Lesson 1 Life-long Learning
Teaching aims:
To develop and practice the strategies for prediction, working out meanings and making inference.
To review First and S0econd conditional sentences.
To practice using Third Conditional Sentences.
Teaching difficulties:
To practice using Third Conditional Sentences.
Teaching Aids: computer
Teaching procedures:
Ⅰ. Warming up
T: (first show a slide about some children attending class.) How happily they are
since childhood we began to learn writing and drawing. Now we work even harder for entering university, is it true?
S:
T: I know you all work hard, sometimes you feel tired. Once you graduate from university and get a job do you think it necessary to continue learning something new?
S:
T: show some pictures about middle-aged people having class and old lady learning computer. Ask students “ what do you think of them” “why do they learn? “Is it true that as long as you live you must learn?”
S:
T: Now let’s read an article “Life-Long Learning. You will learn some new thoughts and ideas about life-long learning. It is valuable for your growth.
ⅡReading
Reading silently do the exercise true or false
All jobs ask you to invest time in continuous learning.
The school is the only place to gain life-long learning.
Good habits and the right attitudes can make you learn effectively.
4. Life-long learning can keep yourself up-to- date with the changing world.
5. New challenges , competitive job market and technology revolution ask you as life-long learner.
Answers: 1. T 2. F 3. T 4. T 5.T
First listen to the cassette then read the text again and answer the following questions, do the exercise 3
T: draw a conclusion: The word is developing so fast that you must learn all the time, even if you graduated from university otherwise you fall behind others. If you don’t learn you can’t understand the knowledge in your working field, you will lose your job.
Ⅲ Analysis and understand
T: The article is made up of paragraphs and each paragraph shows certain meaning. Now let’s analysis what is the meaning of each paragraph?
Para1 How to learn more effective
Para2 The good learning place –school
Para3 The social situation
Para4 Why is life-long learning important
Para5 Study habits and attitudes
T: I think you have learned why we need life-long learning, so do you know how to learn effectively?
effective life-long learning:
collect formal qualifications
form habits
develop attitudes
T: analysis habits importance. And ask students to translate the saying into Chinese.
Habit is second nature.
习惯成自然。
Sum up:
Habit is very important for a person, it can make you successful but also destroy your career.
T: What does habit refer to?
Habits:
time management
note taking
analysis and writing
T: Is that enough?
right attitude → open-minded ：Challenging the ideas you already hold needs open-minded.
T: Except habits and right attitudes, school also helps you successful
School: Is the ideal place to gain life-long learning skills because you have support and resources.
T: Ok I think you have understood the text well, so we learn language skills
Ⅳ Language skills
Correct mistakes
1. Changing jobs have also become common practice for many people.
2. They aim to rich their work experiences, develop new skills and meet new challenges.
3. Habits help you study include time management, note taking, analysis and writing.
4. Effective life-long learning is matter of collecting formal qualifications.
5. Open-minded is important because learning something new often means challenging the ideas.
6. Many adults are sad too busy to develop skills once they start work learning.
Answers: 1. have 改为 has 2. rich 改为enrich 3. habit后加 that 4. matter 前加 a 5. open 前加being 6. sad改为 sadly
Language points
from time to time 有时,偶尔,时不时地
From time to time he turned his head and talked with me.
他偶尔转过身来和我说话。
They come to see me from time to time.
他们有时来看我。
2. keep up with 跟上
I had to run to keep up with the children.
我得跑步跟上孩子们。
We must keep learning to keep up with the changing.
我们必须不断地学习以跟上变化的形势。
3. be scared of doing sth
be scared to do sth
be scared that
害怕/不敢做某事
She is scared of going out alone.
她不敢一个人外出。
People are scared to use the buses late at night.
人们害怕在深夜乘公共汽车。
I’m scared that I’m going to fall.
