第一篇：英语泛读教程1 Glossary, Book 1

Unit 1 illiterate(a.)目不识丁的，文盲的 tenant(n.)房客，占用者

lyrical(a.)热情奔放的，感情丰富的 blaze(v.)发光，照耀

wilted(a.)枯萎的，凋谢的 chestnut oak 栗色的栎树

trample(v.)践踏；蹂躏；蔑视；侵犯 stubble(n.)残茎，茬子 squirrel(n.)松鼠 cornbalk(n.)

bluff(n.)悬崖

stalk(n.)茎，杆；叶柄，花梗 sprout(v.)发芽，抽芽 sick(v.)追逐，攻击 swirl(n.)漩涡，弯曲 snap(v.)猛地咬住；呵斥 copperhead(n.)

crawl(v.)爬行，缓慢行进 heap(n.)堆，堆积 loamy(a.)肥沃的 matted(a.)

greenbriar(n.)

poise(v.)grab(v.)抢先，抢占 crack(v.)破裂，断裂 whip(n.)

spurt(v.)喷出，（使）涌出 pellet(n.)小珠，小子弹 sling(v.)吊起，悬挂 gray-piled(a.)

loam(n.)沃土，肥土

writhe(v.)（因极度痛苦而）扭动或翻滚 viciously(adv.)邪恶地，恶毒地

limp(a.)无力的，松软的，无生气的 limber(a.)柔软的

riddle(v.)把...打得满是窟窿 quiver(v.)微颤，抖动 incubate(v.)孵化，培育 quail(n.)鹌鹑

devour(v.)吞灭，毁灭 pant(v.)喘气，喘息 shaggy(a.)毛发蓬松的 fleck(n.)斑纹，斑点 ridge(n.)背脊，峰 lark(n.)云雀，百灵鸟 pasture(n.)牧场，牧草地 agony(n.)苦恼，烦闷

posthole(n.)（插旗杆或电线杆的）洞 spud(n.)小锄头 mattock(n.)鹤嘴锄 dew(n.)水珠，露水

windlass(n.)卷扬机，绞盘 trail(n.)追踪

doom(n.)命运，厄运 coil(v.)盘旋，卷成一圈

drooping(a.)

vigilant(a.)trickle(v.)gush(v.)punch(v.)oppress(v.)consume(v.)conceive(v.)ecstasy(n.)surpass(v.)

evolutionary(a.)considerable(a.)identical(a.)manifesto(n.)mindful(a.)interactions(n.)commitment(n.)attachment(n.)shower(v.)sacrifice(v.)counseling advice

hardwired(a.)whip out dignity(n.)concrete(n.)periodical(n.)prolific(a.)regionalist(a./ n.)

resolve(v.)lure(v.)ponder(v.)stave off(v.)prognosis(n.)illusion(n.)fanfair(n.)dull(v.)recapture(v.)carved figure(n.)bead(n.)ribbon(n.)turquoise(n.)

Unit 2 log(n.)thaw(v.)icicle(n.)eave(n.)sparkle(v.)bundle(n.)strap(v.)calico(n.)shot(n.)mitten(n.)yarn(n.)barn(n.)leap(v.)barnyard(n.)stall(n.)bar(n.)slap(v.)glittering(a.)snatch(v.)slam(v.)snuggle(v.)trundle(n.)latch-string dot(n.)claw(n.)faint(a.)chore(n.)

plow(v.)quilting(v.)pane(n.)poker(n.)loft(n.)dash off clamber(v.)cub(n.)stroke(v.)cuddly(a.)observance(n.)resolution(n.)tidbit(n.)saddle(n.)integrity(n.)bulk(n.)chart(n.)post(v.)

emulate(v.)personify(v.)daring(a.)cattleman(n.)

steer(n.)graze(v.)regiment(n.)loot(v.)scout(n.)outfit(n.)bed down straggler(n.)scout(v.)plunger(v.)ebb(n.)quick sands rattlesnake(n.)bonanza(n.)on the hoof(a.)stock cattle(n.)mule(n.)dugout(n.)

Unit 3 orchard(n.)enrage(v.)monotonous(a.)versatile(a.)expedition(n.)insignificant(a.)gloomy(a.)costume(n.)vivacity(n.)imposing(a.)square(v.)stride(v.)studiously(adv.)loom(v.)chassis(n.)manifold(a.)

plague(n.)wig(n.)perchance(adv.)rub(n.)shuffle(v.)coil(n.)

Unit 4 conservation(n.)migratory(a.)sanctuary(n.)fact sheet habitat(n.)redstart(n.)warbler(n.)woodcreeper parrot canopy(n.)yield(n.)intensive(a.)fertilizer(n.)insecticide(n.)herbicide(n.)fungicide(n.)agronomic(a.)cropland(n.)persity(n.)convert(v.)avifauna(n.)tropics(n.)compatible(a.)migrant(n.)overstory(n.)indigenous(a.)agroforestry(n.)understory(n.)organic(a.)mulch(n.)erosion(n.)toxicities(n.)hectare(n.)moist(n.)virtually(adv.)orchid(n.)amphibian(n.)rival(v.)benign(a.)respectively(adv.)revenue(n.)exceed(v.)credit(n.)conversion(n.)relentless(a.)acidification(n.)run-off(n.)micro-climatic(a.)deliberate(a.)temperate(a.)endangered(a.)ponder(v.)portion(n.)foster(v.)habitant(n.)revert(v.)radical(a.)cautiously(adv.)stroke(n.)autoimmune(a.)sclerosis(n.)rheumatoid arthritis catch-all(a.)deem(v.)rodenticide(n.)fungus(n.)rodent(n.)concoction(n.)unintended(a.)unanticipated(a.)conventional(a.)mortality(n.)prevalence(n.)peregrine(n.)falcon(n.)osprey(n.)unwitting(a.)contamination(n.)wrought(v.)fervor(n.)organochlorine(n.)severely(adv.)hazardous(a.)mart(n.)bend(n.)cut it close gauge(n.)verge on(v.)ominously(adv.)predicament(n.)dilemma(n.)viable(a.)neotropical(a.)accumulate(v.)predator(n.)rehydration(n.)stopover site(n.)doom(v.)entail(v.)toll(n.)breed(v.)collision(n.)degradation(n.)await(v.)exploit(v.)turf(n.)pounce(v.)capture(v.)anew(adv.)sumptuous(a.)repast(n.)nestling(n.)contaminate(v.)manifest(v.)

thorax(n.)abdomen(n.)antennae(n.)cuticle(n.)chitin(n.)skeleton(n.)exoskeleton(n.)spiracle(n.)trachea(n.)vein(n.)artery(n.)digestive system(n.)nourishment(n.)muscular(a.)gizzard(n.)grind up(v.)ganglia(n.)ganglion caterpillar(n.)larva(n.)larvae maggot(n.)grub(n.)pupa / pupae(n.)metamorphosis(n.)earwig(n.)nymph(n.)shed its skin moulting imago(n.)dragonfly(n.)damselfly(n.)nalad(n.)moth(n.)cockroach(n.)yolk(n.)spine(n.)swell up claw(n.)sticky pad(n.)hinge(n.)gnat(n.)knob(n.)halteres(n.)agile(a.)hover(v.)horsefly(n.)bulging(a.)compound eyes(n.)dusk(n.)ocelli(ocellus)vibration(n.)

Unit 5 times table stack(v.)flashcard(n.)yell(v.)jolly(a.)cinch(n.)to the core mean(a.)stick up(v.)clinch(v.)hedge(v.)pat(v.)spank(v.)hollow(n.)timber(n.)giant(a.)sponge(n.)release(v.)evaporation(n.)stabilize(v.)erode(v.)silt(v.)disastrous(a.)vibration(n.)vibrate(v.)whip(v.)lick(n.)make a fuss repeat the grade closed circuit television diploma(n.)college admission test polytechnic(n.)

inflammatory rheumatism waterworks pond creek(n.)swell(v.)limp(v.)pitch(v.)tumble(v.)dam(n.)recess time(n.)solemn(a.)presently(adv.)fairground(n.)sore(a.)birch tree barrel(n.)drag(v.)whopper(n.)carp(n.)freshet(n.)wrestle(v.)gill(n.)slippery(a.)wriggle(v.)washtub(n.)make a break conviction(n.)

Unit 6 paradise(n.)grief(n.)the just fasting(n.)bewildered(a.)satin(n.)shutter(v.)drapery(n.)coffin(n.)clap(v.)bear(v.)tray(n.)pomegranate(n.)persimmon(n.)goblet(n.)ravenously(adv.)undress(v.)velvet(a./ n.)saint(n.)yearn(v.)chop(v.)be beside oneself(v.)buzz(v.)embrace(v.)

doughnut(n.)pickpocket(n.)authentic(a.)deprive(v.)

huff(n.)tantrum(n.)tangle(n.)disguise(n.)sniff(n.)stamp(v.)pine wand(n.)mumble(v.)nap(n.)pucker up(v.)cinnamon(n.)

Unit 7 growl(v.)leash(v.)chase(v.)harness(n.)tent(n.)clan(n.)sledge(n.)rabies(n.)

Unit 8 waistcoat overcoat stiff(a.)neckcloth resemblance(n.)champagne cork(n.)fussy(a.)projector(n.)departure(n.)goalkeeper(n.)see to(v.)spit, spat(v.)under one’s breath clumsy(a.)cart(n.)hedge(n.)chest(n.)gallop(n.)in the act clink(v.)revolver(n.)splash(v.)drag(v.)hook(n.)strip(v.)surrender(v.)

Unit 9 canvas(n.)frame(n.)onlooker(n.)superimposed(a.)humidity(n.)intersect(v.)conservator(n.)merge(v.)stimulation(n.)adhere to(v.)buckle(v.)flake(v.)warp(v.)curator(n.)assess(v.)poplar(n.)serendipitously(adv.)cottonwood(n.)

resilient(a.)contract(v.)crack(v.)elastic(a.)withstand(v.)snap back(v.)gesso(n.)calcium carbonate(n.)barium sulfate(n.)primer(n.)batten(n.)mahogany(n.)perpendicularly(adv.)grain(n.)cradling(n.)crisscrossed(a.)brace(v.)infrared photography(n.)emissiography(n.)undeterred(a.)in situ vulnerable(a.)condense(v.)drip(v.)swell(v.)split(v.)pronounced(a.)skepticism(n.)restoration(n.)institute(n.)dime-store(n.)magnate(n.)season(v.)fluctuate(v.)flake off(v.)intrigue(v.)variable(a.)demonstrably(adv.)pliant(a.)humid(a.)verify(v.)low-end(a.)resolution(n.)pixel(n.)resolve(v.)single-lens-reflex mixed blessing crop(v.)compressed(a.)discard(v.)conspicuous(a.)undetectable(a.)

precision(n.)corrective(a.)

belated(a.)vital(a.)pilotless cargo ship dock(v.)ration(n.)orbit(v.)applaud(v.)hookup(n.)anonymity(n.)encounter(v.)inventory(n.)track(v.)capsule(n.)shuttle fleet(n.)resume(v.)staple(n.)fanatic(a.)fix(n.)premium(a.)real estate(n.)obligate(v.)mandatory(a.)quarterly(a.)compulsory(a.)sprout up(v.)upkeep(n.)bulk(a.)capture(v.)generate(v.)condo(n.)lock-in(n.)amount to(v.)obligatory(a.)spotlight(n.)acclaim(v.)balance beam(n.)rematch(n.)pavilion(n.)marathon(n.)ultimate(a.)referee(n.)stopwatch(n.)scorecard(n.)host(v.)dispel(v.)myth(n.)playful(a.)showcase(v.)corporate(a.)imposing(a.)lavish(a.)representational(a.)expenditure(n.)cobble(v.)dune(n.)cube(n.)pierce(v.)transparent(a.)rod(n.)porcupine(n.)quill(n.)sway(v.)fiber-optic(a.)filament(n.)dandelion(n.)botanic(a.)installation(n.)striking(a.)visual(a.)innovative(a.)cobblestone(n.)Ferris wheel(n.)alternating current(n.)globalise(v.)represent(v.)prototype(n.)curved(a.)clad(v.)porcelain(n.)tile(n.)allude to(v.)chinaware(n.)fruition(n.)aesthetic(n.)fabricate(v.)vanguard(n.)off-the-shelf(a.)assemble(v.)cubelike orient(v.)metropolitan area(n.)reverse(v.)

