【英语】2018届人教版必修1一轮复习：Unit1Friendship单元教案设计（24页）

【英语】2018届人教版必修1一轮复习：Unit1Friendship单元教案设计（24页）

Unit 1 Friendship单元教案设计 第一部分 教学设计说明 About the topic and the structures 单元话题和结构 本单元的话题是Friendship/友谊。友谊是人与人之间长久相处建立起来的情谊。 ‎ 单元阅读短文的主人公Anne与她的diary/日记长久相处，建立起来深厚的情谊，这是为什么呢？‎ 贯穿于本单元的句法项目是“运用直接引语和间接引语表达态度、同意/不同意、确定性概念”。‎ 本单元还要求学生学习写作“建议信”。‎ ‎《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以按照我们提出的“实际教学过程课时划分建议”进行教学。‎ Period 1‎ Reading ‎ 阅读课 Warming Up ‎ “热身”的目的是为阅读在一定程度上作好话题、词汇和结构的准备，激发学生相关的背景知识和学习兴趣。对此我们提供了“讲故事”、“解决问题”和“测评”三种不同的“热身”设计供教师选用。实际操作中还需要教师动用诸如板书、投影等辅助手段，以达到最佳教学效果。‎ Pre-reading 部分要求学生“看、听、猜、说”，口头回答、书面罗列，以挖掘和呈现自己的“朋友观”、“友谊观”，为其后的阅读做心理的铺垫和准备。‎ Reading 是篇记叙文，记叙了二战期间Anne 把日记当成好朋友，通过日记记事、叙事以抒发情感的动人故事。教师可以依照我们提供的“表格”、“结构图”阅读程序和“填空”、“词汇/结构”练习，引导学生从形式和内容两方面阅读文章，提高对友谊、朋友、战争和人生的认识，同时为下一节知识课“运用直接引语和间接引语表达态度、同意/不同意、确定性概念”作好铺垫。‎ Period 2‎ Learning about language ‎ 知识课 Learning about language 首先要求学生利用录音机朗读课文，强化学生对本单元重点词汇、短语、结构和话题的掌握；然后要求学生完成课本第4页提供的“词法”练习。接下来我们罗列了详尽的“运用直接引语和间接引语表达态度、同意/不同意、确定性概念”教学资料，教师可以酌情使用。学生完成课本第5页的句法练习之后，时间许可的话，可以让学生尝试我们提供的“高考经典题回放”。尽早接触高考原题可以打消他们对高考的恐惧感，增强他们的自信心。‎ Period 3‎ Using language 运用课 Using language 首先完成课本第6、7页的教学内容，即围绕一封信，让学生用英语进行读、听、写活动。在“问卷调查设计”和“控制性作文”阶段，我们提供了相关范例和范文，以帮助学生活用本单元学到的词汇、短语、结构和话题。在控制性娱乐写作活动中，我们建议在学生写作过程中，教师也动笔写，给学生以启迪和信心。‎ 实际教学过程课时划分建议 Period 1‎ 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。‎ Period 2‎ 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。‎ Period 3‎ 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。‎ Period 4‎ 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。‎ Period 5‎ 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。‎ 第二部分 教学资源说明 Section 1‎ Background ‎ 背景 围绕单元话题“Friendship”，我们提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。‎ Section 2‎ Explanation 解析 重点针对“阅读课型”中的课文难句，我们不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。‎ Section 3‎ Vocabulary 词汇 按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。‎ 第三部分 教学测评说明 围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。‎ Period 1 A sample lesson plan for reading ‎(ANNE’S BEST FRIEND)‎ Introduction In this period, after the warming up, students will first be guided to answer questions about “friends” and “friendship”. Then they will be helped to read a narration （记叙文）entitled Anne’s best friend. It’s a story about a Jewish girl named Anne, who made her diary her best friend. Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ‎ Objectives ■ To help students learn to express attitudes, agreement & disagreement and certainty ■ To help students learn to read the text and learn to write diaries in English ‎ ■ To help students better understand “friendship”‎ ■ To help students learn to understand and use some important words and expressions ■ To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text Focus Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions ‎ add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns ‎ ‎“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.‎ I stayed awake on purpose until half past eleven…‎ ‎…it was the first time in a year and a half that I’d seen the night face to face… ‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ Procedure ‎1. Warming up ‎ ‎⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?‎ Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted（限制）by definition（定义）. It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. ‎ ☆ Then what is your opinion about friendship?‎ Do you think that friendship is important to our life? Why?‎ ‎⑵Warming up by learning to solve problems ‎ Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.‎ Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.‎ Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.‎ Situation 1: Friends get angry with each other when they try to talk about something difficult.‎ Try to understand your friend/ Try to talk about the problem in a different way. ‎ Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. ‎ Situation 3: Some friends don’t know how to keep secrets.