分享 散文阅读第三单元笔记 Unit Three The Future of Reading
Unit 3 Life in the future 知识点与高考点
Unit 3 Life in the future 知识点I.Read the first part1.Fill in the blanks according to the text .I still cannot believe that I am ____ ___ this prize that I won last year .I have to _______ myself _____ that I am really in AD 3008 .______ ______ the journey , I was ______ for the first few days . ______________, I ______ _______ time lag. This is ___ ____ the jet lag you get from flying ,but I seems you keep getting flashbacks from your ________ time period. So I was very nervous and ______ at first. However , My friend and _____ was very _______ and gave me green tablets ________ helped a lot . _______ ______ for their expertise, his parents’ company _____ “Future Tours “, transported me ______ into the future in a time capsule.2.考点连接:1. John took up writing at school. The work took up a whole day. Please take the piano out, it____too much room. A. picks up B. makes up C. takes up D. takes on2._________ such heavy pollution, it may now be too late to clean up the river .A. Having sufferedB. sufferingC. To sufferD. suffered3.His words remind me _____ we did together.A. thatB. of thatC.whatD. of what4.We tried to find a table for seven, hut they were all _______.A. given awayB. kept awayC. taken upD. used up5. Remind me _______ the medicine tomorrow.A. of takingB. takingC. to takeD. take6. Having been praised by the teacher , the little girl ran back home .A. happily and satisfiedB. eager and excitedlyC. happy and satisfiedD. anxiously and excitedly7.He went back home ,_____________________________(平安无恙的)II. Read the third part and finish the following exercises.1. 完成句子:1.However, I lost sight of Wang Ping when we reached _____________________a large market because of too many carriages _______ ______ ___________________.2. I realized that I had been transported into the future of __________ was still my hometown .2.考点连接:1.I’d like to start my own business—that’s I’d do if I had the money.A. whyB. whenC. whichD. what2.Before a problem can be solved, it must be obvious _____ the problem itself is.A. whatB. thatC. whichD. why3.It is not always easy for the public to see _______ use a new invention can be of to human life.A. whoseB. whatC. whichD. that4.Barbara Jones offers to her fans is honesty and happiness.A. WhichB. WhatC. ThatD. Whom5.Modern science has given clear evidence ______ smoking can lead to many diseases.A. whatB. whichC. thatD. whereIII. Read the fourth part and finish the following exercises.1. 完成句子:1.Just relax, _____there is nothing ________ on the timetable today .2. ______ by a _____ ______ fresh air, my head _______.3._______ ______ this , he ________ some food on the table and ______ a bed from the floor .4. _________, I slid into bed and _____ ____ asleep.2.考点连接:1. Anyone, once _______ positive for H7N9 flu virus, will receive free medical treatment from our government.A. to be testedB. being testedC. testedD. to test2.You cannot accept an opinion ________ to you unless it is based on facts.A. offeringB. to offerC. having offeredD. offered3. If _____ to look after luggage for someone else, inform the police at once.A. askedB. to askC. askingD. having asked4. ________ at the cafeteria before, Tina didn’t want to eat there again.A. Having eatenB. To eatC. EatD. Eating5._______ which university to attend, the girl asked her teacher for advice.A. Not knowingB. Knowing notC. Not knownD. Known notIV.能力提升:Translate the following sentences into Chinese1.他意识到她不在是过去的她了。
人教版高中英语必修5Unit3LifeintheFuture第三单元知识点总结.doc
咼中英语必修5第二单兀重点、难点Unit Three Life in the Future1、I still cannot believe that I am taking up this prize that I won last yea匚我还是无法相信我是在接受去年赢得的这个奖励。
take up在此句中意为“接受”。
用法归纳(1)占据时间、空间Reading this novel took up most of my spare time.读这部小说占去了我大部分空闲时间。
(2)开始从事My father took up football when he was only ten years old.十岁时,父亲开始踢球。
(3)拿起、举起He took up his book and hurried out.他拿起书匆忙出去了。
(4)欣然接受She took up his offer of a meal.他请她吃饭,她接受了。
2> I have to remind myself constantly that I am really in AD 3008.我得不断提醍口己我真的到公元3008 年了。
remind用法归纳:(1)remind sb. about sth.提醒某人某事Please remind me about the meeting this afternoon.请提醒我卜午的会议。
Can you remind me about the time of the train?能捉醒我火车时间吗?(2)remind sb. of sth.使某人想起The boy's story reminded me of my childhood.那个孩子的经历使我想起了我的.童年。
What he said reminded me of my unfinished work.他的话使我想起了我还没有做完的工作。
仁爱英语九年级上下册状元笔记第3单元Unit 3
U3T1SA1 stick v. 粘贴,粘住。
e.g. Please stick this map of China on the wall. 请把这幅中国地图贴在墙上stick to意为“坚持;坚守(某种观点、主张、理想、真理、协议)”。
后跟名词。
e.g. He always sticks to his own decision. 他总是坚持自己的决定。
stick to 表示“坚持做某事”时,后跟动名词。
e.g. He sticks to speaking English every day.他坚持每天说英语。
stick n. 木棍(棒),枝条。
e.g. walking stick手杖,拐杖2 Disneyland is enjoyed by millions of people from all over the world.迪斯尼乐园被来自全世界的数以百万记的人喜欢。
是一般现在时的被动语态。
被动语态表示主语是谓语动词的承受者,其结构由“助动词am, is, are+及物动词的过去分词”构成。
动作的执行者由by引出的短语表示,by意为“被……,由……”。
e.g. English is spoken by many people. 许多人说英语。
3 one day既可用来表示“将来有一天”,也可表示“过去曾经有一天”。
e.g. One day, he met an old friend.一天,他遇见了一位老朋友。
I am going to Tibet one day.将来有一天我要去西藏。
some day 只表示“将来有一天”。
e.g. I will see you again some day/one day. 我改天再来看你。
4 can’t wait to do sth.迫不及待地做某事。
e.g. A new headmaster will come to our school. We can’t wait to see him.一位新校长要来我们学校。
高考英语 经典实用 Unit 3 Life in the future要点梳理+重点突破 新人教版必
高考英语经典实用 Unit 3 Life in the future要点梳理+重点突破新人教版必修5要点梳理高效梳理·知识备考●重点单词1.impression n.印象;感想;印记→impress v.给某人深刻印象→impressive adj.给人深刻印象的2.constant adj.时常发生的;连续不断的→constantly adv.不断地3.previous adj.在前的;早先的4.guide n.指导;向导;导游 vt.指引;指导5.surrounding n.周围的事物;环境 adj.周围的→surround vt.围绕6.tolerate vt.容忍;忍受7.lack vi. & vt.缺乏;没有 n.缺乏;短缺的东西8.adjustment n.调整;调节→adjust vt.调整;使适应9.press vi. & vt.按;压;逼迫n.按;压;印刷;新闻→pressure n.压力10.fasten vt.系牢;扎牢11.switch n.开关;转换 vt.转换12.optimistic adj.乐观(主义)的→pessimistic(反义词)13.desert n.沙漠;荒原14.typist n.打字员→typewriter n.打字机15.instant n.瞬间;片刻 adj.立即的;立刻的→instantly adv.马上16.greedy adj.贪吃的;贪婪的;贪心的17.representative n.代表;典型人物 adj.典型的;有代表性的→represent v.代表18.settlement n.定居;解决→settle v.定居;解决→settler n.定居者●重点短语1.take up拿起;接受;开始;继续2.be back on one’s feet (困境后)恢复;完全复原3.lose sight of看不见4.sweep up打扫;横扫5.slide into (快捷而悄声地)移动;溜进……6.speed up加速7.as a result 结果8.be similar to... 与……相似9.in all directions 向四面八方10.show...around... 带领某人参观●重点句型1.At first my new surroundings were difficult to tolerate.起初,我的新环境很难忍受。
Unit3Life in the future重点单词短语详解与练习
⑴ Please tell me__in_s_ta_n_t_ly_ (instant) he arrives.