Unit 10 River Thames gallery(n.)stretch(n.landmark(n.)Westminster Abbey the Tower boundary(n.)solemn(a.)procession(n.)borough(n.)meridian(n.)radius(n.)prehistoric(a.)reconstruction(n.)generous(a.)reign(n.)sculpture(n.)inherit(v.)widow(n.)armour(n.)pottery(n.)miniature(n.)execute(v.)registry office(n.)

best man(n.)identification(n.)transit(n.)privilege(n.)bureaucrat(n.)bikini sunbathe(v.)rig(n.)sparkle(v.)kilt(n.)bagpipe(n.)tartan(n.)badge(n.)tattoo(n.)enroll(v.)

Unit 11 trivial(a.)celery(n.)immigrate(v.)disgrace(v.)disinfect(v.)

relish tray stiffly(adv.)in a row radish(n.)curly(a.)carrot(n.)slender(a.)stalk(n.)follow suit dip(n.)flake(n.)dash(n.)

revolting(a.)unison(n.)crunch(v.)zingy(a.)platter(n.)buffet(n.)retreat(n.)chase(v.)mortify(v.)nurse(v.)spectacle(n.)accent(n.)pluperfect(a.)diagram(n.)inflection(n.)mastery(n.)smugly(adv.)mutter(v.)blurt(v.)slip(a.)resolve to(n.)gee gizzard(n.)stew(v.)exclaim(v.)candied(a.)shred(n.)glistening(a.)prawn(n.)pop out giggle(v.)slurp(v.)grin(v.)

sanitation(n.)mimics(n.)secretarial college owe(v.)ritual(n.)endure(v.)recipe(n.)spaghetti(n.)repel(v.)stringy(a.)

chopstickful pint(n.)litre(n.)grub(n.)

compliment(n.)civility(n.)affront(n.)engrave(v.)specimen(n.)cordially(adv.)obligation(n.)promptly(adv.)double-sheet(n.)draft(v.)dispatch(v.)necessitate(v.)sufficient(a.)nullify(v.)exceed(v.)grace(n.)belated(a.)delinquent(a.)napkin(n.)tuck(v.)chin(n.)bib(n.)attain(v.)entitle(v.)revert(v.)exclusive(a.)well-bred(a.)convex(n.)tine(n.)etiquette(n.)merit(n.)hallmark(n.)clattering(n.)relish(n.)convey(v.)drawing room(n.)arise(v.)prior to

Unit 12 red-baked ground whitewash kiosk exuberant(a.)hub(n.)spiral(n.)pneumonia(n.)meningitis(n.)batter(v.)diminish(v.)engulf(v.)vitality(n.)curse(n.)collapse(v.)strap(v.)thriving(v.)pitiful(a.)scrap(n.)ulcer(n.)vicious(a.)pang(n.)content(a.)exacerbate(v.)stave off(v.)supplement(v.)inevitable(a.)maize(n.)staple(n.)deteriorate(v.)bedsit(n.)

fringe(n.)imminent(a.)consultant(n.)antirestroviral per capita frail(a.)brew(v.)decline(v.)thwart(v.)life expectancy tragedy ragged(a.)census(n.)porridge(n.)distracting(a.)

cramp(n.)extended belly striped shirt polio(n.)gravely(a.)dice(n.)condom check(v.)tidal wave sandals(n.)mock-leopard skin scrape(v.)serenity(n.)slip(v.)confine(v.)rigidly(adv.)

era(n.)stubborn(a.)nonprofit(a.)property(n.)tend(v.)minor(n.)presumably(adv.)matrilineal tribes descendant(n.)pot(n.)pan(n.)utensils(n.)bucket(n.)patrilineal(a.)precarious(a.)access(n)bereft(a.)alternatively(adv.)eviction(n.)miserable(a.)

approximately(adv.)whopping(a.)statistics(n.)prevalence(n.)exhaustive(a.)calculate(v.)formula(n.)transmit(v.)vital(a.)staffing shortages surveillance compile(v.)vacant(a.)vacancy(n.)dedicated(a.)

plague(v.)plow(v.)pledge(v.)unenviable(a.)potentially aggressive(a.)combat(v.)wane(v.)strain(n.)stunningly(adv.)swift(a.)progression(n.)full-fledged(a.)virulent(a.)onset(n.)menacing(a.)set in motion

Acquired Immune Deficiency Syndrome antibody(n.)molecule(n.)parasite(n.)fungi(n.)bacteria(n.)opportunistic(a.)vaginal fluid semen(n.)swollen lymph glands sore muscles skin rash diarrhea(n.)fungal thrush(n.)vagina(n.)tumor(n.)medication(n.)saliva(n.)gum(n.)floss(v.)pregnancy(n.)delivery(n.)vertical(a.)abstinence(n.)monogamous(a.)barrier(n.)irritation(n.)antiviral(a.)baby formulas inborn(a.)

第二篇：浅谈英语泛读

浅谈英语泛读

中学英语教科书服务大纲所规定的教学目的就是提供给师生重要的教学材料。教材的组成是：听力训练、学生课本、阅读训练及练习册。套教材设计，其实是通过泛读、精读、听力的各项训练中来判别的，来培养学生听、说、读、写、译等各项方面的综合性能力，用来发展学生英语交际能力，加快学生的阅读速度。阅读又可分为精读、泛读和快速阅读，因此，学生课本以及学生用书都是精读课本，阅读训练属泛读内容。泛读和精读是和教学在高中英语教学中相辅相成的，听力训练和阅读训练是一个有机整体，重视高中英语泛读教学是英语教学的内在要求。

一、英语泛读缺位的原因

《高中英语课程标准》中讲到：“除教材之外，课外阅读量六级达到20万以上，七级要达到30万以上，八级要达到36万以上。”从这一要求当中我们就可以看出泛读教学的重要性。平时加强泛读教学能激发学生阅读的兴趣，增加他们的知识面，扩大他们的眼界，培养他们的阅读技巧和策略，为高考英语速度和质量做了一个很好的铺垫。既然泛读教学如此重要，那为什么高中英语泛读教学会存在缺位现象呢？究其原因有如下几点：

1.教师认识不到位，学校领导重视不够，教学管理部门监管缺失，学生课业负担重等方面原因同时存在。具体表现为：学校领导没有重视泛读科目；教师精、泛读之间的关系及泛读教学对学生英语学习影响也没有很强的意识；教学的管理部门不能提供政策上的引导与督促；学生会忽视泛读学习，是因为疲劳的应付各 种练习题、模拟题,而课业的负担也很重。

2.有的教师虽然也提倡课外阅读，同时也会布置相关任务（如概括中心思想或写篇心得体会），但由于布置的任务跟作文相似，批起来时间长任务繁重，并且手头要忙的作业太多，无法顾及每个学生特殊的情况。同时也缺乏有序的组织和有效地监督，所以久而久之即使布置也如形同虚设。

3.从学生角度讲，他们由于应付各科作业，背诵已经花很多时间，尽管对有些跟他们生活息息相关的文章感兴趣，但由于要完成很多作业而无法自作主张。

4.有些学生虽然有这种扩大阅读量的意识，在实践中却又无法坚持，经常是“三天打鱼，两天晒网”，有始无终，缺乏计划性和长期性。这样导致很多学生无法接触到大量的英语国家的信息和背景知识，使学生又处于知识面狭窄的状况，这样又影响了他们阅读能力的提高。

5.还有的学生不要说不进行泛读训练，即使在平时做的阅读理解 中也采取划答案找答案的做题规律，根本不重视篇章的理解和文章的结构，常常在选标题时以文章中的例子为标题。因为平时老师在做阅读理解时总是有过多的讲解，分析孤立的词汇与结构，学生也养成了不动脑经，不发挥联想的主动的创造性思维的能力。久而久之，学生把阅读看成是一件极其痛苦的事，为了做好阅读理解而阅读，根本领悟不到语言的美感，不能丰富大脑，不能从中获得教训或者是一个深刻的道理，达不成共鸣。

二、高中英语泛读教学的应对策略

英国学者弗兰克斯·格雷利特（Francoise Grellet）认为：“泛读是一种熟练活动，主要是解决对文章的综合理解问题。进行泛读训练时，首先应该从综合理解开始，然后再向详细理解过渡。要求学生完成的任务应该是综合理解性的。同时，设计阅读理解练习也应该是从对选文整体理解开始，而不是词汇或较具体的内容。” 高中的英语教师，应当在教学实践中努力开展好泛读教学。所以，怎样进行有效的泛读训练，笔者认为可以从以下几点入手：

1.立足于教材，上好每一堂整体教学课，充分把每个模块的Reading先整体教学，在整体教学的过程中同时扩充其他泛读材料进行有效地训练。

【案例】

如在教M6U4Reading“The UN------bringing everyone closer together”时，在学生回答了几个问题之后，我们就趁热打铁让学生把这篇文章分成四段，同时请同学告知每一段的节数，并写上段落大意。接下来请学生回答两个体现有概括性能力的问题，即：“Why does the author choose the title ‘The UN------bringing everyone closer together?’ Can you find some examples from the text?”和“What does the author feel about being a Goodwill Ambassador and what is her attitude towards wars and conflicts in the world?”紧接着引出这篇文章的Reading strateg，提问学生本文的作者的态度是favorable 还是unfavorable的，并且请学生们找出相关的句子和关键词来证明自己的观点。讲到这里我们趁热打铁，给出一些相关的高考题训练，如：Spring is coming, and it is time for those about to graduate to look for jobs.Competition is tough, so job seekers must carefully consider their personal choices.Whatever we are wearing, our family and friends may accept us, but the workplace may not.(202_陕西高考阅读理解D)Q：The author’s attitude towards strange styles in the workplace may best be described as ____B___.A.enthusiastic B.negative C.positive D.sympathetic 如果每个单元的课文能这样结合的话，学生在阅读技巧上肯定会日积月累，总有一天会有所突破的。

第二，给学生们的阅读材料要时代性的文章或者是能让学生看了一眼就能感兴趣的文章，也就是说与他们的生活息息相关的文章。笔者认为尤其是高一时一定要选生词不超过2%的文章，最好是与课文类似的，平时阅读理解完形填空中做过的文章，用这种泛读材料一可以让学生产生近距离感，二可以巩固已学知识，三可以简单讲评，只要求学生归纳出中心思想或划出主题句即可。

