新人教版高中英语必修二unit3_Computers之important_sentences精品ppt课件

人教版高一英语必修二《Unit3Computers》评课稿1. 课程概述本文档是对人教版高一英语必修二《Unit3Computers》的评课稿。

该单元是高中英语教材的一部分，旨在帮助学生掌握关于计算机的基本知识和技能。

通过本单元的学习，学生将了解计算机的发展历史、操作系统、计算机网络等内容。

2. 教学目标本单元的教学目标主要包括以下几个方面：•了解计算机的发展历史，掌握计算机相关的词汇和表达方式。

•理解计算机的基本组成和工作原理，能够运用所学知识进行简单的操作和维护。

•掌握计算机操作系统的基本功能和使用方法。

•了解计算机网络的概念和组成，并能够简单地描述其功能和应用。

3. 教学内容3.1 计算机的发展历史本部分主要介绍了计算机的发展过程和里程碑事件。

通过学习，学生将了解到计算机的起源、发展的不同阶段以及计算机在不同领域的应用。

3.2 计算机的基本组成和工作原理本部分介绍了计算机的基本组成和工作原理。

学生将了解到计算机由硬件和软件组成，学习各个硬件部件的功能和相互之间的关系。

同时，还将学习计算机的工作原理，包括输入、处理、输出和存储等基本过程。

3.3 计算机操作系统本部分主要介绍计算机操作系统的功能和使用方法。

通过学习，学生将了解到操作系统是计算机系统中最核心的部分，掌握常见的操作系统如Windows和Linux的基本操作和配置。

3.4 计算机网络本部分介绍了计算机网络的概念和组成。

学生将了解到计算机网络的基本原理和分类，以及局域网和广域网的区别。

此外，学生还将了解计算机网络的应用场景和常见的网络设备。

4. 教学方法4.1 探究式教学法本课程采用探究式教学法，通过提问、讨论等方式激发学生的学习兴趣和主动性。

教师可以设计一些问题，引导学生自主探索和发现相关知识，进而培养学生的思维能力和创新意识。

4.2 合作学习法在教学过程中，可以采用合作学习法，鼓励学生以小组为单位进行讨论和合作。

学生可以互相交流和分享自己的理解和思考，通过合作学习促进彼此之间的学习和成长。

人教版高中英语必修二（Book 2 Unit 3)Unit 3 Computers核心单词1. common adj. 共同的，普遍的；常见的常用结构：in common 共有，公用(在句中多作状语）have nothing/little/a lot/something in common (with) sb. 与某人没有/许多/有些共同之处in common with 和……一样common sense/knowledge 常识common welfare 公共福利易混辨析common/ordinary/usual/normalcommon 指"共有的，公共的；共同的；常见的"。

反义词为rare。

common作"普通的"讲时可与ordinary换用。

如"普通人"也可以说成common people。

ordinary 意为"普通的，平淡无奇的"，指没有什么特别的地方。

usual 意为"平常的，通常的，一向的"，含惯例之意。

normal 意为"正常的"。

Jane and I have nothing in common.=I have nothing in common with Jane. 我与简毫无共同之处。

The problems are common to all societies. 这些问题是所有社会的通病。

In common with many young people, he prefers pop songs.和许多年轻人一样，他喜欢流行歌曲。

He is in ordinary clothes. 他穿着平常的衣服。

We meet every day at the usual place. 我们每天在往常那个地方见面。

单项填空Harry visited the bookstore every week. He became sucha______________customer that the bookseller gave him some books as presents.A. commonB. normalC. usualD. average解析：选C。

