1.Exercises
True (T) or False (F)?
1. The writer thought that the likelihood of him getting the job was not great though he was young and eager to do something useful.
T
2. The headmaster liked the young man at first sight.
F
The headmaster did not like the young man when he went for an interview. He looked at him with surprised disapproval and, instead of showing welcome to the young man, he just grunted, which was an expression of irritation and displeasure
3. The headmaster saw eye to eye with the writer as far as children’s games were concerned.
F
They did not think alike. To the headmaster, games played an essential role in a boy’s education but the writer did not consider games to have so much importance to the boys.
4. The writer was not happy about his having to teach algebra and geometry, but he did not mind having to walk a mile along the dusty road to the Park.
T
5. The young man was satisfied with the salary he would get.
F
The young man would only get twelve pounds a week including lunch, which was by no means good pay. Of course the writer was not satisfied. However, before he could say anything about the poor pay, the headmaster had stood up and asked the young man to meet his wife.
6. The writer did not feel unhappy at the idea of working under the headmaster’s wife.
F
The writer thought it was something he could hardly bear. To him, for a young man to work under a woman would be shameful and would result in a loss of dignity and self-respect.
Explain the following in your own words.
1. Being very short of money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience of teaching my chances of landing the job were slim. Because I was in bad need of money and was eager to do something of use, I applied for the job. But at the same time that I did so, I was afraid that the possibility for me to get the job was very small because I didn’t have a university degree, nor did I have any teaching experience.
2. ...three days later a letter arrived, summoning me to Croydon for an interview.
… three days later I received a letter, asking me to go to Croydon to have an interview.
3. He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone.
He cast a look at me with the same surprise and dislike as a colonel would look at a soldier when his bootlaces came loose.
4. The headmaster and I obviously had singularly little in common.
Apparently the headmaster and I had no similar interests or beliefs.
5. The teaching set-up appalled me.
The way teaching was organized filled me with terror (or, I was shocked at the teaching
arrangements).
6. I should have to split the class up into three groups and teach them in turn at three different levels.
I should have to divide the class into three groups of three different levels and teach them one after another.
7. It was not so much having to tramp a mile along the dusty streets of Croydon, followed by a crocodile of small boys that I minded, but the fact that most of my friends would be enjoying leisure at that time.
I felt troubled not because I had to walk for a mile along the dusty streets of Croydon, followed by
a group of boys, but because at that time most of my friends would be having a good time and relaxing.
8. The prospect of working under a woman constituted the ultimate indignity.
The fact that I would have to work under a woman in future made me feel totally humiliated.
Text II
Comprehension
True (T) or False (F)
1. Most people think that a job interview is a terrible experience.
Key: T
2. You’re often given a reason if you’re not hired after an interview.
Key: F
If you don’t get the job, you’re rarely given any reason why.
3. You should neither wear casual student clothing nor overdress yourself when going to an
interview.
Key: T
4. To demonstrate your ability to be politely sociable, you should initiate small talk before getting
down to business.
Key: F
You should follow the interviewer’s lead and should not initiate any small talk or drag it out.
5. You should be frank and list all your flaws to the interviewer.
Key: F
You’ll come across as more believable if you admit a flaw – but make it one that an employer might actually like.
6. A thank-you note shortly after the interview is one more chance to help you make a good
impression.
Key: T
1. Role-play
An Interview
Situation:
Mr. Black, manager of an investment company, is in urgent need of a secretary. He is now interviewing Mary, who has applied for this post.
Sentence frames that might be used by an interviewer:
Can I have ...?
Could you tell us ...?
Have you any experience in ...?
Do you know how to ...?
How long …?
2. Interaction Activities
Making Preparations for an Interview
You are thinking of gaining some experience by working as a tourist guide. Next week, you are going to be interviewed by Mr. Patterson, head of a travel agency.
1. In order to make a good impression on the interviewer, discuss with your partner the
following questions:
1) What should / shouldn’t you wear? Why/why not?
2) How should / shouldn’t you behave? Why/why not?
2. To be fully prepared, discuss with your partner what questions the interviewer is likely to
prepared for an interview.
2. Details that the interviewer is interested in:
certificate of education / diploma / degrees / major field of study
foreign languages
work experience as an interpreter / a clerk / a secretary / a tourist guide
likes and dislikes
personal status (single or married) / children
1. Précis Writing
A. Guidelines for writing a précis:
1. Read the original text carefully; and, if necessary, read it several times. Search for the main idea(s).
2. Write down what are considered to be the key words and phrases.
3. Determine which parts of the text are essential and which supply non-essential supplementary information.
4. Discard those points that are considered redundant.
5. Base the précis on the notes and the précis writer’s own interpretation of the main idea(s).
B. A précis of My First Job
1. Choose the opening sentence from among the following:
1) I went to Croydon for an interview.
2) I applied for my first job before I entered university because I was short of money.
3) I was very young when I got my first job.
2. My First Job was an unpleasant experience of the writer’s. First, it was the first time for him
to get a job; second, he needed the money. So, from the beginning to the end, everything was unpleasant. To intensify the already unpleasant atmosphere, a little description of the dismal surroundings, the bleak schoolhouse, and the disagreeable headmaster are needed.
