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Unit 2 The United Kingdom
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以The United Kingdom为中心话题。通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。
1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。
1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。
1.3 Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。
1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。
1.5 Learning about Language分词汇和语法两部分。词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。形式有语法结构讲练、趣味性游戏等。
1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学
生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说” 的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。
1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。
1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。
2. 教材重组
2.1 将Warming Up, Pre-reading, Reading和Comprehending四部分整合为一节“阅读课”。
2.2将Using Language中的Listening与Workbook 中的LISTENING和LISTENING TASK整合为一节“听力课”。
2.3将Using Language中的Reading和Work-book中的READING TASK整合为一节“泛读课”。
2.4将Learning about Language中的Discover-ing useful words and expressions，Discovering useful structures；Workbook中的USING WORDS AND EXPRESSIONS 和USING STRUCTURES整合为一节“语言学习课”。
2.5 将Using Language中的Speaking和Workbook中的TALKING，SPEAKING TASK以及Learning about Language中的Discovering useful structures 整合为一节“口语课”。
2.6 将Using Language中的Writing和Workbook中的WRITING TASK整合为一节“写作课”。
3．课型设计与课时分配
1st Period Reading
2nd Period Listening
3rd Period Extensive Reading
4th Period L anguage Study
5th Period S peaking
6th Period W riting
Ⅳ. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave out
b. 重点句式
1. Now when people refer to England you find Wales included as well. P10
2. However, the southern part of Ireland was unwilling and broke away to form its
own government. P10
3. Y ou must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P10
2. Ability goals能力目标
Enable the students to learn about the United Kingdom (the UK).
3. Learning ability goals 学能目标
Enable the students to know the UK in geography and
Task 1: Free talk about the topic: The United Kingdom.
Reference topic:
1. Have you ever been to the UK? If you you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you ’t, where can you get the information about it?
2. What is the capital of the UK? And what is the language?
3. Does England, Britain or the Great Britain mean the same as the UK? If not, tell the difference between them.
4. What is the money used there? And what is the largest banknote? What are the other denominations (币值单位) of banknotes? What is the coin with the largest value? And what are the other denominations of coins?
5. What else do you know about the UK?
Task 2: Ask the students to do the quiz on page 9 and then check the answers.
T: In this unit, we are going to learn something about the United Kingdom. Now let’s work in pairs, do the quiz in the Warming Up and find out the Pre-reading. First of all, I’d like to ask you one more question before we deal with the Pre-reading questions. What’s the official or full name of the UK?
S: The United Kingdom of the Great Britain and Northern Ireland.
T: Now who’d like to answer the first question in the Pre-reading?
S: Well. London is the capital city of the UK and also the capital of England. Cardiff is the capital of Wales, Edinburgh is the capital of Scotland and Belfast, the capital city of Northern Ireland.
I’d like to tell you something about Glasgow, a city in Scotland, where my cousin studying in the University of Glasgow for 3 years. He often writes to tell me something about the city and the University. Glasgow is a city with a population of. It lies 68 miles of west central Scotland along both banks of the River Clyde. The city occupies much of the lower Clyde valley combining suburbs — with an overall population of 1.4 million — which extend into surrounding districts. Glasgow is the largest city in Scotland and its industrial centre; it excellent port facilities.
T: Very good. Now the next question is a little bit more challenging. Who’d like to be divided into the following three main areas: North England, Midlands and South
England.
T: Great! Is there anyone else who’d like to the south of England. Can you guess which city it is? Yes, It is Dover, where many people trying again and again to swim across the English Channel. It is a port city in the far southeast of England. It what is now called Dover since the Stone Age. The first settlements in Dover were made around 6,000 years ago by Stone Age people. So it is one of the oldest cities in the world. There are a lot of cultural relics in Dover. So few other towns or cities can boast such a unique collection of relics and monuments dating back from the Bronze Age, the Roman Empire, the Saxon era, and in fact every other important developments many of Dover’s important itself.
Step III While-reading
Task 1: Ask the students to describe briefly the UK according to the following map.
A sample description:
We can see from the map that the UK is surrounded by water in all sides. On the west of the Great Britain lies the Irish Sea, which is on the east of Ireland. On the south of England lies the English Channel, through which the Allies landed the continent during the World War II. On the northeast, lies the North Sea. And on the north is the North Atlantic Ocean.
Task 2: Ask the students to talk about the different flags of the countries of the UK.
Cross of St George (England) Cross of St Patrick (Ireland) Union Jack A sample description:
The flag of England is a cross, the flag of Scotland and Ireland are both like a fork. The flag of the Union Jack is the flag of the UK, which is the combination of the three flags. That is to say, the UK is a combination of the three countries: Scotland, England and Ireland.
