Unit 9 Kids and Computers Digital Danger翻译

Unit 9 Kids and Computers: Digital Danger

Alison Sperry

1. There's a familiar saying, "Play is children's work." Through play, people who study child development tell us, children develop the skills and outlooks that determine the adults they will become. Playing house or school, for example, helps them "try on" the roles of Mom or Dad or teacher. Athletic activities help kids develop coordination, learn to work as part of a group, and gain confidence and a sense of fair play. Even solitary activities like reading connect children with the wider world, encouraging a sense of empathy with the greater human family.

2. But in very recent years, other forms of entertainment have had an enormous impact on growing children. For many kids, computer activities and video games now take up much --even most -- of the time formerly devoted to more traditional forms of play. Entering adulthood now are the first Nintendo babies, a generation raised more on Virtual Boy and Mortal Kombat than baseball and Uncle Wiggly. How have they been affected by this change in the concept of "play"? Social scientists, parents, and talk show pundits will be debating the question for years to come. But we can start drawing our own conclusions. As amusing and ingenious as electronic entertainment can be, children -- and society they live in -- are the losers when they rely on these forms of fun. Unlike traditional games and toys, "wired" entertainment encourages kids to be unimaginative, socially immature, and crudely desensitized to the world around them.

3. Watch a child take a ball of Play-Doh in her hand and begin to roll it experimentally. First it's a simple ball, then a snake. The snake might become a figure eight or a bracelet. She coils the bracelet on top of itself to create a pot that she uses for a make-believe tea party. Next she smashes the pot back into a ball, which may next morph into a snowman, a horse's head, a bunny, a sea serpent, or a skyscraper. With nothing but her hands and an inexpensive chunk of flour and salt, she forms a universe in which she makes the rules and creates the inhabitants. When she tires of it, she can wad it back into a shapeless mass that awaits her next creative impulse. The act of playing with the Play-Doh sparks other interests — maybe she'll work with modeling clay that she can bake into a permanent form, or paints, or papier-maché Although she doesn't give what she's doing a great deal of thought, she's learning something valuable: I am a creator. I can give my ideas tangible form.

4. A video game, on the other hand, is cynically programmed to give the illusion of creativity. The player is given various choices at every turn — Which door will I go through? Which weapon will I use? What clue shall I read? —But they are choices in the same sense that a pigeon's pecking at a lever to get a grain of corn is a choice. The player is as much a tool of the game as the joystick. Her momentary fun is unsatisfying because it leads not to any genuine sense of achievement but only to the hypnotic experience of watching someone else's creation unfold. Hand a ball of Play-Doh to a child reared on the sterile adventure of video games, and you're apt to get a blank look and the hesitant question, "What do I do with it?" The video game player learns her own lesson: I don't create. I let someone else's creativity happen in front of me.

5. It's a beautiful Saturday in autumn, and a group of kids are playing a pickup game of soccer.

A dispute arises about whether a kick went over the foul line. Some of the kids are sure it did; others insist that it did not. Voices are raised; tempers flare. Maybe a hothead or two will stalk off the field. But the sky is crystal blue, and there are chores waiting at home. Making a quick calculation about the relative benefits of continuing the game, the players work out a solution. Maybe they replay the kick. Maybe they flip a coin. Maybe they agree to say that the ball was fair, or foul. Their willingness to compromise, to accept the idea that such give-and-take is part of life, allows the game to proceed. The players move on, having learned a small lesson about getting along with others.

