新编英语教程第二册电子教案
新编英语教程第二册电子教案
Book II
Unit One
(6 hours)
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
a)the present perfect progressive indicating a finished action
b)the past progressive indicating a circumstance and the simple past indicating a past event
c)the past perfect progressive
d)the” I was wondering if”… pattern as a polite form of request
2. Practice listening comprehension “An American sightseeing in Athens”
3. Learn dialogues “A Time of Change”“Requests and Offers”
4. Do some preparation activities such as discussion ,group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching procedures:
1. Dialogue One
A. Listening to the recording
B. Ask some questions
a. How does Grandpa feel after watching the OL YMPIC games on TV? Why?
b. Why did the Chinese athletes fail in the Olympic Games in 1932, 1936 and 1948?
c. How do you feel after you have watched the Olympic Games or any other international
sports competition on TV?
C. Retell the dialogue from the three points: a. the reason why he was so emotional after
watching the Olympic Games on TV b. what happened to the Chinese athletes when he was young, c. China’s participation in the 1932, 1936 and 1948 Olympic Games.
2. Language points and practice
(1). can’t help doing
(2). It was not until…
It was not until the second act began that she came.
It was not until the beginning of the new term that I did my homework.
(3). for no reason whatsoever
whatsoever is used in negative or interrogative sentence for emphasis
The doctor stayed away for no reason whatsoever.
He has no money whatsoever.
(4).drop out: stop attending or taking part
He dropped out of college after only two weeks.
The well-educated engineer dropped out of the working people simply because he wanted to try a different way of life.
(5). due to: is used after the verb (to be)
His absence was due to the storm.
Also due to and owing to are used similarly
He arrived late due to/owing to the storm.
(6). qualify for (as): to cause to reach a necessary standard, knowledge, ability or performance.
Her teaching experience qualified her for the job.
Will our team qualify for the second round of the competition?
She qualified as a doctor this year.
Spending a week here doesn’t qualify you to talk it as an expert.
3. Readings:
A.Finish reading the passages within15 minutes, and point out the main idea of each
passage.
https://www.wendangku.net/doc/a416174018.html,nguage points
a.crowd into :enter
The eager students crowded into the lecture hall to hear the famous professor
from Cambridge University.
b.by comparison: By comparison, this machine is cheaper, that one is easier to operate.
By comparison this house has the advantage of low price and that one has the
advantage of convenient transportation.
c.be addicted to : dependent on something esp. a drug; unable to stop having,
taking .
.The children are addicted to the cartoon films.
4. Post –Reading Activities:
5. Interaction activities
6. Finish the exercises in Work Book from page 4 to11.
Unit Two
(6 hours)
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
grammatical points in the in-class reading passages to improve their reading
comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. Language Structures:
The nominal clause used as
(1). the subject complement introduced by that---
The fact was that John Brown had a car accident.
(2). the subject complement introduced by wh-word---
The scissors are not what I need.
(3). the appositive---
Have you heard the news that all English students will have to pass a proficiency test before they can graduate?
(4). the subject introduced by what---
What I told him was that I would find him a good play.
2. Dialogue I “Friday Evening or Not”
A. Broad questions:
(1)What do students usually do on Friday evening?
(2)What do you usually do on Friday evening?
(3)what are stand-ins in a play?
(4)What will happen if a performance is a flop? What is the best way to avoid a flop?
(5)Try to retell the dialogue.
B. Language points :
(1)put on: put on a show/play/film; put on clothes/coat/suit
(2)theme: main subject
(3)“What about…? If someone doesn’t like sea food, you may change something for
him and say “what about meat then?”
(4)“Do/ don’t count …in”
A: You are a good player, why don’t you take part in the table tennis match?
B: Oh, don’t count me in, I get nervous so easily.
(5)available: can be got /found
We don’t have any double room available this week.
C. Role –play:
a. Divide the whole class into 5 or 6 groups ,discuss the following situation given and
then report.
b. Learn dialogue II and practice the following :
c. Listen to reading I and answer some questions :
d. Learn reading II and point out the main idea.
3. Make sentences using these words:
(1)mime: n. v. I couldn’t speak Chinese but I showed it in mime that I wanted a drink.
The doctor was miming the movement of a bird.
(2)punch: n. v. I’d like to give that man a punch on the nose.
He punched the man on the nose/in the chest.
(3)delay: n. v. Do it without delay.
We decided to delay our holiday until next month.
(4)crash: n. v. There was a serious crash this morning.
September 11 crash was made by terrorists.
The car crashed into the tree and burst into flames
The plane crashed shortly after take-off.
(5)risk: n. v. at the risk of one’s life , risk doing something
4. Group work: discuss “ A friend in Need Is a Friend Indeed”
5. Practice all the exercises in Workbook from 15 to21
Unit 3
(6 hours)
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. Language structures: The passive voice
(1)involving the modal auxiliary have to
(2)converted from the active sentence with a direct and an indirect object
(3)involving the verb phrase/phrasal verbs
(4)formed by the They say/It is said… patterns
2. Suggestions for the presentation of LS: Ask the students to change a short paragraph into
passive voice.
3. Dialogue I “Farewell to Rude Manners”
A. Listen to the recording and answer some questions:
(1)According to A and B, what usually happens when the bus is late? Is it very crowded?
(2)Does what A and B describe in the dialogue often happen in the city where you are?
(3)What kind of behavior is considered as uncivil? Can you list some other examples?
(4)How should young people behave? What is your opinion?
B. Retell the dialogue:
4. Language points practice:
(1)fare to rude manners :get rid of, do away with, discharge
(2)turn out: happen to be, be found to be, in the end e.g.
It turned out nice and sunny again.
The performance turned out to be a success.
To our surprise the stranger turned out to be an old friend of my mother’s.
(3)find oneself +prepositional phrase (p h part used as object complement)
find oneself +doing sth.// done sth.
Crying // surrounded
(4)over: prefix means too much, over crowded/ over work/ overeat /
overtake/ over do/ overcome / overdevelop/ over estimate/ overload/ overlook
(5)unless: conj. except on the condition that , if… not
Do not leave the building unless you are told/informed/instructed to do so.
Unless the government agrees to give extra money, the theatre will have to close.
a)Unless is not used of imaginary events 不能用于假设的事实。Unless cannot be
used in this sentence: She would have died if the doctor had not saved her .
b)Unless can only be used instead of “if… not” when there is an idea of ending an
intention or situation that already exists只有某种已存在的打算和情况有可能结
束或完成之时用。I’ll stay home unless I’m invited. Not in this sentence: I’ll be
angry if I’m not invited to the party. Unless 不能用于虚拟语气。
(6) fight one’s way in/out,
elbow one’s way to the front
press one’s way onto the bus
make one’s way for
(7) come across: 1) find sth. or meet sb. by chance
2)express effectively, leave an impression;
It doesn’t matter how good your ideas may be if they don’t come across clearly in the
book.
If you want to be given the job, it is vital that you come across well when you meet the
directors.
(8) be preoccupied with /in sth.: attract attention；be absorbed in sth.
concentrate on sth.
5. Readings “A Shopper’s Nightmare”“A Letter of Complaint”
A. Finish reading them in 10 minutes and point out the main ideas
B. Ask each other questions and answer some of the teacher’s questions.
6. Language points:
(1)be accused of : accuse sb. of sth., charge sb. with sth.; sue sb.for sth.
He was accused of stealing a piece of clothes in the store.
He was sued for libel/ malpractice/ breach of contract.
他因诽谤、不法行为、毁约而被起诉。
He accused his neighbor of playing the records too loudly at night.
Legally speaking, an accused person has the right to ask for a defending lawyer to represent himself in court during a trial.
(2)get away: escape, succeed in leaving from the scene of a crime;
The thieves got away with all our money.
(3)get away with: to do sth.wrong without being caught or punished ;
做坏事、做错事未被发觉，未受惩罚。
Don’t try to deceive the taxman; you’ll never get away with.
别试图欺骗税收人员，你休想蒙混过关。
(4) Dash into : run into quickly;
(5) sensible: reasonable, having or showing good sense;
No sensible people will ever do such a foolish thing.
(6) viciously: cruelly; acting or doing with evil intentions
Being a dreadful man he often attacks his fellows viciously without reasons.
(7) assume: suppose ; believe to be true without actually having proof;
think subjectively;
If he is not here in five minutes, we’ll assume that he isn’t coming.
7. Practice writing a letter of complaint
8. Do all the exercises in Workbook from 25 to 30
Unit 4
(6 hours)
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching procedures:
1. Language structures: Modal auxiliaries
(1)would +perfect infinitive used to express “unfulfilled wish”
(2)should/ought to +perfect infinitive used to express “unfulfilled obligation
(3)needn’t +perfect infinitive expressing “unnecessary past actions”
(4)may/might +perfect infinitive used to express “speculations about past actions”
(5)can/could not +perfect infinitive used to express “negative deduction about past
actions”
(6)must +perfect infinitive used to express “affirmative deduction about past actions”
(7)may/might as well used with the second person pronoun expressing “suggestions”
2. Dialogue I “Pollution Control”
A .Listening to the recording
B .Broad questions, e.g.,
(1)why is London no longer a city full of fog?