Task 3: Scanning
1. Look through the passage as fast as possible;
2. Try to find the answers to the questions given in the Comprehending.
Sample answers:
S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.
S2: It represents England, Scotland and Northern Ireland.
S3: The Vikings. They only influenced the vocabulary and the place names of the North.
Task 4: Skimming
T: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (; the UK.
Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.
Part 3 (Para. 5-6) : The cultural importance of London.
T: Then Geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, why does the writer use “Puzzles in Geography” as the title? Get the students to discuss about it in pairs.
Then ask the students to fill in the following form.
T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.
Sample answers:
North: York, Leeds, Sheffield, Manchester
Midlands: Coventry, Birmingham
South: Reading, London, Brighton, Plymouth
Step Ⅳ Post-reading
Task 1: Ask the students to write down a short summary of the passage.
The passage mainly clarifies administrative union and shows . It also explains was influenced by some invaders and turned out to be the cultural capital of England as well as the UK.
Task 2: Ask the students to paraphrase the following sentences.
1. Now when people refer to England you find Wales included as well.
2. The greatest with its museums, art collections, theatres and buildings.
Sample answers:
1. Now when people mention or talk of England, Wales is included in it, too.
2. London includes the greatest the screen.
1. How did the UK come about?
2. What is the relationship between the Republic of Ireland and the Northern Ireland?
3. Why is London the capital of England, Great Britain and the UK as well?
4. What else do you know about London?
5. How do the four countries of the UK work together and Jack show to you?
7. What is the typical geographical feature of England?
8. Where can you find more about British Wales joined to England in the 13th century AD. Later on in 1603 when King James of Scotland became the King of England and Wales as well, Great Britain was formed peacefully including the three countries. Then they tried to get Ireland connected to form the United Kingdom but the southern part of Ireland broke away to form its own government. That was Ireland were of the same country. But when the UK intended to get the country included into the union, the southern part broke away and formed its own government. So now the Republic of Ireland is an independent country while the Northern Ireland is part of the UK.
3. London was first the capital of England and then the capital of Great Britain and finally of the United Kingdom, because it embodied the greatest the 1st century AD, the oldest building begun by the Anglo-Saxons in the 1060s and the oldest castle constructed by later Norman rulers in 1066.
5. The four countries work together in some areas, for example, in international relations, with the same money system and so on, but they are still different. For instance, England, North Ireland and Scotland Jack shows the combination of the flags of three different countries: Cross of St George of England, Cross of St Andrew of Scotland and Cross of St Patrick of Ireland.
7. England, the largest of the four countries, is divided roughly into three zones: the south of England, which is the zone nearest France, the Midlands, which is in the middle, and the North of England, which is the zone nearest Scotland. Most of the population settles in the south while most of the large industrial cities lie in the
Midlands and the North of England.
8. We can find out more about British older but smaller towns first built by the Romans.
Task 4: Ask the students to analyze the text.
2. Ask some of the students to retell the text.
A sample version:
When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they be roughly divided into three zones, the South of England, which is nearest to France, the Midland and the North, which is nearest to Scotland. Most of the population settles in
the south while most of the large industrial cities lie in the Midlands and the North of England.
London, the capital city of the UK, includes the greatest to government. Visitors will find the evidence if they keep their eyes open.
3. Ask the students to analyze the writing techniques of the text: What is the writing style? What is the main idea of the text?
Sample answers:
1. Writing style
The text is written in narrative style, which introduces to the learners in many aspects but also develop their own administrative systems. It also introduces the four invaders who influenced the UK language, place-names, vocabulary and system of government.
2. Main idea
The text mainly explains to the learners Ireland formed the UK, and be divided into three different zones geographically and was influenced by some of the four invaders culturally and be found around the countryside of Great Britain. Step Ⅴ Homework
Ask the students to:
1. Get ready to retell the text in your own words.
2. Go over “Learning about Language” 1, 2 and 3 on pages 12.
3. Do “Discovering useful structures” 1 and 2 on pages 13.
The Second Period Listening
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
crown, Protestant, about one of the most famous London: the Tower of London. 3. Learning ability goals学能目标
Help the students learn the UK.
Teaching important & difficult points 教学重难点
Talk about the the UK.
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aids 教具准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision and Lead-in
Check the students’ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.
T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.
1. Which king on the list was one of the princes in the Tower? How do you know?
2. Who check the answers.
Step Ⅱ Listening (P52-53)
T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.
Check the answers with the students.
Step Ⅲ Homework
T: Boys and girls, today we listen to the materials again after class. And from this unit we as well as some of the criteria of the British citizens. After class please find some information about London.
