1、英语译林牛津版必修1Unit1第13课时教案（精品）Unit 1 School lifeI. 单元教学目标技能目标Skill GoalsIdentify the differences between school life in the UK and in ChinaDiscuss the daily school life Understand vocabulary about school facilities Write a notice about school activitiesDesign a poster for a new school clubRecognize attr
2、ibutive clausesII. 目标语言功能句式Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experience for me. We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the face
3、s and names. Describing school activities Next month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain and in China I found the homework was not as heavy as what I used to ge
4、t in my old school, but it was a bit challenging for me at first because all the homework was in English.词汇1. 四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, ar
5、ticle, penfriend, introduce, immediately, former, recently, culture, develop, photograph, donate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue,p
6、oet, generation, poem, select, require, scary, nature2. 认读词汇assembly 3. 短语for free, pay attention to语法Introduction to attributive clauses Relative pronouns: that, which, who, whom, and whose重点句子1. I sat next to a girl whose name was Diane. P22. David was one of the most helpful studentsthat we ever
7、had. P93. In 1998, he went to Oxford University where he got interested in Chinese culture. P94. Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P9 5. Most of the students that he taught have become his friends. P96. Some of the books were gifts that he got
8、 from his Chinese friends and students. P97. The paintings that David donated to the school are being displayed in the assembly hall. P98. During exam time we have a special programme that tells students the things they should or shouldnt do for preparation. P18. 教材分析与教材重组1. 教材分析本单元以School life为话题，旨
9、在通过单元教学使学生了解英国校园生活的一些基本情况及中英两国校园生活的不同之处；学习并能运用表示校园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。 1.1 Welcome to the unit 部分利用四幅图片，分别从（校园风貌、生活设施、课堂教学、师生关系）四个不同的侧面介绍了英国校园生活的有关情况。该部分还设计了三个讨论话题，引导学生对中英两国校园生活进行比较，并就相关话题发表自己的看法。1.2 Reading部分的短文节选自一份校园杂志。文章由一位交换留
10、学生所写。作者通过自己的亲身经历简要地介绍了英国学校生活的一些情况。文章前后分别设计了五个部分的练习：前两个练习（A、B）要求学生运用本单元介绍的两种基本阅读方法（skimming and scanning）阅读文章，把握文章主旨大意，了解文中明显的细节内容；练习C1通过问题的形式考查学生对文中具体信息的把握程度；C2通过判断正误练习加深学生对阅读材料的理解；D部分为词汇练习，要求学生首先联系上下文猜测所给词汇的含义；然后通过配对练习帮助学生掌握新词的含义和用法；E部分要求学生通过运用所给词汇填空的方式完成一封英国学生写给Wei Hua的信件，以进一步加深学生对阅读内容的理解；练习F设计了两个
11、话题，引导学生对校园生活有关话题展开讨论，以获得对文章深层次的理解。 1.3 Word power部分以Wei Hua找食堂、回宿舍取课本、去健身房、找路等一系列活动为主线，设计了四个练习，学习有关表示学校设施的词汇并进行运用性训练。 Parts A 和B通过图示、阅读及写作的方式帮助学生熟悉相关词汇，复习问路、指路的相关表达；Part C通过一则CMHS的布告，对前两个练习中所学的词汇进行训练；Part D通过配对练习进一步拓展学生词汇。 1.4 Grammar and usage部分学习定语从句这一语法项目，课本重点对关系代词的用法作了讲解，并通过语篇阅读训练的方式帮助学生掌握该内容。 1
12、.5 Task由一系列技能训练项目（和步骤）组成。该部分要求学生通过完成Reporting school activities这一任务，学会讨论校园活动这一话题并能以校园活动为主题写一则布告。任务要求分三步完成，课本在每一个步骤前都设计了一个技能训练项目。分别是：第一步，通过听取一个校长关于校园活动项目介绍的录音，完成一项校园活动时间表，技能训练项目是了解项目内容；第二步，向班任老师报告有关情况，技能训练项目是对所供信息进行比较筛选；第三步，写一则布告知会同学们有关校园活动的情况，技能训练项目是学习布告写作的方法。 1.6 Project部分提供了两篇有关学校俱乐部的阅读文章，指导并鼓励学生课
13、后组建学校俱乐部，并能为此设计一份海报进行宣传。1.7 Self-assessment部分引导学生对本单元所学内容进行总结回顾，对本单元的学习情况做出分析评价，并能制订相应行动计划，有针对性地对学习过程中存在的问题做出改进或调整策略。2. 教材重组2.1将课本Welcome to the unit部分设计为一节 “口语课（I）”。2.2 将课本Reading部分及Parts A-D设计为一节 “阅读课”。2.3将课本Reading中Parts E和F部分以及练习册Language practice中Parts A1和A2部分整合为一节“口语课（II）”。2.4将课本Word power部分设计
14、为一节“词汇学习课”。2.5将课本Grammar and usage中Introduction to attributive clauses部分以及练习册Language practice中Part C1整合为一节“语言知识课（I）”。2.6将课本Grammar and usage中Relative pronouns部分设计为一节“语言知识课（II）”。2.7将课本Task中Skills building 1和Step 1以及练习册Listening部分整合为一节“听力课”。2.8将课本Task中Skills building 2和Step 2设计为一节“口语课(III)” 2.9将课本Tas
