人教版高中英语必修五Unit3练习试卷

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篇1：人教版高中英语必修五Unit3练习试卷

人教版高中英语必修五Unit 3练习试卷及答案

第一部分 语言知识及应用(共两节，满分45分)

第一节：完形填空(共15小题;每小题2分，满分30分)

阅读下列短文，掌握其大意，从每题所给的四个选项中选出最佳选项。

You may have heard the old story about the dedicated(专注的)fisherman.He had gone fishing with one of his__1__.They used the same equipment and fished together in the__2__mountain stream.He had almost caught his limit of fish while his friend caught only one.“What's your secret?” asked the friend__3__.“I haven't even gotten another__4__!” The fisherman emptied the contents of his mouth and replied，“You have to keep your worms(鱼饵)__5__.”

When it comes to the dedication，there are at least three types of__6__.First，there are those who fish for sport.They like to “catch and release”，__7__throwing their catches back into the water.For these people，it's all for__8__.Then there are those who fish because they like the__9__of fish.They are selective.They only keep the fish they will eat someday.Finally，there are those who fish because they are__10__.If they don't catch，they will have nothing to eat.It is important for this group to succeed，and they are__11__dedicated to what they do.

Whether we__12__or even eat fish，there is a lesson to be learned here.Especially when the task before us is difficult or there seems to be few possibility to__13__，we are most likely to be successful if we approach a task with full dedication.Whether we want to__14__a relationship，build a new business，kick a drug habit or go back to school，we should see if we are__15__to do what it takes，even if it means keeping the worms warm.

语篇解读：本文是一篇夹叙夹议文。做任何事情要想成功，我们都应该像那个专注的渔夫一样，只有做到全力以赴，我们才能成就我们的事业。

1.A.friends B.brothers C.colleagues D.villagers

解析：由下文his friend得出：有一天，他跟朋友(friends)一块儿去钓鱼。

答案：A

2.A.clear B.same C.long D.wide

解析：与本空前same equipment构成并列：这两个人用的是同样的钓鱼设备，在同一个(same)山涧里钓鱼。

答案：B

3.A.anxiously B.shamefully C.angrily D.curiously

解析：由上句两个人的对话及what's your secret判断：朋友迷惑不解地(curiously)问他，能钓到这么多鱼的秘诀是什么。

答案：D

4.A.signal B.gift C.bite D.target

解析：根据上文fish可知：你钓了那么多鱼，而我现在除了这条鱼外还没有别的鱼咬钩(bite)。

答案：C

5.A.warm B.soft C.big D.fat

解析：文章末句worms warm有提示：这个垂钓者说，你要保持你的鱼饵新鲜(warm)。

答案：A

6.A.contents B.fishermen C.worms D.fishes

解析：根据上文内容及下文who fish for sport可知，当谈及专注时，至少有三种渔民fishermen。

答案：B

7.A.quickly B.purely C.carefully D.sadly

解析：由本空前catch and release可知，这些渔民当即(quickly)把钓到的鱼再放生。

答案：A

8.A.wealth B.energy C.promise D.pleasure

解析：从上文sport以及上句他们的行为可知：这些人钓鱼纯粹就是为了消遣愉悦(pleasure)。

答案：D

9.A.color B.beauty C.taste D.price

解析：根据下文eat someday判断：他们只对某种鱼感兴趣，他们的垂钓有选择性，他们只钓那些适合自己口味(taste)的鱼。

答案：C

10.A.weak B.greedy C.lazy D.hungry

解析：由下句have nothing to eat可知，最后，还有一种人纯粹是为了生计。如果钓不到鱼，他们就会挨饿(hungry)。

答案：D

11.A.temporally B.seldom

C.fully D.gradually

解析：从本空前important for this group得出：对于这个群体来说，能钓到鱼是非常重要的，所以，他们极其(fully)专注。

答案：C

12.A.hunt B.cook C.choose D.fish

解析：从上文叙述可知：无论是否钓鱼(fish)还是吃鱼，我们都从中学到了一个哲理。

答案：D

13.A.survive B.equip C.succeed D.differ

解析：下文successful有提示：尤其是当你面前的任务很难完成，看上去根本没有成功(succeed)的希望的时候。

答案：C

14.A.improve B.analyze C.change D.affect

解析：由下文build a new business，kick a drug habit可知：无论我们是想改善(improve)一种关系，创立一番新事业，戒掉毒瘾或者复学，我们都应该看看自己做这件事的意愿(willing)到底有多大。

答案：A

15.A.suitable B.willing C.lucky D.afraid

解析：参考上题解析。

答案：B

第二节：语法填空(共10小题;每小题1.5分，满分15分)

阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空。

My hometown is in the southwest of England,16.______ is a very beautiful area in the country famous for its cheese.In the north of this area there are hills.In the south there are several villages on the coast,17.______ (surround)half of the hills.In the east there are woods and in the west there are more hills.There are several islands 18.______ the south coast,19. _____ fishermen go to catch fish.My village,20.______ (locate)on the River Test，has a 21.______ (popular) of 750 people.It is 15 kilometers to the east of Hope，the nearest town.22.______ new road runs into the village and divides it into two parts.My house is part of an old farm.My father used to keep animals in it,23._______ now the building has been changed into a house.There is an 24.______ (attract)garden in front of my house，in which I grow many kinds of flowers and vegetables.In the summer days my family often stay there in the open air and cook our meals.Can you imagine living in 25._______ a wonderful place?

16.解析：which引导一个非限制性定语从句，先行词是地点，但由于引导词在从句中作主语，只能用which。

答案：which

17.解析：surrounding 现在分词作状语，表示“包围着”。

答案：surrounding

18.解析：off表示“离……不远处，与……相隔”，小岛是在离海岸不远处的海上而非在海岸上。

答案：off

19.解析：where引导非限制性定语从句，其先行词是地点，where在从句中作状语。

答案：where

20.解析：located表示“坐落在”，我的村庄坐落在River Test。

答案：located

21.解析：考查语境及短语have a population of “有……人口”。

答案：population

22.解析：考查冠词的用法。

答案：A

23.解析：考查上下文逻辑，用but表转折。

答案：but

24.解析：考查构词法，attractive作定语。

答案：attractive

25.解析：根据语境可知此处指“如此美丽的地方”。

答案：such

第二部分 阅读(共两节，满分50分)

第一节：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选项。

A

Canadian Alice Munro won the Nobel Prize for Literature for her stories of the struggles，loves and tragedies of women in small­town Canada that made her what the award­giving committee called the “master of the contemporary short story”.

“Some critics consider her a Canadian Chekhov.” the Swedish Academy said in announcing the award on its website，comparing Munro to the 19th­century Russian short story writer.

The 82­year­old Munro said it was“surprising and wonderful” to receive the award.“I am confused by all the attention and affection that has been coming my way，”she said in a statement.“I hope it encourages further interest in all Canadian writers.I also hope that this brings further recognition to the short story form.”