泛读课在中学阶段无法顺利开展的主要原因之一在于学校没有统一的泛读材料。如果教师只是口头强调增加阅读量的必要性，而不检测学生的阅读进展及效果，那么阅读效率永远得不到提高。在此步骤中，执教者借助统一征订的某一期报纸，通过抢答题与必答题的形式检测学生是否阅读以及阅读的效果。以上七道抢答题设置得比较简单，主要以扩大学生的知识面以及激发学生的阅读兴趣为目的。五道必答题是在抢答题的基础上，适当增加阅读的难度，主要是针对阅读文章的整体理解，旨在检测学生是 否读懂文章，是否理解文章大意，并不要求达到细节理解等深层次理解的程度。

Step 2 : Reading ability training(While-reading)本步骤主要由四个部分主成：

Training 1: Fast reading and guessing words 快速阅读——训练猜词能力，训练材料是与报纸第五版面相关的世博会话题。

Training 2: Words and expressions 词汇讲解——主要讲解文章中出现的生词及其 词缀以及没有任何生词但无法理解的习语。

Training 3: Difficult sentences 难句理解——处理影响学生对文章理解的难 句，难点在于虚拟语气。Training 4: Theme or opinion 总结归纳——训练学生寻找主题句、提炼观点句的能力。

本步骤目的：在阅读技能方面主要训练学生快速阅读、猜词以及理解文章主旨大意的能力。在词汇方面主要扫清生词和难句的障碍，扩大词汇量。

训练策略：词缀闪卡、猜测习语在语境中的意思、提问解答。本步骤时长：25分钟。

Step 3: Ability application(Post-reading)本步骤目的：即学即用，让学生在做中学。检测手段：高考阅读理解一篇、迷你辩论。本步骤时长：15分钟左右。执教者要求学生在六分钟内完成一篇202_年上海高考英语试卷阅读理解C篇，这是一篇议论文，是关于考试体系要保护还是废除的讨论。执教者经过略微修改，降低了三道选择题的难度。这三道选择题 分别检测了猜词、作者观点及文章主旨三个方面，考查学生对本节课训练的这三个技能的掌握程度。执教者指导学生先独立思考，然后再小组讨论。

第三，制定明确具体的泛读计划。泛读是提高学生阅读理解能力的主渠道。只有通过系统的、严格的阅读训练，才能使学生掌握正确的阅读方法和形成基本的阅读技能，加快阅读速度，扩大阅读量，提升语感。笔者认为从高一开始每周就可开设一节泛读课。假如每节泛读课读3-4篇300-400 字的文章，按每学期18周计算，一期可读70篇，高中三年累计可泛读300篇左右，其阅读量可达12万字左右，是中学六年教科书词汇总量的两倍。同时，泛读教学除了时间的安排要纳入计划外，我们也要规定 教学指标，如对阅读速度、阅读技巧等项目要做出具体的安排。

泛读的任务在于着重提高学生的阅读理解能力；培养细致观察以及假设、判断、分析、归纳、推理论证等逻辑思维能力；培养速读能力以及阅读的兴趣，扩大词汇量，拓展文化背景知识。从用途上看，泛读的实用性最广。在实际生活里，80%〜90%的阅读方式都是泛读。目前的英语阅读教学主要是整体阅读教学模式，而此种模式是建立在图式理论（Schema Theory)的基础上，其核心思想是理解新知识时，总是将新知识与已有的知识联系起来。显然，与话题有关的原有知识越多，阅读理解的难度就会越小。

第四，循序渐进方法灵活。泛读教学可分为课内阅读与课外阅读，首先在教 师指导下实施课内阅读，再扩大到课外阅读。泛读教学应从高一到高三不间断，教师可分三个阶段进行：

1．高一年级阶段

这一阶段，学生刚从初中进入高中，教师应注意初、高中英语知识的衔接，引导学生把精读课中学生所学知识运用到泛读课上，向学生介绍阅读技巧，利用阅读教材中的限时阅读材料加强学生阅读速度训练，同时，培养学生良好的阅读习惯，适当地进行口、笔头语言输出，主要以回答问题、角色扮演、转换角色、讲述、改写、缩写、续写课文等形式练习。教师的训练方法应得当，形式应灵活多样，教师可采取阅读前活动、阅读中活动、阅读后活动；根据阅读材料的类型运用串讲法、问题法、讨论法、默读记时法等形式吸引学生参与，活跃课堂气氛，增加师生互动的机会，从而有利于学生理解词、句子和语篇，激发学生的阅读兴趣与信心。

2．高二年级阶段 学生经过一年的英语学习与训练，词汇量大大增加，掌握了一些阅读技能，阅读速度比以前加快了，基本上养成了一些较好的阅读习惯，有了一定的阅读兴趣，但仍然需要教师的指导，这一阶段还要进一步加大阅读量，引导学生阅读《英语周报》、《21世纪报》等中级层次的英文报刊，并逐渐增加不同题材、不同体裁的命题话题、命题作文的练习。

3．高三年级阶段

学生经过两年的学习，词汇量加大，阅读速度大大加快，教师应鼓励学生进一步加大课外阅读，同时，继续加大命题话题、命题作文的练习，逐步加大训练 的难度强度。引导学生的阅读材料从《英语周报》、《英语画刊》等以课程练习为主的英语报刊杂志，到《英语沙龙》、《中国日报》等高信息量的阅读材料。

第五，选取适当的材料，注意方法育泛读材料选择相当重要。教师为学生选定泛读材料要具有足够的语言输人量，要具有思想性、时代感、知识性、真实性，具有可理解性，要题材广泛、体裁多样。泛读要注意方法，急于求成行不通，要循序渐进，方法单一效果难有保证，要灵活安排。方法的选择要根据具体情况区别对待。如对待不同的年级、不同的学生，要采取的方法也应有所差别，同样的学生在阅读不同类型的文章时，也要有所差别。

每天上课给学生一篇较短的泛读材料让他们限时阅读，读完后回答出大意即可。这样慢慢地就能培养学生的阅读速度和提高他们对把握整体的敏感度。除了回答中心思想，也可以采取复述，改写，缩写，续写等形式练习。如果能坚持一个星期写一篇文章的话，作文也相应得到了训练，对作文的提高也有着举足轻重的作用。还有一些学生有增加阅读量的意识，由于没有很好地计划性和长期性，所以经常有始无终。对于这些学生，笔者往往采取课后定期辅导，鼓励他们的同时给他们一个督促的作用，使他们能持之以恒而达到一个比较理想的效果。

不管是从理论中还是从实践中来讲，泛读课其实是高中英语教学绝对不能缺少的一部分，开设泛读课在高中英语教学中最基本的，也是绝对可以执行的。笔者认为，只要教师意识到泛读教学缺位带来的负面影响，更新观念，认识到位，措施得力，通过在教学中增加泛读教学，加大英语语言输入量，持之以恒地不断进行泛读教学，必然会逐渐改变英语教学中长期形成的“耗时低效”状况，起到事半功倍的效果。

第三篇：英语泛读教程3第三册课文翻译UNIT11

UNIT11 非言语交际

话语的影响力受说话的方式影响。在讲话的时候，非言语交际是一个至关重要的因素，你可

以在适当的场合使用适当的面部和身体运动。

设想你在参加一个晚会。晚会期间你对周围的人有了种种印象。艾伦看上去悠然自得，性情平和。玛格丽特却是神经紧张，性格暴躁。卡伦落落大方，直言快语；而埃米却是心存芥蒂，言

辞含糊。埃里克见到你很高兴，而马克则明显不是。

你是怎样得出这些结论的?令人吃惊的是，你得出这些结论并不是基于人们说了些什么话，而是由于他们以非言语方式，――即通过他们的姿势、手势，和面部表情所表达出来的东西。假设你坐在马克旁边，他说，“这个晚会太棒了。非常高兴今晚能和你在一起。”然而，他的身体却微微 挪到一边，并不断地看屋子对面的某个人。不管他嘴上如何说，你知道那晚他并不高兴和你在一起。

在进行演讲时，类似的事情也往往发生。下面一则故事讲的就是一个学生最初两次在教室里所作的演讲，以及每次演讲时他的非言语行为所产生的效果：

丹·奥康纳的第一次演讲并不很成功。尽管他事先选择了一个很有趣的话题，做过仔细的研究，并非常认真 地练习过，他却没有考虑到非言语交际的重要性。轮到他讲时，他的脸掠过惊恐的神色。他像个死囚犯似的从椅子上站起来，步履沉缓地走上讲台，那样子像是走向断头台。他说的相当不错，可演讲的同时他的那双手却自行其事。他的手一会儿摆弄他的演讲稿，一会儿抚弄衬衫上的扣子，一会儿又在讲台上敲打。整个演讲过程丹低着头，并不断地看表。不管他嘴里在讲什么，他的身体在表明，“我可不想在这儿！”

最后终于讲完了。丹跑向他的座位，一下子瘫在位置上，如释重负的样子。不用说，他的演讲不怎么成功。

幸运的是，人们指出他在非言语交际方面的问题时，丹认真地去改正。他的下一次演讲就完全两样。这次他从座位上站起来，迈着大步很自信地跨上讲台。他控制着双手，集中注意力与听众进行目光接触。这确实是个进步，因为丹和上次一样紧张。不过，他发现自己越是显得自信，就越变得自信。演讲结束后他的同学都非常热情。“讲得真棒，”他们说。“你看上去真正关心你所讲的话题，而且你把这种关心传给了听众。”

事实上，丹第二次演讲的措词并不比第一次特别好。他的非言语信号改变了一切。从他离开座位到又回来，他的行为表明，“我有自信，能稳住阵角。我有些值得一听的话要讲，我想要你们也这样认为。”

姿势、面部表情、手势、目光接触――这些都影响着听众对演讲者的反应。我们如何运用这些和其它一些身体动作来进行交流，是一个叫做身势学的令人感兴趣的研究领域所要研究的课题。它的创始人之一雷·伯德惠斯特尔估计，身体运动可以传达出超过七十万个可能的身体信号。临床研究证明，在一些情况下，这些信号占了很大一部分说话者要表达的意思。现代研究也证实了希腊历史学家希罗多德在两千四百多年前所讲的：“人们信任自己的眼睛甚于自己的耳朵。”当一个说话者的体势语言与他或她的话不一致时，听者倾向于相信体势语言，而不是说出来的话。下面是会影响你说话效果的非言语交际的几个主要方面。

个人外表

如果你是切尔，你可以穿着一身头饰比衣服还要多的奇装怪服，上台做奥斯卡金像奖授奖致辞。如果你是艾伯特·爱因斯坦，你可以穿着一条皱巴巴的裤子、一件运动衫，和一双网球鞋在一个国际科学会议上发表讲话。虽说听众肯定会对你的穿着评头论足，你的声望却不会受到损坏。事实上，它还能提高你的名气。你会成为不受常规约束，人们期望与众不同的极少数人中的一个。

现在来设想一下，如果一个公司的总裁穿戴得像切尔一样，在股东会议上讲话，或者美国的总统穿着皱巴巴的裤子和一双网球鞋在全国电视节目上讲话，将会有什么样的事情发生。这两位老总很快就会失业的。除去个别的古怪之人，听众期望每一个演讲者应该外表与演讲的场合一致。美国总统周末在戴维营接受简短的采访时，可以穿高尔夫球运动服或骑马的装束拍照。但同是这位总统，向国会联席会议发表讲话时却要穿传统的西服,戴领带。同样，一位商业主管在阿卡普尔科的冬季销售会上可能会穿休闲裤和便衫，因为在此氛围中，穿着西服会显得太正式。但是回到旧金山、芝加哥或纽约，同一位商业主管将会穿上光洁而笔挺的西服。