⑵__T_h_e_ instant he opened the door he saw the thief.
4.press v.挤,压,逼迫;n.新闻,印刷 __p__re_s_s_in__g__adj.紧急的,紧迫的 __p__re_s_s_u_r_e__n.压力,压强
⑷ Try to make some _a_d_ju__st_m__e_n_t (adjust) of your differences so that you can work together without quarrels.
3.instant n.瞬间;片刻adj.立即的;立刻 的
___i_n_st_a_n_t_ly___adv. 立即地 conj.一……就
6. ___a_s_p_e_ct______n.方面,层面
7. ___m__a_sk_______n.面具,伪装 8. ___d_u_s_t_b_in_____n.垃圾箱 9. ___c_i_ti_z_e_n_____n.公民,居民,市民 10. __f_la_s_h_______ v.(使)闪光 11.material n. ___原__料__;__材__料______ 12.guide n. ___指__导__;__导__游______ 13.switch n. __开__关__;__转__换_______
4.她开始怀疑她能否忍受她的工作环境。(tolerate, surrounding)
4.She first doubted whether she could tolerate her working surroundings.
七年级下册英语u3reading笔记
七年级下册英语u3reading笔记全文共3篇示例,供读者参考篇1Unit 3 of the 7th grade English textbook focuses on various topics related to reading. In this unit, students are introduced to different reading techniques, strategies, and skills that will help them improve their overall reading comprehension. Below are some key points from the reading section of the 7th grade English textbook:1. Skimming and scanning: Skimming and scanning are two essential reading techniques that help students quickly gather information from a text. Skimming involves quickly reading through a text to get a general understanding of the main idea, while scanning involves looking for specific information within a text.2. Predicting: Predicting is an important reading strategy that helps students make educated guesses about what will happen next in a text. By using contextual clues and prior knowledge, students can make predictions about the plot, characters, and outcomes of a story.3. Making inferences: Making inferences involves using evidence from the text to draw conclusions and make logical assumptions about characters, events, and themes. By analyzing the text and reading between the lines, students can develop a deeper understanding of the material.4. Summarizing: Summarizing is a valuable skill that helps students condense large amounts of information into a concise form. By identifying the main points and key details of a text, students can create a summary that captures the essential elements of the material.5. Making connections: Making connections involves relating the text to personal experiences, other texts, andreal-world events. By making connections, students can deepen their understanding of the material and engage more fully with the text.6. Asking questions: Asking questions is an effective way for students to engage with a text and clarify any confusion or uncertainty. By asking questions about the plot, characters, and themes of a text, students can enhance their comprehension and critical thinking skills.Overall, the reading section of the 7th grade English textbook provides students with a comprehensive overview ofreading techniques, strategies, and skills. By practicing these techniques and applying them to a variety of texts, students can improve their reading comprehension and develop a deeper appreciation for literature.篇2Unit 3 My weekend plansReadingIn this unit, we will learn how to talk about the future tense in English. The future tense refers to actions or events that will happen in the future. We can use different words and phrases to talk about the future, such as will, going to, and present continuous.1. Will: We use will to talk about future actions or events that are not planned or arranged. For example, "I will go to the beach next weekend."2. Going to: We use going to to talk about future actions or events that are planned or arranged. For example, "I am going to have a picnic with my friends on Sunday."3. Present continuous: We also use present continuous to talk about future actions that are planned or arranged. For example, "I am meeting my teacher after school tomorrow."In the reading texts, we will see how these different expressions are used in context. Let's take a look at the following reading passages:1. "My weekend plans"Hi! I'm Anna. I have a busy weekend coming up. On Saturday, I am going to the movies with my friends. We are going to see the latest superhero movie. Then on Sunday, I will visit my grandparents. I love spending time with them.2. "Tom's birthday party"Hey everyone! It's Tom's birthday next week. We are going to have a big party at his house. There will be lots of food, games, and music. I can't wait to celebrate with all my friends.3. "The school trip"Our class is going on a school trip to the zoo next month. We are all so excited! We will see all the animals and have a picnic in the park. It's going to be a fun day out.By reading these passages, we can see how the future tense is used to talk about different future plans and events. Remember to practice using will, going to, and present continuous to talk about your own weekend plans and future activities. Enjoy learning English and have a great weekend!篇3Unit 3 My weekendSection AⅠ. Material analysis:This reading is mainly about students’ daily activities on the weekends. These activities include shopping, playing basketball, playing computer games, playing the guitar, playing ping-pong, swimming, watching TV and cleaning the house.Ⅱ. Teaching goa ls:1. Master the words and phrases mentioned in this reading passage.2. Learn to talk about daily activities and preferences.Ⅲ. Teaching key points:1. Key vocabulary: sleep, play basketball, play computer games, play the guitar, play ping-pong, swim, watch TV, clean the house.2. Key sentence patterns:1) What do you do on the weekend?2) How do you spend your weekends?3) My weekend is pretty full, really.4) Do you like...?5) What's your favorite weekend activity?6) I don’t like...because it’s boring.Ⅳ. Teaching difficulties:1. Students might have a hard time understanding how to use weekend activities in sentences.2. Students might need practice expressing preferences for weekend activities.3. Students might have trouble using the correct verb tense for weekend activities.Ⅴ. Lecture plan:1. Lead-in:Get students engaged by asking them what they usually do on the weekend. Have a class discussion.2. Fast reading:Have students read the passage quickly to get a general idea of the content and come up with a title for the passage.3. Detailed reading:Break the passage into sections and have students read and discuss each part. Highlight key vocabulary words and sentence structures.4. Interactive activities:Have students practice asking and answering questions about weekend activities with a partner.5. Consolidation:Homework: Ask students to write a short paragraph about how they spend their weekends and share it with the class.Ⅵ. Teaching aids:PowerPoint slides, English textbooks, whiteboard, markers.Ⅶ. Blackboard design:Weekend Activitiessleep, play basketball, play computer games, play the guitar, play ping-pong, swim, watch TV, clean the house.Ⅷ. Homework:1. Write a short paragraph about how you spend your weekends.2. Practice asking and answering questions about weekend activities with a family member or friend.Ⅸ. Teaching reflection:Make sure to provide enough opportunities for practice with weekend activities vocabulary and sentence structures. Encourage students to participate in class discussions and express their opinions about their favorite weekend activities. Overall, this reading passage provides a great opportunity for students to practice using vocabulary and sentence structures related to daily activities on the weekend.。