The Third Period Extensive Reading
Teaching goals
1. Target Language目标语言
a. 重点词汇和短语
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill
b. 重点句式
Worried about the time available, Zhang Pingyu a tour around certain places.
3. Learning ability goals 学能目标
Help the students know more about the London.
Teaching important & difficult points教学重难点
Help the students identify different kinds of tour and talk about the most interesting place for the tour.
Teaching methods教学方法
Task-based activities.
Teaching aids教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Revision and Lead-in
Talk about London with the students.
T: London a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?
S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.
S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and the sunshine — if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.
Ask the students to read the passage and do the exercises after the passage.
T: “Sightseeing in London” is about a Chinese gir l’s first visit to London. It tells us for the first time. Now read and find the answers to the questions after the text.
Step Ⅱ Reading
Task 1: Ask the students to read the text to get the main idea.
T: Now please read the text and find the answers to the following questions.
Show the questions on the screen.
1. How did Zhang Pingyu plan the text? What were they famous for? Who built them? What she planed the text were:
Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.
Task 2: Ask the students to study the structure of the text “Sightseeing in London”. Show the following.
Task 3: Deal with reading task:
A particular British celebration
Ask the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.
T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on Novem ber 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.
Sample answers to Exercise 1:
Oct. 10: one of Fawkes’Catholic friends, named Catesby, asked to change the government and replace it with another.
Oct. 27: Fawkes and Catesby arranged to buy a the cellar.
Nov. 6: the king and all the parliament for the meeting.
Sample answers to Exercise 2:
S1: I would not like to be King James, because .” And Catholic.
S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and got a cellar, just under the House of Lords.
S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be the attack, including some people who even fought for more rights for Catholics. Some of the plotters started sent an anonymous letter warning November 5th.
S4: I would not like to be Guy Fawkes. Because in advance.” So to the Tower of London to be killed.
S5: If King James this unit.
The Fourth Period Language Study
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
unite, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, project, arrange, fold, available, delight, royal, splendid, statue, thrill, unfair, smart, suggestion, consistent, consist of, divide ... into, break away (from), leave out, take the place of, break down
2. Ability goals能力目标
Enable the students to use the past participle as the object complement.
3. Learning ability goals学能目标
Learn to use the past participle as the object complement.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
StepⅠ Revision and Lead-in
Check the students’the previous period, we’ve learned some new words and expressions. Now let’s review them. Look at the screen, please. Try to think of their meanings and their usages, and then complete the sentences on the screen to check if you can use them correctly.
Show the following on the screen.
1. Water c__________ of and oxygen.
2. The question p__________ me. It took me a long time to work it out.
3. My mind suddenly c__________. It worked very fast and efficiently.
4. A big city offers many and varied a___________. They are worth visiting.
5. These wheels are c___________ smaller.
6. In a dictionary, all the words are a____________ in alphabetical order.
7. Movies give d____________ to millions of people. So people enjoy going to the cinema.
8. The tour guide t___________ us with .
Sample answers:
1. consists
2. puzzled
3. clarified
4. attractions
5. constructed
6. arranged
7. delight
8. thrilled
Step Ⅱ Using about language
Doing “Learning about language” on page 12.
Step Ⅲ Homework
Ask the students to:
1. Do Exx. 1 and 2 of “USING WORDS AND EX-PRESSIONS” on pages 49 and 50.
2. Do “USING STRUCTURES” on pages 50 and 51.
The Fifth Period Speaking
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
attraction, collection, influence, project, arrange, available, delight, splendid, statue, thrill, unfair, smart, suggestion, consistent
2. Ability goals能力目标
Enable the students to describe the directions and locations using the functional sentences.
3. Learning ability goals学能目标
Help the students learn be resolved.
Teaching important & difficult points 教学重难点
Let the students learn and Lead-in
Ask the students to talk about the UK.
A sample talk:
The UK, the dominant industrial and maritime power of the 19th century, played a leading role in developing parliamentary democracy and in advancing literature and science. At its zenith, the British Empire stretched over one-fourth of the earth’s surface. The first the two World Wars. The second and prosperous European nation. As one of five permanent members of the UN Security Council, a founding member of NATO, and of the Commonwealth, the UK pursues a global approach to foreign policy; it currently is weighing the degree of its integration with continental Europe. A member of the EU, it chose to remain outside the Economic and Monetary Union for the time being. Constitutional reform is also a significant issue in the UK. The Scottish Parliament, the National Assembly for Wales, and the Northern Ireland Assembly were established in 1999, but the latter is suspended due to bickering over the peace process.
Step Ⅱ Speaking
Task 1: Ask the students to work in pairs to make dialogues about language difficulties.
T: Suppose one of you will be the tourist and the other the tour guide. You may understanding each other. Now please make up dialogues. These phrases may help you.