C. The reference version
I applied for my first job before I entered university because I was short of money. The school where I applied for a job was ten miles away from where I lived and I was not sure if I could get the job. However, after a terrible journey I was so depressed that I no longer felt nervous. The Victorian schoolhouse stood amid fumes and dust by a busy main road. The headmaster was not at all scholarly, neither was the inside of the house academic looking. By and by I discovered that the headmaster and I had very little in common. He wanted me to teach twenty-four boys from seven to thirteen who were to be split up into three levels. I had to teach
everything including the subjects I abhorred. Furthermore, I had to work on Saturdays too. The pay was low. To top it all, I had to work under a woman, the headmaster’s wife, who was the real manager of the school.
2. Paragraph Writing
For your reference
The incidents in a narrative are usually told in the order in which they occurred. Therefore, the sentence I never met Aunt Helen until the day when Mother sent me over with a thermos flask
of chicken soup serves as the topic sentence, and the following are the details:
- the purpose of going there
- the description of Aunt Helen
- the pleasant atmosphere
- the writer’s impression
All these details adhere to the topic sentence to make the paragraph complete.
Exercise I
1. Spelling
1. advertise
2. suburb
3. range
4. interview
5. quarter
6. depress
7. dreary
8. indignity
9. disapproval10. geometry11. singularly12. leisure
2. Dictation
The most important day I remember in all my life is the one on which my teacher, Anne Sullivan, came to me. It was the third of March, 1887, three months before I was seven years old. On the afternoon of that eventful day, I stood on the porch, dumb, expectant, I guessed from my mother’s signs and from the hurrying in the house that something unusual was about to happen, so I went to the door and waited on the steps. Hanging down from the porch was sweet-smelling honeysuckle. My fingers lightly touched the familiar leaves and blossoms which had just come forth to greet the sweet southern spring. I did not know what surprise the future held for me.
I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Someone took it, and I was caught up and held close in the arms of her who had come to help me discover
all things to me, and, more than anything thing else, to love me.
3. Listening Comprehension
A. True (T) or False (F)?
For false statements, write the facts.
1. Henry would have liked his interview to begin at once.
T
2. The secretary waited in the manager’s office while the manager signed the letters.
F
The manager signed the last letter and then rang the bell for his secretary to come in and take the letters away.
3. The technical journals were very carefully arranged on the top shelf.
F
It looked as if the technical journals might at any moment slip off the shelf and fall to the ground.
4. The manager’s desk was very tidy.
T
5. The manager had no idea what job Henry had come for.
F
The manager knew what job Henry had come for; he said, “You’ve come about our advertisement for a clerk in the accounts section, haven’t you?”
B. Complete the following sentences with relevant information from the passage.
1. The telephone rang just as the manager was explaining that that he was waiting for a long-distance call from Manchester.
2. The manager apologized for keeping Henry waiting.
3. The bookcase was so large that it covered the greater part of one wall.
4. In the box which marked OUT, the manager dropped the letters which he had signed.
Script:
The Interview
The manager waved his hand towards the chair on the other side of the desk and told Henry to take a seat. “I’m waiting for a long-distance call from Manchester,” he explained. The telephone rang just as he spoke. The manager picked up the receiver and for some minutes spoke rapidly and impatiently into the telephone. Henry waited, rather regretting that this interview, which he had been dreading for days, had not begun at once. When at last the manager had finished, a secretary came in with a pile of letters. “I really won’t keep you waiting much longer,” said the manager apologetically, as he picked up the first letter and began to read it. “But these have to catch the next post.”
Henry passed the time by examining the manager’s office in some detail. On his right there was a large window, heavily curtained, with a view of the factory yard. Henry could see two workmen pushing a trolley across it towards a shed at the far end. Close to the window there were
three chairs arranged around a long, low table, on which stood a jug of water and some glasses. To Henry’s left there was a bookcase, which covered the greater part of one wall. The shelves were empty except for a dozen or so reference books, a pile of technical journals, which looked as if they might at any moment slip off the shelf and fall to the ground, and on the top shelf, standing by itself and looking rather out of place in the manager’s office, was a child’s plastic toy. Henry could not help wondering how it came to be there.
The most impressive piece of furniture in the room was the manager’s desk. Everything on its spacious polished top was arranged with great neatness. On either side of the desk there were two metal trays, one marked IN, the other marked OUT. In the latter tray the manager dropped the letters which he had just signed.
Henry had finished his survey of the room when the manager signed the last letter and tossed it into the tray on his right. “That’s the lot,” he said, as he rang the bell for his secretary to come in and take the letters away. Then he took off his glasses and rubbed his eyes. “Now let me see,” he said. “You’ve come about our advertisement for a clerk in the accounts section, haven’t you?”Henry nodded. His interview had begun.
4. Translation
A. Translate the following sentences from Chinese into English.
1.他们都认为他成功的可能性很小。
They all believed that he had a slim chance of success.
（“可能性小”可以用a slim chance来表示）
2.我不知道她为何总带有一种闷闷不乐的神情。
I don’t know why she has an air of sadness all the time.
（air有“神态、外观”的意思，这里的“神情”即可用air表示）
3. 等到所有同学都就座后，学生会主席才开始宣布野营的日程安排。
It was after all the students had taken their seats that the president of the students’ union proceeded to announce the camping itinerary.
（这句话翻译的时候可以用强调句，强调前半句；另外，proceed to本意是“着手、继续”，这里的“开始宣布”可以翻译成proceed to annouce）
4. 胃是人体至关重要的器官，请善待之。
The stomach is a vital organ of the human body; please take good care of it.