Period 4 Listening教案The General Idea of This Period：This period includes listening and writing on Page 21；listening on Page 55 and listening task on Page 58.Apparently，the purpose of this period is to train the students’listening—for information；for comprehension and for language.Meanwhile，the students will be trained to express their own opinions after listening.Teaching Aims：1.Help the students to learn about the knowledge of information technology.2.Enable the students to get the main ideas of the listening materials.Teaching Important and Difficult Points：1.How to get the main idea and information in details.2.Express their own opinions after listening.Teaching Methods：1.Task-based learning.2.Cooperative learning.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 RevisionCheck the students’ interviews.Get the students to work together with their partners to interview each other.Step 2 Listening and writing （Page 21）Task 1 Listen to a conversationT：Class，as we all know，the 21st century is the century of information and technology.Next we will listen to a conversation about different kinds of information technology or IT.And as we know，each kind of information technology has its own advantages and disadvantages.So from this conversation we will listen for the advantages and disadvantages of each one.But before listening let’s first look at the pictures on Page 21 and the form on Page 22 to make sure what you are going to do while listening.OK，let’s begin.The students listen to the conversation for the first time.Task 2 Discussion and fillingT：You can see there are a TV，a CD-ROM，a computer，a radio，a DVD and newspaper here.Now try to finish filling in the form with the information you have just got from the conversation.and then decide which type of IT is best for you to use，according to the form above and explain the reasons.While discussing，remember to use the following expressions：I think that...In my opinion...I believe that...I agree because...I disagree because...I’ve decided that...Step 3 Listening （Page 55）T：Now come to the listening on Page 55.Before you listening，please read the requirements of Ex.1.After that，you will find the three robots from the pictures above on Page 55 and number them.The possible number：Picture 1—No.3 Picture 3—No.2 Picture 4—No.1T：Now please look at these boxes on Page 55 before you listen to the tape again，and try to find out the listening points.Pay more attention to these points and you may make some notes while listening.Three minutes later.T：Now try to fill in the boxes with the information from the listening material，and then check your answers with your partners.Step 4 Listening task （Page 58）T：Now please turn to Page 58，and finish the listening task.As we know，computers are used widely and put into androids.Please look at the pictures above.There are two androids in it.One works as a maid.The other works in a car factory.They are friends and they were made at the same time.Now they are talking about their lives and what it feels like to be android.OK，please listen carefully to their problems and fill in the form.I’ll play the tape twice.After listening.T：Try to fill in the forms as quickly as you can，and then we will check the answers in class.their lives.They are treated badly.Now you are going to make a list of the rights that androids should have so that they will be treated better.You can work with your partners and have discussion.Suggested answers：1.They should be able to choose the work they do.2.They should have their own time.3.They should be able to change their jobs.4.They should be able to decide their own future.5.They should be able to taste，smell，feel，etc.Step 5 AssignmentT：Class，I really appreciate your good performance in this listening class.I can see that your listening has greatly improved since you came to the senior school.Keep on your good work!OK，we have no time left.I’d like to assign you some homework to do.1.Go over the listening and writing on Page 21 and get ready for the writing.Step 6 The Design of the Writing on the BlackboardUnit 3 ComputersPeriod 4Step 7 Record after Teaching。