A sample dialogue:
(T=tourist; G=guide)
T: Excuse me. Could you please tell me some places of interest in your province?
G: Well. Mount Wutai; Ancient City in Pingyao; Yungang Grottoes; Hukou Waterfall; Mount Lingkong, etc.
T: Thanks. Could you please tell me get to Mt. Wutai?
G: Well. You can take No. 365, No. 543 or No. 263 bus there.
T: I’m sorry, but I can’t follow you.
G: Take No. 365, 543 or 263 bus at the Jiannan Bus Stop.
T: Good. No. 365, 543 or 263 bus, thanks. And in what direction can I find the station? G: Hmmm. You can take a taxi and it will take you right there.
T: Thanks. How long will it take me to get to the station?
G: About forty minutes if the traffic is not busy as what we see now.
T: Excuse me. Could you speak more slowly? Y ou know, I only came :
Type of land:
Geographical features:
Places of interest:
Season:
A sample description:
Mt. Emei
Mt. Emei lies in the southern area of Sichuan basin in China. Mt. Emei is one of the four sacred Buddhist Mountains in China. It is said that Mt. Emei derived its name from two peaks which face each other and look like eyebrows. The whole mountain range extends over 200 kilometers in length and breadth. Ever since the introduction of Buddhism into China in the 1st century AD, Buddhist buildings built on the mountain. Now there are more than one as the place of Buddhist Rites of Puxian.
Mt. Emei is rich in natural and cultural ” and is particularly famous for the title, “Elegance of Mt. Emei Under The Sun”. The Four Wonders of Mt. Emei are the Golden Summit Sunrise, sea of clouds, Buddha’s Halo and the Holy Lamp. The main attractions include the Baoguo Temple, Fuhu Temple, Leiyin Temple and many other spots. In 1996, Mt. Emei and the Grand Buddha in Leshan were included in the List of the World Famous Cultural Relics.
One passes through four seasons in a day in the 5 kilometers from the base to the summit. The ; the monasteries along the way and at the top offer overnight accommodations for travelers at reasonable prices. As you make your way up, you may be expected to encounter plenty of pilgrims trudging their way steadily upward. The stamina of some of the older pilgrims is sure to surprise you. The monkeys aren’t really dangerous, but it’s probably better to appease them.
Mt. Emei is one of the most attractive tourist attractions. It lies 150 kilometers away from Chengdu, 130 kilometers from the Shuangliu International Airport and
only 28 kilometers from Leshan city.
Step Ⅲ Homework
Ask the students to write a poster using persuasive writing with the title: Why not visit ...
The Six Period Writing
Teaching goals 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 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 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 of 7.11 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 Y along Bay (No.1 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 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 of more than 16 million. It is China’s most modernized city. You will 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. Y ou will 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 , which is a few Xi’an as well. You’ll . 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 you 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 , 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 angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very 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 .
A sample list of things:
1. I the canteen.
2. Several of our teachers speak in a too low voice and the students who sit behind can’t 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 my opinion, your 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
Step Ⅲ Homework
Ask the students to do the task in PROJECT on page 54.
附件
1. The 1603, saint（保护神）of Scotland, while the Red Cross of St. George stood for patron saint of England. This was the flag that flew above all the early English settlements in the new world. It was the most commonly used flag in the English colonies. In 1801 King George Ⅲ added to the flag the Cross of St. Patrick, patron saint of Irelan d. English flag was generally referred to as the “Union Jack”. The flag of the UK
“Ladies First” is a British custom, though it is less observed today than it used to be. The reason seems to be the fact that women are the equals of men in , but there is still the feeling that they need protecting. It is still considered necessary to observe this tradition. In Britain, a man should let a woman go first, and protect a bus, men should be initiative to give their seats to women, get on and off the bus. In a lift, a man should take off there is a woman. When going into or out of a room, men should be initiative to take off or put on their outerwear. When dining with a lady, a man should offer easily overlook the outer door scene or view of the whole restaurant. At the very first meeting, men should be introduced to ladies first.
3. The character of the British
The best-known quality of the British people and, in particular, of the English people is their exclusiveness. This means, “I am English. Y ou stay a way from me. I am exclusive. I am quite who does not talk much, never says anything about and think their way of doing things is always the best, and always the most normal.
The right to privacy and personal freedom is unquestioned by the British. Perh aps it is the lack of space that saying among the British people, “My come in, but the Kings and Queens and beings can never come in without my permission.”4. The climate in the UK
It is well-known that the English always go out with an umbrella or a raincoat. Why? It is because the weather in Britain often changes quickly. It is not very common for the same kind of weather to stay long.
