以下是小编整理的Unit 1 Advertising(译林牛津版高一)，本文共7篇，欢迎阅读与收藏。
篇1：牛津高中英语词汇讲解 (译林牛津版高一)
M3 U2 words:
1. be made up of = consist of , be composed of
consist of的意思是“由……构成”，它与 make up of ， compose of 的区别在于：consist of不可用被动语态，而make up of和 compose of 可以用被动语态。例如：
1） The house consists of 6 rooms.
2） The medical team is made up of three doctors and a nurse.
3） The book is composed of 25 units.
2.occupy occupation n.占据、职业
1. occupy意为 “take up or fill (time, space, sb’s mind, etc)” “占据，充满（时间，空间，某人的头脑等）”。
e.g. The speech occupied three hours. 发言占去了三个小时。
A bed occupied the corner of the room. 一张床占去了房间的一角。
2. occupy意为 “take possession of and establish troops in (a country, position, etc)” “（军事）占领（国家、阵地等）”。
e.g. The army occupied the enemy’s capital. 军队占领了敌国首都。
3. occupy意为 “live in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。
e.g. The family have occupied the farm for many years.
这家人在农场已居住多年。
They occupy the house next door. 他们住在隔壁。
4. occupy oneself (in doing sth/with sth) “忙着（做某事）；忙（于某事）”。(be busy doing sth./with sth.)
e.g. How does he occupy himself now he is retired?
他既已退休，都如何打发日子呢？
n.
He is a bus driver by occupation_____________________________________
3.name after
She was named after her grandmother.
她是根据她祖母的名字命名的。
The new school was named after the famous Civil Rights leader.
by name名叫;用名字
in the name of以...的名义;代表Stop doing that, in the name of God! 看在上帝的分上,别干了
by the name of名叫 !
know sb. by name只知道某人的名字
4. aside from=apart from /
apart from在不同的上下文中，既有besides的含义，又有except和except for的含义，要根据上下文来判别。如：
Apart from English, he has a good command of Russian and French. 除英语外，他还精通俄语和法语。（= besides)
He has no interests, apart from his work. 他除了自己的工作外，没什么兴趣爱好。（= except )
It’s a good paper, apart from a few spelling mistakes. 这是一篇好论文，只是有几处拼写错误。（= except for)
aside from 类似于apart from的用法。
1除…之外
Everything was quiet, aside from the occasional sound of a car in the distance. 除了远处偶尔有汽车的声响外, 四周一片寂静。
Aside from being fun and good exercise, swimming is a very useful skill.
除了有趣与运动外，游泳还是个很有用的技能。
2既…又…
I didn't accept the job because it was badly paid and aside from that, it wasn't very interesting. 我没接受这个工作, 因为工资既少, 又非常乏味。
5.contribution contribute
make a great contribution to
contribute to捐（款）；投（稿）；贡献；有助于
contribute to a literary journal 向文学杂志投稿
contribute to the furtherance of. 对促进……的发展起作用。
Contribute to the Red Cross 捐助红十字会
6.defeat beat
beat和defeat属一组同义词，它们的宾语必须是人或一个集体，如a team, a class, an school, an army。defeat尤指在战场上打败敌人；beat是游戏、比赛的专门用词。二者常可换。 eg:
We beat their team by 10 points. 我们赢了他们队十分。
In the end their army was defeat/beaten. 最后他们的部队被击（打）败。
7.take control of
lose control of
beyond control 无法控制
in control (of) 控制(住),管理
out of control 不受控制
under control 被控制住
keep...under control 对...加以控制
under the control of 受...的管理(或管辖),受...的控制
have (no) control over (of)能(不能)控制...
8.lead to =result in
1. Such a mistake would perhaps lead to disastrous consequences.
这样一种错误可能导致灾难性的后果。
2. Too much work and too little rest often lead to illness.
过量的工作和过少的休息会引起疾病。
9.replace vt. 取代 =take the place of 放回原处
Nothing can replace a mother's love. 什么都无法取代母爱。
We've replaced the old adding machine with a computer
我们用电脑取代了老式的加法计算器
He replaced the book in the shelf
10. entire = whole
whole n.全部, 全体, 整体, 完全之体系
adj.所有的, 完整的, 完全的, 纯粹的, 未损伤的, 未打破的
adv.完全, 整个
entire adj.全部的, 完整的, 整个
entire 与 whole 在许多情况下可以通用。例如：
The people‘s government has the support of the entire(whole) population . 人民政府得到全民的支持。
whole 常用来强调某事物的完整性，即没有任何部分被忽略或舍去相当于 every part. 在日常语言中，whole 远比 entire 用得多。例如：
One day the police even used their sticks during a peaceful march by blacks , and this was seen across the whole country on TV . (也可用 entire) 有一天，黑人在进行和平进军的时候，警察使用了警棍，这个情景全国的电视上都看到了。
entire 可以修饰抽象名词，whole 则不能。如：
This would destroy the entire peace of the Middle East .
这将会破坏整个中东和平。
11.therefore
therefore有两种用法，一在整句中，一在分句中。therefore是副词，但有时具有连词作用。
一、整句中时一般不放句末，句首后要有逗号，句中1、按一般副词使用2、做插入语
eg.1、Therefore，we must learn English well.