Despite the honor and attention it would bring to her work，Munro told CBC News that the award would not change the decision she announced earlier this year to retire from writing.

Munro's strong point was to introduce into her stories a richness of plot and depth of detail usually more characteristic of novels.The characters in her stories are often girls and women who lead seemingly ordinary lives but struggle with difficulties ranging from abuse and unpleasant marriages to repressed(受压抑的)love and the damage of aging.

Born in 1931 in Wingham，a small town in the region of southwestern Ontario that serves as the setting for many of her stories，Munro started writing in her teens and has published more than a dozen short­story collections over the years.Munro's works include Lives of Girls and Women in 1971，Runaway in and Too Much Happiness five years later.Her story The Bear Came over the Mountain was adapted for the Oscar­nominated(奥斯卡提名的)film Away from Her，directed by Sarah Polley.Munro also won the Man Booker International Prize in ，and has won the Giller Prize—a top literary award in Canada twice.

语篇解读：加拿大短篇小说作家艾丽丝•门罗以女性题材作品赢得了的诺贝尔文学奖。

26.What can we learn from Alice Munro's short stories?

A.She used to be a struggling woman.

B.She is concerned about struggling women.

C.They encourage women to fight for their rights.

D.They focus on different aspects of society.

解析：推理判断题。分析文章第一段和第五段的内容可知，艾丽丝•门罗的小说描述的都是处于困境中的女性，由此可知她十分关心这些女性。

答案：B

27.Why do some critics consider Alice Munro a Canadian Chekhov?

A.She learned a lot from Chekhov.

B.She introduced Chekhov to Canada.

C.She has a similar writing style to Chekhov.

D.She is as good a short story writer as Chekhov.

解析：推理判断题。分析文章第二段可知，有些评论家把艾丽丝•门罗成加拿大的契科夫，说明她的短篇小说的造诣不亚于契科夫。

答案：D

28.What does Alice Munro decide to do in the future?

A.Continue writing. B.Stop writing.

C.Direct films. D.Promote Canadian literature.

解析：细节理解题。从文章第四段可知，尽管获得了诺贝尔文学奖，但艾丽丝•门罗门罗还是决定要退休、搁笔。

答案：B

29.Which short story of Alice Munro was adapted for a film?

A.Lives of Girls and Women.

B.Run away.

C.Too Much Happiness.

D.The Bear Came over the Mountain.

解析：细节理解题。从文章最后一段可知，The Bear Came over Mountain被改编成了电影。

答案：D

30.How many times has Alice Munro won a prize?

A.Two. B.Three. C.Four. D.Five.

解析：细节理解题。从文章最后一段可知，艾丽丝•门罗在获得诺贝尔奖之前已经有三次获奖，由此可知她一共获奖四次。

答案：C

B

Cambridge has overtaken Oxford as the leading UK university according to an authoritative guide published recently.

It comes top of 113 universities for 35 of the 46 subjects for which it is ranked, compared with five for Oxford.

Cambridge is also the highest performing university for entry grades, facilities and graduate prospects (前途).

Oxford has dropped behind Cambridge — for the first time since — partly because Cambridge has counted the facilities provided by individual colleges for the first time.Also Oxford is third for student satisfaction.

The guide rates Imperial College London, as third best followed by the London School of Economics and then St.Andrews, a university in Scotland which is the highest rating for student satisfaction.

The league table (名次表) judges each university on nine measures.The factors taken into account are: exam results, student satisfaction, research records, student staff ratios, entry standards, graduate prospects, dropout (辍学学生) rates, spending on academic services and funding for other facilities.

However, for the first time students are able to customize the table by setting their own priorities.The guide allows users to weigh the significance they put on factors such as student satisfaction, entry standards or the ratio between staff and students.

Cambridge and Oxford, Britain's oldest universities and among the world's most prestigious academic institutions, have long, competed friendly for the top place to study.

Oxford is slightly older than Cambridge, but they share a traditional college structure and both have a reputation for producing the country's political, economic and cultural leaders.

31.What's the text mainly about?

A.Cambridge, the highest performing university.

B.Cambridge, top of 113 universities.

C.Oxford, dropping behind Cambridge.

D.Cambridge beating Oxford in UK university list.

解析：主旨大意题。文章第一段点明了本文的主题，主要介绍了在一份最新公布的英国大学指南中，剑桥大学自以来首次超过牛津大学，在英国高校综合排名中位居第一。文章主要把两个大学进行了比较，故不选B而选D。

答案：D

32.Which of the following is TRUE according to the passage?

A.Being ranked the highest performing university, Cambridge has topped the list of 113 universities in the UK for 35 of the 46 subjects.

B.The university league table is dominated by Cambridge University followed by Oxford University, the London School of Economics and Imperial College London.

C.Oxford has dropped behind mainly because Cambridge has counted the facilities provided by individual colleges.

D.Cambridge has the highest rating for student satisfaction.

解析：细节理解题。从第五段知，大学的排名是：Cambridge，Oxford，Imperial College London，London School of Economics，St.Andrews，故B项错误;从第四段第一句Oxford has dropped behind Cambridge—for the first time since 2001—partly because Cambridge has counted the facilities provided by individual colleges for the first time.可知C项中的mainly错误;从第五段可知，St.Andrews是最令学生满意的学校，故D项错误;从文章第一段和第二段可知A项正确。

答案：A

33.The underlined word “customize” in Paragraph 7 probably means “________”.

A.make B.place

C.put D.exchange

解析：词义猜测题。从第七段第二句话可知，这份指南允许学生们自己权衡哪项重要，哪项不重要。该词所在句子的意思是：第一次学生们能够根据自己的意愿制作表格，故customize的意思是make。

答案：A

34.Which of the following is not included in the nine measures of the league table?

A.The ratio between staff and students.

B.Entry standards.

C.Performing qualification.

D.Spending on academic services.

解析：细节理解题。从第六段可知，这9项因素：exam results，student satisfaction，research records，student­staff ratios，entry standards，graduate prospects，dropout rates，spending on academic services and funding for other facilities.只有C不包括在内。

答案：C

35.It can be inferred from the last two paragraphs that________.

A.Cambridge and Oxford are both prestigious institutions

B.Cambridge and Oxford are ranked the first two best universities in the world

C.Cambridge and Oxford are Britain's oldest universities, with Cambridge slightly older

D.Oxford has a better reputation for producing better graduates

解析：推理判断题。从最后一段第一句话可知，牛津的历史更长一些，故C项错误;从倒数第二段可知，牛津和剑桥是世界上很优秀的大学，但未说在世界上的排名，故B项错误;从最后一句话可知，这两个学校都因为培养出了政治、经济和文化领导人而享有盛誉，故D项错误;从最后两段可知，尽管剑桥排名优先，牛津的历史久一些，但这两个大学都很优秀。故选A。

答案：A

C

I have always lived in India，and was recently traveling from Mumbai to Jaipur for work.Arriving at the airport early and without much else to do.I decided to check out the gift shop there.As I walked around the store，I saw two American women having a nap in a chair outside.It looked as if they had been at the airport for hours，and I couldn't help doing something to help ease their wait.

