Unit11 Education
综合英语教程第三版第二册Unit11课文重要词组单词
综合英语教程第三版第二册Unit11课文重要词组单词Unit 11Detailed study of the text1. to go through(1) to pass or complete(a stage) 经历，经受，通过（考试等）Y our suggestion has to go through several stages.(2) to undergo /suffer .He has gone through such a lot since his parents died..cf. Let’s go through（仔细检查discuss in detail）the arguments again.The police went through(search搜查) the pockets of the suspected thief.2. to be meant to do sth ----- to be supposed to do sth (to be intended to do sth )The boy is so clever that he is meant to go to the first-rate university(of our country).cf. I’m sorry if I hurt your feelings .I didn’t mean to（intend to）.Y our friendship means a great deal to me.(I value it highly )3. concentrate on ----to fix one’s attention on (sth, someone or doing sth)Please be quite, I’m trying to concentrate on my work.Many firms are concentrating on increasing their markets overseas.cf. We must concentrate our efforts on(direct firmly on (a subject) (focus on ,keep on)) finding ways to reduce costs.4. to resign oneself to —to be prepared to accept (sth/doing sth often unpleasant ) 使听从于，使顺从Y ou must resign yourself to your fate .你必须任命听天由命。
Unit11Nomanisbornwiseorlearned。没有生而知之者。
Unit11 No man is born wise or learned。
没有生而知之者。
Lesson onedisease n. 病，疾病disgusting a.极糟的，令人不快的，令人厌恶的dish n. 盘，碟；盘装菜；盘形物disk /disc n. 磁盘dislike vt. 不喜爱；厌恶dismiss vt. 让……离开；遣散；解散；解雇distance n. 距离distant a. 远的，遥远的distinction n.差别,区别distinguish v. 区分，辨别，分清dis tribute v. 分发，分配district n. 区；地区；区域disturb vt. 扰乱；打扰disturbing a. 令人不安的，引起恐慌的dive vi. 跳水diverse v. 不同的，多种多样，形形色色的divide vt. 分，划分division n. （算术用语）除divorce v. 离婚dizzy a. 头眩目晕的lesson twodo (did, done) v. & aux. 做，干doctor n. 医生，大夫；博士document n. 文件；文献dog n. 狗doll n. 玩偶，玩具娃娃dollar n. 元donate vt.捐赠door n. 门dormitory n. 学生宿舍（缩写式dorm）dot n. 点，小点，圆点double a. 两倍.双的n. 两个.双doubt n.& v. 怀疑，疑惑down prep. 沿着，沿…而下ad. 向下download n.& v. 下载downstairs ad. 在楼下；到楼下downtown n. /a.城市的商业区ad. 在城市的商业区dozen n. 十二个；几十，许多Dr(缩) = Doctor n. 医生，大夫；博士draft n. / v. 草稿，草案，起草，草拟drag v. 拖；拽lesson threedraw v. 绘画；绘制；拉，拖；提取（金钱）drawback n.缺点，不利条件drawer n. 抽屉drawing n. 图画，素描,绘画dream (dreamt, dreamt 或--ed, --ed)n.& vt. 梦，梦想dress n. 女服，连衣裙；(统指)服装；童装v. 穿衣；穿着drink n. 饮料；喝酒drink( drank, drunk) v. 喝，饮drive( drove, driven) v. 驾驶，开（车）；驱赶driver n. 司机，驾驶员drop n.滴v.掉下.落下.投递.放弃drown vi. 溺死；淹没drug n. 药，药物；毒品drum n. 鼓drunk a. 醉的dry v. 使…干；弄干；擦干a. 干的；干燥的duck n. 鸭子due a. 预期的；约定的dull a. 阴暗的；单调无味dumpling n. 饺子lesson fourduring prep. 在…期间；在…过程中dusk n. 黄昏dust n. 灰尘，尘土dustbin n. 垃圾箱dusty a. 尘土般的，尘土多的duty n. 责任，义务DVD 数码影碟(digital versatile disk)dynamic a.充满活力,精力充沛的dynasty n.王朝，朝代Eeach a.& pron.每人.每个.每件eager a. 渴望的，热切的eagle n. 鹰ear n.耳朵.耳状物；听力，听觉early a. 早的ad. 早地earn vt. 挣得，赚得earth n. 地球；土，泥；大地earthquake n. 地震east n. 东，东方a. 东部的，从东方（来）的ad. 在东方，向东方；Easter n. 复活节eastern a. 东方的；东部的lesson fiveeasy a. 容易的，不费力的eat (ate, eaten) v. 吃ecology n. 生态，生态学edge n. 边缘edition n.（发行物的）版，版（本）editor n. 编辑educate vt. 教育，培养education n. 教育，培养educator n. 教育家effect n. 效果；作用effort n. 努力，艰难的尝试egg n. 蛋；卵eggplant n. 茄子eight num. 八either a. 两方任一方的；二者之一conj. 二者之一；要么……ad. (用于否定句或短语后)也elder n. 长者；前辈elect vt. （投票）选举electric a. 电的electrical a. 电的；电器的electricity n. 电；电流。
七年级英语Unit 12—Education人教版知识精讲
七年级英语Unit 12—Education人教版【本讲教育信息】一. 教学内容：Unit 12—Education二. 课文难点解析：1. In 1986, the Chinese government introduced a law stating that by the year 2000 every Chinese child would have nine years of pulsory education.1986年，中国政府出台了一部法律规定到2000年每个中国儿童都要接受九年义务教育。
introduce：介绍；正式提出，提交，实施The government has introduced a ban on the advertising of cigarettes.2. Although there were several problems in reaching this target, the oute was highly successful.虽然要达到这个目标还有很多问题，但是结果非常成功。
highly ：高度地，非常（修饰successful / sensitive / petitive 等）3. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education.和其他国家一样，中国政府认识到，公民的未来的幸福同教育是密不可分的。
be closely linked to…：与……有密切联系。
4. To begin with, it is important to create a positive attitude. In areas where agriculture plays an important role, people do not attach importance to education, and parents are skeptical of anything that take children away from their work on the farm.首先要有一个积极的态度，这很重要。
Unit_11_Letter_to_a_B_student
精选课件
16
Structural analysis
Paragraph 1
— introduction
Paragraphs 2 – 5
— purpose of writing: to put your disappointment in perspective by considering exactly what your grade means and doesn’t mean
精选课件
15
Text analysis
The text is a letter to a B student. In the letter the author analyzes what the grade means and doesn’t mean, and tells the student the way we should regard grades. In the end the author illustrates the importance of learning and gives encouragement to the student.