2、They therefore can learn English well.
3、Many fast food restaurant ,therefore, have red furniture or walls.
二、用在分句中，即一个句子一部分表示原因一部分表示结果。
这时一般词前要用分号，其后用不用逗号无所谓。若第二个分句前是逗号或无符号，则要注意therefore是副词，和so不一样，要保持句子完整，应用and therefore。
eg.1、I had a headache; therefore I could not go to your party.
2、I was ill, and therefore could not come.
3、These birds are very beautiful and therefore liked by many people.
12. distinction n. 差别,区别;特性,特征;卓著,荣誉
the chief distinction of Chinese food
中国食品的主要特征
a writer of distinction
一位卓越的作家
academic distinctions
学术上的荣誉
There is no appreciable distinction between the twins.
在这对孪生子之间看不出有什么明显的差别。
His distinction of sound is excellent.
他辨别声音的能力很强。
distinguish v. 区分、辨别 distinguish...from... 辨别, 识别; 把...和...区别开
distinguish right from wrong
明辨是非
distinguish good from evil
分辨善恶
13. concern n. 关心、忧虑、vt.涉及、使担忧 对。。。感兴趣
Andrew expressed his concern. 安德鲁表示了他的关切。
be concerned about /for 关心，挂念；(没什么太大区别 几乎可以通用 但书面的正式用语多是be concerned about )
be concerned with 关系到，涉及 (指的是和某事或某人有联系 不涉及内心感受)
be concerned over sth. 为某事忧虑
be concerned in sth. 也是-- 和某事有牵连 有关联的意思
Ex: The conference was concerned ___ the global reforms of the financial system，and every leader present was concerned ___ interests of his own country.
A with；about B over；about C for；in D about；with
14.access have access to
1. 接近,进入;接近的机会,进入的权利;使用[U][(+to)]
Only a few people have access to the full facts of the case.
只有少数几个人能看到有关该案全部事实的材料。
2. 通道,入口,门路[C][U][(+to)]
The only access to their house is along that narrow road.
Ex: Translate the sentence:
市民可以免费使用这个图书馆。____________________________________
He is a man of easy access. _________________________________________
15.differ from = be different from
Tom ____his father in character and some everyday habits
16. stand for =symbolize /represent
What do the letters UN stand for?
The American flag stands for freedom and justice.
美国国旗代表自由及公平
16.simplify v. simple adj. simplified adj.
The subject is immensely complex, and hard to simplify.
这个题目非常复杂,并且很难简化。
17.as a whole
As a whole our efforts did not prove to be futile.
总体说来，我们的努力没有白费。
The population as a whole is/are in favour of the reform.
全体人民普遍拥护改革。
18.indicate vt. 显示、表示、象征、暗示
The results indicate the need for more work.
结果表明，还有更多的工作需要做。
The light above the elevator indicated that the elevator was then at the fifteenth floor.
电梯上方的灯指示那时电梯在十五楼。
19. convenient adj. convenience inconvenient
convenient意为“方便的”，常用于it is convenient (for sb) to do ….或sth. is convenient to sb. 结构.不可以说: if you are convenient
Will it be convenient for you to start work tomorrow? 明天就开始工作你觉得方便吗
Ex: Come and see me whenever _____ .
A: you are convenient B: you will be convenient
C: it is convenient to you D: it will be convenient to you
20. thus
A society is thus made up of people from all walks of life. thus在这里是“如此这样”的意思。就是说：社会就是这样的鱼龙混杂（由各种各样的人组成）。
He didn't work hard. Thus he was fired.
篇2：Unit 1 Advertising(译林牛津版高一)
Words and Expressions
1.persuade v to give make sb do sth by giving them good reasons for doing it.说服，劝说；使信服
persuade sb to do sth/ into doing sth劝服某人做某事
persuade sb out of doing sth劝服某人不要做某事
persuade sb of sth 使某人相信某事
persuade sb that-clause 使某人相信
I persuaded him of its truth. 我使他相信这是真的。
I persuaded him to work hard. 我劝她努力工作
We persuaded him into taking the job. 我们说服她接受这份工作。
I persuaded my father out of smoking. 我劝服我父亲戒了烟。
I’m almost persuaded that he is honest. 我几乎相信他是诚实的。
persuasive adj.有说服力的 persuasion n. 说服
2. advertise
vt. 1) to make known; call attention to: 引起注意：使变得著名；引起对……的注意：
I advertised my intention to resign.渲染我要辞职的意向。
2) to warn or notify: 告诫，告知：
This event advertises me that there is such a fact as death.这件事告诫我有死亡这样的事实。
vi 1) to call the attention of the public to a product or business. 做广告：引起公众对产品或企业的注意
We advertised through the newspaper for the products of our factory.
我们通过报纸宣传我们厂的产品。
2) to inquire or seek in a public notice, as in a newspaper:
登广告：在公告，如报纸上询问或寻找：
He advertised for an apartment when he just arrived in this city.
在他刚到这个城市时他登广告寻求公寓房
advertisement n. 广告 advertiser n. 广告商 advertising n. 做广告；广告活动
3.be meant to: to be done ormade for a particular purpose旨在，目的是
This public service advertisement is meant to increase people’s awareness of enviornmental protection.