‎ Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you.‎ Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.‎ ‎⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. ‎ To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).‎ Now please do the survey on page one. ‎ Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.‎ For reference Scoring sheet for the survey on page 1‎ ‎1 A1 B3 C2 2 A1 B2 C3 3 A1 B2 C3‎ ‎4 A3 B2 C1 5 A0 B3 C0‎ ‎ ‎ ‎2. Pre-reading by talking and sharing Work in groups of four. Tell your group mates how you reflect on these questions.‎ ① Why do you need friends? Make a list of reasons why friends are important to you.‎ ② What do you think a good friend should be like? List what a good friend should do and share the list with your partners.‎ ③ Does a friend always have to be a person? What else can be a friend?‎ ④ Do you think a diary can become your friend? Why or why not?‎ Instructions: The teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.‎ Possible answers Q1: Reasons I need friends:‎ to cope with stressful situations in life to share my worries and secrets in my inner world to show my concern for other people to let other people share my happiness to unfold to other people the secrets in my heart (to name but few.)‎ Q2: A good friend should:‎ tell me the truth (honest)‎ be good to me (friendly)‎ be willing to consider or accept others’ ideas or opinions (open-minded)‎ be willing to help others (generous or helpful)‎ be good-tempered think about what others need and try to help them (caring)‎ be loyal to their responsibility (responsible)‎ not easily upset (easy-going)‎ be out-going (like to meet and talk to new people)‎ be tolerant (allow other people to have different opinions or do something in a different way)‎ be selfless (to name but few)‎ Q3: What else can be a friend?‎ Answers can be various. (omitted)‎ Q4: Students’ answers may vary but must include a reason.‎ Yes. I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my ‎ thoughts and feeling on paper when I am sad or lonely.‎ ‎3. Reading and summarising It’s time to read the text on page 2 by skimming and summarise the main idea of each paragraph in one sentence.‎ Summary of the text Main idea of Para. 1‎ Anne Frank made her diary her best friend.‎ Main idea of Para. 2‎ Anne’s family was Jewish so they had to hide or they would be caught by the German Nazis.‎ Main idea of Para. 3‎ Anne hadn’t been able to be outdoors for so long that she’d grown so crazy about everything to do with nature.‎ Main idea of Para. 4‎ One evening, Anne stayed awake until half past eleven in order to have a look at the moon. ‎ Main idea of Para. 5‎ Anne was only able to look at nature through dirty curtains.‎ ‎4. Reading and drawing Read the text once more to make a diagram of it.‎ ‎5. Reading and underlining Next you are to read the text again and underline all the useful expressions or collocations in the passage. Then you are to make sentences of your own with each of them.‎ Copy the expressions into your notebook after class as homework.‎ Useful expressions laugh at…, hide away, set down…in a diary, in the hiding place, grow crazy about…, a deep blue sky, keep…spellbound, stay awake, on purpose, have a good look at…, give light, at dusk, hold…in one’s power, see…face to face, look at…through…, no pleasure doing…‎ ‎6. Reading and studying Read the text one more time to find all the “direct speech and indirect speech” sentences. Look into their structures and try to make as many similar sentences as you can.‎ She said, “I don’t want to set down a series of facts in a diary as most people do,…”‎ ‎→ She said (that) she didn’t want to set down a series of facts in a diary as most people do,…‎ ‎→She said (that) she wanted to make her diary her best friend.