I looked around the store for a while，and ended up buying a medium­sized stuffed toy which looked like the cartoon character SpongeBob SquarePants.I asked the owner of the shop for a note and a pen and wrote，“When you get up if this makes you smile，it would mean the world to me.Have a good trip and an awesome experience.” I walked quietly towards the two women and placed the toy and the note next to them.Not wanting to surprise or wake them，I tried to be as slow and quiet as possible，but in my attempt to flee the scene，one of them woke up and caught me in the act.At first when she looked at me，I worried maybe she thought I was a thief! But when she looked at the toy and the note，she brightened up，as if this was the best thing anyone had ever done for her.“Is this for me，sir?”she asked in surprise.I gave her a huge smile and nodded.

She was so delighted.For a minute，it didn't feel like we were strangers anymore.I shook hands with her，and her_smile_made_my_day.I walked away with nothing but admiration and gratitude from her，and came to feel that，even though we were from different places，she was just like me.

语篇解读：小小善举可以给他人和自己带来美好心情。

36.The author went to the gift shop to________.

A.buy some gifts B.kill time

C.have a rest D.meet someone

解析：推理判断题。根据文章第一段Arriving at the airport early and without much else to do，I decided to check out the gift shop there可知，作者逛礼品店是为了打发时间。

答案：B

37.What can we learn about the author from the passage?

A.He flied from Mumbai to Jaipur to have a holiday.

B.He wanted to play a joke on the two American women.

C.He bought a medium­sized stuffed toy at the gift shop.

D.He left the gift shop quietly without being found at last.

解析：细节理解题。根据文章第二段第一句话可以确定答案选C。

答案：C

38.Which of the following best describes the author?

A.Kind and considerate. B.Brave and strong.

C.Proud and honest. D.Serious and boring.

解析：推理判断题。根据文章第一段I couldn't help doing something to help ease their wait可以看出作者很友好;根据下文作者为那两位女士留言和送礼物可以看出作者很细心。

答案：A

39.What does the underlined sentence “her smile made my day” in the last paragraph probably mean?

A.Her smile surprised me. B.Her smile interested me.

C.Her smile was very sweet. D.Her smile made me happy.

解析：词义猜测题。根据纸条上的留言以及整篇文章的内容来看，作者是真心想帮助机场的那两位女士，由此可以推出，那位女士的微笑让作者觉得很开心。

答案：D

40.What can be the best title for the passage?

A.A thief caught in the act at the airport

B.Two sleeping American women at the airport

C.A gift for two sleeping strangers at the airport

D.A cartoon character SpongeBob SquarePants

解析：主旨大意题。文章主要讲述了作者在机场给两位素昧平生的美国女士送礼物的故事。

答案：C

D

I had my first job at a local diner called the Buttercup Bakery when I was 22.I worked there for seven years and learned so many lessons，especially from a fellow waitress.

Helen was in her 60s and had red hair and incredible self­respect，something I was lacking.I looked up to Helen because she was doing what she loved—serving people—and nobody did it better.She made everyone smile and feel good，customers and co­workers alike.

Being a waitress changed my life.One of my regular customers was Fred Hasbrook，an electronics salesman.He always ate an omelet(煎蛋卷)，and when I saw him walking toward the diner，I tried to have it on his table as soon as he sat down.

Thanks to the newfound confidence I picked up from Helen，I dreamed of having my own restaurant.But when I called my parents to ask for a loan，they said，“We just don't have the money.”

The next day，Fred saw me and asked，“What's wrong，sunshine?You're not smiling today.”I shared my dream with him and said，“Fred，I know I can do more if somebody would just have faith in me.”

He walked over to some of the other diner regulars and the next day handed me checks totaling $50,000­along with a note that I have to this day.It reads，“The only collateral(抵押物)on this loan is my trust in your honesty as a person.Good people with a dream should have the opportunity to make that dream come true.”

I took the checks to Merrill Lynch­the first time I had ever entered a brokerage house(经纪行)—where the money was invested for me.I continued working at the Buttercup，making plans for the restaurant I would open.My investments soured，though，and I lost the money.

I found myself thinking about what it would be like to be a stockbroker(股票经纪人).After great careful consideration，I decided to apply for a job at Merrill Lynch.Even though I had no experience，I was hired and ended up becoming a pretty good broker.Eventually I paid back Fred and my customers the $50,000，plus 14 percent annual interest.Five years later，I was able to open my own firm.

41.What does the second paragraph mainly tell us?

A.Helen should have a restaurant of her own.

B.Helen was really a very good waitress.

C.The writer had to learn from Helen.

D.The writer respected Helen.

解析：段落大意题。第二段主要介绍了作者很尊敬Helen，故选D。

答案：D

42.What is the meaning of the underlined word “soured” in the seventh paragraph?

A.Doubled. B.Worsened. C.Succeeded. D.Returned.

解析：词义猜测题。根据soured后面的I lost the money 可知B项正确。

答案：B

43.The writer learned to be________from Helen.

A.happy B.patient

C.confident D.independent

解析：细节理解题。根据第四段第一句可知C项正确。

答案：C

44.From what the note reads，we can see Fred________.

A.believed in the writer

B.wanted to learn from the writer

C.was not willing to lend the writer$50,000

D.wouldn't lend the writer any money without collateral

解析：细节理解题。纸条上写着“本贷款的唯一抵押就是我相信你为人诚实”，故选A。

答案：A

45.What does the writer want to tell us?

A.Friendship is very important.

B.Confidence is the key to success.

C.Being a waitress changed her life.

D.Without money we can do nothing.

解析：主旨大意题。全文介绍了作者向老服务员Helen学习自信以及一位顾客对她的帮助，这些都在她当服务员期间，可以说当服务员的经历改变了作者的人生。

答案：C

第二节：信息匹配 (共5小题;每小题2分，满分10分)

下面是一篇应用文及其应用场合的信息，请阅读下列应用文及相关信息，并按照要求匹配信息。请阅读下列应用文：

Here is a selection of the tours organized for the coming year：

46.8 days mountaineering trip—climb Yunnan's third highest peak，the Haba snow mountain.This is ideal for the truly adventurous.You need to be fit and healthy.

47.8 days cycling tour from Qiaotou Town—visit the spectacular Tiger Leaping Gorge.It is a leisurely tour suitable for anyone who is reasonably fit and healthy.No previous cycling experience is necessary and all our routes are on flat land!

48.8 days river white­water rafting adventure on the Yangtze from the old town of Lijiang.This adults­only tour is exclusively for good swimmers and physically fit.

49.10 days rainforest trek(乘牛车旅行)—spend 5 days in the forest and meet the local people.This is a walking tour and no previous experience is needed，just a curious mind and an interest in traditional cultures.