我担心自己快掉下去了。
T: English has a character that a word has several meanings so let’s do the exercise
Translate these sentences into Chinese, paying attention to the bold words.
a) That’s not a problem. It’s simply a matter of letting people know in time.
这没问题，只不过是及时通知大家的问题。
b) The book mainly talks about energy of matter.
这本书主要谈论的是物质的能量。
c) I suppose you will be leaving soon then? No , as a matter of fact, I’ll be staying for another two years.
我想，你快要离开了吧。 不，事实上，我还要再待两年呢。
d) It doesn’t matter to me what you do.
你做什么我无所谓。动词，事关紧要；要紧
2. a) Learning something new often means challenging the ideas you already hold.
学习新东西常常意味着挑战你固有的想法。持有，怀有（观念）
b) Employees hold 30%of the shares
雇员持有30％的股份。
c) The girl held her father’s hand tightly.
女孩紧紧拉着父亲的手。
d) He was holding the baby in his arms.
他抱着婴儿。
e) I don’t think that branch will hold your weight.
我觉得那根树枝撑不住你的重量。
f) The plane holds about 300 passengers.
这架飞机能容纳300名乘客。
g) There wasn’t much in the museum to hold my attention.
博物馆中没有很多让我感兴趣的东西。
使（注意力或兴趣）持续不减，吸引住
h) The meeting will be hold in the community enter.
会议将在社区活动中心举行。
I) He holds strange views on education.
他对教育的看法不同。持有，怀有 （信念）意见
3. a) She’s determined to put her new ideas into practice.
她决心要把自己的新想法付诸实践。实践，实际行动
b) Changing jobs has also become common practice for many people.
调换工作对许多人来说已成为家常便饭。
通常的做法，习惯，惯例
c) It takes a lot of practice to play the violin well.
拉好小提琴需要多加练习。
d) It is his practice to read several books a week.
他习惯于每周读几本书。习惯，习俗
Vocabulary
Do the exercise 4
ⅤGrammar
Do the exercise 6, 7, 8and9
Ⅵ Homework
Read the article : The Education System in the UK（page 46）
Tomorrow we talk about the topic and see who is the best?
Lesson 2 Different School
Teaching aims:
To prepare questions for a listening exercise and to predict contents.
To practise using vocabulary of school and education.
To practise disagreeing and contradicting politely
To practise using phrasal verbs
Teaching difficulties:
To practise disagreeing and contradicting politely
To practise using phrasal verbs
Teaching Aids: computer
Teaching procedures:
Ⅰ. Warming up
T: Read these words together and put them under the three headings
S:
T: Can you use the Key Words above to describe your school?
S:
T: Jack had a traditional educational education. Nicholas had an alternative one. Jack and Nicholas who are exchange students from the UK are discussing their learning experience. Predict what topics you think will be mentioned.
S:
T: Think of things you would like to know and write questions. Now listen and see if your questions are answered?
Ⅱlistening
1. Traditional education ______ .
A. isn’t very strict
B. making our school fit for every child
C. test studied everything
2. Jack in school _______.
A. has to obey many rules
B. needn’t wear uniform
C. recite all texts
3. Jack’s school is different from Nicholas’ one in ______.
A. teachers’ requirements
B. teachers’ experience
C. teaching marks.
4. Nicholas _______ .
A. dislikes Jack’s school
B. seldom review the notes
C. doesn’t memorize any the text
Answers：1.C 2.A 3.A 4.A
Now listen again and see if your questions are answered
Do the exercise 4
Here are extracts from two school leaflets. Listen again and match the extracts with Jack’s (J) and Nicholas’ (N) schools.
Check answers as a class.
T: I think you must be interested the following exercise--exercise 5. Who said these things? Decide if they are said by Jack’s or Nicholas’ teachers. Write J for Jack’s teacher and N for Nicholas’ teacher.
Students can work in pairs deciding whether these sentences are said by Jack’s or Nicholas’ teacher. It is better if students can tell reasons.
It is necessary to listen again to make students test their answers.