6. Contrast that scene with the world of the Internet chat rooms, where many adolescents spend uncountable hours. On that same lovely Saturday, a young Internet queen hunches over her keyboard, alone in her room. Her buddy list includes dozens, even scores, of "friends" she's never met. Her fingers fly across the keyboard as she races from one dialogue box to another, keeping up multiple conversations. These are peculiar conversations, however, including none of the vulnerability that is part of real-world friendship. In the buddy-chat world, status is based on the ability to keep up a rapid pace of one-liners, insulting zingers, caustic put-downs. The chat queen's most intimate friendships take the form of brief alliances with buddies who join with her to "flame" another chatter who has displeased them. If that ally eventually becomes annoying, too, zap! She can instantaneously erase him from her buddy list, or even block him so he is unable to contact her again. It's no great loss. There are literally millions of new acquaintances waiting to be picked up in a chat room to fill that void. The lesson: I shouldn't have to work at relationships. They come and go instantly and at my convenience. If someone displeases me, I can make that person disappear.

7. When kids sit down to play Monopoly, they form a loosely knit group that is still part of the world around it. When company arrives at the house, it's no problem to halt the game briefly. The players can greet visitors, laugh together, talk about the game, even quickly rearrange it to include new players. Even after the game continues, chatting with other players and non-players is easily accomplished. Despite their involvement in the game, the players are not ruled by it. Human contact, courtesy, and communication are not seen as threats to their enjoyment. They are learning that they can enjoy their own activities and still be sensitive to the larger world around them.

8. Contrast this board game scene with one that has become depressingly familiar in many living rooms. Visitors arrive at a home to find a child hunched in front of the TV set, video controls in his lap. Even when spoken to directly, he does not pull his eyes from the screen. "I'm playing!" is his furious response if the visitors persist in trying to engage his attention. Far too often, even his parents, intimidated by the high-priced, high-tech gadget that has sucked their child's humanity away, tiptoe around rather than disturb him. The game itself is all too likely to be one that presents the most hideous suffering as entertainment, with the player in the role of psychotic killer -- maybe in Duke Nukem, with its "twenty-three levels of nonstop carnage!" or Bloody Roar, which offers the player "more ways to maim, crush, and devour your enemies than ever."

9. The lesson?

10. Isn't it too awful to think about?

Chinese Translation of Paragraphs

1. 有一句众人皆知的俗语：“玩是孩子们的工作。”研究儿童发展的人告诉我们，孩子就是在玩的过程中培养技能和世界观，并由此决定他们长成怎样的成人。比如说，扮家家或假装上学帮助他们“尝试”妈妈、爸爸或老师的角色。体育活动帮助他们养成协作精神，学会作为团队一员的工作方法，以及培养自信心和光明磊落意识。甚至独自一人开展的活动，像阅读，让孩子们接触更为广阔的世界，鼓励他们养成对更多人富有同情心。

2. 然而，近几年来，其他的娱乐形式对孩子的成长产生了巨大的冲击。现在有许多孩子，电脑活动和电子游戏占据了他们的许多——甚至所有的——时间，以前这些时间是花在比较传统游戏上面的。现在长大成人的是第一批玩“任天堂”的孩子，是一代凭借玩“虚拟男孩”和“致命战斗”养大的，而并非靠打垒球或看连环画《维格列大叔》带大的。这种“玩”的理念上的变化对孩子产生了什么影响？社会科学家、家长，还有脱口秀专家在未来的岁月里将对这个问题争论不休。不过，我们可以开始得出我们自己的结论。虽然电子娱乐也许是很有趣，也很富有创意，但是，一旦沉湎于这种形式的娱乐，孩子以及他们生活的社会必定是输家。与传统的游戏和玩具不同，“联网”的娱乐形式会造成孩子缺乏想象力、社会生活不成熟，以及对身边世界毫无掩饰地麻木不仁的后果。

3. 看着一个孩子抓起一团橡皮泥，开始试着让它滚动起来。开始是一个普通的球，接着变成了一条蛇。这条蛇或许会变成8字形或一个手镯。孩子把手镯的上端卷起来，做出一把茶壶，她用这把茶壶举行一场假装的茶话会。接下来，她把茶壶又捏成一团，或许再做成雪人、马头、小兔子、海蛇，或者摩天大楼。除了用自己的双手、一团用面粉和盐混成的不值钱的一团东西，她不需要其他的东西，就可以做出一个世界，为之制定规则和创造居民。等她玩腻了，可以把它再次捏成没有形状的一团，等待下一次的创作冲动。玩耍橡皮泥还会激发其他的兴趣——她可能会用建模黏土做一样东西，烤制成一个永久的形状，或者图画，再或者纸浆制品。虽然她对自己做的事情没花太多的心思，但是她学会了有价值的东西：我是个创造者，我能给自己的想法赋予具体的形状。