4. innocent adj.
1） not guilty of a crime 无辜的，清白的，无罪的
She was found innocent of any crime. 她获判无罪。
2）无辜受害的；成为牺牲品的
innocent victims of a bomb blast 炸弹爆炸中的无辜受害者
3） 天真无邪的，纯真的
an innocent young child
innocence n.
5.fool n. 傻瓜，笨人
Don’t be such a fool.
I felt a fool when I realized my mistake.
make a fool of sb 愚弄某人
act /play the fool 装傻，扮丑相
v. to trick sb into believing sth that is not true 欺骗愚弄
You don’t fool me. 别骗我。
fool sb into doing sth
Don’t be fooled into thinking they’re going to change anything.别上当受骗，以为他们打算做出任何变化。
6. cure v.
1)to make sb healthy again after an illness治疗 n. 治疗方法
cure sth 治好…
cure sb of a disease 治愈某人的疾病
When I left hospital I was completely cured. 当我离开医院的时候，我已经痊愈了。
The doctor cured me of my headache.
Antibiotics help to cure many diseases that were formerly fatal.
抗生素有助于治疗许多以前会是致命的疾病。
Penicillin cured him of pneumonia. 青霉素治愈了他的肺炎。
2) to stop sb from behaving in a particular way. 矫正，纠正
cure sb of sth 治愈某人…纠正某人恶习
Nothing can cure him of the bad habit.没有什么能纠正他的坏习惯
She tried every means to cure her child of the bad habit. 她想尽一切办法试图改掉她孩子的这个恶习。
cure n. a medicine or medical treatment 药，药剂;疗法
a cure for sth. 治疗…的方法
There is a cure for the common cold. …的治疗方法。
7.pleased adj.
1)feeling happy about sth高兴，满意，愉快
She was very pleased with her exam results.
I’m pleased to hear about your news.
I’m really pleased that you are feeling better now.
2）happy or willing to do sth 高兴，乐于
I’m pleased to inform you that the book you ordered has arrived.
pleasing adj. 令人满意的 a pleasing design/effect
pleasure n.
8.comment n.
[C][U]sth you say or write which gives an opinion on or explains sb/sth注释,评注,批评,评论[(+on/about)]
He made no comments on our proposal. 他对我们的建议没有作评论。
vi. To express an opinion about做注解,做评注,评论 [(+on/upon)]
He did not comment on what I said. 他对我的话未作评论。
He commented that it was an excellent film. 他评论这电影很精彩。
No comment 无可奉告
9. fall
1) fall for sb : to strongly attracted to sb; to fall in love with sb 被某人所吸引，爱上某人
e.g. They fell for each other at first sight and got married six weeks later. 他们一见钟情，六个星期后就结婚了。
2) fall for sth: to be tricked into believing sth that is not true （轻易）相信某事
e.g. The salesman said the car was in good condition, and I was foolish enough to fall for it. 推销员说这汽车状况
fall behind 落后 fall into the habit of 养成…习惯 fall in love with 爱上
10.trick n. 诡计， 恶作剧 v. 戏弄， 欺骗
trick sb into doing sth 诱使某人做某事
He tricked me into giving him the money. 他骗我给他钱
【常用搭配】
1) play tricks on sb/ play jokes on sb 捉弄某人
2) make fun of sb 取笑某人
3) trick sb out of sth 骗走某人的……
4) play a trick/tricks on sb=play jokes on 开某人玩笑，捉弄某人
【例 句】
The kids often play tricks on the old man. 孩子们经常戏弄老人。
It’s immoral to play a trick on the disabled. 作弄残疾人是不道德的。
She was tricked out of all her savings. 她被骗走了所有的积蓄。
People make fun of her because she wears a strange hat.人们取笑她因为她戴了顶奇怪的帽
Her partner tried to trick her out of her share. 她的合伙人企图骗走她的股份
11. aim
n. the purpose of doing sth 目的，目标
She went to London with the aim of finding a job.
achieve one’s aim
v. 1）to try or to plan to achieve sth 力求达到，力争做到 (at/for)
The government is aiming at 50%reduction in unemployment.
政府正力争达到减少50%的失业人口。
2） to have sth as an aim 目的是，旨在
These measures are aimed to prevent the water in this river from being polluted.
3) to point or direct a weapon at sth 瞄准， 对准
I was aiming at the tree but hit the car by mistake.
12. benefit
n. 利益, 好处; 恩惠; 退休金; 津贴; 救济金; 保险抚恤金 义演; 义赛
a public benefit 公益 be of benefit to the people 对人民有好处
disability benefits 残废抚恤金 a benefit match 义赛
This dictionary will be of great benefit to me. 这部字典将对我有很大裨益。
vt. to be good for 对…有益
Exercise benefits our health. 运动有益于我们的健康。
vi. to get sth good from 得益于
We benefit by [from] daily exercises. 每天做操对我们有益。
[习惯用法]
for the benefit of 为了……的好处
give sb. the benefit of one's experience 用自己的经验[知识]帮助某人
in benefit 有资格得到救济金(指生病、失业等津贴)
out of benefit 没有资格得到救济金
sick benefit 疾病津贴
beneficial adj. be beneficial to 对…有益
13. promote vt.