T: Now let’s listen another dialogue between Jack and Nicholas. What will they say? Now listen carefully to test your ability.
1. _______teaches how to analyse something critically.
A. The learner center approach
B. Traditional school C. Jack
2. Jack prefers to _______.
A. traditional school
B. Nicholas’ school
C. neither of them
3. Parents think_________.
Students in alternative school don’t prepare well for tests.
Learning about our own learning style is better
Nicholas’ school is better.
Answers: 1.A 2. B 3. A
Do the exercise 6.
Give students time to read through the expressions and the Function File before playing the cassette and encourage them to guess the missing words.
Play the cassette for students to fill in the missing words
Check students’ answers by having them read the dialogue.
Do the exercise 7
Listen and practise saying the expressions.
Ⅲ Speaking
Do the exercise 8
Read through the question with the whole class.
Students work in pairs, discussing the questions and using expressions from the Function File to disagree ad contradict politely.
Say out what they think about.
Do the exercise 9 and 10.
Ⅳ Homework
Do the exercise page 80
Lesson 3 Teachers
Teaching aims:
To practise using “wish” and “should” to express regret
To practise disagreeing and contradicting
Teaching difficulties:
To practise using “wish” and “should” to express regret
Teaching Aids: computer
Teaching procedures:
Ⅰ. Warming up
T: Today we talk about my job “teacher”. Now to tell the truth, Who was your favorite teacher at primary and junior high school?
S:
T: Why did you like him/her?
S:
T: Now I learn something from what you say. Thank you. The text we will learn is about a student and a teacher story. First you read the text silently then do the following exercise.
ⅡReading
1．Jenkin’s French teachers made class lively but Jenkin didn’t like French.
2. As a science teacher Mr Jenkin often shows and explains how something work or how to do something.
3. Mr Jenkin affects Graham greatly.
4. Mr Jenkin would like to be a teacher because he is proud of his excellent students
5. In school Graham was unwilling to obey rules and do what others asked him to do
6. Mrs Jenkin thinks teaching is a less stressful career.
7. Now the number of the class Is large so it is difficult for the teacher to guide them.
8. Graham often phones his former teacher to ask for his advice.
9. No confidence led to Graham’s rebellious character
Answers: 1. F 2. T 3.T 4.T 5.T 6.F 7.T 8. F 9.T
Do the exercise 2
Listen, read the text and answer these questions.
Ⅲ Language points
1. a bit 有点儿，稍微
We need a bit more time for the work.
我们这项工作还需多一点时间。
Could you turn the radio down a bit?
你能把收音机的音量调低一些吗？
2. be full of 充满
His heat was full of curiosity.
他的心里充满了好奇。
The house was full of smoke and shouts.
房间里充满了烟雾和喊叫声。
3.wish 经常用来表示现时或任何时候都不能实现的愿望，从句中常用虚拟语气。
You lucky dog! I wish I were you!
你这个运气鬼！我真希望是你！
The party was awful, and we all wished we had never been there.
聚会糟透了，我们都希望自己没去。
4. fun乐趣，快乐， 享乐的事（不可数）
Sailing is good fun.
帆船运动很有乐趣。
We had a lot of fun at Sarah’s party.
我们在萨拉的聚会上玩得很开心。
Ⅳ Grammar
We use wish express regrets:
· wish +past tense express regrets about the present.
I wish I had more free time. (=I’d like to have more free time at present)
· wish + past perfect express regrets about the past.
I wish we had gone rock climbing last weekend.(= I regret we didn’t go back climbing last weekend).
should
·we use should (n’t)+ infinitive without to to suggest changes in the present.
The class should be smaller.
·we use shouldn’t +perfect infinitive to express regrets about the past.
I shouldn’t have gone to that school.
Do the exercise 3, 5, 6 and 7
The purpose is to consolidate the grammar so give student enough time to do the exercise and check answers by having students read the sentences one by one to find the mistakes made by them.