4. 然而，电子游戏很可笑，是人为编程的，给人创新性的假想。玩游戏的人每一步有各种选择：要进那扇门？要用哪种武器？要阅读哪条线索？但是，这种选择，与鸽子口啄杠杆得到一粒玉米的选择是同样的道理。玩游戏的人与游戏操纵杆一样，都是游戏的工具。她那短暂的快乐是无法让她满足的，因为游戏带来并非真正意义上的成就感，而只不过是迷迷糊糊地看着别人创作的东西展现眼前的一种体验。那一团橡皮泥要是交给在电子游戏贫乏的冒险经历中长大的孩子，很可能看到一脸茫然，还有犹豫不定的问题：“我用它干什么啊？”玩电子游戏的人吸取她自己的经验：我不创造。我让别人的创造发生在我的眼前。

5. 那是一个秋天美丽的周六，有一群孩子临时组织了一场足球赛。突然他们为足球是不是踢出了边线争论了起来。有几个说肯定踢出界了；其余几个坚持说没有。嗓门提高了，火气也大了。也许一两个暴脾气的家伙会大步走出场地。不过，天空一片湛蓝，而且家里还有些杂活要干。很快地盘算一下继续踢球有什么好处，于是球员们做出决定。也许他们重新踢一脚。也许他们掷硬币。也许他们一致同意，说那球没出线，或出线了。他们愿意妥协，接受

在生活中就得互谅互让的理念，使得这场游戏继续下去。踢足球的孩子继续踢球，稍稍学会了与人相处的道理。

6. 拿互联网聊天室的场景来做个比较。有许多孩子在聊天室里不知道耗费了多少个小时。同样在那个可爱的星期六，一名年青的互联网皇后躬身坐在键盘前，房间里就她一个人。她的网友名单包括十几个，甚至几十个从来没有见过面的“朋友”。她的手指飞快地在键盘上移动，不停地从一个对话框转换到另一个对话框，同时与好几个人对话。然而，这是些奇怪的对话，并不包括现实世界里的友谊会给人带来伤害的内容。在与网友聊天的世界里，状态取决于能否跟得上在线朋友的快速节奏，羞辱那些话多、言词尖刻的人们。那位聊天皇后与什么人关系密切，就看谁能不能马上接手，和她一起对另一个惹他们生气的网友群起而攻之。如果这位盟友也变得讨厌了，那么嗒的一下！她会随时将他从网友名单上删去，或者甚至将他拒之圈外，让他永远不能再与她联系。这没有多大的损失。毫不夸张地说，聊天室里有的是成千上万的新伙伴等着填补那个空缺。获得的经验是：我并不非得为关系而忙碌。他们说来就来，说走就走，而且按照我的意愿。假如有人惹我生气，我可以让那家伙消失。

7. 孩子们坐下来玩“大赢家”游戏时，他们形成结构松散的小组，仍然是身边现实世界朋友中的一部分。有人来了，立刻停止游戏，没有问题。玩游戏的人与来访者打招呼，一起欢笑，讨论这个游戏，甚至马上重新安排，带上新人一起玩。甚至在游戏继续之后，与其他的玩游戏的人以及不玩的人谈话聊天都方便得很。虽然参与了这场游戏，但是玩游戏的人不受其限制。与人接触、客套寒暄，以及与人交际都不会被认为妨碍他们玩得开心。从中他们能学到自娱自乐和关心身边的人和事可以兼得。