(2)How is the pollution problem in China?
(3)What problem does the car bring?
(4)In your opinion, what kind of pollution is the most serious in China at present?
C. Reading aloud and Role-play
D. Language points practice:
(1)no longer
1) A and B are discuss hobbies.
A: You are a very good chess player.
B: Thank you. I believe in the saying “Practice makes Perfect”, you know. You play chess too, don’t you?
A: No. I used to, but I’ve picked up bridge, so I no longer play chess.
2) A went swimming every day. Now he doesn’t. B wonders. A explains…
(2)bring …under control : pollution/ bad behavior/ population
(3)do away with: get rid of ,eliminate . Slavery was done away with a long time ago.
air pollution/the cheating/ all the junk/bad habit
(4)Add…to : add trouble to sb.
A considerable number of books will be added to our library.
The clean environment will add good mood to us.
3. A. Doing pair work according to Dialogue II
B. Listening to the recording of reading one and answering some questions,
(1)Name several pollutants.
(2)Who causes pollution?
(3)Why is pollution one of the most serious problems that man faces these days?
(4)Why is the pollution problem complicated?
(5)How can pollution be gradually reduced?
(6)When did man begin to pollute his surroundings?
(7)Why has pollution become a more and more serious problem?
(8)In what way do you think pollution can be reduced?
4. Multiple-choice questions in Workbook (page 32-33)
5. Read “Reading II” in 3 minutes and answer the questions.
Language points:
(1)on the one hand … on the other hand: On one hand the motor car has brought mobility to
millions of people but on the other it has led to the construction of more and more noisy and dangerous roads and has polluted the atmosphere with exhaust fumes.
(2)result in: cause, lead to. His overeating resulted in his illness.
Result from: cause from, derive from, happen as an effect or result
His illness resulted from /caused by overeating.
6. Do some post-reading exercises in groups
7. Do the guided writing and translation in Workbook from 34 -40
Unit 5
(6 hours)
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion ,group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. Language structures:
Indirect speech introduced by
(1) a simple past verb reporting a command
(2) a simple past verb reporting advice
(3) a simple present verb reporting a request
(4) a simple present verb reporting a reminder
(5) a simple present verb reporting a question
2. Practice all the structures in pairs
3. Dialogue I
A. Listen to the recording and answer the following questions.
(1)What seems to have bothered Weiwei?
(2)How does one make a long distance call by pay phone in the United States?
(3)What is a toll-free call? And for what purpose do people make such calls?
(4)Compare the telephone service in China with that in the United States.
B. Language points:
(1)pay phone: public telephone one can use after putting a coin into the slot on the side of
telephone.投币电话。
Long-distance call (AmE)/trunk call (BrE), reverse-change call (BrE) 受话人付款的电
话，toll-free call免费电话，IP phone(Internet Protocol)网络电话，
与电话有关的还有telephone box, telephone booth; telephone subscriber电话用户，
telephone directory, telephone book; area code, code number,地区代码，
(2) What if :What would occur if; Suppose that 假设；如果。。。将会怎么样，
It can be used either in real condition or in unreal condition. E.g.
What if the phone were cut off?
(3) run out of sth. (the subject is a person),
run out: (the subject is sth.)
4. Do the role-play and practice dialogue II
5. Reading I and reading II
A. Discuss something about the national parks in the United States.
B. Answer some questions:
(1)Have you read about any of the national parks in the United States
(2)What sort of people are there to take care of the national parks?
(3)What are visitors to the national parks warned of? Why are they warned?
C .Language points:
1.say n. power or right of acting or deciding,
The workpeople had no say in how their factory was running.
Who has the say in family affairs .
2.appeal to:1) attract, Does the idea of working abroad appeal to you?
2) request for support, help , He is appealing to the public for help.
6. Do post-reading exercises in the book
7. Do all the exercises in Workbook from 44-50
Unit 6
(6 hours)
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion ,group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
grammatical points in the in-class reading passages to improve their reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. A. Language structures: The adverbial clause reading comprehension
(1)of purpose introduced by so that
(2)of result introduced by so…that
(3)of concession introduced by no matter +wh-word /even if
(4)of comparison introduced by the more…the more… pattern
B. Language structure practice in pairs:
2. A. Listen to dialogue I, try to say sth about “Work Ethics” and answer some questions:
(1)Why did the caller telephone the Xi’an office of the Writer’s Association?
(2)What did the operator do in order to save the sick man?
(3)do you think people like the operator can often be found? Why or why not?
B. Do the role-play according to this dialogue.
C. Language points:
(1)be concerned about: be worried about, air pollution/noise pollution/soil erosion/
environmental problems/work ethics/ integrity
(2)such…that: It was such a small room that it cannot accommodate all of us.
It is such a lovely day that all the students go out for sight-seeing.
(3)interfere in:干涉，干预，介入
Every country in the world ,no matter big or small, should respect each other’s
sovereignty and should not interfere in each other’s internal affairs.
Do parents have the right to interfere in the private lives of their children?
Interfere with: bother 打扰
Do not interfere with other’s work.
(4)be down with : be ill with
Last night, twenty students were down with a high fever.
3. Learn dialogue II and have a debate:
Which do you agree--- to live in the city or in the country?
4. A. Read the passage “Vitamins” quickly and point out the main idea.
B. Do the multiple-choice questions in the Workbook to improve reading comprehension.
C. Language points:
(1)voyage : sea journey,
(2)trip: a short one for pleasure or for a particular purpose,
a day trip to France, We went on a bus trip.
(3)travel: the general activity of moving from place to place,
He came home after years of foreign travel.
(4)journey: the time spent and the distance covered in going from one particular place to
another 从一地到另一地所花费的时间或旅行的距离
a long journey by train from Paris to Moscow
(5)rather than: following by n./a./ v.
5. Do the guided writing after the readings.
6. Interaction activities:
(1)Discuss “A Person of Integrity”
(2)Report to the rest of the class on your discussion
7. Do all the exercises in the Workbook from 53—59
Unit 7
(6 hours)
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions
and grammatical points in the in-class reading passages to improve their
Reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. Language structures:
(1)The –ing particular used as the object of remember, forget and stop
The infinitive used as the object of remember, forget and stop
(2)The infinitive used as a noun modifier preceded by for and its logical subject
(3)The infinitive used as the postponed object in the introductory it construction
(4)the- ing participle used as the object of a preposition
2. Dialogue I
A. Listen to the recording and answer the following questions:
(1)Why did so many people rush westward in American in the 19th century?
(2)Was the life of the frontiersmen hard and risky? Why?
(3)What kind of houses did the frontiersmen live in?
(4)How do Americans today think of the early pioneers?
(5)What’s your opinion about American’s westward rush in the 19th century?
B. Language points:
(1)frontier: 1) border between settled and wild country
Areas near the frontier were rough and lawless in the old days.
过去（美）边远地区混乱不堪，而且无法律。
2) border between what is known and unknown
They are pushing back the frontiers of medical knowledge.
他们在不断开拓医学知识的新领域。
(2) Pioneer: any of the first settlers in a new or unknown land；person who does sth. first
and so makes it possible or easier for others to do it later.
He was a pioneer of heart transplant operations.
(3) feel an urge to : have a strong wish/need/have eagerness to do sth.
Do you think a person of integrity always feels an urge to do good deeds for others.
I feel an urge to tell him what I think of him.
(4) Stuff…with: fill with;
He stuffed the shoes with newspaper.
He stuffed the pillow with rice coating.
(5) strong-willed
(6) a lucky strike 好运气
(7) except for: A: I have two tickets for the American Titanic.
B: I would very much like to go except for my headache.
3. Dialogue II Desire, Longing, and Exciting and Anticipation
(1) He is eager /keen/ anxious /desperate/ drying/ longing to do sth.
It would be fantastic if I had a bicycle. /If only I had a bicycle.
I’m really excited about the holiday.
I can’t wait for our holiday. /I can hardly wait for our holiday.
(2) To do justice:
a. enjoy, to play enough, to visit enough; e.g.
The food is delicious but we can’t really do it justice (eat enough) because we have
eaten too much already.
b. get the best result from; She can’t do her justice in the exam.
(3).count: consider or regard in the stated way.
After the accident they counted themselves lucky to be alive.
4. Reading I.
A. Listen to the recording and answer questions:
(1)What is the commonest way used to learn about the stages of intelligence in animals?
(2)Do animals learn from their mistakes?
(3)Why is the maze an inadequate test for measuring intelligence in mammals?
(4)Can animals think about something not around them?
(5)Describe a subtle test on an animal’s mental ability.