Ⅴ Language in Use
Do the exercise 8.
Write a few comments that the person in each picture would make about the situation they are in. Use wish or should /shouldn’t
Make an example to students about the first picture
I wish it wasn’t raining.
I wish I had an umbrella
I wish I had stayed at home.
I wish it would stop raining
Encourage students to do the exercise: It is time for you to try!
Do the excise 9.
Comment students’ speech and teachers can add some sentences, for example:
Wearing the uniform is too boring. If I could choose my favourite clothes everyday how excited I would be.
We wish we had more sports.
If there were a lot of dishes for lunch in the dinning room we would have more choice.
Do the excise 10
After finishing 9 it is easy for students to do the excise 10. remind students of using the wish and should
Do the exercise 11
Read the example dialogue together
Give students time to make notes about the things they regret.
Students work in groups of three or four taking turns to tell the others about something they regret.
Some of the students then share their ideas with the class.
Do the best choice to consolidate the grammar we learn today
If I ____plan to do anything I wanted to, I’d like to go to Tibet and travel through as much of it as possible.
A. would B. could
C. had to D. ought to
2. –Don’t you think it necessary that he ______ to Miami but to New York?
-- I agree, but the problem is ____ he has refused to.
A. will not be sent; that
B. not be sent; that
C should not be sent; what
D. should not send; what
3. Mr. White _____ at 8:30 for the meeting, but he didn’t show up.
A. should have arrived
B. should arrive
C. should have had arrived
D. should be arriving
4. Look at the trouble I am in! If only I ______your advice.
A. followed B. would follow
C. had followed D. should follow
5. How I wish every family _____a large house with a beautiful garden!
A .has B. had
C. will have D. had had
6. Oh, I’m not feeling well in the stomach. I _____ so much fried chicken just now.
A. shouldn’t eat B. mustn’t have eaten
C. shouldn’t have eaten D. mustn’t eaten
7. I was really anxious about you. You _____home without a word.
A. mustn’t leave B. shouldn’t have left
C. couldn’t have left D. needn’t leave
Answers: 1. B 2. B 3. A 4. C 5. B 6. C 7. B
Ⅵ Homework
Write a composition about teacher in China, according to the picture. Words about 100 words.
Lesson 4 Understanding
Objectives
To practise using linking and reference words to help understand a text.
To practise using adverbs.
Pre-Reading
1 Which of these things help you to understand things?
1) being relaxed and happy
2) having time to think about what you are learning
3) being interested in the topic
4) discussing topics with friends
5) memorizing things
6) having a clear visual explanation
2 Read the extracts from Sophie’s World by Jostein Gaarder. Which strategy from Exercise 1 does the philosopher use to help Sophie understand what philosophy is about?
Starategy 6- having a clear visual explanation. (He uses the image of a rabbit coming out of a magician’s hat.)
3 Which of the underlined linking words in the text mean the same as these?
Example as = when
afterwards, however, in fact, since, so they can, therefore, to start with, when, while
afterward/later; however/but; in fact/actually ; since/because; so they can/in order to; therefore/so; to start with/at first; when/as; while/as
Reading
True of False
1>Sophie is a girl who like philosophy.
2>In order to make Sophie understand the mystery of the universe, the philosopher used a image.
3>Sophie’s mother understood her daughter totally, but she is not interested in that at all.
4>Sophie’s mother tries to stop her daughter to think about these questions.
Answers: TTFT
Answer these questions.
1) Does Sophie enjoy reading the letters? How do you know?
Yes, because she hoped to find a letter from him in the mailbox.
2) What image does the philosopher use to explain the mystery of the universe?
an image of a rabbit coming out of a magician’s hat
3) What was Sophie’s reaction to what she had read?
She thought a lot about what he had said.
4) What did she do when her mother got home?
She started to ask her questions.
5) How did her mother react?
Her mother was surprised and thought her questions were strange.
Post-Reading
Match the images from the philosopher’s letter with things from the real world.
