2024詞匯課件

教案課件是教師在新學年開始前必須準備的資料，每位老師都應(yīng)該認真撰寫教案課件。精心準備教案課件可以避免遺漏重要內(nèi)容。那么，一個好的教案課件應(yīng)該具備哪些特點呢？我在網(wǎng)上看到一篇關(guān)于“詞匯課件”的文章覺得非常有趣，請務(wù)必閱讀一下。感謝您的支持！

詞匯課件(篇1)

核心單詞

1. impression

n.印痕;印記;印象;感想

常用結(jié)構(gòu)：

have an impression of sth./doing sth. 對(做)某事有印象

make an impression on sb. 給某人留下印象

make no impression on 對……無影響/效果

give sb.a favorable impression 給某人留下好印象

an impression of one’s foot 某人的腳印

Your performance gave me a strong impression.

你的表演給我留下了很深的印象。

What I said made no impression on him.

我的話對他不起作用。

聯(lián)想拓展

impress v.留下印象

impress sth.on/upon one’s mind 把……牢記在心上

高手過招

單項填空

She spoke very confidently because she wanted to make a great on her employer at the first time.

A. Influence B. pressure

C. Impression D. Effect

解析:選C。make an impression on sb. 給某人留下印象。

2. lack

v.&n. 缺乏;缺少的東西

注意：lack作名詞時，后常接of。lack作動詞時，既可作及物動詞，也可以作不及物動詞，作不及物動詞時，后常接for或in。lack不用于被動語態(tài)。

常用結(jié)構(gòu)：

lack sth. 缺少某物

lack for sth. 缺少;需要

for/through lack of... 因缺乏……

no lack of... 不缺乏

a/the lack of ... ……的缺乏

He didn’t go there because he lacked courage.

他沒去那里，因為他缺乏勇氣。

The plant died for lack of water.植物因缺水而死。

They lacked for nothing.他們無所需求。

聯(lián)想拓展

lacking adj. 匱乏的;不足的;沒有的

be lacking in 缺乏(品質(zhì)、特點等)

She seems to be lacking in common sense.

她似乎缺乏常識。

高手過招

(1)單項填空

Though money, his parents managed to send him to university. (2010?01?陜西寶雞檢測)

A. Lacked B. lacking of

C. Lacking D. lacked in

(2)完成句子 (原創(chuàng))

①因為缺乏興趣這次旅行被取消了。

The trip was cancelled through .

②他缺乏信心。

He .

解析:(1) 選C。考查分詞作狀語。his parents與lack之間呈主謂關(guān)系，所以應(yīng)用現(xiàn)在分詞作狀語;lack作動詞時不與of搭配，所以答案選C。

(2)①lack of interest ②lacks confidence

3. sight

n. 視力;視覺;看見;光景，奇觀;名勝

常用結(jié)構(gòu)：

lose sight of 看不見;忘記;失去

catch sight of sth./sb. 看見某物/人

at first sight 初看之下;乍看起來

at (the) sight of 一看見就……

out of sight 看不見

be in sight 看得見，在眼前

Out of sight, out of mind. 眼不見,心不煩。

Last summer we had seen the sights of Beijing.

去年夏天我們游覽了北京的名勝。

Crusoe was frightened at the sight of a man’s footprint.

克魯索看到一行人的腳印，他非常害怕。

高手過招

(1)單項填空

For miles around me there was nothing but a desert, without a single plant or tree .

(2010?01?陜西商洛檢測)

A. in sight B. on earth

C. at a distance D. in place

(2)完成句子 (原創(chuàng))

我們失去了許多珍貴的動物。

We several precious animals.

解析:(1) 選A。in sight為固定搭配，意為“看得到”;on earth用在疑問句或否定句中，用來加強語氣，意為“究竟;到底”;at a distance意為“在遠處”。

(2)have lost sight of

4. require

vt. 需要;要求;命令

常用結(jié)構(gòu)：

require that+主語+(should)+動詞原形 需要某人做某事

require sb. to do sth. 命令某人做某事

require sth.(of sb.) 要求(某人)某事

I will do everything that is required of me.

凡是要求我的事，我都會辦到。

The situation requires that I(should)be there.

形勢需要我去那里。

溫馨提示

require后接賓語從句時，賓語從句必須用should do的虛擬語氣，其中should可以省略。

另外，表示“需要”，且是物作主語時，后接動詞 ing形式的主動形式表示被動含義，可以等于不定式被動形式;在這一點上，need和want用法相同。

The house requires mending.

=The house requires to be mended. 房屋需要維修。

All cars require servicing regularly.

所有汽車都需要定期檢修。They required him to keep it a secret.

他們要求他對這事保密。

高手過招

單項填空

①In competition, women are required some of their exercises music.(2010?01?山西平遙檢測)

A. perform; to B. to perform; to

C. performing; with D. to perform; by

②All the people present agreed that the matter required . (2010?01?山西太原檢測)

A. to look into B. being looked into

C. to be looked D. looking into

解析: ①選B。be required to do sth.意為“被要求做某事”。第二個空的to是介詞意為“隨著，伴著”。

②選D。require, want, need表示“需要”，當其主語是動作的承受者時，其后的賓語常用動詞不定式的被動形式或動名詞的主動形式。

5. assist

vt.&vi. 幫助;援助;參與;出席

常用結(jié)構(gòu)：

assist sb. in/with sth. 幫助(某人)某事

assist sb. in doing sth. 幫助(某人)做某事

assist sb. to do sth. 幫助(某人)做某事

assist with 幫助(照料，做);在……上給予幫助

I am willing to assist you whenever there is an opportunity.

有機會我愿隨時幫你。

I’m afraid I can’t assist you, you have to go and see the manager. 我恐怕幫不上忙，你得去找經(jīng)理。

The headmaster assists with a lot of things when free.

有空時校長會幫忙做很多事。

高手過招

用assist的相關(guān)短語填空 (原創(chuàng))

①The young nurse was very nervous when she in her first operation.

②A team of nurses the doctor performing the operation.

③She employed a woman to her the housework.

④Good glasses will you read.

答案：①was assisting ②assisted; in

③assist; with ④assist; to

重點短語

6. take up

從事;占(時間、空間、注意力等);繼續(xù)

This table takes up too much room. 這張桌子太占地方。

She has taken up a job as a teacher. 她當上老師了。

This chapter takes up where the last one off.

本章繼續(xù)上一章的內(nèi)容。

聯(lián)想拓展

take off 脫掉(衣服等);起飛;打折;作為折扣而減價

take over 接管;獲得對……的控制或管理

take apart 拆開;分開后將……分成許多部分

take for 把……視作;誤認為

take...for granted 認為……是理所當然

take down 寫下;記下

take back 收回(諾言)

高手過招

單項填空

①In Singapore, a southeastern Asian country, the Chinese people the largest percentage of its population, so you can speak Chinese there. (2010?01?安徽利辛檢測)

A. make up B. take up

C. hold up D. turn up

②Since the 2008 Olympic Games Beijing has taken a new look everywhere. (2010?01?山西四校檢測)

A.Up B. on C. over D. Off

解析: ①選A?？疾槎陶Z辨析。make up編造; 彌補; 組成; 構(gòu)成;take up拿起來; 占據(jù)(時間或空間);hold up阻止;turn up開大; 調(diào)高; 出現(xiàn)。

②選B?？疾槎陶Z辨析。take on呈現(xiàn); take up拿起; 從事; take off脫下; take over接管。

7. sweep up

打掃;橫掃

These students are sweeping up dead leaves.