(6)How can you tell that certain abilities that animals possess are instincts and certain
other abilities are instances of intelligence?
(7)What evidence is there in support of the argument that monkeys can reason?
(8)Do you believe that certain species of highly evolved animals can cope with abstract
ideas? Justify your position with examples.
B. Judge the sentences whether they are true or false on page 61 to 62 in Workbook
C. Language points:
(1)evolve: develop gradually by a long continuous process,
Some people believe that we evolved from the apes.
Language is constantly evolving.
evolution :n. evolutionary: a.
(2)exemplify : be an example; give an example
(3)tax: v. strain; make heavy demands on sth.
tax attributes of the mind: make heavy demands on the abilities of the mind 对大脑能力造成压力。
(4)attribute: n. ability , quality; quality forming part of the nature of a person or thing
Kindness is one of his best attributes. 心慈是他的好品性之一。
Attribute to : 把。。。归因于；He attributes his success to his hard work.
(5)impose :v. place sth. on sb,/sth;
(6)pose: v. cause sth, to arise; create or present 引起，造成；提出；
(7)pace up and down: walk backward and forward;
(8)other than: except;
a. apart from; There was nothing we could do other than wait.
You can’t get there other than boat.
b. anything…but ;different from
I have never known him behave other than selfishly.
我知道他一向自私。
She seldom appears other than happy.
她很少有不高兴的时候。
Tom did not tell anyone other than Dick that would like very much to be a stuntman.
(from translation, Workbook)
(9)unparalleled: too great to be equaled
(10)navigate: v. find the position and plot the course of a ship ,an aircraft, a car
测定位置、路线，导航；领航；
(11)built-in: a. forming a part of sth which can not be separated from it.内在的
built-in instinct: 内在本能；natural inborn tendency to behave in a certain way without
reasoning or training
(12) instinctive: a. based on instinct; not coming from training or based on reasoning
(13) size up: consider and decide how to solve; form an opinion or judgment of sb.or sth. E.g.
He sized up the situation and phoned the police immediately.
(14) set-up: n. arrangement;
5. Reading II How Animals Keep Warm
A. Read quickly and answer some questions:
B. Interaction activities: How to look at westernization (in small groups)
6. Doing all the exercises in and out of class including the Workbook
Unit 8
( 6 hours)
I. Teaching Aims:
In this unit students are required to :
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions
and grammatical points in the in-class reading passages to improve their
Reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. Language Structures:
(1)The relative clause introduced by when
(2)The relative clause introduced by where
(3)The relative clause preceded by the way
(4)The relative clause introduced by why
(5)Expressing increase by using times
2. Dialogue I At the Sunday Fair in Kashi
A. Some broad questions:
(1)What does B think about Urumqi?
(2)Why does the city Kashi give B a deep impression? Give some details.
(3)How do the people in Kashi do business?
(4)Will you go to Xinjiang if you have a chance?
B. Language points:
(1)flavour: n. taste or quality; particular quality or characteristic
(2)be known for: be famous for ;
(3)strike: make an impression on ; e.g. I was struck by the resemblance between the two
men.( from the translation in Workbook)
(4)figure out: come to understand or discover by thinking
It was some time before I figured out why they all wore hats.
At the meeting/conference the general manager winked at me several times, nut I
couldn’t figure out what his implication was/he was hinting at.
(5)not even: e.g. T he boy is so obstinate that he won’t listen to anybody’s advice, not even
his parents’.
(6)resist: oppose; fight against ; e.g. I can’t resist chocolate/I like chocolate very much.
I couldn’t resist telling him the secret.
C. Role-play Interviewing
3. Dialogue II Feelings, Delight, Relief (Practice in groups or in pairs)
4. Reading I Daydreaming
A. Answer the following questions in order to understand the passage:
(1)Define daydreaming
(2)What sort of people show particular interest in daydream research?
(3)When and where is one most likely to daydream?
(4)In what day does daydreaming differ from fantasy?
(5)How does daydream affect us positively?
(6)How is daydreaming related to personality type?
(7)Do most daydreamers have personality problems?
(8)Which pattern of daydreaming fits the majority of people?
B. Do the multiple-choice questions in the workbook on page 71
C. Language points:
(1)gaze: look steadily esp. for a long time and often without being conscious or what one is
doing
She sat gazing out of the window
We stood gazing at the beautiful scenery often with admiration or pleasure.
(2)irresistible: 1) too strong to be resisted/; 2)nice; attractive; charming 3)impossible to
dislike or resist
(3)startled : surprised ; startle: cause to be suddenly surprised
(4)fantasy: imagination or fancy ,esp. .when completely unrelated to reality
He lives in a world of fantasy.
(5)stare: keep one’s eyes open and fixed on sth. in wonder, fear, anger or deep thought e.g..
He stared at me trying to remember who I was.
(6)by contrast: e.g. After the invention of TV. , the radio, by contrast, seemed very
backward.
(7)torture: n./v. as a punishment or in order to force sb. to say or do sth.
(8)deprivation taking sth. away or being prevented from enjoying or using sth.
deprive sb. of sth. /deny sb. sth.
(9) vary…from
(10) brood : think deeply e.g. Don’t sit there brooding, do sth.
5. Reading II Mysteries of Memory
Read the passage in 3 minutes and ask each other questions.
(1)Have you ever wondered how one’s memory works?
(2)What kind of things affect one’s memory?
(3)Does the story strike you as something very unusual?
Better by far you should forget and smile
Than that you should remember and be sad.
Christina Rossetti
最好遗忘开心笑，
不要记起心悲伤。
———克里思蒂娜. 罗塞蒂
6. Do all exercises esp. the translation in the workbook
Unit 9
(6 hours)
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. Do some preparation activities such as discussion, group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions and
grammatical points in the in-class reading passages to improve their reading comprehension 7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. Language structures:
(1)The subjunctive were after I wish, indicating a present non-fact
(2)The subjunctive had been after I wish, indicating a past non-fact
(3)Sentences of unreal condition related to the future
2. Dialogue I I wish I Had a Robot
A. Listen to the recording and answer questions:
(1)What did B say a robot could do in a factory?
(2)What advantages are there if the robots are used in industry?
(3)In what ways are robots useful if we use them at home?
(4)Are there any disadvantages in using robots? Give reasons for your answer?
B. Retelling: A and N are talking about robots and what they can do for people.
a. help people to do lots of work in factories and save their time and labor.
b. protect man from harmful and dangerous work.
c. help with housework chores
C. Language points:
(1)free from: 1) to allow to go free; release ;e.g. she freed the bird from its cage.
2) to move or loosen使摆脱; e.g. The management provides workers
with computers in order to free them from boring work.
Freed from TV. Every evening, they plan to read some novels.
(2)provide sb. with sth.; provide sth. for sb.
(3)It’s harmful to: It’s harmful to your eyes if you watch TV. For a long time.
(4)protect…from : Wear gloves when you pick up glass to protect your hands from being
cut by broken pieces of glass.
Plant vegetables in greenhouse in order to protect them from being ruined by frost.
Put on sunglasses in summer to protect your eyes from being hurt by sunlight
(5)to such a degree: to such extent/to a certain degree/ great degree/ much degree/ some
degree
(6)duplicate: copy exactly
(7)manipulate: control or handle sth with skill (derogatory meaning)
(8)Science is a sword with double blades: science benefits, and harms too,if things get out
of control.
D. Role-play I Wish I Had an Electronic Language Master to Aid My English Learning
3. Dialogue II Feelings, Worry, Apprehension(anxiety), Disappointment
A. Some expressions:
(1)out of one’s mind: be mad;
(2)be petrified: be frightened
(3)be fed up with: be tired of; be sick of
(4)Sth. isn’t up to much: Sth. isn’t anything important or interesting.
B. Practice and form dialogues with your partner
4. Reading I Machines with Brains
A. Read the passage in 3 minute and do the multiple-choice questions in the workbook
B. Practice language points:
(1)take over: gain control over and responsibility for sth.; e.g.
Who do you think will take over the company?
I’m feeling tired to drive any more, will you take over?
(2)take after: look or behave like (an old relative)
(3)take apart: to separate
(4)take back: 1)cause to remember; 2) admit ,e.g. I take back everything I said.
(5)take down:
(6)take in: 1) make narrow; 2.) deceive
(7)take off / take on
(8)take to : to feel a liking for 对…产生好感
(9)take up: like sth., like to do;
(10) adjust to: change slightly esp. in order to make right or make suitable for a particular
purpose or situation, e.g.
a. Adjust the clock to be accurate/precise.
b. He adjusts himself very quickly to the heat of the country.
c. All the desks and chairs in the newly-built school can be adjusted to fit the height of
any child.
d. A thermostat of this kind can be adjusted to keep the temperature of the house at any
required level..
e. The poverty line in the United States is adjusted annually to allow for inflation.