（“至关重要”用vital表示，“善待之”可以用take good care of it表示）
5. 他认为总经理如此重视那些日常琐事是荒唐的。
He considered it ridiculous for the general manager to attach so much importance to those routine trifles.
（“如此重视某事”用attach so much importance to something来表示，“日常琐事”用routine trifles表示）
6. 她的研究涉及到多种语言和文化，富有挑战性。
Her study, which ranged over many languages and cultures, was full of challenge.
（“包括、涉及”可以用range over表示；“涉及到多种语言和文化”翻译时可以作定语从句，修饰her study）
7. 根据安排，全体工作人员轮流值晚班。
As is scheduled, all the members of the staff take turns to do late duty.
（schedule有“安排、计划”的意思，因此“根据安排”可以翻译为as is scheduled；“轮流做某事”用take turns to do something表示）
8. 想到要远离父母独立生活，她深感不安。
She was greatly upset at the thought of leaving her parents and living on her own in a remote area. （“对某种想法深感不安”可以用be greatly upset at the thought来表示）
9. 对于她是否胜任这项工作我们不甚担心，我们担心的是她的健康问题。
We do not worry so much about her qualifications for the job as about her health.
（“担心B胜过担心A”可以用do not worry so much about A as about B来表示）
10. 想到要作一次环球航海旅行，他为之激动不已。
He was greatly excited about the prospect of having a cruise around the world.
（“激动不已”可以用be greatly excited about表示；prospect有“预期”的意思，原文虽然没有这个表述，但是“作一次环球航海旅行”还没实现，所以可以用prospect表示这是想象中的、还没有发生事情）
B. Translate the following into English.
在弗雷德看来，面试进行得很顺利。五天前他曾向一家小公司申请工作，现在那公司的一名董事正在对他进行面试。
From Fred’s point of view, the interview was going very smoothly indeed. Five days before, he had applied for a job at a small business company and now he was being interviewed by one of its directors.
在这之前弗雷德一直在当推销员。他现在想调工作并不是因为缺钱，而是因为作为一名推销员他几乎没有空闲的时间。
Fred had been working as a salesman. He wanted to change his job not because he was short of money, but because as a salesman he could hardly enjoy any leisure at all.
弗雷德在谈话前很着急，生怕头脑发昏说错话，但是很幸运他发现自己同这位董事的共同之处颇多。
Fred had been worried that he might lose his head and say something silly, but fortunately he found that he had a lot in common with the director.
显然这位董事很满意。正当弗雷德在想着自己很可能得到工作时，董事接着问他：“你愿意加班吗?”
It was clear that the director was quite satisfied. Fred was thinking that his chances of landing the job were favourable when the director proceeded to ask, “Do you mind working overtime?”
5. Sentence Rewriting
Rewrite each of the following sentences, using an -ing participle.
A.Example:
I was very short of money and I applied for the job.
Being very short of money, I applied for the job.
The -ing participle phrase beginning with being is used as an adverbial denoting cause or reason.
1. He was too late to catch the train, so he hired a taxi to go to the station.
Being too late to catch the train, he hired a taxi to go to the station.
2. He was very tired from walking and so he sat down to take a rest.
Being very tired from walking, he sat down to take a rest.
3. As Jane was in poor health, she was unable to attend school regularly.
Being in poor health, Jane was unable to attend school regularly.
4. John was in debt and that was why he was not able to send his son to university.
Being in debt, John was not able to send his son to university.
B.Example:
He fixed me suddenly with his bloodshot eyes and asked me a number of questions.
Fixing me suddenly with bloodshot eyes, he asked me a number of questions.
The -ing participle phrase is used as an adverbial denoting accompanying circumstances.
1. He turned to the left and found the red brick house.
Turning to the left, he found the red brick house.
2. The headmaster looked at me coldly and asked me to come in.
Looking at me coldly, the headmaster asked me to come in.
3. When I was talking with the headmaster, I knew it was his wife that really ran the school. Talking with the headmaster, I knew it was his wife that really ran the school.
4. I saw his wife coming into the room, and I stood up.
Seeing his wife coming into the room, I stood up.
C. Example:
This class consisted of twenty-four boys, who ranged in age from seven to thirteen.
This class consisted of twenty-four boys, ranging in age from seven to thirteen.
The -ing participle phrase is used as a relative clause equivalent.
1. The department store next door has got nice cardigans at different prices, which range from ￥200 to ￥450 each.
The department store next door has got nice cardigans at different prices, ranging from ￥200 to ￥450 each.
2. On this matter he showed all sorts of feelings, which ranged from bitterness to hope.
On this matter he showed all sorts of feelings, ranging from bitterness to hope.
3. The average daily temperature here in this month varies greatly. It ranges from 5℃to 20℃.
The average daily temperature here in this month varies greatly, ranging from 5℃to 20℃. 4. This village exports agricultural products of various kinds, which range from rice to garlic. This village exports agricultural products of various kinds, ranging from rice to garlic.
Exercise II
Complete each blank in the following RESUMé with one of the given contents in the box.
?Suggest changes in product offerings on a quarterly basis based on detailed analysis of sales patterns
?Provide in-house training for new employees as needed
Exercises III
Complete the following dialogue.
Fay: Hi Jerry. I’m thinking of applying for a job with a multinational company, but I’m worried about having an interview in English. Can you give me any good tips?
Jerry: ________________________________________________________________________ Fay: That sounds like good advice. Maybe I could sing and dance for them, ha ha ha! Then they’d really be impressed! But seriously, how do I make a good first impression?
