（一）Let your imagination fly（放飞想象）
此类课程词汇的来源主要基于教材课文。学生在学习完单元词汇和课文后，教师可以根据课文内容与单元话题，设计已授词汇教学课。根据文章的不同特点，结合单元词汇和上下文语境，引导学生探索、辨认文章中的词块，直到使学生熟练掌握词块，发挥想象力，最终将词块运用到写作中，提高书面表达的质量。
案例1
文本来源于人教版高中英语教材必修一第二单元
The road to modern English
At the end of the 16th century, about five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or a foreign language than ever before.
Native English speakers can understand each other even if they don't speak the same kind of English. Look at this example:
British Betty: Would you like to see my flat?
American Amy: Yes, I'd like to come up to your apartment.
So why has English changed over time? Actually all languages change and develop when cultures meet and communicate with each other. At first the English spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800 and 1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600’s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to be spoken in both countries.
Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of the English Language. The latter gave a separate identity to American English spelling.
English now is also spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947. During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.
教学设计思路与方法
本文介绍了英语国家的语言变迁史，出现了很多关于时间标志和衔接的词汇。在此语境下，教师挑选出涉及根据时间轴描述变化的词块与句子，结合文章中出现的单元词汇，可以让学生进行以下两方面的操练，在训练中完成对词汇的巩固：（1）重新叙述文章；（2）描述变化过程。
教学目标
学生能够翻译出相应的词块例句；学生能够利用词块写作。
教学流程
第一步：学生自主探究。
教师呈现所选词块的中文释义，学生进行翻译，之后教师引导学生在课文中找到相应的表述，进行积累。
设计意图：词块辨认阶段，利用词块翻译方法加深学生对于词块的记忆和理解。根据课文内容，引导学生积累的词块分为两部分：一是时间标志，引导学生正确地运用与表达时间；二是带有单元词汇的短语，为下一步的复述与写作打下基础，同时巩固本单元已学词汇。
Time Marker
Words in Use
第二步：词块运用。
教师呈现描写变化过程的句子框架，学生利用此框架结合第一步积累词块，写出英语语言的发展史。
设计意图：学生利用词块复述课文，在加深对课文理解的同时运用词块。教师引导学生在时间标志的基础上总结归纳出表示变化的句子框架，以便学生可以在今后的写作当中应用这些句子框架，实现词汇的迁移。此步骤可根据学生情况的不同略有调整，如果学生基础较好，可直接进行口头复述，训练其口语表达能力。
______ has changed over time. At first ______. Then gradually ______. Later ______. Finally ______. Now ______. Will ______ in the future? Only time will tell.
第三步：巩固提升。
学生完成家庭作业，利用积累的词块编写故事。
设计意图：学生在写作当中发挥自己的想象力，再一次运用词块，进行迁移，提高书面表达能力。下面是学生的作品展示（原文未做修改）：
Traffic in Beijing has changed over time. At first, there were few cars and buses which could be seen on the street. We could walk freely after class without worrying getting hit. Then gradually, more cars appeared while people were getting richer and richer. Our family also bought a new car at that time. I felt more convenient because it could take me anywhere in a short time. Later, private cars could be seen everywhere, which caused traffic jam now and then. Sometimes, it took longer to take cars or buses. Finally, Beijing has become a city of cars. Now traffic is so bad that many people cannot bear it any more. Private cars play a part in the traffic jam. Will traffic in Beijing get improved in the future? Only time will tell.
教师点评：学生利用了变化的句子框架，结合自己的生活经历，描述了北京交通状况的变化，很好地运用了课上积累的词块与句子，描写生动。
案例2
文本来源于人教版高中英语教材必修二第一单元
In search of the Amber Room
Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown color like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make.
In fact, the room was not made to be a gift. It was designed for the palace of Frederick I. However, the next King of Prussia, Frederick William I, to whom the Amber Room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four metres long, the room served as a small reception hall for important visitors.
Later, Catherine Ⅱ had the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing.
In September 1941, the Nazi army was near St Petersburg. This was a time when the two countries were at war. Before the Nazis could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. However, some of the Nazis secretly stole the room itself. In less than two days 100,000 pieces were put inside twentyseven wooden boxes. There is no doubt that the boxes were then put on a train for Königsberg, which was at that time a German city on the Baltic Sea. After that, what happened to the Amber Room remains a mystery.
Recently, the Russians and Germans have built a new Amber Room at the summer palace. By studying old photos of the former Amber Room, they have made the new one look like the old one. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.
