新世紀(jì)大學(xué)英語(yǔ)第四冊(cè)教案unit3KnowingYourself

1、NewCenturyCollegeEnglishBookI新世紀(jì)大學(xué)英語(yǔ)第一冊(cè)公共外語(yǔ)教研部第二教研室UNIT3KnowingYourself課程名稱大學(xué)英語(yǔ)一（讀寫(xiě)譯）使用教材新世紀(jì)大學(xué)英語(yǔ)（1）授課內(nèi)容TextAPersonalityDevelopmentTextBTestYourPersonality授課學(xué)時(shí)4教學(xué)目的GraspthemainideaandstructureofthetextLearnsometechniquesinwritingMasterthekeylanguagepointsandgrammaticalstructuresinthetextConductaserie

2、sofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit教學(xué)重點(diǎn)與難點(diǎn)GraspthemainideaandstructureofTextA:Learnsometechniquesinwriting;Masterthekeylanguagepointsandgrammaticalstructuresinthetext:教學(xué)方法與手段Audio-visualmethodandaudio-lingualmethod.Task-basedlanguageteachingmethodCommunicative

3、approachUsingCAI,PPT教學(xué)過(guò)程1Pre-readingActivitiesStep1.Warm-upquestionsStep2.Thinkandspeak:Step3.BackgroundinformationWhile-readingActivitiesStep1.Globalreading:understandingTextAasawholeStep2.Detailedreading:learningTextAindetailPost-readingActivitiesStep1.SummarizetheusefulexperessionsinTextAStep2.De

4、alwithTask3inthetextbook;Step3.CheckSsunderstandingofTextB;Step4.Someafter-textexercises;Step5.HomeAssignment.作業(yè)HomeAssignment：Theme-relatedwriting:ThePersonIAdmireMostPreviewingofthenextunit.Unit3KnowingYourselfTeachingObjectives:StudentswillbeabletoGraspthemainideaandstructureofthetext:Learnsomete

5、chniquesinwriting;Masterthekeylanguagepointsandgrammaticalstructuresinthetext:Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.TimeAllotment:1stPeriod:Pre-readingActivities（Warm-upquestions;Thinkandspeak;Backgroundinformation）While-reading（Global-reading:under

6、standingTextAasawhole）2ndPeriod:While-readingActivities（Detailedreading:learningTextAindetail）3rdPeriod:While-readingActivities（Detailedreadingcontinued）4thPeriod:Post-readingActivities（SummarizetheusefulexperessionsinTextA;DealwithTask3inthetextbook;CheckSsunderstandingofTextB;Someafter-textexercis

7、es;HomeAssignment）TeachingProcedures:_3.1Pre-readingActivitiesStep1Warm-upquestions:Sitingroupsofthreesorfoursanddiscussthefollowingquestions.Doyouknowwhatyourstrengthsandweaknessesare?Thinkofconcreteexamplesorsituationsinwhichyourstrengthsandweaknessesaredemonstrated.Canyoudescribeyourbestfriendspe

8、rsenality?Doyouthinkhe/shewouldagreewithyou?Babiesarebornwithablankslate.Itistheenvironmentthatshapestheirpersonality.Whatdoyouthinkofthisstatement?Whatpersonalitytraitsdoyoudislikemost?Why?Isthereanyaspectofyourpersonalitythatyouwouldliketodeveloporchange?Method:Usingtask-basedlanguageteachingmetho

9、d,communicativeapproach,andaudio-lingualmethod.Step2.Thinkandspeak:Whatarethedifferencesbetweenthewordscharacter,personality,feature,trait?Whichwordscanweusetodescribepeoplespersonalitytraits?Referenceanswersare:understanding（寬容的）warm-hearted（熱心腸的）considerate（善解人意的）talkative（健談的，愛(ài)說(shuō)話的）hot/quick-tempe

