Making Sentences

Unit 1 Management FunctionsTeacher:Class Profile:Estimated time: 500 minutes in 10 periodsI Unit Objectives1. Students can fully understand the main ideas of the two reading passages aboutmanagement functions, successfully answer the comprehension questions, andindependently finish the language exercises.2. Students can identify the major elements of business letters and do simulated writingusing the common sentence structures learned from the samples.3. Students can understand conversations about establishing business relationship.4. Students can use recommended expressions to talk about establishing businessrelationship.5. Students can use the materials in this unit and those from other resources to accomplishin groups the field work project on management functions and then present the work inclass.II Materials and/or Equipment Needed1.English for Management2.Overhead projectorputerIII Unit ArrangementPeriods 1-3: Reading APeriods 4: Reading BPeriods 5-6: Simulated WritingPeriods 7-8: Listening and SpeakingPeriods 9-10: Field Work PresentationIV Teaching ProceduresPeriods 1-2 Reading A1.Introduction to Unit field work and lead-in to Reading A 10 min.a.Describe a situation where management functions are involved and introduce thefield work project by saying, for example:Hello, class. If you were the manager of a business company, what would you do tokeep your company running in the best possible state? Well, here is a chance foryou to find it out. You have about two weeks while we are learning this Unit, toaccomplish a field work project, which means a research task you do outside theclass. You are going to do it in groups. After two weeks, you are supposed topresent your work in class.b.Ask students to:-search the library or the Internet for information about cash management;-make a list of questions and use them to interview entrepreneurs about cash management;-write a report about what you have found and prepare for an in-class presentation.c.Lead in to Reading A by saying, for example:As the first step of your field work project, you may get some basic ideas aboutmanagement functions by going through Reading A.2. Pre-reading activities 20 min.Activity 1 Brainstorminga. Students work with partners and list some words relevant to “ManagementFunctions”b.Invite some students to give their list and provide the suggested list below ifnecessary:orders, sipping tea/coffee, chatting, newspapers, making plans…3. In-reading activities 40 min.Activity 1 Individual work: finding out the difficultiesa. Students read the text with attention to possible language difficulties and specialterms.b. Students raise questions concerning the difficulties found while reading.c. Encourage students to join in the explanation of difficult points.d. Then ask some more questions relevant to the paragraphs.Paragraph one:- How many functions does a manager perform according to Henri Fayol?- What functions do managers usually perform?- What are the functions mentioned in the two professors' textbook?- What is the author going to discuss in the following paragraphs?Paragraph two:- What does the planning function involve?- What’s the role of management in an organization?Paragraph three:- What is function organizing?- What does function organizing include?Paragraph four:-What is the function of leading?-What is management’s job?Paragraph five:- What is the final function of management?- Why is controlling function necessary?d. Comment on students’ performance.Activity 2 Pair work: reviewing the expressionsa. Students work in pairs with one reading out language points or special terms andthe other making a sentence, paraphrasing or translating.b. Monitor the work and provide help if necessary.Activity 3 Group work: getting the ideasa. Students work in groups to discuss- the different areas of management (hints: marketing, operation, human resources, finance, information);- the details of management functions.b. Group representatives report about their work.c. Invite peer comment and give feedback.Possible difficulties in Reading A- They plan, organize, command, coordinate, and control.coordinate: v. to harmonize in a common action or efforte.g. coordinating the moving parts of a machine; coordinate the colors of adesign.- Let’s briefly define what each of these functions encompasses.encompass: vt. to constitute or includee.g. a survey that encompassed a wide range of participants.- ..., and developing a comprehensive hierarchy of plans to integrate and coordinate activities.integrate: vt. to make into a whole by bringing all parts together; unify.e.g. integrated the new procedures into the work routine.- ..., they are engaging in leading.engage in: take part in or be occupied in sth.e.g. I have no time to engage in gossip.4. Post-reading activities30 min.Activity 1 Individual work: reviewing the ideasa. Students read the passage again and point out the main idea of each paragraph.b. Invite some students to present their work.c. Give comments and refer them to exercise I for the topic sentences of someparagraphs.Activity 2 Group work: learning more expressionsa. Students work in groups and discuss the expressions listed in exercise III.b. Students try to make sentences using the expressions.c. Student present the group work.d. Comment on group performance.5. Assignmenta. Students finish exercises III-VII based on what they have learned in Reading A.b. Students preview Reading B.c. Students spare some time for the field work project.Periods 3-4 Reading A (continued) and Reading B1. Reading A consolidating exercises 50 min.Activity 1 Individual work: dictationa. Books closed.b. Read out some words, phrases or sentences learned in Reading A and students writethem down.