50.10 days horse trekking tour—visit authentic Tibetan villages of Shangrila.The ultimate horse­riding experience in a spectacular mountain environment.This trip is for confirmed riders only.Don't expect three­star hotels on this trip.

请阅读以下有出游意向的人的要求，然后匹配出游者和他们所选的线路：

A. An 18­year­old student who is interested in traditional lifestyles but only has a week to spare.

B. A family of four，including parents，a sixteen­year­old son and a thirteen­year­old daughter，who are looking for a fun holiday.All four are good riders and strong swimmers.

C. A retired couple who are reasonably fit and who want to find out more about ethnic minorities' (少数民族)cultures.

D. A group of four young adults who are into all extreme sports and are looking for something with plenty of excitement.They are more interested in the scenery than in the life of the locals.

E. A family of five including a ten­year­old girl.They have many different interests and they are looking for a relaxing holiday.

F. A honeymoon couple who want the holiday of a lifetime.They are both sporty types and love water sports.

旅游线路出游者

46.8 days mountaineering trip A.An 18­year­old student

47.8 days cycling tour B.A family of four

48.8 days river rafting C.A retired couple

49.10 days rainforest trek D.A group of four young adults

50.10 days horse trekking tour E.A family of five

F.A honeymoon couple

答案：46.D 47.E 48.F 49.C 50.B

篇2：高中英语必修五unit3知识点

重点词汇、短语

1. impression 印象，感想

2. take up 拿起，开始，继续

3. constant 时常发生的，连续不断的

4. previous 在前的，早先的

5. guide 指导，向导

6. lack 缺乏，没有

7. lose sight of 看不见

8. sweep up 横扫

9. slide into 移动，溜进

10. optimistic 乐观的

11. speed up 加速

12. desert 沙漠

13. instant 瞬间，片刻

14. settlement 定居，解决

篇3：高中英语必修五unit3知识点

重点句型

1. I have to remind myself constantly that I am really in AD 3008.

我得不断提醒自己我真的到公元30了。

2. At first my new surroundings were difficult to tolerate.

开始的时候,新的环境让我难以忍受。

3. The air seemed thin, as though its combination of gases had little oxygen left.

空气似乎很稀薄，好像在混合的气体中剩下的氧气很少。

4. Hit by a lack of fresh air, my head ached.

由于缺乏新鲜空气，我感到头痛。

5. Soon I was back on my feet again and following him to collect a hovering carriage driven by computer.

很快我又重新振作起来，然后跟随他领取了一部由电脑控制的气垫车。

6. However, I lost sight of Wang Ping when we reached what looked like a large market because of too many carriages flying by in all directions.

可是，当我们到达一个看上去像大市场的地方时，由于太多车子朝四面八方飞奔，我看不见王平了。

7. He was swept up into the center of them.

他被卷入到这群车队中去了。

8. Arriving at a strange-looking house, he showed me into a large, bright clean room.

到了一幢看上去很奇怪的房子里，他把握带到一个明亮而清洁的大房间。

9. I found later that their leaves provided the room with much-needed oxygen.

后来我才发现，就是这些树的叶子为这栋房屋提供了最急需的氧气。

篇4：高中英语必修五unit3知识点

语法总结

过去分词作状语

过去分词短语作状语，可表示时间，原因，条件等，可发展为一个状语从句。过去分词作状语时其逻辑主语为主句的主语。

过去分词作状语时的具体用法：

1. 过去分词作时间状语相当于一个时间状语从句。例如：

Asked (When he was asked) what had happened, he lowered his head.

当他被问问题的时候,他低下了头。

2. 过去分词作原因状语相当于一个原因状语从句。例如：

Frightened (=Because / As she was frightened) by the tiger, the girl didn't dare to sleep alone.

因为害怕老虎, 这个女孩不敢单独睡觉。

3. 过去分词作条件状语相当于一个条件状语从句。例如：

Grown (If these seeds are grown) in rich soil, these seeds can grow fast.

如果种在肥沃的土壤里， 这些种子能长得很快。

4. 过去分词作让步状语相当于一个让步状语从句。例如：

Left (Although he was left) at home, John didn't feel afraid at all.

虽然John被单独留在房间里, 他一点都不害怕。

5. 过去分词作状语表示伴随动作或状态。例如：

The teacher entered the classroom, (and he was) followed by a group of students.

老师进入教室，后面跟着一帮学生。

篇5：人教版高中英语必修五知识点

【重点词汇、短语】

1. delighted 快乐的，欣喜的

2. assist 帮助，协助

3. process 加工，处理，过程，程序

4. concentrate on 集中，聚集

5. acquire 获得，学到

6. assess 评估，评定

7. inform 通知

8. depend on 依靠

9. accuse… of 控告

10. so as to 为了

11. demand 需求，要求

12. ahead of 在…前面

13. approve 许可，批准

【重点句型】

1. Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.

周阳永远不会忘记他在一家知名的英语报报社第一天上班的工作任务。

2. You’ll find your colleagues very eager to assist you, so you may be able to concentrate on photography later if you’re interested.

你将会发现你的同事们会热情地帮助你，如果你对摄影感兴趣，以后你可以集中精力去钻研。

3. Not only am I interested in photography, but I took an amateur course at university to update my skills.

对摄影我不只是感兴趣，在大学里我还专修过业余摄影课来更新我的技术。

4. Only if you ask many different questions will you acquire all the information you need to know.

只有提很多不同的问题，你才能收集到你需要的信息。

5. They must use research to inform themselves of the missing parts of the story.

他们必须通过调查研究来获悉被遗漏的那部分情况。

6. Meanwhile you have to prepare the next question depending on what the persons said.

同时，你还要根据被采访人所说的话准备提出下一个问题。

7. Have you ever had a case where someone accused your journalists of getting the wrong end of the stick?

你们有没有过这样的情况：有人控告你的记者，说他们的报道完全失实呢?

8. This is how the story goes.

事情是这样的。

9. He denied taking money but we were sceptical.

他否认收了钱，但我们对此表示怀疑。

10. It was a dilemma because the footballer could have demanded damages if we were wrong.

这事有些为难，因为如果我们错了，这名足球运动员就可以向我们索要赔偿。

篇6：人教版必修第三册Unit3

一、教学内容分析

本单元的中心话题是“澳大利亚”，具体涉及澳大利亚的地理概况、自然历史、风土人情等。语言技能和语言知识都围绕“澳大利亚”这一中心话题设计展开。

“热身”(Warming up)部分让学生依照地图描述澳大利亚与其临近海域的地理位置关系，澳大利亚各州和各地区的分布情况，以及一些著名城市(如Sydney， Melbourne，Canberra等)的地理位置。同时让学生列出三件让他们感兴趣的澳大利亚事物，并自由讲述他们自己想去澳大利亚游玩的地方及其旅游活动内容。这部分旨在让学生在头脑中形成一幅清晰的澳大利亚地图，对澳大利亚的地理概况、自然风景及风土人情有个初步的认识与了解，并激起学生探索，学习澳洲的热情。

