新编英语教程-3-Unit-1-My-first-job

Unit 1 My first job

Teaching objectives

1. to be familiar with the writing style of narration

2. to be familiar with the uses of the –ing and –ed participles

3. to be familiar with the building style of the Victorian age

4. to be familiar with the school system in the U.K.

text 1

Teaching procedure

I. pre-reading questions

1.Self-introduction

2. How did you spend your summer holiday? Anything interesting/special to share with the whole class?

3.How many of you hold a part-time job? Can you tell us your experience of getting the first job? Were you interviewed by the child’s parents or the head of the school?

II. the main idea（3 minutes for reading）

1. choosing the statement best sum up the content

2. reading comprehension in work book P1

（1）discussing and checking the answers in group

（2）checking the answers

III. reading or listening to the recording again

1. for new words and expressions

2. for difficult sentences

（1）find out sentences employing –ing or –ed participles and –ing or –ed phrases

IV.Main ideas of each paragraph:

-school ten miles away (para.1)

-uncertainty before interview

-inconvenient transportation (para.2)

( awful journey to school)

-state of mind after the journey

-simple description of schoolhouse (para.3)

-environment around the schoolhouse

- simple description of the schoolhouse

(poor surroundings)

-simple description of the schoolmaster (para.4)

(unfavorable impression)

-simple description of the hallway (para.5)

-simple description of the study

-the questions asked of me

-my answer

-my reaction

-the pupils at the school (para.6)

--terrible teaching program/set-up

-my responsibilities (para.7)

-my annoyance (para.8)

(meager salary)

-the last straw (para.9)

(working under a woman)

V．analysis of the text

Paragraph 1

Q1: Why did the author apply for the job?

1. a teaching post …: 宾语后置（postponement, 强调）New information, key parts

and long or complicated information are often put at the end of the sentence. ·We heard from his own lips the story of how he had been caught in a trap for days without food.

2. teaching post: -ing participle modifying “post”

3. advised at a school: -ed participle, function as object complement

4. being very short of money: adverbial（reason）→adverbial clause of cause or reason

As I was short of money and w anted to do something useful,…

Being in poor health and lacking in teaching experience, he was dismissed.

Not having his telephone number, I couldn’t ring him back.

5. experience of teaching: gerund = teaching experience: -ing participle

6.chances of landing the job: gerund, there is little possibility of

7. short of: short of

1) having an inadequate supply of: …供给不够的：

We're short of cash. 我们现在现金不足。

short of hands 缺少人手

short of breath 呼吸短促

2）Other than; without resorting to: 除…以外；没有诉诸于：

Short of shouting at him, I had no other way to catch his attention.

除了大声向他喊叫，我真想不出还有什么办法能引起他的注意。

for short: as an abbreviation: 作为缩写：

He's called Ed for short. 人们用简称叫他埃德

in short:in summary; briefly 总之；简而言之

8. …land the job…:

land: informal To win; secure:【非正式用语】获得；获取：

land a big contract. 签了一笔大合同

He attributed his landing the valuable prize to hard work.

land, acquire, earn

land: informal 指得到很难得到的工作或合同，常译为“捞到，搞到”。acquire: to get by one's own efforts: 逐渐地、一步一步地、积少成多地去取到、获得。

She acquired a knowledge of the English by careful study.

Some people go back for their education to acquire another degree or diploma to impress the society.

Some smoking and alcoholic drinks are an acquired taste and are not in born. earn: to gain especially for the performance of service, labor, or work; to acquire or deserve as a result of effort or action强调努力的程度与所得之间的关系，多指得到钱财、名声或某种利益等。

earns a large salary

His honesty earned the admiration of his friends.

The young player earned his place in the team by training hard.

9. slim: there is little possibility of

I believe his chances are slim/ scant/ slender/ small.

slim, lean

slim: small in girth or thickness in proportion to height or length; slender苗条的，修长的; small in quantity or amount; meager微小的，微薄的;

lean: not fleshy or fat; thin消瘦的：没有肉或脂肪的；not productive or prosperous; meager:收益差的.

The farmer tried to fatten the lean cattle for market.

lean meat; lean years

Paragraph 2

Q1: How was the journey to Croydon?

1.summoning me to : which summoned me （a relative clause）

To call together; convene.召集；召唤

The teacher summoned all the children to the room.

Law To order to appear in court by the issuance of a summons.【法律】传唤：发送传票而命令某人出庭

summon him to appear before the court /to the presence of the queen

summon up: bring (a quality) of oneself especially, with an effort 唤起；引起summon up one’s courage/strength/the thought

2.a ten-minute bus ride

·a three-week holiday, a two-month-old baby （cardinal number with a noun）

·a first-rate opera, a second-hand book（ordinal number with a noun）

3.as a result: therefore

·He slipped and broke his leg. As a result, he will be absent from class for two or three months.

