21世纪大学实用英语综合教程2 Unit 2PPT精品文档

Unit2-main1I.ObjectivesII.SuggestedTeachingPlanIII.BackgroundInformationIV.ClassPresentationUnit2-main2PartI ListeningPartIIReadingPartIIISpeakingPartIVTranslation&WritingPartVTimetoRelaxVideoExercisesFromstudyingthisunit,studentsareexpectedto1.havelisteningandspeakingpracticestoexplorewhatmakesagoodteacherandacquirethetheme-relatedexpressionsandtheirfunctionalstructures;2.understandthemainideaofTextAandTextB,aswellasmastertheusefulsentencestructures,wordsandexpressionsfoundinthetwotexts’follow-upexercises;3.appreciatetherhetoricaldeviceofrepetition;4.beabletoreadanintroductiontoacompanyoranorganization;5.beabletowritearésumé.ObjectivesI.ObjectivesII.SuggestedTeachingPlanforUnit2II.SuggestedTeachingPlanforUnit2TimeContentsPlan1periodTheme-relatedListeningSection1&2Tostartthenewunit,theteacherA.playstheshorttalkoncebeforehandlingUsefulLanguageinauniqueway,e.g.,askingstudentstoguessthetopicbasedonthelist;B.playstheshorttalkoncemore,ortwicemoreifnecessary,andasksclasstocompletethreesentencesasrequired;C.hasabriefdiscussionwiththestudentsonthethreesentencestoexplorethemainideaoftheshorttalk;D.playsthetalkagainwithanemphasisondetailssothatstudentscanfillintheblanksofthetext.D.playsthefirstdialogueoncemoreforthedetailssothatstudentswillhavenotroubleansweringthequestions;Theme-relatedListeningA.keepsthethemeinmindwhilemakingatransitionfromtheshorttalktothetwodialogues;B.handlesUsefulLanguageinauniqueway,e.g.,askingstudentstodescribeapersonwiththewords;C.playsthefirstdialogueonce,ortwiceifnecessary,andasksstudentstodotheT/Fexerciseasrequiredtoexplorethemainidea;Objectives3Sections3,4&5TimeContentsPlanReviewofTheme-relatedListeningSectionsReviewTheteacherA.givesabriefreviewofwhatstudentshavelearnedinthefirstperiodoflisteningpractice;B.makesameaningfultransitiontoTextA;F.checkstheanswersinameaningfulway,e.g.,paraphrasingtherelevantdetails.3periodsObjectives3E.playstheseconddialogueonce,ortwiceifnecessary,andthenasksstudentstodothelisteningcomprehensionexercises;TimeContentsPlanObjectives3TextA&Text-relatedExercisesStarterAfterfinishingthelisteningtasks,theteacherturnstoTextAoftheunit.Tobegin,theteacherasksthestudentstodescribeateacherwhohasinspiredtheminonewayoranother.ThiscanbedoneincompleteEnglishsentencesorjustphrases.Ifstudentshavedifficultydoingthis,theteachershouldprovidethemwiththefollowingkeywordsorphrasesinEnglish:losehope,beabouttogiveup,inspire,encourage,regainconfidence,overcome,catchupwith,makeprogress,achievesuccess;B.givesthestudents10minutestoreadTextAandgetageneralideaofthewholetext.TimeContentsPlanTextATheteacherA.discussesthewholetextwiththestudents;B.guidesthestudentsthroughtheexercises,focusingoncertainitemsorleavingsomeexercisesasthestudents’homework,dependingontheirlevels.Objectives4TimeTheteacherA.asksthestudentstogooverthetextanddothesubsequentmultiplechoicequestions;B.whilediscussingthetextwiththestudents,callsthestudents’attentiontosentencewhichcontainsrepetition;C.letsthestudentsworkonthevocabularyandlanguageuseexerciseseitherinorafterclass.1.5periodsTextB&Text-relatedExercisesContentsPlanObjectives50.5periodPracticalReadingTheteacherA.explainsanintroductiontoacarloanandcarfinancecompany;B.givesthestudents5to10minutestodotheexercise.1periodSpeakingTheteacherA.fullyunderstandswhattheexercisesareintendedtodo;inEx.1goesthroughthelistofusefulexpressionstoseewhatisnewtostudentsandthenmakessurestudentsknowwhattwocategoriesarebeforetheydotheexercisesasrequired;TimeContentsPlanC.asksclasstoreadloudthedialogueinEx.1beforedoingtherole-playeitherwithorwithoutthescript;D.inEx.2asksclasstorecallhowtheteacher’sstoryendstoelicittheimportanceofsayingthankyou,andthenasksonestudenttoreadloudtheexamplemonologuebeforeencouragingsomestudentstocarryoutthetask.Objectives6TranslationandWriting,TimetoRelax&WorkbookTheteacherA.leavesthesentencetranslationexerciseasthestudents’homework;B.helpsthestudentslearnhowtowritearésumébydoingthefirstexerciseinPracticalWriting,andthenrequiresthemtodothenexttwoexercisesafterclass;1periodTimeContentsPlanC.playsthesong“IBelieveICanFly”inclassandletsthestudentssingalongwiththesinger;D.ifpossible,playsthevideointheWorkbookinclassandletsthestudentsdotheexercisebasedonthevideo.Objectives7TimeContentsPlanBackgroundInformation-mainAcademicGradingintheUnitedStatesDoctorofMedicineAcademicgradingintheUnitedStatesmostcommonlytakesontheformoffivelettergrades.Historically,thegradeswereA,B,C,D,andF—AbeingthehighestandF,denotingfailure,thelowest.Inthemid-twentiethcentury,manyAmericaneducationalinstitutions—especiallyintheMidwest(particularlytheStateofMichigan)—begantousethelettersA,B,C,D,andE.TheonlydifferencehereisthatfailureisdenotedbyEinsteadofF,whichisnotusedbytheseschools.TheA–F(A–E)qualityindexistypicallyquantifiedbycorrelationtoafive-pointnumericalscaleasfollows:A=4.0B=3.0C=2.0D=1.0E/F=0.0Chromaticvariants,representedby+and−,arecommonlyused.Theyaremostcommonlyquantifiedasx.3andy.7,e.g.,B=3.0,soB+=3.3andB−=2.7).III.BackgroundInformation1AcademicGradingintheUnitedStatesDoctorofMedicine(MD,fromtheLatinMedicinaeDoctormeaning“TeacherofMedicine”)isadoctoraldegreeforphysicians.Thedegreeisgrantedbymedicalschools.AdmissiontomedicalschoolsintheUnitedStatesishighlycompetitive,withabout17,800outofapproximately47,000applicantsreceivingatleastoneacceptancetoanymedicalschoolinrecentapplicationyears.Beforeenteringmedicalschool,studentsmustcompleteafour-yearundergraduatedegreeandtaketheMedicalCollegeAdmissionTest(MCAT).BeforegraduatingfromamedicalschoolandachievingthedegreeofMedicalDoctor,mostschoolsrequiretheirstudentstotaketheUnitedStatesObjectives2DoctorofMedicineMedicalLicensingExamination(USMLE)Step1andboththeClinicalKnowledgeandClinicalSkillspartsofStep2.TheMDdegreeistypicallyearnedinfouryears.Objectives12PartI ListeningListentotheupcomingshorttalkandcompletetherelatedstatementsbelowaccordingly.Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.UsefulLanguagedelivery/'/n.传递transmission/'/n.传播character/'/n.品格influence/'/n.影响perceive/'/vt.察觉quality/'/n.优点attitude/'/n.态度hidden/'/a.潜在的impact/'/n.影响self-construction/'/n.自我打造PartI Listening11)Whatdoyoumeanwhenyousaythatyoulikethewayyourteacherorinstructorintheclassroom?2)Ateacherofgoodcharactercanhelpstudentsdeveloptowardslife.3)Agoodstudentcanalsohaveahiddenpositiveimpact.carrieshimselforherselfapositiveattitudeonhisorherteacher______________________________________________________________ScriptScript:Hiclass,I’dliketobeginbydrawingyourattentiontowhatgoesonbetweenteachersandstudentsintheclassroom.Youmightsayitisthedeliveryofknowledge.Oryoumightsayitisthetransmissionofinformation.Isthereanythingelse?Believeitornot,thereisindeedsomethingelse.Howaboutcharacter?Don’tyouthinkthereisanymutualinfluenceofcharacter?Forinstance,whatdoyoumeanwhenyousaythatyoulikeyourteacherorthatyoulikethewayyourteacherorinstructorcarrieshimselforherselfintheclassroom?Atsuchtimes,areyouonlytalkingaboutknowledgeorinformation?Don’tyouthinkyoucanperceivethequalitiesofagoodteacheraswellasthoseofagoodstudent?LetmeexplainwhatImeanbyqualities.Ateacherofgoodcharacteraddspowertohisorherwords.Suchateachercanbeaninspirationtostudents,helpingthemtobuildapositiveattitudetowardslife.Atthesametime,astudentofgoodcharactercanalsohaveahiddenpositiveimpactontheteacher.Fromtheabove,wecansaythatthoughthecharactersofpeopleinteractwitheachotherwithoutwords,theynonethelessoftenplayapowerfulroleinself-construction.Hiclass,I’dliketobeginbydrawingyourattentiontowhatgoesonbetweenteachersandstudentsintheclassroom.Youmightsayitisthedeliveryof1).Oryoumightsayitisthetransmissionof2).Isthereanythingelse?Believeitornot,thereisindeed3).Howaboutcharacter?Don’tyouthinkthereisanymutualinfluenceofcharacter?Forinstance,4)whenyousaythatyoulikeyourteacherorthatyoulikethewayyourteacherorinstructor5)intheclassroom?Atsuchtimes,areyouonlytalkingaboutListentotheshorttalkagainandfillintheblanksbelowwiththemissingwords.Objectives22knowledge___________2information___________somethingelse_______________whatdoyoumean___________________carrieshimselforherself________________________knowledgeorinformation?Don’tyouthinkyoucan6)thequalitiesofagoodteacheraswellasthoseofagoodstudent?LetmeexplainwhatImean7).Ateacherofgoodcharacter8)tohisorherwords.Suchateachercanbe9)tostudents,helpingthemtobuilda10)towardslife.Atthesametime,astudentof11)canalsohaveahiddenpositiveimpactontheteacher.Fromtheabove,wecansaythatthoughthecharactersofpeopleinteractwitheachother12),theynonethelessoftenplayapowerfulroleinself-construction.addspowerObjectives23___________byqualitiesperceiveaninspiration________________________________positiveattitude________________withoutwords______________goodcharacter_______________HelenandElvisaretalkingaboutthequalitiesofagoodteacher.Listentotheirconversationandthendecidewhethertheconversation-basedstatementsbelowaretrue(T)orfalse(F).Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.UsefulLanguageshoot//vi.请发问concentration/'/n.注意力 dedication/'/n.奉献devote/'/v.献身responsibility/'/n.责任 kindof相当，有点Objectives2431)Heleniscomplainingaboutherteacher.2)AsElvissays,agoodteacherconveysgoodqualitiesintheclassroom.3)HelenandElvisseeeyetoeye(看法一致)onthefactthatadedicatedteachermusthaveahighsenseofresponsibility.F____T____T____Script:Helen:MayIaskyouaquestion,Elvis?Elvis:Shoot.Helen:Whatwouldyousaymakesareallygoodteacher?Elvis:Youhaverecentlymetone?Oryoufeellikecomplainingaboutateacheryouhavenow?Helen:Actually,IthinkIhavejustmetone.Itendtolearnfastwithhim.Idon’tknowwhyIhavebetterconcentrationandunderstandbetterinhisclassthaninothers,butIdo.Elvis:Learninghastodowithmorethanhiswords.There’salwayssomethingbeyondwordswithateacher.Objectives25Script:Helen:Whatdoyoumean?Elvis:I’mtalkingaboutthequalitiesofagoodteacher.Agoodteacherhasdedicationandisdevotedtohisstudents.Helen:That’strue,myteacherhasahighsenseofresponsibility.Elvis:Hemusthave,oryouwouldn’tfeelhisdedication,andbelearningfromit.Yourteacherissuretobeamanofcharacter.Helen:You’reright.Ifeelhowhecarrieshimselfintheclassroomhasakindofhiddenimpactonmyattitude.Elvis:That’sthegiftofagoodteacher.Helen:NowonderIlikehim.Objectives251)WhohasHelenmet?2)HowisHelengettingalonginclass?3)WhatisElvistryingtodo?4)Whatqualities,accordingtoElvis,doesagoodteacherhave?She’slearningfastbecauseshehasbetterconcentrationandunderstandingintheclassroom.Listentotheconversationagainandanswerthefollowingquestions.Shehasmetagoodteacher.HeistryingtoexplaintoHelenwhatmakesagoodteacher._____________________________________________________________________________________________________________________________________________________________________________4Agoodteacherhasdedicationanddevotiontohisstudents.Andhehasahighsenseofresponsibility.__________________________________________________________________________________________________5)WhatdoesHelensayaboutherteacher?Shesaysthathowhecarrieshimselfintheclassroomhasahiddenimpactonherattitude._______________________________________________________________________________________KarenandMargaretaretalkingaboutagoodteacher.Listentotheirconversation,andthenanswerthequestionsbelowbychoosingthebestresponse.Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.UsefulLanguageseparate/'/vt.分开heart-to-heart/''/a.坦诚的interaction/'/n.互动Igetyou.