“听力”(Listening)部分共分两部分内容：澳洲的野外活动--远足、自行车和冲浪(bushwalking，cycling，surfing)；野外旅游的安全警告和注意事项。根据听力内容设计了三个练习：

1．找出可能在录音中听到的词。该练习训练学生捕捉信息的能力，同时为下文的听力活动起了热身的作用；

2．听录音，填写表格，并注意澳大利亚的口音，判断与英国英语的最大不同之处。该练习主要训练学生捕捉具体信息并概括要点的能力；

3．先预测旅游的一些注意事项以及安全知识，然后听录音填写表格。该练习既训练了学生的预测能力，又使学生对听力材料能整体把握，训练学生获取和处理信息的能力。

“口语”(Speaking)部分是听力部分的延续。要求学生在听力活动中所获取的信息基础上，以小组活动和角色扮演的形式，展开多位旅行者与-位导游之间进行有关澳大利亚旅游安全问题的对话活动。这个活动设计既帮助学生巩固从听力材料所获取的信息内容，又达到一个有效的信息输出目的，训练学生在交际过程中的口头表达能力与知识运用能力。

“读前”(Pre-reading)活动由两部分内容组成。第一部分在告知学生文章的主旨后，要求学生积极预测文章内容，在阅读之前判断文章可能会回答的问题。第二部分则要求学生在完成第一部分的基础上，将自己预测的文章内容按照文章的脉络从导入、主体到结论(Introduction→Body→Conclusion)的顺序进行编排。这种设计旨在要求学生能根据文章主题来判断文章可能阐述的内容，帮助学生理解文章的描述必须围绕主题进行。同时有助于培养学生丰动阅读的良好习惯，并有助于学生写作能力的培养与提高。

“阅读”(Reading)部分是一篇介绍澳大利亚地理概貌、历史发展及语言文化等方面的说明文体裁的文章。文章整体脉络清晰明了，共有五部分：1．澳洲的概况。介绍了澳大利亚的组成、地理位置、首都、著名城市以及澳大利证的国旗。2．最早的澳洲人(The first Australians)。3．囚犯之国，(A nation of prisoners?)。17世纪，欧洲人开始踏上澳洲的土地。接着，美国独立战争爆发，英国无法再将囚犯发送美国，因此大量的英国囚犯被遣送澳大利亚，使得澳洲土著人的生活方式被改变、上地被剥夺，一个由囚徒组成的国家诞生。4．另外一个新世界：一个国家的诞生(Another new world：the birth of a nation)。澳洲与18世纪的美国相似，19澳大利亚联邦成立。5．说澳大利亚语吗?没问题!(Speak Australian? No worries!)。介绍了澳大利亚英语与英国英语和美国英语的不同之处，列举九午多澳洲英语词汇。通过对此文的阅读，学生对澳大利亚的方方面面会有更深刻的认识与了解。

“读后”(Post-reading)郜分设计了三个练习。第一个练习是对读前活动的检测，根据文章划出能回答读前部分问题的句子。第二个练习针对文章内容细节设计了七个问题，让学生读后再回答问题，帮助学生更深层次地理解文章内涵。第三个练习涉及到说明文写作技巧的问题，要求学生从文章出发，对从文中选出的六个句子进行判断，哪句是运用了说明文中摆事实(Fact)的写作手法，哪句是运用了下定义(Definition)的写作手法，哪句是运用了举例子(Example)的写作手法。这有利于学生模仿并学会运用各种写作方法增添文章色彩，从而提高写作水平。

“语言学习”(Language study)部分分词汇学习(Word study)与语法(Grammar)两部分。词汇学习设计了两个练习。第一个练习要求学生学会用简单的英语来解释生词，并学会用英文字典来查单词，这有助于提高学生自主学习能力，养成用英语直接思维的良好习惯；第二个练习要求学生用所给词汇的正确形式进行填空，帮助学生巩固所学词汇，并能在特定语境中准确运用所学语言知识。语法部分是复习系表结构中表语的用法。共设计了两个练习，第一个练习要求学生选词填空，判断哪些词(性)可以用来充当句子的表语(可充当系表结构巾的表语有：名词／代词／数词／形容词／副词／过去分词／-ing形式/介词短语/不定式/从句等)；第二个练习要求学生能运用系动词的正确形式填空，帮助学生复习巩固系表结构中系动词与表语的用法。

“综合技能”(Integrating skills)部分包括阅读和写作。阅读部分介绍了澳大利亚的地理、自然环境、工农业、气候特征及风情民俗等，让学生进一步熟悉了解澳大利亚的方方面面，并设计了四个问题，帮助学生了解和检测阅读内容。写作部分要求写一篇描述一种澳大利亚稀有动物的文章。要求学生根据教材所提供的动物资料(包括该动物的外形特征、生活习性等)写一篇描述性说明文体裁的文章。这有助于学生学会收集并合理利用相关信息资料，将所学语言用于实践，提高学生描写事物的写作技能。

“学习建议”(Tips)部分建议学生学刊自己感兴趣的外国语言与文化。通过图书馆、上网、交友等各种途径搜集相关信息资料，了解外国的语言文化，提高学习语言的积极性，陶冶情操。

“复习要点”(Checkpoint)部分帮助学生复习表语，并设计了一些基本的练习供学生操练巩固。同时要求学生复习与本单元中心话题“澳大利亚”相关的重要词汇和习惯用语，达到巩固所学语言知识与技能的目的。

二、教学方法建议

(一)主题任务(Core tasks)

根据本单元中心话题“澳大利亚”，设计以下四个丰题任务供教师参考，并根据交际情况运用任务展开活动。

任务一：制作澳大利亚旅游指南

活动时间：此任务可作为本单元的中心任务，贯穿整个单元学习时间；也可以在学完“热身”，“听力”与“口语”后进行。

语言知识要求：与本单元相关的语言(有关澳大利亚地貌、语言、文化、自然等词汇)

语言技能要求：读、说、写

活动形式：

1．小组活动：讨论澳大利亚旅游指南的各个事项(如地图／图片、旅游路线、景点介绍、天气、交通、安全事项等)；任务分工，组内成员可根据自己的爱好特长进行分工，确定任务(如文字、美工、设计、编辑、资料图片收集等)；

2．个人活动：各成员根据所分配的任务从不同途径广泛收集所需资料信息，并做好摘录、归类与整合，为旅游指南的制做好充分的准备工作；

3．小组活动：小组交流，信息资料汇总并整合，各组成员分工合作，制作旅游指南；

4．班级活动：以小组为单位在班级展示澳大利亚旅游指南，师生共同评价，评选出最佳澳大利亚旅游指南；并把选出的最佳澳大利亚旅游指南展示存班级宣传栏里。

任务目的：

1．激发学生了解澳大利亚的热情；

2．培养学生的合作学习精神，

3．培养学生学用结合，将所学语言用J：实践，提高学生自主学习的能力。

任务二：评选澳大利亚导游

活动时间：学完“阅读”与“综合技能”后

语言知识要求：本单元所学的语言

语言技能要求：说，听

活动形式：

1．小组活动：各组成员在组内进行比赛，以导游的身份向大家介绍澳大利亚的方方面面(包括澳大利亚的地理位置、自然风景、旅游胜地、气候特征、文化风俗等)，然后各组推选1-2位优秀导游；

