目录

  • 1 Case 1 Unit 1
    • 1.1 Case briefing&unit 1 taking in before class
    • 1.2 Unit 1 Building up in class
      • 1.2.1 Preparing for the stucture
      • 1.2.2 Sharpening the skills
      • 1.2.3 Developing the strategies
    • 1.3 Unit 1 Carrying out
    • 1.4 Unit 1 Looking beyond after class
    • 1.5 English writing:
      • 1.5.1 Writing Introductions
      • 1.5.2 Writing Conclusions
      • 1.5.3 Beginning with a point, or thesis
      • 1.5.4 Paragraph Unity and Coherence
      • 1.5.5 Transitions
    • 1.6 Reading skill:comparison and contrast
  • 2 Case 1 Unit 2
    • 2.1 Starting up
    • 2.2 Taking in
    • 2.3 Building up
      • 2.3.1 Preparing for the structure
      • 2.3.2 Sharpening the skills
      • 2.3.3 Developing the strategies
    • 2.4 Carrying out
    • 2.5 Looking beyond
    • 2.6 English writing
      • 2.6.1 Describing Tables and Graphs
      • 2.6.2 Letters/Notes of Congratulation
      • 2.6.3 Letters/Notes of Appreciation
      • 2.6.4 Letters/Notes of Sympathy
      • 2.6.5 Recommendation Letter
      • 2.6.6 Creating a Customized Résumé
      • 2.6.7 Job Application Letter (Cover Letter)
    • 2.7 英汉/汉英翻译:技巧与方法
      • 2.7.1 翻译概述
        • 2.7.1.1 翻译的基本概念
        • 2.7.1.2 翻译过程
      • 2.7.2 英汉语言对比
        • 2.7.2.1 词汇差异
        • 2.7.2.2 句式差异(树状-竹状)
  • 3 Case 2 Unit 3
    • 3.1 Case briefing &Starting up
    • 3.2 Taking in
    • 3.3 Building up
    • 3.4 Carrying out
    • 3.5 Looking beyond
    • 3.6 英汉/汉英翻译:技巧与方法
      • 3.6.1 词类转换
        • 3.6.1.1 词类转译的概念
        • 3.6.1.2 汉语名词的转译
        • 3.6.1.3 英汉翻译中的此类转译
      • 3.6.2 被动语态的翻译
  • 4 Case 2 Unit 4
    • 4.1 Starting up
    • 4.2 Taking in
    • 4.3 Building up
    • 4.4 Carrying out
    • 4.5 Looking beyond
    • 4.6 英汉/汉英翻译:技巧与方法
      • 4.6.1 长句的翻译
        • 4.6.1.1 顺序法/逆序法
        • 4.6.1.2 综合法
      • 4.6.2 汉语四字格的翻译
        • 4.6.2.1 汉语四字格的使用
        • 4.6.2.2 汉语成语的英译
  • 5 Unit 5 Reading for information
    • 5.1 Inferencing for word recognition
    • 5.2 Guessing the meaning of new words
    • 5.3 Reading skill: skimming
    • 5.4 Reading skill:Scanning
    • 5.5 Reading skill: Dealing with unfamiliar words
  • 6 Unit 6 Reading for ideas
    • 6.1 Distinguishing Topic from Main Idea
    • 6.2 Distinguishing Main Idea from Supporting Details
    • 6.3 Reading skill: comparison and contrast
    • 6.4 Reading skill: Identifying main ideas
    • 6.5 Reading skill: Distinguishing main ideas and supporting details
    • 6.6 Reading skill: Identifying author’s purposes
    • 6.7 Reading skill: Making inferences 1
    • 6.8 Reading skill: Making inferences 2
    • 6.9 Reading skill:Distinguishing facts from opinions
    • 6.10 Reading skill:Drawing conclusions
  • 7 第十单元
    • 7.1 第一课时
    • 7.2 第二课时
  • 8 第十一单元
    • 8.1 第一课时
    • 8.2 第二课时
  • 9 第十二单元
    • 9.1 第一课时
    • 9.2 第二课时
  • 10 第十三单元
    • 10.1 第一课时
    • 10.2 第二课时
  • 11 第十四单元
    • 11.1 第一课时
    • 11.2 第二课时
  • 12 第十五单元
    • 12.1 第一课时
    • 12.2 第二课时
  • 13 第十六单元
    • 13.1 第一课时
    • 13.2 第二课时
Building up

1) STRUCTURE EXTENSION

A T-chart is a graphic organizer in which you list and examine two facets of a topic like problems and solutions, advantages and disadvantages, facts and opinions.

You can use a T-chart to graphically:

• compare advantages and disadvantages like getting a pet or taking a                new job

• list the problems and solutions associated with an action, for example                analyzing the plot of a book or a topic like malnutrition

• list facts and opinions of a theme, which is great to be used after                       reading the selection of a text or a news article

• explain the strengths and weaknesses of apiece of writing, which is                   useful after reading a piece of persuasive or expository writing

2)  SKILLS EXTENSION 

Knowing how to express likes and dislikes is of great importance when you need to make a T-chart to reflect the audience’s feedback.

Besides some common expressions listed in the Students’ Book, it is also advisable to pay attention to some feature descriptions and the use of subjunctive mood. The following are some examples from “Viewing” and “Reading”.

Expressing likes

• It explores stories, people and landscapes, and it’s very attractive                    fortourists.

• My brother likes traveling around. He has always said that the                           advertisementsin the program gave him a lot of useful advice.

• He dedicates himself to the program, which definitely leaves a mark on           all ofus.

Expressing dislikes

• I mean, not just a quick look at everything, but something deeper like               the cultural features.

• I think this program should look at (the) distinctive features of                            different countries.

• The performance seems too good to be true.

• If it were not buried in the dead of night, it would attract more fans.

3) STRATEGIES

A T-chart can be used to ensure that both the positive and negative           factors linked with one subject are in the form of a list, when you weigh opposite opinions.

The content of a T-chart should be listed by categories based on various needs. Generally, the categories are those which can be divided into two opposite aspects like features, colors and opinions.