新进阶3综合的Unit3
New Progressive College English Book III UNIT 3 Cultural Differences
Unit 1 Cultural Differences
1. Teaching Objectives:
Students will be able to
A. have a thorough understanding of the text contextually and linguistically
B. illustrate the concept of cultural shock by giving examples
C. learn languages, e.g. words, phrases, difficult structure
D. become familiar with the writing of a comparison/contrast essay
2. Time Allotment:
1st Period: Lead-in Activities (Warm-up activities; Discussion about cultural differences)
2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization)
3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures)
4th Period: Detailed reading Activities (Learning new words, summarizing good usage)
5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation))
6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment)
3. Teaching Procedures:
3.1 Lead-in Activities
Step 1. Warm-up activities
The teacher introduces the topic to the class by asking if they can give any example of how Chinese and non-Chinese behave or think differently in life.
Step 2: Discussion about cultural differences
The teacher explains the pictures in Opener that illustrate the differences between the Westerner and Chinese in their perspectives on different issues. The teacher asks Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture.
Method: Using task-based language teaching method, communicative approach.
3.2 Global reading
Step1. Approaching the theme
The teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law's fulltime presence in her family.
Before moving on to the author's account, The teacher explains to Ss the text can roughly be divided into six parts.
Method: PPT; communicative approach.
Step2. Analyzing the text organization
The teacher guides Ss to explore the text by asking them to work on the table in Text Organization and do the task in Digging into detail.
Then students should sum up the differences of views between the author and her mother-in- law on matters described in the text.
Method: skimming and scanning, communicative approach
3.3 Detailed Reading
3.3.1 Procedure
1) Students are asked to read the passage carefully again and for each paragraph
(sometimes two-three paragraphs), invite students to answer questions related difficult sentences and understanding of each paragraph.
2) Help Ss find out the good usage in the text and underlined them.
3) Learn new words in details.
Purpose: Further understand the text and train scanning ability to learn difficult sentence structures as well as new words and expressions.
Method: Reading the text together; Using task-based language teaching method, reading approach, communicative approach, grammar-translation approach.
Step1. Understanding the text in a deeper level
Paras.6
Q. What made the author so mad about her husband that they began to fight over childcare duties?
A: The fact that he wasn’t taking on half of the childcare duties, and he thought it was more important to spend time on his work than on his daughter, and his expectation that his mother would do all the housework he was supposed to do. Para.8
Q: How did her mother-in-law explain her role in the family?
A: Her mother-in-law explained that her role in the family was to lighten the burden of her son, allowing him to keep his former way of life, and to help her daughter-in-law out with parenting and household management.
Para.9
Q: What did the author think of her mother-in-law’s explanation?
A: She thought it was absolutely unacceptable, because, in her view, her husband is one of two parents, and therefore their daughter should be half his responsibility; and she married her husband, not her mother-in-law.
Para.13
Q: How come her husband, unlike the author, failed to adopt daily habits around the
schedule of her daughter?
A: He obviously believed that mothers are the primary caregiver of children and this was the normal difference between mothers and fathers.
Paras.16
Q: How did the author react when she was told that, now that he mother-in-law helped her out by taking care of he daughter, it was her responsibility to take care of her mother-in-law when she was old?
A: She totally rejected the idea, because she thought what her mother-in-law did was fulfilling the parenting responsibility of her husband, therefore it was her husband's responsibility to take care of his own mother when she was old.
3.3.2 Language Focus
Step2. Learning useful expressions
3.3.2.1 Difficult words and phrases
1) work out: find the solution to(a problem or question) 想出、得到(解决方法)
e.g. It's important to work out a solution rather than engage in endless discussion.
2) presence: n.存在；到场
e.g. It's natural for a child to be chatting away in the presence of a loving parent.
The tension of the protesters grew with the presence of police.
3) extreme: a.(of views or actions)very different from what people accept as reasonable or normal 激的；过激的
e.g. Extreme views sometimes can become very popular.
Soldiers are trained to carry out orders even if they sound extreme.
4) leave behind: depart and not take along 离开；地下
e.g. The rough sea crossing served only to emphasize the peace we had left behind.
The taxi driver always reminds his passengers not to leave behind their belongings.
5) prominent: a. outstanding, important 笑出的；重要的
e.g. I want our brand name to appear in the most prominent position of the stadium.
We celebrate the Dragon Boat Festival in memory of a prominent ancient Chinese poet.
6) primary: a. main 主要的
e.g. The young man failed to see that the primary cause of his failure was his laziness and inaction.