1)To help sth happen or develop促进
Promote economic growth/understanding
The government decided to promote public welfare. 政府决定发展公共福利。
2) to move sb to a higher rank or more senor job提升；推销（商品等）
Promote sb. to sth. 提拔某人/be /get promoted to 被提升为
be promoted to 被提升为…职位
He was promoted to a manager. 他被提升为经理。
3) to help sell a product or a service 宣传；
promote a product
This area is being promoted as a tourist destination. 这个地区正被推广为旅游点。
Promotion n.提升， 晋级，推销活动/promoter n. 发起人， 筹办人
14. consult v.
1） to go to sb for information or advice (sb about sth) 咨询；请教
If the pain continues, consult your doctor. 如果疼痛持续不消退，请医生诊治。
2）discuss sth with sb to get permission for sth 商讨，商量
I need to consult with my colleagues on the proposal.我需要与我的同事商讨这些建议。
consultant n. 顾问 consultancy n. 咨询公司
consultation n. 咨询，商讨，磋商
consulting room 诊疗室
15.recommend v. suggest; advise
recommend sb. sth.= recommend sth. to sb.
recommend sb./sth. for/as
recommend doing/ recommend sb. to do
recommend that sb. (should)
Our teacher recommended us some new books on this subject.
老师向我们推荐了这个学科的一些新书。
My English teacher recommended a good dicionary to me.
我建议先见他。I recommend meeting him first.
I recommend her as your secretary.
老师劝我们读那本小说。
The teacher recommended us to read the novel. =The teacher recommended that we (should) read the novel.
I recommend he should see a doctor. 我建议他去找个医生。
The old man should listen to the doctor’s recommendation that he stay in bed. 老人应听从医生卧床休息的建议。
16. bargain n.
1) a thing bought for less than the usual price 便宜货，减价品
The car was a bargain at that price. 那辆车价格真便宜。
2) an agreement between two or more people or groups 协议，交易。(with sb)
He and his partener had made a bargain to tell each other everything .他和他的合伙人约定互通有无，毫无保留。
Finally the two sides struck a bargain = (reached an agreement).双方最终达成了协议。
V. to discuss prices, conditions, ect with sb in order to reach an agreement that is satisfactory 讨价还价，商讨条件
He said he wasn’t prepared to bargain. 他说他不愿意讨价还价。
bargain away 做亏本交易，贱卖
bargain hunter 减价品搜索者；专买便宜货的人 bargaining power 谈判能力
bargaining n.
17.target n.
1）a result that you try to achieve 目标；指标
business goals and targets 经营的目的和指标
Set yourself targets that you can reasonably hope to achieve. 给自己制定有望达到的目标。
2) an object, a person or a place that people aim at when attacking (攻击的)目标，对象
He has become the target for a lot of criticism recently. 他最近成了众矢之的。
3）靶子
aim at a target 瞄准靶子 hit/miss the target 中/脱靶 target practice 射击练习
v. 1）to aim an attack or critism at sb/ sth 把……作为攻击目标；把……作为批评对象
The company has been targeted by animal groups for its use of dogs in drug trial.这家公司因用狗做药物试验而成为保护动物团体批评的对象。
2）to try to have an effect on a particular group of people 面向，瞄准
The campaign is clearly targeted on the young. 这场运动显然针对的是年轻人。
18..determine vt.
1) to decide or settle (a dispute, for example) conclusively and authoritatively.判定：结论性、权威性地决定或解决（纠纷等）
He determined to go. 他决意要去。
I am determined to do better than Mike. 我决心比迈克做得更好。
He determined to go [that he (should) go] at once. 他决心立刻就走。
2) to cause (someone) to come to a conclusion or resolution.
使（某人）得出结论，使得出解决方法
He has not determined what he will study. 他还没有决定学什么。
His advice determined me to drink and smoke no more. 他的劝告使我决定不再抽烟喝酒了。
3) to be the cause of; regulate: 成为……的原因；控制：
Demand determines production. 需求决定生产
determine a date for a meeting 确定会议日期
4) to give direction to: 定向：指出方向：
The management committee determines departmental policy. 管理委员会决定各部门的政策
vi. 1) to reach a decision; resolve.解决，决定：作出决定；
They determined on an early start. 他们决定早些出发。
I have determined on [upon] going to the countryside after graduation.
我已决定毕业后到农村去。
【常用搭配】
determine sth 决定某事 determine (sb) to do sth. （使某人）决定去做某事
determine on (doing )sth 就……做出决定
determined adj. 有决心的，决定的（在句中常作定语或状语）
【常用搭配】
be determined to do sth 下决心/决定做某事 be determined +从句
be determined to do “决定做某事”， 侧重有决心的状态，可与表示一段时间的状语连用。
determined 过去分词作状语或定语。
We determined to get the work done before May Day. 我们决定五一前完成这项工作。
We determined on an early start. 我们决定尽早出发。
determination n.决心
19.appeal vi.