教学设计思路与方法
本文是关于普鲁士国王威廉一世送给俄罗斯沙皇的琥珀屋的建立、被毁、重建的整个历史，叙述了寻找琥珀屋的整个事件的发展过程。在此语境下，教师选择体现事件进展过程的词块与句子，结合本单元较难的词汇，引导学生积累运用。
教学目标
学生能够翻译出相应的词块例句；学生能够利用词块写作。
教学流程
第一步：学生自主探索。
教师呈现文本中及单元内容中词块的中文释义，学生翻译含有已学词汇的词块与句子，在学习和阅读中画出相对应的词块，修改翻译，积累词块。
设计意图：教师选择的词块有的并不是本单元的重点词汇，目的是将注意力放在语境下词块的运用上。如serve as a reception hall for important visitors中强调serve as的运用，但是这并不代表不关注单元词汇，而是将单元词汇融入翻译中，如reception这个词，使得学生在不知不觉中完成对单词的理解与记忆。
词块如下：
（1）花了这个国家最好的艺术家约十年的时间制作它（take the country's best artists about ten years to make） (take sb some time to do sth)
（2）不要任何回报（ask for nothing in return）
（3）被用作接待重要来宾的会客室（serve as a reception hall for important visitors）
句子如下：
（1）普鲁士国王绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。（The King of Prussia could never have imagined that his greatest gift to the Russian people would have such an amazing history.）
（2）那时两国正在交战。（This was a time when the two countries were at war.）
（3）毫无疑问，这些箱子后来被装上了去往哥尼斯堡的火车。（There is no doubt that the boxes were then put on a train for Königsberg.）
（4）从那以后，琥珀屋发生了什么事便成了一个谜。（After that, what happened to the Amber Room remains a mystery.）
（5）如果别人能够追随他，那最好了。（If others follow him, so much the better.）
（6）对他来说，挖掘地下的秘密就像是一页一页地读一本书。（To him, digging down into the earth is like reading page after page of a book.）(To sb, doing A is like doing B.)
从上述句子中，教师引导学生总结可以运用于写作当中的有用句型：
(1) take sb some time to do sth
(2) ask for nothing in return
(3) serve as
(4) Sb could never have imagined that sth would…
(5) This was a time when…
(6) There is no doubt that…
(7) What happened to sth remains a mystery.
(8) If…, so much the better.
(9) To sb, doing A is like doing B.
第二步：学生运用词块写作。下面是学生的两篇作品展示（原文未做修改）：
Math competition
This was a time when a government organization held a math competition. Each player should solve ten problems. Every problem's answer was a coordinate. After the player solved one, he would go to the place where the coordinate pointed. And he would get the next problem there. The winner's reward was so huge that many people who like math and are good at math took part in it. Matt who worked for Sherlock and asked for nothing in return took part in it, too. To him, solving all the problems was like turning his hand. But the seventh was a little hard. It took him one day to solve it. He could have never imagined that his slowness saved him. He found a body where the coordinate pointed. After Sherlock investigated, he inferred the competition was not held by the government, it was held by one organization which had enmity to Paladin. Paladin was a screen name. He always wrote some blogs which told people that a lot of society activities were not fair by math and it would influence their business. The competition served as a bonus to find somebody who was good at math and maybe one of them was Paladin. And the organizers’ purpose was to kill him. Sherlock inferred Matt was Paladin and promised to protect him. So Sherlock didn't tell anyone the true purpose of the killer. Finally, he found the killer. There was no doubt that Matt was the real Paladin but what the truth was remained a mystery.
教师点评：本篇文章描写了一场数学竞赛背后隐藏的阴谋。学生在塑造人物以及叙述事件发展的时候，运用了所积累的词块，使得文章语言凝练，故事内容扣人心弦。
Naruto
Nobody could have imagined that Naruto would become Hokage of the village. This was a time when Naruto was the worst student in the class. His parents died. His teachers hated him and his friends laughed at him. Nobody liked him. But he never gave up. Luckily, he met the most important teacher in his life and made many fantastic friends. But the destiny had many frustrations. His best friend, Sasuke, betrayed the village. His teacher died when he secretly examined a really dangerous group of brutal criminals. Being frustrated, he lost his confidence to live. But as Naruto received the message which was written by his teacher before he was killed, he decided to work hard. It took him 7 whole days to learn a new skill. At the same time, the dangerous group came to attack Naruto's village. Naruto helped people all over the village. He saved people's lives, but asked for nothing in return. The war lasted a long time, and Naruto became the main power of the troop. Because of his help, the village won the war. And there was no doubt that Naruto would become Hokage of the village!
教师点评：本文叙述了Naruto的成长历程。学生运用了所积累的词块描述了Naruto如何成长为一名合格的火影忍者，语言简洁生动。
案例3
文本来源于人教版高中英语教材必修二第三单元
Who am I?