8. 用这个棋盘游戏的场景与许多起居室里越来越常见的场景对照一下，后者令人失望。客人来造访，发现一个孩子躬身坐着在电视屏幕前，腿上放着电脑游戏的控制杆。连客人直接找他说话时，他两只眼睛仍然紧盯着屏幕。如果客人仍想吸引他的注意力，他会愤怒地回答道：“我在打游戏！”更经常发生的是，连孩子的父母宁愿踮着脚尖走路，而不去打扰他。他们已经被那套把孩子弄得丧失了人性的昂贵的、高科技的玩意儿吓得胆战心惊。这种游戏本身在很大程度上把令人发指的苦难作为娱乐。游戏玩家扮演精神病杀手的角色，犹如“纽克姆公爵”里23级不停的大屠杀，或者在“血腥的咆哮”里，让玩家拥有从未有过的更多摧残、碾压，甚至吞噬敌人的方法。

9. 学到的东西呢？

10. 一想到这些，难道不令人难受吗？

语文版中职英语(基础模块上册)Unit7《Computers》word教案

语文版中职英语(基础模块上册)Unit7《Computers》word教案中等职业英语 基础模块教学设计(教学计划，学习计划) 单元7计算机 (第二课堂语言学习教学设计) 1，教材分析1，教学内容 本课时为教材《英语1》(基础模块高等教育版)第七单元第二课时语言学习具体内容如下:相关练习由本章中的有用词语小组进行 在整个单元中起着非常重要的作用。它不仅复习和巩固了最后一堂听说课，还为单元的任务做准备——积累丰富的词汇，为阅读和写作做好准备。 2，教学重点和难点(1)教学重点 学习有用的单词和短语(2)教学难点 通过阅读和各种练习，使学生能够熟练使用本单元的词汇第二，教学目标1，知识目标 学生能掌握下列单词和短语:允许、出售商品、开车、张贴海报、分发小册子、为某人提供某物。，有麻烦了。因为要做的事情越来越多，期待着，有 天了，看看周围，为什么...或者不是2、能力目标 通过阅读学生可以理解黑屏的具体内容。并理解课文中的关键词和语言要点，然后通过各种形式的练习，从而提高阅读和写作能力 3，情感目标

鼓励学生多使用计算机操作，深化计算机技术的应用和推广三。教学步骤第一步热身 1。教新单词“互联网”,并展示一些关键词和短语。陷入困境。在日常生活中，生活等待电脑崩溃。除了 看照片和图片 1。互联网做笔记！2.搜索信息搜索信息 3。售票处售票处售票处。预订机票预订麻烦 情侣 获得...与某人有麻烦。+你是一个大替身。如果你没有足够的钱，你会…陷入困境。欧布尔。你是个大麻烦。 在屏幕上显示一些图片。他们是这样的:卖货、开车、张贴海报、分发小册子、打排球、 9弹钢琴、惹麻烦。当学生做的时候，老师让他们说出中文的意思。设计意图:通过阅读学生可以理解黑屏的具体内容，理解课文中的关键词和语言点，然后通过各种形式练习。从而提高阅读和写作技能。现在让我们用它们来完成下面的句子。 展示一些图片，让学生根据给定的图片完成下列句子。(1)查明她是_________ _____。(2)没有办法何是_______________。他是_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _。(4)指出何是_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(5)得到...惹上麻烦的是汪洋。设计意图:这个链接是Ex 1的分解研究通过短语和图片的搭配，引导学生学习本课的主要词汇和短语，为完成句子做准备。活动3:评估

unit7_computers___Dark_screen_基础模块(上册)