(11) regulate: control(speed, pressure )or direct sth. by means of rules and regulations, e.g.
regulate one’s conduct,/expenditure/ lifestyle; regulate the traffic
Competitors in the long-distance runs regulate their speed carefully in order to avoid
tiredness coming too early.
(12) thermo: prefix, concerning heat. E.g. thermometer/nuclear/plastic/flask(bottle)dynamics
5. Reading II
A. Read it quickly and answer some questions:
(1)How did the writer find out that the man and the woman were owners of video games?
(2)What are the good points of having a video set at home?
(3)Why do you think the writer of this article used the title “Chips with Everything”?
B. Interaction activities in groups
6. Do all the exercises in workbook from83―89
Unit 10
(6 hours)
I. Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
3. Learn dialogues
4. do some preparation activities such as discussion, group work, pair work to practice their
spoken skill and communicative skills
5. Grasp some new words and try to use these words which help them to enrich their vocabulary
6. Read the in-class reading passages in a limited time and grasp some expressions
and grammatical points in the in-class reading passages to improve their
reading comprehension
7. Do some post-reading exercises in the Workbook to practice what they have got to know in
class to improve their four basic skills
II. Teaching Procedures:
1. A. Language structures:
(1)be abou t+ infinitive: expressing an action in the immediate future
(2)be going to in the past: expressing “implied intention”
(3)The past perfect used in the hardly …when…pattern
(4)The past perfect of hope+ infinitive expressing “an unfulfilled wish”
(5)The simple past in the It’s time +subject + past-tense verb pattern
B. Do substitution practice in pairs.
2. Dialogue I Lost and Found
A. Listen to the recording and answer some questions:
(1)Why did Tony and his wife grow more and more worried by people’s dishonesty
when they were traveling?
(2)When and where did they change their view? What made them do so?
(3)Does Tony think that his wife was luck in getting the purse back? Why?
(4)Have you had any personal experience like the couple? If you have, tell what
happened.
B. Retelling the dialogue:
Tony, an Englishman, tells his friend Ben about his experience during his trip around the world with his wife.
(1)sabbatical trip to relax after strenuous work at the university
(2)his wallet stolen in a Mediterranean metropolis
(3)their lost suitcase found and sent back to them in Beijing
(4)his wife purse lost, found, and returned to her
(5)Ben was greatly impressed by what Tony has said about China
C. Language points:
(1) be about to do sth.: refer to an action in the immediate future
The concert is just about to start.
He was about to explain when someone interrupted him.
Ladies and gentlemen, the airplane is about to take off, please fasten your seat belt.
(2)to say the least: This phrase suggests that a situation is actually made serious than it
seems.
a. That is the least one can say.
b .Considering his appearance, the man must be in his 40’s, to say the least.
c .Martha is a goo
d student and makes great achievements. If you wonder how Martha
makes it. She works hard, to say the least.
(3)in almost no time: very soon
The hotel is not far from here, we can walk there in almost no time.
He can finish writing a paper in almost no time.
With computer, you can solve the complex mathematics problem in no time.
(4)come upon: meet with
(5)sabbatical trip: a year holiday trip from normal teaching duties for college, or university
teachers once in seven years. During this year’s release, they still get their pay.
(6)Mediterranean sea: is surrounded by three continents, its north is Europe, south is
Africa ,east is Asia, west is Atlantic ocean. Spain, France, Greek, Turkey, Palistania,
Egypt and Algeria.
(7)metropolis: chief city/ the capital city
(8)bump into: hit against/ meet by chance
(9)souvenir: gift kept as a reminder
(10)shoal: a large number
(11)thoroughfare: busy main road
3. Reading I The English Language Part I
A. Listen to the recording and answer some questions:
(1)Why does the author compare a language with a living organism?
(2)Which language family does English belong to?
(3)What languages does the Indo-European family comprise?
(4)Is Dutch easy for an Englishman to learn?
(5)What is it that causes the languages within a single language family to become different
from one another? Does this happen to one particular language in different periods of
time, too?
B. Do Multiple-choice questions in the Workbook
C. Information about language families:
Altogether there are 18(or 19) language families in the world. English belongs to Indo-European family which is the largest family among the language families in the world
(1)Hanzang language family 汉藏语系
(2)Indo-European family. 印欧语系
(3)Shanhan family 闪含、亚非语系
(4)Alta family 阿尔泰语系
(5)Wulaer family 乌拉尔语系
(6)Ancient Asian family 古亚细亚语系
(7)高加索语系
(8)爱斯基摩阿留语系
(9)澳大利亚语系
(10)马来－玻利尼西亚语系
(11)奥斯特洛－亚细亚语系（南亚语系）巴布亚语系
(12)巴布亚语系
(13)德拉维达语系
(14)尼日尔－科尔多凡语系
(15)尼罗－撒哈拉语系
(16)科洛桑语系
(17)北美印第安诸语系
(18)中南美－印第安诸语系
(19)系属未确定的语系：日语，朝鲜语，越南语，巴斯克语
D. Language points:
(1)in turn: afterwards, in the correct or expected order
1) 依次，后来，转而
a. I told Frank and he in turn told Mary.
b .The boy reported the theft to his teacher, and she, in turn, to the headmaster.
c. Every language is part of a specific linguistic family, which in turn is part of a
larger linguistic family.
每一种语言是具体的语言系的一部分，而具体的语言学语系又是较大的语言
学系的一个分支。
2) 轮流：Three of us will do the work in turn.
3) 反过来：The farmers supply the workers with food, and the workers in turn supply
the farmers with manufactured goods.
The theory comes from practice and in turn serves practice.
(2)comprise: consist of , Be composed of, be made up of; e.g.
a. Our university comprises / consists of/ is composed of seventeen colleges.
b. England, Wales, Scotland, and Northern Ireland constitute/ comprise /together
form the United Kingdom.
(3)account for: give explanation for
How do you account for losing five games in a row?
How can you account for your being late again?
(4) Pertain：pertaining to : about, concerning, with regard to,
a. Each language has its own strict grammatical rules pertaining to the ways words
are formed and put together in sentences.
每种语言有自己严格的语法规则，包括单词的构成形式和在句中的排列方式。
b. In his speech, there is no information pertaining to the recent development in cancer
research.
c. Policemen are anxious to hear any information pertaining to his whereabouts.下落
(5) endeavor: try, manage；try the best , do the best;
(6) Accumulate: to make or become greater in quantity or size, esp. over a long period;
collect or grow into a mass.
(7) somehow: adv. By some degree
The price was somehow higher than I’d expected. 这价格比我预料的稍高一些。
4. Reading II The English Language, Part II
A. Read it in five minutes and answer some questions:
(1)When was old English used?
(2)Why is Shakespeare’s language difficult to understand?
(3)Can an Australian communicate with a Canadian easily?
(4)what makes English unique?
B. Do the interview
A journalist or a reporter of China Daily comes to Shandong Agricultural University ,he or
she wants to interview the English majors of foreign languages college about their language study.
C. Language points:
(1) variation: the fact of varying
There are regional variations in house price(from place to place).
Even in modern English there are variations in usage from place to place.
(2) variety: a. the fact of varying e.g. She didn’t like the work because it lacked variety.
b. a number of collection of different sorts of the same general type...
The shirt is available in a wide variety of color.
这种衬衫有各种各样的颜色供选
c. 种类，品种，We are growing a new variety of wheat this year.
(3) a. regardless of: it does not matter; without worrying about or taking account of
They decorated the house regardless of cost.
All our proposals were rejected regardless of their merits.
b. Irrespective of , without regard to e.g.
The film can be enjoyed by anyone, irrespective of age.