= Isee. Script:5Script:Karen:Whenitcomestolearning,itishardformetoseparatetheteacherfromstudents’positivelearningexperience.Margaret:I’msorry,I’mnottooclearwhatyoumeanbythat.Karen:ThepointI’mtryingtomakeisthatagoodteacherisresponsibleforbuildingthekindofgoodlearningenvironmentinwhichstudentslearnbest.Margaret:ButIwonder:howdoesateacherdothat?Karen:Throughcertainpositivebuthiddenqualitiesheorshebringsintheclassroom.Margaret:Hmm,Isensewhatyouaresaying,butdon’tgetyou100%.Objectives28Karen:Letmeexplainabitmore.Agoodteacherdoesn’tjustfeedstudentsnewinformation.Heorshealsoknowshisorherstudentswell.Imeangoodteachinginvolvesnotonlyface-to-facecommunication,butalsoheart-to-heartinteraction.Margaret:Ah,nowIgetyou!Karen:That’sthespecialtalentofagoodteacher.Margaret:NowIseewhymyteacherissoverypopular.Karen:Thebestkindofteacherhasanotherrarequality.Heorshecanbelikeacandle,whichconsumesitselftolightthewayforothers.Margaret:Wow,wellsaid!Maybeyoushouldteach…Objectives291)WhatdoesKarenemphasizethatateacherisinseparablefrom?Knowledgeoftheworld.C)Students’yearsofeducation.D)Trainingfortherealworld.2)How,accordingtoKaren,doesagoodteacherbuildagoodlearningenvironment?Bychanginghiswayofteaching.B)Byaddingnewknowledge.D)Byencouragingmorelearning.Objectives30B)Students’positivelearning.C)Throughpositivecharacterqualities.3)WhatdoesKarenmeanby“heart-to-heartinteraction”?A)Agoodteacherknowshisorherstudents’abilitieswell.C)Agoodclassroomenvironmenthastwo-waycommunication.D)Itisyourowndutytolearn.4)WhathasMargaretcometounderstand?Whatherteacherteaches.C)Howherteacherraisesquestions.D)Whyherteacherissoknowledgeable.Objectives31B)Goodteachersaresensitivetotheirstudentsandlearnfromthemtoo.B)Whyherteacherissopopular.5)Whatisthemostimportantthingagoodteacherdoes?A)Helpingstudentsbuildapositiveattitudetowardslife.B)Actingasaninspiration.C)Lightingtheway.Objectives32D)Alloftheabove.PartIIReading-main3TextA ATeacher’sStoryPartIIReadingTextB FollowYourDreamExercisesExercisesPracticalReadingATeacher’sStoryElizabethSilanceBallard1AsMrs.Thompsonstoodinfrontofher5thgradeclassontheveryfirstdayofschool,shetoldthechildrenalie.Shelookedatherstudentsandsaidthatshelovedthemallthesame.Butthatwasimpossible,becausethereinthefrontrowwasalittleboynamedTeddyStoddard.2Mrs.ThompsonhadwatchedTeddytheyearbeforeandnoticedthathedidn’tplaywellwiththeotherchildren,thathisclothesweremessyandthatheconstantlyneededabath.AndTeddycouldbeunpleasant.ItgottothepointwhereMrs.Thompsonwouldactuallytakedelightinmarkinghispaperswitharedpen,makingboldX’sandthenputtingabig“F”atthetopofhispapers.PartII ReadingTextATextA11)WhatwastheliethatMrs.Thompsontoldherstudentsontheveryfirstdayofschool?Shetoldherstudentsthatshelovedthemallthesame,whichwasimpossible.2)WhatwasTeddylikeintheeyesofMrs.Thompson?IntheeyesofMrs.Thompson,Teddywasanunpleasantboy.Hedidn’tplaywellwiththeotherchildren,hisclothesweremessyandheconstantlyneededabath.Question1Para.1ofTextAQuestionsaboutThisParagraph开学第一天，当汤普森夫人站在她教的五年级那个班的前面时，她对孩子们说了一个谎。