高中英语必修5unit2教案

高中英语必修5unit2课件

◆To learn to talk about kinds of music

◆To learn to read about bands

◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)

◆To learn to write an e-mail

Procedures

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music               Country music               Rock ‘n’ Roll

Rap                       Orchestra                 Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members

High school students

Reasons

They like to write and play music.

Places

They practice their music in someone’s home.

Forms

They may play to passers-by in the street or subway.

Results

They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band

It began as a TV show.

style of the performance

They played jokes on each other as well as played music.

first music and jokes

Most of them were based loosely on the band called “The Beatles”.

development of the band

They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band

The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to sing

Period 2: A sample lesson plan for Learning about Language

(The Attributive Clause (in/ for/ with/ by＋which/ whom).

1.高中英语优秀课件

高三复习课

二、 教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、 教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、 教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、 教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、 教学方法：

1、活动教学法：

2、任务型教学法：

七、 教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

2.高中英语优秀课件

在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。

二、教学目标设计：

知识与技能：

①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。

②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

过程与方法：

①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。

②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。

情感价值观：

通过本节课的学习，培养学生的人文和信息素养。

三、教材内容及重点、难点分析：

教材内容：

本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。

教学重点：

①对课文内容的整体把握。

②学生组织语言、运用语言的能力。

【重点突破】任务驱动，层层深入。

利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。

教学难点：

①对课文内容中细节的理解。

②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。

【难点突破】 设置情境，循序渐进，层层递进。

设置富有情趣的情境，激发他们的阅读欲 望，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。

四、教学策略及教法设计：

【教学策略】

①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。

②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。

【教法】：

①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。

②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。

③任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

五、教学过程设计：

第一步：热身活动：猜单词。

在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者；另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。

第二步：读前活动（一）：自由展示。

在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。

第三步：读前活动（二）：自由交谈。

给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么？If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言。

第四步：读前活动（三）：小组讨论。

经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。

第五步：加拿大概况综述。

这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行 梳理，也为下一个步骤展开铺垫。

第六步：略读课文。（first reading）

在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。

are the cousins not flying direct to the Atlantic coast?

is the continent they are crossing?

is “The True North”?

do many people want to live in Vancouver?

happens at the Calgary Stampede?

does wheat grow in Canada?

would ship be able to reach the centre of Canada?

two natural resources that Canada has.

第七步：精读课文。(second reading)

在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。

girls went to Canada to see their relatives in Montreal.

Lin was going to drive them to Vancouver.

can cross Canada in less than five days by bicycle.

girls looked out the windows and saw Native Indians and cowboys.

Bay is a port city in the south of Canada, near Toronto.

第八步：复述课文(retelling)

给出课文中的关键词汇，让同学们用自己的话来复述课文。

Helpful words and expressions

great scenery

second largest

go eastward

mountains/lakes/forests/rivers

5,500/from west to east

here in Vancouver

surrounded by

ski/sail

3.高中英语优秀课件

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法

2. 过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略: 　　本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

4.高中英语优秀课件

本单元主要是围绕生日展开教学，要求学生掌握十二个月份和序数词的变化，以及日期和生日的表达。我上的是第二课 时 ，在第一课时中，学生已经学习了十二个月份和序数词，本课时主要是要求学生掌握日期的表达，以及能正确说出自己的生日， 能掌握四会句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …

二、 说学生

十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于 英语学习缺少兴趣。

三、 说教法

1、 游戏教学。兴趣是的老师。在复习单词时设计了What’s missing?的游戏，让学生在课的一开始就感受学习的快乐，为进一步的学习做铺垫。

2、 朗读教学。英语是一门语言，交际是学习的目的，因此，课堂上朗读和运用是必不可少的，教师设计了多种朗读和练习方式，例如：小组朗读，个人朗读，男女对读，同桌讨论等，让学生在有限的课堂时间内得到最多的练习。

3 任务教学。在巩固句型时，设计了Do a survey 的教学任务。学生在调查时能运用语言，巩固语言知识。

四、说教学过程

1. 在课的一开始主要通过Free talk ：How many days are there in a week? How many months are there in a year? 引出复习单词， 在复习单词时通过询问Which is the first/second.. month in a year来初步复习一下序数词。接着设计了What’s missing?这个游戏来进一步复习月份，同时也激发了学生学习的积极性。之后引出句型复习： When’s your birthday? My birthday is in。

2.通过复习句型When’s your birthday? My birthday is in。引出我的生日在几月几日，以及Helen 和Jim 的生日，重点掌握序数词，通过总结让学生对序数词的变化有一个整体的了解。在学生掌握序数词的基础上，让学生了解日期的表达，因为学生对于单词还不能默写，所以日期的练习只限于口头讨论和朗读。学生掌握了日期之后让学生说说自己的生日，引出本课的重点句型When’s your birthday? My birthday is on the… of …What would you like as a birthday present? I’d like … Present

这个单词比较难读，是朗读教学的重点

3.通过讨论练习C 部分句型进一步巩固句型，最后设计了Do a survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。

。书本上C部分句型图1和图3，从书面上巩固所学的新句型。

5.高中英语优秀课件

1) Important vocabularies

Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for.

2)Daily expressions

Are you /Will you be free then?

Yes, Id be fee. Id like to go.

Lets go together then. Ill meet you at the theatre at six - thirty .

Good! See you then.

What time shall we meet?

Where is the best place to meet?

What about meeting outside? I suggest…

3) Useful phases

Whats on…? Is there anything good on?

They are said to be very good.

Finally, there is no more time left for adding new stories.

4) Grammar

Form is used to be Subject and Object

教学建议

能力训练

1.通过口头练习，学会日常生活中的各种表达方式。

2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。

德育渗透

1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。

2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。

师生互动活动

Lesson 13：口头练习：对话交际功能——日常生活用语。

Lesson 14：学生扮演主编介绍报纸出版的过程。

Lesson 15：学生扮演主编介绍《中国日报》的内容。

Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。

教材分析

从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际， 同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，形式充当主语和宾语的用法。

教学准备

教学目标

1. Target Language 目标语言

重点词汇

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error

2. Ability goals 能力目标

Enable the students to write a short passage about a place of interest they have visited.

3. Learning ability goals 学能目标

Help the students learn how to describe one of the places of interest they have visited.

教学重难点

How to describe a famous building or a place of interest.

教学过程

Step Ⅰ Revision and Lead-in

Ask some students to read their work to the class.

T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?

A sample version:

Why not visit “the Oriental Hawaii”?

Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay ( in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, Xiao Tongtian, Folk Village, etc.

Step Ⅱ Writing

Task 1: Ask the students to write a tour plan.

T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.

A sample tour plan:

Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.

Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.

Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.

Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.

Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.

Day 14: We leave at noon for our flight south to Shanghai, then make our way home.

Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.

Show the following.

How to Write A Complaint Letter

· Include your name, address, home and work phone numbers.

· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.

· Make your letter brief and to the point. Include all important facts and any information you can give.

· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.

· Include all documents regarding your problem. Be sure to send COPIES, not originals.

· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.

· Keep a copy of the letter for your records.

Then ask the students to make a list of things that they feel are important.

T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.

A sample list of things:

1. I have to wait too long a time being served in the canteen.

2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.

4. The school demands us to wear the ugly school uniform.

The most serious one is the first one in the list.

A sample letter:

Dear Mr. Sam,

I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.

Sincerely,

Harlan

Step Ⅲ Homework

Ask the students to do the task in PROJECT on page 54.

高中英语必修5unit2教案

教学准备

教学目标

1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage 2.语言能力目标： 1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading. 3.情感态度与文化意识目标： 1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.

教学重难点

1、教学重点： understudend the passage better find the main idea of each paragraph 2、教学难点： the reading ability the skills of reading

教学过程

教学设计

本节课共45分钟，具体教学步骤如下：

Step I Leading-in

播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。

Step II While reading

Task I. Fast reading 快速大声阅读文章，完成练习1和2.

1. Read the passage and try to find out:

1) How many bands are mentioned in the passage? What are their names?

_________________________________________________________

2) Which band is “The Band That Wasn’t”?

_________________________________________________________

the passage quickly and match main ideas with paragraphs.

How the Monkees formed the band?

Dreaming of being famous.

How the Monkees became popular and developed as a real band?

The common way that bands form.

Task II. Careful reading 分段阅读。分别默读每一段，完成相应练习。

1. () Read carefully find out how do people form a band.

Step 1

To practice music ____________________.

Step 2

To play __________________________.

Step 3

To give performances ____________________________.

Step 6

To make records __________________.

2. (Para. 3&4) Put the following steps in the right order. 小组合作，比赛式进行。

A. Had to use actors

B. Broke up, then reunited

C. Produced their own records

D. Produced a new record

E. Relied on other musicians

F. Sang their own songs

G. To find four musicians

H. Advertised in a newspaper

I. Sang songs by others

J. Pretended to sing

The right order__________________________________

Step III Post-reading

Task I. Promotion and discussion.小组讨论，分组展示。

This is a press conference and your favorite band The Monkees is here. What do you want to say to them or what else do you want to know about them? Work in groups and do a role play. Four of you play as members of The Monkees and the others work as journalists. And you can refer to the following questions.

1. How did your band start?

2. What are the differences between… and… ?

did you change to sing your own songs?

’s your future plan?

5. What do you want to say to ....?

Task II. Summary of the passage 归纳总结所学。

The article is _________ (main) about the band --______ Monkees. It _________(believe) that many people want to be famous singers or musicians, _______ they form a band through different ______(way) .

However, there is a band ______ is different from others. At first, they sang the songs ________ (write) by other musicians. Later, they played and sang _____ (they) own songs. After _______(reunite) in the 1980s, they made _____ new record in the 1990s.

Step IV Homework

1. write a news report about the Monkees based on the interview.

the song I'm a believer by the Monkees.

Step V enjoy the song I’m a believer by The are the lines.

The Monkees------Now I'm A Believer

作词：Neil Diamond

I thought love was only true in fairy tales

Meant for someone else but not for me

Love was out to get me, that's the way it seemed

Disappointment haunted all my dreams

Then I saw her face, now I'm a believer

Not a trace of doubt in my mind

I'm in love, I'm a believer

I couldn't leave her if I tried

I thought love was more or less a given thing

Seems the more I gave the less I got

What's the use in tryin'? All you get is pain

When I needed sunshine I got rain

Then I saw her face, now I'm a believer

Not a trace of doubt in my mind

I'm in love, I'm a believer

I couldn't leave her if I tried

教学准备

教学目标

To learn to talk about kinds of music

To learn to read about bands

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学重难点

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学工具

课件

教学过程

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music Country music Rock ‘n’ Roll

Rap Orchestra Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”.

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

课后小结

学了这节课你有什么收获?