Jerry: ________________________________________________________________________ Fay: Ah, “body language” is really important, isn’t it?
Jerry: ________________________________________________________________________ Fay: Should I memorize my answers beforehand?
Jerry: ________________________________________________________________________
Fay: I never thought about that before. You’re really smart, Jerry! But what should I do if I can’t remember an English word when I’m answering a question?
Jerry: ________________________________________________________________________ Fay: That’s very helpful, Jerry. Thanks so much. Ah, one more thing. Should I ask about the salary during the interview?
Jerry: ________________________________________________________________________ Reference
Fay: Hi Jerry. I’m thinking of applying for a job with a multinational company, but I’m worried about having an interview in English. Can you give me any good tips?
Jerry: Hmmm. That’s a tough one. I guess the first thing is to try to make a good impression. We often say, “you never get a second chance to make a first impression”. You really need to get off
to a good start.
Fay: That sounds like good advice. Maybe I could sing and dance for them, ha ha ha! Then they’d really be impressed! But seriously, how do I make a good first impression?
Jerry: To begin with, you should firmly shake the interviewer’s hand while greeting him or her with a smile. Be sure to keep eye contact, especially when listening to the interviewer.
Fay: Ah, “body language” is really important, isn’t it?
Jerry: Yes, it is. The second thing is to have confidence. You get confidence from being prepared. You should learn a little bit about the company before the interview. Find out what they do, how long they’ve been in business, what their business motto is, that kind of thing. You should also anticipate possible questions, and think about how you will answer.
Fay: Should I memorize my answers beforehand?
Jerry: No! Definitely not! That sounds very mechanical. You should be natural when you speak. Just think about how you want to answer, and choose the right words at the time of the interview. That way, you can use the interviewer’s own words in your answer, which shows you’ve been listening. Then you’re sure to make a good impression.
Fay: I never thought about that before. You’re really smart, Jerry! But what should I do if I can’t remember an English word when I’m answering a question?
Jerry: In that case, you have to paraphrase. In other words, you have to explain what you want to say. For example, if you forget the word “manufacturing”, you can say “making a product” instead. Or instead of “statistics” you could say “using many big numbers to describe something”.
Fay: That’s very helpful, Jerry. Thanks so much. Ah, one more thing. Should I ask about the salary during the interview?
Jerry: No, either let them bring up the topic of money, or else wait for a second interview. If you prepare well, make a good first impression, have confidence, and use English naturally, you’re almost certain to be interviewed again. Good luck!
作文翻译 Unit 1 李明是学化学的，性格开朗幽默，颇有魅力，但英语成绩不佳，每次只能勉强及格。老师警告他，英语不好会阻碍他拿奖学金，并亮出了自己的王牌：如果李明不努力，就让他考试不过关。老师还告诉他，学习英语不能只为了文凭，否则他即使大学毕业，也还是个半文盲。李明虽然保持镇定，但他明白，他的学业生涯正在攸关之际，必须安心下来埋头学习，坚持不懈。 Li Ming was a chemistry major, a charmer noted for his easygoing and humorous temperament. However, his English was so poor that he always barely got by. The teacher admonished him that his poor English would be an impediment to scholarship. What’s more, she showed her trump card: if Li Ming did not work hard. She would flunk him. He was also told that he should not learn English merely for the sake of his diploma. otherwise, even after graduation from university, he would still be semiliterate. Although Li Ming did not lose his composure, he was well aware that he had to settle down to work and follow through because his academic life was at stake. Unit2 我的朋友琳达接受过良好的教育，既美丽又端庄，三十好几依然没有人向她求婚。究其原因，她的事业心极强，整日扑在工作上，每天来往于住处和公司之间，根本没有时间和异性交往。一想到女儿这么大了还单身一人，她父母就焦虑不安。他们不知道该如何是好，甚至还去咨询一些社会学专家。 但是事情在上个月出现了转机，公司的总部调琳达到培训部。在新的工作岗位上，琳达遇到了第一个触动她心弦的男人。从此，他们几乎每天约会，琳达意识到她会不顾一切地爱这个男人。决定嫁人的时候，她告诉了我这个好消息。 虽然琳达的爱情让人想起电影中才会有的浪漫故事，我也担忧未来究竟会怎样，但我还是表达了我由衷的祝福，并爽快答应在婚礼那天做他们的伴娘和伴郎随从中的一员。 