. held by others
The manager’s deadly mistake almost ruined his high
~ among employees.
Charles Chaplin had quite a ~ for being comic.
Nowadays most children go to school but few of them have ever asked themselves why they go there. Some children think that they go to school just to learn their mother tongue, English and other foreign languages, mathematics, geography, history, science and a few other subjects. But why do they learn these things? Are these the only things they should learn at school?
Lesson One
Growing Up
.
1
Text A Writing For Myself
Part I Part II Part III Part IV Part V Part VI Part VII
.
5
Part Three Comprehension Questions
Para.1 When did the author’s dream of becoming a writer seem possible? Why had he felt bored by everything associated with English courses?
10. reputation : opinion about sth. or sb. held by others
The manager’s deadly mistake almost ruined his high
~ among employees.
Charles Chaplin had quite a ~ for being comic.
Nowadays most children go to school but few of them have ever asked themselves why they go there. Some children think that they go to school just to learn their mother tongue, English and other foreign languages, mathematics, geography, history, science and a few other subjects. But why do they learn these things? Are these the only things they should learn at school?
大学英语综合教程4unitPPT课件
• Inverted sentence: Inverted sentence refers to placing certain components (such as predicate, subject, etc.) at the beginning of a sentence to emphasize or change the sentence structure. For example, "Only in this way can we solve the problem."
01
Unit Introduction
Unit Theme
Summary
Unit Theme Introduction
Detailed description
The theme of this unit is "Global Climate Change", which mainly explores the current situation, causes and impacts of global climate change, as well as individual and social response strategies.
Teaching objectives
Summary
Explanation of teaching objectives
Detailed description
The teaching objectives of this unit include: cultivating students' reading comprehension ability, enabling them to master vocabulary and expressions related to global climate change, understanding the scientific principles of global climate change, and improving their critical thinking ability and environmental awareness.
01
Unit Introduction
Unit Theme
Summary
Unit Theme Introduction
Detailed description
The theme of this unit is "Global Climate Change", which mainly explores the current situation, causes and impacts of global climate change, as well as individual and social response strategies.
Teaching objectives
Summary
Explanation of teaching objectives
Detailed description
The teaching objectives of this unit include: cultivating students' reading comprehension ability, enabling them to master vocabulary and expressions related to global climate change, understanding the scientific principles of global climate change, and improving their critical thinking ability and environmental awareness.
大学综合英语教程PPT课件(3-4册)
a
1
Unit 1
Fresh SNG OBJECTIVES
By the end of this unit, you are supposed to • grasp the author’s purpose of writing and make clear the
structure of the whole passage through an intensive reading of Text 1 Fresh Start. • comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them. • get a list of new words and structures and use them freely in conversation and writing. • be aware of the cross-cultural differences of a freshman’s experience in college.
a
4
The passage can be divided into three parts.
Part One: (Paragraphs 1)
this is the introductory paragraph.
1. What does “first-gradish” mean? (“having the qualities and characteristics of a first-grade student”)
5. How did the students react when she slipped and fell down? (They cheered and clapped. She felt embarrassed and humiliated.)
大学英语综合教程课件unit
spare a thought for记得
spare a thought for our volunteer group at Christmas.
圣诞节别忘了我们的志愿者组织。
常用词组
05
04
02
03
01
spare sb.'s feelings不使某人难过[难堪]
She never spares the butter when baking.
4
volunteer
STEP5
STEP4
STEP3
STEP2
STEP1
n. 志愿者
We want some volunteers to help paint the house.
a.由志愿者组成的，或志愿者做的
He said his brothers were all volunteer firefighters.
He found it a shattering experience.
02
使心烦意乱，使震惊
I usually feel too shattered to do more than crawl into bed.
1
我通常疲惫得只有力气爬上床睡觉。
2
(非正式)使精疲力竭
supportive支持的,拥护的;赞助的
01
Accounting ethics会计道德
02
Business ethics商业道德
03
Economic ethics经济伦理
04
Legal ethics法的伦理学
05
Medical ethics医学伦理学，医德
06
Professional ethics职业道德
spare a thought for our volunteer group at Christmas.
圣诞节别忘了我们的志愿者组织。
常用词组
05
04
02
03
01
spare sb.'s feelings不使某人难过[难堪]
She never spares the butter when baking.
4
volunteer
STEP5
STEP4
STEP3
STEP2
STEP1
n. 志愿者
We want some volunteers to help paint the house.
a.由志愿者组成的，或志愿者做的
He said his brothers were all volunteer firefighters.
He found it a shattering experience.
02
使心烦意乱，使震惊
I usually feel too shattered to do more than crawl into bed.
