achieve"（凭长期努力）达到（某目标、地位、标准），完成，成功"，approach"接近"，attain"（通常指经过努力）获得，达到"，acquire"学到，取到"；
award"奖品，奖金"，reward"奖励，回报，悬赏金"，allowance"津贴，补贴"，prize"奖，奖品，难能可贵的事物"；
at times"有时"，to the minute"恰好，一分不差"，day by day"一天天"，around the clock"昼夜不停地"；
other than"除了……以外，不同于，不（常用于否定结构中）"，
rather than"而不是……"，or rather"更确切地说"，or else"否则，要不然"。
（1）现在进行时表示按计划安排即将发生的动作。She is leaving for Beijing.
（2）现在进行时代替一般现在时，描绘更加生动。The Yangtze River is flowing into the east.
（3）现在完成进行时着重表示动作一直在进行，即动作的延续性时。
—Hi, Tracy, you look tired.
—I am tired. I have been painting the living room all day.
（4）下面主动形式常表示被动意义：
The window wants/needs/requires repairing.
The book is worth reading twice. The door won’t shut.
The play won’t act.The book sells well.
The dish tastes delicious. Water feels very cold.
（1）时间状语从句
常用引导词：when, as, while, as soon as, before, after, since, till,until
特殊引导词：the minute, the moment, the second, every time, the day, the instant, immediately, directly, no sooner…than, hardly…when, scarcely…when
I didn’t realize how special my mother was until I became an adult.
Every time I listen to your advice, I get into trouble.
（2）目的状语从句
常用引导词：so that, in order that
特殊引导词：lest, in case, for fear that, in the hope that, for the purpose that, to the end that
The boss asked the secretary to hurry up with the letters so that he could sign them.
The teacher raised his voice on purpose that the students in the back could hear more clearly.
（3）让步状语从句
常用引导词：though, although, even if, even though
特殊引导词：as (用在让步状语从句中必须要倒装), while (一般用在句首), no matter…, in spite of the fact that, whatever, whoever, wherver, whenever, however, whichever
Much as I respect him, I can’t agree to his proposal.
The old man always enjoys swimming even though the weather is rough.
引导主语从句的连词that有时可省，有时不能省，其原则是：
若that引导的主语从句直接位于句首，则that不能省略；若that引导的主语从句位于句末，而在句首使用了形式主语it，则that可以省略。
如：That you didn’t go to the talk was a pity.
It was a pity (that) you didn’t go to the talk.
先行词只用which/ who/ whom的情况：
（1）在非限制性定语从句中，只能用which指代物，用who/whom指人。
（2）在由"介词+关系代词"引导的定语从句中，只能用which指物，whom指人（"介词+ which"一般在定语从句中分别做
时间、地点、原因状语，于是"介词+ which"可以分别用when, wher, why代替）。
（3）先行词本身是that时，关系词用which，先行词为those, one, he时多用who。
与现在事实相反If +主语+动词过去式主语+ should/would/could
与过去事实相反If +主语+had +过去分主语+ should/would/could /might+ have+过去分词
与将来事实相反If+主语+动词过去式主语+ should/would/could
If+主语+ were to +动/might +动词原形
（2）可取消性cancellability
会话含义因一些外部因素而产生，当这些因素发生变化时，会话含义也会变，原来的含义便可取消。
（3）不可分离性non-detachability
指会话含义与语义内容有关，与语言的形式无关，因此，在表达某种会话含义时，将句子中的某些词语进行统一替换，不会改变句子的会话含义。
（4）非归约性non-conventionality
会话含义不是话语的规约意义。也就是说，会话含义不是字面意义，也不是字面意义的衍推意义。它是通过合作原则中各项准则，通过话语的字面意义，结合语境推导出来的。字面意义在话语中是不变的，会话含义则视语境的不同而变化。
（1）阅读技能教学的目的是培养阅读策略；培养语感；特别强调培养学生在阅读过程中的获取和处理信息的能力。
（2）基本技能：略读（skimming）；找读（scanning）；预测下文；理解大意；分清文章中的事实和观点；猜测词义；推理判断；了解重点细节；理解文章结构；理解图表信息；理解指代关系；理解逻辑关系；理解作者意图；评价阅读内容。
（3）相关教学活动：
略读：即选择性地进行跳跃式阅读，了解文章大意。可以采取三个步骤：1.通读文章起始段和结尾段；2.找到主题句，细读其他段落的主题句；3.浏览一些与主题句相关的信息词。
找读：要求在很短的时间内准确地找到目标，可以利用主题词、标题或表格、板式及印刷特点等来快速阅读教学内容后，可以进行回答问题、解释概括文意、制作图表、判断真伪、排序、填表、补全信息、连线等教学活动。
Teaching Objectives:
Emotional aim:…arouse Ss’interests/awareness…
Teaching Difficult Points:
Teaching Procedures:
Step 5: Summary and homework….
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