這些學生們正在掃(攏)落葉。

He ran forward and swept her up into his arms.

他跑上前去一把將她抱在懷里。

The whole country was swept up in the excitement.

全國上下都沉浸在興奮的氣氛中。

We’d better sweep up all the bits of broken glass quickly.

我們快點把玻璃碴子掃干凈。

聯(lián)想拓展

sweep aside 放/堆到一邊; 不予理會

sweep away 掃清;消滅;徹底消除

sweep off 掃清; 吹走; 大量清除

sweep out 掃掉; 清除

sweep over 將……一掃而光; (某種感情)掠過(……的心頭)

高手過招

用sweep up的適當形式填空 (原創(chuàng))

①After the party, the house needed .

②The leaves were into the air by the strong wind.

答案：①sweeping up ②swept up

重點句型

8. This is similar to the “jet lag” you get from flying,...

這就與你乘坐飛機會產(chǎn)生時差反應(yīng)相似，……

聯(lián)想拓展

when flying是when you are flying的省略形式。在有些表示時間、條件、方式或讓步的狀語從句中，如果謂語包含動詞be，從句的主語又和主句的主語一致，或者主語是it，通?？梢园褟木渲械闹髡Z和be動詞省略。

When asked where’s the toilet, the waitress showed the way politely to the guest.

當被問及廁所在哪里時，服務(wù)員非常有禮貌地給客人帶路。

Until finishing the homework, the child was allowed to watch the cartoon film.

直至完成作業(yè)，小孩才允許看卡通片。

If necessary, you can call help from the police.

有必要時，你可以向警方求助。

高手過招

翻譯句子 (原創(chuàng))

①即使被打死，他仍然保守秘密。

②可能的話，到機場來接我。

③過馬路時，孩子們被要求停下觀望，再手牽手通過。

答案: ①Though beaten to death, he still kept the secret.

②If possible, please come to meet me at the airport.

③When crossing the road, the children are required to stop to look around and walk hand in hand.

9. ...some chairs rose from under the floor as if by magic.

……一些椅子就像變魔術(shù)一樣從地板下面升了起來。

注意：from后面有時可接介詞短語或where從句。

from under the floor 從地板下面

聯(lián)想拓展

from behind the door 從門后面

from under the table 從桌子底下

From under the tree the man kept an eye on the sheep.

那個老人從樹下留意著他的羊。

高手過招

單項填空

His head soon appeared out of the window, he saw nothing but trees. (2010?01?山西大同檢測)

A.Where B. which C. there D. from where

解析:選D。該句是非限制性定語從句，盡管先行詞可以表示地點，但句中強調(diào)目光的發(fā)出地，所以應(yīng)用介詞from+關(guān)系副詞where。

詞匯課件(篇2)

摘 要：當今世界，各國之間的經(jīng)濟、文化交流日益頻繁，英語作為一門通用語言，其重要性不言而喻。學好英語不僅關(guān)系到學生的高考成績而且還影響其未來的長遠發(fā)展，但實踐表明學生英語學習情況的關(guān)鍵因素還在于詞匯。

詞匯教學困擾著許多教師，不僅教師教得累，學生更是學得苦。作為一線教師，我們究竟該如何有效地開展高中英語詞匯教學呢？

英語對于高中生而言有著特殊的重要意義，畢竟詞匯是語言的最小意義單位，詞匯量的匱乏嚴重影響著學生學習英語的積極性。

在實際教學中，常有學生抱怨：好不容易背下來的單詞，第二天就忘了，再過兩天就所剩無幾了。學生常常是學了忘，忘了再學。通過多年教學實踐的觀察和總結(jié)，可將學生詞匯學習中存在的問題和成因歸納為以下幾方面：

調(diào)查發(fā)現(xiàn)，許多在識記單詞方面上存在困難的學生大多沒有完全掌握音標、不懂拼讀規(guī)則，其機械式的詞匯學習法不僅乏味且低效。

實踐表明，部分高中生仍然采用字母識記法或死記硬背法，不僅耗時而且低效，記憶單詞的方法過于單一，缺乏靈活性和多樣性。

一些學生由于長期采用死記硬背法，效率低下，經(jīng)常受挫，漸漸失去了詞匯學習的信心，不時地給自己一些消極的'心理暗示，固執(zhí)地認為自己在同樣時間里只能記下少量單詞，甚至承認自己在記憶方面存在障礙。

前面我們談到了詞匯在高中英語學習中的重要地位以及學生在詞匯學習方面存在的困難和成因，下面就結(jié)合教學實際談?wù)剮c常用的、有效的詞匯學習方法。

在英語學習中不難發(fā)現(xiàn)，英語詞匯看似紛繁復(fù)雜，實則有著一定的發(fā)音規(guī)律，學生只要能識記音標并掌握拼讀技巧，記憶單詞就相對容易了，不僅有助于學生形成語感還有助于培養(yǎng)學生自主學習詞匯的能力。

在教授音標時可以采用英漢對應(yīng)法，即：將音標與漢語拼音對應(yīng)起來，幫助學生減輕記憶負擔。比如，英語中的輔音/b/，/p/， /d/，/t/，等讀音與漢語拼音中的b，p，d，t，g，發(fā)音與書寫都很相似。在教授單詞時，教師可以采用音、形、意結(jié)合法。例如學習furniture時，教師可列詞匯：nature，culture，future， agriculture，

architecture 等進行音、形、義上的比較，發(fā)現(xiàn)其相似性。

在教學中我們發(fā)現(xiàn)英語中有許多詞，發(fā)音與拼寫都極為相似，但意思卻相去甚遠。在教學中，教師可將此類詞匯集中比較，加深印象，例如：bare與bear；adopt與adapt；attitude與altitude；through與thorough等。

要想英語詞匯的學習達到事半功倍的效果就必須掌握并合理使用構(gòu)詞法。

（1）前后綴法。引導(dǎo)學生掌握一些常見的前后綴及其含義，如：dis（表示否定或相反）：dislike，dishonest，disappear，disadvantage；再如：-ist（……家或人）：artist，scientist，pianist，tourist，typist，journalist

（2）合成法，即由兩個或兩個以上的單詞合成一個詞。教師可以在課堂教學中幫助學生掌握并運用構(gòu)詞法積累詞匯。例如：hou-sewife，bookstore，necklace，supermarket，part-time，warm-hearted，等。

（3）轉(zhuǎn)化法，即一詞多義。通過強化訓練，學生可以記憶一個單詞的多個意思，例如：face（n.）臉→face（v.）面對；handle（n.）把手；柄→handle（v.）處理。再例如單詞as，它有作為、因為、當、像、雖然等意思，學生只需根據(jù)語境來判斷其意義。