Spring can be rainy or windy, but the weather is getting warmer and you can expect more sunny days. In fact there can be as much sunshine in spring as in summer. May is very often a lovely warm month in many parts of Britain. Parks, gardens and the countryside are green and full of flowers, so people can be sunny and pleasant. People usually is a beautiful season, with tree leaves in the woods and parks changing to brown and red. It is a bumper crop season of agricultural plants. It is pleasant to be outside though the weather is constantly changing.
It’s cold in winter. It might snow, especially on the north. Sometimes there are also storms and strong winds in the season.
January and February are the coldest months of the year, while the warmest are often July and August. The difference in temperature between winter and summer is not so great. The average temperature for winter is about 4.5℃ and for summer about 15.5℃. How interesting it is!
5. Buckingham Palace
Throughout the centuries, Britain’s kings and queens residence of Britain’s sovereigns (君主统治) since 1837. It evolved from a town ’s official residence. Although in use for the many official events and receptions , areas of Buckingham Palace are opened to visitors on a regular basis. The State Rooms of the Palace are open to visitors during the Annual Summer Opening in August and September.
The residences associated with today’s Royal Family are divided into the Occupied Royal Residences, which are trust for future generations, and the Private Estates which to The Queen by earlier generations of the Royal Family.
6. Scotland
Scotland lies to the north England. The country the north, but the east coast is rather flat. There is little agriculture in the north and west. Although the farmers can keep sheep on the summer, they also shoot wild deer for food. There are a good many lakes and rivers. Visitors go to Scotland for their the past, people from Scotland traveled abroad to build bridges, railways and roads. Ships were built on the coast, too. Now, companies south Scotland where they make computers. Most Scots speak “Scottish English”. They use many different words.
Edinburgh called “the Athens of the North”. Like Rome, it was built on seven city, but Scotland’s capital still draws lots of visitors from all over the world.
The best place for a tourist to begin touring the city is probably Edinburgh Castle, which looks out over the city from the .
The Royal Mile in Edinburgh is a row of Europe. It runs from the Castle to one of Edinburgh’s other main buildings. Through the years, the city government Earth. The Edinburgh Festival, which begins in August every year, brings musicians, singers and dancers and theater groups from all over the world. Besides the formal performances, there is the Festival Fringe. For three weeks, Edinburgh’s streets are alive with fire-eaters and all kinds of strange and wonderful acts.
7. A short as the British Isles. But since the Irish Republic gained its independence in 1922, the term British and Ireland the Republic.
The English invaded Ireland in 1171 and ruled the country for centuries. Ireland became part of the United Kingdom in 1801, but it soon grew discontented, and for forty years the “Irish Question” was the great 1845, a disease infected most of
Unit 1 Friendship 1. 合计_____________________________________; 3. 不得不；必须______________________________; 5. 遛狗_____________________________________; 7. 记下；放下________________________________; 9. 故意_____________________________________; 11. 在黄昏时刻______________________________; 13. 不再…___________________________________; 15. 从…中恢复过来___________________________; 17. 将…装箱打包_____________________________; 19. 相爱；爱上_______________________________; 21. 参加；加入_______________________________; 23. 松开了__________________________________; 25. 付钱；付款；买单__________________________; 27. 对(某人)重要_____________________________; 29. 笑话；取笑（某人）_________________________; 31. 在日记中________________________________; 33. 对…着迷；迷恋____________________________; 35. 深蓝色的天空____________________________; 37. 太多____________________________________; 39. 在楼上__________________________________; 41. 肮脏的窗帘______________________________; 43. 记日记；写日记___________________________; 45. 绑起来__________________________________; 47. 在公路上________________________________; 49. 