unit 3 life in the future知识点复习(新人教版必修5)doc
英语:Unit 3 Life in the future知识点复习〔新人教版必修5〕1. impression n. 印记;印象;感想;后接of sb./ of sth./ on sb./ that 从句;e.g. My first impression of him was favourable.他给我的第一印象不错。
I got the impression that they were unhappy about the situation. 我觉得他们不满于当时的状况。
知识拓展:impress v.给……留下深入的印象;使铭刻;使感动;常用构造有:impress sth. on/upon sb./impress sb. with sth.给……留下深入的印象;使铭刻;It impressed me that she remembered my name.令我佩服的是她记得我的名字。
2. remind v.提醒;使想起;常用构造有: remind sb. to do sth.提醒某人做某事;remind sb.+(that)/wh-从句提醒某人……;使某人想起……;remind sb. about/of sth. 使某人想起或意识到……;提醒某人某事e.g. I'm sorry, but I've forgotten your name, can you remind me? 非常抱歉,我记不起你的名字,你能提醒我一下吗?You remind me of your father when you say that. 你说如此的话使我想起了你的父亲。
知识拓展:reminder n.提醒物;引起回忆的事物3. constantly adv.始终;一直;重复不断地e.g. Fashion is constantly changing.时尚总是日新月异。
知识拓展:constant adj.连续发生的;不断的;重复的;4. previous adj.先前的;以往的;〔时刻上〕稍前的e.g. No previous experience is necessary for this job. 这一工作无需相关的经历。
Unit 3 Life in the future单词讲解
take up painting/gardening/teaching/cycling 从事绘画/园艺/教学/骑车 take away 减去;拿走 take back 收回;使记起 take in 吸收;接纳;欺骗 take down 拆除;写下 take off 脱下;起飞;匆匆离开 take on 呈现;开始雇用;承担;从事 take out 带……出去;除掉;毁掉 take over 接收;接管;承袭 take turns 轮流
在会议召开之前,我们讨论了这个问题。
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previous/former
两者都含“在先的;在前的”的意思。 (1) previous指在时间上较早的、顺序上在前的,表示一事做于另一事之 前或指目前某事之前一件事,常用于修饰预先准备的行动。 He cannot go for he has a previous engagement. 他不能去,因他已先有约会。 (2) former可表示以前的,即时间上在前的;也可表示前者的,即已提 及的两个事物中的前一个。 The poor girl found it hard to throw off her former boy friend. 这可怜的女孩发现要摆脱掉她以前的男朋友很不容易。
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The instant/moment/minute/second/instantly/immediately/directly =
as soon as“一……就”,用于引导时间状语从句。
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for an instant =for a moment in an instant=immediately 转瞬间
【解析】句意:闪电一出现你就能看见,但是随后才能听到雷声。 the instant引导时间状语从句,表示“一……就”,符合句意。
海底两万里第3章读书笔记
海底两万里第3章读书笔记English:In Chapter 3 of "20,000 Leagues Under the Sea," the main characters Professor Aronnax, Conseil, and Ned Land join the crew of the Nautilus, a futuristic submarine captained by the enigmatic Captain Nemo. As they explore the wonders of the sea, the crew encounters a giant squid, providing a thrilling and terrifying adventure for the characters. The chapter also delves into Professor Aronnax's fascination with marine life, specifically his study of different species of fish and his observations of the diverse ecosystem beneath the surface. The vivid descriptions of the underwater landscape and the encounters with unique sea creatures highlight Jules Verne's remarkable storytelling and his ability to create a sense of wonder and awe for the reader.中文翻译:在《海底两万里》的第三章中,主要人物阿龙纳克斯教授、康塞尔和尼德·兰加加入了未来主义潜水艇“海底行动”的船员,由神秘的尼摩船长所率领。
展望未来课文重点笔记unit3
展望未来课⽂重点笔记unit3Look Ahead第三单元Unit 3 Meeting PeopleGreetings 1 period1. relationship n.①N-COUNT The relationship between two people or groups is the way in which they feel and behave toward each other. 关系e.g. the friendly relationship between France and Britain. 英法间的友好关系the relationship between mothers and their children②N-COUNT The relationship between two things is the way in which they are connected. 联系e.g. A number of small-scale studies have already indicated that there is a relationship between diet and cancer. ⼀些⼩规模的研究已经表明,饮⾷和癌症之间有⼀种联系。
2. social adj.①social means relating to society or to the way society is organized. 社会的e.g. the worst effects of unemployment, low pay, and other social problems.失业、低⼯资和其他社会问题造成的最坏影响。
e.g. long-term social change. 长期的社会变⾰changing social attitudes变化中的社会观念②social means relating to leisure activities that involve meeting other people. 社交的e.g. We ought to organize more social events. 我们应该组织更多的社交活动。
九年级英语人教版第三单元笔记
九年级英语人教版第三单元笔记
本单元的主题是“未来生活”,主要围绕未来生活的各个方面展开。
在掌握单词、语法、阅读理解等方面都有较高的要求。
下面,我将对这些知识点进行梳理和总结。
一、单词部分
1. 名词:未来设备、智能家居、环保技术、人工智能、基因编辑等。
2. 动词:喜欢、可以、必须、允许、发现、改善等。
3. 形容词:智能的、环保的、未来的、先进的等。
二、语法部分
1. 简单将来时:学习如何表达未来的计划和预测。
例如:我将要学习新的语言,将来要环游世界。
2. 现在完成时:学习如何表达过去发生的事情对现在的影响。
例如:我已经学习了一些新的词汇,感觉未来与人交流不再困难。
三、阅读理解部分
1. 理解文章的主题和中心思想。
2. 理解文章中的细节和重要信息。
3. 推断作者未明确表达的观点和意图。
总体来说,本单元涉及的知识点较多,需要我们认真学习和掌握。
在练习和测试中,要注重单词、语法和阅读理解的全面提升。
同时,我们也要关注未来生活的各个方面,了解最新的科技和环保趋势,为将来做好准备。
最后,我想强调的是,学习英语不仅是为了考试和成绩,更是为了更好地了解和融入国际社会,促进文化交流和合作。
因此,我们要珍惜学习英语的机会,努力提高自己的英语水平,为实现自己的梦想和目标打下坚实的基础。
七年级英语下册 Module 3 Unit 3 In the future知识精讲 上海牛津版
Unit 3 In the future一. 本周教学内容:Module 3 Unit 3 In the future〔教学过程〕重点词汇:be able to petrol pillroom seal signunderstandperhaps也许,可能I think that is perhaps her finest picture.Perhaps there will be more people.maybeMaybe I will see you tomorrow.I may be see you tomorrow.be able to1. He can stand on his head against the wall.= He is able to stand on his head against the wall.As a child, he could play the violin fairy well.= As a child, he was able to play the violin fairy well.2. I can see him tonight.I said that I could go.What can he mean?Could I use your pen?The child has been able to read short stories.hope1. I hope she likes (will like) the flowers.I hope he comes (will come) tomorrow.I h ope everything goes well.They hope to visit C hina soon.2. I hope (wish) to meet you soon.I hope (wish) for one hundred in my English exam.3. I hope he succeeds.I wish I were a bird.I wish you good luck.Wish you a happy birthday.Do you wish me to go with you?in1. He lives in London.2. We work in the daytime.I n twenty years, the new students will open it.3. The children are all in good health.4. The woman in white dress is her mother.5. Let’s talk in English.6. They talked in crossing the river.in the future 和in futureI hope you will be more care ful in future about the things you say.I wa nt to buy a car in the future.In the future ther e will be less and less oil.soI think so. I don’t think so.Do you think it will rain? Yes, I think so.Do you think it’s necessary? Yes, I think so.。
第三单元英语作文笔记七年级下册