课后习题

完成课后习题一、二。

板书

Unit 5 Music

高三是最紧张最有压力的一年，无论老师还是学生，做好一切准备迎接考试吧!下面是由我为大家整理的“高三英语教案万能模板(通用)”，仅供参考，欢迎大家阅读。

一、本课在教材中的地位

我说课的课题是高中英语第一册(上)，第11单元，第42课，美国乡村音乐。本课是本单元的第二课时，是一节阅读课，阅读课是每单元教学的重要环节。本课包括美国乡村音乐的背景知识和历史发展知识。本课包括四会词11个, 三会词及短语6个，二会词及短语3个。

二、教学目标与要求

根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的知识目标为两点：一是要求学生掌握11个四会词dollar leader value remain boyfriend girlfriend think of appear electrical fun make fun of , 和success society anger political equipment beauty 6个三会词。二是要求学生对课文进行较好的理解，即了解美国乡村音乐方面的知识。根据大纲“侧重培养阅读能力”的要求和高一学生阅读能力的发展水平， 我确立的第一个能力目标为训练学生的skimming 和scanning 两种能力。第二个能力目标为发展学生的观察，记忆，想象，比较，分析和快速反应等能力。确立此目标的依据是英语教学大纲的“发展智力，提高思维，观察，注意，记忆，想象，联想等能力”的要求。

三、教材分析与学生分析

本课包括美国乡村音乐的历史和现状两部分内容，阅读容量正常，阅读材料内容不易理解，涉及到的某些历史知识，如美国当代人的价值观，所以我确立本课的重点和难点都是解决这样一个问题：当代美国人的价值观在美国乡村音乐中有了那些变化。

我在本课的教学处理上注重文章的阅读理解，淡化词汇和语法教学，词汇部分仅用一个word puzzle 来解决。在阅读理解方面，我强调从输入知识(即教师的教)到能力的输出(即学生的用)，通过这一过程，达到了扩大学生思维容量，提高学生能力的目的。

从学生学习语言的规律看，高一年级是学生的阅读能力提高的重要阶段。一般来说，他们比较擅长对记叙文的阅读理解，阅读速度快，正确率高，而社科类文章则是使他们感到最为头疼的问题。但教学大纲要求“高一学生能以每分钟40-50个词的速度”进行阅读，“阅读生词率不超过3%的……科普小品等内容的材料…….理解准确率达到70%”。而且从经验看，我感到学生阅读社科文章一是速度慢，这主要是由于他们对文章内容不熟悉和其中的背景知识使他们感到无从下手。学生存在的第二个问题是他们的理解正确率往往低于70%。为了解决这两个问题，我在指导学生阅读时强调skimming和scanning这两种技能，目的之一就是要提高他们的阅读速度和快速查找信息的能力，从而提高正确率。

四、教学方法与辅助手段

本课运用的教学方法主要有两个：情景交流法和多媒体教学。 现代的语言教学强调语言在一定的语言环境中的运用。在本课的教学环节中我搜集了美国五十年代和六十年代以及现代的乡村歌曲，使他们在这个语言环境中欣赏美国乡村音乐。在模拟的真实情景中尽情地，自由地运用英语进行交际。我这堂课最突出的教学方法还是多媒体教学，即通过展示软件，达到讲解的目的，突破难点。由于本课的难点：美国人生观的理解，所以我设计了多媒体课件来代替老师讲解。这样，就把书本上枯燥乏味的文字变为形象生动的图片和动画，使学生先获得感性认识，然后才是理性的总结，符合认识事物的规律。运用这种图示法，学生就会从原来的从书本，从老师那里被动地接受知识变成现在的主动，积极地探索知识，激发了他们的学习兴趣，改善了学习效果，突破了难点。

20年的英语教学使我感到让学生“学会”并不难，难的是让学生“会学”,讲授知识并不难，难得是培养学生运用知识的能力。英语学科无论是教学还是考试都注重阅读能力，所以在本课中，我注重指导学生的阅读能力。主要体现在三个方面：一是快速阅读。快速阅读训练对于学生提高阅读速度和质量很有帮助。尤其是教学大纲和考试都要求学生能在较短时间内阅读相当篇幅的阅读材料。二是默读。事实证明，学生阅读时如果朗读，那么他们的注意力仅会停留在所读词汇的发音上而不是所读文章的意义上。三是阅读时带着问题读。这种阅读方法尤其在高考中很有益处。在时间允许的情况下，如果带着问题阅读，可以更加集中注意力，抓住重点。

五、教学步骤

本课的教学过程分为三个步骤。第一步是Pre-reading。我通过播放country road 这首歌，提出了三个问题，导入本课主题American country music, 并检查了学生的预习情况。导课这一环节大约需要5分钟。

第二步是fast-reading, 包括两个环节。第一个环节是阅读理解，需要5分钟,主要目的是让学生抓topic sentence;第二个环节需要10分钟，讲解本课语言点并介绍美国乡村音乐的发展历史和现状。在每部分的阅读理解之前，都有不同形式的过渡，使各部分的教学能有机的联系起来，并且我也提出问题，阅读后又配有不同形式的阅读理解练习题。

第三个步骤是Post-reading。包括四个环节。第一个环节是巩固练习，需要10分钟左右，要求学生两人一组编对话。假设你与朋友要去看美国乡村音乐演唱会，你们会谈论什么?通过这样设置的情景，一是可以检验学生对所学知识的运用是否正确;二是可以训练学生的听，说技能和想象等思维能力。

第二个环节是发展技能练习，需要10分钟。将全班学生分为两组。A组同学喜欢乡村音乐，B组同学喜欢摇滚乐。让他们展开辩论，试图说服对方他们的选择是较好的。这样双方都积极地进行思维。同时辩论的形式也激发了他们的好胜心。为了鼓励更多的学生尤其是听说能力较差的学生参与辩论，我还提出，“one sentence or even a few words is also OK”，限度地调动学生的非智力因素。第三个环节是德育教育。我通过对美国乡村音乐历史的分析，使学生自发地认识到美国所存在的严重的社会问题。第四个环节是作业。除了常规的作业布置以外，我要求学生每人学唱一首美国乡村歌曲。德育教育和作业布置两个环节共需要4分钟。

step sections time

Pre-reading Lead-in 1’

While- reading Reading compre-hension music General knowledge 15’

John Danver

Country music

history 1950s---love

1960s---anger1970s---money,success

Today—sunshine ,laughing,friends

Dealing with vocabulary 5’

Post- reading Practice (pairwork) 10’

Developing skills (debate) 10’

Moral education 4’

Homework

本课的教学中我使用了多媒体进行导课，它能迅速抓住学生的注意力，很快导入正课。我还唱了country road这首歌加强学生对美国乡村音乐的印象。整堂课中我主要使用了自己设计，制作的多媒体教学软件。软件的作用主要有四点：

一是加大课堂容量。事实证明，以上教学任务在多媒体的帮助下，在学生预习到位的前提下，完全能顺利完成。

二是突破难点。多媒体教学软件通过以图代文的方式，解决了文章理解的难点，不再需要教师枯燥地讲解。

三是可以指导学生的逻辑思维。四是可以调动学生的积极性，激发他们的学习兴趣。

六、板书设计

我的板书设计主要体现了本课的重点和难点。

Blackboard Design

Unit 11

Lesson 42 American Country Music Topic sentence1950s------love1960s------anger1970s—1980s------money and success1990s------sunshine laughing and friendslanguage points1. Money was also thought to be all thought him (to be) the best singer in our school2. During these years many young students were angry with society,so songs were often full of . Politcal leaders were not well thought of and those songs ofte made fun of them. 4. Singers do not just come from the States but from all over the world.

七、布置作业

在我的Workpage中，Pre-class部分我安排了两项任务：

一是让A组和B组学生分别查找关于American country music信息，从而为课堂教学中的辩论做准备。

二是要求学生每人学唱一首美国乡村歌曲,并从网上查阅美国乡村歌曲的相关背景资料，把英语学习从课堂引向社会。

一、 说教材

1、 材的地位和内容

该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。该课文出现了英语重要语法知识--过去分词的用法。

2、 教学目标

根据该教材的特点以及高中英语课程标准，我拟定下列教学目标。

1) 语言知识目标

词汇：defeat attend expose cure outbreak control absorb severe valuable strict pump 等

语法：过去分词作定语和表语

2) 语言技能目标

练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力。

3) 情感目标

培养学生的科学探索精神，培养学生科学人文精神相融合的素养。

4) 学习策略目标

学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源。

5) 文化意识目标

3、 学重点和难点

重点：理解所读课文;把握过去分词的用法。

难点：利用所学词汇、句型，围绕主题进行叙述。

二、说教法

根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。充分发挥学生在教学活动中的主观能动性。以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。

三、说教学设计

根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤。

Task 1

为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。

T: Name some famous scientists you know and tell something about them.

S: Charles Darwin---He was British. He wrote the Origin of Species.

S: Thomas Edison---He was an American inventor. He invented electric light bulb.

S: Stephen Hawking---He is a British. He studied black holes of space.

Task 2

呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。

Task 3

再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。

Task 4

课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。

教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。

四、板书设计(略)

一、教学内容分析

本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。

这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。

二、教学目标

of knowledge(知识目标)

1) to know the information about art

2) to know some relevant words and expressions

of abilities(能力目标)

1) to improve students listening ability by guessing the content and setting down the key words

2) to enable the students to understand the brief short history of the traditional chinese painting

aims(情感、态度与价值观目标)

to arouse the patriotic spirit of the students and improve their team spirit by doing the group work

三、学习者特征分析

虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。

四、教学策略选择与设计

teaching

以学生为中心 让学生积极参与课堂

teaching

听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维

五、教学重点及难点

1. to know about the traditional chinese art

2. to set down the key words while listening

六、教学过程

教师活动

学生活动

设计意图

step1:warming up

(1) show the art works of fruit

(2) brainstorming

(3) enjoy a video of chinese painting

(4) learn the brief history of chinese painting

在用多媒体展示图片和视频后让学生回答下面的问题：

q1. what do you think of it?

you feel happy after seeing them?

you think of any other art styles?

运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。

step2: pre-listening

talk about the artworks and guess what period of chinese history each artwork belongs to .

preview the relevant words and expressions

让学生根据图片猜测这些作品所属的年代

学生猜词意，读单词

图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。

step3: first-listening

put the words of time into order

听完材料后思考并讨论问题，学生回答问题。

听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。

step4:second-listening

listen again and take some notes for the detailed information( who &when)

分组讨论思考。学生回答问题。

听细节，此作品是什么人在什么年代创作。

提高学生听力中把握细节的能力。

step5: game time (江南style)

学生观看视频再上台表演

小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。

step6: conclusion and evaluation

思考讨论并回答。让学生对本节课进行总结，反思自己所学。

让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。

教学目标：

学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提问“你喜欢???”并能作出相应的回答。

通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性;把所学语言知识与实际生活紧密结合。

遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。

教学重点：

掌握有关食物的英语单词，谈论并询问他人的喜好。

教学难点：

一般疑问句的用法。

教具准备：

多媒体课件，自制食物图片。

教学过程：

Step1 热身运动(反应游戏：Touch your face, Touch your nose)

通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。

Step2 揭示课题

T: 同学们平时都喜欢吃什么食物?

S:肉、牛奶??

T:同学们想知道这些食物用英语怎么说吗?今天我们就一起来学习。直接点明这堂课的学习任务。

Step3 师生交流

T:出示fish图片.I like fish.(表现出喜欢的样子)Do you like fish?引导学生回答 Yes,Ido.

T：Here you are.(做出给对方的样子)

S:Thank you.

教师可以和多几个同学练习。

T:出示noodles图片 Idon’t like noodles(表现出不喜欢的样子-摇头)Do you like noodles?引导学生回答 No,Idon’t

教学其他单词方法同上。

备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过

这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。

Step 4 Let’s chant (多媒体课件)

noodles noodles是面条 面条noodles细又长

milk milk是牛奶牛奶milk白又甜

fish fish是鱼肉鱼肉fish鲜又鲜

meat meat是肉类 肉类meat真好吃

把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。

Step 5 听歌并学唱歌曲

播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?

唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。

Step 6 课文教学

老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”

(多媒体课件)呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。

Step 7合作学习

每组一个学生拿着食物图片问同桌：“Do you like??”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t.

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标：

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点：

1.过去分词的用法.

2. 过去分词的运用

五、教学难点：

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略：

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略：

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

教学准备

教学目标

1. Target Language 目标语言

重点词汇

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error

2. Ability goals 能力目标

Enable the students to write a short passage about a place of interest they have visited.

3. Learning ability goals 学能目标

Help the students learn how to describe one of the places of interest they have visited.

教学重难点

How to describe a famous building or a place of interest.

教学过程

Step Ⅰ Revision and Lead-in

Ask some students to read their work to the class.

T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?

A sample version:

Why not visit “the Oriental Hawaii”?

Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay ( in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, Xiao Tongtian, Folk Village, etc.

Step Ⅱ Writing

Task 1: Ask the students to write a tour plan.

T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.

A sample tour plan:

Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.

Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.

Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.

Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.

Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.

Day 14: We leave at noon for our flight south to Shanghai, then make our way home.

Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.

Show the following.

How to Write A Complaint Letter

· Include your name, address, home and work phone numbers.

· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.

· Make your letter brief and to the point. Include all important facts and any information you can give.

· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.

· Include all documents regarding your problem. Be sure to send COPIES, not originals.

· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.

· Keep a copy of the letter for your records.

Then ask the students to make a list of things that they feel are important.

T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.

A sample list of things:

1. I have to wait too long a time being served in the canteen.

2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.

4. The school demands us to wear the ugly school uniform.

The most serious one is the first one in the list.

A sample letter:

Dear Mr. Sam,

I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.

Sincerely,

Harlan

Step Ⅲ Homework

Ask the students to do the task in PROJECT on page 54.