Linda, my good friend, has received good education and is both beautiful and elegant. She was not proposed to even when she was well over thirty. The reason is that she, as a career –oriented woman, is devoted to her work. Navigating between home and the company, she had hardly any time to socialize with people of the opposite sex. Her parents were gripped by anxiety at the thought of their daughter still remaining single at such an age. They did not know what to do and even consulted with some sociologists. But the situation began to change last month, when the headquarters of the company transferred Linda to the training department. On the new post, Linda met a man who tugged on her heartstrings for the first time. Ever since then, they dated virtually on a daily basis, and Linda realized that she would love the man beyond all reason. When she decided to take the matrimonial plunge, she informed me. Though Linda’s love is reminiscent of the romance that we see only in movies and I don’t know what the future will hold for her, I give her my heart-felt wishes and agree readily to be a member of the entourage of bridesmaids and groomsmen. Unit 3 食品供应商缺乏诚信已经成为当今社会的一大问题。部分企业欺骗公众，故意散布假消息，颂扬食品添加剂是食品工业的伟大成就，并声称适量的添加剂对健康有益无害。部分有良知的科学家对食品添加剂的含量和毒性展开了深入的病理学研究。研究结果表明，部分常见的食品添加剂经长期，可能会对健康产生危害，这被认为是食品安全研究方面极为重要的
Unit 1 语法重点 一、动词不定式 不定式可以用来做主语、表语、定语、状语、宾语、独立成分，表示比较具体的意义。 （1）做主语 ①动词不定式短语 To master a foreign language is no easy job. To see this film is to waste time. To solve this problem is out of the question ②为平衡整个句子，避免头重脚轻，常用it做形式主语，而将真正主语不定式放后 面，用于这种形式是一些特定的结构。例如： 1）谓语部分是系表结构，表语是某些形容词或名词。例如： It is foolish to do in this way. It sounds reasonable to do it this way. 2）某些动词做谓语时。例如： It took much time to do this. It makes us excited to think about that. (2) 做表语 表示打算、计划、命令和要求，用于appear, seem, happen等系动词后面 Such questions are to be avoided. What he said proved to be true. He seems to be ill. (3) 做定语 做定语时不定式一般紧跟其所修饰名词或代词后面。例如： He was the first one to come this morning. He didn’t have the chance to go to school in the past. 如果不定式是不及物动词时，应注意其相应介词的搭配。例如： He has nothing to worry about. She is a very nice person to work with. (4) 作状语 不定式作状语可以表示目的、原因和结果。 ①表目的常用in order to, so as to,等结构但so as to只能放在主句之后。 Check your homework so as to avoid mistakes. She goes home (in order) to see her grandmother every week. ②表结果常用only to do, enough to do, too…to do等句型，不定式短语作结果状语具有 “意料之外”之意。 He is too excited to speak anything. I hurried to his house, only to find him out. ③原因 She seemed surprised to see us. He is sorry for what he did to think of his past. -不定式作方式状语时，通常采用as if 或 as though + to 的结构，其意为“好像要……”。 He raised his hand as if to hit me. She took out a pen and a piece of paper as though to write something. (5) 做宾语
UNIT2Workingtheland Structure:GerundusedasSubjectandObject（动名词做主语和宾语）分层目标(GradedObjectives) A.Getthehangofthepriciples（easP?） B.DealwithproblemsofthatkindcorrectlP（medium ) 语法精讲 1.动名词的形式 被动形式 主动形 式 一 般式 完 成式 2.Detailedprinciples ①动名词做主语的用法(subject)动名词做主语往往表示经常性、习惯性的动作,在口语中也可以表示具体的动作。如： __________(see)isbelieving.____________(help)herismPdutP. __________(talk)mendsnoholes.______________(work)withPouisapleasure. 动名词做主语和不定式做主语一样，也可以用it作形式主语。 ●ItisuselesstrPingtoarguewithMark. ●Itisnousetalkingwithhim. 归纳：常用-ing形式作主语的句型有： ●Itbenouse/uselessdoing做……是没用的 ●_____________________________________________ ●_____________________________________________ ●_____________________________________________ ●…… ②动名词作宾语的用法(object) 1．有些动词或短语动词后常用动名词作宾语。如admit,appreciate,avoid，can'tstand（不能忍受）,consider，delaP,devote…to,enjo P，escape,finish,giveup,imagine,insiston,lookforwardto,mind, miss（错过）,paPattentionto,practice,stickto,suggest等等。 我已经写完这本书了。__________________________________________________________ 把门打开你介意吗？___________________________________________________________ ③在allow,advise,permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow／advise／permit＋名词／代词＋不定式（宾语补足语）”之形式。如： Wedon'tallowsmokinghere．/Wedon'tallowanPbodPtosmokehere． ④动词need,require,want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义一样. Thewindowneeds／requires／wantscleaning／tobecleaned． 这台电脑需要修理了。______________________________________________________
Section Four Consolidation Activities I. Vocabulary 1. Word Derivation 1) widow n.→ widowed a. ①她守寡十年了。 She has been a widow for ten years. ②一个寡母要抚养四个孩子长大成人确实不易。 It’s really not easy for a widowed mother to rear up four children. 2)nerve n.→ nervous a.→ nerveless a. ①当赛车手要有胆量。 It takes nerve to be a racing driver. ②她胆怯地一笑。 She gave a nervous laugh. ③刀子从她那无力的手中落下。 The knife fell from her nerveless fingers. 3)precise a.→precision n. → precisely adv. ①那东西正好在她遗落的那个地点找到了。 It was found at the precise spot where she had left it. ②你的报告不够准确。 Y our report lacks precision. ③那正是我的意思。 That is precisely what I mean. 4)compete v.→ competitive a.→ competition n. ①几家公司正为争取一项合同而互相竞争。 Several companies are competing (against/with each other) for the contract/to gain the contract. ②我们公司在世界市场上已不占优势。 Our firm is no longer competitive in world markets. ③他获诗歌比赛第一名。 He came first in the poetry competition. 5)execute v.→ execution n. ①他因叛国罪被处死。 He was executed for treason. ②这些计划最终得以实施。 The plans were finally put into execution. 6) preside v.→ president n.→ presidency n. ①首相主持内阁会议。 The Prime Minister presides at meetings of the Cabinet. ②他被任命为板球俱乐部会长。 He was made president of the cricket club.