Over time I have been changed quite a lot. I began as a calculating machine in France in 1642. Although I was young I could simplify difficult sums. I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage. After I was programmed by an operator who used cards with holes, I could "think" logically and produce an answer quicker than any person. At that time it was considered a technological revolution and the start of my "artificial intelligence". In 1936 my real father, Alan Turing, wrote a book about how I could be made to work as a "universal machine" to solve any difficult mathematical problem. From then on, I grew rapidly both in size and in brainpower. By the 1940s I had grown as large as a room, and I wondered if I would grow any larger. However, this reality also worried my designers. As time went by, I was made smaller. First as a PC (personal computer) and then as a laptop, I have been used in offices and homes since the 1970s.
These changes only became possible as my memory improved. First it was stored in tubes, then on transistors and later on very small chips. As a result I totally changed my shape. As I have grown older I have also grown smaller. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! And my memory became so large that even I couldn't believe it! But I was always so lonely standing there by myself, until in the early 1960s they gave me a family connected by a network. I was able to share my knowledge with others through the World Wide Web.
Since the 1970s many new applications have been found for me. I have become very important in communication, finance and trade. I have also been put into robots and used to make mobile phones as well as help with medical operations. I have even been put into space rockets and sent to explore the Moon and Mars. Anyhow, my goal is to provide humans with a life of high quality. I am now truly filled with happiness that I am a devoted friend and helper of the human race!
教学设计思路与方法
本文讲述了计算机的发展历史及其在当今世界各个领域的应用。文章内容较为抽象，且有一些专业术语，但写作手法上以计算机为第一人称进行自白，这种拟人的手法能够激发学生的阅读兴趣，也使得文章更浅显易懂。作为一篇说明文，它包含事物发展变化的过程，在此语境下，选择相关词块进行积累。
教学目标
学生能够翻译出相应的词块例句；学生能够利用词块写作。
教学流程
第一步：学生自主探究。
教师呈现文本及单元内容中词块的中文释义，学生翻译含有已学词汇的词块与句子。学生根据单元内容及课文中的原句修改翻译，积累词块。
设计意图：将词块放入句子当中可以帮助学生在语境中理解和记忆。
词块如下：
（1）在老师的帮助下（with the help of my teachers）
（2）向队友示意把球给我（signal to my teammates to give me the ball）
（3）擅长高空飞行练习（be an expert at high flying exercises）
（4）希望取得更大的成功（hope for greater success）
句子如下：
（1）我刚开始时就是一台计算器。（I began as a calculating machine.）
（2）随着时间的推移，我被做得越来越小。（As time went by, I was made smaller.）
（3）我的存储量变得如此巨大，连我自己都不相信！（My memory became so large that even I couldn't believe it!）
（4）我的目标是给人类提供高质量的生活。（My goal is to provide humans with a life of high quality.）
（5）在某种程度上，我们的程序员就像是我们的教练。（In a way our programmer is like our coach.）
第二步：学生运用词块写作。下面是学生的作品展示（原文未做修改）：
Nemo's story
I have lived in the ocean since I was born. I am a clownfish which looks very funny. My mother told me not to leave the ocean where we lived. She said it was very dangerous outside. I began as an obedient fish who obeyed every rule from my mother. But as time went by, I was not satisfied with my life without adventure. I was so eager to get rid of my security that I ran away from my family alone.
In fact, it was the first time in my life to swim so far away from my home. Obviously I was so excited that I didn't feel any fear at all. It was so wonderful to swim freely without any constraint. I could feel the signal from the nature which was sent to me. "Now, it's time to start living the life I've imagined all the time. This is a new start and a new beginning. Things will all change. It's time to create myself." I said these to myself quietly in my heart.
Nobody would find me in such a covert place. The Mother Nature provides me with a magic environment. With the help of these, I believed that I could live a happy life.
On a sunny morning, I woke up from my dream. And I start to strive for my own future.
教师点评：本文是对Finding Nemo这部电影中的一个片段进行的全新演绎，详细地描写了Nemo在离家前后心态的变化——从被束缚渴望自由到自由后的快乐心情。学生灵活运用了课上积累的词汇，同时可以看出学生在积累的基础上有了对词语的内化理解。如signal这个词语在词块积累中作为动词使用，signal to sb“给某人打信号”，学生在这里活用成名词“收到的信号”。可见，在积累词块的基础上，学生对于词汇的理解更为深刻，运用更为灵活。
案例4
文本来源于人教版高中英语教材必修三第四单元
How life began on the earth
No one knows exactly how the earth began, as it happened so long ago. However, according to a widely accepted theory, the universe began with a "Big Bang" that threw matter in all directions. After that, atoms began to form and combine to create stars and other bodies.
For several billion years after the "Big Bang", the earth was still just a cloud of dust. What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe. The earth became so violent that it was not clear whether the shape would last or not. It exploded loudly with fire and rock. They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earth's atmosphere. What is even more important is that as the earth cooled down, water began to appear on its surface.