Unit 3 ComputersI. Teaching Material Analysis (教材分析):This text is an exposition on science, whose title WHO AM I? is so interesting that it can arouse students’ curiosity to read. Words and expressions in this text are too obscure to understand. We can use pictures and the context to guide students to understand. There are three paragraphs in this text, each of which has a clear topic sentence that gives the main idea of the paragraph, so students should be guided to pay attention to them. Unlike other expositions, this text is written in time order and the first person, which should be introduced to students as well.II. Students Analysis（学情分析）：It is the first time that students have read an exposition on science in senior school. They are not familiar with this type of writing. In addition, difficult terms and dull content in this text make it boring for students to read. Therefore, it is very important to arouse their interests and gain their confidence in reading.III. Teaching Aims（教学目标）:Knowledge aims（知识目标）：1. Get the students to know the following new words and expressions in this text: calculating machine, universal machine, analytical machine, artificial, intelligence, PC(personal computer), tube, transistor, chip,application, finance, trade, mobile, rocket, network.2. Get the students to have a better understanding of the history and basic knowledge of computers.Ability aims（技能目标）:1. Students can improve their reading ability by predicting, skimming and scanning.3. Students can find the topic sentence and supporting details of each paragraph.Emotional aims（情感目标）:Get the students to be interested in learning computers and learn how to use computers correctly.IV. Teaching Important Points and Difficult Points（教学重难点）: Important points（重点）：1) Enable the students to better understand the text structure by the clues of time;2) Enable the students to find the topic sentence of each paragraph;3) Enable them to improve their reading ability by predicting, skimming and scanning;Difficult points（难点）:1) Enable the students to have a clear mind about the topic sentence and the supporting details.2) Enable the students to explore, discuss and summarize the textstructure.V. Teaching Methods（教学方法）:1. Task-based teaching and learning2. Cooperative learning3. DiscussionVI. Teaching Procedures（教学过程）:Step one: lead-in（导入）To introduce the topic of this unit, ask the following questions:“What do you do in your spare time?”“Do you play games on computers?”Computers are very useful in our daily life.Step two: warming-up（热身）1)“Then in what other ways are computers used?”With this question, we can introduce some words which appear in the third paragraph: communication, trade, science and technology.2) Now that computers are important and useful in our life, then do you know “how computers developed?”It is very necessary that we ask students this question and then explain it to them. In this way, we can help students understand some difficult words which will hinder them from reading, and make them focus more on reading instead of on solving difficult words.From the above tasks, students have already been familiar with the textthey will read, and thus they may not be afraid to read it.Step three: predicting（预测）“Acco rding to the title and the two pictures on page 18, can you predict what will the text be about?”Before prediction, we can ask students to describe the two pictures, which can increase the efficiency of their predicting.Step four: skimming（略读）Ask students to skim the text and then answer the two questions:1) Who is the speaker?Based on prediction, this question is easy for Ss to answer.2) What is the main idea of the text?To simplify the question, I ask them to get the main idea in the following way:The text is about the ________ and the __________of computers. These two questions can help students have a general understanding about the text.Step five : scanning（扫读）Scan the text by listening to the tape and then finish the timeline:In 1642 calculating machineIn 1882 analytical machineIn 1936 universal machineIn the 1940s as large as a roomIn the 1960s connected by a networkIn the 1970s new applicationsNow computers connect people all over the worldFrom this question, students can have a detailed understanding about the text and it will help students clearly find that the text is written in time order.Step six: careful-reading（细读）1) Please read the text for a third time and then find the topic sentence of each paragraph.First read paragraph one in two minutes and find its topic sentence.Students have known how to find a topic sentence of a paragraph, however, they still have no idea about the relationship between topic sentence and supportive sentences in a paragraph. For paragraph one, I will give guidance, and para.2 and 3 can be left to them.2) Now it’s your turn to finish para.2 and 3 in three minutes. After that, have a discussion in groups of four to exchange your ideas.By cooperative discussion, students who have known the topic sentence and supportive sentences may help those who do not know. Step seven: post-reading（读后）The above reading activities are all about input, and now it is high time they should output what they have learned in this text. So I designed a retelling as follows:1) Over time I have been ______ quite a lot. I began as a __________machine in 1642. In 1882 I was built as an _________ machine and then in 1936 Alan Turing wrote a book about how I could be made to be a _________ machine. These changes only became possible as my _______ improved. In the 1960s they give me a family connected by a _______. In the 1970s many new _________ have been found for me. My goal is to provide humans with a life of _____ ______. Now I am a devoted friend and ______ of the human race.Besides language output, I also design a summary about text structure to raise their awareness of a whole text.2) The text was written in _____ order and used_______ person(人称)in _______ and ________________tense(时态).The type of writing (文体) of this text was an ________.Step eight: homework assignment（作业布置）1) Read the text by listening to the tape and underline the difficult points you cannot understand;2) Try to complete exercise 1 and 2 on page 20;VII: Blackboard Design （板书设计）Para.1 changed a lotcalculating machineanalytical machineuniversal machine英语学习讲义PC(personal computer)laptopPara.2 memory improvedtubes--transistors--chips—network--WWWPara.3 applicationscommunicationfinance / tradescience and technology。