* Dictation materials for reference:- coordinate, formulate, framework, integrate, manage, motivate subordinate, be responsible for, management control, strategymanagement by objectives, management competencemanagement inventory form, management of trades, management principle - When managers motivate subordinates, direct the activities of others, select the most effective communication channel, or resolve conflicts among members, theyare engaging in leading.- This process of monitoring, comparing, and correcting is what we mean by the controlling function.c. Use overhead projector to check the work of some students or do peer-editing, i.e.ask students to check the work of fellow students.Activity 2 Individual work: translating expressionsa. Books closed.b. Use overhead projector to put the table in exercise VI on the screen and invitestudents to finish it off hand.c. Check answers and explain if necessary.d. Lead in to Reading B.Activity 3 Group work: making sentencesa. Students work in groups and make sentences using expressions from exercise Vand VII.b. Students present their work.c. Comment on student performance.2. Reading B 50 min.Activity 1 Individual work: finding out the difficultiesa. Students read the text with due attention to possible language difficulties andspecial terms.b. Students raise questions concerning the difficulties found while reading.c. Encourage students to join in the explanation of difficult points.d. Comment on students’ performance.Activity 2 Pair work: reviewing the expressionsa. Students work in pairs with one reading out language points or special terms andthe other making a sentence, paraphrasing or translating.b. Monitor the work and provide help if necessary.Activity 3 Group work: getting the ideasa. Students work in groups to discuss the letter of appointment and try to find out themain idea.b. Group representatives report about their work.c. Invite peer comment and give feedback.3. Assignmenta. Students finish exercises VIII and X.b. Students preview simulated writing.Periods 5-6 Simulated Writing1. Sample reading and simulated writing 100 min.Activity 1 Pair work: identifying the elements of a business lettera. Students read the sample business letter with attention to possible languagedifficulties and special terms.b. Students work in pairs to identify the major elements of a business letter.c. Monitor the work and provide help if necessary.d. Ask some students to present their work.Activity 2 Individual work: translating the business letter into Chinesea. Ask students to translate the business letter (Sample 2) into Chinese.b. Guide students if necessary.c. Provide the key to the exercises.Activity 3 Group work: writing a business lettera. Students read the sample business letter again.b. Write a business letter using the common sentence structures learned form thesamples.c. Group representatives report about their work using overhead projector ifnecessary.d. Invite peer comment and give feedback.2. Assignmenta. Students finish exercises III-V.b. Students practice the typical sentences and expressions in writing business letters.Periods 7-8 Listening and Speaking1. Listening 50 min.Activity 1 Individual work: understanding the dialoguesa. Books closed.b. Students listen to the dialogues on the tape and take notes.c. Books open.d. Students listen to the dialogues again and pinpoint important topic-relatedexpressions and special terms.e. Students ask questions concerning difficult points in the dialogues.f. Explain the difficult points.h. Students listen to the dialogues for the third time.Activity 2 Pair work: translating important expressions or sentencesa. Students work in pairs with one picking out some expressions or sentences fromthe dialogues and the other translating them to Chinese.b. Monitor students’ work and give help if necessary.c. Invite some pairs to present their work.d. Comment on student s’ work.2. Speaking 50 min.Activity 1 Pair work: role-playing the dialoguesa. Students work in pairs and role-play the dialogues.b. Invite some pairs to present their work.c. Comment on students’ performance.Activity 2 Pair work: role-playing the dialogue in exercise IVa. Students work in pairs and study the given situation and suggested expressions.b. Students prepare for the role play.c. Invite some pairs to present the dialogue.d. Comment on students’ performance.3. Assignmenta. Students finish exercises II and III.b. Students practice the expressions and patterns concerning establishing businessrelationship.Periods 9-10 Field Work Presentation 100 min.a.Each group gives a presentation in front of the class.b.Ss who are listening take notes or complete a student assessment form.c.Elicit peer comments on group performance.d.Give feedback.。