许多研究已经证实，个人的外表在做演讲时起着重要的作用。听众总是先看到你，而后再听到你讲话。正如你要使你的语言适应听众和当时的场合，你也应合适地穿戴打扮。尽管你演讲的感染力有时可以克服个人外表所造成的坏印象，但事情往往难遂人愿。（在一项对高级商业主管的调查中，有百分之八十四的人透露说，他们的公司干脆不雇用那些在招聘会上穿戴不整的人。）不管在什么情况下演讲，你都应当尽力去留下一个好的第一印象――会使听众对你的演讲更加接受的第一印象。

身体的动作

新手们在演讲时往往不知道该拿自己的身体怎么办。有的人在讲台上不停地走来走去，害怕一停下来，就会把什么都忘掉。另外一些人则像一台恒动机，不断地把身子的重力从一只脚移到另一只脚，晃动肩膀，摆弄演稿，或把口袋里的硬币弄得叮当响。还有一些人变成了雕像，自始至终面无表情直挺挺地站着。

这些古怪动作通常都是由于紧张。如果你易于慌乱无措，你的教师将会发现这一点，以便你在以后的演讲中努力加以控制。只要稍稍集中精力，这些毛病就会随着你在众面前讲话渐渐从容而消失。

在开始演讲前和结束演讲后那一刻怎么做，这与你在演讲中怎么做同等重要。在你站起来演讲时，要尽力显得镇静、从容、自信，虽然你紧张得直恶心。走上讲台时，不要靠在讲台上，也不要慌忙开讲。给自己一点时间先平静下来。把演讲稿按你的需要摆放好。在你等待听众注意的时候，要静静地站好。与你的听众进行一下目光接触。到那时――只有到那时――你才能开始演讲。

到演讲结束时，停止讲话后要与听众保持片刻的目光接触。这会给人一定的时间来理解你的结束语。除非你要留在讲台上回答问题，不然就收起讲稿回到座位上去。这样做时，要保持镇静自若的风度。不管做什么，不要在结束演讲之前就开始整理讲稿；不要以一声如释重负的长叹或像“哟！总算讲完了！”这样的话来结束你的演讲。

所有这些建议都是常识性知识，然而令人惊讶的是太多的人都需要这种知识。在练习演讲时，花一点时间演练一下你在开始和结尾 的表现。这可能是你提高在听众心目中的形象所能做的最容易，也是最有效的事情之一。

手势

演讲中很少有那些方面比决定手该干什么会给学生们带来更大的苦恼。“我应该把双手紧握起来放到后面？让它们垂放在身体两侧？把它们放进口袋里？放到讲台上？手势怎么办？我该什么时候打手势――怎样打？”即使那些通常在日常会话中能富有表现力地运用手势的人，在听众面前讲话时也觉得双手成了笨拙的附属物。

多年以来，人们写的关于打手势的废话，比演讲的任何其它方面的都要多。熟练的手势能够增加演讲的影响力；但是普遍认为的公众演说家必须掌握一整套优雅的手势这一点却是无稽之谈。有些出色的演说家经常打手势；有些则从来不打。首要的原则是：不管打什么手势都不应把注意力吸引到手势本身上去，从而分散了你要传达的信息。手势应该显得自然，由衷而发，应该帮助阐明或进一步证实你的观点，还应该适合于听众和场合。

在你从事演讲的这一个阶段，有比如何打手势更重要的事情值得你注意。随着经验的积累和信心的增强，你会自然而然地学会打手势。在这同时，注意不要使打手势和表达思想本末倒置。不要使劲儿地挥动双手，不要把双手绞在一起，不要压指关节，或玩弄指环。一旦你消除掉了这些分神之事，忘掉你的双手。考虑考虑如何和你的听众交流，你的手势可能就会随之而来――就像在谈话中的手势那样。

目光接触

眼球本身并不表达什么感情。然而通过运动眼球和它周围的面部――尤其是上眼睑和眉毛――我们就能够传达一系列复杂的非言语信息。这些信息是如此地深刻，以至我们把眼睛看成是“心灵的窗户”。我们依靠双眼来判断一个演讲者的真 诚、智力、态度和感情。

与你的听众建立一个交际纽带的最快的办法，是亲切而愉快地正视他们。避开听众的目光最会失去听众。最好的情况下，不愿同听众进行目光接触的演讲者，会被看成是犹豫不定，心神不安。最坏的时候，他们会被看成是言不由衷或不诚实。难怪教师们要求学生，在演讲中百分这八十到九十的时间都要看着听众。

起初，你会觉得这样令人惊惶不安。不过经过一两次的演讲，你就应该能像在随便的谈话中那样比较自在的迎接听众的目光了。在看你的听众时，要注意他们的反应。他们能听见你吗？听懂你的话了吗？他们是否醒着？你的眼睛会帮你回答这些问题。

仅仅看着你的听众还是不够的；你如何看他们也很重要。目光呆滞地盯着看，几乎和不进行目光接触一样糟糕。恶狠狠地瞪着眼睛或一连串受惊吓的、迷惑的瞟视也是如此。同时也要警惕死盯着听众的某一部分看而忽略其余的人的倾向。在演讲课上有些学生只看老师所在的那一处。另外一些人则避着不看靠近老师的地方，而是把目光盯着看一两个有同情心的朋友。你的目光应与所有的听众接触。当在一小群人（比方在班里）面前演讲时，你通常可以很快地从一个人看到另一个人。对于很大一群人来说，你可能要扫视听众，而不是竭力与每个人都进行目光接触。不管你的听众的规模有多大，都要让你的眼睛传达自信、真诚和 信念。它们应该表达出这样的意思：“很高兴能和你们在一块儿谈话。我深信我所说的话，我希望你们也能相信这些话。” 你的行为更重要

梅尔文·施纳伯

一名和平队成员被紧急召往埃塞俄比亚的一个小镇，去处理志愿者把埃塞俄比亚人当狗一样对待的 有关报道。那个志愿者做了什么，以至会传达出这样的信息？

一个在尼日利亚的志愿者很难在课堂上维持纪律，据说学生们不尊敬他，因为他不自尊。这是怎么回事？

这两个志愿队员都没有在言语上得罪当地人。但他们俩都没有意识到他们通过非言语行为所传达的信息。

在第一例中，那个在健康中心工作的志愿队员要到候诊室叫下一名病人。她叫人时像在美国做的那样――用手指点着下一位病人，并招手让他过来。这在美国是可以接受的，但在埃塞俄比亚她用指头指的手势是对小孩们用的，招手的手势则是对狗用的。在埃塞俄比亚，人们指人时，伸出一只手臂和手，招呼人时伸出一只手，手掌朝下，连续不断地握起。

在第二例中，那个志愿队员坚持要让学生们直视着他，以表示专心致志，而在埃塞俄比亚，人们认为持续的目光接触是不尊敬人。

英美人一个极其简单的手势在另外一种文化里可能会带有侮辱性的，令人尴尬的，或者至少是让人摸不着头脑的含意；同样，事情反过来也是如此。如果一个外国客人在一家纽约的餐馆里咚咚地擂桌子，并朝着服务员嘘嘘，那么如果他们只被扔出门外就算很走运了。如果外国的学生鞠躬，美国人会觉得他们过于礼貌。

接受语言的武断性――狗在法语里叫chien,在约鲁巴语里叫aja――比接受非言语交流中那些富 有感情的行为举止的差异要容易得多。从许多方面来说，这些差异和语言一样具有武断性。

我们总以为，我们谈话和打手势的方式是“自然的”，而觉得那些行为方式与我们不同的人有点 违背自然。这种想法使我们对跨文化的行为举止视而不见。个人很可能会对自己以非言语方式表达的信息漠然不知，因为主人往往很少说他们又犯了一个社交上的错误。说别人无礼也是无礼的；因此主人给予来访客人一个“外宾特许状”，容许他们在社交礼仪上出些错误。他们也从不知道哪些会酿成大错，到知道时已为时太晚。

另外，还有一点不利因素是，客人还没有融入新的环境，不能作为一个自由的行为者发现和采用话语之外的新的交流方式。他们受自己的文化限制，只能在自己的文化体系里作出反应。而事实上要想最大限度的理解，说另一种语言的客人也必须学会运用那个文化中非言语交流的工具。非言语交流――教授并测定其效果――这比进行正式的语言指导更难。但既然语言作为成功的关键要素已得到了充分的认可，就应该对那些定期居住在别国的人讲授非言语行为方面的知识，给他们提供实际的经历，意识和知觉。事实上，正是语言流利性的增强使得现在非言语方面的熟练更为重要。一个语言流利的客人如果不懂面对面交往的礼仪，会比那些说话不那么流利的客人更得罪人；当地人会把这种语言和非语言行为之间的不一致，看成是对跨文化交流中更为微妙的方面不尊重。因为非言语信号反映人们的感情状况，客人和当地人也许都无法说清楚到底在发生什么事。虽然很难弄清楚和平队教授的每种语言的所有非言语细节，我们可以希望让客人意识到非言语渠道的存在和重要性。我在此列出以下五种渠道：身势，空间关系，语速，视觉和触觉。

身势学――身体的运动（头、臂和腿等）。最初那个埃塞俄比亚一个健康中心的例子，是由于使用了在不同文化里有不同含意的身势语引起了问题。再举个例子。美国人扯喉咙的手势表示“我知道了”或“我遇到了麻烦”，而在瑞士却传达一个截然不同的信息。它的意思是“我爱你”。

美国人并不区分向大人和小孩示意要安静的手势。他们把一个手指放在嘴唇上就可以了，而埃塞俄比亚人对小孩示意安静用一个手指，对大人要用四个。对大人只用一个手指是不尊敬的。另一方面，埃塞俄比亚人对表示着重否定的手势则不加区分。他们对大人和小孩都来回地摇动食指，而美国人只对小孩使用这个手势。因此，如果客人意识不到这样的手势的含意，不仅会得罪主人，主人也会得罪他们。

吸进面颊和把手臂僵直地放在身体一边，在阿姆哈拉语里表示“瘦”的意思。注重节食的美国人如果听别人说他们苗条，会感到受了恭维，因此许多人就自然而然地以为这样对一个埃塞俄比亚朋友说也是恭维。殊不知在埃塞俄比亚和许多其它国家，这是轻蔑之意，因为体胖被认为更好，它象征着健康和地位，也表示一个人有足够的财富来获得这两样东西。

空间关系――人际空间的利用。站立、坐着或与人谈话时，美国人觉得近得令人难以忍受的距离，南美洲人、希腊人以及其它一些地方的人却觉得很自在。我们把他们这种异常的接近，在社交上解释为咄咄逼人和过于亲呢，使我们产生敌对、不适或受到威胁的感觉。如果退后到我们觉得舒服的距离，我们则被认为是冷淡、不友好或是不信任人。索马里看待我们，就像我们看待南美人一样，因为他们面对面之间的距离比我们更远。

语速――谈话时讲话的速度。作为美国人，我们希望对方能马上回应我们的话。在其它一些文化里，人们控制着交谈的速度，前后两句对话要留出一定的时间。对美国人来说这段时间让人感到不安。在我们看来，它会意味着对方害羞、漫不经心、厌烦或紧张。它会让我们重复、解释、提高嗓门，以及“纠正”我们说的话以适应对方。在跨文化的情况下，客人最好容忍交谈时的间隙，等待对方回应。