15、k中Skills building 3和Step 3以及练习册Writing部分设计为一节“写作课”。2.10将练习册Reading部分设计为一节“泛读课”。2.11将课本Project部分以及练习册Language practice中Part B整合为一节“综合技能课”。2.12将练习册Language practice中Part D及课本Self-assessment部分整合为一节“综合评价课”。3课型设计与课时分配1st PeriodSpeaking (I) 2nd Period Reading3rd Period Speaking (II)4th Period Vocabulary b
16、uilding 5th Period Language study (I)6th Period Language study (II)7th Period Listening 8th Period Speaking (III) 9th Period Writing10th Period Extensive reading11th Period Integrating skills12th Period Self-assessment附 件I. How to guess meaning from context?1. Sometimes a sentence gives the meaning
17、of a new vocabulary item. The meaning sometimes comes before or after the verb be. For example,The context is the words around a new vocabulary item. （What does “context” mean? It means “the words around a new vocabulary item”. ）2. Sometimes the meaning of a new item is in another sentence or anothe
18、r part of a sentence. For example, Most international students major in practical subjects. These subjects provide useful skills that help students find good jobs. (What are “practical subjects”? They are subjects that “provide useful skills”. )3. Sometimes a sentence gives the meaning of a new voca
19、bulary item. The meaning or an explanation is sometimes in parentheses (), in another sentence, or in another sentence part. For example, The IQ scores (measures of intelligence ) of a group of undergraduate students were very high during a hurricane or other kind of storm. (What are IQ scores? They
20、 are measures of intelligence. What is hurricane? It is a kind of storm. )4. Punctuation may give clues to the meaning. A meaning or an explanation is sometimes after a dash (-), or after a comma (,). Mexican tacos (meat and vegetables in tortillas a flat kind of Mexican bread) are popular in the so
21、uthwestern part of the United States. People eat them with salsa, a sauce of tomatoes and spicy chili peppers. (What are tortillas? They are a flat kind of Mexican bread. What are tacos? They are tortillas with meat and vegetables in them. What is salsa? It is a sauce of tomatoes and spicy chili pep
22、pers. )5. Sometimes examples of the meaning of a new vocabulary item are in another sentence or in another part of the sentence. The words for example, for instance and such as are clues to meaning through examples.People in Los Angeles usually talk about distance in time. Theyll say thins such as,
23、“ The post office is about five minutes from here.” (An example of distance in time is “five minutes from here. ”)6. Sometimes an explanation or a synonym of a new vocabulary item is in another part of the sentence and is set apart by punctuation. Besides punctuation, the phrases in other words and
24、that is (i.e.) are clues to the meanings of words and expressions. The word or is another clue that an explanation or meaning will follow. Many people live in two-paycheck families; that is, both parents work outside the home. (What is a two-paycheck family? Its a family where both parents work outs
25、ide the home.)II. Methods of education: east versus west A teacher from a western country recently visited an elementary school in an Asian country. In one class, she watched sixty young children as they learned to draw a cat. The class teacher drew a big circle on the blackboard, and sixty children