2班级活动：每组被推选上来的优秀导游在班级进行比赛，师生共同评选最佳澳大利亚导游。

评价工具：

(Note：5-Excellent；4-Good；3-Not good/Not bad；2-Bad；1-Terrible)

任务目的：

1．培养学生在做中学的学习习惯，在实际活动中运用所学语言，并创造性地使用相关语言。

2．丰富学生的学习活动，增加学习乐趣，提高学习积极性。

任务三：举办澳大利亚稀有动物派对

活动时间：学完“综合技能”写作部分后

语言知识要求：

1．与澳大利亚稀有动物相关的语言知识，如： kangaroo，koala，red-bellied，black snake．tiger snake， platypus，wombat，dingo，brash turkey，emu，fairy penguin，Tasmanian devil，dugong，bandicoot，kookaburra， wallaby，cuscus，cockatoo，etc

2．描述动物的相关词汇，如：fur，skin，pointed， claw，clawed，hairy，tail，wild，medium，bushy，howl， bark，habitat，etc

语言技能要求：读、写、说、听

活动形式：

1．个人活动：搜集自己感兴趣的一种澳大利亚稀有动物的相关信息资料(见下图)，并用所学的语言知识对其进行简要的描述(以第一人称进行描述)；同时制作一张该动物的面具；

Draw a picture of an animal

Investigation Data Name of animal：

Description：

Habitat：

Diet：

Interesting fact：

2．班级活动：在班级里举办一次澳大利亚稀有动物派对，每位学生戴上自己制作的动物面具进行“自我介绍”，师生共同学习了解澳大利亚各种稀有动物的相关知识。

任务目的：

1．激发学生学习热情与创新欲望，培养学生语言综合运用能力；

2．鼓励学生运用所学知识描述一种动物，并能拓展灵活运用语言；

3．丰富学生知识，开阔眼界，增加学生学习乐趣。

任务四：澳大利亚英语特色词汇集锦

活动时间：学完“阅读”后或学完本单元后

语言知识要求：澳大利亚英语特色词汇，如： G’day mate，Sheila，mate，outback，to go walkabout， billabong，uni，no worries，toilet/ dunny，do one's lolly， catch you later，soccer等，可参考背景知识第一部分。

语言技能要求：读、说、听、写

活动形式：

1．个人活动：通过各种途径(如图书馆、报纸、

杂志、网络等)广泛搜集澳大利亚英语特色词汇，并了解其含义用法，做好记录；

2．班级活动：汇总澳大利亚英语特色词汇，编成澳大利亚英语特色词汇集锦，师生共同学习欣赏。

任务目的：

1．开拓学生知识面，丰富英语语言知识及词汇量，帮助学生了解澳大利亚语言文化；

2．培养学生自主学习能力；

3．培养学生在学习中运用资料策略，学会资源共享。

(二)热身(Warming up)

这部分的重点是激活学生头脑中对澳大利亚的知识。通过热身活动让学生对澳大利亚概况有感性认识，激发学生学习本单元有关澳大利亚知识的兴趣。建议展开以下教学活动：

1．看图说话

教师向学生展示一张世界地图，让学生熟悉世界七大洲四大洋的名称；然后引导学生集中描述澳大利亚的地理位置，同时引出表方位的词汇，如：to/ in the east／south／north／west of...，be located／situated in， lie in／on／to／off；be surrounded by等。如：

T：Here is a map of the world．Do you know the names of the oceans? What about the continents? Where is Australia? Can you describe it?

(Note：four oceans on the earth-Arctic Ocean， Atlantic Ocean，Indian Ocean，and Pacific Ocean；seven continents on the earth-Africa，Antarctica，Asia、 Oceania，Europe，North America，and South America)

2．师生讨论

引导学生讨论澳大利亚的各个组成部分及其分布情况。并熟悉澳大利亚一些著名城市(如 Melbourne，Sydney，Canberra，Brisbane等)的地理位置。并引导学生讨论澳大利亚的动物。如：

T：What do you know about animals in Australia?

Ss：There are a variety of animals in Australia．

T：Can you name some and draw them?

(group work or pair work)

3．生生讨论

首先学生以小组形式讨论自己想要去澳大利亚游玩的地方并给出原因，同时讲述自己旅游活动项目与内容。教师可帮助学生引出相关词汇。如： backpacking，cycling，bushwalking，surfing，sailing， adventure，water rafting，sailboard，surfboard，diving，

diving suit．diving mask，diving boot等。然后以班级活动的形式要求学生进行讨论并汇报结果。

(三)听力(Listening)

听力部分是关于澳大利亚旅游安全常识。建议开展如下活动内容：

1．导入。这部分活动内容刚好与“热身”活动内容衔接。教师可以在热身活动之后引出“澳大利亚旅游安全常识”这个话题。例如：So you like travelling． You can experience adventure activities in Australia，such as cycling，bushwalking，and surfing．But what should we take into consideration since they are adventurous and risky? The tape will tell you紧接着让学生对听力材料内容进行预测，激发学生听的兴趣，也起到听前热身的作用。听前，让学生先阅读课本提供的练习，以便带着目的去听。

2．学生听第一部分录音材料，完成练习2。同时在听的过程中提醒学生注意澳大利亚英语的口音，做好记录。听后要求学生进行讨论：Which sounds are very different from British English?

3．学生听第二郜分录音材料，完成练习3。建议在听录音前，组织学生进行简要的讨论：What should you bring when travelling and how can you stay safe while travelling? Is there anything we should pay attention to? Why? 通过这一活动可以让学生听前心中有谱，提高听力效果。

(四)口语(Speaking)

口语活动实际上是继听力输入活动后的输出部分，要求学生以角色扮演的形式进行VI语交际活动。这一活动的目的是巩固学生从听力材料中获取的信息内容，再将所学的知识运用到交际活动中去，活学活用，提高学生知识运用与交际能力。教师在处理这部分内容时可要求学生以小组为单位，分角色扮演(tourists & a tour guide)，各小组各角色做好充分的准备工作，然后在班内进行表演。建议进行以下活动：

1．学生分别选好角色：导游或旅客，并做好准备。如导游可以准备旅游注意事项、旅游会存在的危险性；游客可以计划旅游目的地。准备工作可以通过上网搜寻、卜图书馆或采访地理教师等形式完成。

2．小组活动。小组成员可以是三个游客和两个导游，也町以是其他形式，讨论有关旅游目的地和注意事项。

3．班级活动。教师根据各组的讨论情况，请三

至四组同学卜台做表演。

口语活动也可以参照主题任务一。

(五)读前(Speaking)