1
我通常疲惫得只有力气爬上床睡觉。
2
(非正式)使精疲力竭
supportive支持的,拥护的;赞助的
01
Accounting ethics会计道德
02
Business ethics商业道德
03
Economic ethics经济伦理
04
Legal ethics法的伦理学
05
Medical ethics医学伦理学，医德
06
Professional ethics职业道德
大学综合英语教程PPT课件(3-4册).ppt
2. Why did a cold sweat break out on the back of her neck? (she found she was in a wrong class.)
4. Why did she remain in the wrong room? (She didn't’t want others to notice her ignorance.)
The passage can be divided into three parts.
Part One: (Paragraphs 1)
this is the introductory paragraph.
1. What does “first-gradish” mean? (“having the qualities and characteristics of a first-grade student”)
Unit RNING OBJECTIVES
By the end of this unit, you are supposed to • grasp the author’s purpose of writing and make clear the
structure of the whole passage through an intensive reading of Text 1 Fresh Start. • comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them. • get a list of new words and structures and use them freely in conversation and writing. • be aware of the cross-cultural differences of a freshman’s experience in college.
4. Why did she remain in the wrong room? (She didn't’t want others to notice her ignorance.)
The passage can be divided into three parts.
Part One: (Paragraphs 1)
this is the introductory paragraph.
1. What does “first-gradish” mean? (“having the qualities and characteristics of a first-grade student”)
Unit RNING OBJECTIVES
By the end of this unit, you are supposed to • grasp the author’s purpose of writing and make clear the
structure of the whole passage through an intensive reading of Text 1 Fresh Start. • comprehend the topic sentences in Text 1 thoroughly and be able to paraphrase them. • get a list of new words and structures and use them freely in conversation and writing. • be aware of the cross-cultural differences of a freshman’s experience in college.
新标准大学英语综合教程2Unit1第一篇课文PPT
Cultural affairs
Listen to Part 2 and decide whether these
statements are True or False.
Script
☐ 1 Hippies longed for more love and personal freedom in America.
10. I feel young people can change the world.
第五页，编辑于星期四：五点 四十八分。
Active reading 1: Embarkation
Life in the sixties Social affairs
Cultural affairs
Presentation
Resources
第一页，编辑于星期四：五点 四十八分。
Active reading 1: Mapping
Finding out how college life has changed since the 1960s Identifying supporting evidence for opinions
thinking about what job I’d like.
7. I’m crazy about the Beatles.
8. I think no one has ever improved on the miniskirt.
9. I’m not interested in politics.
riots
第九页，编辑于星期四：五点 四十八分。
Active reading 1: Embarkation
Cultural affairs
Listen to recordings about cultural affairs in the US during the 1960s and finish the tasks.
全新版大学英语综合教程第一册课件(完整版)
"Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'" And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a small prim smile. I did my best to avoid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker." (797 words)
《大学综合英语》课件——Unit 10
2.3 Do you think the existence of racial discrimination is reasonable or not?
opposing attitudes
2.4 Question 6 and 7
1)Do you mind working with the black people?
➢laws were justified to abolish the racial segregation and discrimination after the Civil War
➢ but deprived of the right to enjoy the same conditions as the white people
2)Can you accept your friends' or
family members' falling in loveБайду номын сангаасwith black people？
Result: • the majority don't mind; • still a few people not sure or can't accept. • But these people also agree that the existence of racial
3. Conclusion
To weaken discrimination, we need ➢ a great leader ➢a responsible government ➢ a justice international organization ➢a high quality people and an equal mind ➢The black people should ➢ The white people shouldn’t
大学英语综合教程课件_U3
其实，目前对考试成绩的过分关注对儿童的教育是有害的。 He has an enthusiasm for art, to the point of obsession in my opinion.
他对艺术很热衷，在我看来已经到了痴迷的程度。
Major adj.
( more) important; great(er) (较) 重要的， (较) 大的
Text A
Being a Star Is Not That Easy
① Fame is something I have a bit of personal experience with. As a journalist I’ve interviewed more celebrities than I can count, getting all kinds of insights into their lives in the process. But what I mean is that I have some experience with fame. Once, I was the star of my fifth-grade play, and the show was a huge success. And the next day at school, things felt sort of different. People knew my name. The cool sixth-grade girls said hi to me during recess. I had unintentionally become famous. And it was great.
Word Study
From word to text
他对艺术很热衷，在我看来已经到了痴迷的程度。
Major adj.
( more) important; great(er) (较) 重要的， (较) 大的
Text A
Being a Star Is Not That Easy
① Fame is something I have a bit of personal experience with. As a journalist I’ve interviewed more celebrities than I can count, getting all kinds of insights into their lives in the process. But what I mean is that I have some experience with fame. Once, I was the star of my fifth-grade play, and the show was a huge success. And the next day at school, things felt sort of different. People knew my name. The cool sixth-grade girls said hi to me during recess. I had unintentionally become famous. And it was great.