Vocabulary quiz
f____ not clear
h___ disposition, temperament
r____ fixed ways of doing things
f____ to visit frequently
r____ to feel bitter or indignant at
mark/score/grade 学分
Major 主修课
individual study自习
Minor 辅修课
school discipline 校纪
人教版九年级英语unit11单元整体教学设计
人教版九年级英语unit11单元整体教学设计The teaching of Unit 11 in the 9th grade English textbook published by the People's Education Press is a crucial part of the English curriculum. This unit covers a wide range of topics and language skills that are essential for students' overall language development. In this essay, I will provide a comprehensive teaching design for this unit, outlining the learning objectives, teaching strategies, and assessment methods.Learning Objectives:The primary learning objectives for Unit 11 are to enhance students' reading comprehension, writing skills, vocabulary, and grammar knowledge. Specifically, students should be able to:1. Understand the main ideas and key details in various types of reading passages, including informative texts, narratives, and dialogues.2. Develop the ability to infer meaning, analyze the author's purpose, and draw conclusions from the given information.3. Expand their vocabulary by learning new words and phrasesrelated to the topics covered in the unit.4. Demonstrate their understanding of grammatical structures, such as the present perfect tense, modal verbs, and conditional sentences, through exercises and written tasks.5. Compose well-organized and coherent paragraphs and short essays on topics relevant to the unit.6. Engage in discussions and conversations, expressing their opinions and ideas effectively.Teaching Strategies:To achieve these learning objectives, a variety of teaching strategies will be employed throughout the unit. These strategies will cater to different learning styles and ensure that all students are actively engaged in the learning process.1. Pre-reading activities: Before introducing the reading passages, teachers will engage students in pre-reading activities, such as brainstorming, making predictions, and activating prior knowledge. This will help students approach the texts with a clear understanding of the topic and increase their comprehension.2. Explicit vocabulary instruction: Teachers will provide explicit instruction on the vocabulary words and phrases featured in the unit. This will include activities such as word mapping, contextual analysis, and vocabulary games to help students retain and apply the newvocabulary.3. Grammar instruction and practice: Grammar concepts will be taught through a combination of direct instruction, guided practice, and independent exercises. Students will have opportunities to apply the grammatical structures in both oral and written communication.4. Collaborative learning: Students will be encouraged to work in pairs or small groups to discuss the reading passages, share ideas, and complete various learning tasks. This will foster a sense of community, promote peer learning, and develop students' communication skills.5. Differentiated instruction: To cater to the diverse needs and abilities of the students, teachers will employ differentiated instruction techniques. This may include providing additional support or challenging materials for students, as well as offering choice in learning activities and assessment options.6. Authentic and engaging materials: The teaching materials used in this unit will be carefully selected to be authentic, relevant, and engaging for the students. This may include using multimedia resources, real-world examples, and materials that reflect the students' interests and cultural backgrounds.Assessment Methods:Assessing student learning is an integral part of the teaching process. In this unit, a variety of assessment methods will be used to evaluate students' progress and provide feedback for further learning.1. Formative assessments: Throughout the unit, teachers will use formative assessments, such as class discussions, quizzes, and exit tickets, to monitor students' understanding and identify areas that require additional support.2. Summative assessments: At the end of the unit, students will be assessed through a comprehensive test that includes reading comprehension, vocabulary, grammar, and writing components. This will provide a summative evaluation of their overall learning and mastery of the unit's content and skills.3. Performance-based assessments: Students will be given opportunities to demonstrate their learning through performance-based assessments, such as oral presentations, group projects, or written compositions. These assessments will allow students to apply their knowledge and skills in authentic and meaningful contexts.4. Self-assessment and reflection: Students will be encouraged to engage in self-assessment and reflection activities, such as learning logs or goal-setting exercises. This will help them take ownership oftheir learning, identify their strengths and weaknesses, and set personal learning goals.Conclusion:The teaching design for Unit 11 in the 9th grade English textbook published by the People's Education Press aims to provide a comprehensive and engaging learning experience for students. By aligning the learning objectives, teaching strategies, and assessment methods, teachers can effectively support students' language development and prepare them for future academic and real-world challenges. Through the implementation of this teaching design, students will have the opportunity to enhance their reading, writing, vocabulary, and grammar skills, ultimately becoming more confident and proficient in the English language.。
九年级unit11英语写作范文
九年级unit11英语写作范文In today’s interconnected world, the role of technology in education has become increasingly pivotal. From digital textbooks to online classrooms, technology has revolutionized the way students learn and teachers instruct. In this essay, we will explore the advantages and challenges of integrating technology into education, focusing on its impact on learning outcomes and the overall educational experience.Firstly, technology enhances accessibility to educational resources. Students now have access to a wealth of information at their fingertips, which allows for self-paced and personalized learning. For example, digital libraries and educational websites provide a wide range of materials that cater to different learning styles and interests. This accessibility not only supports classroom learning but also encourages independent research and critical thinking skills.Moreover, technology facilitates collaboration and communication among students and teachers. Platforms such as Google Classroom and Microsoft Teams enable seamless sharing of resources, assignments, and feedback. This fosters a more interactive and engaging learning environment where students can collaborate on projects in real-time, regardless of physical location. Additionally, communication tools like video conferencing break down geographical barriers, allowing guest speakers and experts from around the world to interact with students, enriching their learning experience.Furthermore, technology promotes active learning through simulations and multimedia presentations. Concepts that were once abstract or difficult to visualize can now be demonstrated vividly through animations, virtual laboratories, and interactive simulations. For instance, subjects like biology and physics come to life through 3D models and simulations that allow students to manipulate variables and observe outcomes in real-time. This hands-on approach not only deepens understanding but also makes learning more enjoyable and memorable.However, despite its numerous benefits, integrating technology into education poses several challenges. One major concern is the digital divide, where students fromeconomically disadvantaged backgrounds may lack access to necessary devices or reliable internet connectivity. This inequality can exacerbate existing disparities in education, limiting opportunities for some students to fully participate in digital learning experiences.Additionally, the over-reliance on technology can lead to distractions and reduced attention spans among students. Social media, games, and other online distractions can divert students’ focus away from educational content, potentially hindering their academic performance. Balancing the use of technology with traditional teaching methods is crucial to maintaining a productive learning environment.Moreover, there are concerns about the quality and accuracy of online information. Not all digital resources undergo rigorous editorial review, which may lead to misinformation or biased content being presented as factual. Teaching students critical evaluation skills to assess the credibility and reliability of sources is essential in navigating the vast amount of information available online.In conclusion, while technology offers immense potential to enhance education by providing access to resources, facilitating collaboration, and promoting active learning, its implementation requires careful consideration of both opportunities and challenges. By leveraging technology effectively and addressing its limitations, educators can create a more inclusive, engaging, and effective learning environment that prepares students for the complexities of the modern world. Embracing technology as a tool for learning, rather than a replacement for traditional teaching methods, holds the key to unlocking its full potential in education.。
高二英语同步辅导 Unit11-Unit13必背句子
高二英语同步辅导Unit11-Unit13必背句子高二（下）Unit11—Unit13必背句子Unit11 Scientific achievements1.Whatever great achievements the future may have in store for China,it is likelythat many of them will be born in northwestern Beijing.无论中国将来会取得什么样的伟大成就，其中许多有可能诞生在北京的西北部。
2.Not all the new companies can succeed, but the spirit and creativitythey represent are more important than money.并非所有的公司都会取得成功，但是他们所体现的那种精神和创造性却比金钱更为重要。
3.The science park is also home to a growing number of overseas Chinesewho have grasped the opportunity to develop their ideas at home.越来越多的海外华人抓住机会到国内来实现他们的理想，中关村科技园也就成为了他们的基地。
4.I will never forget how happy I was when I set foot in China againand was back with my friends and family.我永远也忘不了再次踏上中国的土地和我的朋友及亲人团聚时，那种感觉是多么的幸福。
5.He lives in Beijing and runs small companybased in Zhongguancuntogether with two friends.他住在北京，同两位朋友一起在中关村经营一家小公司。
郑州市九年级英语全册Unit11Sadmoviesmakemecry重点知识归纳
郑州市九年级英语全册Unit11Sadmoviesmakemecry重点知识归纳单选题1、The TV series The Awakening Age(《觉醒年代》) drew a lot of attention and ________ with a high score of 9 .2 on the Internet. A．powerB．wisdomC．praiseD．wealth答案：C句意：电视剧《觉醒时代》在网上获得了9 .2分的高分，备受关注和好评。
考查名词辨析。
power力量；wisdom智慧；praise赞扬；wealth财富。
根据“with a high score of 9 .2”可知，评分很高，所以备受赞扬，故选C。
2、-I tried to make Alice ___________ her mind but I found it difficult.-Well, I saw you __________that when I went past.A．changed; doB．changes; doingC．change; to doD．change; doing答案：D句意：——我尽量让爱丽丝改变她的想法，但是我发现很难。
——当我经过的时候，我看见你在做那件事。
make sb do sth使某人做某事；see sb do sth看到某人做过某事，已经做完；see sb doing sth看见某人在做某事，还在做；第一空排除AB；第二空排除C，根据题意，故选D。
小提示：See sb./sth .doing强调看见时,后面的动作正在进行。
See sb/ sth do强调看见后面的动作经常发生,或者看见后面的动作的全过程。
3、—Do you like rock music or light music?—_______. I like pop music.A．BothB．NoneC．NeitherD．Either答案：C句意：——你喜欢摇滚音乐还是轻音乐？——两者都不喜欢。
大学英语听说教程4听力原文Unit 11