Water had also appeared on other planets like Mars but, unlike the earth, it had disappeared later. It was not immediately obvious that water was to be fundamental to the development of life. What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas. This produced a chain reaction, which made it possible for life to develop.
Many millions of years later, the first extremely small plants began to appear on the surface of the water. They multiplied and filled the oceans and seas with oxygen, which encouraged the later development of early shellfish and all sorts of fish. Next, green plants began to grow on land. They were followed in time by land animals. Some were insects. Others, called amphibians, were able to live on land as well as in the water. Later when the plants grew into forests, reptiles appeared for the first time. They produced young generally by laying eggs. After that, some huge animals, called dinosaurs, developed. They laid eggs too and existed on the earth for more than 140 million years. However, 65 million years ago the age of the dinosaurs ended. Why they suddenly disappeared still remains a mystery. This disappearance made possible the rise of mammals on the earth. These animals were different from all life forms in the past, because they gave birth to young baby animals and produced milk to feed them.
Finally about 2.6 million years ago some small clever animals, now with hands and feet, appeared and spread all over the earth. Thus they have, in their turn, become the most important animals on the planet. But they are not looking after the earth very well. They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space. As a result of this, many scientists believe the earth may become too hot to live on. So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
教学设计思路与方法
本单元的中心话题是“天文学”，内容涉及太阳系、宇宙大爆炸、地球上的生命起源、月球探秘、黑洞效应等。该阅读部分围绕地球上生命的起源展开，对宇宙大爆炸理论进行科学性分析，推断出地球上生命的由来以及生物进化的过程。这是一篇典型的科普文章，相对枯燥、难懂。教师选择的词块和句子不仅可以作为学生的写作素材，还可以帮助学生理解文章的细节。
教学目标
学生能够翻译出相应的词块例句；学生能够利用词块写作。
教学流程
第一步：学生自主探究。
教师呈现文本及单元内容中词块的中文释义，学生翻译含有已学词汇的词块与句子，根据单元内容及课文中的原句修改翻译，积累词块。
词块如下：
（1）一个被普遍接受的理论（a widely accepted theory）
（2）产生连锁反应（produce a chain reaction）
（3）使得地球上的热不能释放到太空中去（prevent heat from escaping from the earth into space）
（4）升入空中（rise into the air）
（5）掌握了它（get the hang of it）
（6）饶有兴趣地看着灯光（watch with interest and amazement at the lights）
句子如下：
（1）没人确切地知道地球是怎样开始形成的。（No one knows exactly how the earth began.）
（2）宇宙起源于一次大爆炸。（The universe began with a "Big Bang".）(A begins with B.)
（3）更为重要的是，地球的表面开始出现了水。（What is even more important is that water began to appear on its surface.）
（4）很多科学家相信水的存在对生命的发展起关键作用。（What many scientists believe is that the presence of water is fundamental to the development of life.）
（5）小植物使海洋充满了氧气。（Small plants filled the oceans and seas with oxygen.）(A fills B with C = B is filled with C by A.)
（6）紧随绿色植物的是陆地动物。（Green plants were followed in time by land animals.）(A is followed in time by B = B follows A in time.)
（7）灯光越来越暗，随后熄灭了。（The lights went fainter and fainter and then went out.）
（8）在未来的数百万年中，生命能否在地球上延续取决于这个问题能否得到解决。（Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.）
第二步：学生完成家庭作业，运用词块写作。下面是学生的作品展示（原文未做修改）：
A spy never gives up
Mark's spy career began with an unbelievable thrilling experience.
One day, he went to a tailor's shop to buy himself a suitable suit. When he went into the fitting room, took off his jackets and put it on the hanger, he would never have imagined this completely changed his life.
Suddenly, the lights went fainter and fainter and then went out. The floor made freefall for a few seconds. With a huge noise, he landed, and the door to a whole new world opened.
The hall was filled with advanced technology with robots and a wide range of equipment. Mark watched with interest and amazement at the virtual display. As he tried to touch it, it produced a chain reaction. All the siren began to ring and the hidden weapon would come from anywhere at any time. But it didn't bother him for a long time as he had ten-year taekwondo experience.
After ten minutes, everything fell in silence. The infrared ray tied him up and rose into the air once and again. Mark felt confused and afraid of all the things that happened. What he believed is that he would practically die. This system must be designed to prevent someone who got there in a wrong way from escaping and disclosing their confidence.
But Mark wasn't someone.
He was taken to an office area at last and met his chief who told him that he had been selected as a member of their spy team. No one knows exactly what they did. There was no way for Mark to retreat at that time. All he needed to do is to get the hang of all of these devices and be an excellent spy.