Unit7 computers---Dark screen 职高英语试题 注意事项：1. 本卷共4页, 满分100分, 考试时间为90分钟。 2. 答题前将密封线内的项目填写清楚。 第一卷选择题 Ⅰ. Choose the best answer to complete the sentences. (20%) ( ) 1. ______we listen to the teacher, _______we understand. A. The more, the more B. The more, the less C. The less, the more D. The most, the most ( ) 2. She looks______________。 A.beautiful and beautiful B.beautifuler and beautifuler C. more and more beautiful D. more beautiful and more beautiful ( ) 3. Let me know ________you can come or not. A.yet B./ C.if D. whether ( ) 4. We'll go to the supermarket___________it doesn't rain A.yet B./ C.if D. whether ( ) 5. Only in this way, _____________English well. A. you can learn B. can you learn C. can learn you D. learn can you ( ) 6. People are not allowed _ freely at the meeting and they don't allow _ either. A.to talk;smoking B.to talk;to smoke C.talking;smoking D.talking;to smoke ( ) 7. The teacher found Nancy ________ English when he came in . A.read B.reading C.readed D to read ( ) 8. Help the boy to______ the book and find this word. A. find out B. look for C. find D. look up ( ) 9. Tom is the captain of the football team, and is on baseball team ________. A.also B.too C.either D.as well ( )10. ____________ do you water the flowers? Once a day. A.How often B.How soon C.How far D.How long ( )11. He stayed at home all the afternoon without ______ anything. A.doing B.do C.did D.done ( )12. The shoes are very nice . but I think the size is ____small for you .

Unit7-Computers--Dark-Screen上课讲义

Unit7 Computers Dark Screen 1.get…into trouble使……陷入困境 2.more and more越来越多 3.be down 坏了，不运行了 4.in one’s daily life 在某人的日常生活中 5.at the airport在机场 6.wait for等待 7.a ticket to Paris一张去巴黎的票 8.in the booking office在订票处 9.write out a ticket手写一张票 10.b e allowed to do被允许做 11.l ook around环顾四周 12.w hether…or not是否 13.h ave no idea不知道 14.h ave no way to没办法做某事 15.f ind out发现查出 16.w ithout asking the computer不查询电脑 17.i n a few hours在几小时内 18.p oint at指着 19.r ight now/at once立刻、马上 20.b e in trouble处于困境中 21.c ome from来自于

22.n ot…but不是……而是 23.w ork on操作 24.e very afternoon每天下午 25.y esterday afternoon昨天下午 26. 27.i n the afternoon在下午 28. 29.i n the evening在晚上 30. 31.l ast month上个月 32. 33.b e free有空 34.o n Sundays在周日 35. 36.h elp sb do sth=help…with帮助某人做某事 37.i n class在课堂上 38. 39.d o some housework做家务 40.t his afternoon今天下午 41.t hrough the Internet通过网络 42.w ould like to想要 43.

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Unit7 Computers (The 3rd Period) Teaching Aims: 1. Get students to go over the grammar of Unit 5: Verb Tenses. 2. Let students master communicational skills. Teaching Important Point: Get students to master and consolidate The simple Present Tense, The simple Past Tense, and The simple Future Tense. Teaching Procedures: StepⅠ. Lead－in. Introduce the goals of the lesson: go over the grammar in Unit 5. StepⅡ. Ask Ss to fill in the blanks with the right form. 1.help (单三) (过) https://www.wendangku.net/doc/2118185470.html,e (单三) (过) 3. teach (单三) (过) 4. go (单三) (过) 5.study (单三) (过) 6. stop(单三) (过) 7. see (单三) (过) 8.take (单三) (过) 9. swim (单三) (过) 10. forget (单三) (过) (总结动词的单三形式和过去式的变化规则) Step Ⅲ. Grammar focus：Ask Ss to do the exercises to consolidate the grammar. Fill in the blanks with the proper words. 1. He goes ( go )to school every day. 2. He is very happy ( happy ). 3. The earth moves ( move ) around the sun. 4. If you come (come) this afternoon, we’ll have (have) a meeting. （在时间状语从句和条件状语从句中，用一般现在时表示将来。） 5. The meeting begins (begin ) at seven. （有时这个时态表示按计划、规定要发生的动作（句中都带有时间状语），但限于少数动词，如：begin, come, leave, go ,arrive, start , stop, return, open, close 等。) 6. The story sounds (sound) very interesting.