她看着她的学生，说她完全一样地爱他们每个人。但这是不可能的，因为坐在前排的就有一个叫泰迪·斯托达德的小男孩。汤普森夫人一年前已在观察泰迪，注意到他跟其他的孩子玩得不好，他的衣服很脏，他经常需要洗个澡。泰迪有时会很讨厌。讨厌到竟然让汤普森夫人以用红笔给他的卷子、在上面醒目地打很多叉，然后再在试卷的上方写上一个大大的F(不及格)为乐。ChineseVersionChineseVersion一位老师的故事伊丽莎白·塞兰斯·巴拉AsMrs.Thompsonstoodinfrontofher5thgradeclassontheveryfirstdayofschool,shetoldthechildrenalie.开学第一天，当汤普森夫人站在她教的五年级那个班的前面时，她对孩子们说了一个谎。句中ontheveryfirstdayofschool中的副词very此处修饰first，加强语气。very可以置于形容词最高级或own,first,last,next,same等词之前，以加强语气。又如：AsMrs.Thompson….NotesTheywantedtheverybestquality.Atlasthehadhisveryowncar(=belongingtohimandtonobodyelse).他终于得到了专属于他自己的汽车。他们就想要质量最好的。Mrs.ThompsonhadwatchedTeddytheyearbeforeandnoticedthathedidn’tplaywellwiththeotherchildren,thathisclothesweremessyandthatheconstantlyneededabath.汤普森夫人一年前已在观察泰迪，注意到他跟其他的孩子玩得不好，他的衣服很脏，他经常需要洗个澡。句中三个that引导的句子并列，同属动词noticed的宾语。Mrs.Thompson….NotesElizabethSilanceBallard/'''/伊丽莎白·塞兰斯·巴拉德ElizabethSilanceBallardLanguagePointsMrs.ThompsonLanguagePointsMrs.Thompson/'/汤普森夫人TeddyLanguagePointsTeddy/'/特迪(男子名，Theodore的昵称)ItgottothepointwhereMrs.Thompsonwouldactuallytakedelightinmarkinghispaperswitharedpen,makingboldX’sandthenputtingabig“F”atthetopofhispapers.(泰迪)讨厌到竟然让汤普森夫人以用红笔给他的卷子评分、在上面醒目地打很多叉，然后再在试卷的上方写上一个大大的F(不及格)为乐。It指代上文AndTeddycouldbeunpleasant。副词where指的是theplaceorsituationinwhich。又如：Ithinkyouhavegottothepointwhereachangeisneeded,oryouwillfail.Itgottothe….Notes我想你已到了必须有所改变的地步，否则你将要失败。此外，markinghispaperswitharedpen,makingboldX’sandthenputtingabig“F”atthetopofhispapers这三个动名词结构同属短语动词takedelightin的宾语。F示failure(不及格)。美国学校常用5个字母代表成绩等级，即A(优)、B(平均以上/良)、C(一般水平/中)、D(平均以下)和F(不及格)。Itgottothe….Notesinfrontof:aheadof;before在…前面；在…前infrontofLanguagePointse.g.Thereisatreeinfrontofthehouse.Ifyou’rephoningfromoutsideLondon,dial01infrontofthenumber.从伦敦以外的地方打来电话，要先拨01再拨电话号码。房子前面有一棵树。messy//a.dirtyanduntidy肮脏的；凌乱的messyLanguagePointse.g.Comeonin.Sorry,myroomisabitmessy.Wedon’twantthingstogetmessy,dowe?我们不想让事情变复杂，不是吗？进来坐坐吧，不过我的房间有点乱。constantly//ad.allthetime;repeatedly始终；一直；重复不断地constantlyLanguagePointse.g.Thetwosistersareconstantlyatwarwitheachother.Sheisconstantlyworryingaboutherson’shealth.她不停地为她儿子的健康担心着。这两姐妹不时发生争执。unpleasant//a.notpleasant令人不快的；令人讨厌的unpleasantLanguagePointse.g.Aseriesofunpleasantthingshappenedlastweek.Theboy’sdirtyshirtgaveoffanunpleasantsmell.这男孩的脏衬衫散发出难闻的气味。上周发生了一系列不愉快的事情。takedelightin:getmuchpleasurefrom(doingsth.)以…为乐takedelightinLanguagePointse.g.Thelittleboytakesdelightinreadinghistorybooks.Mychildtakesdelightinplayingonlinegamesduringhissparehours.我的孩子闲暇时以玩网络游戏为乐。这个小男孩喜欢读历史书。delight//n.feelingofgreatpleasure高兴；愉快；快乐bold//a.