7) sacrifice: n.牺性；舍弃
e.g. It is common for women to make lots of sacrifice for the family.
The downside of a self-driving car is the sacrifice of the pleasure of driving.
8) bonus: n.意外收获;红利;奖金
e.g. I received a box of cookies as a bonus when I bought coffee at a cafe yesterday.
Our salesperson's pay is made up of a base salary(about 60% of their total income)and a bonus
(about 40% of their total income).
9) occasional:a. occurring from time to time 偶尔的
e.g. To the occasional swimmer, a season ticket is a waste of money.
10) devotion: n.奉献,全身心投入
e.g. The scientist who passed away last week was fondly remembered for his total devotion to science.
11) household:n. the people of a house collectively 家庭
e.g. She got up to prepare breakfast while the rest of the household was still asleep.
12) look over one's shoulder: keep watch for danger or threats to oneself 不安；小心提防
e.g. It was midnight when I left my office and on my way back home I kept looking over my shoulder to see if there was anyone tailing me.
13) repay: vt. do sth. in return for a favor 报答:偿还
e.g. There had never been any doubt in her mind that she would look after her parents in their old
age; they had given up a lot for her, she said, and that was how she would repay them. The company has to sell a building to repay its debt.
14) kindness: n..仁慈；普行
e.g. Very often it would be a kindness to tell a piece of bad news straight away.
15) grateful: a. thankful 感激的
e.g. The war refugees are very grateful to the local government for the timely help.
16) phase: n..阶段；时期
e.g. The minister claimed in his speech that the manufacturing industry was
entering a very different phase with the rapid growth of artificial intelligence.
College marks a particular phase in a young person's life, the phase of newly gained independence.
17) in one's eyes/in the eyes of: in the opinion of, from the perspective of 在.心日中
e.g. The educator pointed out that a child could do no wrong in the eyes of some parents.
18) fall short of: fail to satisfy 达不到，不符合
e.g. I tried my best, yet my performance still fell short of my hopes.
19) hono(u)r: vt. do what is required by a promise or a contract 信守；执行
e.g. High school students in Shanghai must honour their community service commitments and
complete at least 40 hours of volunteer work.
The international company informed us that it will not be able to honour its contract with us.
20) apparent: a. clear and obvious 明显的
e.g. The professor said the young man had many good qualities despite his apparent
assertiveness rudeness.
21) wash up: wash dishes 饭后洗餐具
e.g. Do Chinese husbands help to wash up after dinner?
22) aspect: n..方面
e.g. Dealing with people is a primary aspect of my work as a manager.
23) burden: n.负担；重负
e.g. I hate to be a burden on other people.
She sat down on the floor and breathed heavily as though she had come up a hill with a burden beyond her strength.
24) maintain:v. keep In a Certain state, position, or activity 维持；保持
e.g. A police force is needed to maintain law and order.
It is essential to build up and maintain a reasonable level of physical fitness.
25) parenting: n.养育,抚养
e.g. There are many programs aiming to teach new parents parenting skills.
26) relieve...of: help(sb.)by taking (sth. heavy or difficult)from them 解除(某人)的(负担,困难
等)
e.g. Some people eat a lot to relieve themselves of anxieties.
27) in one’s view: in one's personal opinion 在.看来；按.的看法
e.g. In my view, the local government should do more for the elderly.
28) responsibility:n. 责任；义务
e.g. The mine owner denied all responsibility for the death of the trapped miners.
A single parent has to struggle to balance work and family responsibilities.
29) get...wrong: (informal) not understand correctly what(sb./sth.)means 误会
e.g. Don’t get me wrong, please: I’m not quitting despite the setbacks.
30) preference: n.喜好；偏好
e.g. Customer preferences must be taken into consideration when designing a new product.
Employers have a preference for college graduates who think critically and can communicate effectively.
31) equivalent: a. equal as in value, force, or meaning 对等的
e.g. His silence is equivalent to an admission of guilt.
32) strike a balance: find a sensible middle point between two demands, extremes, etc.; compromise 调和；折衷
e.g. The speaker set out his viewpoints on how to strike a balance between the
freedom of the press and the right to/of privacy.
We have to strike a balance between offering people what they liked with the first movie and coming up with something new.
33) put...in(to)perspective: judge(sth.)by considering it in relation to everything else 全面客观地看待(或判断)
e.g. Before you begin to think that it might be safer to starve than to eat and run the risk of food
poisoning, it's important to put the whole matter of food poisoning into perspective.