高中英语必修5unit2单词跟读

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人教英语必修5Book 5 Unit 1 characteristic /kæriktə'ristik/ n. 特征；特性radium /'reidiəm/ n. 镭painter /'peintə/ n.画家；油漆匠put forward 提出scientific /saiən'tifik/ adj. 科学的conclude /kən'klu:d/ vt. & vi. 结束；推断出conclusion /kən'klu:ʒn/ n. 结论；结束draw a conclusion 提出结论analyse /'ænəlaiz/ vt. 分析△ infect /in'fekt/ vt. 传染；感染△ infectious /in'fekʃəs/ adj. 传染的△ cholera /'kɔlərə/ n. 霍乱defeat /di'fi:t/ vt. 打败；战胜；使受挫 n.失败expert /'ekspə:t/ adj. 熟练的；经验或知识丰富的n.专家；行家attend /ə'tend/ vt. 照顾；护理；出席；参加physician /fi'ziʃn/ n. 医生；内科医师expose /ik'spəuz/ vt. 暴露；揭露；使曝光expose … to 使显露；暴露△ deadly /'dedli/ adj. 致命的cure /kjuə/ n. 治愈；痊愈 vt. 治愈；治疗△ outbreak /'autbreik/ n.爆发；发作（尤指疾病或战争）challenge /'tʃælindʒ/ n. 挑战 vt. 向……挑战victim /'viktim/ n. 受害者absorb /əb'zɔ:b/ vt. 吸收；吸引；使专心suspect /sə'spekt/ vt. 怀疑/'sʌspekt/ n.被怀疑者；嫌疑犯enquiry /in'kwaiəri/ n. 询问neighbourhood /'neibəhud/ n. 附近；邻近severe /si'viə/ adj. 严重的；剧烈的；严厉的△ clue /klu:/ adj. 线索；提示pump /pʌmp/ n. 泵；抽水机 vt. （用泵）抽（水）△ Cambridge /'keimbridʒ/ Street剑桥大街foresee /fɔ:'si:/ vt.(foresaw，foreseen)预见；预知△ investigate /in'vestiɡeit/ vt. & vi. 调查△ investigation /investi'ɡeiʃn/ n. 调查blame /'bleim/ vt. 责备；谴责 n. 过失；责备pollute /pə'lu:t/ vt. 污染；弄脏handle /'hændl/ n. 柄；把手 vt. 处理；操纵△ germ /dʒə:m/ n. 微生物；细菌link /liŋk/ vt. & n. 连接；联系link … to … 将……和……联系或连接起来announce /ə'nauns/ vt. 宣布；通知△ certainty /'sə:tnti/ n. 确信；确实instruct /in'strʌkt/ vt. 命令；指示；教导△ responsible /ri'spɔnsəbl/ adj. 有责任的；负责的construct /kən'strʌkt/ vt. 建设；修建construction /kən'strʌkʃn/ n. 建设；建筑物contribute /kən'tribju:t/ vt. & vi. 捐献；贡献；捐助apart from 除……之外；此外firework /'faiəwə:k/ n. 烟火（燃放）chart /tʃɑ:t/ n. 图表△ creative /kri:'eitiv/ adj.有创造力的；创造性的；独创的△ co-operative /kəu'ɔpərətiv/ adj. 合作的positive /'pɔzətiv/ adj. 积极的；肯定的；确实的(be) strict with … 对……严格的△ revolutionary /revə'lu:ʃənəri/ adj. 革命的；重大变革的movement /'mu:vmənt/ n. 移动；运动；动作make sense 讲得通；有意义backward /'bækwəd/ adv. & adj. 向后地（的）；相反地（的）；退步地（的）△ loop /lu:p/ n. 圈；环△ privately /'praivitli/ adv. 私下地；秘密地spin /spin/ vi. & vt. (spun，spun)（使）旋转；纺（线或纱）△ brightness /'braitnis/ n. 明亮；亮度；聪颖enthusiastic /inθju:zi'æstik/ adj. 热情的；热心的cautious /'kɔ:ʃəs/ adj. 小心的；谨慎的reject /ri'dʒekt/ vt. 拒绝；不接受；抛弃universe /'ju:nivə:s/ n. 宇宙；世界 Book5 Unit 2 unite /ju:'nait/ vi. & vt. 联合；团结kingdom /'kiŋdəm/ n. 王国consist /kən'sist/ vi. 组成；在于；一致consist of 由……组成△London Heathrow /'hi:θrəu/ Airport 伦敦希思罗机场province /'prɔvins/ n. 省；行政区△River Avon /'eivɔn/ 埃文河△River Thames /'temz/ 泰晤士河△River Severn /'sevən/ 塞文河divide … into 把……分成△Wales /weilz/ 威尔士(英)△Scotland /'skɔtlənd/ 苏格兰(英)△Northern Ireland /'aiələnd/ 北爱尔兰(英)clarify /'klærifai/ vt. 澄清；阐明accomplish /ə'kʌmpliʃ/ vt. 完成；达到；实现conflict /'kɔnflikt/ n. 矛盾；冲突unwilling /ʌn'wiliŋ/ adj. 不愿意（的）；不乐意（的）break away (from) 挣脱（束缚）；脱离union /'ju:niən/ n. 联合；联盟；结合；协会△the Union Jack英国国旗credit /'kredit/ n. 信任；学分；赞扬；信贷to one’s credit 为……带来荣誉；值得赞扬；在……名下currency /'kʌrənsi/ n. 货币；通货institution /insti'tju:ʃn/ n. 制度；机制；公共机构△ educational /edju:'keiʃənl/ adj. 教育的convenience /kən'vi:niəns/ n. 便利；方便rough /rʌf/ adj. 粗糙的；粗暴的roughly /'rʌfli/ adv. 粗略地；粗糙地△Midlands /'midləndz/ 英格兰中部地区(英)nationwide /neiʃən'waid/ adj. 全国性的；全国范围的attract /ə'trækt/ vt. 吸引；引起注意△ historical /his'tɔrikəl/ adj.历史（上）的；有关历史的architecture /'ɑ:kitektʃə/ n. 建筑学；建筑艺术△Roman /'rəumən/ n．(古)罗马人 adj．(古)罗马的collection /kə'lekʃn/ n. 收藏品；珍藏；收集administration /ədminis'treiʃn/ n. 管理；行政部门port /pɔ:t/ n. 港口（城市）△Anglo-Saxon /æŋɡləu 'sæksn/ n．盎格鲁-撒克逊人 adj．盎格鲁-撒克逊人的△Norman /'nɔ:mən/ n．诺曼人; 诺曼语 adj．诺曼的; 诺曼人(语)的△Viking /'vaikiŋ/ n．北欧海盗；斯堪的纳维亚人countryside /'kʌntrisaid/ n. 乡下；农村enjoyable /in'dʒɔiəbl/ adj. 令人愉快的；使人高兴的leave out 省去；遗漏；不考虑△ opportunity /ɔpə'tju:nəti/ n. 机会；时机description /di'skripʃn/ n. 描写；描述furnished /'fə:niʃt/ adj．配备好装备的；带家具的fax /fæks/ n. 传真（机） vt.用传真传输（文件）possibility /pɔsə'biləti/ n. 可能（性）plus /plʌs/ prep.加上；和 adj.加的；正的；零上的quarrel /'kwɔrəl/ n. 争吵；争论；吵架vi.争吵；吵架alike /ə'laik/ adj. 相同的；类似的take the place of 代替break down （机器）损坏；破坏arrange /ə'reindʒ/ vt. 筹备；安排；整理wedding /'wediŋ/ n. 婚礼fold /fəuld/ vt. 折叠；对折sightseeing /sait'si:iŋ/ n. 观光；游览delight /di'lait/ n. 快乐；高兴；喜悦vt.使高兴；使欣喜royal /'rɔiəl/ adj. 王室的；皇家的；高贵的uniform /'ju:nifɔ:m/ n. 制服△St Paul’s Cathedral /sənt pɔ:lz kə 'θi:drəl/ 圣保罗大教堂splendid /'splendid/ adj. 壮丽的；辉煌的；极好的△Westminster Abbey /'westminstə 'æbi/ 威斯敏斯特教堂(英国名人墓地)statue /'stætʃu:/ n. 塑像；雕像△Buckingham /'bʌkiŋəm/ Palace 白金汉宫△Greenwich /'ɡrenidʒ/ n．格林尼治(英城市)△ longitude /'lɔndʒitju:d/ n. 经线；经度△ imaginary /i'mædʒinəri/ adj. 想象中的；假想的；虚构的△ navigation /nævi'ɡeiʃn/ n. 导航；航行△Highgate Cemetery /'haiɡeit 'semətri/ 海格特墓地(英伦敦北郊，内有马克思及其家人的坟墓)communism /'kɔmjunizəm/ n. 共产主义△ original /ə'ridʒənəl/ adj. 最初的；原始的；独创的；新颖的thrill /θril/ vt. 使激动；使胆战心惊pot /pɔt/ n. 罐；壶error /'erə/ n. 错误；过失；谬误tense /tens/ n. 时态consistent /kən'sistənt/ adj. 一致的 Book5 Unit 3 aspect /'æspekt/ n. 方面；层面impression /im'preʃn/ n. 印象；感想；印记take up 拿起；接受；开始；继续constant /'kɔnstənt/ adj. 时常发生的；连续不断的constantly /'kɔnstəntli/ adv. 不断地jet /dʒet/ n. 喷气式飞机△ jet lag 飞行时差反应△ flashback /'flæʃbæk/ n. 闪回；倒叙previous /'pri:viəs/ adj. 在前的；早先的uncertain /ʌn'sə:tn/ adj.不确切的；无把握的guide /ɡaid/ n. 指导；向导；导游 vt. 指引；指导tablet /'tæblit/ n. 药片△ expertise /ekspə:'ti:z/ n.专家意见；专门知识（技能等）capsule /'kæpsju:l/ n. 太空舱；胶囊steward /'stju:əd/ n. 乘务员；服务员stewardess /stjuə'des/ n. 女乘务员opening /'əupniŋ/ n.（出入的）通路；开口；开端sideways /'saidweiz/ adv. 往（向、从）一侧；侧着；侧面朝前surroundings /sə'raundiŋz/ n. 周围的事物；环境surrounding adj. 周围的tolerate /'tɔləreit/ vt. 容忍；忍受△ combination /kɔmbi'neiʃn/ n. 结合；组合lack /læk/ vi. & vt. 缺乏；没有n.缺乏；短缺的东西adjustment /ə'dʒʌstmənt/ n. 调整；调节mask /mɑ:sk/ n. 面具；面罩；伪装be back on one’s feet （困境后）恢复；完全复原△ hover /'hɔvə/ vi. 盘旋carriage /'kæridʒ/ n. 运输工具；四轮马车；客车press /pres/ vi. & vt. 按；压；逼迫n.按；压；印刷；新闻fasten /'fɑ:sn/ vt. 系牢；扎牢belt /belt/ n.腰带；皮带safety belt 安全带lose sight of … 看不见……sweep up 打扫；横扫flash /flæʃ/ vt. & vi. （使）闪光；（使）闪现switch /switʃ/ n. 开关；转换 vt. 转换timetable /'taimteibl/ n. 时间表；时刻表△ exhausted /iɡ'zɔ:stid/ adj.筋疲力尽的；疲惫不堪的slide into （快捷而悄声地）移动；溜进……optimistic /ɔpti'mistik/ adj. 乐观（主义）的△ pessimistic /pesi'mistik/ adj. 悲观（主义）的speed up 加速△ pedal /'pedl/ n. 踏板；脚蹬△ alien /'eiliən/ n. 外星人；外国人adj.陌生的；外国的；外星球的mud /mʌd/ n. 泥（浆）desert /'dezət/ n. 沙漠；荒原△ enormous /i'nɔ:məs/ adj. 巨大的；庞大的△ imitate /'imiteit/ vt. 模仿；仿造△ moveable /'mu:vəbl/ adj. 可移动的；活动的citizen /'sitizn/ n. 公民；居民；市民typist /'taipist/ n. 打字员typewriter /'taipraitə/ n. 打字机postage /'pəustidʒ/ n. 邮资postcode /'pəustkəud/ n. 邮政编码button /'bʌtn/ n. 钮扣；按钮instant /'instənt/ n. 瞬间；片刻adj.立即的；立刻的receiver /ri'si:və/ n. 接受者；接收器；电话听筒△ efficiency /i'fiʃnsi/ n. 效率；功效△ efficient /i'fiʃnt/ adj. 效率高的；有能力的△ ribbon /'ribən/ n. 丝带；带状物dustbin /'dʌstbin/ n.垃圾箱△ dispose /di'spəuz/ vt.布置；安排△ disposal /di'spəuzl/ n.清除；处理ecology /i'kɔlədʒi/ n. 生态；生态学greedy /ɡri:di/ adj. 贪吃的；贪婪的；贪心的swallow /'swɔləu/ vt. 吞下；咽下material /mə'tiəriəl/ n.原料；材料recycle /ri:'saikl/ vt.回收利用；再利用△ manufacture /mænju'fæktʃə/ vt. （用机器）大量生产；成批制造goods /ɡudz/ n. 货物△ etc /it'setərə/ abbr. 诸如此类；等等representative /repri'zentətiv/ n. 代表；典型人物adj.典型的；有代表性的settlement /'setlmənt/ n. 定居；解决motivation /məuti'veiʃn/ n. 动机 Book5 Unit 4 Journalist /'dʒə:nəlist/ n. 记者；新闻工作者△ involve /in'vɔlv/ vt. 牵涉；涉及；包括；使参与（卷入）……editor /'editə/ n. 编辑photograph /'fəutəɡrɑ:f/ n. 照片 vt. 给……照相photographer /fə'tɔɡrəfə/ n. 摄影师△ photography /fə'tɔɡrəfi/ n. 摄影△unforgettable /ʌnfə'ɡetəbl/ abj. 难忘的；永远记得的△ assignment /ə'sainmənt/ n. 任务；分配delighted /di'laitid/ adj. 快乐的；欣喜的admirable /'ædmərəbl/ adj.值得赞扬的；令人钦佩的unusual /ʌn'ju:ʒuəl/ adj. 不同寻常的；独特的assist /ə'sist/ vt. 帮助；协助；援助assistant /ə'sistənt/ n. 助手；助理；售货员submit /səb'mit/ vt. 递交；呈递（文件等）profession /prəu'feʃn/ n. 职业；专业professional /prə'feʃənəl/ adj. 专业的；职业的n.专业人员colleague /'kɔli:ɡ/ n. 同事eager /'i:ɡə/ adj. 渴望的；热切的concentrate /'kɔnsəntreit/ vi. & vt.集中；聚集concentrate on 集中；全神贯注于amateur /'æmətə/ n. 业余爱好者update /ʌp'deit/ vt. 更新；使现代化acquire /ə'kwaiə/ vt. 获得；取得；学到assess /ə'ses/ vt. 评估；评定inform /in'fɔ:m/ vt. 告知；通知deadline /'dedlain/ n. 最后期限△interviewee /intəvju:'i:/ n. 参加面试者；接受采访者meanwhile /'mi:nwail/ adv. 其间；同时depend on 依靠；依赖case /keis/ n. 情况；病例；案例accuse /ə'kju:z/ vt. 指责；谴责；控告accuse … of 因……指责或控告……△ accusation /ækju:'zeiʃn/ n. 指责；谴责；控告deliberately /di'libərətli/ adv. 故意地so as to (do sth) 为了（做）……△ deny /di'nai/ vt. 否认；拒绝sceptical /'skeptikl/ adj. 怀疑的（<美>skeptical）guilty /'ɡilti/ adj. 犯罪的；有罪的；内疚的dilemma /di'lemə/ n. （进退两难的）困境；窘境demand /di'mɑ:nd/ n. 需求；要求 vt. 强烈要求△ demanding /di'mɑ:ndiŋ/ adj. 要求很高的；费力的publish /'pʌbliʃ/ vt. 出版；发行；发表；公布△ scoop /sku:p/ n. 抢先获得的新闻；利润等；勺子；铲子section /'sekʃn/ n. 部分；节△ concise /kən'sais// adj. 简明的；简练的△ imaginative /i'mædʒinətiv/ adj. 富于想象力的technical /'teknikl/ adj. 技术（上）的；技巧方面的technically /'teknikli/ adv. 技术上；工艺上thorough /'θʌrə/ adj. 彻底的；详尽的gifted /'ɡiftid/ adj. 有天赋的△ idiomatic /idiə'mætik/ adj. 惯用的；合乎语言习惯的housewife /'hauswaif/ n. 家庭主妇crime /kraim/ n. 罪行；犯罪edition /i'diʃn/ n. 版（本）；版次ahead of 在……前面department /di'pɑ:tmənt/ n. 部门；部；处；系accurate /'ækjurət/ adj. 精确的；正确的senior /'si:niə/ adj. 年长的；高年级的；高级的polish /'pɔliʃ/ vt. 擦亮；磨光；润色chief /tʃi:f/ adj. 主要的；首席的 n.首领；长官approve /ə'pru:v/ vt. 赞成；认可；批准process /'prəuses/ vt. 加工；处理n.过程；程序；步骤△ negative /'neɡətiv/ n. 底片；否定adj.否定的；消极的appointment /ə'pɔintmənt/ n. 约会；任命 Book5 Unit 5 aid /eid/ n. & vt. 帮助；援助；资助first aid （对伤患者的）急救temporary /'tempərəri/ adj. 暂时的；临时的fall ill 生病injury /'indʒəri/ n. 损伤；伤害bleed /bli:d/ vi. & vt. 流血△ nosebleed /'nəuzbli:d/ n.鼻出血；流鼻血△ sprain /sprein/ vt. 扭伤△ sprained /spreind/ adj.扭伤的ankle /'æŋkl/ n. 踝（关节）choke /tʃəuk/ vi. & vt. （使）噎住；（使）窒息cupboard /'kʌbəd/ n. 橱柜；衣柜skin /skin/ n. 皮；皮肤