说…的闲话；______________________________; 51. 与…交朋友_______________________________; 53. 给…一些建议_____________________________; 55. 过去的事件______________________________; 57. 试一试；尝试一下_________________________; 59. settle____________________________________; 2. 使…镇静下来______________________________; 4. 关心；挂念________________________________; 6. 经历；经受________________________________; 8. 一连串的；一系列的_______________________; 10. 为了____________________________________; 12. 面对面地________________________________; 14. 遭受…___________________________________; 16. 对…厌烦_________________________________; 18. 与…相处；进展____________________________; 20. 对（某人）表示感激________________________; 22. 度假____________________________________; 24. 被车撞了________________________________; 26. 考试作弊________________________________; 28. 最深的感受______________________________; 30. 在二战中________________________________; 32. 在藏身之处______________________________; 34. 与自然有关______________________________; 36. 保持醒着________________________________; 38. 碰巧____________________________________; 40. 下楼____________________________________; 42. 积满灰尘的窗子__________________________; 44. 列一个单，列出___________________________; 46. 没注意到________________________________; 48. 与…有麻烦；有矛盾________________________; 50. 与人交流________________________________; 52. 改变这种状况____________________________; 54. 喜欢与不喜欢的事情______________________; 56. 表达你的感受与想法______________________; 58. concern__________________________________; 60. tip______________________________________;
选修六 Unit 1 1.adj. 现实主义的；逼真的；现实的 2.adj. 抽象的；深奥的n. 摘要 3.n. 雕塑 4.n. 雕刻家；雕塑家 5.n. 美术陈列室；画廊 6.n. 信任；信心；信念 7.adv. 忠实地 8.adv. 所以；因而 9.n. 目标；目的vi. & vt. 瞄准；（向某方向）努力 10.adj. 常规的；传统的；因循守旧的 11.adj. 典型的；有代表性的 12.adj. 明显的；明白的 13.n. 新生；复兴；复活 14.vt. 采用；采纳；收养 15.adj. 人道主义的 16.vt. 拥有；具有；支配 17.n. （尤作复数）所有；财产 18.adj. 卓越的；杰出的；极好的 19.n. 透视画法；透视图；观点 20.n. 技术；方法；技能 21.n. 巧合（的事）；（事情、口味、故事等）相合 22.巧合地 23.n. 杰作；名著 24.n. 印象主义；印象派 25.adj. 印象派的 n.印象派艺术家 26.adj. 后印象派的n. 后印象派艺术家 27.大量28.n. 阴影；影子 29.adj. 荒谬的；可笑的 30.adj. 争论的；争议的 31.n. 努力；尝试；企图vt. 尝试；企图 32.（可是）另一方面 33.vt. 预言；预告；预测 34.n. 风景；景色 35.adj. 确切的；特定的 36.n. 画像；身材；数字 37.n. 黏土 38.n. 评论家；批评者 39.n. 青铜；青铜色；青铜制艺术品 40.n. 大理石 41.vt. 雕刻；刻记 42.adj. 脆弱的；容易生病的；精致的 43.n. 帆布；画布 44.n. 咖啡馆；小餐馆 45.adj. 过敏性的；对……过敏的 46.adv. 有效地 47.n. 展览；陈列；展览会 48.adj.敢做敢为的;侵略的；好斗的 49.n. 学者 50.n. 肉；肌肉；肉体 51.活着的；本人 52.n. 几何学 53.n. 束；串 54.n. 林荫道；道路；大街 55.n. 喜爱；偏爱
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.
UNIT 1 Anne’s best friend 你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担 心你的朋友会嘲笑你，会不理解你目前的困境呢？ 安妮弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她 最好的朋友。安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一 家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹 抓去。她和她的家人躲藏了二十五个月之后才被发现。在这段时间里， 她唯一的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在 日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称 作基蒂”。 安妮从1942年七月起就躲藏在那里了，现在来看看他当时 的心情吧。 1944年6月15日，星期四 亲爱的基蒂： 我不知道这是不是因为我长久无法出门的缘故，我变得对一 切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛 蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自 从我来到这里，这一切都变了。 …比方说，有天晚上天气很暖和，我熬到 11点半故意不睡 觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打 开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在楼 上，窗户是开着的。我一直等到非关窗不可的时候才下楼去。漆 黑的夜晚，风吹雨打，雷电交加，我全然被这种力量镇住了。这 是我一年半以来第一次目睹夜晚… 不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗 户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自 然是需要真正体验的东西。 Using Language 亲爱的王小姐： 现在我同班上的同学有些麻烦事。我跟我们班里的一位男同学一直相处的很好。我们常常一起做家庭作业，而且很乐意互相帮助。我们成了真正好朋友。可是，其他同学却在背后议论起来，他们说我和这位男同学在谈恋爱，这使我很生气。我不想中断这段友谊，但是，我又讨厌人家背后说闲话。我该怎么办呢？
人教版新课标高中英语选修7课文原文 Unit 1 Living well-Reading MARTY’S STORY Hi, my name is Marry Fielding and I guess you could say that I am "one in a million". In other words, there are not many people like me. You see, I have a muscle disease which makes me very weak, so I can't run or climb stairs as quickly as other people. In addition, sometimes I am very clumsy and drop things or bump into furniture. Unfortunately, the doctors don't know how to make me better, but I am very outgoing and have learned to adapt to my disability. My motto is: live One day at a time. Until I was ten years old I was the same as everyone else. I used to climb trees, swim and play football. In fact, I used to dream about playing professional football and possibly