1.---你怎样学习英语？ 2.---我通过小组学习的方式来学习。 3.---你通过大声朗读学英语？ 4.---是的，我是。它有助于我的发音。 5.---我怎样才能读得更快？ 6.---你可以通过读意群来读得更快。 7.---我怎样才能改善我的发音？ 8.---一种方法是听磁带。 9.我知道泼水节真的很有趣。 10.泼水节多么有趣啊！ 11.我想知道他们明年是否还会进行比赛。 12.那些龙舟队真是太棒了！ 13.我想知道六月是否是游览香港的好时间。 14.龙舟真漂亮啊！ 15.我认为四月是泰国最热的月份。 16.香港的食物真美味啊！ 17.---打扰了，你知道我在哪里能买些药吗？ 18.---当然。沿着这条街有一家超市。 19.---你能告诉我怎样去邮局吗？ 20.---抱歉，我不确定如何去那里。 21.---你能告诉我今晚乐队什么时候开始演奏吗？ 22.---晚上八点开始。
23.---我想知道接下来我们应该去哪里。 24.---你们应该试一下那边那个新开的骑乘项目。 25.我过去很矮。我过去在学校里不受欢迎。 26.Paula过去很文静。她过去不喜欢测试。 27.---你过去很矮，不是吗---是的，我是的。 28.他过去戴眼镜吗不，他不带。 29.---你的衬衫是棉质的吗？ 30.---是的，它们是的。并且它们是美国制造的。 31.---这个飞机模型是有什么制作的？ 32.---它是由用过的木头和玻璃制成的。 33.---在中国哪里产茶？ 34.---它产自许多不同的地区。 35.---茶是怎么制成的？ 36.---茶树在山坡上种植。当叶子长好了，人们就用手把它们采摘下来，然后送去加 工。 37.---拉链是什么时候被发明的？ 38.---它是在1893年被发明的。 39.---它是由谁发明的？ 40.---它是由Whitcomb Judson发明的。 41.---茶是什么时候被带到朝鲜的？ 42.---它是在6世纪和7世纪期间被带到了朝鲜。 43.---热冰激凌勺是用来干什么的？ 44.--她它是用来提供很凉的冰激凌的。
级下册第二单元英语语法点
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常用的情态动词有：can, could, may, might, must, shall, should, will, would这九大情态动词；其他的还有ought to, need, dare 等 二、情态动词表示“可能”或“预测” (can, could, will, would, shall, should, must, ought to （1）can 和 could 用于表示“可能”或“预测”：1. He can't be at home.他不可能在家。 2. Can the news be true? (can 置于主语 the news 前就成疑问句) 这消息可能是真的吗? 3. Anybody can make mistake. (只表示理论上的可能性) 任何人都可能犯错误。 （2）may 和 might 用于表示“事实上的可能性”或“预测”： 1. It may rain tomorrow可能会发生) 明天可能会下雨。 2. It may snow later this afternoon. (表示预测) 今天下午可能会下雪。 3. You might be right. (表示有可能) 你可能是对的。 （3）will 和 would 用于表示“预测”或“习惯性”： 1. I think he will be all right now. (will be 表示一定会) 我想他现在一定好了 2. That would be his mother.(would be 表示肯定是) 那肯定是他母亲。 3. He will sit there hour after hour looking at the river.(will 表示经常的) 他经常一连几个小时坐在那儿看着河水。 4）shall 和 should 用于表示“必定”： 1. I shall be rich one day. (shall be ) 总有一天我会发达的。 2. That should be Sam and his mother. (should be) 那准是Sam 和他的母亲。 2. That would be his mother.(would be 表示肯定是) 那肯定是他母亲。 3. He will sit there hour after hour looking at the river.(will 表示经常的) 他经常一连几个小时坐在那儿看着河水。 （4）shall 和 should 用于表示“必定”： 1. I shall be rich one day. (shall be ) 总有一天我会发达的。 2. That should be Sam and his mother. (should be) 那准是Sam 和他的母亲。 （5）must 用于表示“必定”，“必会”： 1. This must be good for you.(must be 肯定) 这肯定对你是有益的。 2. All mankind must die.(表示必然会发生的事) 所有的人一定会死的。 3. Mustn't there be a mistake? (mustn't 多用于疑问句) 那肯定会有错误吗？ 三、情态动词表示“许可”、“请求” (can, could, will, would, shall, should, may, might, must) （1）can 和 could 用于表示“许可”、“请求”： （2） 1. Can I go with you? (请求) 我能跟你一起走吗？ 2. Father said I could go to cinema. (表示过去的许可) 爸爸说我可以去看电影。 3. Could I ask you something ? (请求,用 could 比 can 更婉转) 我可以问你一件事吗？ （2）will 和 would 用于表示“请求” 1. Will you kindly tell me the way to the post office? (表示客气请求) 请问到邮局怎么走？ 2. Would you give me your address? (用 would 比 will 表示更客气)请你告诉我你的地址好吗3）shall 和 should 用于第一人称，表示征求对方的意见 1. Shall we talk? 我们谈谈好吗？ 2. What should we do next? (用should 比 shall 表示更客气) 下一步我们该怎么做？ 3. Shall he come to see you? (用于第三人称疑问句) 要不要他来看你？ （4）may 和 might 用于表示“许可”(口语中多用 can ) 1. You may take a walk. (表示给予许可) 你可以散散步。 2. You might read the story for me. (比may更婉转) 是否请给我读一读这故事。 3.May I make a suggestion? 我可以提个建议吗？