26、 copied it on their papers. The teacher drew a smaller circle on top of the first and then put two triangles on top of it. The children drew in the same way. The lesson continued until there were sixty-one identical cats in the classroom. Each students cat looked exactly like the one on the board. T
27、he visiting teacher was startled by the lesson. She was surprised because the teaching methods were very different from the ways of teaching in her own country. A childrens art lesson in her own country produced a room full of unique pictures, each one completely different from the others. Why? What
28、 causes this difference in educational methods? In a classroom in any county, the instructor teaches more than art or history or language. He or she also teaches culture (the idea and beliefs of that society). Each educational system is a mirror that reflects the culture of the society. In a western
29、 society such as the United States or Canada, which has many national, religious, and cultural differences, people highly value individualism the differences among people and independent thinking. Teachers place a lot of importance on the qualities that makes each student special. The educational sy
30、stems in these countries show these values. Students do not often memorize information. Instead, they work individually and find answers themselves, and they express their ideas in class discussion. At an early age, students learn to form their own ideas and opinions. In most Asian societies, by con
31、trast, the people have the same language, history, and culture. Perhaps for this reason, the educational system in much of Asia reflects societys belief in group goals and traditions rather than individualism. Children in China, Japan, and Korea often work together and help one another on assignment
32、s. In the classroom, the teaching methods are often very formal. The teacher lectures, and the students listen. There is not much discussion. Instead, the students recite rules or information that they have memorized. There are advantages and disadvantages to both these systems of education. For exa
33、mple, one advantage to the system in Japan is that students there learn the social skill of cooperation of working together. Another advantage is that they learn much more math and science than American students learn by the end of high school. They also study more hours each day and more days each
34、year than North Americans do. The system is difficult, but it prepares students for a society that values discipline and self-control. There is, however, a disadvantage. Memorization is an important learning method in Japanese schools, yet many students say that after an exam, they forget much of th
35、e information that they have memorized. The advantage of the educational system in North America, on the other hand, is that students learn to think for themselves. They learn to take the initiative to make a decision and take action without someone telling them what to do. The system prepares them
36、for a society that values creative ideas. There is, however, a drawback, a disadvantage. When students graduate form high school, they havent studied as many basic rules and facts as students in other countries have. III. School LifeThe Dormitory GroupsUp to seven students live together in one of si
37、x large, bright, cheerful dormitories. The development of the group is a continuing process, which involves learning to live together and working out individual differences and common interests. Four counselors are responsible for each dormitory group during the most active period of the day. At lea