·Meanwhile disease and famine spread as a result of the flood.

Paragraph 3

Q1: Why “big staring sash-windows” is used here?

Q2: What is the implied meaning of “they struggle to survive …”?

Q3: Is it a beautiful school?

Q4: What do you know about Queen Victoria?

Victoria (queen) (1819-1901), queen of the United Kingdom of Great Britain and Ireland (1837-1901) and empress of India (1876-1901). Her reign was the longest of any monarch in British history and came to be known as the Victorian era.

Queen Victoria was the official head of state not only of the United Kingdom but also of the growing worldwide British Empire, which included Canada, Australia, India, New Zealand, and large parts of Africa.

In 1839 Victoria fell in love with her first cousin, Prince Albert, of the small German principality of Saxe-Coburg-Gotha. They were married in February 1840, Between 1840 and 1857, Victoria and Albert had nine children.

Some of Victoria’s children and grandchildren eventually married the heirs to thrones of Spain, Russia, Sweden, Norway, and Romania. Because of her many descendents, Victoria became known as the “Grandmother of Europe.”

Victoria was important because she brought morality, good manners, and a devotion to hard work to her role as constitutional monarch. She took pride in her role as formal head of the world’s largest multiracial and multireligious empire, and her honesty, patriotism, and devotion to family life made the queen an appropriate symbol of the Victorian era.

（Unit 5 Appearance）

1. … big staring sash windows ….

stare: keep one’s eyes open and fixed on something in woder, fear, anger or deep thought

He stared at me, trying to remember who I was.

gaze: look steadily at something often with admiration or pleasure

We stood gazing at the beautiful scenery.

gape: look hard in surprise, with the mouth open

They gaped at me when I told them about the gold I had found.

glare: look angrily or foolishly

He bore down on me with glaring eyes.

2. survive: stay alive in…or despite…; live or exist longer than

He survived the explosion.

How many of the country’s early customs survive?

survive all perils 历经危难而未死

He survived his wife for many years.他比妻子多活好多年。

I hope l shall never survive my usefulness.我希望在我有生之年永远不

要变成废物。

The house survived the storm.经过暴风雨袭击, 这所房屋并未倒塌。Paragraph 4

Q1: Describe the appearance of the headmaster in your own words.

and across his ample stomach was looped a silver watch-chain

·Here comes the bus. （full inversion）

·When I was in school, on no account were we allowed to answer the master’s back.（partial inversion）

sandy-colored; freckled:

kind-hearted, left-handed, middle-aged, one-sided, short-sighted

Paragraph 5

Q1: Was the young man happy with the headmaster’s manners?（headmaster—colonel; the young man—a private）

1. air: appearance, manner or personal bearing

an air of disdain 轻蔑的神情

an air of superiority 高人一等的样子

He looked at her with a more serious and resolute air. 他以一种更加严肃、坚定的眼神看着她。

2．smell of brandy/garlic/paint 带有…气味

a cave that smells of terror.充满着恐怖气氛的山洞

His accounts seemed to me to smell of truth. 他的叙述据我看来有点真实性。

There is a smell of fried chicken in this room. 这屋里有一股烧焦了鸡的味儿。3．judging by/from

Judging from what you say, he ought to succeed. 照你的话来看，他应该会成功。

4. … proceeded to ask me …

proceed to: go ahead, continue to

proceed to announce his plans

proceed to the next item on the agenda

4. General School Certificate: General Certificate of Education（GCE）, replaced by GCSE（General Certificate of Secondary Education）in 1988

Ordinary Level :15-16 years old

Advanced level: 17 or over 17 years old

British educational system and schools

Education in Britain is not the same for everyone. The authorities in Scotland and Northern Ireland have some autonomy over education policy. Scotland in particular has a different set of exams and a different system for students applying to university in this country. England and Wales follow policies set in Westminster. However, the local education authorities also have some input. They can add to the priorities set down by the Education Department. National policy directives are not carried in full or in the same way across the country.

The absence of a single centralized system of names for understanding educational terminology can cause considerable misunderstandings. Below is a brief description of what names are applied to what establishments.

(1) Pre-school Education. There are a number of different types of pre-school education; they all offer pretty much the same thing but are governed by different rules.

(2) Primary School. Usually from the age of 5 (the key date in the UK is September 1st, not January 1st). all 5-year-olds must be in education so some start at 4.5. it is divided into Infant School (5-7 years old) and Junior School (7-11 years old).

(3) Secondary School. Usually from the age of 11 ad compulsory until the age of 16. mostly mixed schools are officially co-educational, but there are still many

single sex schools －commonly known as boys/ girls schools －to be found. Some Local Education Authorities (LEAs) have middle schools from age 9 or 10 until 13 or 14. the school before this may be known as first school.

(4) High School. Often used as a name for a particular comprehensive but it has no contemporary meaning in the UK (unlike the U.S.).