‎ ‎…‎ ‎7. Reading and filling ‎ To test and strengthen your understanding of the text, please do the following two exercises. ‎ Read and fill in the blank with one suitable word.‎ Anne Frank wanted a 1 _____ whom she could tell everything to. She found 2 _____ a friend. Her name was Kitty. 3 _____ that was her diary. ‎ Being Jewish Anne’s family 4 _____away to avoid being caught by the German 5 _____. During that time Anne wrote a lot 6 _____diaries. In her Thursday 15, June, 1944 diary, 7 _____us about her wondering. She 8_____ it was because she hadn’t been able to be 9 _____for so long that she’d grown so crazy about 10 _____ to do with nature. ‎ For example, she 11 _____ stayed awake purposefully so that she could 12 _____good look at the moon. But when the 13 _____came out, she didn’t open the window, 14 _____the moon light was too strong. Another 15 _____, she remained upstairs one evening until the 16 _____was shunt. She was held by the 17 _____, rainy evening, by the wind and the 18_____ clouds. She was terrified seeing 19_____ night face to face. ‎ ‎(Keys: 1 friend 2 such 3 And 4 hid 5 Nazis 6 of 7 told 8 if 9 outdoors 10 everything 11 once 12 have 13 moon 14 for 15 time 16 window 17 dark 18 thundering 19 the )‎ Work out the text-related word and structure questions.‎ ‎1. Next listen to_____ she felt after having been made monitor of the class. ‎ ‎2. I want to _____ my child Little Dog.‎ ‎3. He was lonely, so he _____ her computer her best friend.‎ ‎4. My mother and her mother hid _____ for nearly seven years before the war was ended. ‎ ‎5. If you want to be a great writer, you should never _____ down a series of events _____ most writers do.‎ ‎6. I wonder _____ it’s _____ I haven’t been able to make a good score for so long _____ I’ve grown so crazy about everything to do with English.‎ ‎7. I can well remember _____ there was a time_____ money and fame could never have _____ me spellbound.‎ ‎8. But _____ the stars gave far too little light, I didn’t _____ open a window. ‎ ‎9. I didn’t go to school _____ the examinations had to be taken.‎ ‎10. The school work, the homework, the examinations _____ me entirely in their _____. ‎ ‎(Keys: 1. how 2. call 3. made 4. away 5. set, as 6. if, because, that 7. that, when, kept 8. as 9. until 10. held, power )‎ ‎8. Closing down by discussing Work in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support:‎ ‎★What would you do if your family were going to be killed just because they did something the Emperor did not like?‎ ‎★ Where would you plan to hide?‎ ‎★ How would you arrange to get food given to you every day?‎ What would you do to pass the time?‎ Period 2 A sample lesson plan for Learning about Language ‎(Direct & Indirect Speech<Ⅰ> statements & questions)‎ Introduction In this period students will be helped by the teacher first to discover useful words and expressions, and then to discover and use useful structures: Direct & Indirect Speech (Ⅰ) statements & questions.‎ Objectives ■ To help students understand and use direct and indirect speech in statements and questions ■ To help students learn to use some useful words and expressions Procedures ‎1. Warming up by reading aloud ‎ Reading and reading aloud are the two very important things to do while learning English. So, to begin with, you are to read the text on page 2 aloud to the tape. Let’s see who read aloud with the best pronunciation and intonation.‎ ‎2. Discovering words and expressions Turn to page 4 and do Exercises 1, 2 and 3. Then make a check on your answers. ‎ ‎3. Learning about grammar ‎⑴Direct speech In direct speech, the original speaker's exact words are given and are indicated by quotation marks. ‎ ‎★ “I don’t know what to do,” said Dean.‎ In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause. ‎ ‎⑵Indirect speech In indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted. ‎ ‎★ Dean said that he didn’t know what to do. ‎ To convert direct speech into indirect speech: ‎ If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense.‎ Dean said that he didn’t know what to do. ‎ First and second person pronouns must be changed to third person pronouns.‎ Dean said that he didn’t know what to do. ‎ ‎(The word ‘that’ can often be left out: Dean said he didn’t know what to do.) ‎ ‎⑶Indirect questions The same rules apply to indirect questions as to indirect statements. The difference is that a ‘wh- clause’ is used instead of a ‘that clause’. ‎ Direct question: “Did Marama’s horse win a prize?” Owen asked. ‎ Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize.‎ Direct question: “Why won’t you marry me?” asked Donald. ‎ Indirect question: Donald asked her why she wouldn’t marry him.‎ In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained. ‎ ‎“What shall we do?” asked Bev.‎ ‎“Don’t worry, Bev,” said Duncan, “I’ve got a plan.”‎ Bev asked Duncan what they should do. He told her not to worry and that he had got ‎ a plan.‎ The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events. ‎ Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers.” ‎ Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.‎ ‎4. Discovering useful structures Now let’s go to page 5 to do the three exercises in order to consolidate our studies of the direct speech and indirect speech.‎ ‎5. Closing down by taking a quiz ‎ 高考单选题中的“交际用语”‎ ‎33.－I’m sorry I’m late. I got held up in the traffic on my way here. －_____ . （2006辽宁）‎ A. Don’t be late next time B. You should be blamed C. It doesn’t matter, I’m also late D. Never mind. Come and sit down.‎ ‎21.— What a beautiful picture you’ve drawn! (2006四川) — _____‎ A. Not at all. B. Thank you. C. You’re great. D. I’m proud of you. ‎ ‎34.—I wonder if I could possibly use your car for tonight? — _____ . I’m not using it anyhow. (2006全国I)‎ A. Sure, go ahead B. I don’t know C. Yes, indeed D.I don’t care ‎ ‎25.—Excuse me, can you tell me where the nearest bank is, please?‎ ‎—_____ Oh yes! It’s past the post office, next to a big market. (2006全国I)‎ A. Mm, let me think. B. Oh, I beg your pardon? ‎ C. You’re welcome. D. What do you mean? ‎ ‎34.—Do you mind my smoking her? — _____ (2006四川)‎ A. No, thanks. B. No. Good idea. C. Yes, please. D. Yes. Better not. ‎ ‎27．—It’s been raining for a whole week. I think it’ll get fine soon. (2006安徽）‎ ‎—_____ . We are getting into the rainy season now．‎ A．Yes, it will B．Of course not C．It’s possible D．It’s hard to say ‎ ‎23．—How are you getting on with your cleaning? Do you need my help? ‎ ‎—_____ , but I think I’m all right．(2006安徽）‎ A．No, thanks B．That’s OK C．You are helpful D．That’s very kind of you ‎ ‎6. —Will you be able to finish your report today? —_____ . (2006全国II）‎ A. I like it B. I hope so C. I’ll do so D. I’d love it ‎ ‎11. —I’m terribly sorry that I made your table cloth dirty. —___________. (2006陕西）‎ A. Never mind B. Don’t mention it C. That’s right D. Sorry ‎ Keys: D B A A D D D B A Period 3 A sample lesson plan for Using Language ‎ (A letter from Lisa to Miss Wang)‎ Introduction Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. ‎ Objectives ■ To help the students read, listen and write about “friendship”‎ ■ To help students design and speak on a questionnaire about friendship ■ To help students describe a friend by writing based on the given example ‎ Procedures ‎1. Warming up by talking about youth problems What is the biggest problem facing our youth today and what can we do to help fix it? Could someone offer his opinion?‎ I think the biggest problem with youth today is simple lack of respect, and not knowing what ‘disappointment’means.‎ Gone are the days in the really young — where sports have a winning team and losing team... ‎ I want my students to know what it's like to lose, even if they try their hardest. I want my children to know and understand the word ‘disappointment’and ‘frustration’ —— instead of protect their “weak” egos.