38、st one of the four is present at all times, except during school hours and when everyone is asleep. During the night, one counselor is on duty and makes frequent checks in each of the dormitories until it is time to awaken the children for school. At that time, the night counselor helps the children
39、 get ready for school, have breakfast and go to their classroom. Each dormitory has private, as well as group areas, so that, although the students are seldom entirely alone, they are able to retire to a special place that is their own. This arrangement provides companionship and significant learnin
40、g experiences. Young people learn to live together, they learn about others, and they learn about themselves by watching others. A Typical DayThe children rise at about 7 AM on school days and later on weekends, to start the day. The counselor is available to assist the children with dressing, calmi
41、ng any anxieties, or planning the day ahead. Breakfast is at 8:30 AM in the dining room. The school day begins at 9 AM. Students eat lunch with their classmates in the dining room at noon. At 3 PM each group returns to their dormitory and meets with at least one counselor for a light snack while dis
42、cussing the days events and plans for the rest of the day. The day is planned to suit the individual needs of each child. The activities in which the children engage are widely varied and may be indoors or outdoors, quiet or active, in the dormitory, in one of the recreational areas, or off school g
43、rounds. Students periodically go on an excursion alone with a counselor or with their group and there are several hobby groups and planned activities in which the children participate in accordance with their interests and talents. Some of the group activities include gardening, drama, art, ceramics
44、, dance and movement, basketball, softball, volleyball, and music lessons. Dinner is at 5:45 PM. Evening activities are generally quieter, to help students wind down for the night. Students have an evening snack between 8:30 and 9:30 PM and lights go out at 9:30 or 10:00 PM. A trained residential co
45、unselor is in the dormitory at all times while children are present. Since some counselors live at the Orthogenic School, if an emergency occurs during the night, there are extra adults readily available to help. Meals and FoodStaff and students eat in the dining room, which is furnished with seven
46、round tables, attractive china, and chandeliers. Each dormitory and classroom has its own table. Meals are nutritionally sound and designed to suit the tastes and preferences of the students. To that end, each meal contains meatless alternatives for those children interested.IV. 定语从句用来充当句中定语的主谓结构；它主
47、要用于修饰句子中的名词、代词。而定语从句的位置常常是紧跟在被修饰的名词、代词的后面。在被修饰的名词、代词与定语从句之间往往有一个关系词将其前后两部分联系成一个整体，或是构成一个名词短语；或是构成一个代词短语。但从结构上说，关系词与从句是一个整体。排除句子的其他各部分，这种带有定语从句的名词短语或是代词短语的构成可演示如下：1）three signs that indicate a person is suffering from a panic attack rather than a heart attack三种意味着一个人是患有惊恐症而不是心脏病的迹象。在这个带有定语从句的名词短语中：si
48、gns是被修饰的名词； that是关系词；that indicate a person is suffering from a panic attack rather than a heart attack是定语从句2）those who drink a lot 那些大量饮酒的人。在这个带有定语从句的代词短语中：those是被修饰的名词； who是关系词;who drink a lot是定语从句通过上面的例子,我们可以归纳出定语从句在句子中的位置、结构如下：被修饰的名词 / 代词 + 关系词 + 句子 (其中，“被修饰的名词/代词”在语法上叫作“先行词”。)要点提示：1）“先行词”与“关系词”
49、的内在联系“先行词”与“关系词”之间实质上是同等、互换的关系。也就是说，关系词的作用就是将先行词所表达意义“代到”从句中来起作用。例如：They often become easily frightened or feel uneasy in situations （先行词）where (关系词)people normally would not be afraid.他们常在人们一般不会感到害怕的情况下却很容易感到恐惧或是感到不自在。（本句中的关系词where = 先行词（in）situations 。如果把这个复合句拆成两个分句，那就是：They often become easily fr