將相同類別的詞匯聯(lián)想記憶進行適當歸類，對于迅速擴大詞匯量極為有效，例如在學習earthquake時，我們可以把與災(zāi)害有關(guān)的詞匯全部羅列出來，如：flood，drought，volcano，typhoon，tornado，hurricane，tsunami，sandstorm等，學生可根據(jù)自己的學習程度進行選擇性識記。

教師可以大膽創(chuàng)設(shè)情境，不僅能使課堂生動有趣還能加深印象。例如，學習take off這個短語時，我們可為學生創(chuàng)設(shè)一個語境：一個人去度假，飛機上熱，他脫掉衣服后就成功地休假了，因此教師引導(dǎo)學生根據(jù)此語境按照正確的順序去記憶其意思，即：脫掉、起飛、成功、休假。實踐表明，此方法不僅有利于幫助學生記憶詞匯，而且還起到了增強詞匯學習興趣的作用。

總而言之，在高中英語學習中，詞匯的學習和積累至關(guān)重要，但要想積累足夠多的詞匯并非一朝一夕就能做到，這需要教師和學生在實踐中不斷地探索、積累和創(chuàng)新，總結(jié)出實用又高效的詞匯教學法。

參考文獻：

劉增利。高中英語教材知識資料包。北京教育出版社，（09）。

詞匯課件(篇3)

用已經(jīng)掌握的詞匯談?wù)撚嘘P(guān)科學成就，學習用英語表達的意圖和愿望；了解一些構(gòu)詞法知識；掌握本單元所涉及的重要的生詞和短語的用法。

1．cloning[′kl nI ]n. [U] (biology) (any of a )group of organisms or plants produced asexually from one ancestor(生物) 無性繁殖系，克隆 eg:

In the world today some scientists are still working at cloning. 在當今世界上，有些科學家仍在致力于克隆的研究。

2．genetic engineering [d I′netIk end I′nI ri ] n. [U] science of genes; branch of biology dealing with the ways in which characteristics are passed on from parents to offspring 遺傳學

3．which one do you think is the most important?你認為哪一個最重要？

do you think (believe, suppose, guess, imagine, say等動詞)有時用于特殊疑問句中作插入語，這時do you think(believe…)要置于疑問詞之后，其句型為：“疑問詞+do you think(believe…)+主語+謂語？”如疑問詞本身是主語，則句型為：“疑問句（主語）+do you think(believe…)+謂語？” eg:

Who do you think he is?你認為他是誰？

Where do you believe he has gone?你認為他去哪兒了？

Who do you think told me so?你認為誰告訴我那件事的？

What do you suppose has happened？你猜出什么事啦？

4．Do these achievements have anything in common?這些成就有共同之處嗎？

in common with 相當于 together with意為“……一起，與……一樣”。

eg:In common with(=Like) many people he prefers meat to fish.

與許多人一樣，他喜歡肉而不喜歡魚。

（2）have … in common (with…) （與……）共有 eg:

They have nothing in common with one another. 他們彼此沒有共同點。

1． get such a book?

2, Alexander Grahan Bell invented telephone in 1876．

3． The two have in common. They often quarrel with each other.

4． I’ve a super restaurant near here!

5． I saw an old woman who was dressed.

6．-Tell me, Mike. What’s the of the American Civil War?

-It is because the black slaves wanted freedom.

7． the development of information technology, we can get in touch with each other easily.

8． Do they anything in common?

9． Real friends should have everything common.

1． 愛因斯坦被認為是世界上最偉大的科學家之一。

2． 相對論不容易理解。

3． 你們有共同之處嗎？

4． 你認為哪個最重要呢？

5． 基因工程是生物學的一個重要分支。

1． That’s one small step for a man, one giant leap for mankind. 這是一個人的一小步，卻是全人類的一大飛躍。

（1）giant[′d aI nt] ①adj. of great size or force巨大的 eg:

giant strength 巨大的力量 a cabbage of giant size 一棵巨大的洋白菜

②n. man of very great height and size 巨人 eg:

His son is a giant of 6 feet already. 他兒子已是6英尺高的大個兒了！

（2）leap [li p] n. [C] jump; sudden upward of forward movement 跳躍；

2． eureka [j ′ri k ] int. (Greek=I have found it!) cry of triumph at making a discovery（希臘語）有所發(fā)現(xiàn)時得意的歡呼，意思為“我找到了！”。

3． What would you say if you were …？此句為與現(xiàn)在或?qū)硎聦嵪喾吹奶摂M語氣。意為“如果你要是……你會說什么？” eg:

What would you say if you were a leader?

如果你要是一名領(lǐng)導(dǎo)，你會怎樣說呢？

I would fly to the moon if I had wings.

如果我長上翅膀的話，我就要飛到月球上去。

在聽力訓練過程中，注意培養(yǎng)自己的預(yù)測能力。在每段錄音未放之前，抓緊時間速讀題干和選項并預(yù)測話題，即推測錄音內(nèi)容，以確定聽的重點，使聽音具有明確的方向性和選擇性，從而提高答題準確率。做到先看后聽，變被動為主動，這是英語聽力測試中一種最基本、最實用，同時也是我們必須掌握的技巧之一。

如本單元聽力部分題干中涉及到三位從事科學探索的著名人物，聽力內(nèi)容則應(yīng)重點注意他們的 achievements。

1． You and your team are working on a cure for Aids. 你和你的隊員正在從事艾滋病的治療工作。

（1）work on “從事于（某項工作）”；“設(shè)法說服” eg:

They worked on the old car late into the night.

他們修這輛舊汽車一直修到深夜。

What are you doing? We are working on some wood-cuts.

你們在干什么呀？我們正在創(chuàng)作一些木刻。

Can you work on him to change his mind?你能說服他改變主意嗎？

（2）work at “學習，研究，致力于……” eg:

They have worked at this subject for many years.

他們研究這門科學好多年了。

（3）work out 作出；算出；設(shè)計出 eg:

This problem will not work out. 這道題算不出來。

They have worked out a method of sending a spacecraft to Mars.

他們已經(jīng)設(shè)計出一種向火星發(fā)射宇宙飛船的方法。

2． extremely [Ik′stri mlI] adv. to a very high degree 極端地；極度地 eg:

It was an extremely difficult and dangerous task.