34) barely:ad. .hardly 很少；几乎没有
e.g. We had barely enough to eat, let alone to spare.
It seemed that everyone was speaking and we could barely hear the speaker.
35) in response to: in reaction to sth. that has happened or been said 对做出反应
e.g. In response to traditional Chinese medication, the elderly gentleman quickly recovered.
Step3. Learning difficult sentences structures
3.3.2.2 Difficult sentences
1) In my Western eyes, he was falling short of my expectations and wasn’t honoring his role as a father. (Para.6)
As a Westerner, I found his conduct disappointing, and felt that he was failing to take on his responsibilities as a father.
2) Our fights seemed to get us nowhere, however. (Para. 7)
However, we failed to reach any agreement over the issue in spite of the arguments.
3) I felt myself teetering backwards. (Para.9)
I was totally shocked to hear what I was told, so much so that I felt as if I was thrown off balance.
4) While the men were locked in their own conversation, I vented some of this conflict with the wife.(Para.14):
While the men were engaged in talking among themselves, I voiced to the wife my complaints about the conflict.
5) After getting away with not changing very many for his daughter, when the time comes
To change my mother-in-law’s diapers...(Para.16)
Note that here “very many” refers to very many diapers. In speaking, “very many”in a negative context is common and acceptable.
4. Comprehending Reading 1
Teacher asks Ss to read aloud the new words and expressions in the margin, and guide them to sum up the different views regarding the value of praise between the author and her husband.
Teacher has Ss complete Comprehension Check for Reading 1.
Teacher clarifies some difficult points and do the task in Translation. 5. After Reading
5.1 Viewing and Listening
Teacher introduces Viewing & Listening to the class: Cultural differences are the theme of this unit. Now we are going to hear an American teaching in China talk about the cultural differences he has observed between China and the West in general. Teacher plays the video clip once for general comprehension. Teacher plays it again for Ss to fill in the blanks. Time permitting; teacher has Ss work in pairs to discuss if they agree with the speaker’s views and why.
5.2Speaking
Teacher explains the role play task by referring to the instructions. Teacher organizes a group discussion about the specific questions the TV presenter is going to ask. Ss may go over the Tips given in the box. Teacher lets Ss prepare the interview in groups of four, one playing the role of TV presenter, the others playing the roles of, respectively, Ember Swift, Yangxifu, and Sasha. The “TV presenter" makes a list
of questions to be asked in the interview, and the Practicing “guests” note down the main idea of their answers to the presenter. Teacher invites at least one group to role-play it in class.
5. 3 Assignment
Teacher asks Ss to skim the text and answer the questions in Comprehension Check for Reading 2.
Teacher asks students to write an essay comparing and contrasting Chinese New Year celebrations with Christmas celebrations. Teacher encourages Ss to use words and expressions they’ve learnt from this unit and underline them in their essay. Teacher requires Ss to check it with the Evaluation criteria in Writing before turning in their homework.
何兆熊大学英语综合教程2unit4答案
Text comprehension I. B II. 1. T; 2. F; 3. T; 4. T; 5. T. III. 1. “snail mail”. 2. “an essential stepping stone on the road to success”. 3. “the profound relationship between language and culture that lies at the heart of society”. 4. “the means to shape our views of the world”. 5. “to negotiate the boundaries between languages and to compromise in translation”. 6. “to use linguistic skills, to think differently, to enter into another culture’s mentality and to shape language accordingly”. IV. 1. with convenient ways to reach any part of the world. 2. It seems that everyone is able to always get in touch with anyone else if he or she can afford to. 3. is the most important to society. 4. a fundamental skill in today’s world, where different c ultures interact. 5. are finding ways to interrelate different cultures. Structural analysis of the text 1. The last sentence of the 3rd paragraph: “Most fundamental is the profound relationship between language and culture that lies at the heart of society and one that we overlook at our peril.” 2. Paragraph 4: The lack of an exact counterpart of the English word “homesickness” in other languages such as Italian, Portuguese, and German. Paragraph 5: The problem of untranslatability which the early Bible translators encountered. Paragraph 6: English and Welsh speakers make adjustments regarding the color spectrum in the grey / green / blue / brown range; The word “democracy” means completely different things in different contexts; the flat breads of Central Asia are a long way away from Mother’s Pride white sliced toasties, yet the word “bread” has to serve for both. Part One. Vocabulary Analysis I. Phrase practice 1. provided =as long as 假如，倘若 need never be out of touch =can never fail to be reached 从不会失去联系 2. regardless of =no matter 不管，不顾