What is even more important is that this unprecedented experience made his dream that he wants to be a distinctive person come true.
教师点评：本文描写了Mark成为一名间谍的惊心动魄的过程。可以看出学生对于词块运用的信手拈来，既有直接句子的引用，也有稍作改变融入自己句子中的情况。全文行文流畅，生动简洁。
（二）Exposure to native language（词典精用）
本类课型基于词典例句。教师从词典中找出词汇的相应例句，通过翻译和写作，让学生感知英语的地道表达，巩固词汇，提升语感。
案例
文本来源为人教版高中英语教材选修八第二单元词汇
课题
Unit 2 Cloning词汇巩固课
教学设计思路与方法
本单元的中心话题是“克隆”，涉及克隆哺乳动物、克隆的历史和是否能够克隆已经绝种的动物所引起的争议等话题，涉及词汇较专业。为帮助学生加深对词汇的理解和巩固，教师借助词典例句，引导学生学习和运用。
教学目标
学生能够翻译出相应的词块例句；学生能够利用词块写作。
教学流程
第一步：教师将重点词汇分组列出，学生朗读。
设计意图：巩固发音，预热词汇。
第一组：altogether，undertake，pay off，breakthrough，cast down
第二组：arbitrary，object/objection，attain/attainable，moral，accumulate
第三组：owe，bother，bound
第四组：assumption，strike，initial，vain，resist，reasonable
第二步：教师呈现每组单词相对应的中文句子，学生利用每组词汇进行翻译训练并积累好句。
设计意图：所有例句均选自词典，确保了句子的原汁原味，学生在翻译的时候不仅可以巩固词汇的用法，也能培养语感。具体操作时，学生可以单独完成，也可以小组合作。
altogether
undertake
pay off
breakthrough
cast down
（1）阳光、美食、美景——总之，一个美好的假期！（Lots of sunshine, wonderful food, and amazing scenery—altogether a great vacation!）
（2）我负责在网上寻找相关信息。（I undertook the task of searching on the net for the relative information.）
（3）我认为如果你多为别人考虑一点，会有回报的。（I think if you show a bit more consideration for others, you'll find it pays off.）
（4）我们在这个项目上投入了很多辛苦的努力，也得到了回报。（We put a lot of hard work into the project, and that really paid off.）
（5）团队合作有好处。（Teamwork pays off.）(www.xing528.com)
（6）我们甚至在一些难题上也取得了重大突破。（We have made a series of breakthroughs even on the most difficult issues.）
（7）我们永远不要为暂时的挫折而沮丧。（We should never be cast down by temporary setbacks.）
arbitrary
object/objection
attain/attainable
moral
accumulate
（1）一些支持者认为禁止克隆是武断的，并且违反宪法。（Some supporters argue that the ban on cloning is arbitrary and unconstitutional.）
（2）当地居民强烈反对捕杀动物以作为食物。（Local residents raised strong objections to killing animals for food.）
（3）携起手来，我们能够取得比单独一个人所能取得的好得多的结果。（Together, we can attain results far more spectacular than one could attain alone.）
（4）我们的目标首先应当是可以实现的。（Our goals should be attainable in the first place.）
（5）人天生有一种能辨别好坏的道德意识。（Man is gifted with a moral sense by which he distinguishes good from evil.）
（6）操场上积了3英寸厚的雪。（On the playground, 3 inches of snow accumulated.）
owe
bother
bound
（1）我非常感激父母为我所做的一切。（I owe my parents a lot for everything they've done for me.）
（2）他的非凡成功归功于他出色的技能及洞察力。（His phenomenal success owed much to his supreme skills and to his equally superb insights.）
（3）这儿有这么多好地方，为什么还要出国呢？（Why bother to go abroad when there are so many nice places here?）
（4）我们设法挤上一辆去学校的公交车。（We managed to get on a school-bound bus.）
（5）我觉得应该指出，我们人类正在冒险。（Well, I feel bound to say, we human beings are taking a huge risk.）
assumption
strike
initial
vain
resist
reasonable
（1）很多人认为财富能够带来幸福。（A lot of people make the assumption that happiness comes along with wealth.）
（2）这种行为被认为是人之常情，前提是我们天生就具有同情心。（Such behavior is regarded as "all too human" with the underlying assumption that we are born to be sympathetic.）
（3）克隆人类的想法让我感到恐惧。（The idea of human cloning strikes terror into my heart.）
（4）我的第一反应是难以置信。（My initial reaction was one of complete disbelief.）
（5）我们跑下山，想在下雨前上车，却还是被雨淋了。（We ran down the mountain toward our coach in a vain attempt to avoid getting caught in the rain.）
（6）我们努力控制眼泪却无法做到。（We tried in vain to hold back our tears.）
（7）我正要讥讽他的自私，他却站起来给她让座了。（I was trying to resist the temptation to sneer at his selfishness when he suddenly stood up and offered the seat to her.）
（8）这听起来是一个合理的借口。（It sounds like a reasonable enough excuse.）
第三步：学生利用所积累的句子进行写作。
设计意图：学生利用原汁原味的句子进行写作，既保证了其中词汇的正确使用，又学到了地道的英语表达。下面是两篇学生的作品展示（原文未做修改）：
My journey of science
I always recollect the days when my teammates and I tried our best to do the biophysics experiment. From this experience, we all learnt a lot. I remember the first day in which we met with our professor. He told us that the goal was vital. "Your goal should be attainable in the first place," he said. From then on, we discussed our goal and designed the experiment for weeks, learning to set goals gradually.