這是一項極度困難和危險的工作。

extreme [Iks′tri m] adj. reaching the highest degree 極度的 eg:

extreme patience/kindness 極度的耐心/仁慈

3． cure [kj ] (1)n. ①[C] curing or being cured 治療；治愈。 eg:

His cure took six months. 他的病花了六個月治療。

②[C]substance or treatment which cures 治療的藥物；治療法 eg:

Is there a certain cure for cancer yet?迄今對癌癥有治療方法嗎？

（2）vt. & vi. bring sb. back to health; get rid of one’s illness/habits eg:

This medicine will cure your headache. 這藥可以治好你的頭痛。

A few days’ rest will cure you. 休息幾天你就痊愈了。

③（詞組） cure sb. of one’s illness or bad habits 治愈疾病，改掉壞習慣 eg:

Moving to the country cured her of asthma. 搬到鄉(xiāng)下她的哮喘病就好了。

He was cured of his habit of smoking. 他改掉了吸煙的壞習慣。

4． You are working on sending a manned spaceship to Mars. 你正在從事向火星發(fā)射載人宇宙飛船的工作。

（1）manned [m nd] adj. (of machines esp. in space) having men on board （飛船等）載人的 eg:

the development of manned from unmanned space craft

（2）man-made[′m n′meId] adj. produced by the work of men; not found in nature 人造的 eg:

The lake is a man-made one. 這是個人工湖。

We have sent up many man-made satellites. 我們發(fā)射了多少顆人造衛(wèi)星。

本單元學習表示打算和意圖的交際用語（intentions and wishes）現(xiàn)歸納如下：

1． I’m thinking of …

2． I’d like to…

3． I’d love to …

4． I’d rather…

5． I want/wish/hope/intend/plan to…

6． I feel like…

7． I hope that …

8． I expect that…

9． My plan is to…

10． My hope is to…

1．I’m thinking of (carry) out this policy.

2．I’d like (invite) my teacher to come to the party.

3．I’d rather (stay) at home in the evening when I live in the country.

4．I feel like (have) fish instead of meat.

5．He intended (take) the exam next year.

6．We hope that the foreigner (give) us a speech next week.

7．My plan is (travel) all over the world.

8．We prefer (watch) TV at home to going out for a walk.

9．Xiao Ming would rather listen to the radio than (watch) the football match.

10．I wish I (be) a bird of we had flood here.

Jill： 3 （我不喜歡跑步）I like walking.

Joe： Is walking a kind of exercise?

Jill： Yes. Now most people think walking is the best exercise.

Joe： Do you do a lot of walking every day?

Jill： Yes. I walk an hour every day. 4 （它對人身體有好處）.

Joe： I’m not sure. I’d like to ask my grandpa. 5 （他喜歡走路）.

1．likely adj. (1) that is expected 很可能發(fā)生的；有希望的 eg:

Is he likely to win?他有可能獲勝嗎？

The most likely result is a draw. 最可能的結(jié)果是不分勝負。

(2)that seems reasonable, suitable or right for a purpose 似乎合理的 eg:

That’s a likely excuse. 那似乎是個合理的借口。

(3)be likely to do… 很可能會……

It’s likely that… 可能會（有，發(fā)生）…… eg:

He is not likely to succeed. 他大概不會成功。

It is likely that he will be late. =He is likely to be late. 他可能會遲到。

2． grasp vt. , vi. & n.

(1)v. ①seize firmly with hand(s) or arm(s) 抓住；抱住；緊握 eg:

The boy grasped his mother’s hand firmly. 那個小男孩緊握住媽媽的手。

He grasped the rope and pulled it. 他抓緊繩子用力拉。

②understand with the mind 領(lǐng)悟；理解 eg:

I couldn’t grasp the teacher’s meaning. 我沒領(lǐng)悟老師的意思。

(2)n. firm hold or grip; power of grasping 緊握；抓緊；領(lǐng)悟力 eg:

He doesn’t have a thorough grasp of the problem.

他沒有徹底理解這個問題。

(3)短語：beyond/within a person’s grasp 為某人所不能/能抓到的；為某人所不能/能理解的。

3． master vt. , vi & n.

(1) vt. ①become the master of; overcome 成為……的主人；征服；控制

eg: master one’s temper/feelings 控制脾氣/感情

It’s difficult to master nature. 征服大自然是困難的。

②gain as a skill 精通；熟練 eg:

master English 精通英語 master foreign affairs 精通外交事務(wù)

He never mastered the art of the public speaking.

他從未掌握當眾演講的藝術(shù)。

(2)n. ①man who has others working for him 主人，雇主

②male head of a household 家里的男主人

③captain of a merchant ship 商船的船長

④male teacher 男教師 eg:

the maths master 數(shù)學教師 a master’s degree 碩士學位

4．a(chǎn)rrange [ ′reInd ] vt. & vi.

(1)put in order 安排；排列；布置 eg:

She is good at arranging flowers. 她擅長插花。

Before going away, he arranged his business affairs.

他離開之前，他把業(yè)務(wù)都安排好了。

(2)make plans in advance 預(yù)做計劃 eg:

The Tourist Bureau arranged everything for our journey to Rome. 旅游局為我們?nèi)チ_馬的旅行準備了一切。

(3)arrange+ n. +for +n. 為……安排…… eg:

Mother arranged an appointment for me with the dentist.

母親替我向牙醫(yī)預(yù)約掛號。

(4)arrange sb. to do … 安排某人做…… eg:

I have arranged him to met her. 我安排他和她見面。

(5)arrange with sb. to do … 約定與某人做…… eg:

We arranged with his team to play a game of baseball.

我們約好和他們隊打一場棒球。

(6)arrange that … 商定，安排。 eg:

He arranged that the meeting (should) be put off for a week. = He arranged for the meeting to be put off for a week.

他安排把會議延后一周召開。

5． failure [′feIlj ] n.

(1)[U] failing; lack of success 失敗；不成功 eg:

Failure is the mother of success. 失敗乃成功之母。

(2)[C] instance of failing; person, attempt or thing that fails 失敗的事例；失敗的人，企圖或失敗的事物 eg:

He was a failure as a teacher. 他不是個好老師。

Success came after many failures. 失敗多次之后終于成功。

6． locate[l ′keIt] vt. & vi.

(1)discover, show the locality of 找出……的位置，指出……的位置 eg:

locate a town on a map 在地圖上找出一城市的位置

(2)establish in a place 在一地點設(shè)置 eg:

a new school to be located in the suburbs 將設(shè)置在郊區(qū)的一所新學校

(3)be located 位于 eg:

Our school is located in the center of the town. 我們學校坐落于市中心。

(4)比較location n.

[U] locating or being located 指定位置

[C] position or place 位置；地方 eg:

The hill is a good location for the new church.

那山丘是建筑新教堂的好地點。

7． organ[′ g n] n.

(1)any part of an animal body or plant 動植物器官 eg:

the organs of speech, the tongue, teeth, lips, etc. 語言器官（如舌、牙、唇等）

(2)organization 組織，機構(gòu) eg:

Parliament is the chief organ of the government. 國會是政府的主要機關(guān)。

(3)musical instrument from which sounds are produced by air forced through pipes, played by keys pressed with the fingers and pedals pressed with the feet 風琴

（1）三者均表可能性，但意思有別。possible指客觀上有可能性，但往往含有希望很小的意味；probable比possible可能性稍大，有“較為可能、大概”，指有實際依據(jù)；likely是從外表跡象判斷有可能發(fā)生的事。 eg：

It’s possible, though not probable, that he will come tomorrow.

他明天可能來，但也不一定準來。

She is likely to ring me tonight. 今晚她很可能給我來電話。

（2）possible 不能用人作主語。possible 常用于下列句型：

It is possible to do sth. It is possible for sb. to do sth.