信息技术的发展已经深深地嵌入到我们的生活中。

计算机的出现彻底改变了人们传统的生产方式和生活方式。

现代教育不再是仅限于背书和抄板书，而是花费大量的时间和精力去思考、去分析和去实践。

在这样一个信息时代，教师的角色也随之转变。

我们不仅需要教授知识，还需要培养学生的信息能力，帮助他们理解和利用科技并运用它们支持我们的学习和生活。

高一英语必修2 Unit3 Computers全单元教案是一份非常重要的信息技术教案。

这个单元是有关于计算机和互联网的，向学生介绍了计算机的历史和发展，软件和硬件，以及学习计算机和互联网所需的相关知识。

第一课：Computers in Everyday Life这一课介绍了计算机在生活中的应用以及与人们的生活密切相关的一些软件。

我们可以向学生展示各种各样的工具软件，如视频制作、图片编辑、文档编辑、音频制作等等。

我们也可以通过展示计算机硬件的内部结构来引导学生了解计算机是如何工作的。

第二课：The Development of Computers这一课涵盖了计算机诞生以来的漫长历史。

从最初的机械计算器到现代的个人计算机，这里介绍了计算机的种类、发展和特点。

学生能够学习计算机的历史，了解计算机技术的发展和趋势，以及计算机的应用范围。

第三课：Computer and Society这一课程介绍了计算机在社会生活中的应用，并引导学生思考计算机技术对社会的影响，特别是当它开始影响人们的生活、工作和教育时。

我们将会讨论有关网络安全问题，从而让学生了解如何安全地使用计算机。

第四课：Software这一课介绍了计算机系统中的软件，包括操作系统、应用软件、编译器等等。

学生将了解到不同类型的软件的特点，掌握基本的软件使用技巧。

第五课：Data Storage这一课主要介绍了计算机数据存储，包括内存、硬盘等。

学生将学习如何存储、传输和访问数据，并了解如何保护我们的数据。

第六课：The Internet这一课介绍了互联网的原理和应用。

人教版新课标必修二Unit3 The computer语法现在完成时的被动语态用法讲解【学习目标】1．现在完成时被动语态的结构2．现在完成时被动语态的主要用法3．使用现在完成时的被动语态需要注意的问题【课前预习】1．什么是语态？语态是表示主语和动词之间的主动关系或被动关系的动词形式。