语文版中职英语基础模块上册Unit7Computers

中职英语 基础模块教学设计（教案、学案） Unit 7 Computers (第二课时Language Study教学设计) 一、教材分析 1、教学内容 本课时系教材《英语1》（基础模块高教版）第七单元的第二课时Language Study。具体内容为：队本章的Useful Words and Expressions展开的相关练习。 本节课在整个单元中有非常重要的作用，它既是对上节听说课的复习和巩固，又为本单元的任务---积累丰富的词汇做好阅读和写作的准备。 2、教学重点、难点 （1）教学重点 学习Useful Words and Expressions （2）教学难点 通过阅读和多种练习使学生能对本单元的词汇有熟练地运用。 二、教学目标 1、知识目标 学生能掌握下列词和词组: allow, sell goods, drive a car, put up posters, hand out booklets, provide sth. for sb., be in trouble, be glad to do, more and more, look forward to, have

no way, look around, whether…or not 2、能力目标 通过阅读学生能理解dark screen的具体内，并了解课文中出现的重点词汇和语言点，再通过各种形式的练习，从而提高阅读和写作能力 3、情感目标 鼓励学生多运用电脑操作，加深对电脑技术的运用和推广。 三、教学步骤 Step One Warm up 1. Teach new word “Internet”and show some key words and phrases: Get sb. into trouble 让某人陷入困境 More and more 越来越多的 In one’s daily life 在某人的日常生活中 Wait for 等待 Booking office 售票处 Computer is down 电脑死机 Pretty girl 漂亮的女孩 Step3 Concept Match the phrases and the pictures 1. Internet 因特网 Taking notes 记笔记！ 2. Searching information 搜索信息

高一英语unit7computers教案

Unit7 Computers一课的教学设计 抚远职中：赵永芳2015.11 教学目标： 1知识目标：学会用礼貌用语来表达歉意。 2能力目标：能有礼貌地进行交际，提高学生听、说、及知识运用与创新的 能力。 3情感目标：能文明、友好地与同学相处，学会合作学习，能在小组活动中 积极与他人合作，相互帮助，共同完成学习任务, 尽情享受学习的乐趣。 教学重点与难点： 1重点:让学生运用所学的礼貌用语，结合相关词汇，短语及实际生活场景进 行灵活运用。 2难点：新词汇的运用，特别是sorry以及应答语的正确使用。 教学方法： 课前提前布置学生对本节课的重点内容进行预习，课上对学生们的学习情况 进行验收与补充和扩展。课堂上为学生设计一些生活场景，创设生活化的真实情境，引导学生在运用中学习语言。整合教材内容制作课件，拓展学生的视野，调 动学生对所学的知识进行训练，使学生在情景中学，在活动中巩固，从而达到为 用而学，在用中学，学了能用的目的。采取精讲巧练，由浅入深，由易到难，循 序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。 教学手段： 多媒体。 教学过程： Step One.Lead in: Greet the class as usual.Warm up using a student’s speech. Step Two.Presentation: Present the learning goals.Lead the students to practice reading the words for making apologies. Ask a student to show his previewed result and explain how to make apologies. Step Three.Dialogues: Ask students to look at the screen,read and translate the two dialogues into Chinese. Then ask some pairs of students to read the dialogues.present their conversations in pairs.. Step Four. Pairwork:

中职-语文-练习册答案Unit-7-Computers

https://www.wendangku.net/doc/2118185470.html,prehensive Exercises 1. get you into trouble, Our computer is down, more amd more, on business, waiting for,sell you a ticket,in trouble,It is clear that 2. 1) wait 2)forget 3)whether 4)wrote 5) without 6) should 7)drank 8)machines 9) manage 10)ill 11)job 12) forgive 13 )clear 14)mistakes 15)took 16)allowed 3. 1) gets...into trouble 2 )not...but 3)on business 4 )whether...or not 5 )allow us to 6)pointed at 7)waits for; no idea 8) find out 4.