5. Do all the exercises in and out of class including the Workbook
Unit 11
(6 hours)
I Teaching Aims:
In this unit students are required to:
1. Master the Main language structures
2. Practice listening comprehension
新编英语教程5课文翻译(unit9)
Unit Nine: 新闻将我们引向何方 不久前我应邀参加了一次有关美国报业的作用的公众研讨会。还有另外两个嘉宾也出席了。一位是知名的电视节目主持人，另一位是美国一家主要报纸的编辑，他是一位彻头彻尾的新闻工作者---- 在据实报道的方式上坚忍不拔、积极进取且见识过人。 据我所知本次研讨旨在审查传媒的义务，并提出实现那些义务的最佳途径。 在公开讨论时，观众席中的一位男士向两位嘉宾提问，“为什么报纸和电视新闻节目都充斥灾难？为什么新闻界的男男女女对悲剧、暴力、和失败是如此关注？” 主持人和编辑作出了回答，好像是自己应该为坏消息的存在而受到谴责一样。他们说，新闻工作者只负责报道新闻，而不负责制造或修改新闻。 我不认为这两位新闻工作者回答了这个问题。提出这个问题的先生并没有因为世上的歪曲报道而谴责他们。他只是想知道为什么报道得最多的是歪曲的事件。新闻媒体的运作理念似乎是凡是新闻皆坏事。为什么呢？是不是着重报道负面新闻是一种传统——是新闻工作者所习以为常的对日常事件作出的反应方式？ 在此或许分析一下我们如何定义“新闻”一词会有所帮助，因为这是问题的起因。新闻应该是报道过去十二小时，最迟二十四小时内所发生的事情。然而，突发事件往往具有爆炸性的：一名狙击手枪杀了几名行人，一名恐怖分子劫持了飞机上250名人质，欧佩克石油组织宣布原油价格上涨25%，英国货币又贬值10%，一辆载有放射性废料的卡车与一架水泥搅拌车相撞。 然而，一味聚焦这些报道，则是失真的画面。人类文明成果远远多于灾难总和。每种文明中最重要的成分就是进步。但进步不会立即发生，也没有爆发性。一般来说，它是一点一滴逐步发展的，在某个特定时刻是微不足察的。但是所有微小的进步都参与了历史性的巨变的实现，使社会更加美好。 就是这类活生生的历史，绝大多数的新闻媒体没有予以充分的反映，结果导致我们对社会的正面发展了解不足，对灾难却知之甚多，这又使人产生失败和绝望的情绪，而这些情绪易于阻碍社会进步。爆发性新闻大餐另人忧心忡忡，大大削减了自由社会所需的动力，绝望和偾世的情绪使人没有动力迎接严峻的考验。 我并非暗示可以编造“积极”的新闻来抵消头版上灾难报道的作用。也没有把青年基督会作用的深刻报道定义为“正面”新闻。我要传递的观点是，新闻媒体的职责是搜寻并报道重大事件，无论它们是否有关冲突、对抗或灾难。这个世界是天堂和地狱的绝妙结合，两个方面都需要关注和观察。 我希望新闻界人士能从更宽广的角度审视自己的职责。是时候认识到人类事件中可以作为新闻报道的范围领域是极其宽广的。例如，有几篇新闻文章报道过固氮作用——植物通过这一过程能固定氮肥，由此减低了肥料需求量？全世界的科学家都在为这一前景而努力，希望借此解决饥荒。对远东地区水稻产量提高的巨大进步又了解多少？事实上，世界上还有许多类似的重要发展，这些都值得做重要的新闻综合报道。 主持人和编辑说得对，新闻工作者并没有责任来塑造世界，但是他们有责任影响我们的态度。我们认为自己是怎样的，那我们就是怎样的。我们只能实现那些我们自己敢于设想的目标。新闻工作者为我们提供我们对自身以及这个世界认知的写照——这种写照最好是逼真的肖像，而不是扭曲的漫画像。因为我们就是根据这一写照来做决定，筹划未来的。 按照华特.里普曼的说法，新闻记者是大众的哲学家。他曾经写道？“后天习得的文化并非由基因遗传，美好社会的甜美的生活虽然可得，但却不是一旦拥有就永远不失去。如果美好生活中的智慧没有被传下来，所得一切也将化为乌有。” 有了对美好社会中美好生活的准确报道，我们可以采用伯纳德.德.查维斯建议我们的利
新编英语教程5课文翻译
Unit One Hit the nail on the head恰到好处 你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。而娴熟的木匠就不这么干。他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。语言也是如此。一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。差不多的词，不准确的短语，摸棱两可的表达，含糊不清的修饰，都无法使一位追求纯真英语的作家满意。他会一直思考，直至找到那个能准确表达他的意思的词。 法国人有一个很贴切的短语来表达这样一个意思，即“le mot juste”, 恰到好处的词。有很多关于精益求精的作家的名人轶事，比如福楼拜常花几天的时间力求使一两个句子在表达上准确无误。在浩瀚的词海中，词与词之间有着微妙的区别，要找到能恰如其分表达我们意思的词绝非易事。这不仅仅是扎实的语言功底和相当大的词汇量的问题，还需要人们绞尽脑汁，要观察敏锐。选词是认识过程的一个步骤，也是详细描述我们的思想感情并表达出来使自己以及听众和读者深刻理解的一个环节。有人说：“在我思想未成文之前，我怎么知道自己的想法？”这听起来似乎很离谱，但它确实很有道理。 寻找恰如其分的词的确是件不容易的事。一旦找到了那个词，我们就会感到很欣慰：辛劳得到了回报。准确地用语言有助于我们深入了解我们描述的事物。例如，当有人问你：“某某是怎么样的人？”你回答说：“恩，我想他是个不错的家伙，但他非常……”接着你犹豫了，试图找到一个词或短语来说明他到底讨厌在哪里。当你找到一个恰当的短语的时候，你发觉自己对他的看法更清楚，也更精确了。 一些英语词汇词根相同而意义却截然不同。例如human 和humane,二者的词根相同，词义也相关，但用法完全不同。“human action (人类行为)”和“humane action ( 人道行为)”完全是两码事。我们不能说“人道权力宣言”，而是说“人权宣言”。有一种屠杀工具叫“humane killer ( 麻醉屠宰机)，而不是human killer ( 杀人机器)。 语言中的坏手艺的例子在我们身边随处可见。有人邀请一名学生去吃饭，他写信给予回复。请看他的信是这样结尾的：“我将很高兴赴约并满怀不安（anxiety ）期待着那个日子的到来。”“Anxiety”含有烦恼和恐惧的意味。作者想表达的很可能是一种翘首期盼的心情。“Anxiety”跟热切期盼有一定的关联，但在这个场合是不能等同的。 乌干达一政党领袖给新闻界的一封信中有一句这样写道： 让我们打破这自私、投机、怯懦和无知充斥的乌干达，代之以真理，刚毅，坚定和奇异的精神。 这一激动人心的呼吁被最后一个词“奇异（singularity）”的误用破坏掉了。我猜想作者真正要表达的意思是思想的专一，即抱定一个信念永不改变，咬定青山不放松，不被次要的目的干扰。而singularity 指的是古怪，特性，是将一个人从众多人中区分出来的那种东西。 即使没有出现词语误用，这词仍可能不是符合作者意图的恰如其分的词。一名记者在一篇有关圣诞节的社论中这样引出狄更斯的话： 任何有关圣诞节的想法和文字已经被禁锢(imprisoned )在这句话中……“Imprisonment”暗示着强迫，威逼，这么一来似乎意思是有悖其初衷的。用“包含(contained )”或“归结（summed up ）”就要好些。“概括（epitomized）”也行，尽管听起来有点僵硬。稍微再用点心我们就能准确地找到“mot juste (恰倒好处的词) ”，那就是“distilled”.它比包含和归结语气更强。“Distillation (提炼)”意味得到本质（essence）的东西。因此我们可以进一步把这个句子修改为： 所有有关圣诞节的想法和文字的精华都被提炼到这句话之中。 英语词汇丰富，运用灵活。一个意思有很多种表达方式。但是无论意思上如何相近的词总是存在着些许区别。作为学生就要敏感地意识到这些区别。通过查字典，尤其是通过阅读，
新生代英语基础教程2unit1_电子教案
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.
畅通英语基础教程1期末考试第一期[B]
目： 卷： 120 1. n_rse A. n B. m C. u D. v 3. sma_l A. e B. a C. l D. n 5. b_ue A. l B. f C. u D. v -- _____. ’t. C. Yes, she is. D. Yes he is. 14. –Are you married? -- _____. A.No, he is n’t. B. Yes, he is. C. No, I am single.. D. Yes, they are.
15. –Where are you from? -- _____. A. I am a nurse. B. I am from Australia. C. I am Chinese. D. We are sisters. 16. --What color is your new phone? --________________. A.It is pink B. It is mine B. C. It’s in the suitcase. D. It isn’t here 17．--Is this your suitcase? --________________. A.Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 18. --Are these your books? --________________. A. Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 19. --What’s that? --________________. A. It is black B. It is a camera. C. They are pens. D. They are not. 20. --What are those? --They are____. A. watch B. glasses C. apple D. car 21.--This bag is too big, I want a ____ one. A. ugly B. small C. light D. heavy 22. She is from _____, she is _____. A. USA, America B. Egyptian, Egypt C. Italy, Italian D. Spanish, Spain 23.--How do you go to school? --______________. A. Sorry, I don’t know. B. At seven o’clock C. I take a bus. D. I work in a book shop. 24.. --what do you do at weekend? --I listen____ music and go shopping. A. in B. on C. to D. at 25. --Do you like basketball?