第三单元英语作文笔记七年级下册全文共3篇示例,供读者参考篇1Unit 3 Notes - Grade 7, Spring SemesterI. Vocabulary1. enthusiastic (adj) - showing a lot of interest and excitement about something2. reliable (adj) - able to be trusted to do what is expected or needed3. competitive (adj) - wanting to win or be the best at something4. encounter (v) - to unexpectedly experience or meet someone or something5. significant (adj) - important or having a special meaning or influenceII. Grammar1. Present Simple Tense- used to talk about routines or regular actions- I go to school every day.- He plays soccer on Sundays.2. Present Continuous Tense- used to talk about actions that are happening right now- She is reading a book at the moment.- They are studying for the test tomorrow.3. Future Simple Tense- used to talk about plans or predictions- We will go to the movies next weekend.- She is going to study medicine in the future.III. Listening and Speaking1. Interview with a Famous Athlete- Ask questions about their daily routine, training schedule, and diet- Listen for details about their workout routine and motivation- Practice asking and answering questions about their achievements and goals2. Group Discussion on Environmental Issues- Discuss different environmental problems and possible solutions- Listen to others' opinions and share your own ideas- Practice using phrases like "In my opinion" and "I believe" to express your thoughtsIV. Reading and Writing1. Reading a Short Story- Read a short story and identify the main characters, setting, and plot- Note down any new vocabulary or phrases you come across- Summarize the story in your own words and discuss the themes or messages2. Writing a Story or Article- Choose a topic you are interested in and brainstorm ideas for a story or article- Write a draft, focusing on grammar, vocabulary, and sentence structure- Revise your work, check for errors, and make any necessary changesOverall, Unit 3 focuses on communication skills, vocabulary building, and grammar practice. By engaging in various listening, speaking, reading, and writing activities, students can improve their English proficiency and become more confident speakers and writers. Remember to review the vocabulary and grammar points regularly to reinforce your learning and apply them in everyday conversations. Good luck!篇2Unit Three English Composition NotesIntroductionIn the seventh-grade English textbook, Unit Three covers a wide range of topics related to daily life, including shopping, leisure activities, and making plans. This unit aims to help students improve their language skills through various activities and exercises. In this article, we will provide a detailed summary of the key points covered in the unit and offer some useful tips for students to enhance their English writing skills.VocabularyThe vocabulary in Unit Three consists of words and phrases commonly used in daily conversations. Students will learn words related to shopping, such as "store," "price," "discount," and "payment." They will also study leisure activities vocabulary, such as "music," "reading," "sports," and "dance." In addition, students will learn words and phrases related to making plans, such as "plan," "schedule," "appointment," and "meeting."GrammarUnit Three focuses on teaching students how to use simple present tense, present continuous tense, and future tense in different contexts. Students will practice using these tenses to talk about daily routines, future plans, and arranging meetings. They will also learn how to form questions and negative sentences using these tenses.Writing SkillsIn Unit Three, students will practice writing short paragraphs and dialogues about shopping, leisure activities, and making plans. They will learn how to organize their ideas coherently and structure their sentences properly. Students will also work on improving their spelling and punctuation by writing sentences and short passages.Tips for Improving English Writing SkillsTo enhance their English writing skills, students can follow these tips:1. Practice writing regularly: Set aside time each day to write short paragraphs or dialogues on various topics covered in Unit Three. This will help you improve your vocabulary and grammar skills.2. Read extensively: Reading English books, articles, and news can help you expand your vocabulary and learn new sentence structures. Pay attention to how writers express their ideas and use different writing styles.3. Get feedback: Ask your teacher or classmates to review your writing and provide feedback. This will help you identify areas for improvement and learn from your mistakes.4. Use online resources: There are plenty of online resources available for practicing English writing, such as grammar quizzes, writing prompts, and online forums. Take advantage of these resources to practice your writing skills.ConclusionUnit Three in the seventh-grade English textbook covers a variety of topics related to daily life, such as shopping, leisureactivities, and making plans. By studying the vocabulary, grammar, and writing skills taught in this unit, students can improve their language proficiency and become more confident in expressing themselves in English. By following the tips provided in this article, students can enhance their English writing skills and make the most of their learning experience.篇3Unit 3: A Day OutIn this unit, we will learn how to plan a day out with friends or family, including deciding on a destination, making transportation arrangements, and organizing activities. We will also learn how to write invitations and ask for permission from our parents.1. Choosing a DestinationBefore planning a day out, it is important to decide on a destination that everyone will enjoy. Consider the interests and preferences of your friends or family members when choosing a location. You can visit a local park, museum, zoo, or amusement park. Make sure to research the location in advance to know the opening hours, ticket prices, and any special events happening that day.2. Making Transportation ArrangementsOnce you have chosen a destination, you need to make transportation arrangements. Decide how you will travel to the location, whether by car, bus, train, or bicycle. Make sure to check the timetables and routes in advance to avoid any delays or confusion. If you are driving, make sure to plan your route and parking in advance.3. Organizing ActivitiesWhen planning a day out, it is important to organize activities to keep everyone entertained. Consider what activities are available at the destination, such as hiking, sightseeing, shopping, or dining out. Make a schedule of activities to ensure that you make the most of your time and experience everything the location has to offer.4. Writing InvitationsIf you are planning a day out with friends, consider writing invitations to inform them of the details. Include the date, time, destination, and meeting point in the invitation. You can send the invitations via text message, email, or social media. Make sure to ask your friends to RSVP so you know how many people will be attending.5. Asking for PermissionIf you are planning a day out with family, it is important to ask for permission from your parents. Inform them of the details of the trip, including the destination, transportation arrangements, and activities planned. Make sure to address any concerns or questions they may have and be prepared to compromise if necessary.In conclusion, planning a day out involves choosing a destination, making transportation arrangements, organizing activities, writing invitations, and asking for permission. By following these steps, you can ensure that everyone has a fun and memorable day out with friends or family.。