Unit 11Part BHome-schooling on a World CruiseI've never believed that the only way to get an education is to sit at a desk with four walls around you. The world is our classroom and our home, a 41-foot sailing boat, takes us there. My husband and I dreamed of sailing around the world before our daughters were even born. Their arrivals only increased our desire to live the cruising lifestyle, a way of life that has given us the opportunity for lots of quality and quantity family time. Educating our two daughters while living afloat on our sailing boat has added a wonderful new dimension to our lives.We started out years ago with a kindergarten correspondence course for our daughter Kate. It's what most cruising families use, but as Kate zoomed through the entire year's course in a matter of two months, we realized that a pre-packaged school was not what she needed. Kate's gifted mind needed to be challenged, excited, sent into orbit. We devised our own curriculum for the rest of the year.Choosing courses of study for Kate was great fun. We looked at where we would be sailing to during the school year, or where we would be stopping to work, and all sorts of topics of interest presented themselves. For example, while cruising down the East Coast to Florida, we chose space exploration for a unit of study. Our studies included both fictional and non-fictional reading, experiments and writing assignments. The finale was watching a shuttle launch and visiting the Kennedy Space Center museums.We do miss out on a few things that most home-schooled children are able to take advantage of and which would perhaps make our academic life easier. Our home afloat is small. School is held on a small dining table and it's difficult to leave artwork, science experiments or projects 'until later'. We also have limited room for school books and so those we have must be chosen carefully. Perhaps the thing we miss the most when traveling is not always having access to a library. We hope to upgrade our notebook computer to one with CD-ROM soon. Imagine having resources like encyclopaedias and atlases all in a small enough format to fit on the boat!But the advantages of our floating school far outweigh any disadvantages. Part of the reason we cruise is for the wonderful opportunities to learn about the world around us. Hands-on learning experiences we get from hiking through a rain forest, snorkeling over a coral reef, visiting historic ruins, shopping in foreign markets or participating in local festivals are an important part of our schooling.Statements:1. The speaker and her husband adopted home-schooling for their daughter Kate because they lived on a sailing boat.2. The cruising lifestyle had been the dream of the couple before the daughters were born.3. As Kate was very intelligent, she needed a more challenging curriculum than children of her age.4. There were plenty of books but no encyclopedias and atlases on their boat.5. The couple chose space exploration for Kate to study because they would like to visit the Kennedy Space Center in Florida.6. Kate's experience is typical of most home-schooled children.7. Kate had learned many things which students at school would have no access to.8. It can be inferred that Kate had a random course of study that depended on where the family would be sailing to.9. It can be inferred from the text that Kate's education was unsystematic but interesting.10. It can be concluded that combining sailing around the world with studying is a very effective way to home-schoolPart CThe Fun They Had"Today Tommy found a real book!" Margie wrote in her diary on the page headed May 17, 2155.It was a very old book. Margie's grandfather once said that there was a time when all stories were printed on paper.They turned the pages, which were yellow and delicate, and it was awfully funny to readwords that stood still instead of moving about the way they were supposed to -- on a screen, you know.She said, "Where did you find it?""In my house." He pointed without looking, because he was busy reading. "In the attic.""What's it about?""School."Margie was scornful. "School? What's there to write about school? I hate school...why would anyone write about school?"Tommy looked at her with very superior eyes. "Because it's not our kind of school, stupid. This is the old kind of school that they had hundreds and hundreds of years ago." He added loftily, pronouncing the word carefully, "Centuries ago."Margie was hurt. "Well, I don't know what kind of school they had all that time ago." She read the book over his shoulder for a while, and then said, "Anyway, they had a teacher.""Sure they had a teacher, but it wasn't a regular teacher. It was a man.""A man? How could a man be a teacher?""Well, he just told the boys and girls things and gave them homework and asked them questions.""A man isn't clever enough.""Sure he is. My father knows as much as my teacher.""He can't. A man can't know as much as a teacher.""He knows almost as much."Margie wasn't prepared to dispute that. She said, "I wouldn't want a strange man in my house to teach me."Tommy screamed with laughter. "Y ou don't know much, Margie. The teachers didn't live in the house. They had a special building and all the kids went there.""And all the kids learned the same thing?""Sure, if they were the same age.""But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently.""Just the same, they didn't do it that way then. If you don't like it, you don't have to read the book.""I didn't say I didn't like it," Margie said quickly. She wanted to read about those funny schools.They weren't even half finished when Margie's mother called, "Margie! School!"Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher was on and waiting for her.The screen was lit up, and it said, "Today's arithmetic lesson is on the addition of proper fractions. Please insert yesterday's homework in the proper slot."Margie did so with a sigh. She was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had.Questions:1. When did the story take place?2. Who are Margie and Tommy?3. Who does the word "they" refer to in the title The Fun They Had?4. What did Tommy find one day? Why was it so special to Margie and Tommy?5. Where and how do Tommy and Margie study?6. Do Margie and Tommy have the same teacher? Why or why not?7. How did Margie feel about the children in the book?8. What is the genre of this kind of story?Part DCompulsive UnschoolingTwo years ago, when Fiona turned four, Sam and I decided to home-school her. I have always felt that the 0-5 years are an irreplaceable dreamtime. As Fiona is an inventive, observant child, sensitive and funny and great company, it would be a tragedy to find school rubbing away her uniqueness.I tried not to reproduce school at home. I never had the urge to get a pointer, or chalk, or a blackboard. I didn't go and search out a curriculum. I felt that my children would learn best if I stayed accessible and stayed out of their way.Fiona is a structured child. At the start of the day, she wanted me to tell her each and every thing we would be doing. Each morning she comes into my room with "What are we doing today?" and "What else?"Every day we go with the flow, work some, relax some, read some, play some, but Fiona does not seem particularly happy here. Her fiery temper is set off continually.How strange it is that my child who is free from school doesn't want to be free at all. Her friends all go to pre-school. So do all her nearest acquaintances. She feels left out of a major part of her friends' shared lives and experiences.Well, here is a dilemma I hadn't anticipated. It is important to me to respect my daughter's opinions and feelings and allow her to direct her own education. If her curiosity leads her to school, isn't that where she should go? On the other hand, she is not in school for very strong, clear reasons. I know the quality of learning my child does at home is superior. How can I allow her to get an inferior education?When we first decided to do this, Sam and I agreed that we would reassess the situation for each child as she turned seven. This would allow us to work out any difficulties and listen to how the child felt about home-schooling, as well as allow us an out if it wasn't working. Meanwhile we would offer her non-schoolbased opportunities to give her plenty of time with other kids -- ballet lessons, swimming classes, T-ball. When she asks when she's going to school, we tell her that there will be a family meeting about it when she turns seven, and we will decide as a family. Shenearly always responds, "That's when I'm going to go, then." A fair amount of her curiosity is about school and I am afraid she'll like it.We have one year. I hope that Fiona will either learn to read and the world opens up for her or she discovers something wonderful to pursue. I hope she will find the activities she is involved in provide her with satisfactory kid-time. I hope that if she does try school, it's only for a little while.Questions:1. Why did the speaker decide to home-school her daughter Fiona?2. What approach did the speaker use in home-schooling her daughter?3. How did Fiona respond to her home-schooling?4. What did Fiona's parents decide to do when each of their daughters turned seven?5. What was the speaker's biggest problem in home-schooling her daughter?6. What does the title suggest?。
(高一英语教案)新教材高一教案UNIT11(第3课时)-教学教案
新教材高一教案UNIT11〔第3课时〕－教学教案(Pre-reading \Reading\Post-reading)Step 1 Pre-reading1. Checking homework1) T asks the question: Do you play any musical instrument What is your favourite instrument In this way, Ss review names of kinds of musical instrument.1) T asks another question: Has anybody got any information about musical styles Ss tell different kinds of music, such asblues\hip-hop\rap\Latin music etc.Here is some information about music:Music is a language that is spoken to everyone—from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra,or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most commercial music, i.e. music we can buy on records and hear on “pop radio〞. It is usually played by groups who often use electricinstruments and make videos to go with their records.2. Pair-workHave Ss discuss these questions in pairs.1) What kind of music do you like2) When you listen to a song, do you listen to words or the music2) Do you like to listen to music form other countries3. A gamePlay some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.Step 2 Reading1. Fasting readingHave Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they2. Careful readingHave Ss read the passage carefully and fill in the form below according to the passage.。
人教版九年级英语第十一单元3a知识点