10、red（性情暴躁的）faithful（忠實(shí)的，可靠的）considerate（體貼的，考慮周到的）emotional（多情善感的）brave（勇敢的）thoughtful（深思熟慮的）introverted（內(nèi)向的）extroverted（外向的）independent（獨(dú)立的）patient（有耐心的）broad-minded（心胸開(kāi)闊的）easy-going（隨和的）energetic（精力旺盛的）humorous（幽默的）optimistic（樂(lè)觀的）pessimistic（悲觀的）generous（大方的，慷慨的）mean（吝嗇的）sensitive（敏感的）timid（膽怯的）agg

11、ressive（好斗的）Method:UsingCAI,PPT,task-basedlanguageteachingmethod,communicativeapproach,audiolingualmethod.Step3.Backgroundinformation:JohariWindowModelTheJohariWindow,namedafterthefirstnamesofitsinventors,JosephLuftandHarryIngham,isoneofthemostusefulmodelsdescribingtheprocessofhumaninteraction.Afour

12、-paned“window”,asillustratedabove,dividespersonalawarenessintofourdifferenttypes,asrepresentedbyitsfourquadrants（象限）：Arena,Facade,BlindSpotandUnknown.Thelinesdividingthefourpanesarelikewindowshades,whichcanmoveasaninteractionprogresses.TheArenaquadrantrepresentsthingsthatbothIknowaboutmyself,andthat

13、youknowaboutme.TheBlindSpotquadrantrepresentsthingsthatyouknowaboutme,butthatIamunawareof.TheFacade（表面，夕卜觀）quadrantrepresentsthingsthatIknowaboutmyself,thatyoudonotknow.TheUnknownquadrantrepresentsthingsthatneitherIknowaboutmyself,noryouknowaboutme.Trainingworkshopsusingthismodelhavebeenconductedfor

14、participantstofindoutaboutthemselvesthroughself-reflectionandthroughfeedbackfromothers.PersonalityStructuresSigmundFreudusedtheEgo,theIdandtheSuperegotosignifythreeaspectsofpersonalitydevelopment.TheId,insimpleterms,referstoourbasicinstincts;theEgo,ontheotherhand,isrelatedtotheadjustmenttoreality;wh

15、iletheSuperegoisconcernedwiththemoralconscience.Thesethreeaspectsofourmindareinconstantcommunicationwithoneanother;attimes,theybattlewithoneanother.Ourbehaviorisdeterminedbytheonethatwinsthebattle.Method：Usingtask-basedlanguageteachingmethod,readingapproach.3.2While-readingActivitiesStep1.Globalread

16、ing:AskingSstoreadthepassageasquicklyastheycanandmakeclearaboutthetextstructure.Letthemgetthemainideaofeachparagraphandanswerthequestionsonthescreen.Textstructure:Part1：para.1Whatispersonality?para.2Personalitiesarenotsimple.Part2:para.3threeelementsofpersonalitypara.4emotionaltraitsofpersonalitypar

17、a.5socialtraitsofpersonalitypara.6intellectualtraitsofpersonalitypara.7Behaviorrevealspersonality.Part3:para.8twoinfluencesonpersonalitypara.9heredityinfluencespersonalitypara.10environmentinfluenceonpersonalityPart4:para.11Personalitycanbeadjusted.para.12agoodtimeforpersonalityadjustmentadolescence

18、Purpose:Improvingstudentsreadingandwritingskillandunderstandingthegeneralideaofeachparagraph.Method:Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.Step2.Detailedreading:Studentsareaskedtoreadthepassagecarefullyagainanddiscussthedifficultsent

19、encesandsentencestructures.DealwithTask1andTask2inthetextbook;HelpSsfindoutthegoodusageinthetextandunderlinedthem(refertotheteachersbook);AskSsdotheGrammarReviewinthetextbookafterclass.Purpose:Furtherunderstandthetext(Trainfurtherreadingability)tofindoutsomedifficultsentencesanddetailsofthetext.Meth

20、od:Readingthetexttogether;Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproachandtotalphysicalresponsemethod.Difficultsentences:Peoplecomeinallshapesandsizes.Theyalsocomewithdistinctivepersonalities.Howdoyouunderstand“inallshapesandsizes?(=Itmeanspe