accent/??ks(?)nt, -sent/n. 口音add/?d/vt. 加；增加announcement/??na?nsment/n. 声明；宣告attempt/??tem(p)t/n. 努力；尝试be similar to与...想似combination/k?mbi?nei?(?)n/n. 组合；结合compare/k?m?p??/vt. 比较 confusing/k?n?fju:zi?/adj. 令人困惑的；难懂的 criticise/?kritisaiz/vt. 批评cute/kju:t/adj. 逗人喜爱的differ/?dif?/vi. 不同，有区别distinctive/di?sti?(k)tiv/adj. 与众不同的edition/i?di?(?)n/n. （广播、电视节日的）期；版flashlight/?fl??lait/n. (美)手电筒；火把get around四处走动have difficulty (in) doing sth.做某事有困难have ... in common有相同的特点in favour of同意；支持lead to引起；导致linguist/?li??wist/n. 语言学家linguistics/li???wistiks/n. 语言学look/l?k/n. 外观；外表；样子make a difference有影响，使不相同motorway/?m??t?wei/n. （英）高速公路obvious/??bvi?s/adj. 显然的，显而易见的omit/?(?)?mit/vt. 省略preposition/prep??zi?(?)n/n. 介词present/pri?zent/vt. 陈述；提出（观点、计划等）queue/kju:/vi. （英）排队（等候）rapidly/?r?pidli/adv. 迅速地refer to...as称...为... reference/?ref(?)r(?)ns/n. 参考；查阅remark/ri?m?:k/n. 评论；讲话 satellite/?s?t?lait/n. 卫星settler/?setl?/n. 移民；定居者simplify/?simplifai/vt. 简化standard/?st?nd?d/adj. 标准的steadily/?stedili/adv. 不断地；持续地 structure/?str?kt??/n. 结构；体系subway/?s?bwei/n. （美）地铁switch/swit?/n. 开关 thanks to幸亏，多亏underground/?nd???ra?nd/n. （英）地铁 variation/v??ri?ei?(?)n/n. 变化variety/v??rai?ti/n. 种类accountant/??ka?nt(?)nt/n. 会计agent/?eid?(?)nt/n. 代理人；经纪人analyst/??n(?)list/n. 分析家；分析师apply/??plai/vi. 申请 available/??veil?b(?)l/adj. 可获得的barber/?b?:b?/n. 理发师bend/bend/n. 弯曲处；弯道biochemistn. 生物化学家bioinformaticiann. 生物信息学（研究）者chef/?ef/n. 厨师circular/?s?:kj?l?/adj. 圆形的contract/?k?ntr?kt/n. 合同；契约database/?deit?beis/n. 数据库；资料库 deduction/di?d?k?(?)n/n. 推理；推断demand/di?m?:nd/n. 要求；需要direct/di?rekt, dai-/vt. 指挥double/?d?b(?)l/vi. 加倍earn/?:n/vt. 挣（钱）electrician/ilek?tri?(?)n, el-/n. 电工；电器技师 encounter/in?ka?nt?, en-/n. 相遇；邂逅 essential/i?sen?(?)l/adj. 必不可少的；绝对重要的fitness/?fitnis/n. 健康freeze/fri:z/vi. 冻住；冻僵freezer/?fri:z?/n. 冰箱grateful/??reitf?l, -f(?)l/adj. 感激的；感谢的have an effect on对...产生影响in particular尤其；特别in practice实际上；在实践中in response to作为...的回应 in theory理论上；丛理论上来说individual/indi?vidj?(?)l/n. 个人intellectual/inti?lekt???l/adj. 脑力的；思维的；需用才智的leisure/?le??/n. 休闲miner/?main?/n. 矿工mission/?mi?(?)n/n. 任务；职责；任命model/?m?d(?)l/n. 模特offer/??f?/vi. (主动)提出（愿意做某事）on average平均organizational/???nai?zei??n?l/adj. 组织的outgoing/?a?t???i?/adj. 外向的pass by经过pathologist/p????l?d?ist/n. 病理学家 permanent/?p?:m(?)n?nt/adj. 长久的；永久的；永恒的personality/?p?:s??n?liti/n. 个性；性格post/p??st/n. 工作；职位profound/pr??fa?nd/adj. （影响）深刻的；极大的 qualified/?kw?lifaid/adj. 合格的；称职的 renewable/ri?nju:?bl/adj. (合同)可续签的require/ri?kwai?/vt. 需要respect/ri?spekt/vt. 遵守salary/?s?l?ri/n. 工资；薪水satisfying/?s?tisfaii?/adj. 令人满意的sheer/?i?/adj. 垂直的；陡峭的shot/??t/n. （电影、电视或照片的）镜头sign/sain/vt. 签字；签署signal/?si?n(?)l/n. 信号staff/st?:f/n. 全体职员；员工 stressful/?stresf?l, -f(?)l/adj. 充满压力的；紧张的suffer/?s?f?/vi. 遭受（痛苦）take ... for granted以为...理所当然take notice of注意到take up站好位置以备... temporary/?temp(?)r?ri/adj. 暂时的；临时的toll/t??l/n. (事故、疾病的)伤亡人数traditional/tr??di?(?)n(?)l/adj. 传统的vertical/?v?:tik(?)l/adj. 垂直的 volunteer/v?l?n?ti?/n. 志愿者 youngster/?j??st?/n. 年轻人account/??ka?nt/n. 叙述；描写；报道adolescent/?d??les(?)nt/n. 青少年beard/bi?d/n. 胡须)be/feel in the mood (for sth./to do sth.)有意（做某事）；有（做某事的）心情 biography/bai???r?fi/n. （由他人撰写的）传记comedy/?k?midi/n. 喜剧 companion/k?m?p?nj?n/n. 同伴；伙伴crawl/kr?:l/vi. 爬行、匍匐前进create/kri:?eit/vt. 塑造；创作curious/?kj??ri?s/adj. 好奇的 detective/di?tektiv/n. 侦探determined/di?t?:mind/adj. 坚决的disturb/di?st?:b/vt. 打扰 establish/i?st?bli?, e-/vt. 确立；确定；建立 exception/ik?sep?(?)n, ek-/n. 例外fantasy/?f?nt?si, -zi/n. 幻想，想像fiction/?fik?(?)n/n. 虚构或幻想出来的事force/f?:s/vt. 强迫；迫使fright/frait/n. 恐惧；害怕have connection with与...有联系/有关联lie/lai/vi. 说谎；撒谎make one's fortune发财make up编造（说法、解释等）murderer/?m?:d?r?(r)/n. 凶手；谋手犯outline/?a?tlain/n. 外形；轮廓paddle/?p?d(?)l/vi. 用桨划（小船）panic/?p?nik/vt. (panicked, panicked) (使)恐慌；（使）惊惶失措penny/?peni/n.（硬币）便士；（美）分pilot/?pail?t/n. 领航员play a trick on sb.捉弄某人，对某人恶作剧pour/p?:/vi. （雨）倾盆而下raft/r?:ft/n. 木排；木筏reputation/repj??tei?(?)n/n. 名誉；名望；声望resemble/ri?zemb(?)l/vt. 与...相似review/ri?vju:/n. （影视、音乐）评论romantic/r?(?)?m?ntik/adj. 浪漫的；关于爱情的rope/r??p/n. 绳子run away（秘密地）逃跑set (a play, novel, ect.) in设置（戏剧、小说等的）背景set off出发；启程shallow/???l??/adj. 浅的shelter/??elt?/n. 遮蔽物；栖身之地solve/s?lv/vt. 解决 terrified/?terifaid/adj. 非常害怕的；极度恐慌的tie/tai/vt. （用绳、带等）绑，系、拴trunk/tr??k/n. 树干vivid/?vivid/adj. (描绘)生动的；逼真的warn/w?:n/vt. 警告abolish/??b?li?/adj. 废除bean/bi:n/n. 豆子book/b?k/vt. 预订calendar/?k?lind?/n. 日历；月历carnival/?k?:niv(?)l/n. 狂欢节celebration/?seli?brei??n/n. 庆典；庆祝 Christian/?krist?(?)n, -ti?n/adj. 基督教come to an end完结 confusion/k?n?fju:?(?)n/n. 杂乱；混乱consist of由...组成；由...构成costume/?k?stju:m/n. 服装；戏装；化装服council/?ka?ns(?)l, -sil/n. 地方议会；政务委员会dove/d?v/n. 鸽子dress up装扮；打扮elegant/?eli?(?)nt/adj. 优雅的；高雅的empire/?empai?/n. 强国era/?i?r?/n. 时代；年代extend/ik?stend, ek-/vt. 延长firearm/?fai?r?:m/n. 火器flour/?fla??/n. 面粉freedom/?fri:d?m/n. 自由garlic/???:lik/n. 大蒜ghost/???st/n. 鬼；幽灵herb/h?:b/n. （叶或种子用作调味品的）药草，芳草hide/haid/vt. 掩藏；躲藏import/im?p?:t, ?im-/vt. 引进；进口ingredient/in??ri:di?nt/n. （烹调用的）原料 landowner/?l?nd??n?/n. 地主；土地拥有者magic/?m?d?ik/n. 魅力；魔力magnificent/m???nifis(?)nt/adj. 华丽的；富丽堂皇的mark/m?:k/vt. 标志（着）master/?m?:st?/n. 主人memory/?mem(?)ri/n. 记忆multicultural/m?lti?k?lt?(?)r(?)l/adj. 多元文化的；跨文化的onion/??nj?n/n. 洋葱origin/??rid?in/n. 起源parade/p??reid/n. （庆祝）游行pea/pi:/n. 豌豆plantation/pl?n?tei?(?)n, pl?:n-/n. 农庄；庄园pork/p?:k/n. 猪肉pretend/pri?tend/vi. 假装relaxing/ri?l?ksi?/adj. 使人放松的revive/ri?vaiv/vi. 复兴；再兴起；再流行sausage/?s?sid?/n. 香肠tasty/?teisti/adj. 美味可口的trade/treid/n. 贸易 transport/tr?n?sp?:t, tr?:n-/vt. 运输；运送unite/ju:?nait/vt. 联合wander/?w?nd?/vi. 漫步；闲逛whistle/?wis(?)l/n. 哨子 advantage/?d?v?:ntid?/n. 优势；长处 athletics/???letiks/n. 田径活动background/?b?k?ra?nd/n. 背景bat/b?t/n. 球拍；球棒borough/?b?r?/n. （自治）区brand/br?nd/n. 商标；牌子champion/?t??mpi?n/n. 冠军club/kl?b/n. 高尔夫球棒competitor/k?m?petit?/n. 竞争者；对手declare/di?kl??/vt. 宣布designer/di?zain?/n. 设计师dramatically/dr??m?tik?li/adv. 戏剧性地final/?fain(?)l/n. 决赛 guarantee/??r(?)n?ti:/vt. 保证gymnast/?d?imn?st/n. 体操运动员logo/?l????, ?l?????/n. （公司和组织的）标识；标志marathon/?m?r??(?)n/adj. 具体的；特定的ministry/?ministri/n. （政府的）部net/net/n. 网on the increase正在增加perform/p??f?:m/vi. 表现pitch/pit?/n. （足球、橄榄球等）球场protest/pr??test/vi. 抗议purchase/?p?:t?is/vt. 购买quality/?kw?liti/n. 特性；品德；品性retire/ri?tai?/vt. 退休retirement/ri?tai?m(?)nt/n. 退休ring/ri?/n. 拳击台rise to one's feet站起身rugby/?r??bi/n. 橄榄球score/sk?:/vi. & vt. 得分slogan/?sl???(?)n/n. 标语sportswear/?sp?:tsw??/n. 运动服装；休闲服装stadium/?steidi?m/n. 休育场，运动场tough/t?f/adj. 费力的；棘手的；困难的track/tr?k/n. 跑道 tracksuit/?tr?ksu:t, -sju:t/n. 运动服trainer/?trein?/n. 运动鞋；教练员ultimate/??ltim?t/adj. 最后的victory/?vikt(?)ri/n. 胜利aim/eim/n. 目标；目的antelope/??ntil??p/n. （藏）羚羊bald/b?:ld/adj. 秃（头）的battle/?b?t(?)l/n. 战斗be concerned about sth.关心某事；担心某事branch/br?:n(t)?/n. 分支机构；办事处brink/bri?k/n. 边缘 condition/k?n?di?(?)n/n. (-s) 环境；情况confiscate/?k?nfiskeit/vt. 没收 continent/?k?ntin?nt/n. 大陆；洲dealer/?di:l?/n. （尤指买卖贵重商品的）商人endanger/in?dein(d)??, en-/vt. 使...外于险境；危及的energy/?en?d?i/n. 能源extinct/ik?sti?kt, ek-/adj. 