1) to make a urgent and serious request呼吁；恳求
The government is appealing to everyone to save water. 政府呼吁每个人节约用水。
2) to make a formal request to a court of law. （常与to连用）上诉；诉诸于,申诉
The victims' families of the murder have appealed to the Supreme Court to have a definitive answer. 谋杀案的被害家属已经申诉最高法院作确切的答复。
He appealed against the judge's decision. 他不服法官判决而上诉。
3) to attract or interest sb （常与to连用）吸引；引起兴趣
She appeals to me. 我对她感兴趣。
Bright colours appeal to small children. 小孩喜欢鲜艳的颜色。
Does the idea of working for a venture company appeal to you?
你有没有兴趣到合资企业去工作?
n. 呼吁；恳求; 吸引力，魅力
an appeal for forgiveness恳求原谅
The teacher listened to his appeal.老师倾听了他的要求。
mass/wide/popular appeal 对大众的/广泛的/普遍的吸引力
The prospect of living in a city holds little appeal for me. 住在城里对我没有什么吸引力。
20. react vi.
behave differently or change as a result of sth; respond作出反应 (to sb./sth.)
The eye reacts to light. 眼睛对光会起反应。
He didn’t react to the news.
reaction: n. (to sth.)
What was her reaction to the news?
21. get sth across (to sb)：to be communicated or understood ; to succeed in communicating sth 传达；被理解；使人了解
He is not good at getting his ideas across.他不善于清楚的表达自己的思想。
【短语辨析】
1) get sth over. 克服
Get through 接通，打通，完成，顺利通过考试
2) get down to sth/ doing sth 开始做某事
3) Get along/on with 进展，相处
4) Get together 相聚，联欢
【例 句】
1) The final examination is coming up soon. It’s time for us to get down to our studies.
期末考试快来了，我们该开始复习了。
2) --- The boss said we had only three days to finish the work.
--- Don’t worry. We have already got through two thirds of it.
老板说我们只剩三天时间去完成工作了。别担心，我们已经完成了三分之二的工作。
3) She could always get round her father, who would give her whatever she asked for. 她无论要什么，她的父亲都会给她，所以她总能够说服她的父亲。
4) He was disappointed at not getting the job, but he soon got over it. 因为没有得到这个工作机会，他很失望。但很快，他克服了这种失落感。
5) We’re going to get together with some friends for a picnic. 我们将和几个朋友去聚餐。
22.urge v. to advise or try hard to persuade sb to do sth 敦促；催促；力劝
She urged him to stay.
The report urged that all children (should) be taught to swim.
urge sb on 鼓励；激励；为…加油
She could hear him urging her on as she ran past.她跑过他面前时，听到了他在为她加油。
n. urge to do sth : a strong desire to do sth . 冲动
I had a sudden urge to hit him. 我突然很想揍他一顿。
urgent adj. 紧急的；紧迫的； 急切的
The law is in urgent need of reform. 这项法律亟待修订。
An urgent look/whisper 急切的神情/耳语
urgency n. This is a matter of some urgency.这件事情相当紧迫。
篇3：浅谈如何提问和阅读理解(译林牛津版英语高一)
提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计 问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研 究阅读教学如何提问,首先要探讨何以要提问。
作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句 属“语形”范畴,而问句中包含的问题属“语义”范畴。
二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发 现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二 步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也 即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提 问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。
阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理 解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中 学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的 层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思 维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智 力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。
西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。 解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着 它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重 建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学 译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起 问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出 发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视 界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才 能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:
(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的 部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先 生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。 虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之 着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往 复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局 出版。)
(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动 中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、“构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。
根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从 低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文 各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理 解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本 文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和 认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部 分的协调,作为主体认知框架的平衡。
阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。
以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。
课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最 低层次是“话步”(教师的“问”和学生的“答”)。
我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要 启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于 所有学生都能回答,应重复学生的回答以面向全体学生。
由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵 循“解释学循环”的原则,大致有两种方式。
(一)由浅入深,由表及里。