1) the white rabbit a) philosophers
2) people trying to look into the magician’s eyes b) young people
3) people deep in the rabbit’s fur c) the universe
4) people at the end of the rabbit’s hair d) many adults
Answers: 1 c 2 a 3 d 4 b
Vocabulary: Adverbs
Find these adverbs in the text.
very, seriously, fast, naturally, always, later, really, hard, usually
Now put them in groups that:
describe the way something is done
(e.g. She got up slowly.)
seriously/fast/naturally/hard
2) describe when or how often something is done
(e.g. I often wade up at 8 o’clock.)
always/later/usually
3) we use with adjectives or other adverbs
(e.g. That book is extremely good.)
very/really
副词主要用来修饰动词，形容词，副词或其他结构。
一、副词的位置：
1） 在动词之前。
2） 在be动词、助动词之后。
3） 多个助动词时，副词一般放在第一个助动词后。
注意：
a. 大多数方式副词位于句尾，但宾语过长，副词可以提前，以使句子平衡。
We could see very clearly a strange light ahead of us.
b. 方式副词well，badly糟、坏，hard等只放在句尾。
He speaks English well.
二、副词的排列顺序：
1） 时间，地点副词，小单位的在前，大单位在后。
2） 方式副词，短的在前，长的在后，并用and或but等连词连接。
Please write slowly and carefully.
3） 多个不同副词排列：程度+地点+方式+时间副词。
注意：副词very 可以修饰形容词，但不能修饰动词。
改错：(错) I very like English.
(对) I like English very much.
注意：副词enough要放在形容词的后面，形容词enough放在名词前后都可。
I don't know him well enough.
There is enough food for everyone to eat.
There is food enough for everyone to eat.
Complete the sentences with the adverbs in brackets in the correct place.
1) I’m interested in reading. (very)
I’m very interested in reading.
2) I think before I choose a new book. (carefully)
I think carefully before I choose a new book.
3) I read about two books a month. (usually)
I usually read about two books a month.
4) People say I read. (fast)
People say I read fast.
5) The last one I read was good. (really)
The last one I read was really good.
6) I read before I go to sleep. (always)
I always read before I go to sleep.
Language points:
1．She felt her heart beating fast as she opened the mailbox.她打开信箱时感到自己的心跳得很快。
feel后面可以跟各种复合结构。如：
I could feel a gentle breeze brushing my face, which was so nice.我能感到一阵微风拂面，惬意极了。
Never before had he felt himself so powerfully attracted by these scientific ideas.他如此倾心于这些科学思想，这是他过去从未有过的感觉。
We felt the house shake.
He suddenly felt himself a person of great importance.
2．It is like watching a magic trick.这好像在看一场魔术表演。
句型It is like+名词（动名词）的意思是“像，好像”。如：
It is like the sound of a baby crying.好像是婴儿啼哭声。
It is like swimming in the air.让人感觉好像是在云里雾里。
3．In the case of the rabbit, we know the magician has tricked us. 变兔子这种，我们明白是魔术师在耍把戏。
in the case of 在某种情况下。如：
Poverty depressed most people; in the case of my father it was otherwise. 贫穷击垮了许多人，但我父亲的情况却不是这样。
Jane’s bad results were partly due to illness, but in the case of John, no such excuse is possible. 简成绩不好，部分原因是由于她生病，但就约翰的情况而言，这样的理由却不能成立。
4．But when it comes to the world and life, it is very different. 但说到世界和生命，情况就不一样了。
come to 谈到，涉及到。如：
When it comes to mathematics, I am completely at sea. 说到数学，我就晕了。
If it comes to building, Austins are the firm you should trust. 谈到建筑，奥斯汀公司是可信赖的。
5．“Well, isn’t it? More or less, anyway”. “难道不是吗？多少是这样的。”
more or less 多多少少，或多或少。如：
It’s an hour’s journey, more or less. 大约是一小时的路程。
The work is more or less finished. 工作差不多要完成了。
6． What on earth are you talking about? 你究竟在说些什么？
on earth 究竟，到底。这个短语经常用在特殊疑问句中，以加强其语气。
Where on earth can he be? 他究竟到哪里去了？
Who on earth did this?