七年级下册英语人教版第三单元笔记
七年级下册英语人教版第三单元笔记As we delve into Unit 3 of the English Textbook for Grade 7 (PEP Edition), we embark on a journey that takes us through the fascinating world of shopping and daily life. This unit is rich in vocabulary, grammar, and cultural insights, providing students with a comprehensive understanding of English language skills.The vocabulary in Unit 3 covers a wide range of topics related to shopping, such as clothes, colors, sizes, prices, and more. Students learn new words like "shirt," "sock," "shorts," "hat," and "shoe," which are essential for describing items of clothing. They also practice using adjectives like "red," "blue," "big," "small," and "expensive" to describe these items in detail. The vocabulary lessons are not just limited to shopping, as students also encounter words like "theater," "cinema," "hospital," and "bookstore," expanding their knowledge of places they might visit in their daily lives.Grammar is another important aspect of Unit 3. Students learn to use the present simple tense to talk about their daily activities and hobbies. They practice formingquestions using "Do you...?" and answering them with "Yes, I do./No, I don't." This grammar structure helps them communicate their likes and dislikes effectively. Additionally, they learn to use the present continuous tense to describe what they are doing at the moment, such as "I am shopping" or "She is reading a book."Beyond vocabulary and grammar, Unit 3 also introduces students to cultural differences in shopping habits. For example, in some cultures, it is considered polite to ask for help when shopping, while in others, customers prefer to browse and select items independently. By exploring these differences, students gain a better understanding of how shopping is a universal experience but can vary depending on cultural backgrounds.As students progress through Unit 3, they also engage in a variety of engaging activities that help them apply their learning in practical contexts. Role-playing exercises allow them to practice their conversational skills by simulating real-life shopping scenarios. They also work on projects that require them to create shoppinglists or advertisements, which helps them consolidate their knowledge and apply it creatively.In conclusion, Unit 3 of the English Textbook for Grade 7 (PEP Edition) is a comprehensive unit that covers vocabulary, grammar, and cultural insights related to shopping and daily life. It provides students with ample opportunities to practice their language skills through engaging activities and helps them develop a deeper understanding of English language usage in different contexts.**探索七年级下册英语人教版第三单元——笔记与反思** 当我们深入七年级下册英语人教版第三单元时,我们踏上了一段奇妙的旅程,这次旅程带我们穿越了购物和日常生活的精彩世界。
高中英语知识讲解 Unit 3 Life in the future语言点
Unit 3 Life in the future语言点编稿:牛新阁审稿:王春霞学习目标重点词汇aspect, impression, remind, constantly,previous, uncertain, guide, surroundings, lack, optimistic, settlement, 小词简析重点短语take up, be back on one’s feet, lose sight of, sweep up, slide into, speed up重点句型1. as though/ as从句2. 疑问词+do you think +其余部分?3. Is it likely/ unlikely that...?4. Suppose that...知识讲解重点词汇aspect【原句回放】Below are some of the main aspects of life today. 以下是现代生活的几个主要方面。
【点拨】aspect n.方面;方位,朝向;样子,外观I feel we should look at the problem from every aspect.我感觉我们应该从各方面来考虑这个问题。
Would you give some advice to us on the health and safety aspects of our products?你能就我们的产品的健康和安全方面给我一些建议吗?Our room has a western aspect. 我们的房间朝西。
Her face wore an angry aspect. 她面带怒容。
impression【原句回放】First Impressions 第一印象【点拨】impression n.印象,印痕常用搭配:create/ give/ make a ... impression (on sb.) (给某人)留下......的印象have/ get the impression that... 有......的印象be under the impression that 原以为The dirty and seedy aspect of the bar created a bad impression on us.酒吧肮脏、破旧的外观留给我们很坏的印象。
高中英语Unit 3 Life in the future知识总结 新课标 人教版 必修5
高中英语Unit 3 Life in the future知识总结新课标人教版必修5见仁见智电影对白:狮子王The Lion King对话导读:小狮王辛巴和爸爸的一段对白揭示了在周而复始生生不息的自然中,生命的真义之所在!Mufasa:Look,Simba.Everything the light touches is our kingdom.Simba:Wow.Mufasa: A king’s time as ruler rises and falls like the sun.One day,Simba,the sun will set on my time here,and will rise with you as the new king.Simba:And this will all be mine?Mufasa:Everything.Simba:Everything the light touches.What about that shadowy place?Mufasa:That’s beyond our borders.You must never go there,Simba.Simba:But I thought a king can do whatever he wants.Mufasa:Oh,there’s more to being king than...getting your way all the time.Simba:There’s more?Mufasa:Simba...Mufasa:Everything you see exists together,in a delicate balance.As king,you need to understand that balance,and respect all the creatures—from the crawling ant to the leaping antelope.Simba:But,Dad,don’t we eat the antelope?Mufasa:Yes,Simba,but let me explain.When we die,our bodies become the grass.And the antelope eat the grass.And so we are all connected in the great Circle of Life.【问题导入】解释以下两句对白的意思:Simba:But I thought a king can do whatever he wants.辛巴:我本以为国王想做什么都可以。
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Unit Three The Future of ReadingPart 1 Notes to vocabulary and textsI. V ocabulary1. cite: v.a) to mention something as an example, especially one that supports, proves, or explains an idea or situation. E.g. The judge cited a 1956 Supreme Court ruling in her decision.cite something as something else. E.g. Several factors have been cited as the cause of the unrest.b) to give the exact words of something that has been written, especially in order to support an opinion or prove an idea SYN quote. E.g. The passage cited above is from a Robert Frost poem. c) to order someone to appear before a court of law SYN summon. E.g. cite somebody for something / Two managers had been cited for similar infractions.d) (British English) to mention someone by name in a court case. E.g. Sue was cited in the divorce proceedings.e) to mention someone because they deserve praise. E.g. cite somebody (for something) / Garcia was cited for her work with disabled children.2. literacy: n. the state of being able to read and write.3. attendant: adj. relating to or caused by something.4. cortex: n. the outer layer of an organ in your body, especially your brain.5. hunch: n. strong, intuitive feeling, suspicion. / intuitive feeling or a premonition.6. breach: n. an action that breaks a law, rule, or agreement.7. render: v. to cause someone or something in a particular condition.8. amorphous: adj. having no definite shape or features.9. facet: n. aspect, one of several parts of a person's character.10. avocation: an activity taken up in addition to one's regular work or profession, usually for enjoyment; a hobby.11. scriptorium: a writing room; specifically, the room assigned in a monastery for the copying of manuscripts.12. mandarinate: n. the collective body of officials or persons of rank in China.13. besmirch: v. to make dirty or to soil.14. grid: n. the network of roads / the