1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间 的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示 了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢 和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是 具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)
2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪 衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句 提供的新信息为依托,层层递进。
(二)整体--部分--整体。
本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美 白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比 、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的 对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问 排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,
怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。
在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反 映了什么,才能由表及里。
在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段
篇4：高中英语教学随笔 (译林牛津版英语高一)
由于农村地区教育相对落后，对英语学习不够重视，还由于自身有自卑心理，不敢张口说英语，加之没有掌握适当的学习英语的方法，导致上课调动不起英语学习的积极性，学生只是消极被动地去接受知识，达不到预期的理想效果。然而，该年龄段学生的优点是上课积极活跃，动手动脑能力强，同学之间有相互竞争的意识。如何在教学过程中利用这些优点呢？在实践中我深切感到在课堂上设置游戏，能够激活课堂，调动学生自主学习的能力，培养学生对英语学习的兴趣，使他们变成课堂的主体。现在谈一下我对课堂游戏教学的一些浅显的认识和不成熟的看法
课堂游戏有利于培养学生的创新意识和创新能力
创新是现代社会对人的素质提出的又一基本要求。如何把创新精神贯穿于课堂教学的始终，使课堂焕发出生机和活力？关键一点就是教师在教学时应给学生营造一个创新的环境。课堂游戏恰巧从根本上改变了封闭教学的沉闷局面，让学生参与到了教学过程中来。游戏走进课堂，把教师传授知识的过程变成了在教师指导下、以学生为主体主动参与积极探索的过程；把重视传授知识变成了激发学生求知欲、好奇心、创造精神和开发学生潜能的学习过程；把教师从真理的代言人、至高无上的权威、传道授业解惑者，改变成学生民主、平等、自由地进行自我展现过程的操作者。一个宽松、广阔的创新环境悄然形成，它不断地启发、诱导学生在学到书本知识的同时，也培养了他们的创造能力。学生的个性在游戏中得到尊重，尊重个性就是尊重创造。面对学生，我们应永远充满信任和期待，以爱的春风绽放每一朵春蕾，用信任的目光开启每一个心灵的宝库，使创新教育在英语课堂上得到真正的体现。
课堂游戏有利于培养树立学生的合作精神和意识
课堂游戏帮助我们改变了老师的一言堂，开辟了师生间、学生间平等交流的好场所。知识、能力、性格等方面各有差异的学生集合在一起，去发现别人的闪光点来启迪自己的思维。在游戏中，知识、能力、性格得到了相互碰撞和升华。在游戏中，学生不仅学会了倾听，学会了赞美，学会了批评，学会了接受，而且还展现自我、认识了自我、完善了自我，使个性得到了和谐健康地发展，同时也养成了他们的合作精神。
课堂游戏可以让学生走进生活，开拓英语学习的新天地
在课堂游戏教学中，同样的教学内容，教师的教法不同，学生的学习效果就不同。教学得当，学生则学得轻松有趣、学的灵活，掌握的就好。反之，教师教法不当，学生就学的吃力、枯燥，甚至厌学。对学生的游戏效果应进行多方面的强化或者鼓励。在游戏过程中，应及时发现学生的闪光点并给予肯定和表扬，帮助他们在游戏中学习，学会总结、创新，从而进一步强化游戏效果。只有让学生在课堂上自主地发展，才会使他们具备创新人才所需要的品质。我们在课堂上设立游戏，不仅可以使学生在学习中享受到快乐，而且还可以发展学生的各项素质。因此，让游戏走进课堂，不但可以使我们的英语教学焕发出新的生命，而且还能够拓宽学生学习英语的新天地。我们在今后的教学中应不断进行探索与创新，让游戏走进课堂，让我们的英语课流光溢彩，活力四射。
篇5：module1 unit1 教案 (译林牛津版英语高一)
牛津高中英语教学设计
单 元：Unit 1 School life
板 块：Reading 1
Thoughts on the design:
在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。
Teaching objectives:
1. to help the Ss master the reading skills of skimming and scanning.
2. to guide the Ss to understand the passage and learn about more details of school life in the UK.
3. to encourage the Ss to learn to view our school life in a different perspective.
Step 1. Lead-in
1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.
2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?
3. Collect answers from a few students.
4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.
[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。
Step 2. Reading for general ideas
1. Introduce the reading skill: skimming.
2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.
3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.
[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。
Step 3. Reading for details
1. Introduce the reading skill: scanning.
2. Teacher can do Q1, Q2 in Part A first.
3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.
Check answers with the Ss.
4. [Listening and reading] Ask Ss to go through the questions in C2.
Then listen and read after the recording. Ask Ss to answer the questions using their own words.
[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。
Step 4. Consolidation
1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.
Aspects Details
General impression It was a different but exciting and enjoyable 1. ______________
Assembly Students should attend it on the first day and the 2. ____________
Will tell the rules of the school during that period.
Class Our class is of the 3._______ size; we would never study in a fixed classroom.
Subjects English I practiced it every day, so it got 4. ________ a lot.
French I had an 5. _______ French class on Tuesday evenings.
Cooking I learned a lot and could make delicious cakes.
Selective ones Students can 6. _______ studying some subjects if they don’t like them.
7. _________ It was not heavy but a bit 8. ______________
Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.
Keys: 1-5 expericenced headmaster average improved extra
6-10 stop Homework challenging relaxed free
[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]
Step 5. Discussion
1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.
[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。
Step 6. Homework
1. Revise the text and do part E.
2. Prepare for an interview with Wei Hua.
篇6：Lost Civilization教案 (译林牛津版英语高一)
一，教学课型：阅读课
阅读课是学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略，提高阅读理解能力的课型。
教学任务有以下：
复习巩固所学词汇。
逐步阅读课文，达到深层次理解。
渗透阅读方法。
二，教材分析
教材内容（见课本page42）
教材处理
《牛津高中英语。学生用书》所选的文章不仅题材广泛、内容丰富、文化意识强、内涵丰富，而且体裁多样，涵盖了说明文、议论文、小说、戏剧、记叙文等，为学生学习语言提供了丰富多彩的素材。本课教材节选Ann一个加拿大女孩的五篇游记，把她在Pompeii和Loulan两处的所见、所闻、所感、所思展示出来。教师可以呈现出与这两处有关的简单的对错问题让学生轻松答题，然后过渡到具体的问题，达到深一层次理解，再者对两个古代城市进行比较归纳，对文章达到更深地理解，最后升华主题，唤起人们保护世界文化遗传的意识。
教学目标
(1)通过阅读短文，了解两处失落的文明--Pompeii和Loulan.