Teaching Plan 一Unit 1-16, Book 4 Unit 1每单元题0教学重点和难点Text I Never Give In, Never, Never, Never 1. Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to the questions raised about the text;5.Explaining some of the phrases and sentences in the text in one's own words;6.Key structure:1)seem的用法2)It seems that7.Key phrases:Ups and downs; address oneself to; yield to; close an accountText IIWinstonChurchill本章讨论题(思考题、作业)：1.Why does the author urge people to be patie2.What is the change in the widespread mood3.Why does the author change “darker" to "st作业：Making sentences with:1.To…，it seems that • •.2.throw one's mind back 课时分配教学组织安排20 mins Vocabulary160mins Text Study60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the textsnt?1 referred to in Paragraph 5? terner,,7Unit 2每单元题g教学重点和难点课时分配教学组织安排Text I Space Invaders 1- Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one^s own words;6.Key structure:1)whereas的用法2)In the same way that7.Key phrases: sidled up,carve out, attribute ... to, stakeda claim, to tread on, plowedinto, is ... proportional to,breathe down their necks20 mins Vocabularyl60mins Text StudyText IISpace andDistance60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the text木章讨论题(思考题、作业)：1 ・Why does the writer tell his experience at the bank?2.H ow is the concept of personal space defined?3.What is meant by "this tendency59 in Paragraph 4? What did the author think caused this tendency?4.W hat is the characteristic of personal space as described in Paragraph 5?5.Why id personal space shrinking in general?作业：Making sentences with:1. whereas2.In the same way that…Unit 3每单元题目教学重点和难点Text IAlienation and the Internet 1. Vocabulary 2.Structuralanalysis of the text3. T he main idea of Text4. Giving answers to the questions raised about the text;5. Explaining some of the phrases and sentences in the text in on&s own words;6. Key structure: 1) .in that 的用法 2) I t is my hope that 3) All things being considered7. Key phrases: for the better, at the expense of,, be confronted with, took advantage of,, in earnest, are available for, prior to, would give...pause to thinkText IIAmericanOnline: Losing the Battles, butWinning the War 木章讨论题(思考题、作业):1. Whaf s the authors viewpoint about the ben negative side?2. What happened to the author^ friend as regi did he see about it?3. What alienated society members before the them in the information age?4. W hat is meant by the "cruel irony 95 that appc5. H ow, according to the author, can the potent 作业：Making sentences with: 1. It's my personal belief that 2. in that 3. All of this being said,…课时分 配 教学组织安排20 minsVocabulary160mins Text Study 60 mins Exercises 30 mins Text II: reading for the main idea(s); pair discussion about the questions on the textiefit of the Internet? What does he see about its ards the Internet? What negative consequences Internet gained popularity? What alienates ^ars in Paragraph 4? tial of the Internet be realized?Unit 4每单元题目教学重点和难点课时分配教学组织安排Text IA View of Mountains 1. Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one's own words;6.Key structure:Only if7.Key phrases:come into his own, is brandedwith, for good, lay in, i n certainrespect, come into existence, outskirts, once and for all20 mins Vocabulary160mins Text StudyText II Statement at the 2003Session of United Nations Disarmament Commission 60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the text本章讨论题(思考题、作业):1.Why is a view of mountains provided by a picture so significant that it was chosen as the title of this essay?2.W hy are Yamahata^s pictures still news?3.In what way(s) is the bombing of Nagasaki the fitter symbol of the nuclear danger?4.What is the universal meaning of Yamahata^ photos?5.Do Yamahata?s pictures fully express the author^ intention of writing? Why or why not?作业：Making sentences with:1.It takes sb sometime to do sth2.only if配Text I The Tapestry of Friendship 1. Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one^s own words;6.Key structure:1 Coordinate sentences with"but" and 'while/whilst'2Coordinate sentences withoutany conjunction7.Key phrases:hang together; pick on;showing... off; make adifference;20 mins Vocabulary160mins Text StudyText IIMy Daughter,My Friend60 mins Exercises30 mins Text 11: reading for the main idea(s);pair discussion about the questionson the text本章讨论题(思考题、作业)：1.What did the woman think of the movie Girlfriends?2.Why did the woman say that the movie camera had shifted its focus?3.What is the subtle distinction between the male and female friendship?4.What does it show that men and women establish their own friendship following different courses?5.What is the example in Paragraph 13 intended to do?6.Why was the woman shocked at men，s description of friendship?作业：Making sentences with:1.not just...but...2.not untilText IA French Fourth 1. Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one's own words;6.Key structure:1)in part because2)There were times when3)no other choice than7.Key phrases:take pride in.be immersed in,resonate with,, be exposed to,in one's mind n s eye,, a glimpseof, convey ... to, turn... to20 mins Vocabulary160mins Text StudyText IIStuck in theMiddle60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questions onthe text本章讨论题(思考题、作业):1.Why does the writer hang the American flag on July 4 though he knows it attracts little attention in Paris?2.W hy do the children seldom mix languages up?3.W hat does the writer think is the benefit of raising children in a foreign culture?4.W hat are the difficulties in raising children in a foreign culture?5.Why does the issue of raising children in a foreign culture present itself to the author time and again?6.What impact does globalization have upon the growth of children in a foreign culture? 作业：Making sentences with:1.in part because2.like nothing other thanText IThe Selling of the President 1. Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one's own words;6.Key structure:1 )Suhjective Mood2)If..., it is that...7.Key phrases:got bogged clown, to bringdown, affect, would bedetrimentaI to, wasclouded, is comfortable with,be... taken in, to his advantage20 mins Vocabulary160mins Text StudyText IIWhat makes aLeader60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the text本章讨论题(思考题、作业)：1 .What is implied by the word "selling” in the title?2.Why did the quoted campaign specialist say the candidate needed to “keep his mouth shut'，for the success in the election?3.Which part of the text tells us that Nixon ran for the presidency for the first time? How did he lose the election?4.When do TV commercials work most effectively?5.What did Jimmy Carter^ election illustrate?6.Why did Reagon constantly refer to John Wayne in his election campaign?作业：Making sentences with:1.would have ... were it not for2.If …it was that...Text IThe Monster 1. Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one's own words;6.Key structure:1)The anaphoric use orrepetitious use of the thirdperson pronoun he2)t o a degree that...3)w hat if...7.Key phrases:sink into suicidal g\oom, for thesake of9.at someone "s expense,out of sorts innocent of, rollinto one, a mania for doing sth.20 mins Vocabulary160mins Text StudyText IISimpleHabits, DeepThoughts 60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the text木章讨论题(思考题、作业):l.In what way was Wagner physically odd?2.W hy did he always take himself as the center of his conversations?3.H ow would he respond to disagreement?4.W hat emotional features did he possess?5.How does the author justify Wagner's arrogance and extrabagance?6.1n what sense may Wagner be said to be a monster?作业：Making sentences with:1.to a degree that2.what ifText I The Discus Thrower 1. Vocabulary2.Structural analysis of the text3.T he main idea of Text4.Giving answers to the questions raised about the text;5.Explaining some of the phrases and sentences in the text in one's own words;6.Key structure:“as though^^7.Key phrases:spy on, prop up, make one's rounds, in time, finger across, heft up, a shard of, give sb the look of, swing acrossText II ARage againstDying本章讨论题(思考题、作业):1.Does the doctor feel guilty of spying on his2.H ow would you account for the possessions3.Why does the patient ask for shoes time and4.W hy does the patient throw his plate?5.W hat kind of laughter does the patient give?