50、ightened or feel uneasy in situationspeople normally would not be afraid in situations 由此可以看出，“先行词”与“关系词”之间实质上是同等、互换的关系）。 又如：Rude people are those （先行词） whose (关系词)behavior shows little respect for the rules（先行词） that(关系词) the majority follows .不讲礼貌的人是指那些，他们的行为对大多数人所遵从的规则并不表示尊敬的人。由此我们还可以看出，“先行词”往往是分
51、别重复出现在两个分句中的名词或代词。这也就是定语从句之必需。否则，“关系词”就无法去替代“先行词”而构筑定语从句了。这个道理就如同我们在计算机上“做剪贴以前要先做复制”一样。）2）“先行词”的意义决定“关系词”的选择。“关系词”的选择往往是由“先行词”自身表达的意义，以及它在从句中的语法功能而决定的。这意思就是说，假如“先行词”自身表达的意义是表示“人的意义”或是“物的意义”，那么我们就相应地选择表示“人的意义”或是“物的意义”的“先行词”。“先行词” 在从句中的语法功能也是决定“关系词”选择的重要条件。比如说，同样都是表示“人的意义”的“先行词”，如果它在从句中作主语，“关系词”就得用表示“
52、人的意义”的主格形式，如果它在从句中作定语，“关系词”就得用表示“人的意义”的所有格形式。另外，有时“先行词”本身是表示事物的名词，而它在从句中却与介词构成了短语，在从句中充当状语，在这种情况下，我们就应该用“关系副词”而不能用“关系代词”了。例如：Some people who are successful language learners often fail in other fields. 有些在语言学习上很有成就的人,在其他领域常常一无所成。In our class, we have some students whose families are not in Wuhan.我们班
53、上有些家不在武汉市的同学。There are many sounds which have a meaning and yet are not words.有许多声音有意义但不是词。Tell him to go to the classroom where we often have our English class.如果把这个复合句拆成两个分句，那就是：Tell him to go to the classroom / we often have our English class in the classroom)告诉他去我们常上英语课的那间教室。 关系词定语从句中的关系词只有两类：关系
54、代词和关系副词；没有连词。也就是说，定语从句中的所有关系词不但都有具体的意义而且都在从句中充当一定的成分。1）关系代词：who , whom , whose , which , that 等。who用于代替“表示人的意义”的先行词，并且在从句中作主语；在现代英语里，也可取代whom在从句中作动词的宾语。例如：I have no idea about the man who wrote the article.我不认识写这篇文章的那个人。The little boy who is singing there can recite quiet a number of Chinese poems.w
55、hom 用于代替“表示人的意义”的先行词，并且在从句中作动词或介词的宾语。在现代英语里，如果whom在从句中作动词的宾语，它与who可以通用；但是如果whom在从句中作介词的宾语，那么就只能用whom而不能与who通用了。当然，如果在口语或非正式文体中，介词没有提前，也就没有这点要求了。例如：Who is the girl whom ( who ) you talked to just now? 刚才和你说话的那个女孩子是谁？Yesterday, I happened to meet, in the shopping center, the professor who ( whom ) I g
56、ot to know at a party.昨天在购物中心，我碰巧遇见了那位我在一次聚会上认识的教授。 They are looking for the patient on whom doctors just performed an operation. 他们正在寻找那位医生刚刚给他做过手术的病人。 (句中的关系代词whom代替the patient，在从句中作介词on的宾语，而且介词on提到关系代词的前面，所以who 和whom就不可以通用了，此处只能用whom。)Who is the girl to who (whom) you talked just now? （错误）(句中的关系代
57、词whom(who)代替the girl，在从句中作介词to的宾语，但是由于介词to已提到了关系代词的前面,who 和whom就不可以通用了,所以如果还继续使用who句子就错了。此处只能用whom。)whose 用于代替“表示人或物意义”的先行词，在从句中作定语，往往与它所修饰的名词一起构成一个名词短语在从句中担当成分。Whose常表达“某人的、某物的”之意。例如：Do you know the name of that girl whose brother is your roommate?你知道她的哥哥与你同寝室的那位女孩的名字吗？Water whose boiling point is
58、at 100 degree Centigrade has no color, no flavor. 沸点在摄氏100度的水无色、无味。which 用于代替“表示事物意义”的先行词，在从句中作主语、宾语。例如：Views which are entirely new or foreign may also be hard to accept.那些全新的或是来自国外的观点或许也很难被接受。Ive got a novel which you may like to read.我弄到一本你或许想看的小说。That was a fault which could not be forgiven. 那是不
59、能饶恕的错误。that 既用于代替“表示人的意义”的先行词，也用于代替“表示事物意义”的先行词；在从句中既可以作主语，也可以作谓语动词的宾语，但是不能作介词的宾语。在一定范围内，that = who / whom / which。例如：Views that (which ) are entirely new or foreign may also be hard to accept.那些全新的或是来自国外的观点或许也很难被接受。Salaried people that ( who) earn more than a few thousand dollars must pay a certain
60、 percentage of their salaries to the federal government. 工薪在几千美元以上的人必须将工资中的一定百分比交付给联邦政府。Who is the girl to that you talked just now? （错误）要点提示：定语从句中作宾语的关系代词可以省略。如果关系代词在定语从句中作宾语可以省略。例如：This is the book ( which ) you were looking for yesterday. 这就是你昨天找的那本书。I dont like the novel ( that ) you are reading