(2)提高学生阅读能力。
(3)提高学生语言运用能力。
教材重点和难点
(1)引导学生归纳短文、比较两个古代城市的异同。
(2)引导学生升华主题，增强人们保护世界文化遗产意识。
三，教学设计
（-）设计思想
本节课是在多媒体教学环境下实施的大容量、快节奏的课堂教学。教师首先让学生复习回顾与本篇文章相关联的词汇，接着运用略读、寻读、跳读等阅读方法，对所节选的五篇游记从不同层次，由浅入深、由表及里，逐层推进地进行阅读，从而达到对文章深层次的理解。根据文章的描述，培养学生保护世界各国文化遗产、文明古迹的意识，同时让学生思考如何去保护文化遗产和文明古迹：逐渐实现从语言的输入和内化到语言成果的输出，提高学生应用语言的能力。
（二）教学过程
Step1 .Revision
Go over the words
Match the words with their definitions
( ) 1.take over A place a dead body in a grave
( ) 2.erupt B rich
( ) 3.unfoutunately C huge
( ) 4.hawre D take control of
( ) 5.wealthy E sadly ,unluckily
( ) 6.ruins F provide space for
( ) 7.enormous G parts of a building that
remain after it has been badly
damaged or destroyed. .
( ) 8. .bury H (of a volcano)throw out lava and ash
[设计说明]
该教学步骤复习巩固所学的有关词汇，同时为接下来的阅读扫清了障碍。
Step2.leading-in
1. T: Now let’s talk about two questions with your partners?
Can you name some buildings that would represent ancient civilizations in China?
What does the title Lost Civilizations mean?
2.T:In this passage,, there are two lost civilizations .What are they? (showing some pictures of Pompeii and Loulan)
T: Do you know which place these pictures describe ?
S: Pompeii
T: Do you know which place these pictures describe ?
S: Loulan
T: Have you ever been to Pompeii and Loulan ?
S: _________
T: Have you known about them ?
S: _________
T: Would you like to visit them?
S: __________
Now let’s go with Ann together.
[设计说明]
通过问题讨论链接中国古代文明，感性认识现存文明与失落文明的含义。通过逼真的图片让学生初步认识Pompeii和Loulan，增强学生对课文的阅读兴趣，并自然地引出本课的话题，与作者一起游历两古城遗迹。
Step3 Reading
1读前(pre-reading)
教师通过放录音,让学生跟着录音浸入课文，初步了解大意，同时也注意了语音语调。
2读中（while-reading）
T: Now read the passage quickly and answer the following “T” or “F” questions.
A. The author is going to China by air next week.( Day1-15th July)
The city of Pompeii was founded in the 7th century BC.(Day2-16th July)
C. The city of Pompeii wasn’t found until the 18th century.( Day3-17th July)
D. Loulan was a stopping point on the famous silk road between the east and the west almost years age (Day10 –24th July )
E. Pompeii and Loulan were lost for the same reason.(Day11-25th July )
(2)T: Now read the passage carefully and answer the following wh-questions.
A. What happened to Pompeii in August AD79?
B How was the buried city discovered ?
C Where were the stepping stones along the road in Pompeii used for ?
D. Why was Loulan an important city about 2000 years ago?
How do many people think Loulan disappeared?
F. What is one main similarity between Pompeii and Loulan?
(3)T: Now read the passage more carefully and fill in the following blanks with proper words and phrases
Pompeii Loulan
Where was it located ① China
When was it founded? In the 8th century BC ②
What kind of city was it? A rich city ③
Why was it destroyed? ④ ⑤
How was it discovered In the 18 century ,a farmer found some stone with writing on it, then people started to dig ⑥
What can you find about the city now ? Streets with ⑦,houses with⑧,bodies of people that had been turned to stone the city walls,⑨, ⑩ that ran through the middle of the city
(4)Choose the best answer according to the passage.
( ) A. Which of the following statements is not true?
a. Both of the two cities were lost civilizations about 2000 years ago.
b. Both of the two cities were discovered by local people.
c. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms.
d. Pompeii was in Italy while Loulan was in China.
( ) B. The purpose of writing this passage is ____
a. show how happy the writer was to have such a chance to visit the sites.
b. to arouse people’s sense of protecting civilizations.
c. to compare the civilizations of Pompeii and Loulan destroyed.
d. to tell us how Pompeii and Loulan were destroyed.
[设计说明]
该环节通过表面理解→深层理解→比较异同→归纳总结这样四个步骤对全文作全面理解。
3读后（post-reading）
T: As we all know there were lots of ancient civilizations in the world in history.
Some of them have disappeared while others remain today .such as the Great wall, the Terracotta Warriors ,the Hanging Gardens ,Pyramids and so on (showing some pictures of them)
Now let’s discuss in groups.
(1)If you have a chance ,which place would you like to visit most? Why?
T :From the passage we know Pompeii and Loulan were destroyed by nature.
But I think human may also destroy our civilizations. If we want to make our civilizations exist for ever, I think we should make people have the sense of protecting our civilizations
Now let’s discuss in groups.
(2) What can we do to make people have the sense at protesting our civilizations?