英语动词有两种语态：主动语态和被动语态。

主动语态表示主语是动作的执行者（施动者），被动语态表示主语是动作的承受者（受动者）。

2．对现在完成时被动语态的理解现在完成时被动语态的结构就是现在完成时态和被动语态结构的叠合，即“have + been + 动词过去分词”。

试比较以下几组句子的谓语结构：1）主动句：He has repaired the machine for two hours. 他修理这台机器已有两小时了。

被动句：The machine has been repaired for two hours. 这台机器已修了两小时了。

2）主动句：The teacher has borrowed the books. 老师把那些书借走了。

被动句：The books have been borrowed by the teacher. 那些书被老师借走了。

【教学过程】一、现在完成时被动语态的构成1．现在完成时被动语态的肯定式由“have ／has ＋been ＋及物动词的过去分词”构成。

例如：Two windows have been broken．两个窗子被打破了。

2．现在完成时被动语态的否定式由“have ／has ＋not＋been ＋及物动词的过去分词”构成。

例如：The car has not been repaired．这辆汽车还没有修好。

3．现在完成时被动语态的一般疑问式由“Have／Has ＋主语＋been＋及物动词的过去分词”构成。

例如：①─Has her work been finished？她的工作完成了吗？─Yes，it has．是的，完成了。

Unit 3 ComputersI 教学内容分析本单元的中心话题是“计算机”。

Warming up部分用图片呈现了计算机发展的历史，让学生通过看图讨论的方式了解计算机的发展和演变过程。

Reading部分编者采用了拟人化的手法向读者介绍了计算机的发展历程。

Comprehending部分包括三个练习，分别从事实层面、分析层面和拓展层面考察学生对文章的理解和运用情况。

Learning about language部分的活动突出了形容词和副词用法的区别，并扣本单元的语法点（现在完成时的被动语态）。

Using language部分的听力材料中谈论的是信息技术的几种形态或载体（包括收音机、书籍、电视和电脑；在读说活动中，通过智能机器人参加足球赛的经历向读者介绍了计算机运用的另外一个例子。

Learning Tip部分鼓励学生利用图书馆，网络等课外资源学习英语，有利于学生使用资源策略。

Reading for Fun 部分是一首活泼风趣的小诗，以拟人的方法让机器人自述了心声：尽管日夜忙碌，为人服务，但它相信自己和真实的人类没什么两样。

II．教学重点和难点1．教学重点(1) 本单元的生词和短语；(2)通过学习本单元，使学生了解计算机的发展历程，及其在当今社会的广泛运用；(3)鼓励学生用英语表达自己的观点，进行简单的推理和做出决定。

2．教学难点(1) 教会学生通过时间的先后顺序来表达一件事；(2) 使学生了和掌握现在完成时的被动语态的用法；(3) 指导学生按类别归纳整理词汇，让学生学会有效地记忆词汇的方法；(4) 引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，在学习过程中培养语感。

III．教学计划本单元分六课时：第一课时：Warming Up, Pre-reading, Reading第二课时：Language points第三课时：Learning about language第五课时：Speaking, Reading, WritingIV．教学步骤：Period 1 Warming Up, Pre-reading, ReadingTeaching Goals:1. To know something about computers.2. To learn and talk about computers.Teaching Procedures:Step 1. Leading-inPurpose: To activate the Ss and arouse them to talk about the importance of computers in modern society.Ask Ss whether they have a computer or not and what they use it for. Let them talk as much as possible.Step 2. Warming UpPurpose: To get Ss to think about the differe nt ways computers can be made.Pair workGet Ss to look at the following pictures, and then ask them to answer the questions.A huge computer A PCA notebook computer A calculatorAn abacus1. What are they?2. What do they have in common?3. What is a computer?Suggested Answers:1. a huge computer, a personal computer, a notebook computer, a calculator, an abacus2.(1) to be used to calculate;(2) operate by human beings;(3) they are all artificial;(4) show figures in a certain way.3. A computer is a machine which stores knowledge in its memory and does calculations onthat knowledge. This knowledge is stored in symbols; it is called data. A computer usually has a monitor to show results. However, some computers can speak; these computers can be used for voice mail.A computer is now almost always an electronic device. It usually contains materials whichare toxic; these materials will become toxic waste when disposed of. When a new computer is purchased in some places, laws require that the cost of its waste management must also be paid for. This is called product stewardship.Step 3. Pre-readingPurpose: To activate Ss’ interest about computers.Group workAsk Ss the following questions and encourage them to say more.1.How have computers changed our lives ?2.What do you know about computers ?Suggested Answers:1. They’re a much more useful and humane tool than the phone , and with corporate America behind them the networks will be everywhere--- changing our lives more than any technology since the automobile.2. A multi-function electronic device that can execute instructions to perform a task.A device that accepts information, processes it, and supplies an output. A computer usually contains memory, a control unit, arithmetic and logical units, and a means for input and output.A programmable hardware component that is controlled by internally stored programs and that can perform substantial computations (including arithmetic and logic operations) without human intervention. A computer typically consists of one or more processing units, memory units, and associated peripheral input and output devices.Step 4. Reading1. SkimmingPurpose: 1. To get a brief understanding of the text.2. To train the students’ listening ability.First, let Ss skim the text and then listen to the recording of the text. Pay attention to the pauses and pronunciation.2. ScanningPurpose: To get Ss to have some details in the text.Now we are to read the text again and underline all the expressions in the text. Writethem down in your notebook.3. Further ReadingPurpose: To get Ss to get more details about the text.Read the text again and find the information to complete the table, which describes thedevelopment of computer.1642: ___________________________________________________1822: The Analytical Machine was made by Charles Babbage.____: ___________________________________________________1940s: ________________________________________________________: The first family of computers was connected to each other.1970s: ___________________________________________________Now: ___________________________________________________Step 5. RetellPurpose: To have a deep understanding of the text.Ask Ss to use the chart above to retell the development of the computer.One possible version:I, a computer, was a calculating machine in 1642 in France. Then I was built as an Analytical Machine in 1822, which was a technological revolution. I became a “universal machine” in 1936 to solve any mathematical problem. I was not very big at first then I became huge, the size of a large room before I was made smaller and smaller.Getting new transistors, later very small chips I changed my shape. I was connected with other computers and turned out to part of a network in the early 1960s. In 1970s I was brought into people’s homes, and came the Internet.Step 6. Homework1. Write a short passage about the development of computers.2. Finish Ex1 (P19), Ex2 (P20).Period 2 Language pointsStep 1 Word studyGroup workDivide Ss into four groups and ask them to discuss the following words.1. common（1）most widely known; ordinary:Eg He is a common sailor.（2）have nothing/little/something/ a lot in commonEg At first, I think we only had one thing in common, but suddenly I felt we had a lotin common.Eg The two brothers had everything in common in their manners, but the two sisters have little in common.Eg They have nothing in common with one another.2. analytical分析的Eg The scientist analyzed the milk and found it contained too much water.3.technology 科技；技术Eg With the development of technology, we will cure AIDS sooner or later.4.calculate(v.)1)to use numbers to find out a total amount, distance, etc. 计算；核算We haven’t really calculated the cost of the vacation yet.2)to guess sth by using all the information available 推测，估计It is impossible to calculate what influence he had on her life.5.As time went by, I was made smaller.随着时间的推移，我被弄得越来越小。