翻译 Unit 1 李明是学化学的，性格开朗幽默，颇有魅力，但英语成绩不佳，每次只能勉强及格。老师警告他，英语不好会阻碍他拿奖学金，并亮出了自己的王牌：如果李明不努力，就让他考试不过关。老师还告诉他，学习英语不能只为了文凭，否则他即使大学毕业，也还是个半文盲。李明虽然保持镇定，但他明白，他的学业生涯正在攸关之际，必须安心下来埋头学习，坚持不懈。 Li Ming was a chemistry major, a charmer noted for his easygoing and humorous temperament . However, his English was so poor that he always barely got by. The teacher admonished him that his poor English would be an impediment to scholarship. What’s more, she showed her trump card: if Li Ming did not work hard. She would flunk him. He was also to ld that he should not learn English merely for the sake of his diploma. otherwise, even after graduation from university, he would still be semiliterate. Although Li Ming did not lose his composure, he was well aware that he had to settle down to work and follow t hrough because his academic life was at stake. Unit2 我的朋友琳达接受过良好的教育，既美丽又端庄，三十好几依然没有人向她求婚。究其原因，她的事业心极强，整日扑在工作上，每天来往于住处和公司之间，根本没有时间和异性交往。一想到女儿这么大了还单身一人，她父母就焦虑不安。他们不知道该如何是好，甚至还去咨询一些社会学专家。但是事情在上个月出现了转机，公司的总部调琳达到培训部。在新的工作岗位上，琳达遇到了第一个触动她心弦的男人。从此，他们几乎每天约会，琳达意识到她会不顾一切地爱这个男人。决定嫁人的时候，她告诉了我这个好消息。虽然琳达的爱情让人想起电影中才会有的浪漫故事，我也担忧未来究竟会怎样，但我还是表达了我由衷的祝福，并爽快答应在婚礼那天做他们的伴娘和伴郎随从中的一员。 Linda, my good friend, has received good education and is both beautiful and elegant. She was not proposed to even when she was well over thirty. The reason is that she, as a career -oriented woman, is devoted to her work. Navigating between home and the company, she had hardly any time to socialize with people of the opposite sex. Her parents were gripped by anxiety at the thought of their daughter still remaining single at such an age. They did not know what to do and even consulted with some sociologists. But the situation began to change last month, when the headquarters of the company transferred Linda to the training department. On the new post, Linda met a man who tugged on her heartstrings for the first time. Ever since then, they dated virtually on a daily basis, and Linda realized that she would love the man beyond all reason. When she decided to take the matrimonial plunge, she informed me.Though Linda’s love is reminiscent of the romance that we see only in movies and I don’t know what the future will hold for her, I give her my heart-felt wishes and agree readily to be a member of the entourage of bridesmaids and groomsmen. Unit3食品供应商缺乏诚信已经成为当今社会的一大问题。部分企业欺骗公众，故意散布假消息，颂扬食品添加剂是食品工业的伟大成就，并声称适量的添加剂对健康有益无害。部分有良知的科学家对食品添加剂的含量和毒性展开了深入的病理学研究。研究结果表明，部分常见的食品添加剂经长期，可能会对健康产生危害，这被认为是食品安全研究方面极为重要
第4讲Robots 语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.掌握各个时态的被动语态的结构与用法； 2.能够熟练运用被动语态解题造句。 一. 含义与构成 1. 被动语态表示句中的主语接受谓语动作，也就是说，主语是谓语动作的承受者。谓语动词用作被动语态的句子叫做被动句。 2. 构成：be + 过去分词(be有时可用become 或get代替), be随着主语的人称、数、时态和语气的不同而变化。 3. 被动语态的各种时态形式有： 一般时态：be + 过去分词 English is spoken in many countries. Romeo and Juliet was written by Shakespeare. Many believe that one day the earth will be destroyed if people do not learn to live in peace. 进行时态：be + being + 过去分词 His plan is being carried out successfully. The new curtains were being hung when the visitors showed up. The car will be being cleaned by my brother. 完成时态：have + been + 过去分词 I’ve been robbed. The outcome of the election was announced before all of the votes had been counted. Everything will have been done by the end of this month. 二. 用法 1. 强调动作的承受者： Frank was hit by a car.