It is possible that … eg:

Is it possible to say so?可能這樣說嗎？

It is possible for me to do it. 我可能做那件事。

（3）probable 也不能用人作主語。一般只用于下面句型中：

It is probable that … eg:

It is probable that he will come. 他很可能要來。

（4）likely 既可用人作主語，也可用物作主語。通可用于“It is likely that …”句型中。 eg:

He is likely to come. = It is likely that he will come.

他可能要來。但不能說：It is likely for him to come.

（5）impossible, improbable, unlikely 用法與上述類似。

catch是普通用語，用“設(shè)法抓住，捉住”的意思； grasp表示牢牢地“抓住”；seize指“突然用力抓住使不逃脫”；snatch 表示迅速的拉扯動作、出其不意地“抓取”。 eg:

The police caught the thief as he ran. 小偷逃跑時被警察抓住了。

He grasped his gun and rushed out. 他抓起槍就沖了出去。

He seized the gun from the enemy soldier. 他從敵人士兵手中奪過了槍。

The thief snatched her handbag and ran off. 小偷搶走了她的手提包就跑了。

1．Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. 無論中國將來會有什么樣的成就，其中許多可能就誕生在北京的西北部。

（1）in store 就要到來，必將發(fā)生 eg:

Who knows what the future has in store for us?

誰知道我們將來注定如何？

（2）in store 也有儲存著，備用的意思 eg:

The runner kept some energy in store for spurting at the end.

那名賽跑的人為最后沖刺貯存精力。

2． Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. 在20世界90年代末中關(guān)村作為高新科技特區(qū)被創(chuàng)立并迅速成為中國高科技工業(yè)的先鋒。

（1）set up-establish 建立 eg:

The government has set up a working party to look into the problem.

政府成立工作組調(diào)查此問題。

（2）in the late 1990s 又可寫成in the late 1990’s 二十世紀九十年代末

（3）hi-tech= high technology 高科技，高技術(shù)

3． When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. 當我獲得碩士學位時，我想回到家鄉(xiāng)，可是我沒能找到學有所用的公司。

（1）本句是一個復(fù)合句。When I got my master’s degree 為時間狀語從句，修飾主句謂語動詞wanted。wanted和couldn’t find為并列謂語動詞，由并列連詞but連接。where I could use what I had learnt為定語從句，修飾先行詞company。what I had learnt 為賓語從句。

（2）a master’s degree 碩士學位 a doctor’s degree 博士學位

又如：Master of Arts 文學碩士 Doctor of Law 法學博士

4．I will never forget how happy I was when I set foot in China again and was back with my friends and family. 我永遠不會忘記當再次踏上中國土地和我的朋友及親人團聚時，那種感覺有多幸福。

（1）本句是復(fù)合句。How happy I was … 為賓語從句。

when I set foot in China again and was back with … 為時間狀語從句。

（2）set foot in/on 進入，踏進 eg:

She said she wouldn’t set foot in the room until it had been properly cleaned. 她說直到這屋子收拾好了她才住進去。

No man has ever set foot on that deserted island.

沒有人曾光顧過那個荒蕪的島。

5． “Relying on science, technology, and knowledge to increase economic power”- makes it clear that science and business can and must work together to build the future. “依靠科學，技術(shù)，知識發(fā)展經(jīng)?！?，它闡明了科學和商業(yè)能夠且必須結(jié)合在一起共創(chuàng)未來。

（1）此句為復(fù)合句。it為形式賓語，代表that引導(dǎo)的賓語從句。

（2）rely on/upon信賴，依賴 eg: He can always be relied upon or help. 他的幫助是永遠可依賴的。

You may rely on my early arrival. 你放心好了，我會早到的。

（3）make…clear 表明，講清楚 eg:

Have I made myself clear? 我講清楚了嗎？

They wanted to make it clear that they did an important and necessary job. 他們想說明他們做著一項重要且必要的工作。

6． …but we are excited about all the new technology and great ideas that are coming to life in Zhongguanzun. 但是我們?yōu)樗羞@些在中關(guān)村富有活力的新技術(shù)和卓越的想法而感到激動。

（1）that are coming to life in Zhongguancun 為定語從句，修飾先行詞ideas。

（2）come to life 蘇醒；恢復(fù)生氣 eg:

We all thought he was drowned, but after an hour’s artificial respiration he came back to life. 我們都以為他淹死了，但經(jīng)過一小時的人工呼吸后，他又蘇醒了。

When I told the students the good news, they all came to life. 當我告訴學生們這個好消息時，他們都活躍起來了。

1． 病句：Yufang has come to China for three years.

診斷：Yufang has been in China for three years.

點撥：come為終止性動詞，用于現(xiàn)在完成時時態(tài)，不能與表一段時間的狀語連用。

2． 病句：Where has he gone is to be found out.

診斷：Where he has gone is to be found out.

3． 病句：When I got my master’s degree, I wanted to return back to China.

診斷：When I got my master’s degree, I wanted to return to China.

點撥：return意思是“come back”，不與back連用。

4． 病句：I would rather you tell me the truth.

診斷：I would rather you told me the truth.

點撥：would rather 后面帶的賓語從句表示一種愿望，動詞要用過去式來表示虛擬語氣。

5． 病句：The old man stays very health.

診斷：The old man stays very healthy.

點撥：stay為系動詞，意為“保持（狀態(tài)）”，后用形容詞作表語。

6． 病句：Great changes have been taken place in China.

診斷：Great changes have taken place in China.

點撥：take place “發(fā)生，舉行”，不用被動語態(tài)。

7． 病句：This lesson is more easier than that one.

診斷：This lesson is much easier than that one.

點撥：形容詞比較級前不可用more, 而可以用much, even, still, a great deal, a lot, far等加強語氣。

8． 病句：All the answers are not correct. I can’t find one correct answer.

診斷：None of the answers are correct. I can’t find one correct answer.

點撥：all…not和not all…表示部分否定，意為“并非都……”，而none表示全部否定，意為“都不……”。

9． 病句：I don’t like the way which you speak to me.

診斷：I don’t like the way that you speak to me.

點撥：在way后面引導(dǎo)定語從句時，可用that, in which 或省略。

10． 病句：Zhongguancun has had a positive affect on business as well as science.

診斷：Zhongguancun has had a positive effect on business as well as science.

點撥：affect vt. “影響”； effect n. “影響”，have a good/bad effect on 意為“對……有好/不良的影響”。

Farmers could grow more rice and shaky Internet communications could work better some day, thanks to prize-winning discoveries by teenage scientists showed at a national science fair on Monday.

High-school scientists from across the United States showed off word in genetics （遺傳學）, molecular biology, mathematics and other fields that judges said rose to the professional level.

“It just blows me away. They’re all just unimaginable, ”said Joel Spencer, a New York University professor who served as a judge at the Siemens Westinghouse Competition in Math, Science and Technology.

Research done by finalists in the nationwide competition could lead to faster Internet speeds, more effective antibacterial drugs and better energy conservation. One team researched black holes in outer space, while another examined more than 700 fossils to better understand why dinosaurs died out.

Juliet Girard and Roshan Prabhu won a $ 100, 000 scholarship for their work proving genes（基因） that help some strains of wild rice flower earlier than others.