(5) Universities in England do not differ greatly from those in other countries. Of all the English Universities Oxford and Cambridge are the most prestigious.

5. attach importance to: consider… important

My parents attach great importance to my education.

We should attach primary importance to the development of economy.

我们要把发展经济的工作放在第一位。

6. have … in common: share together or equally

My husband and I have little in common about how to educate our children. Paragraph 6

Q1:What kind of class was the young man asked to teach?

1. consist of

Our class consists of 6 boys and 50 girls.

The United Kingdom of Britain consists of England, Scotland, Welsh, and the Northern Ireland.

Constitute

Listening, speaking, reading , and writing constitute the fundamental abilities in language learning.

2. ranging from …: who ranged from （a relative clause）

Paragraph 7

Q1:Did the young man like his teaching?

1. teaching set-up: a particular way of teaching

2. not so much… but the fact that…不是…而是

It was not so much there being no councils of workers, peasants and soldiers worthy of the name, but the fact that they were very few.

并不是说没有值得一提的由工人、农民、或士兵组成的参议会，而是其数量太少了。

3. a crocodile of: a long line of people, especially school children, walking in pairs Paragraph 8

Q1: Why was the writer diffident when asking about his salary?

Paragraph 9

1. This was the last straw: this was the trouble that made the situation unbearable when it was added to the trouble I was experiencing.

the last straw: an addition to a set of troubles which makes them unbearable

The hotel was expensive, the food poor, and bad weather was the last straw.

It was the last straw that brea k s the camel’s back.

The last straw: an addition to a set of troubles, which makes them unbearable.

The hotel was expensive, the food, poor, and back weather was the last straw.

2. constitute: opposite to consist of

Listening, speaking, reading, and writing constitute the fundamental abilities in language learning.

comprise, constitute, consist of

comprise: the whole comprises the parts; the parts comprise the whole;

The house comprises ten rooms.

Twenty chapters comprise Book One.

consist of: A consists of B and C.

constitute: B and C constitute A.

VI. Difficult sentences:

1. I saw in a local newspaper a teaching post advertised at a school in a suburb of London about ten miles from where I lived.

“A teaching post…”, the object of “saw”, is postpone d so as to emphasize. Postponement is decided by principle of end focus and end weight. According to this principle, an important part or a part with long and complex information of a sentence is put by the end of the sentence.

e.g. We must take it into account that he is the oldest athlete in the Olympic Games

who has won a gold medal.

2. …with no experience of teaching my chances of landing the job were slim.“Teaching” and “landing” are two gerunds functioning as the objects of “of”. However, in the case of “teaching experience”, “teaching” is a present participle modifying “experience”.

3. as a result I arrived…“As a result” is an adverb meaning “therefore”.

“As a result of” is a prepositional phrase meaning “because of”.

“With the result that…” is followed by a subordinate clause functioning as effect.

e.g.

He slipped and broke his leg. As a result, he will be absent from class for two or three months.

Meanwhile disease and famine spread as a result of the flood.

I was in the bath, with the result that I didn’t hear the telephone.

4. His study, judging by the crumbs on the carpet, was also his dining-room. “Judging by…”is a dangling participle. Dangling participles are participles whose logical subjects an not the subjects of the sentence. Generally dangling participle is not accepted grammatically. But sometimes they have become idioms and are accepted.

e.g.

Frankly speaking, man is as selfish as any other animal.

Allowing for the minor deficiencies, the show is a success.

Text 2

While-reading activities:

1. Find out from the text description about the appearance and the expressions of the interviewers.

(answer: like a terrier, frowned, a thickset heavy-jowled man, oddly querulous, on a note of somber improbability, tormentor, a tight, impatient smile, persecutor, a wintry smile etc.)

2. Find out words showing unpleasantness.

(answer: like a terrier, feeling anything but well, startled, incurable disease, oddly querulous, hesitated, tormentor, a tight, impatient smile, a sense of guilt, a cross-examination, a crime, persecutor, stung, a sense of inadequacy, a wintry smile, like a threat. )

3. Find out topics that the interviewers are interested in:

qualification

participation in school activities

financial situations

hobbies in spare time

family background

VII．Interaction：job interview

Discussion: Just imitate a job interview, everyone has the opportunity to be an interviewee. And you also have to act as an interviewer later to interview a person of the group. at the end of each interview, others can give some advice. If it is too difficult, we can just discuss the question. So you have to prepare 5 questions in advance, more important thing is that you should have thoroughly consideration of the 5 questions.

20 Traditional Interview Questions

1.How would you describe yourself?

2.How has your college experience prepared you for a business career?

3.What influenced you to choose this career?

4.Do you have the qualifications and personal characteristics necessary for success in your chosen career?

5.How would you describe yourself in terms of your ability to work as a member of a team?

6.Given the investment our company will make in hiring and training you, can you give us a reason to hire you?