新编英语教程6课文翻译
新编英语教程6课文 翻译 -CAL-FENGHAI.-(YICAI)-Company One1
第1单元避免两词铭记两词 在生活中，没有什么比顿悟更令人激动和兴奋的，它可以改变一个人——不仅仅是改变，而且变得更好。当然，这种顿悟是很罕见的，但仍然可以发生在我们所有人身上。它有时来自一本书，一个说教或一行诗歌，有时也来自一个朋友。 在曼哈顿一个寒冷的冬天的下午，我坐在一个法国小餐馆，倍感失落和压抑。因为几次误算，在我生命中一个至关重要的项目就这样落空了。就因为这样，甚至连期望看到一个老朋友（我常常私下亲切的想到的一个老人）的情形都不像以前那样令我兴奋。我坐在桌边，皱起眉头看着色彩多样的桌布，清醒的嚼着苦涩的食物。 他穿过街道，裹着旧棉袄，一顶帽子从光头打下来，看上去不像是一个有名的精神病医生，倒像是一个精力充沛的侏儒。他的办公室在附近到处都有，我知道他刚刚离开他最后一个病人。他接近80岁，但仍然扛着一个装着满满文件的公文包，工作起来仍然像一个大公司的主管，无论何时有空，他都仍然爱去高尔夫球场。 当他走过来坐我旁边时，服务员早已把他总是要喝的啤酒端了过来，我已经几个月没有见他了，但他似乎还是老样子。没有任何寒暄，他就问我“怎么了，年轻人？” 我已经不再对他的样子感到奇怪，所以我详细地把烦恼告诉他。带着一丝忧伤的自豪。我尽量说出实情，除了我自己，我并没有因为失望而责备任何人。我分析了整件事情，但所有负面评价以及错误仍然继续。我讲了约有十五分钟，这期间老人只是默默的喝着啤酒。我讲完后，他取下眼镜说：“到我的办公室去。”“到你的办公室你忘了带什么了吗”他和蔼的说“不是，我想看看你对某些事情的反应，仅此而已。” 外面开始下起小雨，但他的办公室很温暖，舒服，亲切：放满书的书架靠着墙壁，长皮沙发，弗洛伊德的亲笔签名照，还有墙边放着的录音笔。他的秘书回家了，只有我们在那里。老人从纸盒里拿出一盘磁带放进录音笔，然后说：“这里有到我这来求助的三个人的简单录音，当然，这没有说明具体是哪三个人。我想让你听听，看你是否能找出双字词的短语，这里是在三个案例中共有的。”他笑道：“不要这么困扰，我有我的目的。” 对我来说，录音中三个主人共有的东西不是什么快乐的东西。首先讲话的是一个男人，他在生意中经历了一些损失或失败，他指责自己没有辛勤工作，也没有远见。接下来说话的是一个女人，她还没有结婚，因为对她寡妇母亲的强烈的责任意思，她伤心的回忆了所有擦肩而过的婚姻机遇。第三个说话的是一位母亲，她十多岁的儿子在警察局有麻烦，她总是不停地责备自己。 老人关掉收音机，侧身坐到椅子上：“在这些录音中，有一个短语像病毒一样的出现了六次。你注意到了吗没有噢，这可能是因为几分钟前你在餐馆说过了三次。”他拿起磁带盒扔给我。“正好在标签上有那两个伤心的词语。”我向下一看，那里有两个清晰的红色的印字：如果。 “你受惊了吗？”老人说：“你能想象我坐在这把椅子上以这两个词开头的话有多少次了吗？他们总是对我说：如果换一种方法做——或根本不去做。（如果我没发脾气、没有做那虚伪的事、没有说那愚蠢的谎言。如果我聪明点，或更无私点，或更自控点。）直到我打断说话他们才会停止。有时我让他们听你刚说过的录音。我对他们说（如果你停止说如果，我们就已取得进展了。）” 老人伸出双脚，说：“问题是，‘如果’并没有改变任何东西。它使那人面对错误——后退而非前进，那样只是在浪费时间。最后，要是你让它成为一个习惯，它就会变成真的障碍，变成你不再去做尝试的借口了。” “现在回到你的情况：你的计划没成功，为什么？因为你犯了某种错误。唔，这个没关系，毕竟错误谁都会犯，我们也从中学到东西。但是，当你告诉我那些东西时却悔恨这个， 后悔那个的时候，你还没有从错误中学到什么。” “你怎么知道呢？”我用一种辩驳的语气问道。 “因为你还没有从过去中走出来。你根本没提及到未来。在某种程度上——老实说，——现在你仍沉溺于过去。我们
新编英语教程6 课文翻译精编版
第1单元避免两词铭记两词 在生活中，没有什么比顿悟更令人激动和兴奋的，它可以改变一个人——不仅仅是改变，而且变得更好。当然，这种顿悟是很罕见的，但仍然可以发生在我们所有人身上。它有时来自一本书，一个说教或一行诗歌，有时也来自一个朋友。 在曼哈顿一个寒冷的冬天的下午，我坐在一个法国小餐馆，倍感失落和压抑。因为几次误算，在我生命中一个至关重要的项目就这样落空了。就因为这样，甚至连期望看到一个老朋友（我常常私下亲切的想到的一个老人）的情形都不像以前那样令我兴奋。我坐在桌边，皱起眉头看着色彩多样的桌布，清醒的嚼着苦涩的食物。 他穿过街道，裹着旧棉袄，一顶帽子从光头打下来，看上去不像是一个有名的精神病医生，倒像是一个精力充沛的侏儒。他的办公室在附近到处都有，我知道他刚刚离开他最后一个病人。他接近80岁，但仍然扛着一个装着满满文件的公文包，工作起来仍然像一个大公司的主管，无论何时有空，他都仍然爱去高尔夫球场。 当他走过来坐我旁边时，服务员早已把他总是要喝的啤酒端了过来，我已经几个月没有见他了，但他似乎还是老样子。没有任何寒暄，他就问我“怎么了，年轻人？” 我已经不再对他的样子感到奇怪，所以我详细地把烦恼告诉他。带着一丝忧伤的自豪。我尽量说出实情，除了我自己，我并没有因为失望而责备任何人。我分析了整件事情，但所有负面评价以及错误仍然继续。我讲了约有十五分钟，这期间老人只是默默的喝着啤酒。我讲完后，他取下眼镜说：“到我的办公室去。”“到你的办公室？你忘了带什么了吗？”他和蔼的说“不是，我想看看你对某些事情的反应，仅此而已。” 外面开始下起小雨，但他的办公室很温暖，舒服，亲切：放满书的书架靠着墙壁，长皮沙发，弗洛伊德的亲笔签名照，还有墙边放着的录音笔。他的秘书回家了，只有我们在那里。老人从纸盒里拿出一盘磁带放进录音笔，然后说：“这里有到我这来求助的三个人的简单录音，当然，这没有说明具体是哪三个人。我想让你听听，看你是否能找出双字词的短语，这里是在三个案例中共有的。”他笑道：“不要这么困扰，我有我的目的。” 对我来说，录音中三个主人共有的东西不是什么快乐的东西。首先讲话的是一个男人，他在生意中经历了一些损失或失败，他指责自己没有辛勤工作，也没有远见。接下来说话的是一个女人，她还没有结婚，因为对她寡妇母亲的强烈的责任意思，她伤心的回忆了所有擦肩而过的婚姻机遇。第三个说话的是一位母亲，她十多岁的儿子在警察局有麻烦，她总是不停地责备自己。 老人关掉收音机，侧身坐到椅子上：“在这些录音中，有一个短语像病毒一样的出现了六次。你注意到了吗？没有？噢，这可能是因为几分钟前你在餐馆说过了三次。”他拿起磁带盒扔给我。“正好在标签上有那两个伤心的词语。”我向下一看，那里有两个清晰的红色的印字：如果。 “你受惊了吗？”老人说：“你能想象我坐在这把椅子上以这两个词开头的话有多少次了吗？他们总是对我说：如果换一种方法做——或根本不去做。（如果我没发脾气、没有做那虚伪的事、没有说那愚蠢的谎言。如果我聪明点，或更无私点，或更自控点。）直到我打断说话他们才会停止。有时我让他们听你刚说过的录音。我对他们说（如果你停止说如果，我们就已取得进展了。）” 老人伸出双脚，说：“问题是，‘如果’并没有改变任何东西。它使那人面对错误——后退而非前进，那样只是在浪费时间。最后，要是你让它成为一个习惯，它就会变成真的障碍，变成你不再去做尝试的借口了。” “现在回到你的情况：你的计划没成功，为什么？因为你犯了某种错误。唔，这个没关系，毕竟错误谁都会犯，我们也从中学到东西。但是，当你告诉我那些东西时却悔恨这个， 后悔那个的时候，你还没有从错误中学到什么。” “你怎么知道呢？”我用一种辩驳的语气问道。 “因为你还没有从过去中走出来。你根本没提及到未来。在某种程度上——老实说，——现在你仍沉溺于过去。我们每
新编英语教程5课文翻译(unit6~12)
Unit6 1, 如果对这器械有什么不清楚的地方，你可以写信到我们总公司去询问。 If there is anything you are not clear about the device, address your inquiry to your head office. 2, 在执行计划之前，我们最好把它的每一个方面仔细考虑，看看是否切实可行。 Before we put the new plan into practice, we had bitter scrutinize every aspect of it to make sure t hat it is practicable. 3, 在新的规章执行后，我们预期这地区的情况会有好转。 We expect that there will be a change for the better in this area after the new regulations are imple mented. 4, 不要把他的话当真，他仅仅是开个玩笑而已。 Don’t take his words literally. He is just cracking a joke. 5, 在农业中应用固氮作用良好。 The prospect of employing (nitrogen fixation) in agriculture is promising. 6, 他想发明一种不留痕迹的改正液的企图以失败告终。 His attempt at contriving a correcting fluid which leaves no marks on paper ended in failure. 7, 那个外国人不会说汉语。他用手势表达他的要求。但是他无法把他的意思表达来。 The non-Chinese-speaking foreigner gestured to make a requested, but he just couldn’t get his idea across. 8, 他不考虑这件事的迫切性而断然拒绝了，不留一丝余地。 Without considering the urgency of the matter, he gave us a flat refusal, once and for all. Unit7 1.他怪异行为有悖于一般的良好行为规范。 His strange behavior runs counter to the popular concept of good conduct. 