representing my country in the World Cup. Then I started to get weaker and weaker, until I could only enjoy football from a bench at the stadium. In the end I went into hospital for medical tests. I stayed there for nearly three months. I think I had at least a billion tests, including one in which they cut out a piece of muscle from my leg and looked at it under a microscope. Even after all that, no one could give my disease a name and it is difficult to know what the future holds. One problem is that I don't look any different from other people. So sometimes some children in my primary school would laugh, when I got out of breath after running a short way or had to stop and rest halfway up the stairs. Sometimes, too, I was too weak to go to school so my education suffered. Every time I returned after an absence, I felt stupid because I was behind the others. My life is a lot easier at high school because my fellow students have accepted me. The few who cannot see the real person inside my body do not make me annoyed, and I just ignore them. All in all I have a good life. I am happy to have found many things I can do, like writing and computer programming. My ambition is to work for a firm that develops computer software when I grow up. Last year invented a computer football game and a big company has decided to buy it from me. I have a very busy life with no time to sit around feeling sorry for myself. As well as going to the movies and football matches with my friends, I spend a lot of time with my pets. I have two rabbits, a parrot, a tank full of fish and a tortoise. To look after my pets properly takes a lot of time but I find it worthwhile. I also have to do a lot of work, especially if I have been away for a while. In many ways my disability has helped me grow stronger psychologically and become more independent. I have to work hard to live a normal life but it has been worth it. If I had a chance to say one thing to healthy children, it would be this: having a disability does not mean your life is not satisfying. So don't feel sorry for the disabled or make fun of them, and don't ignore them either. Just accept them for who they are, and give them encouragement to live as
人教版高中英语必修五知识点详解 Units 1-2 1. doubt doubt是高考中的高频考查词汇。doubt可作动词和名词，是新课标重点词汇。其命题角度为：①作动词时， 若为肯定句，后跟宾语从句,通常用if/whether引导，若为否定句，则通常用that引导。 ②doubt作名词时，通常用于There is no doubt that ...(毫无疑问）结构。2010年高考对doubt的考查还将集中 在其后跟从句时连接词的选择上，也有可能将doubt与其他动词或名词放在一起进行词义辨析。 2. expose expose是新课标要求掌握的单词，应重点掌握它的义项及常见用法，特别是be exposed to 句式，其中to为介词，后跟名词、代词和动名词；同时注意exposed to作后置定语和用于句首作状语的用法。另外，being exposed to结构用动名词形式作主语也是重点和难点，极易考查。 预测2010年命题方向为exposed to 作状语和定语的用法。 3. absorb absorb是新课标重点单词，重点掌握其“吸收（液体，热）；吸收，理解（知识）”的词义及其be absorbed in(全神贯注于……)的用法，易考点为该短语位于句首作状语和作后置定语两点，考生应能掌握be absorbed by(为某事物所吸引)；还应联系be engaged in, be devoted to, be involved in和be lost in等常见重点近义短语。 4. apart from apart from是常见介词短语，意为“除……之外”，考生应熟练掌握近义的词和短语：except, besides, in addition (to), other than, except for, except that, except when等。预测2010年高考会在单项填空题中直接考查或者会出现 在阅读理解题中。 5. available available是新课标重点单词，在近几年高考和各地的模拟考试中出现的频率极高，主要考点为：①词义(可得到的，可用的)。命题形式常为形容词词义辨析，如区分accessible, acceptable, sensible, favourite, average, convenient 等。②用法。be available to意为“可利用的”，be available for意为“使……可以享受某物;使……买得起某物”, 要了解二者的区别。 预测2010年高考命题会以考查词义或者形容词短语作后置定语为命题方向。 6. consist of consist of是近几年高考高频考查短语。①理解其词义“组成，构成”。②考查与其他近义词组的用法异同点。 如be made up of, be composed of, constitute, be formed of 等。考生要特别注意consist of要用主动形式表达， 不用系表结构。预测这一考点将成为2010年高考考查的重点，特别是用consisting of 作后置定语。 7. break down 由break构成的动词短语是历年高考命题的重点。考生必须明确break down的几个常见义项，根据不同的语 境加以判断。break down，break up, break off, break away, break in等，都要求考生熟知它们的常见义项，因为 命题时可能会对该短语直接考查，也可在短文中考查对其意义的理解。 8. only+状语（状语从句）位于句首构成部分倒装 这是考生必须熟练掌握的句式之一，以往的高考题中已多次考查到。倒装句式有多种情况，该句式为日常交 际中较常见的一种。特别提示：only只有强调状语或者状语从句才构成部分倒装，强调主语或宾语不用倒装。 预测该句式是2010年高考命题考查的重点。 重要词汇拓展 Unit 1 Great scientists 1. ____ n. 特征；特性 2. _____ vt.&vi. 结束；推断出→______ n. 结论 3. _____ vt. 打败；战胜；使受挫 4. ______ vt. 参加；出席；照顾；护理→_____ n. 参加；出席；侍从；看护 5. _____ vt. 暴露；揭露；使曝光→_____ n. 暴露；揭穿；揭发 6. _____ vt.& n. 治愈；痊愈→______adj.可治愈的 ______ vt.& n. 控制；支配 8. _____ vt. 吸收；吸引；使专心→______adj. 被吸收的；全神贯注的 9. _____ adj. 严重的；严厉的；剧烈的 characteristic 2. conclude；conclusion 3. defeat 4. attend；attendance 5. expose；exposure 6. cure；curable 7. control 8. absorb；absorbed 9. severe 10. _____ vt. 宣布；通告→______n. 宣布；宣告；通知 11. ______ vt. 命令；指示；教导→_____ adj.有教育意义的；有指导意义的→_____n.指导；指示；指令→_____ n. 教师；讲师；指导员 12. _____ vt.&vi. 捐献；贡献；捐助→______n.贡献；奉献 13. _____ adj. 有创造力的；创造性的；独创的→______n.创造；创作 14. _____ adj. 热情的；热心的→______ n. 热心；热情