7.What short-term goals and objectives have you established for yourself?

8.How would you evaluate your ability to deal with conflict?

9.What quality or attribute do you feel will most contribute to your career success?

10.What were your reasons for selecting your college or university?

11.If you could change or improve anything about your college, what would it be?

12.How will the academic program and coursework you've taken benefit your career?

13.Which college classes or subjects did you like best? Why?

14.Are you the type of student for whom conducting independent research has been a positive experience?

15.Describe the type of professor that has created the most beneficial learning experience for you.

16.Do you think that your grades are a indication of your academic achievement?

17.Why did you decide to seek a position in this field?

18.Do you have a geographic preference?

19.Which is more important to you, the job itself or your salary?

20.To what extent would you be willing to travel for the job?

College Student/Recent College Grad: 20 Behavioral Interview Questions

1.By providing examples, convince me that you can adapt to a wide variety of people, situations and environments.

2.Describe the most significant or creative presentation that you have had to complete.

3.Give an example of how you applied knowledge from previous coursework to a project in another class.

4.Describe a situation where others you were working with on a project disagreed with your ideas. What did you do?

5.Describe a situation in which you found that your results were not up to your professor's or supervisor's expectations. What happened? What action did you take?

6.What was the most complex assignment you have had? What was your role?

7.How was your transition from high school to college? Did you face any particular problems?

https://www.sodocs.net/doc/0d2481195.html,pare and contrast the times when you did work which was above the standard with times your work was below the standard.

9.How have you differed from your professors in evaluating your performance? How did you handle the situation?

10.Describe some projects or ideas (not necessarily your own) that were implemented, or carried out successfully primarily because of your efforts.

11.Describe a situation that required a number of things to be done at the same time. How did you handle it? What was the result?

12.Tell of a time when your active listening skills really paid off for you - maybe a time when other people missed the key idea being expressed.

13.Give an example of when you had to work with someone who was difficult to get along with. Why was this person difficult? How did you handle that person?

14.Give me a specific example of something you did that helped build enthusiasm in others?

15.Tell me about a difficult situation when it was desirable for you to keep a positive attitude. What did you do?

16.Give me an example of a time you had to make an important decision. How did you make the decision? How does it affect you today?

17.Give me an example of a time you had to persuade other people to take action. Were you successful?

18.Describe a specific problem you solved for your employer or professor. How did you approach the problem? What role did others play? What was the outcome?

19.Describe a time when you got co-workers or classmates who dislike each other to work together. How did you accomplish this? What was the outcome?

20.Describe a time when you put your needs aside to help a co-worker or classmate understand a task. How did you assist him or her? What was the result?

College Student/Recent College Grad: 20 Mixed Interview Questions

1.How would you describe yourself?

2.Please describe the ideal job for you following graduation.

3.At what point did you choose this career?

4.If you could do so, how would you plan your college career differently?

5.What motivates you to put forth you greatest effort?

6.Given the investment our company will make in hiring and training you, can you give us a reason to hire you?

7.What do you expect to be doing in five years?

8.Have you ever had difficulty with a supervisor or instructor? How did you resolve the conflict?

9.What personal weakness has caused you the greatest difficulty in school or on the job?

10.What level of compensation would it take to make you happy?

11.What are your standards of success in school? What have you done to meet these standards?

12.Give examples of your experiences at school or in a job that were satisfying. Give examples of your experiences that were dissatisfying.

13.Have you found any ways to make school or a job easier or more rewarding or to make yourself more effective?

14.Tell me about a time when you had to deal with a difficult person. How did you handle the situation?

15.Tell me about a time you had to handle multiple responsibilities. How did you organize the work you needed to do?

16.Tell me about a time when you had to make a decision, but didn't have all the information you needed.

17.What is the biggest mistake you've made?

18.Describe a situation in which you had to use reference materials to write a research paper. What was the topic? What journals did you read?

19.Give me a specific example of a time when a co-worker or classmate criticized your work in front of others. How did you respond? How has that event shaped the way you communicate with others?

20.Give me a specific example of a time when you sold your supervisor or professor on an idea or concept. How did you proceed? What was the result?