实用英语unit3
Unit 3 Directions & Signs Talking Face to Face Teaching Objectives: 1. how to ask for and give directions 2. useful terms in directions
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2. asking the way outdoors Difficult Points: patterns that are appropriate for asking for and giving directions in different situations Teaching Methods: Task-based learning; Communicative approach Teaching Procedures: Step 1 Show the Ss a map of Hunan Province. Ask them where they are from and how they go back home. Step 2 Tell the Ss how the teacher goes back home and get them to imitate the example. Step 3 Show the Ss the focal words and expressions. Also the focal functions and patterns. Step 5 Show the Ss two maps. One is a street map, and the other is a map of a building, the fourth floor. First Get the Ss to make dialogues with what they’ve learned. Then get them to follow the Samples. Step 6 Practice Teaching Material: Task1 Lead-in Show the Ss a map of Hunan Province. Ask them where they are from. Then tell them where the teacher is from and how the teacher goes home. At the end get several students to tell others how to get to their home from the school. Teacher’s description: First I take the No. 1 bus and get off at the last stop. Then I’ll take the express train from Shanghai to Chongqing and get off at Lengjiang Station. Go up along the Jinzhu Road and turn left at the corner of Jinzhu Road and Jianshe Road. A seven-story building is in front of you. Go upstairs and my home is on the second floor. Task 2 Data Bank Tell the Ss It is important for us to know how to ask for and give directions. The following words and phrases and patterns will help us: words and phrases 1.walk/on foot take bus/subway/lift go up/down turn left/right
新进阶3 综合Unit 3
New Progressive College English Book III UNIT 3 Cultural Differences
Unit 1 Cultural Differences 1. Teaching Objectives: Students will be able to A. have a thorough understanding of the text contextually and linguistically B. illustrate the concept of cultural shock by giving examples C. learn languages, e.g. words, phrases, difficult structure D. become familiar with the writing of a comparison/contrast essay 2. Time Allotment: 1st Period: Lead-in Activities (Warm-up activities; Discussion about cultural differences) 2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization) 3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures) 4th Period: Detailed reading Activities (Learning new words, summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation)) 6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment) 3. Teaching Procedures: 3.1 Lead-in Activities Step 1. Warm-up activities The teacher introduces the topic to the class by asking if they can give any example of how Chinese and non-Chinese behave or think differently in life. Step 2: Discussion about cultural differences The teacher explains the pictures in Opener that illustrate the differences between the Westerner and Chinese in their perspectives on different issues. The teacher asks Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture. Method: Using task-based language teaching method, communicative approach. 3.2 Global reading Step1. Approaching the theme The teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law's fulltime presence in her family. Before moving on to the author's account, The teacher explains to Ss the text can roughly be divided into six parts. Method: PPT; communicative approach. Step2. Analyzing the text organization The teacher guides Ss to explore the text by asking them to work on the table in Text Organization and do the task in Digging into detail. Then students should sum up the differences of views between the author and her mother-in- law on matters described in the text. Method: skimming and scanning, communicative approach
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大学英语unit3
L/O/G/O College English Book One
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2. Background Information Happy Birthday to You
An English Song: Happy Birthday to You Happy Birthday to You, the four-line song was written as a classroom greeting in 1893 by two American teachers, Mildred J. Hill, and Dr. Patty Smith Hill. The melody of the song Happy Birthday to You was composed by Mildred J. Hill, a schoolteacher. The song was first published in 1893, with the lyrics written by her sister, Patty Smith Hill. Happy Birthday to You was copyrighted in 1935 and renewed in 1963. The song was apparently written in 1893, but first copyrighted in 1935 after a lawsuit. In 1988, Birch Tree Group, Ltd. sold the rights of the song to Warner Communications for an estimated $25 million. In the 1980s, the song Happy Birthday to You was believed to generate about $1 million in royalties annually. With Auld Lang Syne and For He's a Jolly Good Fellow, it is among the three most popular songs in the English language.