勇敢的，大胆的；黑体的，粗体的boldLanguagePoints3AttheschoolwhereMrs.Thompsontaught,shewasrequiredtorevieweachchild’spastrecordsandsheputTeddy’soffuntillast.However,whenshereviewedhisfile,shewassurprised.4Teddy’sfirstgradeteacherwrote,“Teddyisabrightchildwithareadylaugh.Hedoeshisworkneatlyandhasgoodmanners.”5Hissecondgradeteacherwrote,“Teddyisanexcellentstudent,well-likedbyhisclassmates,butheistroubledbecausehismotherisveryillandlifeathomemustbeastruggle.”TextA26Histhirdgradeteacherwrote,“Hismother’sdeathhasbeenhardonhim.Hetriestodohisbestbuthisfatherdoesn’tshowmuchinterestandhishomelifewillsoonaffecthimifsomestepsaren’ttaken.”7Teddy’sfourthgradeteacherwrote,“Teddyiswithdrawnanddoesn’tshowmuchinterestinschool.Hedoesn’thavemanyfriendsandsometimessleepsinclass.”TextA21)WhatdidtheschoolwhereMrs.Thompsontaughtrequiretheteacherstodo?Itrequiredtheteacherstorevieweachchild’spastrecords.2)WhatdidTeddy’sfirstgradeteacherthinkofhim?Hisfirstgradeteacherthoughthewasabrightchildwithareadylaugh.Hedidhisworkneatlyandhadgoodmanners.3)WhywasTeddytroubled,accordingtohissecondgradeteacher?Becausehismotherwasseriouslyillandhislifeathomewasastruggle.Question1.1Para.2-7ofTextAQuestionsaboutThisParagraphQuestion1.24)WhatdidMrs.ThompsonlearnfromthereportofTeddy’sthirdgradeteacher?Teddy’smother’sdeathhadbeenhardonhim.Hewastryingtodohisbestbuthisfatherwasn’tshowingmuchinterest.5)WhatbecameofTeddyinhisfourthgrade,accordingtohisteacher’srecord?Teddybecamewithdrawnanddidn’tshowmuchinterestinschool.Hedidn’thavemanyfriendsandsometimessleptinclass.在汤普森夫人任教的学校里，要求老师们审阅每个孩子过去的成绩单，汤普森夫人把泰迪的报告单一直拖到最后才看。然而，当她审阅他的卷宗时，她大吃了一惊。泰迪的一年级老师写道：“泰迪是个随时爱笑的聪明孩子。他做的作业整齐干净而且很有礼貌。”他的二年级老师写道：“泰迪是个极好的学生，同学们都很喜欢他，但他很苦恼，因为他母亲病得很重，家里的生活肯定很艰难。”ChineseVersionChineseVersion他的二年级老师写道：“泰迪是个极好的学生，同学们都很喜欢他，但他很苦恼，因为他母亲病得很重，家里的生活肯定很艰难。”他的三年级老师写道：“他母亲的死对他打击很大。他想要竭尽自己的全力，但他的父亲没有表现出多大兴趣，如不采取一些措施，他的家庭生活将很快对他产生影响。”泰迪的四年级老师写道：“泰迪性格内向，对学业没有多少兴趣。他没有很多朋友，有时在上课时睡觉。ChineseVersionChineseVersionTeddyisabrightchildwithareadylaugh.泰迪是个随时爱笑的聪明孩子。areadylaugh中的ready用于名词之前，意为easilyandquicklyproducedoravailable。又如：Teddyisabright…NotesIhavenoreadyanswerforthatquestion.Mr.Smithgavehisreadyconsenttothisproposal.史密斯先生爽快地同意了这个提议。对于那个问我没有现成的答案。…hishomelifewillsoonaffecthimifsomestepsaren’ttaken.……如不采取一些措施，他的家庭生活将很快对他产生影响。在if引导的条件状语从句中，如果从句谈论的是一个有可能发生的事实及其产生的相关的结果，主句用一般将来时态，从句用一般现在时态。又如：…hishomeNotesIfitrainstomorrow,wewillnotgotothezoo.Ifyouleaveyourcarparkedinthewrongplace,youwillsoongetaparkingticket.一旦你把汽车停错了地方，你会很快吃到罚单。如果明天下雨，我们就不去动物园。takesteps:begincertainactivities(inordertobesuccessfulatdoingsth.)采取步骤(或措施)requireLanguagePointsrequire//vt.need;demand需要；要求requireLanguagePointse.g.Allpassengersarerequiredtoshowtheirtickets.Thedirectorrequiredthatweworkallnight.主任要求我们通宵工作。所有乘客都必须出示车票。review//vt.carefullyexamineorconsider(sth.)again复查；重新考虑reviewLanguagePointse.g.Thegovernmentisreviewingthesituation.Thecourtwillreviewhercase.法庭将重新审理她的案子。政府正在审视形势。file//n.collectionofpapersononeparticularsubjectthatiskeptforreference档案fileLanguagePointsexcellent//a.extremelygood优秀的，卓越的