灭绝的；绝种的extinction/ik?sti?(k)?(?)n, ek-/n. 灭绝；绝种feed on（动物）以...为食focus/?f??k?s/n. 焦点；集中点habitat/?h?bit?t/n. 栖息地herd/h?:d/n. 牧群；兽群ibis/?aibis/n. 鹮ideal/ai?di?l, -?di:?l/adj. 理想的initial/i?ni?(?)l/n. 首字母insect/?insekt/n. 昆虫involve/in?v?lv/vt. 涉及；包括lay/lei/vt. 产卵；下蛋live/liv/adj. 活的mammal/?m?m(?)l/n. 哺乳动物 meanwhile/?mi:nwail/adv. 同时monitor/?m?nit?/vt. 监测plateau/?pl?t??/n. 高原poacher/?p??t??/n. 盗猎者；偷猎者protect/pr??tekt/vt. 保护raid/reid/n. & vt. （警方的）突击搜查reptile/?reptail/n. 爬行动物reserve/ri?z?:v/n. 保护区；保护圈set up建立；设立shawl/??:l/n. 披肩skin/skin/vt. 剥皮；去皮spot/sp?t/n. （某事发生的）准确地点；现场 stand for代表struggle/?str??(?)l/n. 挣扎；斗争waste/weist/vt. 浪费whale/weil/n. 鲸wildlife/?wail(d)laif/n. 野生动物wonder/?w?nd?/n. 奇迹worth/w?:?/adj. 值...钱六的我有一部分advance/?d?v?:ns/adj. 预先的，在前的 apologise/??p?l?d?aiz/v. 道歉application/?pli?kei?(?)n/n. 申请body language身体语言，肢体语言certain/?s?:t(?)n, -tin/pron. 某些circumstance/?s?:k?mst(?)ns/n. 情形，情况confidentlyadv. 自信地embassy/?emb?si/n. 使馆favour/?feiv?/n. 恩惠，照顾find out了解（到），打出（信息）form/f?:m/n. 表格formula/?f?:mj?l?/n. 法则；原则function/?f??(k)?(?)n/n. 功能imagine/i?m?d?in/v. 想象immigration/?imi??rei??n/n. 移民impolite/imp??lait/adj. 不礼貌的in addition除此之外，另外informal/in?f?:m(?)l/adj. 非正式的lack/l?k/v. 缺乏，缺少 leave out遗漏，漏掉look away from把目光从...移开make friends交朋友，建立友谊(be) nervous about对...神经紧张/害怕/胆怯/焦虑不安nod/n?d/v. 点头obligation/?bli??ei?(?)n/n. 责任；义务opportunity/?p??tju:niti/n. 机会prize/praiz/n. 奖品，奖金psychologist/sai?k?l?d?ist/n. 心理学家purpose/?p?:p?s/n. 目的 reception/ri?sep?(?)n/n. 欢迎会；招待会refund/ri?f?nd/n. 退款reply/ri?plai/n. 回答，答复，回信serious/?si?ri?s/adj. 严肃的sigh/sai/v. 叹气，叹息small talk闲谈，聊天social rules社交规则successful/s?k?sesf?l, -f(?)l/adj. 成功的think of想起，回忆起tidy/?taidi/v. 使...整洁，整理visa/?vi:z?/n. 签证yawn/j?:n/v. 打呵欠alien/?eili?n/adj. 其他种族的；外国的awake/??weik/adj. 醒着的，清醒的bend/bend/v. 弯腰，屈身 bend down弯身blink/bli?k/v. 眨眼睛bush/b??/n. 灌木，矮树come up to朝...走出来comfortable/?k?mf(?)t?b(?)l/adj. 舒适的，舒服的cottage/?k?tid?/n. 小屋definitely/?definitli/adv. 确定地，一定地 direction/di?rek?(?)n, dai-/n. 方向doubt/da?t/n. 怀疑dream/dri:m/v. 做梦dwarf/dw?:f/n. 侏儒，小矮人edge/ed?/n. 边，边缘elf/elf/n. 小精灵hero/?hi?r??/n. （小说、电影中的）男主角heroine/?her??in/n. （小说、电影中的）女主角hesitate/?heziteit/v. 犹豫，迟疑hold out伸出 invisible/in?vizib(?)l/adj. 看不见的keep one's eyes on注视，盯着看，注意look around for四处寻找magical/?m?d?ik(?)l/adj. 魔法的；不可思议的marry/?m?ri/v. 结婚，娶，嫁novel/?n?v(?)l/n. 小说pass by经过pat/p?t/v. 轻拍，轻打patch/p?t?/n. （与周围部分不同的）斑，小块paw/p?:/n. 爪子philosophical/fil??s?fik(?)l/adj. 哲学的；达观的play an important part in在...中起重要作用，对...起重要影响possess/p??zes/v. 拥有power/?pa??/n. 力量，能力punish/?p?ni?/v. 惩罚put a spell on用咒符镇住put...down放下revenge/ri?ven(d)?/v. 报仇，复仇scent/sent/n. 气味，香味，芳香shape/?eip/n. 形状shine/?ain/v. 照耀，照亮shine down over照在...上square/skw??/adj. 正方形的tail/teil/n. 尾巴vanish/?v?ni?/v. 消失wicked/?wikid/adj. 邪恶的amount/??ma?nt/n. 数量belong/bi?l??/v. 属于bottom/?b?t?m/n. 底部，底端burst on突然发生，突然...起来chat/t??t/v. 闲谈，聊天click/klik/v. 喜欢（某人），有相同想法（观点等） cloakroom/?kl??kru:m, -r?m/n. 衣帽间，临时寄物处close/kl??z/adj. 亲密的，亲近的confront/k?n?fr?nt/v. 面对（危险、困难）count/ka?nt/v. 数couple/?k?p(?)l/n. 夫妇fair/f??/n. 义卖会financiallyadv. 财政上地from the bottom of one's hear真心诚意地，发自内心地from time to time偶尔，有时hurt/h?:t/adj. 受伤的interpersonal/int??p?:s(?)n(?)l/adj. 人际关系的，人与人之间的keep in touch保持联系knock ...over（开车）撞伤，撞死lively/?laivli/adj. 活泼的，有生气的locker/?l?k?/n. （带锁的）衣物柜lose interest in对...失去兴趣lose touch with与...失去联系make up和好，和解mention/?men?(?)n/v. 提到，涉及moody/?mu:di/adj. 喜怒无常的note/n??t/n. 钞票，纸币on the phone在通电话partner/?p?:tn?/n. 合伙人，共同出资人perfect/?p?:fikt/adj. 完美的predict/pri?dikt/v. 预言，预测quarrel/?kw?r(?)l/v. 吵架raise/reiz/v. 筹措（金钱）raise money筹款regret/ri??ret/v. 后悔，悔恨reunite/ri:j??nait/v. 重聚sweet/swi:t/n. 糖果swing/swi?/v. 轻松快步地走theft/?eft/n. 偷，盗窃trust/tr?st/v. 信赖，信任turn round转过身来underneath/?nd??ni:?/prep. 在...下面ambition/?m?bi?(?)n/n. 志气，抱负，雄心characteristic/k?r?kt??ristik/n. 特征，特性，特质collection/k??lek?(?)n/n. 收藏；收藏品combine/k?m?bain/v. 结合，联合compose music创作乐曲conservatory/k?n?s?:v?t(?)ri/n. 音乐学院critic/?kritik/n. （文艺）批评家 depend on依靠，依赖depress/di?pres/v. 使沮丧，使意志消沉，使心灰意冷 folk song民歌give concerts举办音乐会gramophone/??r?m?f??n/n. 留声机harm/h?:m/v. 伤害hush/h??/interj. 嘘！安静！in addition to除此之外 interpret/in?t?:prit/v. 诠释，解释；翻译make contact with与...进行来往master musician音乐大师melody/?mel?di/n. 旋律misery/?miz(?)ri/n. 痛苦mule/mju:l/n. 骡子negative/?ne??tiv/adj. 否定的；消极的poetic/p???etik/adj. 有诗意的；诗的poetry/?p??itri/n. 诗歌present/pri?zent/v. 赠送（礼物、奖品等） regarding/ri???:di?/prep. 关于relative/?rel?tiv/n. 亲戚，亲属relax/ri?l?ks/v. 使放松，使轻松repertoire/?rep?tw?:/n. 演奏曲目，演出节目rhyme/raim/v. 押韵rob/r?b/v. 抢劫rug/r??/n. 地毯，小毛毯share feelings and ideas with与...分享感受与想法soloist/?s??l??ist/n. 独奏者；独唱者spread/spred/v. 展开，伸展 statuette/st?tj??et, -t??-/n. 小雕（塑）像(be) the same with与...情况相同 therefore/????f?:/adv. 因此，所以(be) true of/for与...情况相同again and again一再，屡次as follows如下beneficial/beni?fi?(?)l/adj. 有益的，有用的breathe/bri:?/v. 呼吸burn out（火）燃尽，烧完自灭by mistake错误地cell/sel/n. 细胞chase/t?eis/v. 追逐，追赶，追踪clone/kl??n/v. 克隆contrast/?k?ntr?:st/v. 对照；与...成对比contrast with与...形式对照control/k?n?tr??l/v. 控制cure/kj??/v. 治愈disgust/dis???st/v. 使觉得恶心；使厌烦emotion/i?m???(?)n/n. 感情；情绪 encourage/in?k?rid?, en-/v. 鼓舞，鼓励fear/fi?/n. 害怕，恐惧fiancen. 未婚妻gene/d?i:n/n. 基因give life to赋予生命head/hed/n. 头目，领导 identical/ai?dentik(?)l/adj. 完全相同的，同一的 imaginary/i?m?d?in(?)ri/adj. 假想的，虚构的incredible/in?kredib(?)l/adj. 难以置信的lifeless/?laiflis/adj. 无生命的make a sound发出声音murder/?m?:d?/v. 谋杀 nightmare/?naitm??/n. 噩梦nonsense/?n?ns(?)ns/n. 胡说八道，胡扯refuse/ri?fju:z/v. 拒绝rush/r??/v. 冲，猛冲terrify/?terifai/v. 使惊恐，使受惊吓throw oneself on ...扑倒在...上tiny/?taini/adj. 细小的，细微的；微小的treat ... as把...当成...对待vein/vein/n. 血管；静脉violence/?vai?l(?)ns/n. 暴力wing/wi?/n. 翅膀wrinkle/?ri?k(?)l/v. （皮肤）起皱纹abandon/??b?nd(?)n/v. 放弃，抛弃afterwards/??:ft?w?dz/adv. 后来arm/?:m/v. 装备，武装 artillery/?:?til?ri/n. 大炮backpack/?b?kp?k/n. 背包beach/bi:t?/n. 海滩bomb/b?m/n. 炸弹campaign/k?m?pein/n. 作战行动，军事行动chain/t?ein/n. 链条，铁链chaos/?kei?s/n. 混乱，无秩序civilian/si?vilj(?)n/n. 平民，文职人员 commander/k??m?:nd?/n. 指挥官condemn/k?n?dem/v. 责难；谴责courage/?k?rid?/n. 勇气，胆量declare war on向...宣战deep/di:p/adj. 深的despite/di?spait/prep. 不管，不顾disagreement/dis???ri:m?nt/n. 争论，矛盾，意见不合drop/dr?p/v. 扔下，投下drown/dra?n/v. 淹死，使溺死eventually/i?ventj??li/adv. 最后，最终grave/?reiv/n. 墓，墓穴helmet/?helmit/n. 头盔heroism/?her??iz(?)m/n. 英雄主义，英雄气概image/?imid?/n. 影像invade/in?veid/v. 入侵，侵略last/l?:st/v. 持续make a breakthrough取得重大突破（进展） memorable/?mem(?)r?b(?)l/adj. 难忘的，特别的，值得回忆的memorial/mi?m?:ri?l/n. 纪念碑；纪念馆nationality/n????n?liti/n. 国籍occupy/??kj?pai/v. 占领 operation/?p??rei?(?)n/n. 行动overlook/??v??l?k/v. 俯视，往下看peacekeeper/?pi:ski:p?/n. 维和人员 personnel/p?:s??nel/n. 全体人员pick up停下来让某人搭车（船等），救起private/?praiv?t/n. 兵，士兵rescue/?reskju:/v. 营救，拯救 sacrifice/?s?krifais/n. 牺牲 senseless/?senslis/adj. 无意义的，欠思考的sequence/?si:kw(?)ns/n. （电影中的）连续镜头shell/?el/n. 炮弹shocked/??kt/adj. （感到）震惊的，惊骇的station/?stei?(?)n/n. 根据地，驻扎地，基地survivor/s??vaiv?/n. 幸存者troop/tru:p/n. 部队；士兵vengeful/?ven(d)?f?l, -f(?)l/adj. 复仇的，报复心切的view/vju:/n. 观点war memorial战争纪念碑weary/?wi?ri/v. 使人疲倦；使人厌烦wound/wu:nd/v. 使受伤整个必修五的

