Unit 2 language
课题
Module 3 unit 2 language practice
课型
复习
教学目标
Consolidate the key words and phrases
重点
Consolidate the key words and phrases
难点
Consolidate the key words and phrases
教法及教具
教
学
过
程
教 学 内 容
个案调整
教师主导活动
学生主体活动
词汇应用：根据句意、首字母、或中文提示填词，要求意思通顺，语法搭配正确。
1. I find it difficult to ______ (结合,联合) having a career with looking after children. (combine)
2. You need a password to get _________(使用的)机会,权利 to the computer system. (access)
3. The enemy __________ (占领了=take over) the city. (occupied)
4. Every person’s fingerprints are __________ (独特的). (unique)
5. The carpet has a pretty ___________ (图案). pattern
6. I don’t like the leading __________ (人物) in the novel. character
7. We have begun the difficult _______ (过程, 进程) of reforming the education system. (process)
8. It will pay to do good _________ (行为, 行动, 事情=action). (deeds)
9. Chairman Mao spoke Putonghua with a strong Hunan ________ (口音). (accent)
10. It’s a c______ to eat dumplings and fly Kongming lanterns on the Lantern Festival. (custom)
单项选择
D) 1. ______ is no point in putting up such a sign around the street corner.
A. It B. That C. This D. There
B) 2. Without proper lessons, you could _______ a lot of bad habits when playing the piano.
A. keep up B. pick up C. draw up D. catch up
D) 3. The lion is considered the king of the forest, for it is a (n) ____ of courage and power.
A. example B. sign C. mark D. symbol
D) 4. We shouldn't spend our money testing so many people, most of _______ are healthy.
A. that B. which C. what
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D. whom
A) 5. ---I hear John refused to tell the truth and was taken away by the police.
---Really, where did you _______ that?
A. pick up B. put up C. hear from D. get up
C) 6. His name was on the _______ of my tongue, but I simply couldn't remember it.
A. end B. edge C. tip D. side
B) 7. You have made a few spelling mistakes in your composition, but it is well written _______.
A. on a whole B. as a whole C. general speaking D. as the whole
A) 8. --- How do you like _______ here so far. Mr. Fox?
--- Well, I've really enjoyed meeting many nice people here and everything here is quite different.
A. it B. them C. that D. this
B) 9. Eating too much fat can _____ heart disease and cause high blood pressure.
A. result from B. contribute to C. attend to D. lead in
C) 10. _______ the traditions of country music can be traced back over the centuries, the term "country" is a relatively modern invention.
A. Now that B. Despite C. Although D. As long as
B) 11. The chairman thought ______ necessary to invite Professor Smith to speak at the meeting.
A. that B. it C. this D. him
C) 12. He is so lazy. That is _____ makes him so poor.
A. when B. where C. what D. why
D) 13. Everything has two sides. Beautiful songs, sometimes. ______ be just noise to others.
A. must B. may C. should D. could
D) 14. Leaves are found on all kinds of trees, but they differ greatly _____ size and shape.
A. on B. from C. by D. in
C) 15. ---If he works hard, he _______ to succeed in science.
---Yes. He is _____ diligent than clever.
A. hopes; much more B. wishes; no more C. promises; more D. will be able; rather
A) 16. Mr. Wang was chosen to ______ our school at the meeting.
A. represent B. stand for C. on behalf of D. take the place of
B) 17. There is no need to leave a tip. Service _____ in the bill.
A. includes B. is included C. is contained D. contains
A) 18. There is a small group of words which even some native speakers and writers of English find ________.
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A. confusing B. confused C. to confuse D. being confused
完型填空
We all know that language can sometimes get lost in translation. But do you know that some facial __1__ may also be __2__ in cross-cultural situations?
According to a study by Glasgow University, Europeans look __3__ a person's whole face __4_people from East Asia focus __5__ on the eyes. Researchers recorded the eye movements of 13 Westerners and 13 Easterners as they observed pictures of expressive faces. They were asked to __6__ the pictures into the following categories: happy, sad, surprised, fearful, disgusted, angry, or neutral.