Drawing on a database（數(shù)據(jù)庫） that described the genetic makeup of rice, the two students, from Jersey City, New Jersey, identified two genetic segments (sections) that directed wild rice to blossom an average of 10 days earlier than the ordinary short-grain rice that feeds much of the world.

Their discovery could allow genetic engineers to develop a new strain that would take less time to reach maturity, allowing farmers to produce more and extending the growing region into colder climates.

Steven Bymes of Lexington, Massachusetts, took the top individual prize for his theory describing outcomes in a two-player game called Chomp.

Several said they planned to publish their findings in famous professional magazines.

1．What made the university professors surprised was that .

A．high-school students did very well in all scientific fields

B．they had never thought of these things when they were young

C．the work of the high-school students was of high quality and reached the professional level

D．high-school students have found out why dinosaurs died out

2．Which of the following is true?

A．Two students discovered the way of growing more rice and growing rice in colder climates.

B．What the two students discovered about the genetic makeup of rice may lead to an important development in agriculture.

C．Steven Bymes took the top prize at the national science fair on Monday.

D．Several students planned to write more articles in some professional journals.

3．What is this report mainly about?

A．Farmers can grow more rice and shaky Internet communications can work better after the competitions are held.

B．Some high-school students have become professional scientists.

C．High-school students can make great contributions to the world in many fields just like adult scientists.

D． A national science fair made scientists greatly surprised.

B

Scientists have uncovered the exact difference between man and mouse.

Teams of scientists from around the world will publish today the draft（草圖）genome（基因組）of the mouse, which enables them for the first time to compare another mammal’s entire DNA directly with that of humans.

The similarities are far greater than the differences- man and mouse share a common ancestor that lived more than 70 million years ago-which has allowed scientists to find treatments for a good many human diseases.

British members of the project say the draft mouse genome, published in the journal Nature, has provided the “phrase book” for scientists to translate the language of the human genome.

“The entire biomedical research community can for the first time fully use this resource to deal with human diseases. They will now have powerful tools that will serve them for many years to come, ” said Dr Jane Rogers, head of sequencing at the Wellcome Trust Sanger Institute in Cambridge, which did 20 percent of the work.

Comparisons show almost every gene in the mouse has a corresponding （對應(yīng)的）gene in humans 99 percent similarity that should help to find how each human gene works. Already the work has been able to show that man and mouse each have about 30, 000 genes yet only 300 or so are unique to either species, increasing the value of the lab mouse as a “model” for human genetics.

This is an extraordinary milestone. For the first time we have an opportunity to see ourselves in an evolutionary（進化的）mirror. The mouse genome stands for a very important chapter in the lab notebook of evolution By taking away genes to create sick mice, scientists have been able to reproduce a number of human disorders. Knowing the entire genomes of humans and mice will enable them to employ the technique more widely, leading to a rapid development in the understanding of illnesses.

4．Scientists have found that .

A．men and mice are actually the same kind of animal

B．mice are actually the ancestors of human beings

C．the genome of the mouse is the same as that of humans

D．humans and mice most probably have developed from the same ancestor

5．The importance of the discovery lies in the fact that .

A．man has finally found his true ancestor

B．it will be easier for people to find the causes of human diseases and cure them

C．it has enabled the scientists to compare human DNA with that of another mammal

D．it makes it possible for man to understand the complicated language of his genome

6．The word “unique” in the sixth paragraph probably mean .

7．It can be inferred that .

A．every gene of a mouse works in the same way as that of a human being

B．it has become easier for humans to find their real ancestor

C．more mice will be used in scientific experiments

D．scientists will use less mice in their experiments to protect them

8．Which of the following is the best title of the passage?

A．Mouse’s Book of Life May Provide Cures for Human Diseases.

B．Mice and Men Are the Same.

C．Man and Mouse Share a Common Ancestor.

D．The difference Between Man and Mouse.

詞匯課件(篇4)

1)父母應(yīng)是孩子學習英語的學習同伴

很多家長說，不行，我的英文水平的確是比較差，我孩子學英文我的確也幫不上忙。我不像別的家長，給孩子讀英文書，跟孩子一起聊，看英語動畫片……人家能聽得懂，我聽不懂，說得也不標準，別把孩子教壞了!

其實，如果你覺得自己的英文水平差，不如和孩子一起學，做他的學習同伴。實際上，這種感覺更好。

并不是說你英語不好你就沒有辦法指導(dǎo)孩子，反而扮演同伴的角色，跟孩子一起學，可能效果會更加好。

2) 父母應(yīng)是孩子學英語中持之以恒的鼓勵者

持之以恒的確很難。

鼓勵孩子，這一點所有的教育機構(gòu)都在說。但持之以恒地鼓勵，的確很難做到，我也很難做到。但是大家要盡量去做。

教育孩子是一個很好的放松、很好的休息。

怎么轉(zhuǎn)變的?我說實際上很簡單。利用下班回家坐車、坐地鐵、開車的那段時間，大概15分鐘就可以調(diào)整好自己的角色。開車的時候可以放一段兒歌，或者是你孩子錄的一些丫丫學語的聲音，可以當?shù)鷣砺??；蛘撸阍诠嚿暇涂梢韵胍幌?，今天跟孩子聊什么游戲。我?jīng)常在路上想，今天玩什么東西?所以我感覺和她在一起我自己非常放松，她也很放松。因為我并沒有苛求，這個游戲她必須會，或是她必須會背這本書，我沒有這樣的想法。

在路上，我只是想怎么能讓孩子更好地玩，別整天搭積木，或者自己看電視，挺無聊的?；?5分鐘想明白了之后，回家很高興地跟她說，媽媽跟你玩一個游戲吧，然后開始玩游戲。每天也就是花15分鐘到20分鐘的時間，因為孩子不可能跟你玩太長時間的。除非她特別喜歡游戲，會跟你玩半個小時的時間。她也需要時間自發(fā)玩一個游戲，她不會總按照你的設(shè)計去做的。

每天這20分鐘時間，對我自己也特別好，讓我自己不是特別累。所以持之以恒，其實說難也難，說不難也不難。

3)父母應(yīng)是孩子學英語輕松、自然語境的創(chuàng)設(shè)者

上英語輔導(dǎo)班的時候，很多家長一開始就和孩子說，孩子咱們學英文了，英文很重要，咱們得抓緊學……這些對孩子沒有一點用處，更多的是成人的理性。他沒有學習的緊迫感，外在激勵不能激勵他。

重要的是，讓孩子體會到，英語這個東西很好，他還可以去交流，他還可以跟不同的人說話。不僅可以用這種語言交流，還可以用那種語言交流。我們的態(tài)度，第一要輕松，第二要自然，不要太刻意了。

詞匯課件(篇5)

1, entry n.登錄, 條目, 進入, 入口(act of coming or going in)

Japan’s entry into the NU日本加入聯(lián)合國

This dictionary has sixty thousand entries.這個字典有六萬字。

Make an entry of把……記入make one’s entry into進入……

2, mental adj.精神的, 智力的(of the mind) physical物質(zhì)的身體的

mental labour /child labour/mental illness/mental age

physician n.醫(yī)生 physics n. 物理 physicist n. 物理學家

3, depression n.沮喪, 消沉, 低氣壓(low spirits /being depressed)

she is in a state of deep depression。他處于深深的沮喪之中。

4, Suffering n.苦楚, 受難adj.受苦的, 患病的

suffer v. Suffer from-----

eg. My mother suffers from headaches

He suffered for his carelessness.他因粗心而吃了虧。

He suffered a big loss.