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly diseas e of its day. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be contr olled until its cause was found. He became interested in two theories that possibly explained how cholera kille d people. The first suggested that cholera multiplied in the air. A cloud of dangero us gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the dis ease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evide nce. So when another outbreak hit London in 1854, he was ready to begin his en quiry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the de aths were near the water pump in Broad Street (especially numbers 16, 37, 38 an d 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he mad e further investigations. He discovered that these people worked in the pub at 7 C ambridge Street. They had been given free beer and so had not drunk the water f rom the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. He imm ediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon afterwards the disease slowed down. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deaths that were linked to the Broad Street outbreak. A woman, who had moved away fr om Broad Street, liked the water from the pump so much that she had it delivered to her house every day. Both she and her daughter died of cholera after drinking the water. With this extra evidence John Snow was able to announce with certaint y that polluted water carried the virus. To prevent this from happening again, John Snow suggested that the source o f all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. Finally "King Cholera" was defeated. COPERNICUS’ REVOLUTIONRRY THEORY
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives
选修7 Unit 1 1.disability n. __________ 2.disabled adj. __________ 3.hearing n. __________ 4.eyesight n. __________ 5.△syndrome n. __________ 6.△infantile paralysis __________ 7.△Rosalyn n. __________ https://www.doczj.com/doc/b017461280.html,p n. __________ 9.ambition n. __________ 10.ambitious adj. __________ 11.dictation n. __________ 12.△Sally n. __________ 13.noisy n. __________ 14.suitable adj. __________ 15.entry n. __________ 16.beneficial adj. __________ 17.△Marty __________ 18.in other words __________ 19.clumsy adj. __________ 20.△bump vi. __________ 21.outgoing adj. __________ 22.adapt vt. __________ 23.adapt to __________ 24.bench n. __________ 25.cut out __________ 26.microscope n. __________ 27.out of breath __________ 28.absence n. __________ 29.fellow adj. n. __________ 30.annoy vt. __________ 31.annoyed adj. __________ 32.△annoyance n. __________ 33.all in all __________ 34.firm n. adj. __________ 35.software n. __________ 36.sit around __________ 37.as well as __________ 38.parrot n. __________ 39.tank n. __________ 40.tortoise n. __________ 41.in many ways __________ 42.psychology n. __________ 43.psychologically adv __________ 44.make fun of __________ 45.encouragement n. __________ 46.conduct n. vt. __________ 47.△mainstream n. __________ 48.△fulfilling adj. __________ 49.never mind __________ 50.politics n. __________ 51.abolish vt. __________ 52.△abolition n. __________ 53.resign vi. & vt __________ 54.slavery n. __________ 55.literature n. __________ 56.△Barry Minto __________ 57.△Mount Kilimanjaro n. __________ https://www.doczj.com/doc/b017461280.html,panion n. __________ 59.assistance n. __________ 60.congratulate vt. __________ 61.congratulation n. __________ 62.bowling n. __________ 63.graduation n. __________ 64.certificate n. __________ 65.all the best __________ 66.architect n. __________ 67.△Sanders n. __________ 68.adequate adj. __________ 69.access n. __________ 70.accessible adj. __________ 71.△wheelchair n. __________ 72.handy adj. __________ 73.△earphone n. __________ 74.△impair vt. __________ 75.row n. vt . & vi. __________ 76.basement n. __________ 77.outwards adv. __________ 78.exit n. __________ 79.meet with__________ 80.approval n. __________ 81.dignity n. __________ 82.profit n. __________ 83.△italics n.（pl） __________