新世纪综合教程2第二版Unit4答案
Keys for Unit 3 Vocabulary I. 1. as long as, can never fail to be reached 2. no mater 3. fail to notice at great risk 4. may be described by these words to varying degrees 5. were directly confronted with the problem that something in one language cannot be rendered into another II. 1. stepping stone 2. at their peril 3. serve 4. mentality 5. staple 6. facilitating 7. messaging 8. hybrid III. 1. economy 2. accessible 3. fundamentally 4. homesick 5. negotiable 6. adjusted 7. remoteness 8. complacently
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Unit-3 综合3-新进阶． III New Progressive College English Book Cultural Differences UNIT 3 全新版大学进阶英语使用教材课程名称大学英语（三）综合教程（3）
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Unit Four Checking Your Vocabulary Word Detective 1. (page 113) 1) b 2) f 3) a 4) g 5) h 6) c 7) j 8) d 2. (page 114) 1) transform 2) evidence 3) outcome 4) ignore 5) display 6) nonsense 7) concerning 8) tense 3. (page 115) 1) admit into 2) conside r yourself as 3) unworthy of 4) To my horror 5) in her mind’s eye 6) (in) one way or another 7) are / feel disposed of 8) give it a try Enhance Your Language Awareness Words in Action 1. (page 118) 1) positive 2) focused 3) perspective 4) tense 5) shape 6) address 7) crises 8) curse 9) incredible 10) conversely 11) issue 12) ignored 13) outcome 14) rare 15) transform 16) accomplish 17) quit 18) rejected 2. (page 119) 1) (in) one way or another 2) have lived through 3) makes a difference 4) Give it a / another try 5) concerned with 6) slipped over 7) pulled over 8) in reverse Increasing Your Word Power 1. (page 120) 1) concerned 2) Concerning 3) reject 4) declined 5) unconscious 6) subconscious 7) former 8) preceding 9) raise 10) rise 2. (page 121) 1) does 2) make 3) take 4) do 5) make 6) Take 7) done 8) taken 9) making 10) took 3. (page 121) 1) d 2) a 3) f 4) b 5) c 6) e Nouns / Adjectives Suffixes Verbs Chinese meanings visual -ize / -ise visualize 使形象化；使显现 modern modernize 使现代化 popular popularize 普及化；通俗化 industrial industrialize (使)工业化 apology apologize 道歉 human humanize 赋予人性，使人性化 system systemize 使系统化 CLOZE (page 123) 1) perspective 2) despair 3) necessity 4) perform 5) Conversely 6) prophecy 7) where 8) as 9) achieve 10) recognize 11) dealt with 12) attitude 13) channels 14) concerned TRANSLATION (page 124) 1. Only those who have lived through a similar experience can fully appreciate this. Or: The only people who can fully appreciate this are those who have lived through a similar experience. 2. Scientists have been hard pressed to figure out how these particles form / are formed and interact (with one another). 3. I’d like to express my special thanks to everyone who has contributed over the years in one way or another. 4. The individual success of the employees in a team environment results in success for the company.
2-Unit4-Cultural Encounters答案综合教程二
Unit 4 Cultural Encounters Key to the Exercises Text comprehension I. B II. 1. T; 2. F; 3. T; 4. T; 5. T. III. 1. “snail mail”. 2. “an essential stepping stone on the road to success”. 3. “the profound relationship between language and culture that lies at the heart of society”. 4. “the means to shape our views of the world”. 5. “to negotiate the boundaries between languages and to compromise in translation”. 6. “to use linguistic skills, to think differently, to enter into another culture’s mentality and to shape language accordingly”. IV. 1. The age we are living provides us with convenient ways to reach any part of the world. 2. It seems that everyone is able to always get in touch with anyone else if he or she can afford to. 3. is the most important to society. 4. This is a fundamental skill in today’s world, where different cultures interact. 5. Lots of people are finding ways to interrelate different cultures. Structural analysis of the text 1. The last sentence of the 3rd paragraph: “Most fundamental is the profound relationship between language and culture that lies at the heart of society and one that we overlook at our peril.” 2. Paragraph 4: The lack of an e xact counterpart of the English word “homesickness” in other languages such as Italian, Portuguese, and German. Paragraph 5: The problem of untranslatability which the early Bible translators encountered. Paragraph 6: English and Welsh speakers make adjustments regarding the color spectrum in the grey / green / blue / brown range; The word “democracy” means completely different things in different contexts; the flat breads of Central Asia are a long way away from Mother’s Pride white sliced toasties, yet the word “bread” has to serve for both.