作业:Making sentences with:1.as though2.give sb the look of ... 20 mins Vocabulary160mins Text Study60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the textpatients? Why or why not? in Room 542?again?)Unit 10每单元题目教学重点和难点课吋分配教学组织安排Text I How I Found My Voice 1. Vocabulary 2.Structuralanalysis of the text3.T he main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in on3s own words;6.Key structure:1)could的用法2)as if的用法7・ Keyphrases:come close to, in a daze, inpublic, vibrant with, round up,be dubious about, be known for,sign up with, be meant to be,express interest in, vent feelingsto20 mins Vocabulary160mins Text StudyTextnThank You,Mr. Chips60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questions onthe text本章讨论题(思考题、作业):1.Why could the narrator hardly believe that such good things as described in Paragraph 1 could ever happen to him?2.W hy does the narrator describe his moving at the age of five as traumatic?3.Why did the narrator quit Sunday school and church?4.W hy does the narrator say the farm animals knew he could talk?5.W hy couldn^t Prof. Crouch stand not being a part of the narrator's school?6.What event made the narrator open his mouth in public without stuttering for the first time?作业：Making sentences with:1.couldn't stand the fact that2.as ifUnit 11每单元题目教学重点和难点课时分配教学组织安排Text I Mountain Lion5s Attack! 1. Vocabulary2.Structural analysis of the text3 .The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one's own words;6.Key structure:1)ing分词的用法2)动词不定式的用法7.Key phrases:stand one k ground, charge at,shrug off, buck up, spin round,in a fit of rage, jump at, takeover, wander into, crouchdown, perch over, wheelaround, edge back20 mins Vocabulary160mins Text StudyText IITerror in theNight60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the text木章讨论题(思考题、作业):1.Why did the narrator enjoyably accept the job as a camp counselor?2.Why did the kids giggle and scream and roar when he taught them how to deal with the mountain lion?3.What made the narrator take over the rear in the midway?4.H ow did he move forward the kids in the rear?5.Did the narrator feel any fear of the cougar at the first sight? Can you find any evidence to support your idea?6.What drove the mountain lion away in the end?作业：Making sentences with:1.Working with the kids could …2.keep bugging sbUnit 12每单元题口教学重点和难点课时分配教学组织安排Text I Christmas Lost and Found 1. Vocabulary2.Structural analysis of the text3 .The main idea of Text4.Giving answers to the questions raised about the text;5.Explaining some of the phrases and sentences in the text in one9s own words;6.Key structure:1)subjunctive mood2)It occurs to sb that…7.Key phrases:sort out, cling to, in rapid succession, reckon on, slide into, in a whirl, take sb in, stop by, fix gaze cm, pull up, shape up, in a whirl, flesh and blood, stir upText IIOne SmallStone,Unforgotten本章讨论题(思考题、作业):l.Why did the narrator desire to have as many2.In what ways was Christmas Boy different fi3.W hat is meant by "Christmas lost"?4.W hy did her granddaughter's solo bring bac5.H ow did the narrator find back Christmas?6.What does the narrator think is the real mea作业：Making sentences with:1.It occurred to me that...2.sit rigid20 mins Vocabulary160mins Text Study60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the textas six children?rom his foster parents?k bitter-sweet memories to the narrator?ining of Christmas?Unit 13每单元题目教学重点和难点课时分配教学组织安排Text I Promise of 1. Vocabulary2.Structural analysis of the20 mins VocabularyBluebirds text3.The main idea of Text4.Giving answers to the questions raised about the text;5.Explaining some of the phrases and sentences in the text in one's own words;6.Key structure:1)名词前多个形容词的排序2)i ng-分词的用法7.Key phrases:be confined to, sparkle with, be renowned for, marvel at, get... out of one's head, let go, lose the fight, fashion... out of..., think back to, make sacrifices for sb 160mins Text StudyText IIMy Son, theLion60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questionson the text本章讨论题(思考题、作业):1.Why did the narrator wonder whether his father would see any bluebird again?2.How do you understand him when the old man said in his bed that he couldn't and didn't want to let go?3.What was the spirit of craftsmanship the old man brought into his job?4.W hat led the narrator to say that her father became an expert on bluebirds?5.W hat features are shared by Caruso's family and the minef s family?6.W hat did the old man give to the bluebirds and what did they give back?