21、oplehavevariouslooksandfigures.)TranslatethetwosentencesintoChinese.(=人有高矮胖瘦，個(gè)性也各不相同。)Everypersonfeelsthesamebasicemotions,suchasfear,happiness,anxietyandpain,yeteachrespondstothemindividually.Howdoeseachpersonrespondtothesebasicemotions?(=Peoplerespondtothesamebasicemotionsdifferently.Theresponseis

22、decidedbyhis/herpersonality.)Thinkaboutsomespecificexamplestoillustratethispoint.Forinstance,whatdoyoudowhenyoufeelhappyandwhataboutyourfriendwithadifferentpersonality?(=Open-ended.)Asyouobservehowpeoplehandletheiremotions,youstarttoformapictureofthispartoftheirpersonality.Whatdoesthispartoftheirper

23、sonalityreferto?(=Itreferstotheemotionaltraitsofpersonality.)Paraphrasethesentence.(=Whenyouseehowpeoplerespondtotheiremotions,youbegintolearnsomethingoftheemotionalaspectoftheirpersonality.)Peoplearealsodifferentinhowtheyrelatetoothers.Whatdoesrelatetomean?(=Itmeanstohaveacertainrelationshipwith.)W

24、hatcategoryofpersonalitytraitsdoesthissentencereferto?(=Itreferstothesocialtraitsofpersonality.)Usuallyyouneedtogettoknowapersonwellenoughbeforeyoucandiscoverthefulldepthofthatpersonspersonality.Howdoyouunderstandthefulldepthofthatpersonspersonality?(=Itmeanswhatthepersonistrulylike.)Canyoufindatrad

25、itionalChinesesayingwithasimilarmeaningtothissentence?(=路遙知馬力，日久見(jiàn)人心。)Infact,thecombinationoftheseinfluencesmaynotbethesameforeveryperson.Whatdotheseinfluencesreferto?(=Theseinfluencesrefertotheheredityinfluenceandtheenvironmentinfluence.)Whatcanbeinferredfromthesentence?(=Fordifferentpeople,thetwoin

26、fluencesatworkhavedifferenteffectsonthemintheprocessofpersonalitydevelopment.)Otheraspectsofpersonalityareshapedbywhatgoesonaroundaperson.Whichkindofinfluenceonpersonalitydoesthissentencereferto?(=Itreferstotheenvironmentinfluenceonpersonality.)TranslatethesentenceintoChinese.(=性格的其他特征受到周圍環(huán)境的影響。)Mos

27、tpeoplehaveatleastsomepersonalityadjustmentstheywouldliketomake.Paraphrasethesentence.(=Mostpeoplewouldliketochangesomeoftheirpersonalitytraits.)Whatcanbeinferredfromthissentence?(=Themajorityofpeoplearenotsatisfiedwiththeirpersonality.Thereforetheywanttomakesomeadjustmentstoimproveit.)Adolescenceis

28、atimeforpersonalitydevelopment,andpersonalityisdevelopingrightalongwitheverythingelse.Whatdoesalongwithmean?(=Itmeanstogetherwith.)Whatcanyoulearnfromthissentence?(=Asadolescents,weshouldtakethechancetodevelopthepersonalitywewanttohave.)Justasanathletebuildsskills,youcanbuildthepersonalityyouwanttoh

29、ave,butonlyifyouaredeterminedtodoso.Whatisthepreconditionforapersontobuildhis/herpersonality?(=He/Shehastomakeuphis/hermindtodoso.)TranslatethesentenceintoChinese.(=正如運(yùn)動(dòng)員培養(yǎng)技能一樣，你也能建立你想要有的個(gè)性，但一定要有決心才行。)WordsandExpressions:bination:n.theactofcombiningorstateofbeingcombined*Thefirmisworkingonanewproduc

30、tincombinationwithseveraloverseaspartners.*Pinkisacombinationofredandwhite.Collocation:makeacombination形成組合afixedcombination固定搭配incombination(with)聯(lián)合，與合作NB:注意該詞的詞性變化。它的動(dòng)詞形式為combine。2.characteristic:1)n.aspecialandeasilyrecognizedqualityofsomeoneorsomething*Acharacteristicofthecamelisitsabilitytolive