高中英语必修5unit2单词朗读

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第一单元：

1 characteristic 特征;特性 radium 镭 painter 画家 put forward 提出5 scientific 科学的adj.

6 conclude 结束;推断出vt.& conclusion 结论;结束 draw a conclusion 得出结论9 analyse 分析 infect 传染;感染vt.

11 infectious 传染的 cholera 霍乱 defeat 打败;受挫;使战胜vt.失败 expert 熟练的;经验或知识丰富的adj.专家;行家 attend 照顾;护理;出席;参加vt.

16 physician 医生;内科医师 expose 暴露;揭露;使曝光 expose…to 使显露;暴露 deadly 致命的 cure 治愈;痊愈n.治愈;治疗vt.

21 outbreak 爆发;发作 challenge 挑战n.向……挑战 victim 受害者 absorb 吸收;吸引;使专心 suspect 怀疑vt.被怀疑者;嫌疑犯n.

26 enquiry 询问 neighborhood 附近;邻近 severe 严重的;剧烈的;严厉的 clue 线索;提示 pump 泵;抽水机n.(用泵)抽(水)vt.

31 Cambridge street 剑桥大街32 foresee 遇见，预知 investigate 调查vt.& investigation 调查 blame 责备;谴责vt.过失;责备n.

36 pollute 污染;弄脏 handle 柄;把手n.处理;操纵 germ 微生物;细菌 link 连接;联系 link...to... 将……和……联系或连接起来

41 announce 宣布;通告 certainty 确信;确实 instruct 命令;指示;教导 responsible 有责任的;负责的 construct 建设;修建vt.

46 construction 建设;建筑物 contribute 捐献;贡献;捐助vt.& apart from 除……之外;此外49 firework 烟火(燃放) chart 图表n.

51 creative 有创造力的;创造性的;独创的 co-operative 合作的 positive 积极的;肯定的;确实的 be strict with... 对……严格的55 Nicolaus Copernicus 尼古拉.哥白尼(波兰天文学家)

56 revolutionary 革命的;重大变革的 movement 移动;运动;动作 make sense 讲得通;有意义59 backward 向后的(地);相反的(地);退步的(地)adj.& loop 圈;环n.

61 privately 私下地;秘密地 spin (spun，spun)(使)旋转;纺(线或纱)vt.& brightness 明亮;亮度;聪颖 enthusiastic 热情的;热心的 cautious 小心的;谨慎的adj.

66 reject 拒绝;不接受;抛弃 universe宇宙;世界n.

第二单元单词：

1 unite 联合;团结vi.& kingdom 王国 consist 组成;在于;一致 consist of 由……组成5 London Heathrow Airport 伦敦希尔罗机场6 province 省;行政区n.