network of electricity supply wires that connect power stations and provides electricity to buildings in an area.II. Expressions from the text1. elemental literacy: n. basic skills of reading and writing for everyday use.2. by heart: by rote, from memory.3. political reach: n. scope of political influence.III. Notes to the text1. Gutenberg:c.1397-1468, German inventor and printer, long credited with the invention of a method of printing from movable type, including the use of metal molds and alloys, a special press, and oil-based inks: a method that, with refinements and increased mechanization, remained the principal means of printing until the late 20th cent. His type, which was hand set with characters of equal height, was printed on handmade paper. Similar printing had been done earlier in China and Korea. In China printing from movable woodblocks was invented by Pi Sheng in 1040, and printing with movable type made of clay was also prevalent; in Korea movable copper type was invented as early as 1392. Europeans who have been thought by some to have preceded Gutenberg in the practice of his art include Laurens Janszoon Koster, of Holland, and Pamfilo Castaldi, of Italy. Early in the 21st cent. scholars, using computer technology, proposed that Gutenberg's movable type may actually have been sand cast, rather than produced in metal molds. If true, this would indicate that the development of Western printing technology was somewhat more gradual than previously thought.Evidence indicates that Gutenberg was born in Mainz, trained as a goldsmith, and entered a partnership in which he taught his friends his secret profession of printing in the 1430s. He lived in Strasbourg for some years, and he may have made his great invention there in 1436 or 1437; he returned to Mainz (c.1446) and formed a partnership with a goldsmith, Johann Fust. Gutenberg's goal was to mechanically reproduce medieval liturgical manuscripts without losing their color or beauty of design. The masterpiece of his press has been known under several names: the Gutenberg Bible; the Mazarin Bible; and in modem times, as the 42-line Bible, for the number of lines in each printed column. Fust's demand (1455) for repayment of sums advanced resulted in asettlement in which Gutenberg abandoned his claims to his invention and surrendered his stock, including type and the incomplete work on the 42-line Bible, to Fust, who continued the business and completed printing the Bible with the help of Peter Schoffer, who later became his son-in-law. Although the work bears no place of printing, date, or printer's name, it is usually dated to 1455. Printed in an edition of about 180 copies, it is the earliest extant Western book printed in movable type.It is thought that Gutenberg reestablished himself in the printing business with the aid of Conrad Humery; works attributed, not unanimously, to him include a Missale speciale constantiense and a Catholicon (1460). The Elector of Mainz, Archbishop Adolf of Nassau, presented him with a benefice (1465) yielding an income and various privileges. There is a Gutenberg Museum in Mainz.(Source: Columbia Encyclopedia: John Gutenberg)2. De QuinceyDe Quincey, Thomas (da kwin'se), 1785-1859, English essayist. In 1802 he ran away from school and tramped about the country, eventually settling in London. His family soon found him and entered him (1803) in Worcester College, Oxford, where he developed a deep interest in German literature and philosophy. He left Oxford in 1808 without completing his degree and settled (1809) at Grasmere, where he made the acquaintance of Wordsworth. By 1817 the opium habit, which he had begun while at Oxford, had reached its height. He achieved literary eminence with the publication of his Confessions of an English Opium-Eater (1822), which first appeared in the London Magazine in 1821. It is an account of the progress of his drug habit, including descriptions of the bizarre and spectacular dreams he had while under the influence of opium. He became a prolific contributor to various journals, especially to Blackwood's, Edinburgh, after 1825. Among his best works-all written in a polished, highly imaginative, and discursive prose-are "On Murder Considered as One of the Fine Arts," "Suspiria de Profundis," "On the English Mail-Coach," "On the Knocking at the Gate in Macbeth," and Autobiographic Sketches (1853).3. Dark AgesA term deployed in the 17th and 18th cents. to indicate the intellectual darkness which was believed to have descended on Europe with the ending of the Roman empire until new light was provided by the Renaissance. In the field of British history it is sometimes applied just to the 5th and 6thcents., which many historians would prefer to designate as sub- or post-Roman.4. ErasmusDesiderius Erasmus(born Oct. 27, 1469, Rotterdam, Holland - died July 12, 1536, Base1, Switz.) Dutch priest and humanist, considered the greatest European scholar of the 16th century. The illegitimate son of a priest and a physician's daughter, he entered a monastery and was ordained a priest in 1492. He studied at the University of Paris and trave1ed throughout Europe, coming under the influence of St. Thomas More and John Co1et. The book that first made him famous was the Adagia (1500, 1508), an annotated collection of Greek and Latin proverbs. He became noted for his editions of Classical authors, Church Fathers, and the New Testament as well as for his own works, including Handbook of a Christian Knight (1503) and Praise of Folly (1509). Using the philological methods pioneered by Italian humanists, he helped lay the groundwork for the historical-critical study of the past. By criticizing ecclesiastical abuses, he encouraged the growing urge for reform, which found expression both in the Protestant Reformation and in the Catholic Counter-Reformation. Though he saw much to admire in Martin Luther, he came under pressure to attack him; he took an independent stance, rejecting both Luther's doctrine of predestination and the powers claimed for the papacy.