31、foralongtimewithoutwater.*Arroganceisoneofhislessattractivecharacteristics.2)adj.typical;representingapersonsorthingsusualcharacter*Hespokewithcharacteristicenthusiasm.*characteristicgenerosity(=特有的慷慨行為)CF:character,characteristic&feature這三個(gè)詞作為名詞都有“性格”、“品質(zhì)”、“特征”之意。character指成年人已經(jīng)充分發(fā)展的生活方式，而且往往和品格有關(guān)。

32、例如：*Youcanreadaguyscharacteratthefirstglance.你一眼就可以看出一個(gè)人的性格。characteristic指某物的任何方面，不涉及全局的重要性，常指有代表性的一個(gè)側(cè)面。常用于科技領(lǐng)域。例如：*Longevityisaninheritablecharacteristic.長(zhǎng)壽是一種可遺傳的特性。feature通常指外貌的特征，娛樂(lè)廣告中指特別的或附加的有吸引力的東西。例如：Anaquiline(鷹的)nosewasherbestfeature.鷹鉤鼻是她最明顯的特征。sumup:giveastatementofthemainpoints(ofarepor

33、t,aspeech,atrial,etc.)教授以扼要的重述結(jié)束了報(bào)告。(=Theprofessorconcludedthelecturebysummingup.)Icannotfindanepithet(表述詞語(yǔ))pose:v.writesomething,especiallyapieceofmusicorpoetryShebegantocomposeatanearlyage.Heplaysthepianobeautifully,andhecomposeshisownmusic.make(oneself)calmortranquilComposeyourselfanddealwiththep

34、roblemslogically.(=冷靜下來(lái)，并且理性地處理問(wèn)題。)makeup(something);form(something)Wateriscomposedofhydrogenandoxygen.Thecommitteewascomposedmainlyofteachersandparents.CF:compose,comprise,constitute&consist這幾個(gè)詞都是動(dòng)詞，均有“組成”之意。compose的主語(yǔ)表示事物的組成部分，賓語(yǔ)表示事物的整體。但在被動(dòng)語(yǔ)態(tài)中正好相反。例如：England,Scotland,andWalescomposetheislandofGre

35、atBritain.英格蘭、蘇格蘭和威爾士組成大不列顛島。Allsubstancesarecomposedofagreatmanyparticlescalledatoms.一切物質(zhì)都是由大量稱作原子的粒子構(gòu)成的。comprise可以表示“包含”、“由組成”之意，此時(shí)主語(yǔ)表示事物的整體，賓語(yǔ)表示事物的組成部分；也可以表示“構(gòu)成”之意，此時(shí)主語(yǔ)表示事物的組成部分，賓語(yǔ)表示事物的整體。例如：Thecommitteecomprisestenpersons.委員會(huì)由十人組成。DoyouknowhowmanystatescomprisetheUnitedStates?你知道美國(guó)是由多少個(gè)州構(gòu)成的嗎？con

36、stitute的主語(yǔ)表示事物的組成部分，賓語(yǔ)表示事物的整體。例如：Sevendaysconstituteaweek.七天為一個(gè)星期。consist是個(gè)不及物動(dòng)詞，與介詞of一起連用，不可用于被動(dòng)語(yǔ)態(tài)。consist的主語(yǔ)表示事物的整體，of后的賓語(yǔ)表示事物的組成部分。例如：Ourdinnerconsistsofthreecoursesonly.我們的晚餐只有三道菜。emotional:adj.oforrelatingtoemotionThechildsbadbehaviorisaresultofemotionalproblems.havingfeelingswhicharestrongorea

37、silymadeactiveHewasveryemotional;hecriedwhenIleft.NB:該詞的名詞形式為emotion。Collocation:stir/whipupemotion(s)激發(fā)起感情expressemotion表達(dá)情感showemotion顯露出情感suppress/containonesemotions抑制感情anxiety:n.fearandworry,esp.ascausedbyuncertaintyaboutsomethingThedoctorsreportremovedalltheiranxieties.他們對(duì)她的安全感到非常擔(dān)憂。(=Theyfelt