‎ Once these little people turn into adults, they won't function well in the real world without knowing how to cope with the downs as well as the ups. ‎ ‎2. Learning to design a survey Work in groups of four. Design a survey to find out what kind of friends your classmates are. You can use the survey in the Warming Up as an example.‎ Step 1: In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.‎ Step 2: Put the four questions together and form a questionnaire.‎ Step 3: Check the questionnaire through and try it out on your own group.‎ Step 4: Share your questionnaire with another group and try each other’s questionnaires.‎ A sample survey This survey has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.‎ ‎1. Why am I close friends with this person now?‎ A. Because being friends with him/her helps me feel important.‎ B. Because my friend would be upset if I ended the relationship.‎ C. Because he/she is someone I really enjoy sharing emotions and special events with.‎ ‎2. Why do I spend time with my friend?‎ A. Because my friend would get mad at me if I didn’t.‎ B. Because it is fun spending time with him/her.‎ C. Because I think it is what friends are supposed to do.‎ ‎3. Why do I listen to my friend’s problems, or to what my friend has to say?‎ A. Because my friend praises me and makes me feel good when I do.‎ B. Because it’s interesting and satisfying to be able to share like that.‎ C. Because I really value getting to know my friend better.‎ ‎4. Why do I keep promises to my friend?‎ A. Because I believe it is an important personal quality to live up to my promises to a friend.‎ B. Because it would threaten our friendship if I were not trustworthy.‎ C. Because I would feel bad about myself if I didn’t.‎ Scoring Sheet:‎ A 1 point A 1 point A 1 point A 3 points Q1‎ Q2‎ Q3‎ Q4‎ B 2 points B 2 points B 2 points B 2 points C 3 points C 3 points C 3 points C 1 point ‎★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.‎ ‎★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.‎ ‎★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.‎ Note: Students work in groups and try their own questionnaires in the school to collect more information about students’ reflection of the values of friendship. ‎ ‎3. Doing a guided writing task Go to page 6 to read, listen and talk about the letter Lisa wrote to Wang. Think about what advice you can give to Lisa. And then write to Lisa as if you were Wang the editor. ‎ Sample writing Dear Lisa,‎ Some people like gossiping about others. It’s not hard to find such people in life. ‎ You said in your letter you like staying with a boy classmate, doing homework, helping each other. That is OK. It’s nice to be friends with boys. ‎ Just keep on getting along with the boy. Don’t care about others gossiping. But remember not to fall in love with the boy. For you two are too young to start a love affair. ‎ Good luck!‎ Wang ‎4. Assessing your task Is your letter well developed? Are your ideas well organized to the point? Do you have a good choice of words and idioms in your writing? Do you get a good mastery of the sentence structure? What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?‎ ‎5. Closing down by studying proverbs Here are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. As you read think if you agree or disagree with them.‎ ‎＊Friends are like wine, the older, and the better.‎ ‎＊When you meet your friend, your face shines—you have found gold.‎ ‎＊A friend to all is a friend to none.‎ ‎＊The same man cannot be both friend and flatterer.‎ ‎＊The best mirror is an old friend.‎ ‎＊False friends are worse than open enemies.‎ ‎＊Walking with a friend in the dark is better than walking alone in the light.‎ ‎＊The friendship that can end is never real.‎ ‎＊With clothes the new are the best, with friends the old are the best.‎ Part 3 Teaching Assessment 第三部分 教学测评 I. Structure and vocabulary.