这部分是“阅读”的热身。鼓励学生积极地进行预测、想象文章会涉及哪些内容，并要求学生在预测基础上尝试给文章列提纲，安排文章内容。

建议活动：

1．个人活动：可以课前完成。

2．两人小组活动：同桌讨论。

3．全班活动：教师组织全班同学讨论。

(六)阅读(Reading)

本单元阅读课的目标是：

I．使学生能够利用各种阅读方法与技巧(如 skimming，scanning，inference等)获取信息，提高阅读能力，并学习使用介绍性文字。

2．使学生了解澳大利亚国家的地理、历史、语言、文化等背景知识，培养跨文化意识，提高跨文化交际能力。

针对以上目标，建议阅读课开展以下教学活动：

1．略读(Skimming)。快速浏览文章，归纳段落主题。然后对照“读前”部分的预测内容与提纠进行比较与验证。由于本篇阅读结构脉络清晰，。学生通过快速阅读可以了解各部分主题内容。

Part 1：Geography ＆ flag

Part 2：People

Part 3：History (during the 17th C and 19th C)

Part 4：History (in the 20th C)

Part 5：Language

2．寻读(Scanning)。通过略读学生初步掌握文章整体脉络后，学生再进行寻读，捕捉具体信息细节，加深对文章的理解。教师可通过问答的师生互动形式完成下面一张表格，帮助学生了解文章各部分的细节内容。在课堂教学过程中教师可以通过形象生动的方式如画图、呈现图片或呈现重要关键词汇等进行板书，帮助学生更有效地理解文章细节。

Australia

Item Details

Geography

Flag

People

History

Language r

3．欣赏领会全文。在学生对文章有整体与细节上的全面理解之后，让学生再回到课文，听录音，欣赏原文，学习理解并体会文章优美、内涵丰富的词句，同时也使文章的整个脉络与重要细节再次呈现于学生的头脑中，达到全面深刻领会文章的目的。

(七)读后(Post．reading)

读后部分设计了三个练习。第一个练习要求学生根据文章内容划出能回答读前所设计问题的句子；第二个练习设计了七个紧扣课文内容的问题。这两个练习都是从文章内容细节出发的，教师在处理这一部分时可考虑将这两个练习穿插到阅读活动中去完成。第三个练习是有关引导学生说明文写作技巧的练习。在写作过程中我们会运用一些写作技巧，如摆事实、举例子、下定义等各种方式使文章脉络清晰，有事实、有定义、有例子，为文章增添色彩。此练习要求学生从原文出发，根据上下文来判断各句在文中运用了哪种写作方法。在完成练习之后，教师可以给学生提供另外相应的辅助练习，如：可结合任务二，也可以让学生模仿课文介绍我们的祖国，帮助学生巩固运用。

(八)语言学习(Language study)

1．词汇学习(Word study)

词汇学习部分主要是考查学生对阅读文章中出现的一些重要词汇的理解程度与运用能力，共设计了两个练习。第一个练习要求学生给阅读文章中出现过的八个生词下定义，教师可以先让学生根据课文内容，用英语解释词义，鼓励学生用所学的语言给生词下定义；然后再鼓励学生学会用英文词典查单词，检查答案，帮助学生养成平时勤查字典的良好习惯。第一个练习要求在特定语境内用所给词汇的正确形式填空，训练学生词汇运用能力。

2．语法(Grammar)

本单元的语法项目是复习系表结构中表语(Predicative)的用法。教材提供了两个练习供学生练习巩固这一语法点。由于学生平时都在使用系表结构，对这一结构的用法比较熟悉，教师可以先让学生通过大量的练习熟练掌握这一用法，再引导学生归纳总结充当表语的各种形式(名词／代词，数词／形容词／副词／过去分词／-ing形式／介词短语，不定式／从句等)，并要求学生列出系表结构中常用的一些系动词(1ink verbs)，如be，keep，rest，remain，stay， lie，stand(表示持续的状态)；seem，appear，look(表象)；feel，smell，sound，taste(感官)；become，grow，turn，fall，get，go，come，run(表示变化)；及表示终止的系动词prove，turn out等。

(九)综合技能(Integrating skills)

综合技能部分包括阅读(Reading)与写作(Writing)两部分。

1．阅读部分其实是前面阅读活动材料的继续，主要目标是要求学生在阅读中获取信息，进一步全面了解澳大利亚。教学活动建议如下：

1)导入。从复习前面阅读课的内容开始导入。如：

T：What did we learn about Australia in Reading?

What else do you want to know about it?

Ss：Animals／Climate／Culture／Customs

2)段落主题归纳。要求学生快速阅读课文，找出并归纳段落主题。

Paragraph．1：Old Australia & its animals；Para． graph 2：Area；Paragraph 3 & 4：Resources ＆ agriculture；Paragraph 5：Climate ＆ customs

3)疏通课文，捕捉细节。

通过师生互动一问一答的形式了解各个段落主题下的细节内容。教师可呈现学生回答中的关键词汇。

2．写作部分要求学生根据教材所提供的信息练习写作。教材提供了澳大利亚三种稀有动物(袋熊 wombat，树袋熊／无尾熊／考拉koala bear，野犬dingo)的相关信息资料。写作活动步骤建议如下：

1)个人活动。学生写作前，教师可以让学生在课外利用各种途径广泛搜集一种澳大利亚稀有动物的相关信息(可以是以上二种稀有动物巾的一种)，并合理利用信息资料，学写一篇描述性文章。(参照任务三的活动)

2)生生互动。写作结束后要求学生根据写作评价标准互改习作。

3)师生互动。交流点评习作，评出优秀习作。

评价工具

篇7：人教版高中英语必修五句型复习资料

人教版高中英语必修五句型复习资料第三部分

1. I have to remind myself constantly that I am really in AD 3008.

我得不断提醒自己我真的到公元30了。

2. At first my new surroundings were difficult to tolerate.

开始的时候,新的环境让我难以忍受。

3. The air seemed thin, as though its combination of gases had little oxygen left.

空气似乎很稀薄，好像在混合的气体中剩下的氧气很少。

4. Hit by a lack of fresh air, my head ached.

由于缺乏新鲜空气，我感到头痛。

5. Soon I was back on my feet again and following him to collect a hovering carriage driven by computer.

很快我又重新振作起来，然后跟随他领取了一部由电脑控制的气垫车。

6. However, I lost sight of Wang Ping when we reached what looked like a large market because of too many carriages flying by in all directions.