38、stronganxietyforhersafety.)astrongwishtodosomething;eagerness*anxietytoplease(=急于取悅)Collocation:anxietyabout對(duì)的焦慮*Therewasmuchanxietyaboutthefutureofthesetheatres.人們對(duì)這些劇院的前途憂心忡忡。anxietyfor為擔(dān)憂displayanxiety表現(xiàn)出焦慮relieveonesanxiety消除某人的憂慮CF:anxiety,concern&worry這三個(gè)詞作為名詞都有“憂慮”、“煩惱”之意。anxiety意為“憂慮”、“擔(dān)心”，往

39、往指懸而未決或吉兇難卜的事所引起的焦慮與緊張，也指可能即將到來(lái)的災(zāi)難和不幸所產(chǎn)生的恐懼與憂慮。concern意為“關(guān)心”、“關(guān)切”、“憂慮”，往往指出于尊敬或個(gè)人利益、興趣等而對(duì)某事產(chǎn)生的關(guān)心與憂慮，不是無(wú)動(dòng)于衷的狀態(tài)，程度較緩和。worry意為“煩惱”、“憂慮”，指一種內(nèi)心深處的憂慮，其煩躁不安與反復(fù)思量的程度比anxiety深，并帶有強(qiáng)烈的個(gè)人情感色彩。Directions:Fillintheblankswiththewordsabove.Changetheformwherenecessary.Lifeisfullof.(=worries)Everyonehasofhisown.(=anx

40、ieties)ThePrimeMinisterexpressedhisoverthepostalstrike.(=concern)Ourgrewwhenthemountainclimbershadntreturnedbynightfall.(=anxiety)Itisatomehavingtoleavethesickchildaloneinthehouse.(=worry)Itsmyforyourfuturethatmakesmeaskyouallthesequestions.(=concern)respond:v.actinanswerIkickedthedog,whichresponded

41、withagrowl.他對(duì)我的建議報(bào)以一笑。(=Herespondedtomysuggestionwithalaugh.)answersomeoneorsomethingSherespondedtomyletterwithaphonecall.Herespondedthathehadnotbeeninthebuildingatthetime.CF:answer,reply&respond這三個(gè)詞作為動(dòng)詞都有“回答”之意。answer所回答的內(nèi)容可能是表示同意、反對(duì)或提供有關(guān)情況，在較廣泛的意義上可針對(duì)任何人所講的話或所做的事作出反應(yīng)。reply所回答的是針對(duì)問(wèn)題的陳述或聲明。respond通常

42、指對(duì)號(hào)召、指責(zé)、請(qǐng)求等作出反應(yīng)，也指一般口頭或書(shū)面的回答或?qū)δ橙诵袆?dòng)的反應(yīng)。Directions:Fillintheblankswiththewordsabove.Changetheformwherenecessary.Shethatshewouldtrytohelphim.(=replied)Iaskedhimseveralquestions,buthenever.(=answered)Manyyoungpeopleheartilytothecallofthegovernment.(=responded)WhenTominsultedhim,hewithakick.(=responded)O

43、urmentotheenemysfire.(=replied)6)Iknockedatthedoor,butnobody.(=answered)keep(sth.)to:keepprivatetooneselfHekeptthenewstohimself.Shedoesntgooutmuch;shelikestokeeptoherself.(=她不常出門(mén)，喜歡自己獨(dú)處。)reveal:vt.allowtobeseen*Closeexaminationrevealedacrackinthevase.*Thecurtainopened,torevealadarkenedstage.makeknow

44、n我不能透露是誰(shuí)告訴我的。(=Icantrevealwhotoldme.)*Teachersrevealedtothepressthattheyweregoingonstrike.influence:1)n.thecapacitytohaveaneffectonthecharacter,development,orbehaviorofsb.orsth.,ortheeffectitself*Hehasastrangeinfluenceoverthegirl.父母對(duì)子女的影響(=theinfluenceofparentsontheirchildren)person,fact,etc.thatexe