人教版九年级英语第十一单元3a知识点Unit 11 Lesson 3a: Taking Responsibility for One's ActionsIntroduction:In the ninth-grade English textbook published by People's Education Press, Unit 11 focuses on the theme of taking responsibility for one's actions. In Lesson 3a, students are introduced to key vocabulary and phrases related to this topic. This article will discuss the important knowledge points covered in this lesson, providing a deeper understanding of the theme.I. Vocabulary:1. Responsibility (n.) - The state or fact of having a duty or obligation to deal with something or of having control over someone.Example: Taking care of a pet requires a great deal of responsibility.2. Consequence (n.) - A result or effect of an action or condition.Example: If you don't study for the exam, the consequence will be a low grade.3. Peril (n.) - Serious and immediate danger.Example: Climbing without proper equipment can put your life in peril.4. Stellar (adj.) - Exceptionally good; outstanding.Example: The students' stellar performance in the school play impressed everyone.II. Phrases:1. Take responsibility for - To accept and acknowledge one's actions or mistakes.Example: It's important to take responsibility for your actions instead of blaming others.2. Face the consequences - To accept and bear the results of one's actions.Example: If you cheat on a test, you must be prepared to face the consequences.3. Learn a lesson - To gain knowledge or wisdom from a negative experience.Example: After failing the exam, she learned a valuable lesson about the importance of studying.III. Cultural Knowledge:In addition to vocabulary and phrases, Lesson 3a also explores cultural aspects related to taking responsibility. The lesson introduces the concept of personal responsibility as a fundamental value in Western societies. Students learn about the saying, "If you break it, you buy it," which is a common belief in many Western countries. This reflects the idea that individuals should take responsibility for their actions and be accountable for any damages they cause.IV. Practical Application:Taking responsibility for one's actions is not only important in the classroom but also in everyday life. Engaging students in practical activities can help them apply what they have learned. Teachers can organize group discussions or role-playing exercises to simulate real-life situations where students must take responsibility and face theconsequences of their choices. This practical application helps students understand the significance of personal accountability and encourages them to develop a sense of responsibility.Conclusion:Unit 11 Lesson 3a of the People's Education Press ninth-grade English textbook provides valuable knowledge and phrases related to taking responsibility. By understanding the vocabulary and phrases presented in the lesson, as well as the cultural significance of personal responsibility, students can develop a deeper understanding of this important life skill. Teachers can enhance the learning experience by incorporating practical activities that allow students to apply their knowledge and learn from their mistakes. Taking responsibility for one's actions is essential for personal growth and long-term success.。
综合英语教程11单元课后作文
综合英语教程11单元课后作文Learning a new language can be a challenging yet rewarding experience for individuals of all ages and backgrounds. The process of mastering a foreign tongue requires dedication, patience, and a willingness to step outside one's comfort zone. In the case of English, which has become a global lingua franca, the importance of acquiring proficiency in this language cannot be overstated. The comprehensive English course covered in Unit 11 provides a valuable framework for developing a well-rounded understanding of the English language, encompassing various aspects such as grammar, vocabulary, reading, writing, and oral communication.One of the key components of the comprehensive English course is the study of grammar. Grammar serves as the foundation of a language, governing the structure and rules that dictate how words are combined to form coherent sentences. By delving into the intricacies of English grammar, students can gain a deeper appreciation for the nuances of the language and develop the ability to communicate effectively and accurately. From understanding the different parts of speech to mastering complex sentence structures,the grammar lessons in Unit 11 equip learners with the necessary tools to navigate the complexities of the English language.Alongside grammar, the comprehensive English course also places a strong emphasis on vocabulary development. The acquisition of a robust vocabulary is essential for effective communication, as it allows individuals to express their thoughts, ideas, and emotions with precision and clarity. The unit's vocabulary-building exercises, which often incorporate contextual learning and mnemonic devices, enable students to expand their lexical repertoire and enhance their overall language proficiency. Whether it's mastering commonly used idioms, learning specialized terminology, or exploring the nuances of synonyms and antonyms, the vocabulary components of the course empower learners to communicate with confidence and sophistication.In addition to grammar and vocabulary, the comprehensive English course also focuses on the development of reading and writing skills. Reading comprehension exercises expose students to a diverse range of text genres, from academic articles and literary works to business reports and creative writing. By engaging with these varied materials, learners can enhance their understanding of different writing styles, improve their ability to extract key information, and cultivate critical thinking skills. The writing component of the course, on the other hand, provides students with opportunities to practiceexpressing their thoughts and ideas through various forms of written communication, such as essays, reports, and creative narratives. This not only strengthens their written expression but also helps them develop organizational skills, attention to detail, and the ability to convey their messages effectively.Oral communication is another essential aspect of the comprehensive English course covered in Unit 11. Effective speaking and listening skills are crucial for successful interpersonal interactions, whether in academic, professional, or social contexts. The course's emphasis on oral communication exercises, such as group discussions, presentations, and role-playing activities, allows students to practice their pronunciation, intonation, and conversational strategies. Furthermore, these activities help learners develop their confidence in expressing themselves verbally and improve their ability to comprehend and respond to spoken English.Beyond the specific skills and knowledge covered in the course, the comprehensive English program also fosters the development of critical thinking and problem-solving abilities. As students engage with various language-related tasks and challenges, they are encouraged to analyze information, evaluate different perspectives, and formulate creative solutions. This process not only enhances their language proficiency but also prepares them for the demands of the modern, globalized world, where the ability to think criticallyand adapt to diverse situations is highly valued.The comprehensive English course in Unit 11 also recognizes the importance of cultural awareness and sensitivity. Language learning is not merely about mastering the mechanics of a language but also understanding the cultural nuances, social conventions, and historical contexts that shape the way it is used. By incorporating elements of cross-cultural communication, the course helps students develop a deeper appreciation for the diversity of English-speaking communities around the world and the ability to navigate intercultural interactions with respect and understanding.Perhaps one of the most significant benefits of the comprehensive English course is its potential to open up a world of opportunities for learners. Proficiency in English can unlock doors to higher education, prestigious career paths, and meaningful global connections. Whether students aspire to study abroad, pursue international business ventures, or engage in worldwide collaborations, the skills and knowledge gained from this course can serve as a valuable foundation for their future endeavors.In conclusion, the comprehensive English course covered in Unit 11 offers a multifaceted and holistic approach to language learning. By focusing on grammar, vocabulary, reading, writing, and oral communication, the course equips students with a well-rounded setof linguistic abilities. Furthermore, the emphasis on critical thinking, cultural awareness, and real-world application ensures that learners not only develop proficiency in English but also acquire the essential skills and mindset to thrive in an increasingly globalized world. As students embark on this journey of language learning, they can look forward to the personal growth, intellectual enrichment, and exciting prospects that mastering the English language can bring.。
大学综合英语unit11
Unit 11LANGUAGE STRUCTURESPRACTICE IExample:A: What do you wish you were?B: I wish I were a deep sea diver.A: What would you do if you were one?B: I’d explore the secrets of the sea.PRACTICE IIExample:A: I wish I’d been a good swimmer.B: Aren’t you one? I thought you were.A: No, I’m not. If I’d been a good swimmer, I could have saved the boy from drowning. PRACTICE IIIExample:A: What do you think you’ll do when you graduate four years from now?B: I think I’ll be a competent interpreter.A: Would you be a competent interpreter if you graduated tomorrow?B: I’m afraid I wouldn’t.DIALOGUELearning Chinese as a Foreign LanguageA: Hi, Xiaohua!B: Hi, David, how’s everything?A: Good. So far so good , I mean.B: You’ve been in China for two months. How do you like your CFL programme in the Chinese Department?A: My interest in Chinese grows with each passing day. But then so does my difficulty in learning Chinese. It’s such a difficult language! It’s so different from European languages, such as English and French.B: As a learner of English as a foreign language, I’m going through a similar ordeal. I have difficulty with spelling, pronunciation and, believe it or not, with numbers and figures.A: But you speak English so much better than I do Chinese. I wish I were able to talk to native speakers in Chinese the way you are talking to me.B: You will. Only it takes time.A: I know. “Rome was not built in a day.”B: And“只要工夫深，铁杵磨成针”，as the Chinese saying goes.A: Which means ...?B: Which means “Dripping water wears away stone.”or “Where there’s a will, there’s a way.”By the way, what do you find most difficult with learning Chinese?A: The grammatical structure of Chinese doesn’t seem to be as complex as I used to think. In many ways it is simpler than most European languages. No verb agreement, no irregular verbs and nouns, very few and simple tense markers, to name just a few.B: Those are exactly the causes of some of the major problems I have with my English learning.A: But the Chinese writing system is altogether new to me. Instead of neat rows of 26 simple alphabetic letters, there are tens of thousands of unique characters formed with a varied number of strokes . Many of these characters seem complex. Although the calligraphy of Chinese characters is artistically beautiful, I won’t be able to appreciate it until I can recognize and write at least 8, 888 Chinese characters. I’m just kidding.B: How does Chinese sound to you?A: I find putonghua rather melodious, a little like singing.B: Do you have any difficulty distinguishing the four tones?A: Yes, I do. The tonal system of Chinese really bothers me. It’s a major source of difficulty with my comprehension and pronunciation. It’s so upsetting that most of the time I don’t understand what I hear and am not understood by others.B: I suggest you take advantage of living in China and go to lectures, movies, and plays “8,888 times,”and dip yourself in the language environment as much as possible. Before I forget, I have two tickets for a newly-released feature film. Would you like to go with me and improve your listening for the tones?A: Certainly! Thank you so much.B: My pleasure.LISTENING IN & SPEAKING OUTAmerican EducationEducation is an enormous and expensive part of American life. Its size is matched by its variety.Differences in American schools compared with those found in the majority of other countries lie in the fact that education here has long been intended for everyone —not just for a privileged elite. Schools are expected to meet the needs of every child, regardless of ability, and also the needs of society itself. This means that public schools offer more than academic subjects. It surprises many people when they come here to find high schools offering such courses as typing, sewing, radio