视觉――眼与眼的接触或回避。美国人相信目光接触是注意听的表现。我们认为没有目光接触，就谈不上人类的交往。而在许多国家，却有我们认为不适当的各式各样的目光回避。触觉――交流的触觉形式。人们谈话时在什么地方、怎么样，以及隔多长时间才可以接触对方，不同的文化有不同的形式。我们不必走出国界，就可以看到比我们盎格鲁血统的美国人相互接触更频繁的人群（比如印第安人和黑人）。在国外，美国人常常感到拥挤，被人推来推去，那里的人对公众场合身体接触更为宽容，甚至还需要它作为相互交流的一部分。如果当地的朋友在正式的招呼之后仍握着客人的手不放，那么他（她）就会感到很困窘。

非言语交流的这五个方面在每个文化里都存在着。其表现形式完全是武断的。对于什么具有普遍行，什么是某种文化特有的，没有定论。

当然，这并不是说增加了知识就能改变行为举止。事实上，在有些情况下，客人不应改变他们的行为举止，这取决于社交场合中地位、人物，和价值观。但是，本方法是想让人们意识到人际交往活动的一个领域，长期以来，这个领域一直无人问津，或是认为到外国去的人会小心处理，因为他们置身这个领域。

第四篇：英语泛读教案

一、课程说明 1.课程性质

《英语泛读教程》是英语专业基础阶段教学的一门必修课，同时也是使学生大量接触英语读物和培养阅读能力的一门实践基础课。2.课程目的和任务

旨在通过一定量的阅读实践来提高学生的理解能力，在阅读速度、词汇量等指标上达到规定要求，并增加对语篇结构、语境和语用理论的感性认识、提高语言鉴赏能力。阅读虽然是一门训练学生单项语言技能的实践课程，但它和旨在提高综合运用语言能力的《综合英语》课程相辅相成，也是其它单项语言技能课程在词汇、语法、理解和文化知识等方面的基础课程。3.适应专业

本课程适应于英语专业一、二年级学生。

二、课程内容

Unit 1 Love I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Get some information about the Westward Movement in America and the life of the pioneers.Master the Reading skills: Develop the ability of previewing II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills: previewing(I)III.Teaching Methods（教学方法）Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Reading skills Previewing means looking ahead and checking for information in advance.Before you read a book in detail ,you can learn quite a bit about it by previewing.you can preview or examine specific parts of it first.Here are steps you may follow when you begin to preview a textbook.A title can tell you a great deal about a book.Before you read , think about what the title means.Read the title of the book.The table of contents appears at the beginning of a book.Read the table of contents Read the preface

Read briefly the index , glossary , appendix , bibliography and other special supplements.An index is an alphabetical list that tells the reader where particular topics ,subjects and names of people , places or events ,etc.are referred to in a book.A glossary gives definitions to a list of difficult words or terms that appear in a book.An appendix adds to a book extra information(charts , graphs , documents , facts , etc.)that is helpful to the understanding of the book.A bibliography is a list of some or all the sources that the author has used to write his or her book.2.Vocabulary consult vi.商议［量］，考虑，磋商 , 做咨询工作, 【医】会诊 consult about the matter 商议此事 consult with counsel

与法律顾问商议

consult for a large building firm

为大型建筑公司做咨询工作

vt.找...商议，请教，咨询，答疑，请...鉴定 , 找（医生）诊治 翻阅，查考（书籍，地图等）, 尊重，考虑 without consulting sb.没征求某人的意见 n.[古]磋商 , 委员会 ravenous adj.贪婪[食]的 , 饿极的;渴望的 a ravenous appetite [desire]

贪婪的胃口[欲望] ravenously adv.ravenousness n.convince vt.使相信［信服］，说服, 使承认； 使悔悟； 使认错［罪］ convince sb.of sth.使某人相信某事 convince sb.说服某人

convince sb.by sound arguments

以理服人 We convinced Anne to go by train rather than plane.我们说服了安妮放弃乘飞机而坐火车走。He was convinced of his error.他认识了错误 convincedly adv.convincer n.be convinced of

确信，承认 be convinced that

确信，承认 be fully convinced

充分相信［半信］ be half convinced

充分相信［半信］

convince sb.Of

使某人承认，使某人信服 convince oneself of

充分弄明白［清楚］ arrange vt, vi

arranged, arranging

排列；整理

He arranged the books on the shelf.他把书架上的书整理了一下。

In a dictionary the words are arranged in alphabetical order.词典里的词是按字母顺序编排的。安排；准备

We have arranged a party.我们准备了一个晚会。

A special show was arranged to admit free the family members of the miners.安排了一个专场来免费招待矿工工人家属。商定

Arranged with her to meet at 8.和她商定8点钟见面。

We had been trying every possible means to arrange a peace but failed.我们想尽办法试图达成和解,但没有成功。

The bankrupt and the men to whom he owed money arranged an accommodation.破产者和他的债权人协议调解。〈音〉改编；编曲配器

dwelling n.居住 , 寓所;住处 change one's dwelling 搬家 a portable dwelling

活动房屋

lake dwelling

(建造在木桩上的)湖上房屋

mourn vi.哀悼, 忧伤 , 惋惜, 悲哀;(鸽子似的)咕咕低鸣 mourn for [over] the dead

哀悼 死者 vt.向(某人)哀悼[致哀];为(某事)哀痛

The whole nation mourned the death of a much-loved leader.举国上下哀悼敬爱的领导人。

beside oneself

不知所措;精神错乱, 为某事而忘形

reserve vt

reserved, reserving 保留；留下备用, 预订；预约

I have reserved a room for you at the hotel.我已在旅馆为你预订了一个房间。

n.贮藏，储备

reserve of food

食物储备

外汇储备(= foreign exchange reserve), 准备金，储备金, 限价；最低价格 , 保护区

a nature reserve 自然保护区

谨慎；斟酌, 候补队员；后备队员

后备部队

in reserve 备用的

without reserve 无保留地；无条件地

I believe your story without reserve.我毫无保留地相信你说的。Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: A Wonderful Present Discuss the questions in small groups Practice Fast Reading Preview Unit 2

Unit 2 Little House in the Big Woods I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Get some information about the Westward Movement in America and the life of the pioneers.Master the Reading skills: Develop the ability of previewing II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills: previewing(II)III.Teaching Methods（教学方法）Teaching Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Related Information

About the author: Laura Ingalls Wilder

Laura Ingalls Wilder, well-known author of the Little House series of books, was born in the big woods of Wisconsin.When she was 7, she and her family traveled by covered wagon and moved to the prairie land of Walnut Grove, Minnesota.Her family was one of the pioneer families who settled there, following the Homestead Act of 1862, which encouraged Americans to travel west and settle.Today, the people of Walnut Grove celebrate Wilder's books every July with the Laura Ingalls Wilder Pageant.The Pageant is a family-oriented outdoor drama with all of Laura Ingalls Wilder's Little House on the Prairie book characters.An actress playing a 70-year-old Laura narrates the story, reflecting on her life in Walnut Grove during the 1870s.If you've never read any of the Little House books, you should, because you can learn a lot about life in America during the 1870s.Main Works Little House in the Big Wood(1932)Farmer Boy(1933)Little House on the Prairie(1935)On the Banks of Plum Creek(1937)By the Shores of Silver Lake(1939)The Long Winter(1940)Little Town on the Prairie(1941)Those Happy Golden Years(1943)Preview Questions What is the Westward Movement in America? What about the life of the pioneers? 2.vocabulary in context thaw vi.解冻, 融化

[口](由于冷而引起的僵直、麻木的身体)渐渐温暖起来,(态度、感情等)趋于和缓

The ice is thawing.冰在融化。vt.使融化;使暖和

thaw(out)the guests

使客人们不再拘束 strap

He strapped the bag onto his bicycle.他用带子把包捆在自行车上。

鞭笞 , 用绷带 包扎（伤口），quiver n.箭袋, 箭筒 , 箭袋里的箭 , 大群, 大量, 许多 ,(能装一套东西的)容器

body quiver

随身携带的箭筒 floor [ground] quiver

地上箭筒 vi.稳稳射中, 箭落入箭袋

a quiver full of children

[谑]子女众多的大家庭

have an arrow [a shaft] left in one's quiver 还有本钱, 还有办法可想 have one's quiver full 本钱充足 adj.[古]迅速的, 敏捷的;活泼的 vi.轻微地颤抖, 抖动, 颤动

The leaves quivered in the breeze.叶子在微风中颤动。vt.使震颤;使颤动;(云雀等)抖动(翅膀)The butterfly quivers its wings.蝴蝶抖动翅膀。n.抖动, 颤动;颤音 , 一闪 a quiver of lighting 闪电的一闪

quivering adj.颤抖的 quiveringly adv.all of a quiver

浑身哆嗦;心情十分紧张 quiver like an aspen leaf

全身发抖

chore n.[美](=chare)

[pl.]家庭杂务 , 零星的事务 , 令人疲劳[不愉快]的工作

vi., 作零星工作 chore around [美]作短工 3.Text Comprehension Comprehension Questions What had happened one night when the father was away in town? Why did Ma say that Laura was a good girl? How do you understand this sentence? The sun sank out of sight, the woods grew dark, and he did not come.Ma started supper and set the table, but he did not come.It was time to do the chores, and still he had not come.Note that the sentence he did not come has been repeated three times in this short paragraph.The repetition stresses the anxiety with which the children are waiting for Pa's coming back.How do you understand this sentence? “But he could have hurt us, couldn't he?” she asked.Note that the question is put in its subjunctive mood.From the context we know that Ma's consoling remarks make Laura feels better.When she asks this question, she knows well that the bear will not hurt them because they have protections.So what she really implies is that without those protections, the bear will have hurt them.Topic for Discussion What kind of people were Laura's parents?

Discuss the kind of life the family lived in the big woods.Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: A Wonderful Present Discuss the questions in small groups Practice Fast Reading Preview Unit 3

Unit 3 Young William Shakespeare I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Getting to know some information about the early life of Shakespeare.II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.III.Teaching Methods（教学方法）Teaching Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Related Information About William Shakespeare William Shakespeare(1564-1616)was the greatest English playwright, the best playwright in English language.He left the world 154 precious and incomparable sonnets, and 38 plays, at least 15 of which are masterpieces.Tragedies

Comedies Hamlet

As You Like It Julius Caesar

Merchant of Venice King Lear

Merry Wives of Windsor Macbeth

Midsummer Night's Dream Othello

Twelfth Night Romeo and Juliet

Winter's Tale Antony and Cleopatra Histories King Henry IV King Henry V King Henry VI King Henry VIII King John Richard II Richard III Preview Questions How much do you know Shakespeare and his works? 2.vocabulary in context enrage vt.[常用于被动式]触[激]怒, 使人愤怒

be enraged at [by] sb.'s conduct

因某人的行为而极为愤怒 be enraged with sb.对某人勃然大怒

monotonous

(mono-单 +tone调+-ous„的)

adj

单调的；无变化的； 令人厌倦的

a monotonous voice which sent me to sleep

使我昏昏欲睡的单调声音 My job at the assembly line of the car factory is rather monotonous.我在汽车工厂装配线上的工作颇为单调乏味。

Insignificant

adj.无意义的;无关重要的;无用的;无价值的, 低微的, 可鄙的

insignificant talk

废话

waste time on insignificant points

时间花在琐碎事情上 insignificant person

小人物

insignificant chatter

无意义的闲聊天 insignificant

n.无关重要的字、事物或人

costume

n.服装，外衣，装束 , 女装（西装式短上衣及裙子一套）, 服装式样； 化装用服 academic costume

学位服

actors in policemen's costumes

穿着警服的演员 costume ball

化装跳舞会

costume designer

(影剧)服装设计员 3.Text Comprehension Comprehension Questions From the conversation between Toby and Will do you know what Will wanted to be?