45、rcisessuchpower*Religionhasbeenaninfluenceforgoodinherlife.*Wearesubjecttomanyinfluences.2)vt.haveaneffecton*Dontletmeinfluenceyourdecision.*Whatinfluencedyoutodoit?Collocation:exertinfluenceon對(duì)施加影響strengthenonesinfluence加強(qiáng)勢(shì)力undersb.sinfluence在某人的影響下undertheinfluenceof在的影響下*driveundertheinfluenceofa

46、lcohol酒后開(kāi)車outsideinfluences外界影響entertain:v.1)amuseandinterest*Ateachershouldentertainaswellasteach.*Couldyouentertainthechildrenforanhour,whileImakesupper?(=我做晚飯時(shí)，你能哄孩子們玩一個(gè)小時(shí)嗎？)2)giveaparty(for);providefoodanddrink(for)*BobandLizentertainedustodinnerlastnight.*Hedoesmostofhisentertaininginrestaurant

47、s.NB:注意該詞的詞性變化。其名詞形式為entertainment；entertaining作為形容詞意為“有趣的”“使人娛樂(lè)的”；entertainer是名詞，意思是“專業(yè)表演者”、“提供娛樂(lè)者”atwork:doingsth.,inoperationinflationaryforcesatworkintheeconomy(=在經(jīng)濟(jì)領(lǐng)域中起作用的通貨膨脹)Iamatworkonanewprojectnow.environment:n.thenaturalorsocialconditionsinwhichpeopleliveWehavetostopspoilingtheenvironment

48、.不愉快的家庭環(huán)境能影響兒童的行為。(=Anunhappyhomeenvironmentcanaffectachildsbehavior.)Collocation:cleanuptheenvironment清理環(huán)境improvetheenvironment改善環(huán)境preserve/protecttheenvironment保護(hù)環(huán)境pollutetheenvironment污染環(huán)境inherit:vt.receivesomethingfromsomeonewhohasdiedormovedonHesinheritedafortunefromhisrichuncle.Thenewadministr

49、ationinheritedtheeconomicproblemsofthelastfouryears.derive(qualities,etc.)fromanancestorSheinheritedhermothersgoodlooksandherfathersbadtemper.resemblance:n.similarity,esp.inappearance;likeness你能看出家人之間的相似之處嗎？(=Canyouseeafamilyresemblance?)*Theresastrongresemblancebetweenthetwosisters.*Shebearsaresemb

50、lancetohermother.CF:likeness,resemblance&similarity這三個(gè)詞都是名詞，都有“相像”、“相似”之意，在一些情況下可以通用。likeness最普通，比resemblance意味更強(qiáng)。resemblance主要是針對(duì)外觀或外在的性質(zhì)而言。similarity多指物，強(qiáng)調(diào)性質(zhì)、特色、程度的相似或類似。Directions:Fillintheblankswiththewordsabove.Changetheformwherenecessary.1)Thereisgreatbetweenhisfatherandhim.(=resemblance)2)How

51、muchistherebetweenthetworeligions?(=similarity)Hebearsastrongtothepeopledepictedinhisplay.(=resemblance)Icantseemuchbetweenthetwoboyspersonalities.(=likeness)aspect:n.1)aparticularsideofamany-sidedstateofaffairs,idea,plan,etc.*lookateveryaspectoftheproblem*Thetrainingcoursecoverseveryaspectofthejob.

52、2)thedirectioninwhichawindow,room,orfrontofabuildingfaces這房子朝南。(=Thehousehasasouthernaspect.)appearanceorlook*Herfacehasanangryaspect.*amanofenormoussizeandterrifyingaspect(=面目猙獰的彪形大漢)Collocation:aseriousaspect嚴(yán)重性fromanaspect從一個(gè)方面inanaspect在一方面agrimaspect嚴(yán)厲的外貌circumstance:n.usu.pl.afact,condition,or