repair, computer programming, or driver training, along with traditional academic subjects such as mathematics, history, and languages. Students choose their curricula depending on their interests, future goals, and level of ability. The underlying goal of American education is to develop every child to the utmost of his or her own possibilities, and to give each one a sense of civic and community consciousness.The new universities greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world.The approach to teaching may seem unfamiliar to many, not only because it is informal, but also because there is not much emphasis on learning facts. Instead, Americans try to teach their children to think for themselves and to develop their own intellectual and creative abilities.Students spend much time learning how to use resource materials, libraries, statistics and computers. Americans believe that if children are taught to reason well and to research well, theywill be able to find whatever facts they need throughout the rest of their lives. Knowing how to solve problems is considered more important than the accumulation of facts.This is America’s answer to the searching question that thoughtful parents all over the world are asking themselves in this fast-moving time: “How can one prepare today’s child for a tomorrow that one can neither predict nor understand?”READING IGirls and Boys Come Out to PlayThe football sailed over the fence at least half a dozen times every lunch hour, not due to any lack of skill: a “lost”ball provided a passport into the girls’school next door. Games of tennis, tag, handball and football were all crammed into the corner of the schoolyard beside our own Maginot line.On the other side, girls sunbathed and were regularly told to pull their socks up and not hitch up their skirts. “This is not Brighton beach, you know.”Apart from the daily mêlée in the bus queue, this was our only contact with the opposite sex at school.The excuses grew more sophisticated. Divinity club, drama, mixed hockey matches for charity and other worthy causes were all surprisingly well supported. Even so, we all resented this unnatural division.If school was preparing us for life, why was it so unlike the real world? It is ironic that I now find myself defending single sex education and that I now believe that its very artificiality is its main strength.Ideally, education should provide everyone with the opportunity to develop their talents to the full.But in reality this is more difficult than it seems. Boys are often more pushy than girls and demand more than their fair share of the teacher’s attention. If this is not forthcoming, they are likely to be disruptive.To keep the peace, teachers, often unintentionally, devote more of their time to the boys.The result is that in a mixed class girls can expect no more than a third of the teacher’s time. This becomes a habit and boys get used to being assertive and in control while girls learn to give way and to play a subordinate role. Having to contend with the complications of adolescence at the same time exacerbatesthe problem. Surely this is not a desirable preparation for life.If girls and boys are kept separate, domination by one sex is not possible. In my experience, stronger boys often pushed out the weaker, dismissing them as “cissies”. Perhaps we needed todominate someone and these were our substitute girls. But at least we didn’t get used to “shouting down”the girls or assuming that they would always give way.In a girls’school, pupils get the full attention of the teacher. They are free to develop the selfassurance which later on may help them to resist discrimination. Because they are used to having influence in the classroom, they expect to have influence in the world. If reality turns out differently, then at least they can tackle it without being hampered by the difficulties of adolescence as well.At school I always favoured the arts more than the sciences and happily progressed to specialization in English. Would I have done so in a mixed school? Perhaps not. The fact is that in coeducational schools, girls dominate the arts while boys dominate the sciences. This is because in the early teenage years girls excel in language-based subjects and, rather than be beaten, boys concentrate on the sciences. Single sex schools are free from such stereotyping.I don’t think that girls and boys should be separated because they distract one another. I can’t believe that flirtation or boyish bravado poses a serious threat to classroom order. There are stronger social and educational reasons than that. Perhaps a good compromise would be to have mixed schools but to teach boys and girls separately for at least part of the time. This at least would get rid of the Maginot lines that are as much a part of my school memories as semolina and chalk dust.READING IIStudents Who Push BurgersA college freshman squirms anxiously on a chair in my office, his eyes avoiding mine, those of his English professor, as he explains that he hasn’t finished his paper, which was due two days ago. “I just haven’t had the time,”he said.“Are you carrying a heavy course load?”“Fifteen hours,”he says — a normal load.“Are you working a lot?”“No, sir, not much. About 30 hours a week.”“That’s a lot. Do you have to work that much?”“Yeah, I have to pay for my car.”“Do you really need a car?”“Yeah, I need it to get to work.”This student isn’t unusual.Indeed, he probably typifies today’s college and high school students. Yet in all the lengthy analyses of what’s wrong with American education, I have not heard employment by students being blamed.But such employment is a major cause of educational decline. To argue my case, I will rely on memories of my own high school days and contrast them with what I see today. Though I do have some statistical evidence, my argument depends on what anyone over 40 can test through memory and direct observation.When I was in high school in the 1950s, students seldom held jobs. Some of us baby-sat, shoveled snow, mowed lawns, and delivered papers, and some of us got jobs in department stores around Christmas. But most of us had no regular source of income other than the generosity of our parents.The only kids who worked regularly were poor. They worked to help their families. If I remember correctly, only about five people in my class of 170 held jobs. That was in a workingclass town in New England. As for the rest of us, our parents believed that going to school and helping around the house were our work.In contrast, in 1986 my daughter was one of the few students among juniors and seniors who didn’t work. According to the Bureau of Labor Statistics, more than 40 percent of high school students were working in 1980, but sociologists Ellen Greenberger and Laurence Steinberg in “When Teenagers Work”came up with estimates of more than 70 percent working in 1986, though I suspect that the figure may be even higher now.My daughter, however, did not work; her parents wouldn’t let her. Interestingly, some of the students in her class implied that she had an unfair advantage over them in the classroom. They were probably right, for while she was home studying they were pushing burgers, waiting on tables, or selling dresses 20 hours a week. Working students have little time for homework.I attended a public high school, while she attended a Roman Catholic preparatory school whose students were mainly middle class. By the standards of my day, her classmates did not “have to”work. Yet many of them were working 20 to 30 hours a week. Why?They worked so that they could spend $60 to $100 a week on designer jeans, rock concerts, stereo and video systems, and, of course, cars. They were living lives of luxury, buying items on which their parents refused to throw hard-earned money away. Though the parent would not buy such tripe for their kids, the parents somehow convinced themselves that the kids were learning the value of money. Yet, according to Ms. Greenberger and Mr. Steinberg, only about a quarter of those students saved money for college or other long-term goals.How students spend their money is their business, not mine. But as a teacher, I have witnessed the effects of employment. I know that students who work all evening aren’t ready for studying when they get home from work. Moreover, because they work so hard and have ready cash, they feel that they deserve to have fun —instead of spending all their free time studying.Thus, by the time they get to college, most students look upon studies as a spare-time activity.A survey at Pennsylvania State University showed that most freshmen believed they could maintain aB average by studying about 20 hours a week. (I can remember when college guidebooks advised two to three hours of studying for every hour in class —30 to 45 hours a week.) Clearly individual students will pay the price for lack of adequate time studying, but the problem goes beyond the individual. It extends to schools and colleges that are finding it difficult to demand quantity or quality of work from students.Perhaps the reason American education has declined so markedly is because America has raised a generation of part-time students. And perhaps our economy will continue to decline as fulltime students from Japan and Europe continue to outperform our part-time students.。
河南省九年级英语全册Unit11Sadmoviesmakemecry必考知识点归纳
河南省九年级英语全册Unit11Sadmoviesmakemecry必考知识点归纳单选题1、You look too tired. Why not ________ a rest?A．stop to haveB．to stop havingC．stop havingD．stopping to have答案：A句意：你看上去很累，为什么不休息一下？考查动词不定式。
表示“为什么不做某事”用“why not+动词原形”的结构，表示“停下来做另一件事”用stop to do的结构。
此处表示“停下来休息”用stop to have a rest。
C选项stop doing表示“停止正在做的事情”。
故选A。
2、—I do feel a little about making a speech.—Take it easy. The more you prepare, the better you will feel A．angryB．disappointedC．nervousD．bored答案：C句意：-对于做演讲我的确感到有点紧张。
-放松点，你准备的越多，你感觉就好越好。
angry生气的；disappointed失望的；nervous紧张的；bored厌烦的。
根据下面的答语中Take it easy可知，这是安慰对话的一句话，说明对方非常的紧张，故应选C。
3、At present, lots of people would rather_____in the country because there is____pollution in the city.A．live; moreB．to live; lessC．live; lessD．to live; more答案：A句意：目前，很多人宁愿住在乡村，因为城市里有更多污染。
more更多，less更少。
wouldrather do sth宁愿做某事，根据would rather in the country可知人们宁愿住在乡村，故推断城市的污染更多，故选A。
2016年自考英语二教材课文讲义unit11
精心整理
Phrases and Expressions
1. head over heels in love?深深地爱着某人；迷恋 2. butterflies in the stomach?心里七上八下 3. deprive…of…?剥夺；使丧失
II. Text Learning
Unit 11 Cyber World
I. New words and expressions
e n. （消遣性的）热线电话交谈服务 2. variety?n. （同一事物的）不同种类，多种式样
vary vary from…to… 比较：range / shift from…to… various 3. romance?n. 恋爱；爱情 romantic 4. bizarre adj. 极其怪诞的；异乎寻常的 5. potential adj. 潜在的；可能的 6. script n. 剧本；广播（或讲话等）稿 7. intimacy?n . 亲密；关系密切 intimate 8. initial adj. 最初的；开始的 9. perceive v. 将…视为；认为 10. avalanche n. 雪崩；山崩 11. literary?adj. 文学的；文学上的 literature literal
2019 年 9 月
精心整理
27. appearance?n. 外貌；外表 28. intensity?n. 强烈；紧张；剧烈
intense 29. stirring n. （感情、想法或发展的）开始，出现，萌发 31. flesh n. （动物或人的）肉 32. suspect?v. 疑有，觉得（尤指坏事可能属实或发生） 33. correspondence?n. 通信；通信联系 34. albeit conj. 尽管；虽然 35. demon n. 恶魔；魔鬼 36. determine?v. 决定
Unit 11 各类证明书的翻译
实事求是 真实有效的信息 用语严谨
证件的英译SubjectFra bibliotekExam
Test
Intensive Reading
90
Extensive Reading
92
English Composition 85
Translation
87
Modern English Grammar 82
Survey of USA & UK
94
Pedagogical Psychology
February 10, 2012
Personnel Office (seal) Sun Yat-sen University
证明的标题：顶头正中
可具体写明是何种事由的证明，如Schooling Record Certificate （学历业绩证明）、 Identity Certificate （身份证明）、Birth Certificate （出生证明），也可只注明 Certificate/Testimonial（证明）字样
语言极其正式，文字结构采用缩进式；
绝大部分证明性质的文书都有一定的法律效力。
证明的英译
英译证明一般采用信函的格式，但在文字和结构上要比信函简单许多。通常只包括:
标题 Heading
正文 Text
署名和日期 Signature and Date
.