What did he do in order to realize his dreams? After he had a family(wife, three young children)he still wanted to leave Stratford.Why?

Life in London in the early years for Will and Toby was very hard.What did Will do for the

Queen’s Men? Besides acting in plays what did Will do else?

Topic for Discussion Can you find anything in Shakespeare’s early life in Stratford that might have

contributed to his future success as a playwright?

Shakespeare was a man eager to learn and determined to succeed.Find examples from the text to illustrate that.Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: The Best Playwright in England by Jennifer Bassett Discuss the questions in small groups Learn about reading skills Practice Fast Reading Preview Unit 4

Unit 4 Migratory Birds and Coffee I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Get to know the relationship between shade coffee plantation and migratory birds and the importance of conserving migratory birds and their habitats.II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills: Understanding the Topic III.Teaching Methods（教学方法）Teaching Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Related Information Under the category “Research on coffee growing,” you can see a list of some of the earlier research on bird persity on coffee plantations.Some facts gleaned from this research include: • The majority of bird species in shade coffee plantations are feeding in the shaded overstory, not in the coffee.The coffee shrubs themselves offer few resources.This is why sun coffee monocultures do not support a persity of birds.• The value of coffee farms is dependent largely upon the persity of their canopy: both the number of different species and the structural complexity of the canopy.• Invertebrates and nectar are the most important food sources for birds in coffee plantations, so coffee farms are especially important to bird species that feed on these resources.• Migratory birds are more flexible in their habitat requirements, and do better in coffee plantations than many resident species, which are more sensitive to habitat changes.• Inga trees are especially important overstory species.• Use of coffee plantations by migrant birds is highly seasonal.Of course, North American migrants are only present in the tropics during spring and fall migration and in winter.However, even during winter some migrants, in particular those that feed on nectar or fruit, tend to increase in number from early to late winter in plantations where these resources are available.Three North American migrants are strongly associated with the flowering of Inga trees: Baltimore Oriole(above), Orchard Oriole, and Tennessee Warbler.Here is a list of North American species that use coffee plantations.• Resident birds that make altitudinal migrations(up and downslope)also take advantage of flower crops available at shade coffee plantations, and are therefore more common at certain times of the season that others.• The elevation of the plantations must be taken into account, because bird species composition and abundance vary depending on elevations;highlands are particularly important.Likewise, when examining the number and type of birds, or any taxa, in coffee farms, the distance of the farm or study plot from natural forest must be considered.Typically the closer a plot is to natural forest, the more and varied species it will contain.Bird persity in rustic or heavy shade plantations sometimes rivals that of natural forests.These plantations always have a significantly higher bird persity(as well as a persity of other species)than do sun coffee plantations.Shade coffee plantations offer important refuges for species in areas where natural habitats are quickly being converted to agriculture.2.Reading skills Understanding the Topic

Just as previewing helps you to understand the important ideas in a book, a unit or a chapter, identifying the topic of what you are reading helps you to focus on the general subject of a reading.A topic is the general subject of the sentences in a paragraph or that of the paragraphs in a text.It is much like a title for the paragraph or the text.Finding out the topic of what you are reading is the first step toward understanding subject information.Knowing the paragraph topic builds a base of comprehension which leads to further understanding about the text.Read the following paragraph to see how the topic reflects the general subject of the sentences in a paragraph and how it can be stated in a few words.Page58

What do you think is the general subject of this paragraph? The first sentence in it raises a question and the rest of the paragraph tries to answer the question by giving a list of advantages of hobbies.Part of the first sentence can serve as the topic the paragraph: What to gain from a hobby.or we can use fewer words to illustrate the topic, such as ―advantages of hobbies.‖ 3.vocabulary in context Conservation n 保护；保存

There is a need for the conservation of trees, or there will soon be no forests.有必要保护树木，否则不久将会没有森林了。

节约（自然资源）

“However, conservation alone is not the answer.” “然而,仅仅靠节约还不是解决问题的办法。” Conservation of water is of great importance in desert areas.沙漠地区实行控制用水非常重要。convert vt（常与into连用）转变；变换

to convert an old house into a new one

把旧房改成新房

That building has been converted into a school.那座楼房改成学校了。

兑换 I want to convert some Hong Kong dollars into American dollars.我想把一些港元换成美元。改变信仰、党派或意见等

She managed to convert him to her opinion.她终于设法说服了他接受她的意见。habitat n.聚集处;居住地 , 经常发现某种事物的地方

海底实验室人员居住的加压舱, 海底实验室 , 生境;产地 , 栖息地 be compatible with 与...相适应，不矛盾，一致，相似 time-honored adj 历史悠久的； 因年久而受到尊敬的

benign adj.仁慈的, 宽厚的;亲切的;和蔼的(气候等)温和的, 良好的, 有益于健康的

a benign climate 温和的气候 a benign tumor 良性瘤

relentless adj.严酷的, 残忍的, 不留情面的 , 不屈不挠的;不懈的 deliberate vt.考虑;熟思;研究, 讨论

He deliberated the question before he made an answer.答复以前, 他仔细地考虑了这个问题。

vi.思考(on, over);与某人协商(with);讨论某事(over, upon, on)I deliberated with the director on the future plans of production 我和厂长商讨了下一步的生产计划。

adj.深思熟虑的;考虑周到的 , 故意的, 蓄意的 , 慎重的, 沉着的, 从容不迫的 a deliberate decision

慎重的决定 a deliberate murder 蓄意谋杀

canopy n.(小艇)天篷 , 盖, 罩 ,(树)冠;冠层 , 天空 , 伞衣 ,(吊灯)灯罩

板状顶梁, 护板掩护支架 , 天篷, 华盖 vt.用天篷遮覆;装上顶篷

temperate adj.有节制的 , 不过分的, 适度的, 稳健的 , 禁酒的, 戒酒的(气候等)温和的

a man of temperate habits

有节制的人 in a temperate manner

态度适中

be temperate in one's language

说话措辞温和 Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: Discuss the questions in small groups Learn about reading skills Practice Fast Reading Preview Unit 5

Unit 5 Cheating I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Reading the text and learn some lessons from the experience of the boy in the story.Develop the ability to look for information II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills: Determining the Main idea III.Teaching Methods（教学方法）Teaching Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Related Information About the author

Susan Shreve

Ms.Shreve is a founder of the MFA MFA Creative Writing Program at George Mason University, where she continues to teach.She has taught Creative Writing at Princeton University, Columbia University, and the Breadloaf and Bennington writers' conferences.An original board member of the PEN/Faulkner Foundation in Washington, D.C., she served as its president from 1985 to 1990.Her awards and honors include grants from the Lila Wallace Readers Digest Foundation, the National Endowment for the Arts, and the Guggenheim Foundation.The range of her extraordinarily active career includes writing and delivery of short documentary essays for the Jim Lehrer News Hour.Daughters of the New World was adapted for an NBC television series under the title A Will of Their Own.Susan Shreve is a member of the Advisory Board of Washington Independent Writers.She lives with her husband, the literary agent Tim Seldes, in Washington D.C.Susan Shreve's fiction is marked by its wide range of genre, setting and situation.Daughters of the New World is an unusually fluid and flexible generational saga;Glimmer is a first-person narrative by a modern mixed-race woman, which Shreve published under the pseudonym Annie Waters.(For Susan Shreve's account of the writing of Glimmer, read The Freedom of Anonymity, her essay from the New York Times Writers' on Writing Series.)All of her work is marked by her lyric gift and by a cool, precise acuity in rendering the nuances of feeling.BIBLIOGRAPHY A Fortunate Madness, Houghton Mifflin, 1974 A Woman Like That, Atheneum, 1977 Children of Power, Macmillan, 1979 Miracle Play, William Morrow and Co., 1981 Dreaming of Heroes, William Morrow and Co., 1984 Queen of Hearts, Simon and Schuster, 1987 A Country of Strangers, Simon and Schuster, 1989 Daughters of the New World, Doubleday, 1992 Preview Questions What do you think of cheating on tests? 2.Reading skills Determining the Main idea Relating topics and details.As you have learned, a topic is the general subject of the sentences in a paragraph.Recognizing the topic provides a frame of reference for understanding what you are reading.Identifying the main idea in various locations in the paragraph.Authors most frequently use the first sentence of a paragraph to state the main idea.However, they may place it in the middle, at the end, or leave it unstated.In that event, you must find out the main idea yourself.Based on the details of the above paragraph, you can see that the author mainly talks about carious reasons why people open their own businesses.Thus the main idea of the paragraph is: ―There are many reasons why people open their own businesses.‖ Now think about the possible locations for the main idea sentence in the paragraph.You may find you can place it at the beginning, in the middle or at the end of the paragraph.3.vocabulary in context cinch n.[美]

(马鞍等的)肚带;束腰宽带 , [口]紧握, 抓紧, 抓牢 [俚]必定会发生的事;易做而有把握的事情 dead cinch

[美]确实无疑的事, 必然发生的事情 It's a cinch that the horse will win the race.那匹马必胜无疑。vt.系(马的)肚带 , [美俚]确定, 弄清楚, 确保 cinch notice [美]对成绩不良的警告

vt, vi 敲弯钉头钉牢；钉住, 把（木头）钉牢在一起

确定；决定（贸易等）；达成买卖或合同

The two companies clinched the deal quickly.两家公司很快地成交了。hedge 来自古英语 hecg，德语 hecke n 灌木树篱, 保护或防御的方法 a hedge against inflation

预防通货膨胀

Buying a house is the best hedge against inflation.购买房子是防止通货膨胀的最佳保障。

vt, vi hedged, hedging

（与in连用）用树篱围住, 避开问题

Stop hedging and answer my question directly!“不要规避,直接回答我的问题!” hedge one's bets

为防止损失两面下注；骑墙

hedge about with

包围；围困；限制

Building a house is hedged about with laws.盖房子受到法律的限制。Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: Stolen Day

by Sherwood Anderson Discuss the questions in small groups Learn about reading skills Practice Fast Reading

Unit 6 Fool’s Paradise

I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Figuring out the moral lesson after reading the following cautionary tale magically told by the 1978 Nobel Prize winner in literature.II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.III.Teaching Methods（教学方法）Teaching Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Related Information About Isaac Bashevis Singer(1904-1991)was the most famous Yuddish writer of the 20th century.Born in Poland, he came to the USA in 1935.one of ten American writers to be awarded the Nobel Prize and perhaps the most influential and beloved Jewish-American writer.A prolific writer who vividly conjoured the annihilated Jewish world of Eastern Europe, he spoke to the fears, longings and ambivalence of America’s Modern nation of immigrants.Singer drew on folk memories of work those mystical dramatically from the realistic to fantastic, in ways that startled readers and inspired other writers.202_ was the centennial year of the master storyteller Isaac Bashevis Singer, who in 1978 became the seventh American to be awarded the Nobel Prize for Literature.The Library of America presents Collected Stories, a major celebration of Singer's achievement.Beginning with “Gimpel the Fool,” whose title story brought Singer to prominence in America when translated from Yiddish by Saul Bellow in 1953, and concluding with “The Death of Methuselah,” the collection published three years before his death in 1991, this three-volume edition brings together for the first time all the story collections Singer published in English in the versions he called his “second originals”—translations he supervised and collaborated on himself, revising as he worked.In addition, Collected Stories includes thirteen previously uncollected stories from the Ransom Center collections.Here are nearly 200 stories—the full range of Singer's vision encompassing Old World shtetl and New World exile.Born in Poland in 1904 into a family of rabbis, Singer was raised in the traditional culture that was to be annihilated during World War II, and his haunting stories testify to the richness of that vanished world.Singer's Old World stories reveal a wild, mischievous, often disturbing supernaturalism evocative of both local storytelling traditions and dark undercurrents born of Singer's own concerns and obsessions.After leaving Poland, Singer settled in Manhattan and—slowly at first, then dramatically—made himself an American writer, in the process transforming American culture and being transformed himself, in his life and his work.Exploring the daily lived reality and imaginative boundaries of Jewish culture as it was transplanted to the United States, he created characters—many of them survivors of the Holocuast— that dramatized the conflicts not only of postwar American Jews, but of an entire society committed both to cultural pluralism and to assimilation.His achievement in the stories gathered in Collected Stories reveal him to be the emblematic immigrant American writer, whose vision and insights expanded his adopted country's sense of its own culture.The Nobel Prize in Literature 1978

“for his impassioned narrative art which, with roots in a Polish-Jewish cultural tradition, brings universal human conditions to life” Preview Questions Figuring out the meaning of ―fool’s paradise‖?