可是，当我们到达一个看上去像大市场的地方时，由于太多车子朝四面八方飞奔，我看不见王平了。

7. He was swept up into the center of them.

他被卷入到这群车队中去了。

8. Arriving at a strange-looking house, he showed me into a large, bright clean room.

到了一幢看上去很奇怪的房子里，他把握带到一个明亮而清洁的大房间。

9. I found later that their leaves provided the room with much-needed oxygen.

后来我才发现，就是这些树的叶子为这栋房屋提供了最急需的氧气。

篇8：人教版高中英语必修五短语复习资料

人教版高中英语必修五短语复习资料第二部分

1. consist 组成，在于，一致

2. consist of 由…组成

3. divide…into 把…分成

4. break away from 脱离

5. to one’s credit 在…的名下，为…带来荣誉

6. attract 吸引，引起注意

7. leave out 省去，遗漏，不考虑

8. plus 加上，和，正的

9. take the place of 代替

10. break down 损坏，破坏

11. arrange 安排

12. fold 折叠，对折

13. delight 快乐，高兴，喜悦

1. impression 印象，感想

2. take up 拿起，开始，继续

3. constant 时常发生的，连续不断的

4. previous 在前的，早先的

5. guide 指导，向导

6. lack 缺乏，没有

7. lose sight of 看不见

8. sweep up 横扫

9. slide into 移动，溜进

10. optimistic 乐观的

11. speed up 加速

12. desert 沙漠

13. instant 瞬间，片刻

14. settlement 定居，解决

篇9：人教版高中英语必修五语法复习资料

过去分词作宾语补足语，说明宾语的状态或性质，过去分词所表示的动作和宾语有逻辑上的动宾关系。

一. 能接过去分词作宾语补足语的动词有三类：

1. 表示感觉或心理状态的动词，如：see, hear, feel, watch, notice;think(认为), consider, find等。

We saw the thief caught by the police.

我看见小偷被警察抓住了。

We thought the game lost.

我们认为球赛输了。

2. 表示“致使”或“保持某状态”意义的动词，如：make, get, have, keep, leave等。

Don’t leave such an important thing undone.

不要让这么重要的事没有人做。

He had his hat blown away on his way home.

在回家的路上他的帽子被吹掉了。

3. 表示“希望、要求、命令”等动词，如：want, wish, like, expect, order等。

I want the house white-washed before we move in.

我想要房子在我搬进去之前粉刷完。

He won’t like such questions discussed at the meeting.

他不喜欢在会上讨论这样的问题。

二. “with +宾语+过去分词”结构

“with +宾语+过去分词”结构中，过去分词用作介词with的宾语补足语。这一结构通常在句中作时间，方式，条件，原因等状语。例如：

1. The murderer was brought in,with his hands tied behind his back.凶手被带进来了,他的双手被绑在背后.(表方式)

2. With water heated,we can see the steam.水一被加热,我们就会看到水蒸气.(表条件)

3. With the matter settled,we all went home.事情得到解决,我们都回家了.(表原因)

篇10：人教版高中英语必修五短语复习资料

人教版高中英语必修五短语复习资料第一部分

1. put forward 提出

2. conclude 结束，结论

3. draw a conclusion 得出结论

4. defeat 打败

5. attend 照顾，护理，出席

6. expose to 使显露

7. cure 治愈，治疗

8. challenge 挑战

9. suspect 怀疑，被怀疑者

10. blame 责备

11. handle 柄，把手，处理，掌控

12. link 联系，连接

13. link to 将…和…连接

14. announce 宣布

15. contribute 捐献，贡献

16. apart from 除了

17. be strict with 对…严格

18. make sense 讲的通，有意义

19. spin 使旋转

20. reject 拒绝，抛弃

1. delighted 快乐的，欣喜的

2. assist 帮助，协助

3. process 加工，处理，过程，程序

4. concentrate on 集中，聚集

5. acquire 获得，学到

6. assess 评估，评定

7. inform 通知

8. depend on 依靠

9. accuse… of 控告

10. so as to 为了

11. demand 需求，要求

12. ahead of 在…前面

13. approve 许可，批准

篇11：高中英语必修四unit3教案

教学准备

教学目标

1. Ss will be able to master the following useful new words and expressions.

well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,

fresh, organize, bury, at an end, dig out, coal mine, in ruins

2. Ss will be able to know the basic knowledge about Earthquake

教学重难点

1. The usages of some words and expressions.

2. How to train the students’ reading ability in learning the text.

教学工具

课件

教学过程

Step I lead-in

Let students see a short video and answer the questions

1.What happened in the video? Earthquakes

2.How do you feel seeing the plots(情节)? Students’ discussion.

Step II Fast reading

1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 1976

2. Skim the text and answer the questions

The type of writing (写作体裁)

Narrative writing

Topic sentence of Paragraph 1

Sentence 1

Topic sentence of Paragraph 2

Sentence 2

Topic sentence of Paragraph 3

Sentence 1

Topic sentence of Paragraph 4

Sentence 1

Step III Detailed reading

Ask students to read the text carefully and answer the questions

Task1: What were the nature signs of the coming earthquake?(选择)Para 1

1.Water in well( G ) 2. Well walls(D ) 3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )

A. Ran out of fields B. in the sky C. Cracked and burst D. Deep cracks E. Jumped out of ponds

F. Too nervous to eat G. Rose and fell, fell and rose

Task 2 Fill in the blanks

Main Idea

Details

Damage caused by

earthquake

Para 2-3

At _____ am, the __________ earthquake of the 20th century began .

_______ burst from holes in the ground.

Hard hills of the rock became rivers of ____.

________ covered the ground like red autumn leaves.

Two _______ and most of the bridges fell.

The railway tracks were now _________pieces of _______.

______ now filled the wells instead of water.

Water,food,and ______________ were hard to get.

The reconstruction(重建) after the earthquake

Para 4

1. The army _____________

2. Workers ____________for survivors.

3._____________was taken to the city.

Details:

1. At 3:42 am, the greatest earthquake of the 20th century began.

2. Steam burst from holes in the ground.

3. Hard hills of the rock became rivers of dirt.

4. Bricks covered the ground like red autumn leaves.

5. Two dams and most of the bridges fell.

6. The railway tracks were now useless pieces of steel.

7. Sand now filled the wells instead of water.

8. Water, food, and electricity were hard to get.

Step IV consolidation (当堂巩固)

Let students fill the blanks according to the passage

Strange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped out

Of their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.

In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.

1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who

这部分目的是让学生进一步巩固课文的内容。

Step V Post-reading-Activity: news report Group work(小组活动):

假设我们时光倒流到1976年这场灾难的现场。

小组讨论出一篇关于唐山大地震的五句话新闻报道。

选出一名组员做新闻报道员。

向全班做一个新闻报道。

新闻报道要包括以下内容:

写作提纲 outline

新闻的标题 headline 简洁明了,吸引人

新闻的导语 introduction 新闻消息的第一句 揭示核心内容

新闻的主体 main body 对导语进行展开和阐释

结束语 conclusion 对全文概括总结

唐山地震发生的时间,地点

地震发生前的一些预兆

地震带来的破坏和损失

地震后的救援工作

这部分主要是培养学生的小组合作能力和语言表达能力,进一步巩固课堂所学的内容。

Step VI Homework: write a news report about Yushu earthquake.

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