U1--U5UNIT1 Albert Einstein 阿伯特•爱因斯坦(20世纪 杰出的科学家)genius n.天才;创造力 inspiration n.灵感; 鼓舞人心的人(或事物)perspiration n.汗水;出汗Alfred North Whitehead 艾尔弗雷德•诺思•怀特黑 德(英国数学家)undertake vt.&vi.(undertook, undertaken) 着手做;从事;承担analysis n. ([复]analyses)分析;分解 obvious adj.显然的;明显的within prep. 在……里面; 在……范围之内quote n.引语;引文; (常用复数)引号agriculture n.农学;农业 gravity n.重力;引力;地心吸力radioactivity n.放射性;放射现象;放射线curious adj.好奇的;好求知的; 爱打听隐私的branch n.(学科)分科;树枝;支流; 支线;分支机构debate n.辩论;争论 vt.与……辩论;争论 vi.辩论;争论;参加辩论biologist n.生物学家 scan vt.浏览;细看;反复察看Stephen Hawking 斯蒂芬•霍金(英国科学家) PhD 哲学博士学位;博士学位Doctor of Philosophy 哲学博士学位;博士学位 boundary n.分界线;边界;界限promising adj.有前途的;有希望的graduate n.大学毕业生;毕业生incurable adj.(人或病)医不好的; 不可救药的;无法补救的work on 继续工作 go by 过去;走过engage vt. 使订婚;约定;雇用;使从事be engaged to sb 与某人订婚 get engaged to sb 与某人订婚Jane Wilde 简•怀尔德(女子名) go on with 继续某种行为research n.探索;调查;研究 vt.&vi.调查;研究 dream of 梦想;梦到exploration n.探究;考察;勘探 wheelchair n.(病人等用的)轮椅disable vt.使丧失能力 theory n. 理论;原理;学说;推测Roger Penrose 罗杰•彭罗斯(美国数学家 和物理学家)seek vt.&vi.(sought,sought) 寻找;探索;追求misunderstand vt.(misunderstood, misunderstood)误解;误会turn out 结果(是); 证明(是);原来(是) scientific adj.科学(上)的; 符合科学规律的observe vt.观察;察觉到;遵守; 庆祝(节日等) observation n.注意;观察;观测match vt.和……相配; 和……相称;使较量 vi.相配;相称predict vt.&vi. (作)预言;(作)预测;预计 use up 用完;用尽 unhappiness n.悲伤;不幸Newton 牛顿(英国著名物理学家) DNA 脱氧核糖核酸 (基因的基本成分)crime n. 罪;犯罪活动;不法行为be satisfied with 对……表示满意或满足astronomer n.天文学家Galileo Galilei 伽利略•伽利莱(意大利数 学家、天文学家和哲学家)microscope n.显微镜 telescope n.望远镜 take a look at 看what if 倘使……将会怎样; 即使……又有什么要紧Francis Bacon 弗朗西斯•培根 (英国作家、哲学家和 政治家)geographer n.地理学家 heaven n.(常用复数)天;天空; (常作H-)天国;上帝Copernicus 哥白尼(波兰天文学家) the other way around 相反地;从相反方向; 用相反方式intelligent adj.理解力强的;有才智的 patient adj. 忍耐的;容忍的;有耐心的experiment vi.进行实验;进行试验UNIT 2media n.(medium的复数)宣传工具; 新闻媒体;传媒 reliable adj.可靠的;可信赖的;确实的fire vt.解雇;开除 vi.开枪;射击 face vt. 面临;面对;正视difficulty n.困难;难事 nosy adj.爱管闲事的 Gray 格雷(男子名)editor n.编辑;编者reason n.原因;动机;理性;道理 vt.&vi.说服;推论;劝说elect vt.&vi.选举;推选go up 上升;增长;攀登 burn down (使)烧成平地;烧毁injure vt. 损害;伤害;使蒙受损失 rumour n.谣言;传闻headline n.(报刊的)大字标题;章节 标题;[复]头版重要新闻 inform vt.通知;告诉informed adj.有知识的;见闻广的; 了解情况的relate vi.&vt.有关;涉及relate sb 理解或同情某人 relate sth 理解或同情某事物relate to 有关;涉及relate...to 与……有关;涉及talent n.天资;天赋;才能talented adj.有才能的;天资高的switch vt.转变;改变 n.开关;转换器for once 就这(那)一次interviewee n.被接见者;被采访者; 被面试者interviewer n.接见者;采访者; 进行面试者present vt.呈现;描述;介绍;赠送 present adj.现在的;在场的reflect vt.反映;表现;反射 (光、热、声等);映出;反省truthfully adv.说真话地;诚实地 effort n.努力;艰难的尝试; 努力的成果passion n.激情;热情;热爱 spiritual adj.精神(上)的;心灵的fulfilment n.满足;履行;实践;完成 (任务、计划等) seldom adv.很少;不常;难得AIDS n.艾滋病 (获得性免疫缺损综合症) addict vt. 使沉溺;使入迷;使醉心 be addicted to 沉溺于social adj.社会的;社交的 ignore vt.不顾;不理;忽视even if 即使;纵然;虽然attention n.注意;专心;留心 draw attention to 对……表示注意on all sides 在各方面;到处tolerate vt.忍受;容忍critical adj.批评(性)的;评论(性)的; 爱挑剔的;关键的;危急的source n.根源;来源;源头change one's mind 改变主意 current adj.当前的;现行的;通用的affair n. 事;事情;(常用复数)事务current affairs 时事concern vt.使担忧;使烦恼; 对……负责任; 与……有牵连 n.担心;忧虑;焦急neutral adj.中立的;公平的 telegram n.电报locate vt.使坐落于;指出某物(人)的 准确位置或地点retire vi.退休;退职;撤退complete vt.完成;结束 adj.完整的;全部的overseas adj.国外的;海外的 adv.到海外;在国外David Beckham 戴维•贝克汉姆 (英国足球明星)Tiger Woods 老虎伍兹 (美国职业高尔夫球运动员) look up to 尊敬;钦佩bore vt.使厌烦fall in love with... 爱上…… attitude n.态度;看法;姿态disappoint vt.使失望; 使(计划等)受挫折troublemaker n.惹事生非者;闹事者; 麻烦制造者guard n.守卫;警戒;看守;哨兵 responsible adj.有责任的; 可靠的;负责的caring adj.表示或感到关怀和关心的 citizen n.公民;市民;(城镇)居民demonstrate vi.进行示 威游行(或集会);示范 vt.论证;证明; (用实例、实验等)说明polluter n.造成污染者;污染源 arm vt.武装;用武器装备 n.(常用复数)武器;兵器comparison n.比较;对照 update vt.更新;改造;使现代化; 为……提供最新消息checklist n.(对现有的或已处理的项目 进行查点的)清单UNIT3architecture n.建筑学;建筑业; [总称]建筑物;建筑风格architect n.建筑师;设计师 preference n.偏爱;喜好;优先design vt.&n.设计;计划 Danny 丹尼(男子名) furniture n.[总称]家具taste n.爱好;鉴赏力;味道;味觉sofa n.(长)沙发heater n.加热器honey n.蜂蜜;花蜜;(常用作称呼)宝贝儿modern adj.现代的; 时髦的;现代派的convenient adj.方便的;近便的block n.大建筑物; 一排房屋;街区; 大块(木料、石料或金属)apartment n.房间;<美>一套公寓房间style n. 风格;式样;作风;文体old-style adj.旧式风格的stand vt.忍受;经受;承担passage n.段落;走道 ugly adj.丑陋的;难看的modernism n.(文学、艺术等方面的) 现代主义 construct vt.建造;建设construction n.建造; 建设;建造方法;建造物unnatural adj.不自然的;不正常的; 出乎意料的steel n.钢concrete n.混凝土; 具体(或有形)的事物 adj.具体的;有形的;实在的impress vt.铭刻; 给……极深的印象;使感动 roof n.屋顶;顶部 act as 充当;扮演;担当unfriendly adj.不友好的;有敌意的; 冷漠的 cathedral n.教区总教堂;大教堂Antonio Gaudi 安东尼奥•高迪 (西班牙建筑师)balcony n.阳台Barcelona n.巴塞罗那(西班牙港市) fantastic adj.想像出来的;奇异的; 荒诞的despite prep.不管;不顾;任凭 create vt.创造;创作;创建Frank Lloyd Wright 弗兰克•劳埃德•赖特 (美国建筑师)seashell n.海贝壳 the Opera House (悉尼)歌剧院 sail n.帆;蓬stadium n.(有看台的)露天体育场net n.网;网状物;网状系统nest n.(鸟)巢;窝;穴fill up with... 用……装满structure n.结构;构造;建筑物belong vi.属(于);是……成员 belong to 属于;是……成员paint vt.在(某物上)涂颜料或油漆; 用颜料绘画 n.涂料;颜料aside adv.在旁边; 在一边;到(或向)旁边 set aside 把……置于一旁;留出;拨出workshop n. 车间;作坊;(文艺)创作室; 研讨会rent vt.租用;出租 n.租金development n.发展;生长teahouse n.茶馆;茶室UNIT4 poem n.诗;韵文;诗体文poetry n.[总称]诗;诗篇poet n.诗人intention n.意图;目的;打算 recite vt. 背诵;朗诵limerick n.五行打油诗 Peru n.秘鲁(南美洲国家)Singapore n.新加坡(东南亚国家) mad adj. 疯狂的;精神错乱的pattern n.型;模式;方式 dialogue n.对话;(文学、戏剧、 电影中的)对白put...together 把……结合成一整体;装配 sort vt.将事物分类;整理 n.种类;类型fantasy n.想像;幻想;幻想出来的东西loneliness n.孤独;寂寞sadness n. 悲哀;难过George Gordon Byron 乔治•戈登•拜伦 (英国诗人)Robert Frost 罗伯特•弗罗斯特 (美国诗人)John Keats 约翰•济慈(英国诗人) play with 玩;玩耍;游戏grammar n.语法;语法学call up 召唤;使人想起; 调动(力量、人员等); 提出(议案等);(给……) 打电话stand out 突出;显眼; 远远超过某人(物)glory n.光荣;荣誉;荣耀的事;壮丽sonnet n.十四行诗John Donne 约翰•多恩(英国诗人)John Milton 约翰•弥尔顿 (英国诗人和政治家)absence n.不在;缺席;缺乏 Alexander Pope 亚历山大•蒲柏(英国诗人)William Wordsworth 威廉•华兹华斯(英国诗人) district n.地区;区域the Lake District (英格兰西北部的)湖区isle n.(用于诗歌或 地名中)岛;小岛atmosphere n.气氛;情绪;大气;大气层introduction n.序言;介绍;引进translate vt.翻译;用简单易懂的语言表达 translation n.翻译;译文embrace vi.&n.拥抱light up 照亮;使放光彩; 点上(烟等)吸起来come into being 出现;形成;产生tale n.故事;传闻send for 使某人来到; 要求将某物取来或送到shade n.(色彩的)浓 淡深浅;(图画、照相等的) 暗部;荫;阴凉处extraordinary adj. 特别的;不平常的;惊人的idiom n.习语; 成语;语言习惯用法dust n.灰尘;尘土; 粉尘crow n.鸦;乌鸦hemlock n.<美>铁杉;铁杉木 mood n.心境;情绪;语气rue n.<古>后悔;悲叹 apart adv.相隔; 相距;除去;单独地insane adj.精神错乱的;疯狂的 Richard Marx 理查德•马科斯essay n.论说文;散文;随笔 recommend vt.推荐;介绍;建议contribute vi.作出贡献;捐献;投(稿) vt.贡献;提供;捐献;投稿contribute to... 为……作贡献(或捐款); 有助于……;向……投稿UNIT5 Ireland n.爱尔兰(西欧国家); 爱尔兰岛(西欧)county n.郡(英国 最大的地方行政区); (美国及其他国家的)县 (州以下的行政区)consist vi.由……组成;由……构成 consist of 由……组成; 由……构成state n.国家;政府;州;状态 vt.陈述;声明;阐明powerful adj.强有力的;强大的; 权力大的;强健的mistaken adj.错误的;弄错的narrow adj.狭的;狭窄的;狭隘的be made up of 由……组成 unknown adj.未知的;不出名的make the most of 充分利用;充分展示 diversity n.差异;多样性hold together (使)连在一起; (使)团结一致Northern Ireland 北爱尔兰(大不列颠及北爱 尔兰联合王国的一部分)republic n.共和国;共和政体Dublin n.都柏林(爱尔兰共和国首都)Irish n.爱尔兰语; [the ～]爱尔兰人 adj.爱尔兰的;爱尔兰人的 Europe n.欧洲the English Channel 英吉利海峡form vt.形成;构成;组成Wales n.威尔士(英国的一部分) the Irish Sea 爱尔兰海the Isle of Man 马恩岛Atlantic adj.大西洋(沿岸)的 n.[the ～]大西洋the Atlantic Ocean 大西洋 general adj.一般的;普通的in general 一般地;大体上influence n.影响;作用;势力 vt.影响; 对……有作用basis n.([复]bases)基础;根据; 基本原则inland adj.内地的;内陆的 adv.在内地;向内地conquer vt.&vi.征服;克服;得胜upper adj.(地位或等级、权力等) 较高的;较上的;上院的; 北部的union n.联合;合并;团结;联邦;协会Welsh n.威尔士语; [the ～]威尔士人 adj.威尔士的;威尔士人的; 威尔士语的judge vt.&vi.判断;判决;评价 n.法官;(比赛等的)裁判员 queen n.女王;王后; 女酋长;女神cigarette n.纸烟;香烟;卷烟 proof n.证据;证物;证明own vt.拥有 adj.自己的 n.属于自己的东西(或人)Daniel Defoe 丹尼尔•笛福(英国作家)Salisbury n. 索尔兹伯里(英国城市) foot n.([复]feet) (长度单位)英尺Christchurch n.克赖斯特彻奇(英国城市)employ vt.雇用;利用namely adv.即;那就是 sheet n.被单;床单;薄板grain n.谷物;谷类植物westwards adv.向西approach vt.向……靠近;接近;与……打 交道;着手处理(问题等) n.靠近;接近;入门;途径; (处理问题的)方法historical adj.历史的;有关历史的; 按年代顺序的the BBC World Service 英国广播公司全球服务council n.委员 会;(商谈、讨论、顾问等) 会议;社团

高中英语必修课件

导语：只有知识才是有用的，只有它才能够使我们在精神上成为坚强忠诚和有理智的人，成为能够真正爱人类尊重人类劳动衷心地欣赏人类那不间断的伟大劳动所产生的美好果实的人。以下我为大家介绍外研高一英语课件必修文章，欢迎大家阅读参考!