This phrase came from one of the Shakespeare’s plays(Romeo and Juliet)What is paradise like? Would people live happily in this story? 2.vocabulary in context consult vi.商议［量］，考虑，磋商 , 做咨询工作, 【医】会诊 consult about the matter 商议此事 consult with counsel

与法律顾问商议

consult for a large building firm

为大型建筑公司做咨询工作 vt.找...商议，请教，咨询，答疑，请...鉴定 , 找（医生）诊治 翻阅，查考（书籍，地图等）, 尊重，考虑 without consulting sb.没征求某人的意见 consult a doctor about one's illness

找医生治病 consult reference books

翻阅参考书 consult the dictionary

查辞典 consult one's watch

看手表 consult one's pillow

通夜思索 consult sb.'s feelings

尊重某人的感情

consult the interests of the masses

考虑群众的利益 consult one's own convenience

只顾个人利益 consult one's pleasure

听其自便

convince vt.使相信［信服］，说服, 使承认； 使悔悟； 使认错［罪］ convince sb.of sth.使某人相信某事 convince sb.说服某人

convince sb.by sound arguments

以理服人 We convinced Anne to go by train rather than plane.我们说服了安妮放弃乘飞机而坐火车走。He was convinced of his error.他认识了错误 be convinced of

确信，承认 be convinced that

确信，承认 be fully convinced

充分相信［半信］ be half convinced

充分相信［半信］

convince sb.Of

使某人承认，使某人信服 convince oneself of

充分弄明白［清楚］ arrange vt, vi

arranged, arranging

排列；整理

He arranged the books on the shelf.他把书架上的书整理了一下。

In a dictionary the words are arranged in alphabetical order.词典里的词是按字母顺序编排的。安排；准备

We have arranged a party.我们准备了一个晚会。

A special show was arranged to admit free the family members of the miners.安排了一个专场来免费招待矿工工人家属。商定

Arranged with her to meet at 8.和她商定8点钟见面。

We had been trying every possible means to arrange a peace but failed.我们想尽办法试图达成和解,但没有成功。

The bankrupt and the men to whom he owed money arranged an accommodation.破产者和他的债权人协议调解。

mourn vi.哀悼, 忧伤 , 惋惜, 悲哀;(鸽子似的)咕咕低鸣 mourn for [over] the dead

哀悼 死者 vt.向(某人)哀悼[致哀];为(某事)哀痛

The whole nation mourned the death of a much-loved leader.举国上下哀悼敬爱的领导人。

beside oneself

不知所措;精神错乱, 为某事而忘形

reserve vt

reserved, reserving 保留；留下备用, 预订；预约

I have reserved a room for you at the hotel.我已在旅馆为你预订了一个房间。

n.贮藏，储备

reserve of food

食物储备

外汇储备(= foreign exchange reserve), 准备金，储备金, 限价；最低价格 , 保护区

a nature reserve 自然保护区

谨慎；斟酌, 候补队员；后备队员

后备部队

in reserve 备用的

without reserve 无保留地；无条件地

I believe your story without reserve.我毫无保留地相信你说的。3.Text Comprehension Comprehension Questions Atzel suddenly became ill.He imagined that he was dead.Why ? How did the specialist cure the young man’s illness? What was the life in paradise? Why did Atzel have a strong desire to come to the earth? Topic for Discussion Why did Atzel want to kill himself after a few days’ stay in paradise? What do you think the moral of the story is? Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: Sleeping Ugly by Jane Yolen Discuss the questions in small groups Learn about reading skills Practice Fast Reading Preview Unit 7

Unit 7 The Call of the Wild I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Figuring out the author’s primary purpose in telling this story? II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills: Guessing meanings of words from context(I)III.Teaching Methods（教学方法）Teaching Discussing Practicing IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.About the author Jack London(1876human immunodeficiency virus）（又称艾滋病病毒）所导致的传染病。

马拉维共和国，属非洲东南部内陆国家。马拉维是农业国，是联合国宣布的世界上最不发达国家之一。人均寿命39.4岁。目前，马15～49岁人群中约14.2%携带艾滋病病毒。

NHS— National Health Service 国民医疗服务

NHS is the publicly-funded healthcare system in the UK, and provides free healthcare to all residents.It started operating in 1948.Since its launch in 1948, the NHS has grown to become the world’s largest publicly funded health service.The NHS was born out of a long-held ideal that good healthcare should be available to all, regardless of wealth.That principle remains at its core.With the exception of charges for some prescriptions and optical and dental services, the NHS remains free at the point of use for anyone who is resident in the UK.That is currently more than 60m people.It covers everything from antenatal screening and routine treatments for coughs and colds to open heart surgery, accident and emergency treatment and end-of-life care.Graphic of NHS structure As can be seen on the diagram(right)the NHS is pided into two sections: primary and secondary care.Primary care is the first point of contact for most people and is delivered by a wide range of independent contractors, including GPs, dentists, pharmacists and optometrists.Secondary care Secondary care is known as acute healthcare and can be either elective care or emergency care.Elective care means planned specialist medical care or surgery, usually following referral from a primary or community health professional such as a GP.Prescription costs Prescription prepayment certificates(PPC)are available in England and they can save you money.The current prescription charge is £7.20.You can get free NHS prescriptions if, at the time the prescription is dispensed, you:

* are 60 or over

* are under 16

* are 16-18 and in full-time education

* are pregnant or have had a baby in the previous 12 months and have a valid maternity exemption certificate(MatEx)

* have a specified medical condition and have a valid medical exemption certificate(MedEx)

* have a continuing physical disability that prevents you from going out without help from another person and have a valid MedEx

* hold a valid war pension exemption certificate and the prescription is for your accepted disability

* are an NHS inpatient 2.vocabulary in context spiral n.v.adj.螺旋形的，急剧地上升(或下降)a spiral staircase 螺旋形的楼梯

A snail’s shell is spiral in form.蜗牛的壳是螺旋形的。the upward/ downward spiral of sales The falling leaf spiralled to the ground.落叶盘旋着飘落到地上。Prices are still spiralling.物价仍在急剧上涨。in store(for sb)kept ready for future use储存着，备有

He always keeps several cases of wine in store.coming in future;about to happen即将发生

I can see trouble in store.我预见到以后会有大麻烦。We don’t know what life holds in store for us.stave off 暂时挡住，避开(某事)；延缓，推迟(令人不快的事物)to stave off hunger/illness 暂时解饥/缓解病情 to stave off disaster/ danger 避开灾难，躲避危险

The company managed to stave off bankruptcy for another few months.GP 全科医生，普通医生，非专科医生 general practitioner load the dice against sb 使某人处于不利地位（常用被动）put sb at a disadvantage He always felt the dice were loaded against him in life.只有用英国人通过国民卫生服务免费使用的药物治疗，才能遏制这将要夺去许多人生命的死亡浪潮，可是像格蕾丝这样的人根本负担不起。scrape

擦净，磨光 He scraped his boots clean before coming into the house.擦伤，刮坏 I scraped some of the paint off when I was parking the car.I fell and scraped my knee.scrape together/ up 费力或小心的获得某事物obtain sth with difficulty or carefully We managed to scrape an audience of fifty people.我们设法争取到了五十名观众。Scrape a living 勉强维持生活

Scrape by on sth He just scraped by on what his parents gave him.Scrape through sth I might scrape through the exam if I’m lucky.She is no more indifferent to her life than her cotemporary.和她同时代的人一样，她并非对自己的生活漠不关心。（1）A No more„ than B A与B都不，A不B也不，都是否定 A Not more … than B A和B都是肯定，但A比不上B，A不像B，或A没有到B的程度

This book is no more interesting than that one.这本书和那本书一样都没什么意思。This book is not more interesting than that one.这本书不如那本书有趣。（2）No more than 只有，不过，仅仅 Not more than 不多于

He has no more than 5 dollars on him.He has not more than 5 dollars on him.He said no more than we had known.他只说了我们知道的事而已。Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: protect yourself against AIDS Discuss the questions in small groups Practice Fast Reading Preview Unit 13

Unit 13 your college Experience I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Get some information about the Westward Movement in America and the life of the pioneers.Master the Reading skills: Develop the ability of previewing II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills: finding the point of view III.Teaching Methods（教学方法）Teaching Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Reading skills Narrative writing has a narrator, that is , someone who tells the story.Point of view means through whose eye the reader sees what happens in a narrative.It answers the question: who tells the story and what part does the narrator play in the action.Recognizing the point of view can give you a better understanding of the author’s attitude.2.Discussing topics What are the most important functions of college education? Why is college important for you? 3.Vocabulary in context Application: n.[C;U] a formal, usually written, request for something such as a job, place at university, or permission to do something 申请;申请书 an application for financial aid 资助申请

It was the first time Peter ever applied for a job in such a big company, so he filled out the job application carefully.这是彼德第一次向这样一个大公司求职 , 所以他仔细地填

写了求职申请表。

[C;U] the act of putting something to use 应用;用途

Students discussed the practical application of the theory had learned in the classroom.学生讨论如何实际应用他们在课堂里学过的理论。

The job calls for the application of many skills.这份工作要求会运用多种技能。Reflection: n.[C] something that shows the effects of, or is a sign of, a particular condition, situation, etc.反映;表现

The rising rate of crime is a reflection of an unstable society.犯罪率上升是社会动荡的 反映。

This growth rate of the population is a reflection of the improved health care standards.这 个人口增长率是医疗保健水平提高的表现。

[U] deep, careful thought 深思;考虑

A moment's reflection will show you that you are wrong.稍微思考一下 , 你就会明白你 错了。

It calls for serious reflection.此事须慎重考虑。Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: the American college in American life Discuss the questions in small groups Practice Fast Reading Preview Unit 14