Conclusion: how to conduct a job interview

新编实用英语综合教程1 第一版 课后答案

一.填空 1. The 2008 … time for… China. 2. Of coursel …take care of …business. 3. Never leave without … years. 4. Clearly … recognition and awards …work. 5. The great … team work. 6. Exercise will … appetite. 7. When I come across … notebook. 8. Let me … official … land. 9. In that … occasional … serious. 10. You have … at hand … traveling. 11. She is annoyed … recommended. 12. Please … feel free to … home. 13. `Nowadays … assume that … is celebrated … America. 14. Is Spring Festival a … the majority … countries? 15. My family … end-of-year cleaning. 16. Some universities … Muslim(s) … food. 17. Decorating the … colorful candles … now. 18.In the 1950s … large choice … them. 19.Do you … ways of thinking? 20.The Asian … festive event … People shared … athletes. 二，汉译英。 1.像…自己。 You, like most people, probably are learning how to market yourself. 2.对不起…走！ I’m so sorry , My go-go boss asks me to leave right now. 3.我…言表。 Language is not enough to show my thanks to my parents 4.这…适用于我。 Such sweet words might please you.but they don’t work for me 5.做…差异。 We should beware of cultural differences in foreign trade 6.我们…老朋友。 We have just come across an old friend we haven’t seen for ages. 7.你…吗？ Can you provide any evidence to show that he was not in the crime scene at that time. 8.如果…联系。 If you need our products, please contact me in advance, 9.汤姆…去过。 Tom is new to the town . He has never been there before. 10.认为…错了。 It would be wrong to assume that Valentine’s Day is only celebrated by young people. 11.随着…世界杯了。 With the development of the Internet,the World Cup could be watched at the same time

新编英语教程book2-unit 4

Unit 4 Teaching objectives: 1. To learn the main language structures (relative clause); 2. To build language skills through dialogue and listening in & speaking out; 3. To explore the theme of the text; 4. To learn the key words and expressions; 5. To appreciate the writing features of the text; 6. To apply some reading skills to practice; 7. To think critically about the theme. Teaching focuses: 1. The relative clauses introduced by relative adverbs: when, where, why; 2. Key words and expressions; 3. Appreciation of the text. Teaching approaches: 1. Task-Based Language Teaching; 2. Student-Centered Class; 3. Learning by Using. Time allocation: Language Structures (2 periods) Dialogue (2 periods) Listening in & speaking out (1 period) Reading 1 (4 periods) Reading 2 (2 periods) Guided writing (1 period) Workbook (2 periods)

新编实用英语1教学大纲

郑州信息工程职业学院基础部 《新编实用英语Ⅰ》课程教学大纲 课程编码：61 总学时：72 学时 实验学时：无 学分：3学分 适用对象：一年级学生 先修课程：基础英语 一、课程的性质与任务 （一）本课程的性质 大学英语课程是非英语专业学生必修的一门基础课程。旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。 （二）本课程的任务 本课程在高职高专院校中人才培养计划中是必修课程。该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。为此，该课程将努力做到以下三个方面： 1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。 2、增强学生的学习能力、特别是自主学习能力。 3、提高学生的综合文化素养。 （三）本课程培养人才的定位

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教案 课程名称新生代英语基础教程2 课时____________________ 班级____________________ 专业____________________ 教师____________________ 系部____________________ 教研室____________________ 教材《新生代英语基础教程2》

Family Show Time “Where are you from?”Reading Why is it called a honeymoon? Chat Time The rest is history. Writing Family tree Grammar The possessive ’s My Story Family main Have students look at the picture and ask them to tell you as much as they can about it. Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions suc h as “How many people are in your

Have the students listen and repeat the words. Use descriptive sentences to teach the family member words. For example, you can say “Your uncle is your mother or father’s brother.” “Your aunt is your mother or father’s sister.” “Your cousin is your uncle or aunt’s child,” and so on. A simple family drawn on the board can often help students to understand this. They may find it interesting to see your family tree, if you don’t mind sharing it with them. For the word frame, you can see that it is something we put around important pictures. You can then ask students if they have any framed photos in the class. You can also teach that we use the words married and single to descr ibe someone’s relationship status. Ask “Have you been to a wedding recently?” “Who got married?” For Tell the students they will hear a conversation between a radio host and a celebrity (Anna). Now listen to the conversation and have students complete the sentences.

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一、单项选择：请选择最符合题意的选项，并将其代表字母填在答题纸相应的题目序号后的空格处，评分以答题纸上的答案为准。本大题共15小题，每小题1分，满分15分，错选、多选、漏选都不得分。 1.take part in ________ A、folder B、diet C、offensive D、participate 2. for two persons A、refresh B、double C、aisle D、professional 3. a passageway between rows of seats _________ A、double B、aisle C、professional D、lean 4. holder for loose paper ________ A、schedule B、diet C、folder D、offensive 5. to bent slightly __________ A、double B、lean C、professional D、aisle 6. No sooner had I entered the room than the telephone ________ . A. rang B. rings C. had rung D. was ringing 7. The bed is by far ______ than the previous one. A. comfortable B. comfortabler C. most comfortable D. more comfortable 8. She can’t see to he lp _________ , and no one else can help her either. A. hers B. her C. herself D. she 9. The question is too difficult, and everyone is _________ . A. at one’s wits end B. at his wits’end C. in his wits end D. out of his wits end 10. She screamed and jumped up, very much by a bug. A. shocking B. having shocked C. was shocking D. shocked 11.By the side of the new teaching hall _________, built in the 1930s. A.there stands a library B. stands a library C. a library stands D. does a library stand 12. Self-confidence_________by repeated failures. A. fortified B. undermined C. strengthened D. wore 13. With both sides so determined to get what they want, there seems to be no room for _________. A. adjust B. compromise C. settlement D. yield 14. Analysts are often under the_________that the country performs quite well economically, but, as a matter of fact, it is standing on the verge of a financial crisis. A. conception B. illusion C. disillusion D. decept