第一部分：听力（共两节，满分30分）

第一节（共5小题；每小题1.5分，满分7.5分）

听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间往返答有关小题和阅读下一小题。每段对话仅读一遍。

1 .When is the man supposed to meet Linda?

A. On Tuesday. B. On Wednesday. C. On Thursday.

2.Where does this conversation probably take place?

A. On a plane. B. On a bus. C. In a taxi.

3.What does the man say about the grammar book?

A. It is easy to understand.

B. It is not worth reading.

C. It's difficult but it's worth reading.

4.What do we know about the woman?

A. She did not do the reading last night.

B. She has much trouble with the course.

C. She has a little trouble with the course.

5.What are the two speakers talking about?

A. Their TV sets. B. Their children. C. Their jobs.

第二节（共15小题；每小题1.5分，满分22.5分）

听下面5段对话或独白，每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。

听第6段材料，回答第6至8题。

6.Why does the woman look pale（苍白的）?

A. She was ill. B. She failed in the exam. C. She was too tired.

7.For whom was the party held?

A. The woman's aunt.

B. The woman's parents.

C. The woman's brother.

8.What did the woman do after the party?

A. She went to bed.

B. She went over her lessons.

C. She went to the garden.

听第7段材料，回答第9至11题。

9.What kind of sports do the girl's teachers often play with them?

A. Football. B. Tennis. C. Volleyball.

10.Where is girl from?

A. The USA. B. Australia. C. England.

11.When did the girl begin to play tennis?

A.About one year ago. B. About two years ago. C. About three years ago.

听第8段材料，回答第12至14题。

12.When can the man get the stereo（立体声音响设备） repaired for free?

A. During the first three months after purchase.

B. Any time when the stereo is out of order.

C. Any time of the first year after purchase.

13.What is Mitsuyo?

A. A store name. B. A repair shop. C. A stereo maker.

14.Where can the man get the stereo repaired?

A. At Mitsuyo service center. B. At the store. C. At a repair shop.

听第9段材料，回答第15至17题。

15.What is the probable relationship between the speakers?

A. Teacher and student.

B. Interviewer and interviewee.

C. Friends.

16.What is the man's idea of happiness?

A. Living with his family.

B. Having a lot of friends.

C. Being in good health.

17.What do we know about the man's father?

A. He was a teacher.

B. He had a flower shop.

C. He studied culture.

听第10段材料 回答第18至20题。

18.How did the first people communicate with each other?

A. They talked to each other.

B. They used simple words.

C. They used signs.

19.When did people first begin to use words?

A. About a thousand years ago.

B. About a million years ago.

C. About ten million years ago.

20.What words were not probably the first words in the human vocabulary?

A. Words that were names of important things in life.

B. Words that stood for things people met every day.

C. Words that were simple and short in spelling.

第二部分：词汇知识运用(共两节，满分40分)

第一节 单项选择(共10小题；每小题1分，满分10分)

21. -My uncle suggests I ________abroad.

-I would rather you ________at home.

A.go;stay B.went;stayed C.go;stayed D.went;stay

22. ________ about wild animals that they decided to make a trip to the mountainous village for further research.

A.So curious the couple was B.So curious were the couple

C.How curious the couple were D.The couple was such curious

23. _______with so much troublewe failed to complete the task on time.

A.Faced B.Face C.Facing D.To face

24．The professor has ______ 11-year-old boy who has______ gift for dancing.

A. a; a B. an; the C. an; a D. the; 不填

25-After two hours of walking they came to the camp site ______ .。

A. hungry and tiredly B. hungrily and tiredly

C. hungrily and tired D. hungry and tired

26 If we sit near _______ front of the classroom we’ll have _______ better view.

A. the; a B. 不填；a C. 不填；the D. the；the

27 ________for the students to read newspapersbut it is also a great way to improve their minds.

A.Not only for pleasure is it B.Not only it is for pleasure

C.Not only is it for pleasure D.It is not only for pleasure

28. Have you a lot of readings _____ before the end of this term?

A. finishing B. to finish

C. finished D. being finished

29 Is this the new machine ______ parts are too small to be seen?

A. that B. which C. whose D. what

30. I have played the computer game - it cost me a lot time.

A. shouldn’t B. needn’t C. couldn’t D. mustn’t

第二节：完形填空（共20 小题；每小题1.5分，满分30分）

阅读下面短文，从短文后所给各题的四个选项（A、B、C、D ）中选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

I was a single parent of four small children working at a low-paid job. Money was always tight but we had a 31 over our heads food on the table clothes on our backs and if not a lot always 32 . Not knowing we were poor my kids just thought I was 33 .I've always been glad about that..

It was Christmas time and although there wasn't 34 for a lot of gifts we planned to celebrate with a family party. But the big 35 for the kids was the fun of Christmas 36 .They planned weeks ahead of time asking 37 what they wanted for Christmas. Fortunately I had saved $120 for 38 to share by all five of us.

The big 39 arrived. I gave each kid a twenty-dollar bill and 40 them to look for gifts of about four dollars each. Then everyone scattered(散开). We had two hours to shop; then we would 41 back at the "Santa's Workshop".

Driving home everyone was in high Christmas spirits 42 my younger daughter Ginger who was unusually 43 . She had only one small flat bag with a few candies ------------- fifty-cent candies! I was so angry but I didn't say anything 44 we got home. I called her into my bedroom and closed the door 45 to be angry again. This is what she told me:

"I was looking 46 thinking of what to buy and I 47 to read the little cards on the 'Giving Trees'. One was for a little girl four years old，and all she 48 for Christmas was a doll (玩具娃娃 ). So I took the card off the tree and 49 the doll for her. We have so much and she doesn't have anything."

I never felt so 50 as I did that day.

31. A. roof B. hat C. sky D. star

32. A. little B. less C. enough D. more

33. A. busy B. serious C. strict D. kind

34. A. effort B. room C. time D. money

35. A. improvement B. problem C. surprise D. excitement

36. A. shopping B. travelling C. parties D. greetings

37. A. the other B. each other C. one by one D. every other one

38. A. toys B. clothes C. presents D. bills

39. A. day B. chance C. cheque D. tree

40. A. forced B. reminded C. invited D. begged

41. A. draw B. stay C. move D. meet

42. A. including B. besides C. except D. regarding

43. A. quiet B. excited C. happy D. ashamed

44. A. since B. after C. while D. until

45. A. waiting B. ready C. hoping D. afraid

46. A. out B. over C. forward D. around

47. A. forgot B. stopped C. failed D. hated

48. A. wanted B. did C. got D. played

49. A. made B. searched C. bought D. fetched

50. A. angry B. rich C. patient D. bitter

第三部分：阅读理解 （共20小题；每小题2分，满分40分）阅读下列短文，从每题所给的四个选项中，选出最佳答案。

(A) Son’s Help

Mr. Lang worked in a factory. As a driver he was busy but he was paid much. His wife was an able woman and did all the housework. When he came back she took good care of him and he never did anything at home. So he had enough time when he had a holiday. A few friends of his liked gambling() and he learned it soon. So he was interested in it and hardly forgot anything except gambling. He lost all his money and later he began to sell the television watches and so on. His wife told him not to do it but he didn’t listen to her. She had to tell the police. He and his friends were punished for it. And he was hardly sent away. After he came out of lockup(拘留所) he hated her very much and the woman had to leave him.

It was New Year’s Day. Mr. Lang didn’t go to work. He felt lonely and wanted to gamble again. He called his friends and they came soon. But they were afraid the police would come. He told his five-year-old son to go to find out if there were the policemen outside. They waited for a long time and didn’t think the police would come and began to gamble. Suddenly opened the door and in came a few policemen.

“I saw there weren’t any policemen outside daddy” said the boy “so I went to the crossing and asked some to come.”

51.Mr. Lang was paid much because _______.

A. he was a driver B. he worked in a factory

C. he had a lot of work to do D. he had worked there for a long time

52.Mrs. Lang did all housework because _______.

A. she couldn’t find any work B. she thought her husband was tired

C. her husband spent all time in gambling D. she wouldn’t stop her husband gambling

53._______ so he was put into lockup.

A. Mr. Lang often gambled B. Mr. Lang was late for work

C. Mr. Lang didn’t help his wife at home D. Mr. Lang wasn’t polite to the police

54.The woman had to leave Mr. Lang because _______.

A. he didn’t love her any longer B. he wouldn’t stop gambling

C. he had been put into lockup D. he was hardly sent away by the factory

（B）

“How can I learn English well?” This is a question many students ask. In my opinion the most effective way is to learn lessons by heart. If you can recite the text and write it out you’ve learned it fairly well. And if you can tell what the lesson says in your own words you’re a very successful learner indeed. Your English will be quite perfect.

This is a difficult task. However if you try to learn by heart only part of each lesson you’ll find it not half as hard as you might have thought. Learning this way you will make rapid progress. Of course writing is also necessary. It helps you a lot on our way to success in English.

Equally important is to feel the language. You should be able to laugh at jokes and be shocked at bad news. When using English try to forget your mother tongue. Instead of helping you your own language gets in your way. So never try to see English through translation.

55.In the writer’s opinion the most effective way in learning English is ____.

A.to practise speaking writing and feeling it

B.to forget your own native language

C.to translate everything into his own language

D.to memorize the English words and grammatical rules

56. “Instead of helping you your own language gets in your way.”This sentence means that memorizing your own language can ________.

A.help you to study English well B.stop you mastering English

C.make English easy to learn D.help you notice mistakes

57.Equally important is to feel the language. “to feel the language” here means________.

A.to get a knowledge of English by touching

B. to be able to read and write English

C.to translate English into your own by imagining

D.to be able to experience the rich sensation of the language

(C)

In America when people say “man’s best friend” they don’t mean another person. Instead they are talking about a lovely animal：A dog! These words show the friendship between people and animals. Dogs and other pets can give happiness to people’s lives. Some people think of their pets as their children. A few even leave all their money to their pets when they die!

Animals can help people too. Dogs can be taught to become the “eyes” for a blind person or “ears” for a deaf people. Scientists have found that pets help people live longer! They make people happier too. Because of that animals are brought into hospitals for “visit”.

Americans hold “Be-Kind-to-Animals Week” in the first week of May.

Pets shows are held during the week. Even if you don’t live in America you can do this too. How? First think about how animals make your life richer. If you have a pet take more time this week to play with it. Remember to give it delicious food. Also be sure to keep your pet from those unwanted babies.

If you don’t have a pet be kind to animals around you. For example if you see a street dog don’t kick it or throw things at it. Instead just leave it alone or better yet make friends with it. If others around you do bad things to an animal try to stop them. As people we must protect animals who can’t speak for themselves.

58. “A few even leave all their money to their pets when they die!” means that__________

A. pets have the right to inherit (继续) money. B. money can give pets happiness.

C. it’s the best way to spend money. D. some pets are taken as children.

59. Why are dogs brought to hospitals?

A. Because they are ill and need to see doctors.

B. Because they can make the patients happier.

C. Because they can find out the problems of the patients.

D. Because doctors can do experiments on them.

60. What’s the most popular activity in the “Be-Kind-to-Animals Week”?

A. Holding a pet show in the week. B. Playing with pets the whole week.

C. Cooking delicious food for pets. D. Making friends with other people’s pets.

61. What’s the passage mainly about?

A. A lot of people are interested in dogs. B. Dogs can help people do many things.

C. Pets are lovely and need care and protection. D. We have done a lot of things for pets.

62. The words“man’s best friends”shows____________.

A. the friendship between people. B. the friendship between people and animals.

C. the friendship between animals. D. the friendship between men and women

(D)

Ma Lili’s parents are going to give a birthday party for her. She’s going to be fourteen years old. Ma Lili has a lot of friends. They are going to come to the party. They are girls from Ma Lili’s school. There are twenty-five of them.

Ma Lili’s mother is making birthday cakes for the party. They are very nice cakes. Ma Lili says to her mother “Mum you’re very nice. Thank you for your nice cakes. ” Her father is going shopping. He buys a lot of apples bananas oranges and pears.

It’s four o’clock in the afternoon. Now everything is ready. The party begins in thirty minutes.

63. Who is going to give Ma Lili a birthday party?

A. Ma Lili B. Her friends C. Her teacher D. Her parents

64. How many people are coming to Ma Lili’s party?

A. Two B. Twenty C. Twenty-one D. Twenty-five

65. Her mother _____ for her party.

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