作业：Making sentences with:1.be confined to2.marvel at3.get ... out of one's headUnit 14每单元题目教学重点和难点课时分配教学组织安排Text IThe Idiocy of Urban Life 1. Vocabulary2.Structural analysis of the text 3-The main idea of Text4.Giving answers to the questions raised about the text;5.Explaining some of the phrases and sentences in the text in one，s own words;6.Key structure:1）强调句式it be...that/who 的用法2）表示强调语气的其他方式3）a s引导伴随状语的用法4）倒装句的用法7.Key phrases:spare no effort, have no knowledge of, compensate for, rat race, clean up .cruise through, head out of, spread over, create simulations ofText II TheCity本章讨论题（思考题、作业）:1 .What is the purpose of mentioning rats as tn2.W hat is the idiocy of the city dwellers' tryin3.Why does the author call the city dweller^ j4.H ow do you understand the sentence "The c through each day../5?5.What accounts for the fact that "Americans world"?作业：Making sentences with:1 • spare no effort2. have no knowledge of20 mins Vocabulary160mins Text Study60 mins Exercises30 mins Text II: reading for the mainidea（s）; pair discussion about thequestions on the textue city dwellers?ig to live outside the city boundaries? lourney to work “the first idiocy of his day9'? :ity dweller reels from unreality to unrealityare most round-shouldered people in theUnit 15每单元题目教学重点和难点课时分配教学组织安排Text I Dolly's False Legacy 1. Vocabulary2.Structural analysis of the text3.The main idea of Text4.Giving answers to thequestions raised about the text;5.Explaining some of thephrases and sentences in thetext in one's own words;6.Key structure:1)t hus, in the first place, aboveall, for example, however, bycontrast, moreover等连接词的用法2)r ather than 的用法3)形容词比较级的用法7.Key phrases:impose upon, cope with, in thefirst place, place importanceon, live up to, seek out, beassociated with, be regulatedby, impose upon, emerge from20 mins Vocabulary160mins Text StudyText IIQuietly,AnimalCloningSpeedsOnward60 mins Exercises30 mins Text II: reading for the main idea(s);pair discussion about the questions onthe text木章讨论题(思考题、作业)：1 .What is Dolly's legacy? Why is it considered false?2.What are the two points that are neglected in the debate over cloning of human beings according to the author?3.In what way is the difference between a cloned child and its natural twin relevant to the main point of the essay?4.W hat is wrong with cloning as a means of bringing back a child killed tragically?5.What is the purpose of giving the example of the production and sale of drugs?6.What would happen if you had yourself cloned someday?作业：Making sentences with:1.rather than2.much higher thanUnit 16每单元题目教学重点和难点Text IThe Story of an Eyewitness 1. Vocabulary2.Structural analysis of the text3. The main idea of Text4. Giving answers to thequestions raised about the text; 5. Explaining some of the phrases and sentences in the text in one^s own words; 6. Key structure: Inversion structure 7. Key phrases: out of gear, fling off, wipe out, hold on to, at a disadvantage, play out, weigh down, sweep down, burden...with, play out, stand intact, lighten upText IIMemories of the San FranciscoEarthquakeand Fire 木章讨论题(思考题、作业):1. What is meant by "all the cunning adjustmei2. H ow did man ，s efforts to combat the conflaj3. Why does the author say “An enumeration o4. C an you tell any reason why lines of soldier5. W hy did man give in completely at the end ( 作业：Making sentences with:1. There is no estimating •…2. at a disadvantage3. hold on to课时分 配 教学组织安排20 minsVocabulary160mins Text Study60 mins Exercises30 minsText II: reading for the main idea(s);pair discussion about the questions on the textnts of a twentieth-century city”? ^ration turn out?)f the dead 一 will never be made”？ s were flung before the march of the flames? of the campaign against the conflagration?。