Shortly after that, we really stepped into our lab. Lots of reagents, wonderful instruments and amazing equipment—altogether a great lab! There we mastered lots of skills of biology and physics little by little.
During the real period of experimenting, we had lots of work to do and a great many difficulties to conquer. We always took turns to be in charge of different work. Sometimes I undertook the task of searching on the net for the relative information. Sometimes I interpreted the English data. We all put a lot of hard work into the project and that really paid off. Together, we could attain results far more spectacular than one could attain alone and we even made a series of breakthroughs on many difficult issues. We had met countless problems which were so many that our parents even tried to persuade us to give up, who argued that our experiment was arbitrary and hopeless. But we all raised strong objections to giving up and encouraged each other that we would never be cast down by temporary setbacks.
However, there was still one thing which blocked our way totally. We were faced with an unexpected problem which even our professor was confused with. He led us to change a great number of plans, but failed. But we all knew scientists’ success owed much to not only their supreme skills but also their equally superb persistence. "Well, I feel bound to say, we are facing a huge challenge," our professor sighed. But we refused to give in. So we repeated the experiments over and over again in a vain attempt to find a miracle. At the same time, time flied away.
Soon it was our last time to try. We got up early in the morning and managed to get on a lab-bound subway just like what we did during the whole year. We did every step with extreme caution in order to make sure there was no problem with our skills. Still, we failed for another time. My initial reaction was one of complete despair. The result of failing for so much effort struck sadness into our hearts. In our hearts, tears accumulated silently.
A lot of people make the assumption that success comes along with effort. It depends. But the effort does count. Man is gifted with a moral sense by which he learns from failure. So did us. We knew that process was more important than results. We cherished the experience in which we exactly learnt a lot that couldn't be learnt in school.
Our project was over. But my journey of science will last forever.
教师点评：本文记述了学生在学校进行的科学实验并从中领悟到了科学真谛的过程。学生运用了大量的词块与句型，对于其余词语的运用也恰如其分，行文流畅。
Born to love
A lot of people make the assumption that happiness comes along with wealth. Is it true? I got the answer after joining the volunteer project organized by the UN to hug my last summer vacation during my high school period.
Lots of sunshine, wonderful food and amazing scenery—altogether a great trip to the USA. But, in fact, our major task was to visit a school for special children who were deaf since they were born. I met a deaf girl who had much serious illness because of premature delivery. The doctor had declared that death awaited her. My initial reaction was one of complete disbelief. I couldn't believe that everything would come to pass for such a lovely girl.
When I met them, there were lots of greetings by gesture from her. To be honest, her story struck sympathy into my heart. I was trying to adapt to this kind of atmosphere with a heavy heart while she was wearing a big smile.
I wondered why she could be so optimistic. So I asked her for the reason. "I owe my parents a lot for everything they have done for me. They tried their best to cure my disease, but in vain. For so many years, I have not called them Dad and Mom." She wrote the words on a piece of paper. My classmates and I tried in vain to hold back our tears.
Finally, we undertook the task of helping her pronounce "dad" and "mom" with the help of a special teacher. Three days later, teamwork paid off. We had some breakthroughs on the difficult task like pronouncing "d" and "m". Her great process owed much to her strong determination and to her equally firm will. She had put a lot of work into her wish, which would finally come true.
During those days spent with her, she was always so happy that it seemed such a painful experience became easy to bear for her. It was such a privilege to have spent several days with her. I realized how silly my depression was. I should never be cast down by temporary setbacks. If you show a bit more optimism to your life, you will find you are really delighted. It sounds unbelievable, but it works.
I feel bound to say, the girl really taught me a lesson. Your happiness roots from your love for families and life.