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Unit 1 Hello, Hi！一、本课及各部分的教学目的及重点 二、具体教学过程 Section Ⅰ Talking face to face (Room Reservation) Useful Sentences

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I love my hometown. 我爱我的家乡。(及物动词) I dislike traveling. 我不喜欢旅游。（及物动词） He is waiting for her. 他在等她。(wait是不及物动词，后接for) （3）（主+谓+宾+宾）结构 My father sent me a new bike as my birthday present. 我的爸爸送了我一辆新自行车作为生日礼物。（me作间接宾语，bike作直接宾语） （4）（主+谓+宾+宾补）结构 His words made me moved. 他的话叫我感动。（过去分词作宾补） I find the novel very interesting. 我发现这部小说很有趣。（现在分词作宾补） My manager asks me to do the work. 我的经理叫我做这项工作。（动词不定式作宾补） （5）（主+系+表）结构 It is cold today. 今天冷。（形容词作表语） He looks pale. 他看上去脸色苍白。（形容词作表语） It is necessary to prepare for tomorrow’s speech. 为明天的演讲做真准备是必要的。（形容词作表语；动词不定式短语作形式主语） 2．定语 作定语的词有名词、动名词、代词、形容词（包括现在分词和过去分词）、数词等。定语分为前置定语和后置定语。 Our class team won the game. 我们班队赢得了这场比赛。（代词作定语） It’s a monthly magazine. 这是一本月刊杂志。（形容词作定语） He is a taxi driver. 他是一个出租车司机。（名词作定语） My first year in New York was very difficult. 我在纽约生活的第一年很困难。 （数词作定语） American campers usually sleep in sleeping bags. 美国的野营者总是睡在睡袋里。（动名词作定语） The sleeping dog was woken up by the noise. 熟睡的小狗被噪音吵醒。（现在分词作定语） People there are very friendly. 那里的人们很亲切。（副词作后置定语） 3．状语 作状语的词有名词、形容词或形容词短语、副词等。 I have to ask for a one-day leave tomorrow. 明天我得请一天假。（名词作状语） He approached us, full of apologies. 他连声道歉地朝我们走来。（形容词短语

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Unit 12 How to Exchange Money Teaching Objectives: 1. To understand different currencies from different countries; 2. To master information about bank service; 3. To learn how to exchange money; 4. To know about how to express desires; 5. To master some useful words and phrases; 6. To know about the usage of “want/like/need to do”. Teaching Methods: Task-based approach Pair-work Explaining Practicing Teaching Procedure I.Background Information 1.美元US Dollar How much is this？ 一美分（U.S. One Cent）两美分（U.S. Two Cents）五美分（U.S. Five Cents） ：a nickel 一角：（U.S. One Dime）二十五美分（U.S. One Quarter Dollar） 五十美分（U.S. A Half-dollar）

一美元（A one-dollar bill/note & coin） 两美元A two-dollar bill/note 五美元Five dollars 十美元Ten Dollars

大学英语基础教程

1 gregarious [ɡri'ɡε?ri?s] like the companionship with others; sociable adj.1. (动物)群居的；群集的；成群结队的 2. 爱群居的，合群的；爱好交际的，好社交的 3. 与群、队有关的；群的 4. 【植物学】聚生的，簇生的 Mike is a gregarious young man .迈克是个爱社交的年轻人 Today I, here, suppose to be gregarious我今天晚上想找个人说说话。 Man is a gregarious animal人是一种群居的动物 Gregariousness n. 群集度；合群性 2 resonate ['rez?neit] to make a deep, clear, echoing or continuing aound vi.1. 共振；共鸣： A child reared in a family of musicians may all his／her life resonate to song and dance. 在音乐世家里养大的孩子可能一生之中对歌舞都有共鸣。 2. 回响，反响：The valley resonated with their laughter.山谷里回荡着他们的笑声。 vt.1. 使产生共振(或共鸣等) 2. 使反响；使起回声 As we imagine a future for media, this simple basketball metaphor seems to resonate (奏效) Their political tunes of justice and solidarity may still sound hollow to some, but they now resonate more widely 他们那些有关正义和团结的政治腔调虽然依旧让一些人听来感觉空洞，但他们正获得更广泛的共鸣。 Consumers are more open to that kind of message than they would have been 18 months ago, and we're trying to resonate with them, " he said 他表示：“和18个月前相比，消费者更容易接受这种信息，我们正努力激起他们的共鸣。” 3.prodigal ['pr?diɡ?l]careless and wasteful with money adj.1. 非常浪费的，奢侈的，挥霍的 2. 十分慷慨的，不吝惜的；过分大方的 3. (物产等)丰富的，大量的，丰饶的 n. 1. 浪费者；浪子 2. (由于挥霍成性被法律判为)无能力治产(或举债)的人 4.squall1 [skw?:l] to cry noisily n.1【气象学】飑 2. 突发的骚动，动乱 vi.【气象学】起飑(或风暴) The sailboat nearly capsized in the squall帆船在风暴中几乎倾覆。 squall2 [skw?:l] vi.高声尖叫；号啕大哭： She squalled when she saw a mouse. 她看见一只老鼠时高声尖叫起来。 The hungry kid began to squall. 那个饥饿的小家伙开始号啕大哭起来。 vt.尖叫着说出：She squalled,” No touching!。她尖叫着说“别碰我!” n.高声尖叫，喊叫；号啕，大哭 5.retire to go to bed Vi,1退休；2退出，离开，退隐，隐居；She retired to her own room after supper.