He suffered from his illness.

5, greedy adj. greed n.

eg. He eats because of greed, not hunger

he is greedy for fame/knowledge /money.

trade with 與……交換trade in 做...生意, 經(jīng)營

trade away賣掉trade off輪流, 交替 交替使用 賣掉, 換掉

7,unemployment n. (opposite) employment

employ v. employee 受雇者 employer 老板

employment agency 職業(yè)介紹所unemployment problem失業(yè)問題

A lamb was offered in sacrifice. 一只小羊用作祭祀。

His parents made sacrifices to pay for his education. 他的父母為供他上學而作出了犧牲。

He gave his life as a sacrifice for his country. 他為國犧牲了。

at [by] the sacrifice of靠犧牲...; 以...為代價

make sacrifices [a sacrifice] to為...作出犧牲

sacrifice...for [to]為...而犧牲, 犧牲...而換得.

9, former adj.從前的, 以前的n.形成者, 創(chuàng)造者

10, vain adj. 徒勞的 in vain = without success

Eg .We tried in vain to make him change his mindThe police tried in vain to break up the protest crowds.

警察企圖驅(qū)散抗議的人群,但沒有成功。

All our work was in vain. 我們所有的工作都白費了。

11, dawn n.黎明, 拂曉, 破曉vi.破曉, 開始現(xiàn)生, 變得(為人所)明白v.破曉

It has just dawned on me that ....我剛剛才明白...。

Eg; It suddenly dawned on me that I had taken the wrong train.

overcome vt.戰(zhàn)勝, 克服, 勝過, 征服vi.得勝(to fight successfully defeat)

be overcome by/with受不了……

we were overcome with joy我們高興得不得了。

I insist on your being there. 我堅持要你在那里。

We all insist that we not rest until we finish the work.大家都堅決要求不完工就不休息。

I insist that you (should) be present.請您務(wù)必到場。

They insisted that she (should) be invited.他們堅持要邀請她。

The old man insisted that he he should be treated fairly

The old man insisted that he he was treated fairly

She could hardly resist laughing。 她真忍不住要笑。

I can't resistthe temptation我頂不住誘惑。

15, chief n.首領(lǐng), 領(lǐng)袖, 酋長, 主要部分, 最有價值的部分

The school -lies books for the children.學校供應(yīng)孩子們書籍。

Trees supply shade in summer.夏季樹木提供蔭涼處。

Cows supply us with milk.奶牛給我們提供牛奶。

supply and demand供求in short supply供應(yīng)不足

be willing to do sth.

I’m willing to lend you some money

more willing //most willing//unwilling19, in turn

we found that Helen had told Tom,and he in turn had told me.

go away and leave me alone.

1, entry n.登錄, 條目, 進入, 入口 ‘No Entry’ _________

This dictionary has sixty thousand entries.

Entry-level_______entry word_________

Make an entry of___________make one’s entry into______________

2, mental adj.精神的, 智力的 physical物質(zhì)的身體的

mental labour /child labour/mental illness/mental age

________________________________________

mentally_______ mentality__________

physician _________ physics ________ physicist __________manual手的; 手工的spiritual adj.精神上的

she is in a state of deep depression。

Economic depression__________________

4, Suffering n.苦楚, 受難adj.受苦的, 患病的

suffer v. Suffer from-----

My mother suffers from headaches

He suffered for his carelessness.他因粗心而吃了虧。

He ________ a big loss.

He _______________ his illness.

5, greedy adj. greed n.

He eats because of greed, not hunger

he is greedy for fame/knowledge /money.

trade with ______trade in _________

trade away_________trade off_______________

trade on/upon_________trade out____________

unemployment n. (opposite) employment

employment agency unemployment problem 9, former adj.從前的, 以前的n.形成者, 創(chuàng)造者

in former times 從前the former________/ the latter_________

Eg .We tried in vain to make him change his mindThe police tried in vain to break up the protest crowds.

_____________________我們所有的工作都白費了。

11, dawn n.黎明, 拂曉, 破曉vi.破曉, 開始現(xiàn)生, 變得(為人所)明白v.破曉

from dawn till dark/dusk______________

It has just dawned on me that ....我剛剛才明白...。

Eg; It suddenly dawned on me that I had taken the wrong train.

overcome difficulties_______overcome one's shortcomings_____________

be overcome by/with受不了……

we were overcome with joy________________

I insist on your being there.。

We all insist that we not rest until we finish the work.

I insist that you (should) be present.請您務(wù)必到場。

___________________________他們堅持要邀請她。

The old man insisted that he he should be treated fairly______________

The old man insisted that he he was treated fairly________________

resistable _____resistance _________

She could hardly resist laughing。 她真忍不住要笑。

I can't resist the temptation______________

。

15, chief n.首領(lǐng), 領(lǐng)袖, 酋長, 主要部分, 最有價值的部分

supply a need [demand]______________

The school -lies books for the children.學校供應(yīng)孩子們書籍。

_________________________夏季樹木提供蔭涼處。

____________________________奶牛給我們提供牛奶。

supply and demand_________in short supply______________

be willing to do sth.__________________

I’m willing to lend you some money

more willing //most willing//unwilling

we found that Helen had told Tom,and he in turn had told me.

go away and leave me alone.

詞匯課件(篇6)

(一)導(dǎo)入新課：

“同學們，你們有沒有經(jīng)常出去外邊的飯館吃飯?”【zfw152.com 趣祝?！?/p>

“有?！?/p>

“那你們都是怎么點菜的呢?”

(同學們七嘴八舌地回答)

“好吧，現(xiàn)在我們一起來學習第三課關(guān)于“在飯館兒”的的詞匯，認識一下中國悠久的歷史文化?！?/p>

(二)生詞導(dǎo)讀：

給學生發(fā)印有18的生詞一張紙，生詞上方標注有拼音，給2分鐘的時間讓學生自由熟悉。 接下來用ppt展示生詞，分成三組，分別讓每個學生讀6個，如果學生發(fā)音錯誤，教師進行糾正。

(三)講解生詞：

1、“正好”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)在ppt上展示一張同學們坐在一起吃飯的圖片，教師給出一個情景，“大家正在吃

飯，Adam正好來了”

(3)讓學生們自主思考“正好”的意思，引導(dǎo)后講解時“這時候，剛剛好”的意思

(4)練習：模仿上面的情景，讓學生分別造一個有“正好”的句子。

2、“門口”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)教師走到教室門口，向?qū)W生提問：“老師站在哪里?”