5. 1) swam 2) don't shout 3) have 4) got up 5) will have 6) opens 7）play 8)came 9)will tell 10)will teach

6、 1）find与discover 解析: 动词 A、find 指一般生活中的发现 如：They dug 10 feet and then found water. 他们掘了10英尺深，才发现水。 B、discover 指事物客观存在，而首次被发现，尤指科学上的发现。如：Harvey discovered the circulation of the blood. 哈维发现血液循环。 C、build建立，建筑 过去式built There they learnt to build houses. 在那里他们学会了盖房子。

Unit 7 Computers

Unit 7 Computers 王英 Period I Vocabulary 学习目标: 1. 记住本单元的单词。 2. 掌握本单元的重点单词,短语和词的用法。 一词汇检查： 齐读单词，注意单词的发音. 检查预习,两人一组互考本单元的词汇和短语。 二.自主探究：（根据本单元词汇，做下列练习） I.词汇： 1. flight ______(动词) 2. wonderful_________(副词) 3. sir_____(对应词) 4.manage_______(名词) 5.ill______ (名词) 6. sell _______ _______ 7.writer________(动词) flight ______(动词) 2. wonderful_________(副词) 3. sir_____(反义词)4.manage_______(名词) 5.ill_________(名词) 6. sell 7.write 8.drink 9.take 10.forget 11.deal 12.forgive 13.mistake II. 短语互译 1. surf the Internet__________ 2. 网吧__________ 3. be in trouble___________ 4. 黑屏_____ ________ 5. on business__________ 6.使…陷入困境_________ 7. sell sbsth__________ 8. 等待___________ 9. booking office_________10. 允许某人做某事_____ 11.either…or…________ 12.是否__________13. point at________ 14.我不知道_________ 15. manage to do_________ 16.当然___________ 17. forget to do sth__________ 18.真遗憾___________19. make a mistake_____ 20.在网上__________ 21. Don’t mention it____________ 22.不是…而是…_______ 23. be down____________ 24.环顾_____________ 三.练习： ( )1．Our teachers don’t allow us _______. They don’t allow ________ here. A. smoking B. to smoke C. smoked D. smoke ( )2.—I am afraid I can’t take part in your birthday party. —_____. A. Don’t worry B. Don’t mention it C. What a pity D. You are welcome ( )3. I don’t know _______ I should go there or not. A. whether B. how C. what D. if ( )4. Don’t forget ______ the windo ws when you leave.

Unit7-Computers--Dark-Screen

Unit7-Computers--Dark-Screen Unit7 Computers Dark Screen 1. get…into trouble使... 陷入困境 2. more and more越来越多 3. be down 坏了，不运行了 4. in one'sdaily life 在某人的日常生活中 5. at the airport在机场 6. wait for 等待 7. a ticket to Paris一张去巴黎的票 8. in the booking office 在订票处 9. write out a ticket 手写一张票 10. be allowed to do 被允许做 11」ook around环顾四周 12. whethe…or not 是否 13. have no idea 不知道 14. have no way to没办法做某事 15. find out发现查出 16. without ask ing the computer 不查询电月脑 17.in a few hours在几小时内 18. poi nt at 指着 19. right now/at once立刻、马上 20. be in trouble处于困境中

21. come from 来自于 Unit7-Computers--Dark-Screen 22. no t…but不是 . 而是 23. work on 操作 24. every after noon 每天下午 25. yesterday after noon 昨天下午 26.1 n the afternoon 在下午 27.1 n the eve ning 在晚上 28」ast month上个月 29.be free 有空 30.o n Su ndays 在周日 31.help sb do sth二help…with帮助某人做某事 32.in class在课堂上 33. do some housework做家务 34. this after noon 今天下午 35. through the In ter net 通过网络 36. would like to 想要 37. have a good time 玩得高兴 38. forget to do sth忘记要做某事 39. take…to 带.. 去... 40. bri ng back 带回 41.on time 按时、准时