英语词汇unit3
view @V-T If you view something in a particular way, you think of it in that way. 看待 First-generation Americans view the United States as a land of golden opportunity.第一代美国人把美国看 成一个充满良机的大陆。 @N-COUNT The view from a window or high place is everything that can be seen from that place, especially when it is considered to be beautiful. 景色 @N-SING If you have a view of something, you can see it. 看到He stood up to get a better view of the blackboard.他站了起来，以便能更清楚地看黑板。 @N-UNCOUNT You use view in expressions to do with being able to see something. For example, if something is in view, you can see it. If something is in full view of everyone, everyone can see it. 在视线内She was lying there in full view of anyone who walked by. 她躺在那 儿，任何路过的人都能看到她。 Entrench @V-T If something such as power, a custom, or an idea is entrenched, it is firmly established, so that it would be difficult to change it. 巩固 @ADJ 巩固的entrenched dignity/?d?ɡn?t?/ 1.N-UNCOUNT If someone behaves or moves with dignity, they are calm, controlled, and admirable. 尊贵 2.N-UNCOUNT If you talk about the dignity of people or their lives or activities, you mean that they are valuable and worthy of respect. 尊严 illustrate/??l??stre?t/ 1.V-T If you say that something illustrates a situation that you are drawing attention to, you mean that it shows that the situation exists. 表明; 显示The example of the United States illustrates this point. 美国的例子表明了这一点。 2V-T If you use an example, story, or diagram to illustrate a point, you use it to show that what you are saying is true or to make your meaning clearer. (用例子、故事或图表) 阐明 ingredient/?n?ɡri?d??nt/两个意思，一个是炒菜的配料，一个是“要素”都表示做成某事的部分吧。sustain/s??ste?n/ 1.V-T If you sustain something, you continue it or maintain it for a period of time. 保持He has sustained his fierce social conscience from young adulthood through old age.他从青年时代到晚年一直保持着强烈的社会良知 2.V-T If you sustain something such as a defeat, loss, or injury, it happens to you. 遭受 3.V-T If something sustains you, it supports you by giving you help, strength, or encouragement. 支撑 sustained adj. 持续的；持久的；持久不变的 Interview面试*job~工作面试 Viewer 观众=Audience 观众厅 auditorium Review 有审查的意思，就是为了某个措施再进行修改或者改进。 第二个动词的意思是复习知识为了考试的意思，在此为不及物动词，后添加FOR
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Unit3 综合训练题 一、翻译下列词组。 1、路过书店 2、上到第二层 3、左转 4、购买一些吃的东西 5、在购物中心 6、制造礼貌的请求 7、寻求帮助 8、使用正确的语言 9、在不同的情形下 10、与某人交流 11、通往；导致 12、例如 13、改变方式 14、依靠，取决于 15、地下停车场 16、停车 17、传递盐 18、换一些钱 19、对某人来说是一个好的选择 20、早晨醒来很早 二、用所给词的适当形式填空。 1、She`s very excited ______(know) about the news. 2、They`re busy ______ (get) ready for the coming . 3、I don`t know where _______(buy) a stamp. 4、My mom __________(suggest) going bike riding his satarday. 5、Are there any good restaurants______(rat) arourd there. 6、Father tells me_______(study) hard at school. 7、I`m sorry to________(trouble) you.
8、It`s ______(polite)of you to ask someone how much he gets a month in nestern countries. 9、Lily spent much time______(work) out the problem. 10、She requested me_______(stop)to listen to her. 11、Jack finds it difficult to pronounce some English words_____(correct) 12、Could you please_____(give)me a direction to the city? 13、It`s necessary for students______(improve)the listening ability. 14、They`d better finish 20______(course) every year. 15、Linda suggested_____(ride) a bike to go to school. 三、根据汉语意思完成句子。 1、请准时来这里。Please come here _____ _____ . 2、当我们第一次见到某个人的时候，通常是通过握手问候的。 When me meet someone______ ______ ______ ______,we usually greet by______ ______. 3、请再说一遍，我没有理解你。______ ______, I didn`t______you. 4、谢谢你修好了我的自行车。Thanks for ______me to ______my bike. 5、一个好的语言者首先应该是一个好的听众。 A good______should be a good ______first. 6、你能告诉我们将在什么时候到达北京吗？ Can you tell me______ ______ ______in Beijing? 7、我想他不关灯的原因。I wonder______he didn`t______ ______lights. 8、她想知道接下来我应该去哪里。I______where me______ ______next. 四、首字母填词。 1、Weny came up and sat b_____me. 2、I r______to pack my schoolbag before my mother came back. 3、She s______meeting for a drink after work. 4、He gave me a smile as he p______. 5、Weeks went p______without any news. 6、Colorfal pictures help h______the students interest. 7、A 15 minut taxi r______will tske you to the airport. 8、The house was too big and e______to run.