(Source: Britannica Concise Encyclopedia: Erasmus)5. Montaigne(1533-92). Moralist and author of the Essais, composed during the last 20 years of his life, which have left an indelible impression not only on French but on European culture. In the eyes of many of his contemporaries he was a striking example of a Neostoic author; to the sceptics and libertins of the 17th c. He was their precursor and inspiration; in the following century, Diderot admired him as a philosophe avant la lettre, and Rousseau saw in him the first of the great confessional writers. More recently, Nietzsche praised him as a destructive relativist, and Gide saw in him a proponent of sexual honesty and liberation. One of the peculiar qualities of his Essais is to reflect the intimate preoccupations of their readers; it is thus hardly surprising that for his most modern critics his work is marked by the aesthetics of the fragmentary; that it exemplifies intertextuality (incorporating as it does 1, 264 explicit quotations, as well as countless other allusions); and that Montaigne himself anticipated reader-response theories of interpretation. This protean qualityassures the Essais their status as a classic.Montaigne was born in Gascony of a recently ennobled well-to-do family, and given a solid humanist education at the College de Guyenne. He was destined for a career in the law, and after university studies at either Toulouse or Paris he became in 1557 a minor magistrate at the Parlement de Bordeaux, where La Boetie was his colleague and friend. He sold his post in 1570 in order to 'retire into the bosom of the learned Virgins'. His father had died two years before, leaving him the estate of Montaigne, where he resolved to devote the remainder of his life to reading, contemplation, and writing in the tower of his chateau, which housed his extensive library and whose exposed beams were inscribed with his favourite quotations.His retirement was, however, not entirely uneventful; he left it to travel extensively in France, Switzerland, Germany, and Italy in 1580-1, leaving an interesting Journal de voyage which was discovered and published in 1774. Subsequently he became mayor of nearby Bordeaux (1581-5). Between 1570 and 1588 he was intermittently involved in highlevel diplomatic negotiations on behalf of Henri III and Henri de Navarre, later Henri IV, the heir presumptive to the throne, both of whom conferred honours on him. He died in 1592, of the painful hereditary disease (the kidney stone) of which his father also died. By that time he was a famous author whose works had run through several editions. He published the first two books of Essais at his own expense in Bordeaux in 1580, and had them reprinted in a revised version in 1582; in 1588 an enlarged edition, which included the third book, appeared in Paris; at the time of his death he was working on a much-expanded edition, which came out in 1595, edited by Marie de Goumay, his 'fille d'alliance'.This bare outline of his life does not reveal the intense and exciting intellectual journey on which he embarked when he retired in 1570, and which ended only at his death. He may have intended only to read and meditate; but he soon began to write, and scholars have been able to establish with some certainty the order in which he wrote the Essais. ,Why he began to write is not altogether clear, even though he offered various reasons. An important factor might well be the death of his closest friend, the moralist Etienne de la Boetie, in 1563; it has been plausibly suggested that the Essais are a one-sided continuation of their conversations together. Another factor could be the existence of loosely organized books of gleanings from the ancients, which offered Montaigne a model for arranging by theme and subject the notes he himself made from his reading. In givinghis work the novel title 'Essals'; which suggests 'experiments' or 'trials', Montaigne may well be alluding to aspects of this work of compilation and reflection. It is the very reverse of a confident or assertive title. Nor did Montaigne claim to be writing for the benefit of anyone other than his intimates and immediate family; indeed, the prologue of 1580 tells the casual reader that he would do better not to bother with the book at all.The subjects which most interest him initially are those closest to his own preoccupations and to those of his contemporaries. Montaigne belonged to the post- Reformation generation for whom the schism in the Church was an irreversible fact and a burning personal issue: some of his own siblings had become Protestants, although he was to remain a staunch Catholic. The optimistic era of humanist learning was past: but attention was still paid to the principal topics of humanist concern: education, war, moral philosophy, history, politics, and the higher disciplines of law and medicine. Montaigne's early interests revolve around human inconsistency, ambition, and above all pain and death in this broad context. His reading and writing are designed to console him and strengthen him against what he perceives as future threats: death from a painful disease, social disorder, religious uncertainty, personal perplexity. This is often said to be his Neostoic phase, characterized by his essays on philosophizing as learning to die (1, 20) and solitude (1, 40), in which the wise man is said to withdraw from public life and even social contact and to make himself master of his own happiness QY steeling himself against misfortune. But even in this phase, Montaigne's penchant for paradox and issues of doubt is clear, and his awareness of the bewildering diversity of human character and experience is explicit (1, 23; 1,31).A major development in his writings - sometimes called the 'sceptical crisis' - occurred in the middle years of the 1570s when Montaigne had a medal struck with the device 'Que scay-je?' It is sometimes connected with the incident he records in the chapter on practice (Il, 6), in which the experience of falling off a horse and apparently drifting towards death makes him realize that his policy of steeling himself against future misfortune is misplaced. But it may have much more to do with his defence of Raymond Sebond (Sabunde), which he was apparently commissioned to write by Marguerite de Valois, the Catholic wife of Henri de Navarre. Montaigne had translated the 15th-c. Sebond's Theologia naturalis in 1569 at the behest of his father; it is a work which purports to prove God's existence by rational means, and which describes man's preeminence in God's creation. Montaigne's 'Apologie de Raymond Sebond' (11, 12) - an apologia presumablyagainst Protestant critiques - is a thoroughgoing though unsystematic exercise in Pyrrhonism. It constitutes a withering sceptical attack on all forms of dogmatic philosophy and on all of man's intellectual pretensions. Man is shown to be no higher than the animals; his reason, weak and faulty; his senses, through which he acquires all knowledge, fallible and untrustworthy; and his moral convictions, lacking secure rational bases. Diversity and difference, not similarity and consensus, are shown to be ubiquitous; and the whole universe, in continual, incommensurable flux. Man, his faculty for judging and reasoning, and the objects of his perception are perpetually changing and unstable. Not only Sebond's adversaries, but arguably Sebond himself was demolished by this radical sceptical critique.But it did not produce despair in Montaigne: instead, in his later Essais, he began cautiously to search for new bases for human enquiry. Ancient moral philosophies had failed to come up with a way of achieving happiness which was generally applicable; it was clear, therefore, that everyone had to search for their own answers by beginning their enquiries with that which they knew best: themselves. Personal anecdotes had been related by Montaigne from the very