在职证明 Certificate of Employment
Name:
University:
School(Department):
Registration No.:
Official ID No.：
Test Time: (month/year)
全国使用最广泛的九种高中英语课本教材版本及单元目录
全国使用最广泛的九种高中英语课本教材版本及单元目录目前高中英语教材使用最广泛的有以下9种：新课标人 教版、人教版、外研版、牛津译林版、北师大版、冀教版、 重庆大学版、上海新世纪版、牛津上海版。
随朝面0f fUJOe 闾丽$ruffiWTS"9 . JEMQRE]«gM2 SWEJftS*1a NEW 部限E 值冏◎ 01M一、高中英语教材人教版单元目录人教版高一上学期Unit 1 Good friendsUnit 2 English around the worldUnit 3 Going placesUnit 4 Unforgettable experiencesUnit 5 The silver screenUnit 6 Good mannersUnit 7 Cultural relicsUnit 8 SportsUnit 9 TechnologyUnit 10 The world around usUnit 11 The sounds of the worldUnit 12 Art and literature人教版高一下学期Unit 13 Healthy eatingUnit 14 FestivalsUnit 15 The necklaceUnit 16 Scientists at workUnit 17 Great womenUnit 18 New ZealandUnit 19 Modern agricultureUnit 20 HumourUnit 21 Body languageUnit 22 A world of fun人教版高二上学期Unit 1 Making a differenceUnit 2 New mediaUnit 3 Art and architectureUnit 4 A garden of poemsUnit 5 The British IslesUnit 6 Life in the futureUnit 7 Living with diseaseUnit 8 First aidUnit 9 Saving the earthUnit 10 Frightening nature人教版高二下学期Unit 11 Scientific achievementsUnit 12 Fact and fantasyUnit 13 The water planetUnit 14 Freedom fightersUnit 15 DestinationsUnit 16 The United States of America Unit 17 DisabilitiesUnit 18 InventionsUnit 19 The Merchant ofVeniceUnit 20 Archaeology人教版高三学期Unit 1 That must be a record！Unit 2 Crossing limitsUnit 3 The land down underUnit 5 Getting the messageUnit 7 A Christmas CarolUnit 8 Learning a foreign languageUnit 9 Health careUnit 10 American literatureUnit 11 Key to successUnit 12 EducationUnit 13 The mystery of the MoonstoneUnit 14 ZoologyUnit 15 Popular youth cultureUnit 16 Finding jobs二、高中英语教材新课标人教版单元目录新课标人教版高一上模块1、2模块1 Unit 1 Friendship模块1 Unit 2 English around the world模块1 Unit 3 Travel journal模块1 Unit 4 Earthquakes模块1 Unit 5 Nelson Mandel -- a modern hero模块2 Unit 1 Cultural relics模块2 Unit 2 The Olympic Games模块2 Unit 3 Computers模块2 Unit 4 Wildlife Protection模块2 Unit 5 Music新课标人教版高一下模块3、4模块3 Unit 2 Healthy eating模块3 Unit 3 The Million Pound Bank Note模块3 Unit 4 Astronomy: the science of the stars 模块3 Unit 5 Canada - “The True North”模块4 Unit 1 Women of achievement模块4 Unit 2 Working the land模块4 Unit 3 A taste of English humour模块4 Unit 4 Body language模块4 Unit 5 Theme parks新课标人教版高二上模块5、6模块5 Unit 1 Great Scientists模块5 Unit 2 The United Kingdom模块5 Unit 3 Life in the future模块5 Unit 4 Making the news模块5 Unit 5 First Aid模块6 Unit 1 Art模块6 Unit 2 Poems模块6 Unit 3 A healthy life模块6 Unit 4 Global warming模块6 Unit 5 The power of nature新课标人教版高二下模块7、8选修模块7 Unit 1 Living well选修模块7 Unit 2 Robots选修模块7 Unit 3 Under the sea选修模块7 Unit 4 Sharing选修模块7 Unit 5 Travelling abroad选修模块8 Unit 1 A land of diversity选修模块8 Unit 2 C loning选修模块8 Unit 3 Inventors and inventions 选修模块8 Unit 4 Pygmalion选修模块8 Unit 5 Meeting your ancestors新课标人教版高三学期模块9、10选修模块9 Unit 1 Breaking records选修模块9 Unit 2 Sailing the oceans选修模块9 Unit 3 Australia选修模块9 Unit 4 Exploring planets选修模块9 Unit 5 Inside advertising选修模块10 Unit 1 Nothing ventured选修模块10 Unit 2 King Lear选修模块10 Unit 3 Fairness for all选修模块10 Unit 4 Learning effectively选修模块10 Unit 5 Enjoying novels三、高中英语教材外研版单元目录必修1Module 1 My First Day at Senior HighModule 2 My New TeachersModule 3 My First Ride on a TrainModule 4 A Social Survey -- My Neighbourhood Module 5 A Lesson in a LabModule 6 The Internet and Telecommunications必修2Module 1 Our Body and Healthy HabitsModule 2 No DrugsModule 3 MusicModule 4 Fine Arts - Western, Chinese and Pop Arts Module 5 NewspapersModule 6 Films and TV ProgrammesModule 7 Revision必修3Module 1 EuropeModule 2 Developing and Developed CountriesModule 3 The Violence of NatureModule 4 Sandstorms in AsiaModule 5 Great people and Great InventionModule 6 Old and NewModule 7 Revision必修4Module 1 Life in the futureModule 2 Traffic JamModule 3 Body Language and Non-Verbal Communication Module 4 Great ScientistsModule 5 A Trip Along the Three GorgesModule 6 Unexplained Mysteries of the Nature World Module 7 Revision必修5Module 2 A Job Worth DoingModule 3 Adventure in Literature and the Cinema Module 4 CarnivalModule 5 The Great Sports PersonalityModule 6 Animals in DangerModule 7 Revision外研版第五册综合选修6Module 1 Small TalkModule 2 Fantasy Literature - Philip Pullman Module 3 Interpersonal Relationships -- Friendship Module 4 MusicModule 5 CloningModule 6 War and PeaceModule 7 Revision选修7Module 1 BasketballModule 2 Highlights of My Senior YearModule 3 LiteratureModule 4 Music Born in AmericaModule 5 Ethnic CultureModule 6 The World’s Cultural HeritageModule 7 Revision选修8Module 1 Deep SouthModule 3 Foreign FoodModule 4 Which English?Module 5 The Conquest of the UniverseModule 6 The Tang PoemsModule 7 Revision选修9Module 1 Bernard Shaw’’s PygmalionModule 2 DNA- the Secret of LifeModule 3 The Qin Tomb and the Terracotta Warriors Module 4 Languages of the WorldModule 5 The First AmericansModule 6 Why Do We Need DictionariesModule 7 Revision选修10Module 1 Pride and PrejudiceModule 2 Australia and New ZealandModule 3 Slavery and the American Civil War Module 4 The Magic of FilmModule 5 High-tech LivingModule 6 The Maple Leaf CountryModule 7 Revision选修11Module 1 The Boston Tea PartyModule 2 The Long Walk to FreedomModule 3 Ernest HemingwayModule 4 Sherlock HolmesModule 6 The Unitde NationsModule 7 Revision四、高中英语教材牛津译林版单元标题牛津版高一上学期School life模块1 Unit1模块1 Unit 2 Growing pains模块1 Unit 3 Looking good, feeling good模块2 Unit 1 Tales of the unexplained模块2 Unit 2 Wish you were here模块2 Unit 3 Amazing people牛津版高一下学期模块3 Unit 1 The world of our senses模块3 Unit 2 Language模块3 Unit 3 Back to the past模块4 Unit 1 Advertising模块4 Unit 2 Sporting events模块4 Unit 3 Tomorrow’s world牛津版高二上学期模块5 Unit 1 Getting along with others模块5 Unit 2 The environment模块5 Unit 3 Science versus nature模块6 Unit 1 Laughter is good for you模块6 Unit 2 What is happiness to you?