高一英语学校词汇综合单选题40题1. In our English class, we often ____ new words by making sentences.A. rememberB. remindC. reviewD. repeat答案：A。

解析：remember意为记住，在句中表示通过造句来记住新单词，符合语境。

remind是提醒的意思，通常用法为remind sb. of sth.，这里不符合句子逻辑。

review表示复习，更多强调对已学知识的回顾，与通过造句记忆新单词的语义不符。

repeat是重复的意思，单纯重复单词不一定能记住单词，所以这里也不合适。

2. The teacher asked us to ____ the main idea of the passage after reading it.A. findB. discoverC. figure outD. look for答案：C。

解析：figure out有理解、弄清楚的意思，在这里表示读完文章后弄清楚文章的主旨，符合题意。

find强调找到某个具体的东西，一般是已经存在的东西。

discover侧重于发现原本存在但不为人知的事物。

look for侧重于寻找的动作，而不是得出结果，所以这三个选项均不符合句子要求。

3. When we study English, we should ____ every chance to practice speaking.A. catchB. holdC. seizeD. take答案：C。

解析：seize有抓住（机会等抽象事物）的意思，在这里表示抓住每一个练习口语的机会，比较贴切。

catch主要指抓住具体的东西，如catch a ball。

hold表示握住、持有，与抓住机会语义不符。

take虽然也有利用、接受的意思，但seize更强调积极主动地抓住机会，比take更合适。

4. In the school library, we are not allowed to ____ the books without permission.A. markB. writeC. noteD. underline答案：A。

Unit10be supposed to 应该shake hands 握手for the first time 第一次make conversations 编对话make sentences 造句make up a lie 编造谎言be expected to do sth. 被期待做某事arrive late 迟到greet sb. 问候某人in the wrong way 以错误的方式make mistakes 犯错the welcome party for 欢迎派队as soon as 一...就...hold out one’s hand 伸出某人的手greet each other 互相问候to one’s surprise 令某人吃惊的是on both sides of my face 在我的脸两边mind doing 介意做某事find out 查明，弄清楚be pretty relaxed about 对......相当放松rush around 四处奔波a little late / a bit late 有点迟value time 珍惜时间in our everyday lives 在我们的日常生活drop by one’s home 顺便拜访某人的家make plans to do sth. 计划做某事see each other 互相拜访kiss each other 互相亲吻on the side of the face 在脸上on time 按时in time 及时the capital of clocks and watches 钟表和手表的王国after all 毕竟invite sb. to do sth. 邀请某人做某事at noon 在正午get mad at sb. 生某人的气make an effort to do sth. 努力做某事avoid heavy traffic 避免交通拥挤avoid doing sth 避免做某事keep sb. doing 让某人一直做某事without doing sth. 不做某事plan to do sth. 计划做某事complete the chart 完成图表wear a suit and tie 穿西服系领带wear jeans 穿牛仔go abroad 去国外bring one’s passport 带来某人的护照clean the chalk off the blackboard 擦黑板during the winter season 在冬季pack warm clothes 打包厚衣服take off one’s gloves 脱掉手套the correct forms of the words 单词的正确形式in social situations 在社交场合as an exchange student 作为一个交换生basic table manners 基本的餐桌礼仪around the world 全世界stick your chopsticks into the food 把筷子插进食物里at the dinner table 在餐桌旁face challenges 面对挑战point at someone 指着某人take notes 做笔记summarize the main ideas 总结中心思想have a great time 玩的高兴on my student exchange program 在我的学生交流项目上go out of one’s way to do sth. 不怕麻烦地做某事make sb. feel at home 使某人感到宾至如归talk to sb. in French 用法语和某人交流improve English 提高英语be comfortable doing sth. 自如地做某事used to do sth. 过去常常做某事be used to doing sth. 习惯于做某事cut up 切碎汉译英1.在中国，人们第一次见面应该握手。