(设计说明)
以上两个问题展开小组讨论.该教学活动旨在提高学生用英语表达观点的能力,同时进行德育渗透，培养学生保护文化遗产的意识。并通过小组讨论培养学生的合作意识。
Step4 Consolidation
做学生用书Part E、F Page.45
Step5 Summary
通过本课时的学习，让学生全面深刻地理解了课文，提高了能力。
Step6 Homework
预习课文上的语言点，为阅读课第二课时作准备。
篇7：江苏译林牛津版高一模块二unit 3 reading
Unit 3 Amazing People
I Pre-reading discussion
Talk about some amazing people
1. Who are they?
2. What do you know about them?
3. What useful changes have they made to the way we live today?
4. Do you have a hero? Who and why?
II Presentation of the reading passage with the picture of Howard Carter (see ppt)
III Reading strategy ---Prediction
Predict information in advance with the help of the title
1. What might be the connection between the title ‘The curse of the mummy’ and Howard Carter?
2. What might be dealt with in the passage?
3. Read the first paragraph and make the prediction more specific
1). Read the first paragraph and see if it agrees with their anticipation.
2).Predict what the following paragraphs are likely to discuss with the help of the information in the first paragraph.
IV Reading
1. Read the rest of the passage and check their anticipation.
2. Read and find the main idea of each paragraph
. Match the summaries with the right paragraphs (see ppt)
1).There is a scientific reason why people died after entering the tomb.
2). Howard Carter did not go to school and later became an explorer.
3). Lord Carnarvon died after Carter had opened the tomb.
4). Harward Carter discovered the tomb of King Tutankhamun.
5). A short introduction of Howard Carter’s life story.
6).The mystery of Tutankhamun’s tomb has never been fully explained.
7). More people died after Carter’s discovery.
8). People keep wondering why so many people died and have suggested all sorts of possibilities.
3. Read and divide the passage
How many parts can this passage be divided into according to the content? What’s the main idea of each part?
--Four
1) Brief introduction about Howard
2) His most amazing discovery.
3) Consequences of the discovery.
4) Different explanations of the consequences.
4. Reading for details about each part
1) The first part
Howard Carter’s personality
His schooling
His discovery
2) Detailed reading about his greatest discovery
Finish the following diagram (see ppt)
Characters Who was he? How did he die? When did he die?
Lord Carnarvon
George Gould
Arthur Mace
Richard Bethell
3) What other coincidences happened?
The pet bird eaten by a snake
Lights in Cairo went out
The dog died at the same time
4) Reading for different explanations
a. Coincidence
b. The result of the mummy’s curse
c. Viruses breathed in
d. A mystery
V Follow-up discussion
1. What do you suppose led to the deaths of so many people?
2. To be a successful explorer, personality is very important.
What personality do you think you should have if you want to explore space alone like Yang Liwei?
Language points
1. Set sail (from/for) : to begin a trip by sea
Columbus set sail from Barcelona for India in 1492.
Zheng He set sail for the west seven times between 1405 and 1433..
go for a sail
It’s real fun to go for a sail in the Mediterranean.
Go sailing
2. The tomb contained more riches, gold and jewels…
riches: wealth
Which do you think is more valuable, health or riches?
So riches mean nothing to you when you are ill.
Jewel: often used in its plural form-- jewels
She is too poor to buy jewels/jewellery.
People usually buy jewels at the jeweller’s.
jewellery: u.n
Gold jewllery is no longer in fashion now.
3. We emptied the tomb of everything.
Empty: (v) to remove everything that is in a container
Don’t forget to empty the waste paper basket classroom after cleaning the classroom every day.
Empty sth. of sth.
I emptied my handbag of everything, but still couldn’t find my key
4. Upon entering the tomb,
Upon= On (doing sth/sth)
Rewrite the following sentences
1) When he arrived at the platform, he found the train had just started.
Upon/ On arriving
Upon /On his arrival
2) She was full of joy when she saw her son take his first step.
Upon/On see her son take his first step,…
5. If breathed in, they can result in illness or even death.
If breathed in=If the viruses are breathed in
Rewrite the following sentences
1)You are dead if you are caught cheating in exams.
If caught cheating in exams, …
2)If it is possible, will you evade school on Saturday.
If possible,…
6. They can result in illness or even death.
result in: make something happen; cause; lead to;
Heavy rains may result in flooding
The earthquake in Tangshan in 1976 resulted in more than 240,000 deaths and 160,000 injuries.
Translation exercise
1．豪华客轮(the luxury liner)泰坦尼克号在一片欢呼声中起航, 驶向大洋彼岸，最后却长眠于洋底。(set sail for)
The luxury liner Titanic set sail for the west coast of the Atlantic in cheers, but eventually ended up on the bottom of the ocean.
2．一辆名牌汽车，一栋大房子常常使人们梦寐以求的所有财富。(riches)
A car of a big brand and a big house are often all the riches that people would die for.
3. 我们家要重行装修，所有的房间都要腾空。(empty)
We are going to have our house/apartment refurnished, so we’ll have to empty every room (of every article).
4.污染已引起了灾难性的生态变化。(result in)
Pollution has resulted in disastrous ecological changes.
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