大学英语整体设计(新编实用英语)

《新编实用英语综合教程》 第一册 课程整体教学设计 课程整体教学设计 一、课程基本信息 课程名称：新编实用英语第一册 课程代码：学分：3 学时：64 授课时间：第1学期授课对象：一年级学生 课程类型：《大学英语》课程是我院各专业公共必修课,其主要任务是使学生掌握一定的英语基础知识和技能，具有一定的听、说、读、写的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为相关专业的业务英语或相关专业的继续学习奠定良好的基础。 先修课程:高中英语后续课程: 二、课程目标设计 总体目标： 该课程以培养学生的英语综合应用能力为最终目标,通过把教学内容的实用性和学生所学专业的职业性相结合，培养学生英语的基本素质，使其具备相关专业的基础英语交流能力；通过教师作用的指导，引导学生参与教学实践，增强其自主学习能力和综合文化素养。

能力目标： 通过对本门课程的学习，加强学生的基本英语语言能力，培养用英语进行相关领域交流的基础能力，具体如下： 1.能用所学句型造句； 2. 能根据一定话题做出一段对话； 3.能准确流利地朗读所学例文及会话； 4.能用英语阐述自己的意见及观点； 5.能写简单日记及小短文； 6.能用英语进行演讲； 7.能自编自演一个生活场景； 8.听懂日常短对话； 知识目标： 通过本门课程的学习，要求学生在高中毕业1800词汇量的基础上进一步学习新词汇1100个左右，基本掌握常用英语句法结构，在听、说、读、写、译等方面进一步打好基础。具体要求如下： 1.掌握英语音标和单词的正确发音； 2. 掌握每单元生词表中的词汇及词汇的正确运用； 3. 掌握基础语法; 4. 熟练掌握课文内容及常用句型； 5. 掌握基础日常用语； 6. 掌握通知海报和招聘广告的写法 素质目标： 在以实际操作过程为主的教学过程中，培养学生以下相关素质： 通过本课程教学，使学生有合作、沟通、灵活等方面的良好素质。在职业教育，将学生自信、热情、团结、诚信等职业态度与英语的开放性、多元性相结合，培养出敢于“创新”的专业人才。