Unit 14 the confidence game I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Get some information about the Westward Movement in America and the life of the pioneers.Master the Reading skills: Develop the ability of previewing II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills: guessing the meaning of words from word-formation III.Teaching Methods（教学方法）Teaching Discussing Practicing IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Emphasised points What is sportswomanship in Angela and Tobi in story? What is meant by the confidence game? If someone in your class does better than you , how would you act towards him or her? 2.vocabulary in context huge

adj.extremely large 巨大的，庞大的

[例] He ate a huge amount of food.他吃了大量的食物。

[例] The bank will lend your company quite a huge sum of money.银行将给贵公司一笔相当可观的贷款。

very great in degree 程度很大的

[例] the huge influence of the event 这个事件的巨大影响

[例] The TV play was a huge success.这部电视剧取得了巨大的成功。

greenhouse

n.[C] a building with a glass roof, glass sides, and often some form of heating, used for growing plants that need heat, light, and freedom from winds 花房，温室 [例] greenhouse effect 温室效应

[例] There are many rare flowers in the greenhouse.温室里养着许多珍贵的花。

chase

v.follow rapidly in order to catch 追逐，追捕

[例] The cat likes to chase the mice as if it were playing with them.这只猫喜欢追逐老鼠，好像在跟它们闹着玩似的。

[例] He's always chasing(after)the girls.他老是在追求女孩子。n.[C] an act of chasing someone or something 追逐，追捕

[例] There was a long chase before the criminal was caught.追捕了好久才抓到罪犯。[例] There was an exciting car chase in the film.在电影中有激烈的汽车追逐的场面。

goose

n.[C] a bird that is similar to a duck but larger and makes a hissing(hiss)or honking(honk)noise（雌）鹅 [例] goose egg 鹅蛋

[例] A young goose is a gosling.小鹅英文叫gosling。

goat

n.[C] a horned animal related to the sheep that also gives milk and wool, can climb steep hills and rocks, and eats almost anything 山羊

[例] They decided to send the goat back to the wilderness.他们决定把这只山羊送回荒野中。

[例] The soldier offered to kill the goat.这名士兵主动要求来杀这只羊。

cattle

n.(cattle plural)cows and bulls, especially as kept on farms for meat or milk 牛 [例] a herd of cattle 一群牛

[例] The cattle are in the shed.牛在牛棚里。

bored

adj.tired and uninterested 厌烦的，不感兴趣的

[例] She's bored with her job.她对自己的工作不感兴趣。

[例] I was bored to death by their trivial conversation.我对他们琐碎的谈话厌烦得要死。labor

n.[U] effort or work, especially tiring physical work 努力，劳动 [例] labor-intensive products 劳动密集型产品

[例] Building roads still involves manual labor.筑路仍然需使用体力劳动。

[U] workers, especially those who use their hands, considered as a group or class 工人

[例] This company plans to cut its labor force.这家公司计划削减劳动力。[例] Organized labor is fighting the government's anti-union laws.有工会组织的劳工正在与政府反对工会的立法作斗争。

asleep

adj.sleeping 睡着的

[例] Is the baby still asleep? 这个婴儿还在睡觉吗？ [例] He was sound/fast asleep.他睡得很熟。diagnose

vt.discover the nature of(a disease or fault)by making a careful examination 诊断（疾病），判断（问题）

[例] The doctor diagnosed my illness as a rare bone disease.医生诊断出我的病是一种罕见的骨病。

[例] The teacher diagnosed the boy's reading difficulties.老师找出了那男孩阅读有困难的原因。surroundings

n.(plural)everything that surrounds a place or person, especially that which influences the quality of life 周围的事物，环境

[例] The house is situated in beautiful surroundings.这座房屋四周的环境优美。[例] She grew up in comfortable surroundings.她在舒适的环境中长大。

fate

n.[U] the power or force that is supposed to be the cause of and in control of all events, in a way that is beyond human control 天命，命运

[例] He expected to spend his life in Germany, but fate had decided otherwise.他希望到德国生活，而命运却偏偏另有安排。

[例] She wondered what fate had in store for her next.她不知道以后等待她的将是什么命运。

actress

n.[C] a woman who acts in a play or film or on television 女演员

[例] My aunt Jennifer is an actress in Hollywood.我的詹妮弗姨妈是好莱坞的一位女演员。[例] This actress walked her way up to international stardom.这位女演员一步步地成为了国际影星。approach

v.begin to deal with or work on 着手，开始处理

[例] We approached the task with dread.我们惶恐地开始着手这项任务。[例] He approached the idea with caution.他开始认真地考虑那个主意。come near or nearer(to)in space, time, quality, or quantity 走近，靠近[例] He is not allowed to approach the forbidden area.他不允许接近禁区。[例] The time is approaching when we must be on board the ship.我们上船的时间快到了。

adventure

n.[C] a journey, experience, etc., that is strange and exciting and often dangerous 冒险活动；奇遇

[例] exciting adventures in the mountains 在山中的种种奇遇

[例] All the children listened to his adventures with eager attention.孩子们注意力十分集中地听他讲他的冒险经历。

[U] excitement, e.g.in a journey or activity;risk 冒险，风险 [例] a life of adventure 冒险生涯

[例] Come on!Where's your sense of adventure? 得了吧，你的冒险精神哪里去了？ depart

vi.leave;go away, especially when starting a journey 离开，启程

[例] When does the next train to London depart? 下一班到伦敦的列车什么时候开？

[例] They haven't made up their mind when to depart on the journey.他们还没下定决心什么时候开始旅行。resume

v.begin again after a pause 重新开始；再继续

[例] We resumed our discussion after a short rest.短暂休息之后我们重新开始讨论。[例] Let us resume where we left off.让我们从中断的地方继续下去。

disappear

vi.pass out of sight;vanish 消失；消逝

[例] The boy disappeared round the corner.男孩在拐弯处消失了。[例] The sun disappeared behind a cloud.太阳在云层后面消失了。

Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.VII.Homework（作业）

Home reading: My way to success Discuss the questions in small groups Practice Fast Reading Preview Unit 14

Unit 15 starting over at 85 I.Teaching Objectives（教学目标）

Go over the whole text in limited time and try to get the main idea of the passage Get some information about the Westward Movement in America and the life of the pioneers.Master the Reading skills: Develop the ability of previewing II.Teaching Importance and Difficulties（教学重点及难点）1.The usage of new words and phrases 2.Using context clues to find out the meaning of words 3.Understanding paragraphs-How to identify the Main Idea.4.Reading skills III.Teaching Methods（教学方法）Teaching Discussing Practicing

IV.Teaching Time（教学时数）: 4 periods V.Teaching Content（教学内容）1.Emphasised points Do you like Michener? What in him do you appreciate most? How did he differ from other old people/ rich people you know or have heard about? Why did Michener say that his life had been, in this way, a fable for its times? Two incidents in Michener’s childhood changed him greatly.What were the effects of the two incidents upon Michener? 2.Vocabulary in context inscribe 在上题字签名 Inscribe one’s name in a book Inscribe a book with one’s name confide

吐露秘密心事 She confided all her secrets to her best friend.委托某人照顾某人某事 Can I confide my child to you when I am out? 充分信赖某人 There is no one here I can confide in.make do with sth 勉强凑合，应付，将就

We are in a hurry so we had to make do with a quick breakfast.Because I lost my job, I had to make do with a very small apartment.wind wound

弯曲，盘旋 The river winds the valley.这条河蜿蜒流过山谷。.缠绕 The man's arm was wound with bandages.那人的胳膊上裹着绷带。转动 You operate this machine by winding this handle.Wind up 停止，结束，以

告终

使某人兴奋激动

he gets so wound up when he is arguing.Ⅵ.Summary(小结)

1.Ask the students to remember key words and expressions in Text A.And conclude the general idea of section A 2.Ask the student to remember how to write the English advertisements.

第五篇：英语泛读读后感

Reading report10商务英语一班陈胜萍1040104127

Walden

Recently, I read a book named Walden.It took me some time to read through it.Most important, I learnt a lot from the beautiful language and the life attitude of the author, Thoreau.This is a book which tells in spring, Thoreau started building a cabin in the woods, thinking about life, reading some books, and listening to the sound of nature.In autumn, he planted beans, observed Walden Pond.In winter, the Walden Pond was frozen, and lots of animals accompanied with him.As spring's coming, the Walden and other ponds melted.Then everything in nature was awake and reborn including Thoreau.Thoreau first wrote that most people pursuit their necessary things of life such as fashionable clothes, houses and equipment.They pursuit these things while Thoreau went to the woods to build a cabin which only cost $28.12, eating simple food and needing little furniture.I still remember one of chapters in his book, Higher Law, emphasized more on the spiritual aspect, instead of the

satisfaction of material.Besides, he urged people to read more classic literature.For example, Homer’s Iliad and Odyssey and other great writers’ masterpieces.More over, he wrote that though he lived alone in the woods, he was close to nature and made himself as a part of nature.He lived alone, but sometimes he also talked with his visitors who are honest, sincere, and thinkable, including those people who love their lives.Thoreau also mentioned that the noise in the town and the whistle of train disturbed the quite life of the town.However, in the woods, life is quite.When he lived in the woods, he listened to animals' sounds such as bird's singing, owl’s hooting, cockerel’s crowing and so on.He lived with animals friendly.He also described the Walden Pond.The water, blue and green, clear and pure, froze in winter and melted in spring.When I was reading Walden, I felt that a kind of profound thinking of life hid behind the beautiful words of Thoreau, providing much food for thought.Walden

The words and phrases about the nature especially the Walden Pond were beautiful and fascinating.The sentences were full of wisdom and philosophy.When reading this book, it reminded me of those people who work day and night to earn money, wasted a lot of money to buy luxury and expensive things, wasted much time to entertain themselves.For my part, they might easily lose themselves.Though their materials were full, their minds are hungry.As far as I am concerned, the real life is to make every complicated thing to be simple and enrich our thoughts and soul.General speaking, simplicity can make our soul and bodies more comfortable and free.Material is just the skin;inside world is the most significant.As for me, many people who around me think I

should buy some beautiful clothes and dress up.However, I think my life is good.One more thing I want to say is that people did not understand him when

Thoreau lived alone in the woods, even Emerson thought what he did was wrong.But I think Thoreau’s life was successful, meaningful and happy, so do I.The life attitude of Thoreau really grips me deeply.Because I think that the success and happiness of life all come from exactly value.Everyone deeply desires of

themselves life.When you know what the value of yourself is, meanwhile you can enjoy your life according to the value every time.You will find that everyday you have full of energy and enthusiasm to do anything, hear the sure sound from your heart, and often feel intense achievement.The most important is that your heart is peace and calm.You are happy ever day.In the last place, I envy Thoreau so much for he lived in such a beautiful and comfortable nature environment.He breathed the fresh air, lived with wild with animals friendly;appreciated the scenery of Walden Pond and so on.While in modern society, people pursuit their own interests to hunt and kill animals, cut down trees and pollute the rivers and so on.As a result, the number of wildlife is decreasing dramatically, the area of lakes is shrinking, and the water is not pure any more.The environmental problems such as globe warming, climate change and air and water pollution have been becoming increasingly serious.When it

Walden

comes to environment problems, I will remind of the beautiful scenery Thoreau described in the book.And the book can raise awareness of people of environmental protection.In a word, I really do learn o lot from the readable and valuable book., the life attitude of Thoreau and deep thinking of environmental protection.Maybe I cannot understand Thoreau's thoughts completely, but I think the book, Walden, is a fairly good book to read.I hope you can read through it and I am sure you can learn something from it.