53、eventconcernedwithandinfluencinganotherevent,person,orcourseofaction如果情況允許，工作從星期一開(kāi)始。(=WorkwillbeginonMondayifcircumstancespermit.)*ineasy/poorcircumstances(=處于富裕/貧窮狀況)Collocation:in/undernocircumstances決不；無(wú)論如何都不*Undernocircumstancesshouldyoulendhimanymoney.你無(wú)論如何都不該把錢(qián)借給他。in/underthecircumstances既然這樣；

54、在這種情況下*Shecopedwellinthecircumstances,e.g.eventhoughshewasfeelingill.她在這種情況下仍處理得當(dāng)(如雖然身體不適)。surround:v.beorgoaroundoneveryside*Helikestosurroundhimselfwithbeautifulthings.監(jiān)獄的四周都是高墻。(=Theprisonissurroundedbyahighwall.)impact:n.1)thestrongeffectthatsomethinghasonsomethingelse*Hernewideamadeagreatimpact

55、intheoffice.*Thenewcomputerhasmadequiteanimpactonus.2)theforceofoneobjecthittinganother*theimpactofacollision(=碰撞產(chǎn)生的沖擊)affect:vt.1)haveaninfluenceon(sb./sth.);produceaneffecton*Thechangeinclimatemayaffectyourhealth.*Thetaxincreaseshaveaffectedusall.2)cause(sb.)tohavefeelingsofsadnessorsympathy;touch

56、*Weweredeeplyaffectedbythenewsofhisdeath.CF:influence&affect這兩個(gè)詞作為動(dòng)詞都有“影響”之意。influence指通過(guò)勸說(shuō)、催促、舉例或行動(dòng)等間接途徑對(duì)人的思想、品質(zhì)、行為或?qū)ζ涑砷L(zhǎng)等產(chǎn)生影響，也可表示對(duì)一種形勢(shì)局面的左右。這種影響可以是好的，也可以是壞的，但經(jīng)常是不易察覺(jué)的，是潛移默化的。affect指通過(guò)某事物本身直接顯現(xiàn)影響，具有某種促進(jìn)因素，足以引起人或事物的反應(yīng)。當(dāng)其賓語(yǔ)是人時(shí)，常表示心智或情感上的波動(dòng)，以及健康情況的變化。這種影響多為消極的，通常是能夠察覺(jué)到的。Directions:Fillintheblankswitht

57、hewordsabove.Changetheformwherenecessary.Smokinghealth.(=affects)Theweathercrops.(=influences)Thejudgewasneverinhisdecisionbyhissympathiesorprejudices.(=influenced)Tomsbeingdemotedfromcorporal(下士)toprivate(士兵)seriouslyhisincome.(=affected)secure:adj.safe;protectedagainstdangerorriskacastlesecurefrom

58、attackasecurejobclosed,firm,ortightenoughforsafety離開(kāi)房子之前要把窗戶關(guān)緊。(=Makethewindowssecurebeforeleavingthehouse.)Aclimberneedssecurefootholds.Collocation:secureagainst/from免受(侵害等)的secureagainstattack免受攻擊的securefromdanger沒(méi)有危險(xiǎn)securein在方面是牢固的secureinonesbeliefs堅(jiān)守自己的信仰secureabout對(duì)放心的Hefeelssecureabouthisfutu

59、re.他對(duì)自己的前途感到放心。harmful:adj.causingorlikelytocauseharmAfewlatenightsareharmfultoyourhealth.吸煙的害處(=theharmfuleffectsofsmoking)exert:vt.usestrengthorskillsinadeterminedwayforaparticularpurposeMywifesbeenexertingalotofpressureonmetochangemyjob.Heexertedallhisinfluencetomakethemaccepthisplan.Collocation:

60、exertallonesstrength使出全身力氣exertinfluenceon對(duì)施加影響exertpressureon給壓力exertoneself努力；盡力他不必為我費(fèi)那么大力氣。(=Hedoesnthavetoexerthimselfonmybehalf.)Youllhavetoexertyourselfmoreifyouwanttopassyourexam.satisfy:v.1)give(sb.)whatsb.wants,demandsorneeds;makecontented*Shesnotsatisfiedwithanythingbutthebest.*Somepeoplea