61、.我不喜欢你看的这本小说。Who is the man ( whom ) youre talking about? 你们谈论的那个人是谁？定语从句中，关系代词的单复数取决于先行词的单复数。例如：Those who are in their forties are required to have a physical examination this afternoon.（先行词Those是复数，关系代词who也就看作是复数，所以从句的谓语动词就用了复数形式are了。）请那些年龄在四十几岁的人于今天下午去进行体检。This is the magazine which was sent to m
62、e by post.（先行词the magazine是单数，关系代词which也就看作是单数，所以从句的谓语动词就用了单数形式was sent） 这是通过邮局寄给我的杂志。2)关系代词that 和which的区别 that 和which在一般情况都可以用于代替“表示事物意义”的先行词，在从句中作主语、宾语。但在下列情况下一般只用that而不用which： 先行词本身是all, everything, something, nothing, anything等不定代词时，例如：Anything that can burn is a source of heat energy.任何能够燃烧的东西都
63、是热能源。There must be something that happened to you. 你一定出了什么事。They had nothing that could cure of his disease. 他们没有一点能治愈他疾病的东西了。 先行词已有序数词或形容词的最高级或the last, the only等作定语时，例如：This is the most impressive TV theater that has never been put on show before. 这是以前从未上演过的最有感染力的电视剧。That is the only way that lead
64、s to your success. 那是通向你成功的唯一之路。We have to consider the first thing that starts our work.我们必须要考虑启动我们工作的第一件事。然而，在下列情况下却只用which而不用that：当先行词表示事物意义，并且在从句中作介词的宾语，那么就只能用which。当然，如果在口语或非正式文体中，介词没有提前，也就没有这点要求了。例如：The world in which we live is made of matter.我们生活于其中的世界是由物质组成的。Ocean currents affect the climat
65、es of the lands near which they flow. 洋流影响其流经的附近地区的气候。The world that we live in is made of matter.（正确。因为关系代词虽然在从句中作介词的宾语，但是介词没有提前，所以没有这点要求。）我们生活于其中的世界是由物质组成的。The world in that we live is made of matter.（错误。因为关系代词在从句中作介词的宾语，而且介词已经提前，所以必须遵从这点要求。）在非限定性定语从句（关于这一点随后就要讲解）中，当关系词表示事物意义时, 只能用which。这是语法所规定的，没
66、有任何解释。例如：The sun heats the earth, which makes it possible for plants to grow.太阳给予大地热，这就使植物的生长成为可能。The most important form of energy is electrical energy, which is widely used in our daily life. 最重要的能源形式是电能，它广泛地运用于我们的日常生活之中。 as可以作为关系代词引导限定性定语从句、非限定性定语从句。例如：限定性定语从句 （常用于such . as和the same . as 等句式中）。Su
67、ch points as youve mentioned are really important in solving the problem.你提到的这些方面在解决这个问题上的确很重要。People such as you describe are rarely seen nowadays.你描述的这种人现在很少见了。This computer has the same functions as that one has.这台计算机有着和那台计算机一样的功能。非限定性定语从句（as可以作为关系代词引导非限定性定语从句时，as是指全句：也就是说，将整个主句看成一件事或是一个事实；并对其进行补
68、充、说明。这种非限定性定语从句既可以放在主句之前，也可以放在主句之后。） As I know, she hasnt got married. 如我所知，她还未结婚。They won the first place in the game, as could be expected.可以预料，他们在比赛中得了第一。Professor Li is extremely popular among students, as is known to all of us. 如我们大家所知，李教授极受学生们的欢迎。3)介词+关系代词在这种结构中，关系代词若是表示人的意义，就只能用whom；关系代词若是表示事
69、物的意义，就只能用which。而这种结构中较难解决的问题是介词的选择问题，因为这个问题的解决取决于多种因素：A）动词与介词的搭配B）名词与介词的搭配C）形容词与介词的搭配，等等。总之，要依从句的具体需要而定。例如：A）动词与介词的搭配He has found a good job for which he is qualified.（qualify + 名词+ for “使具有资格” ）他找到了一份他能胜任的工作。The man to whom you talked just now will chair the meeting tomorrow. （ talk to + 名词 “与某人谈话”
70、 ） 你刚才与他谈话的那个人明天主持那个会议。He is bargaining with the landlord over the monthly price at which the apartment rents.名词+ rent at + 表示价格的词 “某物以某价格出租” ）他在与房东就那套公寓出租的月租金进行磋商。B）名词与介词的搭配They are still living in the little house in which theyve been lived for 15 years. （ in the house “在屋子里” ）他们现在还住在他们已住了15年的那个小房
71、子里。Weve worked out a method by which our production can be raised on a large scale.( by a method通过某种方法)我们已研制出了一个能大规模提高生产的方法。She didnt realize the extent to which she had been distracted.（ to extend “到某种程度” ） 她没有意识到她心烦意乱的程度。C）形容词与介词的搭配The secretary with whom the boss is not happy will be fired for he
72、r inefficiency. (happy with “对表示满意”)老板对其不满意的那个秘书将由于她没有工作效率而被解雇。Ive found the job for which Ive been eager for a long time.（ eager for “渴望得到” ） 我已找到了我渴望已久的那份工作。He is a learned man with whom we are familiar.(familiar with 熟悉)他是一位我们熟悉的有学识的人。V. How to plan and design a posterNo matter what the disciplin