Word Study
From word to text
大学英语综合教程(ppt)
7:1 Judge not, that ye be not judged. 7:2 For with what judgment ye judge, ye shall be judged: and with what measure ye mete, it shall be measured to you again. 7:3 And why beholdest thou the mote that is in thy brother's eye, but considerest not the beam that is in thine own eye? 7:4 Or how wilt thou say to thy brother, Let me pull out the mote out of thine eye; and, behold, a beam is in thine own eye? 7:5 Thou hypocrite, first cast out the beam out of thine own eye; and then shalt thou see clearly to cast out the mote out of thy brother's eye. 7:6 Give not that which is holy unto the dogs, neither cast ye your pearls before swine, lest they trample them under their feet, and turn again and rend you.
climax)
• Was there any hint to suggest something unusual about the man?
climax)
• Was there any hint to suggest something unusual about the man?
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• Usher:
• ~ into vt 引领（领进） • ~ (sth) in 开创，开始 ~ in autum 迎接秋天 • ~ of court 法庭传达员
• ~ in a new era
way
• in the ~ 阻碍
• in a ~ 在某种程度上；从某一点看
• all the ~ 一路上；自始至终
no longer lives here. = He doesn't live here any longer. 他不在这儿居住了。
•后者侧重程度和数量，比如： You can drink no more. = You can‘t drink any more. 你不能 再喝了。
• 要注意的是：由于no longer本身就带有否 定的含义，即表示“再也不”，所以不能 在同一个句子中加入否定词.
of sth游行示威
Leadin（引言）
• They told him to quit,that he wasn’t good enough,but figure skater Paul Wylie refused to listen.
• 人们劝他引退，说他天分不够，但花样滑 冰选手保罗·怀利拒绝放弃。
suggest
• 特殊的虚拟语气 • It’s suggested that we (should)…
• Room
Make room
• n 1. [U] 空间，余地 e.g. Is there enough room for me in the car? 车上还有我的位置 吗?
• 2. the possibility of sth existing or happening 可能性，机会（余地） e.g. There’s some room for improvement in your work(=It’ s not so as good as itcould be)
• 2. It has been demonstrated that…证明 是…
• 3. to show your actions that you have a particular quality 表达，显露，表现
• 4. 示范，演示 • 5. ~ （against）sth/~ in favour/support
• in the ~ of sth 关于；就······而言
• stand in sb’s ~ 妨碍某人 • 注意区别
Important sentence patterns（重点 单词与句子）
• （一）Despite the silver medal in his pocket,he couldn’t believe that the applause was for him.
（二）no longer
•no longer相当于not any longer
•no more相当于not any more
•no more 和 not any more 可以做宾语，no longer 不可以
•no longer意思是“不再”，其确切含意为某状 态在某个时刻之后不再继续下去了。所以，当你 从学校毕业了，就可以说：I'm no longer a student.我不再是个学生了。
• n 1.[U] 惊讶，奇异，惊叹，惊异
• 2.[C] 奇迹，奇妙之处，奇观 the eight ~s of the world 世界八大奇迹
• 3. [sing] a person is very clever at doing sth 能人，奇才，有特效的东西
• [IDM] do ~s(for sd/sth) 创造奇迹，产生神奇作 用
•
work ~s 创造奇迹，取得优异的成绩
•
It’s no/little/samll ~ that… 不足为奇
•
It’s a ~ that… 令人惊奇的是，令人莫名其
妙的是
demonstrate
• v 1. ~ sth (to do) to show sth clearly by giving proof and evidence 证实，证明，论 证，说明
• [IDM] no room to swing a cat
• v ~ with (sb) 租房，合住
Wonder
• v 1. to think about sth and try to know the truth ~ about 想知道，想弄明白，琢磨
• 2. to be very surprised by sth ~ at 非常惊讶
• Despite的用法： • 1.prep.不管，尽管 e.g.Despite all our efforts we
still lost the game.尽管我们进了全力，我们还是 输掉了比赛。 • 2.despite有时解释为“虽然有···”。e.g.I shall try again despite the difficulty. • 3. in despite of和despite of也表示“不管，尽管” • 4.in spite of 可以与 despite of 换用
5.词义辨析：despite和in spite of 前者是书 面用词，指不受某事或某种原因的阻碍，语 气轻于in spite of；后者语气较强，可与 despite 换用，口语或书面语中均可使用。
有两个短语和no longer同义，即 not…any longer和not…any more，但他们侧 重的方面不同。前者侧重时间，比如： He
Never give up
永不放弃
Phrase（短语）
• step:
• break ~ 走乱步伐
• fall into ~ 合上步伐；步调一致起来
• in/out of ~ 步调一致/不一致
• ~ back 跳出（某事物的）圈子看问题
• e.g. We are learning to step back from ourselves and identify our strengths and weak