2. 可以肯定的是世界上鲜有人能同时在数学和科学领域的成就比牛顿更突出。 It is certain that few people in the world could have made such a great impact on the development of science and mathematics than Isaac Newton. 3.你不该嘲笑孩子的失败，应鼓励他们再去尝试。 You are not suppose to deride the children for their failures; instead you should encourage them to try again,instead. 4.在Judy毕业典礼的那天，她的叔叔婶婶以丰盛的晚餐来款待她。 On her graduation day, Judy was treated to a sumptuous dinner by her uncle and aunt. 5.对于他在公司的过往表现，没有人有什么不满。 With respect to his past record in the firm , no one has anything to complain about. 6.他们的自由和我们的自由息息相关，我们不能单独行动。 Their freedom is inextricably bound to ours. We cannot act alone. 7.我年迈的叔祖母不习惯使用市场上盛行的一次性物品。 My aged great aunt is not used to disposable products which flood the market today. 8.他在考试中作弊被抓住后，名字马上从应考者名单上删去。 His name was immediately eliminatedfrom the list of candidates after he was caught cheating in the exam. Unit8 1.他企图影射John是肇事者，结果是徒劳的。 His attempt at insinuating that John was the culprit turned out to be futile. 2.当他未能完成期望他做的事时，他很善于临时找个借口来为自己开脱。 He is very clever at improvising excuses when he fails to de what is expected of him. 3.他此行去西藏可以满足他想参观布达拉宫的愿望了。 His trip to Tibet will gratify his desire to see the Potala. 4.这个公司人力资源雄厚，足以应对其他大公司的挑战。 This corporation commandsdistinguished human resources,rich enough to meet challenges from other big corporations. 5.我认为这恐怕不是我们双方都能接受的变通办法。我们难道想不出来一个更好的方案来处理这个问题？ I don’t think that could be an acceptable alternative for both of us.Can’t we come up with a better one for this problem? 6.总爱胡思乱想和动不动就心血来潮都是有害的。 It is harmful to indulge in whims and caprices.
畅通英语基础教程期末考试第一期B
目： 1. n_rse A. n B. m 3. sma_l A. e B. a 5. b_ue A. l B. f
II. Choose the best answer from each group of choices. 11. -- I am ____ nurse. -- I am ____actor. A. a, an B. an, a C. a, the D. the, a 12. -- what do you do -- ______ A. I am a teacher. B. Yes, I do. C. I am 7 years old. D. I am from New York 13. --Is she your mother -- _____. A. Yes, it is. B. No, it isn’t. C. Yes, she is. D. Yes he is. 14. –Are you married -- _____. A.No, he isn’t. B. Yes, he is.
C. No, I am single.. D. Yes, they are. 15. –Where are you from -- _____. A. I am a nurse. B. I am from Australia. C. I am Chinese. D. We are sisters. 16. --What color is your new phone --________________. A.It is pink B. It is mine B. C. It’s in the suitcase. D. It isn’t here 17．--Is this your suitcase --________________. A.Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 18. --Are these your books --________________. A. Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 19. --What’s that
畅通英语基础教程复习
Channel English Review 一、词语或句子（20分） 颜色（color）： Red红色，Yellow黄色，Green绿色，Blue蓝色，White白色，Black黑色Brown棕色，Pink粉红色， Orange橙色 常用词语（terms）： school学校 teacher老师 student学生 read阅读 write写 listen听 Speak说 book书 page页 picture 图片 word 单词 sentence句子 question问题 look 看 complete 完成ask问 answer 回答 open your book打开你的书 close your book合上你的书 mobile phone移动电话 pen 笔 pencil 铅笔 dictionary字典notebook笔记本 briefcase公文包 bag包 umbrella雨伞 wallet钱包 watch手表 handbag手提包 key钥匙camera相机 glasses眼镜 sunglasses太阳眼镜Cathedral教堂 library图书馆sports centre运动中心Museum 博物馆 hospital医院 bank银行university大学 职业（job）： doctor医生 nurse护士 architect设计师 police officer警官actor男演员 actress女演员 waiter男服务员 waitress女服务员
国家及国籍（countries and Nationality） Spain西班牙Spanish西班牙人 Italy意大利Italian意大利人France法国French法国人 Mexico墨西哥Mexican墨西哥人Brazil巴西Brazilian巴西人 Japan日本Japanese日本人 Egypt埃及Egyptian埃及人 Canada加拿大Canadian加拿大人 USA美国American美国人 South Africa南非 South African南非人Australia澳大利亚Australian澳大利亚人 Ireland爱尔兰Irish爱尔兰人 UK英国British英国人 形容词（adjectives） Big大 small小 cheap便宜 expensive昂贵 heavy沉重 light轻的Beautiful漂亮的 ugly丑的 always永远 usually经常 often许多Sometimes有时 never从不 交通方式（Getting around）： I drive开车 I ride my bike 骑单车 I walk步行 I take a taxi搭的士 I take the bus乘坐公交车 I take the underground乘坐地铁by plane乘坐飞机 I take ship坐船 I take a train乘坐火车 周一到周日（from Monday to Sunday）： Monday 星期一 Tuesday 星期二 Wednesday 星期三 Thursday 星期四 Friday 星期五Saturday 星期六 Sunday 星期天
新编英语教程5(1-12)课文翻译