模块6 Unit 3 Understanding each other模块6 Unit 4 Helping people around the world牛津版高二下学期模块7 Unit 1 Living with technology模块7 Unit 2 Fit for life模块7 Unit 3 The world online模块7 Unit 4 Public transport模块8 Unit 1 The written world模块8 Unit 2 The universal language模块8 Unit 3 The world of colours and light模块8 Unit 4 Films and film events牛津版高三上学期模块9 Unit 1 Other countries, other cultures模块9 Unit 2 Witnessing time模块9 Unit 3 The meaning of colour模块9 Unit 4 Behind beliefs模块10 unit 1 building the future模块10 unit 2 people on the move模块10 unit 3 protecting ourselves模块10 unit 4 law and order模块11 unit 1 careers and skills模块11 unit 2 getting a job模块11 unit 3 the secret of success模块11 unit 4 the next step 第一轮复习牛津版高三下学期二轮复习五、高中英语教材北师大版单元标题北师大版高一上学期模块1 Unit 1 Lifestyles模块1 Unit 2 Heroes模块1 Unit 3 Celebration模块2 Unit 4 Cyberspace模块2 Unit 5 Rhythm模块2 Unit 6 Design模块1 复习模块2 复习北师大版高一下学期模块3 Unit 7 The Sea模块3 Unit 8 Adventure模块3 Unit 9 Wheels模块3 复习模块4 Unit 10 Money模块4 Unit 11 The Media模块4 Unit 12 Culture Shock 模块4 复习北师大版高二上学期模块5 Unit 13 People模块5 Unit 14 Careers模块5 Unit 15 Learning模块5 综合或复习模块6 综合或复习模块6 Unit 16 Stories模块6 Unit 17 Laughter模块6 Unit 18 Beauty北师大版高二下学期选修模块7 Unit 19 Language选修模块7 Unit 20 New Frontiers选修模块7 Unit 21 Human Biology选修模块8 Unit 22 Environmental Protection选修模块8 Unit 23 Conflict选修模块8 Unit 24 Society北师大版高三学期选修模块9 Unit 25 Going Global选修模块9 Unit 26 Emotions选修模块9 Unit 27 Behaviour选修模块10 Unit 28 Health选修模块10 Unit 29 Education选修模块10 Unit 30 Relationships选修模块11 Unit 31 Personal Preferences选修模块11 Unit 32 Modern Living选修模块11 Unit 33 Truth and Lies六、高中英语教材冀教版单元标题必修模块1Unit 1 Being a TeenagerUnit 2 FriendshipUnit 3 Men and Women Different Roles in Society Unit 4 Movies from the East, Views from the West Unit 5 Literature:The Dream KeeperUnit 6 Learning through TravelUnit 7 To Your Good HealthUnit 8 New ideas and Inventions必修模块2Unit 1 School LifeUnit 2 FamilyUnit 3 Keeping SafeUnit 4 Let’s Talk MusicUnit 5 Experiencing LiteratureUnit 6 Planning a TripUnit 7 Culture and Cultural Diversity Unit 8 The Story of English必修模块3Unit 1 What Kind of Learner Am IUnit 2 Food for ThoughtUnit 3 The ComputerUnit 4 Attitudes towards our Elders Unit 5 Literature for IdentityUnit 6 GeographyUnit 7 New waves of TechnologyUnit 8 Protecting the Environment必修模块4Unit 1 What shapes our Identity?Unit 2 Using the InternetUnit 3 New Discoveries in Science Unit 4 The Olympic GamesUnit 5 Literature for HappinessUnit 6 Confucius and To day’s SocietyUnit 7 Teenagers, Fashion and Advertising Unit 8 Celebrities and Role Models必修5Unit 1 Exploring Learning ResourcesUnit 2 Managing Your TimeUnit 3 The Story of SuccessUnit 4 Literature for TruthUnit 5 Words and How We Use ThemUnit 6 Teenagers and TelevisionUnit 7 Studying Abroad: What You Need to Know Unit 8 Planning Your Career选修6Unit 1 Achieving Your BestUnit 2 Relieving stress in Your LifeUnit 3 Chinese ExperiencesUnit 4 What’s Being Gifted?Unit 5 Great ScientistsUnit 6 The Great WallUnit 7 Family FestivalsUnit 8 Science Fiction选修7Unit 1 Health MattersUnit 2 Global WarmingUnit 3 Qi Baishi and chinese paintingUnit 4 Self controlUnit 5 Literature for self-under-standing Unit 6 Exploring chinatownUnit 7 Sherlock HolmesUnit 8 Rules Are Rules!选修8Unit 1 Educational ExchangeUnit 2 The Changing English LanguageUnit 3 The Rise of BioengineeringUnit 4 George WashingtonUnit 5 Literature: Poems by and for the PeopleUnit 6 Manners, Customs and CulturesUnit 7 Caring for Each OtherUnit 8 Humankind and Nature选修9Unit 1 Growing UpUnit 2 Literature For LoveUnit 3 Organtic Food and FarmingUnit 4 WeatherUnit 5 MisunderstandingsUnit 6 Ludwig Van BeethovenUnit 7 The Story of TroyUnit 8 Technology and Modern Way of Life选修10Unit 1 Martin Luther King and the Civil Rights Movement Unit 2 Travelling in ChinaUnit 3 CloningUnit 4 EarthquakesUnit 5 Chinese MedicineUnit 6 Literature of DilemmaUnit 7 Fables, Legends and MythsUnit 8 What Can We Do to Protect Our Environment?七、高中英语教材重庆大学版单元标题重庆大学版高一上学期I、Unit 1 Our SchoolsUnit 2 TeachersUnit 3 SchoolmatesUnit 4 SportsUnit 5 MusicUnit 6 FilmsUnit 7 Food and HealthUnit 8 Houses and LivingUnit 9 Clothes and FashionII、Unit 1 Learning English ReadingUnit 2 DictionaryUnit 3 The Story of Helen KellerUnit 4 ConfidenceUnit 5 HonestyUnit 6 Helping PeopleUnit 7 HolidaysUnit 8 FoodUnit 9 Travel重庆大学版高一下学期m、Unit 1 Friends and FriendshipUnit 2 Between Parents and UsUnit 4 DreamsUnit 5 Wishes and AmbitionsUnit 6 PerseveranceUnit 7 ArtUnit 8 DramaUnit 9 Poetryw、Unit 1 Project HopeUnit 2 Three GorgesUnit 3 Countries and RegionsUnit 4 PlantsUnit 5 AnimalsUnit 6 Man and PetsUnit 7 NeighborhoodUnit 8 WorkplaceUnit 9 Living Today重庆大学版高二上学期V、Unit 1 History of the Olympic Games Unit 2 Famous People in the OlympicsUnit 3 Beijing 2008Unit 4 The Planet We Live onUnit 5 History and PeopleUnit 6 Antarctica and the Environment Unit 7 The Internet and Our LifeUnit 8 Magic InternetUnit 9 Computers and the Web w、Unit 1 The Coqui in HawaiiUnit 2 Troublesome TravelersUnit 3 Seeking AdviceUnit 4 A Good Heart to Lean on Unit 5 I Have a DreamUnit 6 A Day’s Wait重庆大学版高二下学期皿、Unit 1 Getting Along with Parents Unit 2 Getting Along with Others Unit 3 HistoryUnit 4 CivilizationUnit 5 Stress and MemoryUnit 6 Dreams Reading皿Unit 1 NamesUnit 2 Non-verbal Communication Unit 3 Going HomeUnit 4 Man of VirtueUnit 5 Wonders of Our BodyUnit 6 Experiencing the Wonders重庆大学版高三学期IX、Unit 1 Chicken Soup for the Soul Unit 2 Eternal LoveUnit 3 Holidays and FestivalsUnit 4 The Delights of BooksUnit 5 Traveling WorldwideUnit 6 Entertaining UsX、Unit 1 About EnglishUnit 2 Life as a PoemUnit 3 Mass MediaUnit 4 MannersUnit 5 Speaking SkillsUnit 6 Beauty of NatureXI、Unit 1 Movie and MusicUnit 2 SpaceUnit 3 World of MysteriesUnit 4 Popular CultureUnit 5 How to Do ThingsUnit 6 Job and Interview八、高中英语教材上海新世纪版单元标题高一上册Unit 1 occupationsUnit 2 Success storiesUnit 3 English mannersUnit 4 Holidays and festivalsUnit 5 Animal friendsUnit 6 Cartoons and comic stripsUnit 7 MetropolisesUnit 8 HackingUnit 9 Personal hygieneMoudle 1综合Moudle 2综合Moudle 3综合高一下册Unit 1 travelling around China Unit 2 travelling around the world Module 1综合Unit 3 English is changingUnit 4 A cushion or a kissMoudle 2综合Unit 5 Classical and popular music Unit 6 Going to the CinemaModule 3综合Unit 7 NewspapersUnit 8 MagazineModule 4综合高二上册Unit 1 Eating Around the World Unit 2 Global DrinksUnit 3 Sports HeroesUnit 4 Sports Around the World Unit 5 AnimalsUnit 6 The EnvironmentUnit 7 Shopping ExperiencesUnit 8 AdvertisingMoudle 1综合Moudle 2综合高二下册Unit 1 Words and their stories Unit 2 Using body lauguageUnit 3 On the friendshipUnit 4 Moving storiesUnit 5 Great scientistsUnit 6 Amazing achievemtnsUnit 7 Enjoying the classics (1) Unit 8 Enjoying the classics (2) Unit 9 AdventuresUnit 10 DisastersMoudle 1综合Moudle 2综合Moudle 3综合Moudle 4综合Moudle 5综合高三上册Unit 1 Our Common HomeUnit 2 Limited OceanMoudle 1综合Unit 3 Short StoriesUnit 4 DramaMoudle 2综合Unit 5 Wonders in ArchitectureUnit 6Moudle 3综合Unit 7Unit 8高三下册Unit 1 Two GenerationsUnit 2 Growing upUnit 3 Our SpaceUnit 4 Space ExplorationUnit 5 Future EducationsUnit 6 Career PreparationMoudle 1综合Moudle 2综合Moudle 3综合九、上海牛津版高中英语教材详细目录高一上Module 1 The Human BodyUnit 1 Body LanguageUnit 2 Care for HairModule 2 Colourful LifeUnit 3 A Taste of TravelUnit 4 EntertainmentModule 3 Food