人教版新课标高中英语必修二Unit 3 知识点明细Unit 3 ComputersPart 1pare … with…把…与…相比较I compared the copy with the original, but there was not much difference.compare…to…把…比作…be compared toBooks can be compared to friends.Chairman Mao once compared the yout h to the sun at eight of nine o’clock in the morning.拓展: compared with/ to ( 常在句中作状语)_____________our small flat, Bill’s house seemed like a palace.______________the two ideas, I am in favor of the former.2.calculate v计算；推测calculator n.( c)计算器calculation n. (u) 计算The scientists calculated when the spacecraft would reach the moon.be calculated for = be designed / intended forcalculate意为计算，核算，指通过较复杂的过程，如算术上加减乘除的运算，或数学上的精密的计算等。

意为计算，数，是计算中最基本的动作，指逐个数过而得出总数。

Can you count the number of the apple?3.universal adj. 普遍的；通用的；宇宙的Such problems are a universal feature of old age.Music has been called the universal language.English may become a ________language that everyone can learn and use.A. formalB. universalC. regularD. specialthe universe n. (c)宇宙space太空universally adv.全体地；一致地；共同地；普遍地It’s universally accepted that……4.explore the ocean / moon探索，探测, 勘探;explore possibilities / ways / causes / phenomenaWe must explore all the possibilities for the solution of this problem.If you want to explore the narrow alleys(胡同) of Beijing, tricycles are worth using.注意：explode expose exploration5.although, though, asalthough, 引导让步状语从句不倒装though, 引导让步状语从句可倒装可不到装as, 引导让步状语从句时，必须倒装为强调的词于句首+as+其他成分（陈述语序）Although/though he was a child, he was able to stand on his own feet.Child as/ though he was, he was able to stand on his own feet.Young as he is ,he knows a lot.Hard as he worked, he failed finally.Try as he might, he failed finally.6.simplify vt.简化simple adj 简单的simply adv 简单地The law needs to be simplified.A great life is the result of simplifying your life.7.sum n. (c)The sum of seven and twelve is nineteen.You will be fined the sum of 200 dollars.in sum总而言之In sum, theory should be combined with practice.To sum up, there are three main ways of solving the problem.概括来说，这个题主要有三种解决办法。