教师点评：本文描述了自己在国外做志愿者的一次经历。通过帮助一位失聪儿童发音，作者领悟到了幸福的真谛。文章结构紧凑，行文流畅。值得注意的是，学生在文章当中除了熟练使用了本节课的词块外，还用了之前积累的词块。可见词块积累对其掌握词汇用法，提高语言表达能力的帮助作用。
（三）Reading for writing（以读促写）
本类课型主要依托于平时的解题训练。平时的完形填空和阅读理解中也有很多表达地道、语言优美的文章。在做完完形填空和阅读理解的训练后，学生对其中的一些词块和句子已经有了一定的印象。教师可以在此时趁热打铁，带领学生有意识地去积累好的表达，加深他们对词汇和句子的理解记忆，学会运用。写作的类型很多，可以是对文章的续写，也可以是对文章的仿写，具体写作任务可以根据文章内容灵活设计。
教学设计思路与方法
在平常的练习中，完形填空与阅读篇章也可以成为词块积累与运用的重要来源。在做完题目之后让学生将其中好的词块与句子挑选出来，翻译并积累，以便利用其进行写作。
案例
It was a rainy morning and the children, mainly boys with various learning difficulties, refused to settle for the start of the lesson. As an inexperienced teacher, I tried every means to get them to be 36 , but in vain. My panic was rising and I could feel my heart beating wildly. This was the 37 of my job as a music teacher, I thought—teaching was not for me. Then I had an idea. Hoping that no one would notice that I was 38 inside, I threw my voice as far as it would reach: "Put your heads on the desks and close your 39 ! We are going on a journey."
40 , the children fell silent. "Now what should I do?" I thought to myself. Reaching over to my collection of CDs, I blindly 41 , put it in the machine and played it.
Obediently (顺从地), my class lay their heads on their desks, closed their eyes and 42 . When the music started, the room was filled with the most beautiful tones and musical colors I could have ever imagined. All the children were 43 . When the music finished, I asked them all to raise their 44 slowly so that we could share our musical journey.
At this point, when all the children were willing to share their experiences, I began to learn how to 45 . The music allowed me to learn that teaching is about sharing and respect, tears and smiles, the knowing and the 46 and, most of all, an understanding of each other. This was the power that 47 in the classroom could have.
36. A. glad
B. safe
C. kind
D. quiet
37. A. end
B. aim
C. rule
D. plan
38. A. guessing
B. shaking
C. responding
D. laughing
39. A. eyes
B. mouths
C. books
D. doors
40. A. Punctually
B. Importantly
C. Amazingly
D. Obviously
41. A. passed one on
B. gave one back
C. turned one in
D. took one out
42. A. slept
B. nodded
C. waited
D. continued
43. A. talking
B. singing
C. dancing
D. listening
44. A. legs
B. heads
C. arms
D. shoulders
45. A. teach
B. imagine
C. play
D. understand
46. A. unprepared
B. unspoken
C. unknown
D. unforgotten
47. A. games
B. music
C. tears
D. knowledge
答案：36. D 37. A 38. B 39. A 40. C 41. D 42. C 43. D 44. B 45. A 46. C 47. B
教学设计思路与方法
本篇完形填空讲述了一名年轻老师在面对一群喧闹的学生时，通过聆听音乐和分享感受，使学生和自己都有收获的故事。文章词汇涉及具体动作以及心理细节描写，用词地道，描写生动。因此，让学生找出描写老师和学生的动作与心理的词块，并将输出写作环节设计为改写文章，即从上音乐课的学生的角度来描写整个过程，符合学生的认知，有利于他们发挥想象进行改写，巩固词汇的运用。
教学目标
学生能翻译出词块；学生能利用词块对文章进行改写。
教学流程
第一步：自主探究，语言积累。
学生找出涉及动作及心理描写的词块并积累。
设计意图：让学生整理出两条线索的词块，即老师和学生不同的动作和心理，进行翻译并且积累。
（1）拒绝安静下来上课（refuse to settle for the start of the lesson）
（2）努力做某事（try every means to do sth）
（3）无果（be in vain）
（4）我越来越紧张，我感到我的心脏狂跳。（My panic was rising and I could feel my heart beating wildly.）
（5）我用最大声去说。（I threw my voice as far as it would reach.）
（6）安静下来（fall silent）
（7）我心里想。（I thought to myself.）
（8）在……中寻找，我盲目地把……拿了出来。（Reaching over to..., I blindly took... out.）
（9）房间里充满了我能想象到的最美妙的音调和音乐色彩。（The room was filled with the most beautiful tones and musical colors I could have ever imagined.）
第二步：学生总结文章情节。
设计意图：帮助学生梳理文章大意，并且对相应词块进行再次复习和巩固。
第三步：学生理清文章脉络，利用词块，从上音乐课的学生的角度重写文章。
设计意图：改写文章是对该文章词汇的积极利用，学生可以在文章情节完整的基础上补充合理细节。下面是学生的作品展示（原文未做修改）：
It was a rainy morning and we met our new music teacher for the first time. Seeing that she was so nervous and embarrassed, we refused to settle for the start of the lesson intentionally. So, of course, her efforts to get us to be quiet were in vain. We were amused to find that she panicked and was hopeless. But suddenly she seemed to have gathered all her courage and threw her voice as far as it would reach: "Put your heads on the desks and close your eyes! We are going on a journey."