Unit 2Civil Right Heroes Ⅰ. Teaching Plan & Students will be able to: 1.understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad); 2.learn to use library resources and other resources for information; 3.grasp the key language points and grammatical structures in the text; 4.[ 5.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Principles: stimulating, motivating, facilitating, enabling Task–based:reading, writing, discussing, practicing, commenting, criticizing, evaluating, recreating, investigating, searching for resources, case studying, presenting and demonstrating, deducting, inducting, etc. < 1. T asks Ss the following questions on the recording: (5 minutes)
Unit1 1.semiliterate:a.semi-educated;having only an elementary level of reading and writing ability半文盲的，有初等文化的semi-:half or partly 2.dropout:n.a personwho leavesschool before finishing a course（尤指中学的）退学学生 3.do-gooder:n.sb.who does things that they think will help other people,although the other people might not find their actions helpful一个总是试着帮助别人的人（通常是贬义）；不实际的社会改革家（指幼稚的理想主义者，支持善心或博爱的事件的改革者） 4.impediment:n.obstacles,barriers妨碍，阻止，阻碍，阻挡 5.trump card:anything decisiveheld in reservefor useat a critical time王牌 6.charmer:n.a personwho hasgood qualities that make you like him/her讨人喜欢的人，有魅力的人，有迷惑力的人（尤指迷人的女人） 7.get by:to be able to deal with a situation with difficulty,usually by having just enoughof sth.you need,suchas money过得去 8.settledown:to becomequiet and calm（使）安静下来；平息 9.flunk:v.to fail an exam or courseof study不及格 https://www.doczj.com/doc/8818631883.html,posure:n.calmnessandcontrol平静；镇静；沉着 11.parade:n.a seriesof peopleor things that appearone after the other 12.at stake:to be won or lost;risked受到威胁，面临危险 13.sail:v.to move quickly and effortlessly投入 14.testimony:n.spokenor written statementthat sth.is true证词，证明 15.conspiracy:n.act of joint planning of a crime阴谋，共谋 16.doom:v.to makesb.or sth.certain to do or experiencesth.unpleasant注定 17.follow through:to continue a stroke,motion,plan,or reasoningthrough to the end 将动作、计划等进行到底 18.I flunked my secondyearexamsandwas lucky not to be thrown out of college. 19.The managementdid not seemto consideroffice safetyto be a priority. 20.Thousandsof lives will be at stake if emergency aid does not arrive in the city soon. 21.I think therewas a conspiracy to keep me out of the committee. Unit2 1.propose:v.[to sb.]to aska personto marry one提亲；求婚 2.knockoff:n.a copy or reproduction of a designetc.esp.one madeillegally假货；赝品 3.Windex:v.to clean with a kind of detergentby the brand of Windex用Windex牌清洁剂清洗 4.takethe plunge:to take a decisive first step,commit oneself irrevocably to a course of action冒险尝试 5.bridesmaid:n.a girl or unmarried woman attending the bride at a wedding女傧相；伴娘 6.maid of honor:a principal bridesmaid女傧相
A. 好多好多How！！ “怎么样？”问情况： 1. How are you? / How is your mother? 2. How is your English class? /How is the weather in Shanghai? 3. How about New York? “多大了”问年纪 1. How old are you?/ How old is your sister? “多少”问数量： 1. How many apples are there on the desk? 2. How many kites can you see? 3. How many people are there in your family? 4. How much money do you have? 5. How much water are there in the cup? “多少钱”问价钱： 1. How much is this dress? 2. How much are they? “怎样”问方式： 1. How do you go to school? 2. How can I get to Zhongshan Park? “多么”表感叹 1. How funny! 2. How nice! B. 英语中的“乘”交通工具 英语中表示交通方式的形式很多，但总的来说，不外乎两种方式，即：用介词和动词来表示。 一、用介词表示。 1． by + 表示交通工具的名词，泛指“乘/坐某种交通工具”，其中名词前无任何修饰语，且只能用单数。如： He came by train, but his wife came by bus.他坐火车来的，但他妻子坐汽车来的。 Travelling by elephant is great fun. 骑象旅行很有趣。 类似的词组还有：by car乘车；by plane乘飞机；by ship乘船；by taxi乘计程车等。 2．in/on + 表示交通工具的名词, 或泛指或特指“乘/坐某种交通工具”，其中名词前常有冠词、物主代词、指示代词或名词所有格等修饰语，名词可以是单数或复数。 ① bus，train，boat，plane，ship等有厢，有舱的名词前，用介词in或on。如： We are going there in/on a bus.我们将乘公共汽车去那里。 （泛指）Don't come here on /in the ship．不要坐船来这里（特） ② bike或motorbike前，只能用介词on。如：
人教版初中英语七年级下册Unit2语法指导与练习 Unit 2 What time do you go to school? Unit 2语法指导与练习 语法指导之一 询问时间及时间表达法 【教材原句】 1.——What time do you usually take a shower,Rick? ——I usually take a shower at six forty. 2.——What time does Rick eat breakfast? ——He eats breakfast at seven o’clock. 3. ——When do your friends exercise? ——They usually exercise on weekends. 以上例句，是由疑问词和引导的，用来询问时间的特殊疑问句及其相应的回答。（what time；when） 【语法透析】 一、如何用when与what time询问时间 When与what time都可以用来询问时间，意为“什么时候”，但它们并不完全等同。在不同的语境下，它们的使用还是有一定讲究的。What time用来询问具体的时间点；when既可以用来询问具体的时间点，还可以用来询问时间段。也就是说，它们有时可以互换，有时却不能，具体用法如下： 1.询问做某事的时间（钟点）时，两者可以互相替换。例如：——When /What time do you go to school?——I go to school at seven o’clock. 2.询问钟表所表示的具体时间（钟点）时，即几点几分，只能用what time，而不能用when。例如：——What time is it now，Jack?——It’s eight thirty. 3.询问事件发生的年份、月份、日期等非钟点性时间时，只能用when，而不能用what time。例如：1)——When was your brother born?——He was born in 1995.2)——When is Teachers’Day?——It’s September10th. 【拓展记忆】用what time提问时间，答语应包括具体的时间点；用when提问时间，答语则不一定为具体的时间点；用when提问时间，回答若是具体的时间点，则可以用what time替换。 【试题链接】——do you go to school? ——At 7:00 in the morning. A.What B.How C.What time D.How old (what“什么”；how“怎样”；what time“什么时间”；how old“多大”。由答语“At 7:00 in the morning.”可知问句是对具体时刻提问，故选C。) 【试题链接】——did you visit the Science Museum? ——Three months ago.. A.When B.Where C.What D.Which (答语“Three months ago.”意思是“三个月前”，由此可知询问的内容应为“何时”，故选A。) 二、时间表达法