英语必修二Unit3 Computers拓展词汇1.simplify vt.简化；使简明simple--complicated（复杂的）adj. simplify---complicate（使复杂化）vt.-fy “形成”“变成”“使……化”beautify，classify2.It takes +一段时间+before+从句过了一段时间后才……It will (not) be +时间段+before+从句（现在时）要过一段时间后才……（用不了一段时间就……）It was (not) be +时间段+before+从句（过去时）过了一段时间后才……（没过一段时间就……）3.solve vt.解决；解答【变形】solution n.解决，解答the solution to the problem【辨析】solve & settle4.reality n. [U]现实；真实[C] 事实；实际truth/as a matter of fact5.随着……As time went by,......(从句)With time going by,......（复合结构）6.go by (时间)逝去，过去；走过；经过；（机会等）轻易错过7.as a result 因此，结果（+结果）as a result of 由于……，作为……的结果（+原因）result from 由……引起，起因于result in 导致，造成8.totally adv. 完全地；整个地9.so...that 如此……以至于（+结果状语从句)置于句首--倒装结构So tired was she that he fell asleep as soon as he lay down.10.application n.[C,U]应用；用途；申请；请求make an application (to sb.) for （向某人）申请……an application form 申请表【变形】11.explore v.探测，勘察，探险；探究，考察【形近词】explode 爆炸explain 解释说明export 出口，输出12.anyhow adv.1）（转换话题、结束谈话或回到原话题时说）无论如何，反正Anyhow I don’t like it.2）而且，加之，反正I don’t want to go out and anyhow it is raining.3）尽管，即使这样I am afraid I can’t come, but thank you anyhow.13.goal n.14.of high qualityof +修饰词（high，great，little，some，no 等）+抽象名词（value,importance，use，help，interest等）作定语或表语=adj.15.intelligent adj. 智能的，聪明的intelligent machines/systems 智能机器/系统【变形】intelligence n.智力；才智；智慧intelligence quotient =IQ智商e true 实现，成为现实（无被动）become a reality 实现realize 实现17.give away捐赠，赠送；分发，颁发；泄露，暴露18.signal1) v. 发信号；示意2)n.信号，暗号a danger/warning signal 危险/警告traffic signals 交通信号19.personally adv.1）就个人而言=in one’s opinion2）本人；亲自by oneself20.in a way =in one/some way在某种程度上in the way/in one’s way 挡道，碍事in this/that way 以这种/那种方式in any way 在任何方面by the way 顺便说一下，顺便问一下by way of 经由……on one’s/the way to 在去……的途中in no way 决不，一点儿也不21.arise vi.1）出现；发生，产生2）（由……）引起；（因……）产生22.make up1)组成，构成被动形式be made up of2)编造，虚构3)化妆，打扮4)弥补（常与for连用）23.after all1)终究；归根结底（结果与预想不同，句尾）2)毕竟，别忘了（解释或说明理由，句首at all 完全，根本(否定，疑问，表条件的从句) not ...at all 一点也不above all 首先，最重要的是，强调最重要的in all 总共，总计=in total24.with the help of sb. =with one’s help 在……的帮助下；借助（be）of great help 非常有帮助come to one’s help 来帮某人的忙can't help but do sth. 不得不做某事can't help doing sth. 忍不住做某事help...out 帮助……摆脱困境help oneself to 自用；自取25.deal with1）对待；对付；处理2）与……交易3）论及；涉及how to deal with...what to do with...26.watch over1)看管；照顾。