Out of surprise, we fell silent, wondering what her next move was. Reaching over to her collection of CDs, she blindly took one out, put it in the machine and played it.
Obediently, we lay our heads on the desks, closed our eyes and waited. When the music started, the room was filled with the most beautiful tones and musical colors we could have ever imagined.
All of us were listening, enjoying the peace the music brought to us. When the music finished, I opened my eyes slowly and was amazed to notice some of my fellows wiping their eyes.
We had never been treated so nicely. All the other adults considered us dumb kids who couldn't appreciate arts. But this inexperienced teacher presented us a precious chance to have a taste of music, and the unforgettable feeling of being respected.
（四）Translate your story（以译促写）
本类课例依托练习册中的翻译练习。教师带领学生完成翻译训练后，根据单元话题，教师将翻译的句子连句成文，供学生进行词汇巩固训练。此类课型可作为每单元词汇巩固的常规课，可灵活操作，等学生熟悉后，可要求学生自己连句成文，互换文章进行翻译。
案例
文本来源为人教版高中英语教材必修一第四单元练习册中的句子翻译练习
（1）裁判把奖品颁给赢得比赛的自行车选手，并向他祝贺。(judge; congratulation; cyclist)
（2）那本书的书名是：《葬身海底的船只》。(title; bury; bottom)
（3）被困在煤矿里两天的矿工们最后得到了营救。(mine; miner; rescue)
（4）记者意识到女孩很害怕，而且尽力回避问题。(reporter; frightened)
（5）大火摧毁了离这儿四个街区的两个商店。(destroy; block)
（6）气球突然爆炸，我们大吃一惊。(burst; shock)
（7）我无法表达我现在的感受。(express)
（8）他拒绝谈起那场灾难带给他的痛苦。(suffering; disaster)
（9）每天早上起床，他都会快速浏览一下报纸上的新闻标题。(wake up; headline)
答案：
(1) The judge gave the prize and his congratulations to the cyclist who won the competition.
(2) The title of that book is The Ship Buried at the Bottom of the Sea.
(3) The miners who had been trapped in the mine for two days were finally rescued.
(4) The reporter realized that the girl who was so frightened was trying to avoid questions.
(5) The fire destroyed two shops which were about four blocks from here.
(6) The balloon burst suddenly and we were shocked by it.
(7) I can't express how I feel/I am feeling at the moment.
(8) He refused to talk about the suffering he had during the disaster.
(9) When he wakes up every morning, he will read the headlines in the newspaper very quickly.
教学设计思路与方法
本单元的中心话题是“地震”，地震会给人民生命财产造成巨大的损失。教师结合以上翻译练习设计了一段关于灾难描写的短文，帮助学生体会词汇的篇章意义，同时也把课文中的词块和好的句子融入文本中，巩固了单元知识。
教学目标
学生能翻译出英文；学生能利用翻译练习中的表达翻译出短文。
教学流程
第一步：学生进行翻译练习，修正自己的翻译错误。
设计意图：学生通过翻译练习，对词汇巩固运用有初步了解。此步骤也可在课下完成。
第二步：学生翻译短文。
设计意图：学生在句子翻译的基础上进行篇章翻译，体会词汇的上下文意境。在连词成句这一步骤上，在前几次的训练中，教师可以提供自己的中文版本；训练熟练后，可以将中文连词成句的任务交给学生，将半控制性任务改为开放性任务，充分发挥学生的想象力与创作力。
中文短文：
起床后，吉姆正在浏览报纸上的新闻标题。突然一则消息让他大吃一惊。离这儿四个街区的两个商店被大火摧毁了。他迅速赶到了现场，发现很多人被埋在了屋子下面。幸运的是，其中一个小女孩得到了营救。女孩很害怕，拒绝谈起那场灾难带给她的痛苦，而且尽力回避记者的问题。吉姆无法表达他现在的感受，但是他觉得自己应该做些什么来帮助他们。
英文译文：
Jim was reading the headlines in the newspaper after waking up in the morning. Suddenly, he was shocked by a piece of news. Two shops which were about four blocks from here were destroyed by the fire. He quickly went there and found many people were buried under the house. Luckily, a girl was rescued. But she was so frightened that she refused to talk about the suffering she had during the disaster. She was trying to avoid questions from reporters. Jim couldn't express how he felt at the moment, but he knew he should do something to help those in need.
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