7．Totally dim, in other words. 换句话说，完全是愚钝的。
in other words 换句话说。 如：
I soon found that the work I was doing had already been done by someone else- in other words, I was wasting my time.我很快发觉我正在进行的工作已经有人做过了，换句话说，我在浪费时间。
8．All right. I’ll put it another way. 好吧，让我来换个说法，
put表达,叙述，说明。如：
She is-how shall I put it?-not exactly fat, but rather well-built.—我怎么说呢？她不算胖，但身体相当结实。
His ideas were cleverly put at the meeting.他在会上巧妙地表达了自己的想法。Homework
Reread the text and try to remember these new words and expressions.
2>Writing
If you are Sophie, what will you do facing the same thing. Are you also interested in philosophy? Write a passage to express your own ideas .(about 100 words)
汀流河高中
刘卫忠
Warm-up
In this unit you will…
★Read a literature extract and a magazine article.
★Talk about different ways we can learn about school experiences.
★Listen to dialogues about school experiences and a song.
★Write a personal essay for a school magazine.
★Learn more about conditional sentences; learn about wish and should have.
Warm-up
读不在三更五鼓，功只怕一曝十寒。—郭沫若
业精于勤，荒于嬉；行成于思，毁于随。——韩愈
加紧学习，抓住中心，宁精勿杂，宁专勿多。―― 周恩来
若要进入学问的世界，必须像赤子一样才行。---培根（英国）
1 Memory Test. In pairs, look at the words in the box for one minute. Then close your books and write down all the words you can remember.
letter serious heart philosophy envelope page paper clip 2,000 years magician scarf rabbit trick five o’clock empty hat mysterious universe fur hair amazing world half an hour
2 Which strategies did you use to memories the words?
Memory Strategies
Read the list of words quietly a few times.
Repeat the words aloud. Begin with one word, then two, then three and so on.
Think of the items visually, e.g. a picture of an envelope.
Make connections between words, e.g. scarf, hat (clothes).
Classify words grammatically, e.g. serious, empty, amazing (adjectvies).
Classify words alphabetically, e.g. page, paper clip, philosophy.
3 Listen to four students talking about how they remember words. Match them with the strategies they use.
1> Daver a) analytical-thinking about the structure of words
2> Luning b) visual-writing, drawing, connecting photos with words
3> Tonghuan c) self-testing-doing personal tests or asking someone at home to test you
4> Xiaofang d) oral-saying words aloud, making connections between words
Answers: Daver b Luning d Tonghuan a Xiaofang c
Tapescript
Daver: I write down new words several times on rough paper. This helps me to spell them, too. Oh, and I also draw little pictures in my vocabulary book, you know, for “fur” I’d maybe draw a fur coat. And I also imagine the pages of the coursebook in my head, you know, photos might help me remember a few words, or even grammar structures.
Luning: I can’t remember vocabulary very well. If I have to learn a list of words I just repeat them aloud to myself, again and again, till I can remember them. Sometimes one word makes me think of another, in the list.
Tonghuan: Mm, It’s hard to say. It depends on the words, but I often sort of break a word up into different parts, you know, like “ internation-al”, and this helps me understand how they fit together. Sometimes words are similar in my own language, too, which helps me remember them.
Xiaofang: This may sound silly, but I have a bag in my room. I write translations of new words on bits of paper and put them in the bag. After a week, I open the bag and see if I can remember the words in English. And I srite translations in my vocabulary book and ask my mum to test me. And sometimes I test myself on my way to school. You know, I say things in English to myself!