(3)向?qū)W生講解“門口”的意思是站在門外面的意思。

3、“清蒸”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)在ppt中插入一個關(guān)于“清蒸”的短視頻，向?qū)W生講解清蒸是做菜的一種方法

(3)向?qū)W生拓展其它的做菜方法,如炒，煮等。

4“味道”講解

(1) 教師領(lǐng)讀，學生跟讀。(兩遍)

(2)在ppt上展示四張關(guān)于“酸甜苦辣”的圖片

(3)提問學生圖片中的四種事物嘗(吃)起來怎么樣?

(4)向?qū)W生講解味道是舌頭對于食物的感知，只有吃東西的時候才有感覺。

(5)練習：讓學生就生活中常見的食物造一個關(guān)于“味道”的句子。

5、“嫩”的`講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)在PPt中展示兩組圖片，分別是“嬰兒和老人”“嫩芽和大樹”，采用對比的方法加深學生對嫩字的理解。

(3)講解嫩的意思是“初生而柔弱”或者“幼稚”

(4)讓學生舉例生活中常見的嫩的東西，教師加以引導(dǎo)和糾正。

6、“香”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)教師準備兩個東西：香水和樟腦丸

(3)教師將香水拿到鼻子前面做深呼吸的動作，表示很香水;當把樟腦丸拿到鼻子前，捂住鼻子，表示難聞。用動作演繹加深學生對“香”的理解，并告訴學生香的反義詞是“丑”。

7、“菜單”“叫菜”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)首先先展示菜單的圖片，讓學生清楚什么是菜單

(3)教師準備好一份菜單，請兩名學生上臺，一個當服務(wù)員，一個當手里拿著菜單的客人。讓學生演繹一個情景：你在餐館拿著菜單該怎么做

(4)當客人將菜單上想吃的菜告訴服務(wù)員時，跟學生說這就叫做“叫菜”。

8、“新鮮”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)在ppt展示一組圖片進行對比：一個鮮紅的蘋果和一個放久了的蘋果

(3)向?qū)W生講解新鮮的意思是：新鮮形容物品生產(chǎn)日期很近，沒有遭受過多的污染。

(4)練習：讓學生說說他們所知道的新鮮的東西，舉出幾個。

9、“清淡”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)在ppt展示兩組關(guān)于食物的圖片：大魚大肉和蔬菜水果，很濃的湯和很清的湯。

(3)向?qū)W生講解清淡的兩張意思：顏色、氣味等不濃;食物含油脂少的

(4)讓學生對清淡的理解造句。

10、“不如”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)教師模擬一個情景：

“Adam，這家餐館不好吃，不如我們換一家吧”

(3)根據(jù)上面的情景，向?qū)W生解釋不如的意思是前面提到的人或事物比不上后面所說的。

(4) 練習：造關(guān)于“不如”的句子，提醒學生前后提到的兩個東西有好壞。

11、“各”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)教師在一張紙上寫上1、2、3、4四個部分，然后撕開。然后向?qū)W生講解各的意思是整體的每個個體，注意每一個都包括在內(nèi)。

(3)舉例“各位學生，請注意!”，則三名學生每個人都要注意。

12、“考慮”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)展示一個情景對話：

“Adam，我們今晚一起去吃飯好不好”

“我考慮一下”

(3)向?qū)W生提問考慮的意思，待學生回答后告訴學生“Adam在想著要不要去” ，這個想的過程就是考慮。

(4)讓兩個學生上講臺對話，要出現(xiàn)“考慮”這個詞。

(5)拓展：考慮和思考的區(qū)別

13“餐巾”“芥蘭”“菠菜”“雞”的講解

(1) 教師領(lǐng)讀，學生跟讀。(兩遍)

(2) 因為這些都是實體名詞，簡單進行圖片展示。

14、“廣東”“四川”“湖南”的講解

(1)教師領(lǐng)讀，學生跟讀。(兩遍)

(2)在ppt展示一張各省劃界的中國地圖

(3)教師用教鞭指示出三個省份的位置。

詞匯課件(篇7)

a 語言學習敏感期 4～12歲-充分利用布羅卡區(qū)

培養(yǎng)雙母語，建立英語思維：語言學習敏感期 4～12歲

人的一生中有一個固定的時期比其他任何時期都更容易習得語言，過了這段時期以后，一般來說，很難習得"完美"的母語。

人類大腦中掌管語言學習的區(qū)域叫"布洛卡斯"區(qū)。4～12歲，是這個區(qū)域的靈敏期，此時被存儲的語言會被大腦認為是"母語"，也就是說，很有可能很快掌握并靈活運用。

12歲之后，絕大部分人的"布羅卡斯"區(qū)會關(guān)閉，此時再學語言，大腦會將這些語言存儲在"記憶區(qū)"，運用時就不再那么自如靈活了。

另外，從神經(jīng)機能這方面來看，研究表明，在敏感期學到的語言存儲在布洛卡斯區(qū)，之后將會存儲在記憶區(qū)。這時當你再產(chǎn)生思維想表達的時候，不是直接從母語區(qū)反射出來，而是要繞一圈，繞到記憶區(qū)，然后在記憶區(qū)提取，然后再說。

b 語言習得沉默期-尊重孩子聽的過程465

根據(jù)語言學家克拉申(Krashen)的理論，兒童在習得母語時，總是經(jīng)歷一個為期大約一年的"聽"的過程(沉默期)，然后才開口說出第一個詞。這一規(guī)律同樣適合于第二語言習得。第二語沉默期的長短因人而異，有的只要一天，有的則要半年或更久。

Krashen認為"沉默期"是使習得者建立語言能力的一個非常必要的時期。在沉默期這段時間里，兒童通過"聽"來提高語言能力，也就是說，通過接受可理解的語言輸入來發(fā)展語言能力。

大家可以想想一下，自己的孩子從出生到他會說話，這中間有差不多兩年的"沉默"時間。英語學習也有這樣一個語言習得的沉默期。在這個期間，主要是以聽為主。經(jīng)過一定的"聽"的積累，到一定階段的時候，他才會有一個飛躍，就像剛才我說的，他會上一個臺階。

很多家長問過我這個問題：剛開始的時候，我們跟他說了很多，但是讓他說，他怎么不說?是不是孩子害羞啊，是不是孩子性格內(nèi)向啊。不是，性格內(nèi)向、外向的孩子都會經(jīng)歷這個過程。在英語環(huán)境里面經(jīng)過一段時間，孩子會慢慢地打破沉默。有一天你會發(fā)現(xiàn)，他突然能夠說出一句話或者一段話了!這個過程每個孩子都會有的。

說起這個聽，我也聽過有的家長跟我開玩笑說，聽那還不簡單啊，我天天給他放英文，讓他多聽，聽過一段時間后，他就自然會說了。

不是的。第一，語言永遠是一種交流的工具。如果你沒有交流，只是被動地聽，孩子永遠學不會語言的。

不要以為放動畫片孩子就會了，不是的。我曾經(jīng)作過試驗，把孩子放在電視機前，讓他聽很久英文的節(jié)目。但這對孩子語言是沒有半點提高的。

語言是一種交流，當他想去說，去表達時，他才會積極地去調(diào)動語言的組織。所以，聽肯定不是單純地聽，而是在交流環(huán)境當中的聽。

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