Unit 1 恰到好处 你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。而娴熟的木匠就不这么干。他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。语言也是如此。一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。差不多的词，不准确的短语，摸棱两可的表达，含糊不清的修饰，都无法使一位追求纯真英语的作家满意。他会一直思考，直至找到那个能准确表达他的意思的词。 法国人有一个很贴切的短语来表达这样一个意思，即“le mot juste”, 恰到好处的词。有很多关于精益求精的作家的名人轶事，比如福楼拜常花几天的时间力求使一两个句子在表达上准确无误。在浩瀚的词海中，词与词之间有着微妙的区别，要找到能恰如其分表达我们意思的词绝非易事。这不仅仅是扎实的语言功底和相当大的词汇量的问题，还需要人们绞尽脑汁，要观察敏锐。选词是认识过程的一个步骤，也是详细描述我们的思想感情并表达出来使自己以及听众和读者深刻理解的一个环节。有人说：“在我思想未成文之前，我怎么知道自己的想法？”这听起来似乎很离谱，但它确实很有道理。 寻找恰如其分的词的确是件不容易的事。一旦找到了那个词，我们就会感到很欣慰：辛劳得到了回报。准确地用语言有助于我们深入了解我们描述的事物。例如，当有人问你：“某某是怎么样的人？”你回答说：“恩，我想他是个不错的家伙，但他非常……”接着你犹豫了，试图找到一个词或短语来说明他到底讨厌在哪里。当你找到一个恰当的短语的时候，你发觉自己对他的看法更清楚，也更精确了。 一些英语词汇词根相同而意义却截然不同。例如human 和humane,二者的词根相同，词义也相关，但用法完全不同。“ human action (人类行为)”和“humane action ( 人道行为)”完全是两码事。我们不能说“人道权力宣言”，而是说“人权宣言”。有一种屠杀工具叫“humane killer ( 麻醉屠宰机)，而不是human killer ( 杀人机器)。 语言中的坏手艺的例子在我们身边随处可见。有人邀请一名学生去吃饭，他写信给予回复。请看他的信是这样结尾的：“我将很高兴赴约并满怀不安（anxiety ）期待着那个日子的到来。”“Anxiety” 含有烦恼和恐惧的意味。作者想表达的很可能是一种翘首期盼的心情。“Anxiety” 跟热切期盼有一定的关联，但在这个场合是不能等同的。 乌干达一政党领袖给新闻界的一封信中有一句这样写道： 让我们打破这自私、投机、怯懦和无知充斥的乌干达，代之以真理，刚毅，坚定和奇异的精神。 这一激动人心的呼吁被最后一个词“奇异（singularity）” 的误用破坏掉了。我猜想作者真正要表达的意思是思想的专一，即抱定一个信念永不改变，咬定青山不放松，不被次要的目的干扰。而singularity 指的是古怪，特性，是将一个人从众多人中区分出来的那种东西。 即使没有出现词语误用，这词仍可能不是符合作者意图的恰如其分的词。一名记者在一篇有关圣诞节的社论中这样引出狄更斯的话： 任何有关圣诞节的想法和文字已经被禁锢(imprisoned )在这句话中……“Imprisonment” 暗示着强迫，威逼，这么一来似乎意思是有悖其初衷的。用“包含(contained )”或“归结（summed up ）”就要好些。“概括（epitomized）”也行，尽管听起来有点僵硬。稍微再用点心我们就能准确地找到“mot juste (恰倒好处的词) ”，那就是“distilled”.它比包含和归结语气更强。“Distillation (提炼)”意味得到本质（essence）的东西。因此我们可以进一步把这个句子修改为： 所有有关圣诞节的想法和文字的精华都被提炼到这句话之中。
新编英语教程6 课文翻译
新编英语教程6 课文翻译 第1单元避免两词铭记两词 在生活中，没有什么比顿悟更令人激动和兴奋的，它可以改变一个人——不仅仅是改变，而且变得更好。当然，这种顿悟是很罕见的，但仍然可以发生在我们所有人身上。它有时来自一本书，一个说教或一行诗歌，有时也来自一个朋友。 在曼哈顿一个寒冷的冬天的下午，我坐在一个法国小餐馆，倍感失落和压抑。因为几次误算，在我生命中一个至关重要的项目就这样落空了。就因为这样，甚至连期望看到一个老朋友(我常常私下亲切的想到的一个老人)的情形都不像以前那样令我兴奋。我坐在桌边，皱起眉头看着色彩多样的桌布，清醒的嚼着苦涩的食物。 他穿过街道，裹着旧棉袄，一顶帽子从光头打下来，看上去不像是一个有名的精神病医生，倒像是一个精力充沛的侏儒。他的办公室在附近到处都有，我知道他刚刚离开他最后一个病人。他接近80岁，但仍然扛着一个装着满满文件的公文包，工作起来仍然像一个大公司的主管，无论何时有空，他都仍然爱去高尔夫球场。 当他走过来坐我旁边时，服务员早已把他总是要喝的啤酒端了过来，我已经几个月没有见他了，但他似乎还是老样子。没有任何寒暄，他就问我“怎么了，年轻人,” 我已经不再对他的样子感到奇怪，所以我详细地把烦恼告诉他。带着一丝忧伤的自豪。我尽量说出实情，除了我自己，我并没有因为失望而责备任何人。我分析了整件事情，但所有负面评价以及错误仍然继续。我讲了约有十五分钟，这期间老人只是默默的喝着啤酒。我讲完后，他取下眼镜说:“到我的办公室去。” “到你的办公室,你忘了带什么了吗,” 他和蔼的说“不是，我想看看你对某些事情的反应，仅此而已。”
外面开始下起小雨，但他的办公室很温暖，舒服，亲切:放满书的书架靠着墙壁，长皮沙发，弗洛伊德的亲笔签名照，还有墙边放着的录音笔。他的秘书回家了，只有我们在那里。老人从纸盒里拿出一盘磁带放进录音笔，然后说:“这里有到我这来求助的三个人的简单录音，当然，这没有说明具体是哪三个人。我想让你听听，看你是否能找出双字词的短语，这里是在三个案例中共有的。”他笑 道:“不要这么困扰，我有我的目的。” 对我来说，录音中三个主人共有的东西不是什么快乐的东西。首先讲话的是一个男人，他在生意中经历了一些损失或失败，他指责自己没有辛勤工作，也没有远见。接下来说话的是一个女人，她还没有结婚，因为对她寡妇母亲的强烈的责任意思，她伤心的回忆了所有擦肩而过的婚姻机遇。第三个说话的是一位母亲，她十多岁的儿子在警察局有麻烦，她总是不停地责备自己。 老人关掉收音机，侧身坐到椅子上:“在这些录音中，有一个短语像病毒一样的出现了六次。你注意到了吗,没有,噢，这可能是因为几分钟前你在餐馆说过了三次。”他拿起磁带盒扔给我。“正好在标签上有那两个伤心的词语。” 我向下一看，那里有两个清晰的红色的印字:如果。 “你受惊了吗,”老人说:“你能想象我坐在这把椅子上以这两个词开头的话有多少次了吗,他们总是对我说:如果换一种方法做——或根本不去做。(如果我没发脾气、没有做那虚伪的事、没有说那愚蠢的谎言。如果我聪明点，或更无私点，或更自控点。)直到我打断说话他们才会停止。有时我让他们听你刚说过的录音。我对他们说(如果你停止说如果，我们就已取得进展了。)” 老人伸出双脚，说:“问题是，‘如果’并没有改变任何东西。它使那人面对错误——后退而非前进，那样只是在浪费时间。最后，要是你让它成为一个习惯，它就会变成真的障碍，变成你不再去做尝试的借口了。”
新编英语教程5课文翻译(unit1)
Unit One 恰到好处 你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。而娴熟的木匠就不这么干。他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。语言也是如此。一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。差不多的词，不准确的短语，摸棱两可的表达，含糊不清的修饰，都无法使一位追求纯真英语的作家满意。他会一直思考，直至找到那个能准确表达他的意思的词。 法国人有一个很贴切的短语来表达这样一个意思，即“le mot juste”, 恰到好处的词。有很多关于精益求精的作家的名人轶事，比如福楼拜常花几天的时间力求使一两个句子在表达上准确无误。在浩瀚的词海中，词与词之间有着微妙的区别，要找到能恰如其分表达我们意思的词绝非易事。这不仅仅是扎实的语言功底和相当大的词汇量的问题，还需要人们绞尽脑汁，要观察敏锐。选词是认识过程的一个步骤，也是详细描述我们的思想感情并表达出来使自己以及听众和读者深刻理解的一个环节。有人说：“在我思想未成文之前，我怎么知道自己的想法？”这听起来似乎很离谱，但它确实很有道理。 寻找恰如其分的词的确是件不容易的事。一旦找到了那个词，我们就会感到很欣慰：辛劳得到了回报。准确地用语言有助于我们深入了解我们描述的事物。例如，当有人问你：“某某是怎么样的人？”你回答说：“恩，我想他是个不错的家伙，但他非常……”接着你犹豫了，试图找到一个词或短语来说明他到底讨厌在哪里。当你找到一个恰当的短语的时候，你发觉自己对他的看法更清楚，也更精确了。 一些英语词汇词根相同而意义却截然不同。例如human 和humane,二者的词根相同，词义也相关，但用法完全不同。“human action (人类行为)”和“humane action ( 人道行为)”完全是两码事。我们不能说“人道权力宣言”，而是说“人权宣言”。有一种屠杀工具叫“humane killer ( 麻醉屠宰机)，而不是human killer ( 杀人机器)。 语言中的坏手艺的例子在我们身边随处可见。有人邀请一名学生去吃饭，他写信给予回复。请看他的信是这样结尾的：“我将很高兴赴约并满怀不安（anxiety ）期待着那个日子的到来。”“Anxiety”含有烦恼和恐惧的意味。作者想表达的很可能是一种翘首期盼的心情。“Anxiety”跟热切期盼有一定的关联，但在这个场合是不能等同的。 乌干达一政党领袖给新闻界的一封信中有一句这样写道： 让我们打破这自私、投机、怯懦和无知充斥的乌干达，代之以真理，刚毅，坚定和奇异的精神。 这一激动人心的呼吁被最后一个词“奇异（singularity）”的误用破坏掉了。我猜想作者真正要表达的意思是思想的专一，即抱定一个信念永不改变，咬定青山不放松，不被次要的目的干扰。而singularity 指的是古怪，特性，是将一个人从众多人中区分出来的那种东西。 即使没有出现词语误用，这词仍可能不是符合作者意图的恰如其分的词。一名记者在一篇有关圣诞节的社论中这样引出狄更斯的话： 任何有关圣诞节的想法和文字已经被禁锢(imprisoned )在这句话中……“Imprisonment”暗示着强迫，威逼，这么一来似乎意思是有悖其初衷的。用“包含(contained )”或“归结（summed up ）”就要好些。“概括（epitomized）”也行，尽管听起来有点僵硬。稍微再用点心我们就能准确地找到“mot juste (恰倒好处的词) ”，那就是“distilled”.它比包含和归结语气更强。“Distillation (提炼)”意味得到本质（essence）的东西。因此我们可以进一步把这个句子修改为： 所有有关圣诞节的想法和文字的精华都被提炼到这句话之中。 英语词汇丰富，运用灵活。一个意思有很多种表达方式。但是无论意思上如何相近的词
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