for ThoughtUnit 5 Think before You EatUnit 6 Fun Food高一下Module 1 Extraordinary TalesUnit 1 A Trip to the TheatreUnit 2 Great MindsModule 2 The Natural WorldUnit 3 PlantsUnit 4 Creatures Large and Small Module 3 Ideas and ViewpointsUnit 5 Problems and AdviceUnit 6 A Variety of Viewpoints 高二上Module 1 After-school ActivitiesUnit 1 Sporting EventsUnit 2 Continuous Learning Module 2 Aspects of Modern LifeUnit 3 Contemporary StyleUnit 4 Big BusinessesModule 3 The World of ScienceUnit 5 Technology all around usUnit 6 Space Exploration高二下Module 1 HappinessUnit 1 What is Beauty?Unit 2 Laughter HealsModule 2 The Power of ImagesUnit 3 ColoursUnit 4 Painting the World Module 3 Our Fragile Environment Unit 5 Living in HarmonyUnit 6 Problems and Solutions 高三上Module 1 The people around usUnit 1 Reaching OutUnit 2 Society and Change Module 2 The Things We DoUnit 3 TravelUnit 4 Family Celebrations Module 3 A Taste of LiteratureUnit 5 A Tale with a TwistUnit 6 A Wilde Play for LoveUnit 7 The Poetry of Nature高三下Module 1 Man and AnimalsUnit 1 Endangered AnimalsUnit 2 Wonderful Sea AnimalsModule 2 Caring about Your FutureUnit 3 It's Not Just a JobUnit 4 Job SearchingModule 3 A Taste of LiteratureUnit 5 The Surprising Stories of O.Henry Unit 6 Communicating with Helen Keller Unit 7 Famous Stories Retold。
英语总复习：unit12《education》(大纲版第三册).doc
英语总复习：Unit12《Education》（大纲版第三册）I．单元知识点全览工欲善其事必先利其器高考须掌握的词汇：labsence 2·donanion 3·suitable 4·record 5·restrict 6·professional 7·economic 8·tradition 高考须掌握的短语：1．with 2．out 3．ftom 4．out 5．in 6．in 7．to 8．to 9．on 10．out of 11．notes l 2．of 13．on/upon14．to 15．out 16．agamstⅡ．考点过关过关斩将一马平川考点详解精剖细解入巿三分一、重点词汇1．Suit．vt．(1)适合；满足eg：Does Sunday suit you?星期日你方便吗?一Yes，it suits me fine．我很方便。
(2)跟……相称；相配eg：That coIor doesn't suit him．那种颜色与他不相配。
A cold climate suits wheat．寒冷的气候适宜种小麦。
He suited his speech to his audience．他让自己的演说内容合乎听众的口味。
相关链接：suitabIe adj．合适的；适宜的；恰当的suited adj．适合的；匹配的用法拓展：a suit of一套…… suit sb．fine很适合某人suit…to…使适合；使适应be suitable for sb．to do sth．适合于某人做……be suited for/to…适合做……特别提醒：suit为动词，多侧重颜色、花样、款式等方面的“适合”。
满足某人的需要，还可表示合乎口味、性格、地位等。
案例剖析旁征博引举一反三考题1 (典型例题what about the styk of the coat？It you very well．A．fits B．suits C．satisties D．gets考题1点拨：答案为B。
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Unit11 Education单词词组英汉互译unseetling使人不安或担忧的worker bee工蜂apprentice 学徒/新手bombard（以连珠炮弹式的问题、辱骂等）攻击某人steer操纵/驾驶hothouse超前培养preschooler 学龄前儿童resume简历curriculum课程plasticity可塑性school transcript 学生成绩报告单pyramid 金字塔bilingual使用两种语言的buffet自助餐toddler 刚学走路的儿童child who has only recently learnt to walkacuity (思想等)敏锐；尖锐sharpness；acutenesslapse 失效 small error，esp.One coursed by forgetfulness or inattention sterile 无结果的；无效果的priducing no useful result;unproductive huckster 街头叫卖小贩；行商person who tries to sell things in a forceful and dishonest way hothouse 超前培养 nurture tith very special care and attentionperil 危险，冒险serious danger;dangerous thing or circumstancegadget小机械；小器具small mechanical device or toolcurriculum 课程subjects included in acouse in acourse of study or taught at a particular school,college,ect transcript 抄本，副本copy of an official record of a student’s work，showing courses taken and grades achieved1.We should avail ourselves of every chance to improve our spoken English.2.By means of hard work,Jone made up for （弥补）his lack of experience.3.She is trying ti steer away from foods high in sugar.4.Marry was worrying about the unsttling conversation between her boyfriend and her mother.5.Enering the living room,he drank some brandy to soothe his nerves.6.We notice that the towm is vertually bilingual in Dutch and German.7.The librarian assiduously point out every feature of book to me.8.Many old people still remember the brutal scenes during the anarchic and bitter civial war9.They are proposing radical （彻底的） changes to the way the company is run.10.This is a newly developed software package that optimizes（优化）data storage on your hard dickHe will to come to our class the moment he D: finishes his woeks;Do not disturb me. I A：have been cleaning the kitchen……It‘s high time B.repaired we that old printerTheir struggle over prices B:finally ended in a satisfactory settlementSuch a state of things cannot D: be put uo withDo you know how the Liberation War A:was wonHaving got on the bus,he realized that he B:hard forgotten to bringHe told me he C: joind the Party in 1953英译中Child-development experts, however, consider these sterile tools inferior to more social and emotional activities such as talking with or reading to children. These specialists agree that the only thing shown to optimize children’s intellectual potential is a secure, trusting relationship with their parents. Time spent cuddling, gazing and playing establishes a bond of security, trust and respect on which the entire child-development pyramid is based.研究儿童成长发育的专家则认为，和孩子聊聊天或念书给他们听，这些更加社会化、充满温情的活动要比那些没有多大用处的教具有效得多。
他们认为，事实证明唯一能够最大限度地发挥孩子智力潜能的，其实是一种使孩子有安全感、孩子与父母之间可以相互信赖的亲情关系。
父母经常拥抱孩子，深情地凝望孩子，或者与孩子一起玩耍，能使孩子有安全感，信赖父母，尊重父母，而这正是孩子心智全面成长的基础。
中译英汤姆和玛丽对于成功培养孩子有自己独特的方法。
与大多数家长一样，他们并不介意自己的两个女儿是否会成为未来的莫扎特，从本质上说，他们只希望能让孩子们最充分地利用人生时光。
在他们看来，关键在于要确保自己的女儿们在周末期间什么也不干。
Tom and Mary have a cunning strategy for successful child-rearing. Like most other parents, they wouldn’t mind if their two daughters turned out to be among the next Mozart’s. But essentially, they just want to help the girl get the most out of their lives. The key, they’ve decided, is the weekends, when they see to it that their daughters do pretty much nothing at all.Unit11 Youthinterests--appeals tooppose—defyattend—participate intogether—alongsidebroke off—closed the books oninfluential—prestigousfascinated—caught up inchange—mutatestereotype( 陈旧观念)/prejudice(偏见)1.there’s always been a sterotype about what successful businessmen are.2.We hope the authorities would investigate the case thoughly and with out prejudice disprove(反驳证明)/disapprove（不赞同）1.her parents disapprove of he working in a pub.2.Evidence has now disproved his theoryexotic(奇异的) /foreign(外国的)1.The foreign Minster does his best to ensure that his county’s……2.Palm trees are exotic to northern countryHumanity（人性） humanities（人文学科）1.The number of students majoring in the humanities hasdeclined by on third2. It is said that 30% of humanity lives in condition of terrible povertyShock （震惊）/Surprice( 惊讶)1.The extent of violence came as a shock to Iraq’s temporary of government。
2.It was quit a surprise to know that I was actually good at drawingCommunity（社区）/society（社会）1.Drug abuse is one of the problems confronting modern Western society。