73、e or stage of the research process being presented, an effective poster is:l attractive l well-organized l self-explanatory l careful in linking text and imagery l appropriate to the audience at handFollow the 5 steps below when you design your poster, and youll be more likely to achieve all of thes
74、e characteristics of effective posters. Step 1: Determine the single most important message of your poster by asking yourself: If my viewer carries away one idea, what do I want it to be? Or, what is the big, take-home message that I want to convey? The answer will be the central theme that determin
75、es your entire poster design. It should be clearly expressed in the title (which should be the largest piece of text on the poster, readable from at least 5 feet away), and should be supported in every element that you decide to include in the poster design. Step 2: Decide the major sections of info
76、rmation that you will include to support your main point, and organize these into a logical flow of information. Many effective posters include sections such as: a statement of the problem or question investigated, a description of the method used (if relevant), results or conclusions, or, if this i
77、s a work in progress, next steps or future directions. But you should adapt these section categories according to your project, method, and stage in the research. The important point is that your information be divided into chunks and blocks, and then organized into a self-explanatory, logical progr
78、ession that someone can understand even in your absence. Think carefully about your audience as you compose your text and keep in mind that you can only make a limited number of points in the space of your poster, and, often, less is more. Step 3: Select images and graphics that are closely tied to
79、your major points. There should be a clear reason for each image, and each image should be tied to the text. Avoid cluttering the poster with too many images if the connection between an image and one of your main points is not immediately clear, dont include it just for the sake of visual appeal. A
80、t the same time, be sure that your poster is not too text-heavy and, thus, unappealing or overwhelming. Aim for balance between text and graphics. Step 4: Experiment with layout and presentation. Move things around before gluing down. Decide on a layout that best fits the 5 characteristics above. So
81、me design basics to keep in mind:l White space (the area not covered with text or graphics): not too much (or the viewers eye will wander), not too little (or youll confuse and overwhelm your viewer). l Fonts: 18-24 minimum font size. Not more than 3 or 4 text fonts. Avoid all capital letters, excep
82、t in titles. l Color: Background should be a solid color, not a pattern. Avoid juxtaposing colors that clash or that fade each other out. Avoid too using too many colors. Use more intense colors only as borders or for emphasis, but be conservative overuse of color is distracting. l Cropping, Margins
83、, and Spacing: All edges and margins should be straight and even. Use a ruler and razor knife. Dont overcrowd space, and be attentive to balance from top to bottom and side-margin to side-margin. Organize your elements into columns, rather than a book-style, left to right page-layout. Step 5: Do a final edit of text, graphics, and the links between the two to assure that your poster meets the 5 characteristics above.