‎ ‎1. This is really an exciting match. _____ the game?‎ A. Who do you think will win B. Whom do you think will win ‎ C. Do you think who will win D. Do you think whom will win ‎2. The Love Detector is _____ lie-detection software developed by Nemesis Co Ltd. of Israel.‎ ‎ (04杭州质检)‎ A. used as B. based on C. produced by D. fixed for ‎3. When the old man _____ to walk back to his house, the sun _____ itself behind the mountain. ‎ ‎（2005湖北）‎ A. started; had already hidden B. had started; had already hidden ‎ C. had started; was hiding D. was starting; hid ‎4. You must stop now. _____ has been said.‎ A. Too many B. Many too C. Too much D. Much too ‎5. _____ earn enough money to buy a new car, he worked day and night.‎ A. In order that B. So that C. In order to D. So as to ‎6. John Smith, a successful businessman, has a___ car. （2004辽宁）‎ A．large German white B．large white German C．white large German D．German large white ‎7. ___ was a time ___ women had no rights to vote.‎ A. There; when B. There; that C. It; when D. It; that ‎8. It was ___ back home after the experiment.（2004湖北）‎ A. not until midnight did he go B. until midnight that he didn’t go C. not until midnight that he went D. until midnight when he didn’t go ‎9. The teacher spoke very slowly ____ the students could understand everything he was saying. ‎ A. in order to B. so as to C. so that D. such that ‎10. —Shall we walk home?‎ ‎—_____.I’m not wasting my time walking home.‎ A. I’m going to go by bus B. All right C. That’s a good idea D. Yes, let’s go ‎ II. Fill in the blanks.‎ My family and I ___1__ for for two years during World War Ⅱ. I haven’t been able to be ____2_ for so long that I’ve grown so ____3_ everything to do with ___4_. __5__ have a good look at the moon, I stayed awake __6__ until half past eleven one evening. I was so glad to see a deep blue sky and it’s the first time in two years that I’d seen the night__7__….‎ III. Translate sentences into English.‎ ‎1.有的人爱跟别人交谈，有的人却很害羞。‎ ‎_____________________________________________________________________‎ ‎2.跟别人交谈最简单的办法是找一些共同的东西。‎ ‎_____________________________________________________________________‎ ‎3.如果你知道他们讨论的话题，不妨加入到他们的谈话中。‎ ‎_____________________________________________________________________‎ ‎4.一旦你开始跟一个人交谈，那跟别的人交谈就容易了。‎ ‎_____________________________________________________________________‎ ‎5.选一个和你有共同兴趣的人，一旦你和他做了朋友，他的朋友也将会和你交谈。‎ ‎_____________________________________________________________________‎ Keys: I. 1-5 ABBCC 6-10 BACCA ) II. 1.hid away 2. outdoors 3. crazy about 4. nature 5. in order to 6. on purpose 7. face to face III. 1. Some people like talking with others, while some people are shy. 2. The easiest way to start talking to people is to find something you have in common. 3. Join in their discussion if you know something about the subject they are discussing. 4. Once you start talking to one person, it will get easier to talk to others. 5. Find one person you share interest with, and once you become friends with him, his friends will start talking to you too.) 请你试着把以上五句话连起来读一遍——你能感觉出它们是围绕什么话题展开的吗？请你添加恰当的连词,把它们组成一篇短文，根据行文需要，可适当扩展。‎ A selected English passage for recitation英文精选背诵短文 Everyone needs friends I think everyone needs friends. A friend is just like a soft wind, or rather a beautiful beam of sunshine. To be exact, he can give you many things you want. When you are happy, you can share your happiness with your friends; when you are not happy, your friends will also can to help you.‎ Your friends may be of many different kinds. Some of them may play happily with you; some others may have a pleasant talk to you, and of course you may talk to some of them hear to hear. We can’t say which kind of friends we need most, as each kind is necessary.‎ If one lives without friends, I can’t imagine his life in the world. And if one has good friends, even only one, I think he may be the luckiest one in the world. (145 words)‎