beginning of his writing; but they did not amount to fully fledged self-study. Self-study requires a method, however; Montaigne's was a unique form of non-self-indulgent introspection. This had to be honest, and unconstrained by convention; it had to be unselective; it had to take into account the fundamental mutability of man. As a practice, it led to self-portrayal: the recording of facts and opinion about the self in an infmitely extendable list. Because man changes constantly, the self-portrait cannot be revised, only augmented. In Book 3 of the Essais, and in the additions inserted in the first two books, the results of this method unfold. Montaigne records his most intimate sexual and gastronomic practices, as well as his most lofty thoughts; he leaves contradictions and inconsistencies in his text as a proof of its veracity; his arguments and discussions are rarely sustained for more than a paragraph or two (indeed, the titles of the Essais seldom indicate adequately their contents, and sometimes, playfully, have nothing to do with them whatsoever); he records his judgements on other people and other subjects as evidence about himself as much as about these people or subjects.The conclusions of this enquiry are, if anything, yet more surprising for their day. Man is seen as a corporeal more than a rational being. He is an amalgam of vice and virtue, in which the two elements are inseparable. He is irreducibly individual, but every man 'porte la forme entiere del'humaine condition' (111, 2). All men share the same nature, but their social, political, and (implicitly) religious institutions are relative to specific societies, political systems, and religions. This relativistic attitude leads to a plea for toleration and the expression of horror at unjustifiable repression in the name of law, religion, or 'reason': the chapters which deal with the burning of witches and the Spanish treatment of Amerindians (1, 31; Ill, 6; Ill, II) are especially eloquent condemnations of intolerance. But Montaigne himself derives political and religious conformism from his relativistic and sceptical stance.The Essais accumulated additions (with few amendments) over the period of their composition; one can only imagine that, had Montaigne lived longer, they would have continued to do so, because he tells us that he has discovered an inexhaustible vein of rich material to exploit. As his confidence in his enterprise grows, the Essais become more complex, more paradoxical, more playful, more idiosyncratic in expression. Indeed, one of their most remarkable features is their style.By adding to his own essays Montaigne becomes an alien reader of his own writing, and offers many penetrating insights into the reading process itself. Towards the end of Book 3 the Essais become a celebration of reading and writing, of human conversation and friendship, of living life to the full, which contrasts with the stiffly Neostoic attitudes expressed in the first period. Experience, not Seneca or Cato, has taught him the best way of managing pain; he is able to rejoice in the legitimate pleasures of life, and the very last quotation in his Essais has a distinctly pagan, hedonistic ring to it. But to suggest that this is the conclusion of such a multifaceted and complex work would be wrong. Just as scepticism is present from the beginning, so also is a certain sort of Stoicism present at the end. Plausible it may be to see a development in the Essais from one philosophical stance to another: but it is more plausible to see them all as expressions of the complex personality of an author whose investigation into human nature marks a turning-point in man's enquiry into man.(Source: French Literature Companion: Michel de Montaigne)6. the Morgan LibraryThe Morgan Library & Museum (formerly The Pierpont Morgan Library) is a museum and research library in New York City, USA. It was founded to house the private library of J. P. Morgan in 1906, which included, besides the manuscripts and printed books, some of them in rare bindings, hiscollection of prints and drawings. The library was designed by Charles McKim from the firm of McKim, Mead and White and cost $1.2 million. It was made a public institution in 1924 by his son, John Pierpont Morgan, Jr.The building was declared a National Historic Landmark in 1966.7. Missa SolemnisSolemn mass; it has become the name by which Beethoven's Mass in D op.123 (1823) is known. Structure of Miss a SolemnisLike most masses, Beethoven's Missa solemnis is in five movements:Kyrie: Perhaps the most traditional of the mass movements, The Kyrie is in a traditional ABA' structure, with stately choral writing in the first movement section and more contrapuntal voice leading in the Christe, which also introduces the four vocal soloists.Gloria: Quickly shifting textures and themes highlight each portion of the Gloria text, in a beginning to the movement that is almost encyclopedic in its exploration of 3/4 time. The movement ends with the first of the work's two massive fugues, on the text "In gloria Dei patris. Amen", leading into a recapitulation of the initial Gloria text and music.Credo: One of the most remarkable movements to come from Beethoven's pen opens with a chord sequence that will be used again in the movement to effect modulations. The Credo, like the Gloria, is an often disorienting, mad rush through the text. The poignant modal harmonies for the "et incamatus" yield to ever more expressive heights through the "crucifixus", and into a remarkable, a cappella setting of the "et resurrexit" that is over almost before it has begun. Most notable about the movement, though, is the closing fugue on "et vitam venturi" that includes one of the most difficult passages in the choral repertoire, when the subject returns at doubled tempo for a thrilling conclusion.The form of the Credo is divided into four parts: (I) allegro ma non troppo through "descendit de coelis" in B-flat; (11) "Incarnatus est" through "Resurrexit" in D; (Ill) "Et ascendit" through the Credo recapitulation in F; (IV) Fugue and Coda "et vitam venturi saeculi, amen" in B-flat. Sanctus: Up until the benedictus of the Sanctus, the Missa solemnis is of fairly normal classical proportions. But then, after an orchestral preludio, a solo violin enters in its highest range ¬representing the Holy Spirit descending to earth - and begins the Missa's most transcendently beautiful music, in a remarkably long extension of the text.Agnus Dei: A setting of the plea "miserere nobis" ("have mercy on us") that begins with themen's voices alone yields, eventually, to a bright D-major prayer "dona nobis pacem" ("grant us peace") in a pastoral mode. After some fugal development, it is suddenly and dramatically interrupted by martial sounds (a convention in the 18th century, as in Haydn's Missa in tempore belli), but after repeated pleas of "miserere!", eventually recovers and brings itself to a stately conclusion.(Source: adapted from Wikipedia)。