新编实用英语综合教程3翻译答案

Unit 1 1.她一家商店一家商店的看，最后以她能付出的价格买了她所需要的东西。 She shopped around till she got what she wanted at a price she could afford. 2.除了向我要东西，他从不跟我说话。 He never speaks to me other than to ask for something. 3.你永远应该以搞好你的工作为目的。 You should always aim at doing your job well. 4.几个星期来她一直呆在家中照顾有病的父亲。 She has been tied to the house for weeks looking after her invalid father. 5.修建这条路是为了缓解交通拥挤。 The route was designed to relieve traffic congestion. 6.社会是由形形色色的人组成的。有些人很好，有些人很坏，也有些人介乎两者之间。Society is made up of a wide variety of people; some are good, others (are) bad, and still others (are) in between. 1. 儿子在家看DVD而父母却在田里辛勤劳作。 The son was watching DVD at home while the parents were working in the fields. 你喜欢体育，而我更喜欢音乐。 You like sports, while I prefer music. 2.在配偶的收入基础上纳税者可以选择以下三种方式计算应付的税额。 The following are three ways a taxpayer may choose from to calculate the tax due on his/her spouse's salary. 可供选择的CD版本太多了，我不知道哪一个版本更好。 There are so many different CD versions to choose from and I have no idea which is the best. 3.老人过去常常坐在宁静的公园里的一条长椅上，看着其他人，一坐就是数个小时，什么也不干，也不和任何人交谈。 The old man would sit on a bench in the quiet park and look at others for hours without doing anything or talking to anybody. 研究者在没有检验任何其他因素的情况下得出结论，认为喝茶有益健康。 The researchers have concluded that drinking tea does good to the health of people without examining any other factors. 4.在这样紧急的情况下，投资的重点应该是机器而不是建筑。 In such an urgent situation, the focus of our investment should be on new machinery rather than building. 我做事总喜欢赶早而不愿意把事情拖到最后。 I always prefer starting early, rather than leaving everything to the last minute. 5.今晚的电视没什么看的，都是些垃圾节目。 There's nothing on TV tonight, other than rubbish. 因为桥上个月坍塌了，你只能游泳过河了。 Because the bridge collapsed last month, you can't get across other than by swimming. I know him? Unit2 1.这个星期你每天都迟到，对此你如何解释？ How do you account for the fact that you've been late every day this week? 2.政府已经承诺改善落后地区人民的生活条件。 The government has committed itself to improving the life conditions of the people living in the underdeveloped areas. 3.据最新报道，这次火车交通事故造成多名乘客死亡。 According to the latest report, the train accident resulted in the death of several passengers. 4.多呼吸新鲜空气有助于身体健康。 Plenty of fresh air contributes to good health. 5.他试图竞争学校学生会主席，但是没有成功。 He attempted to compete for the position of chairman of the Students' Union, but he didn't get in / succeed. 6.经过一年辛勤的努力，公司本年度目标全部达成。 Throughout one-year industrious work, the company has achieved all its goals this year. 1.在某种意义上来说，你犯那个错误我倒是很高兴，因为那个错误会对你起警戒作用。 In a way, I'm glad you made that mistake, for it will serve us waming to you.

新编实用英语综合教程Unit 1

Unit 1 Hello, Hi！ 一、本课及各部分的教学目的及重点 二、具体教学过程 Section ⅠTalking face to face (Room Reservation) Useful Sentences

（该环节首先播放教学视频，使学生对寒暄和交流过程有直接的认识。然后教师将见面寒暄和交流的相关表达进行讲解后，学生自由模拟训练为主，重在帮助学生循序渐进地从单个句型到连贯对话进行过渡。此时，教师不用对学生要求过高，可以先从模仿练起，鼓励学生举一反三。） Section II Grammatical Item – Sentence Structures（句子结构） 1．基本句型结构：（主+谓）结构、（主+谓+宾）结构、（主+谓+宾+宾补）结构、（主+系+表）结构 （1）（主+谓）结构 主谓结构的句子的谓语动词是不及物动词，后面不接宾语。 The sun rises. 太阳升起来了。 He died. 他死了。 She smiled. 她笑了。 （2）（主+谓+宾）结构 主谓宾结构的谓语动词多数为及物动词，如果是不及物动词，需先加个介词，然后才可接宾语。 I love my hometown. 我爱我的家乡。(及物动词)

I dislike traveling. 我不喜欢旅游。（及物动词） He is waiting for her. 他在等她。(wait是不及物动词，后接for) （3）（主+谓+宾+宾）结构 My father sent me a new bike as my birthday present. 我的爸爸送了我一辆新自行车作为生日礼物。（me作间接宾语，bike作直接宾语） （4）（主+谓+宾+宾补）结构 His words made me moved. 他的话叫我感动。（过去分词作宾补） I find the novel very interesting. 我发现这部小说很有趣。（现在分词作宾补） My manager asks me to do the work. 我的经理叫我做这项工作。（动词不定式作宾补） （5）（主+系+表）结构 It is cold today. 今天冷。（形容词作表语） He looks pale. 他看上去脸色苍白。（形容词作表语） It is necessary to prepare for tomorrow’s speech. 为明天的演讲做真准备是必要的。 （形容词作表语；动词不定式短语作形式主语） 2．定语 作定语的词有名词、动名词、代词、形容词（包括现在分词和过去分词）、数词等。定语分为前置定语和后置定语。 Our class team won the game. 我们班队赢得了这场比赛。（代词作定语） It’s a monthly magazine. 这是一本月刊杂志。（形容词作定语） He is a taxi driver. 他是一个出租车司机。（名词作定语） My first year in New York was very difficult. 我在纽约生活的第一年很困难。（数词作定语） American campers usually sleep in sleeping bags. 美国的野营者总是睡在睡袋里。（动名词作定语） The sleeping dog was woken up by the noise. 熟睡的小狗被噪音吵醒。（现在分词作定语） People there are very friendly. 那里的人们很亲切。（副词作后置定语） 3．状语 作状语的词有名词、形容词或形容词短语、副词等。 I have to ask for a one-day leave tomorrow. 明天我得请一天假。（名词作状语） He approached us, full of apologies. 他连声道歉地朝我们走来。（形容词短语作伴随状语） The train runs very fast. 这列车跑得非常快。（副词作状语，fast作为副词修饰runs，