4 Choose three things that you are good at remembering or learning.
1> numbers: telephone numbers, dates, scores, prices
2> sounds: voices, pieces of music
3> machines: how to use and repair them
4> images: what people wear, details of houses
5> actions: using your hands, e.g. cooking, driving
6> places: names, directions
7> people: names, faces
8 >smells: places, food
5 Introduce some means of memories
联想记忆法
联想意指我们在记忆英语单词时不要孤立的记忆，要发挥思维潜能，一并记忆与之相关的词汇,联想可以是由部分联想到整体，以及其它事物，也可以是由某一特征联想到一类事物，还可以是读音、词形、词义方面的扩充联想等等。
如 result ,insult等，这样就会记忆一个单词的同时又复习了其它的单词，而且不致于混淆。再如，学习fetch的时候，就应该想到它和take ,bring ,carry 等单词在用法上的区别。当然，很简单的单词（已经掌握的）就不必如此，因人而异。
bye, buy, by；tail, tale；steal, steel… 近音：bed, bad；good, god…
语境记忆法
一个单词脱离了实际使用的语境，想记牢会用是难以做到的。将词汇置身于语境之中，通过反复阅读，提高认知能力，最后可以达到记忆的目的。语境记忆是国内外语言教学专家和心理学家较为推崇的词汇记忆策略。
分类记忆法
分类记忆法是按主题，所属范围等条件对词汇进行分门别类汇总，然后综合记忆的方法。我们从医疗，购物外贸等方面归类，也可以按时间、决心、态度等主题进行汇总，然后根据记忆原则记忆。
个人品质词汇
able 有才干的，能干的 active 主动的，活跃的 adaptable 适应性强的 kind-hearted 好心的 knowledgeable 有见识的 learned 精通某门学问的 logical 条理分明的
词根词缀记忆法
顾名思义，通过记住词根词缀，并据此推测含此类词根词缀的新词的意思，加以强化记忆。
Prefixes
Co—with together : coexist, cooperation
Ex—former :ex-wife, ex -president
Mini—small: miniskirt,minibus
Un–— not opposite: uncertain, unsure, undress
Uni— one :uniform
Suffixes
-age-----to make nouns: shortage,storage
-al------to make adjectives: experimental, accidental, environmental
-ation-----to make nouns, a person who does sth. :rider, painter baker builder teacher
-ify----- to make verbs :beautify simplify
-less ----to make adjectives not have sth : hopeless, friendless
-ness--- to make nouns astate or quality sadness happiness weakness
-ment -ship -or -ful
根义记忆法
词根有两种，一种是可以引申出许多同根词的词根，同时它也是一个独立的单词，例如ease作为独立单词，它又是easy，easily，easiness的词根。利用根义代替记忆多义，可以解决“没有生词”却老读不懂的问题。
比如要问immediate（ly）
a) The woman immediately behind the car.
b) She is my immediate neighbour.
c) the immediate cause
若没有读懂，那么就请看immediaie(ly)根义
比较记忆法
把同义词或形似词放在一起，加以区别、说明来掌握单词的方法。记忆的过程是一组组，一对对单词 同时记忆。这种记忆方法可以记住单词拼写的同时，还掌握了词与词的区别和各自特殊的用法，于是将平时极易混淆的单词清楚地区别开。例如：
1)单复数的比较 如：good-goods, spirit-spirits wood-woods
2)同音词的比较 如：right-write, eye-I
3)词的阴阳性的比较 如：actor-actress host-hostess 4)近义词的比较 如： way-road-path-route-street
路
1> way: Wherever there is room for an object to proceed, there is a way. 2>road: A road is a prepared way for traveling with horses or vehicles. 3> path: A way suitable to be traveled only by foot passengers or by animals.
4> route: A route is a line of travel, and may be over many roads. 5>street: A street is in some centre of habitation, as a city town or village, when it passes between houses of dwellings.
Work in pairs. Guess what your partner is good at learning. Tell each other about yourself.
汀流河高中
刘卫忠