The team found East Asians focus much more attention on the eyes and also make a __7__ number of mistakes. Different from Europeans, they __8__ to have a more difficult time __9__ the difference between a face that looks fearful as opposed to surprised, and disgusted as opposed to angry.
"Westerners look at the eyes and the mouth __10__, whereas Easterners __11__ the eyes and neglect the mouth," said researcher Rachael Jack. "This means that Easterners have __12__ in telling apart facial expressions that look similar around the eye region."
Jack said that the differences in eye movement reflected a cultural __13__ in the way people use their faces to express themselves. Easterners use the eyes more and the mouth __14__.
The difference in the use of text message "emoticons" (表情符号) __15__ the idea. Easterners use the eyes to __16__ emotion, for example "^-^" for happy and "┬_┬" for sad. Westerners, __17__, use the mouth, for example ":-)" for happy and ":-(" for sad.
The researchers said their results showed communication between people is much more __18__ than previously thought. When it __19__ communicating emotions across cultures, Easterners and Westerners can find themselves __20__ in translation.
A) 1. A. expressions B. appearances C. features D. differences
B) 2. A. interesting B. confusing C. outstanding D. surprising
A) 3. A. across B. at C. on D. into
C) 4. A. when B. as C. while D. if
B) 5. A. really B. mainly C. slightly D. nearly
D) 6. A. make B. turn C. get D. put
D) 7. A. small B. big C. fewer D. larger
C) 8. A. need B. attempt C. tend D. intend
B) 9. A. saying B. telling C. knowing D. judging
B) 10. A. in a different way B. in equal
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measure
C. in turns D. alternatively
A) 11. A. favor B. approve C. use D. focus
A) 12. A. difficulty B. ability C. possibility D. certainty
B) 13. A. interest B. gap C. similarity D. concern
C) 14. A. little B. least C. less D. more
A) 15. A. supports B. opposes C. rejects D. counts
C) 16. A. make B. create C. convey D. prove
B) 17. A. therefore B. however C. although D. moreover
D) 18. A. separated B. related C. expected D. complicated
A) 19. A. comes to B. talks about C. turns to D. gets to
B) 20. A. puzzling B. lost C. missing D. upset
阅读理解：2011年北京卷C篇
Students and Technology in the Classroom
I love my blackberry—it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer, as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices（设备） and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I amanti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course, the
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material and the class discussion.
I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create .Students realize that with deep conversation and challenge , they learn at a level that helps them keep the course material beyond the classroom .
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change ,I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
D) 63. Some of the students in the history class were unhappy with____
A. the course material B. others’ misuse of technology
C. discussion topics D. the author’s class regulations
A) 64. The underlined word “engage ” in para.4 probably means ____
A. explore B. accept C. change D. reject
A) 65. According to the author, the use of technology in the classroom may ____
A. keep students from doing independent thinking
B. encourage students to have in-depth conversations
C. help students to better understand complex themes
D. affect students’ concentration on course evaluation
D) 66. It can be inferred from the last paragraph that the author ____
A. is quite stubborn B. will give up teaching history
C. will change his teaching plan soon D. values technology-free dialogues in his class
任务型阅读
Tim is a scientist. He studies how different insects and animals communicate with each other. Read the notes he has prepared for today’s speech.
Good afternoon. Today's speech is about language—but not language as we know it. It's a different type of language—a way of communicating that most people probably have not even noticed. This is the language of bees, the way they talk to each other.
Scientists have studied the society bees live in for many years and know that bees have a well-developed language that is different from those of other animals. This was first discovered in the 1920s by an Austrian named Karl von Frisch, who found that bees pass important messages to each other about where to find food.
How do they do it? You may ask. A searcher bee goes out looking for new food supplies. She returns home and gives her information to the worker bees there. The major way that bees communicate is by touch. This is how bees can tell which type of flower the searcher bee has found. The searcher bee then does a dance to give the worker bees more information. There are two types of dance that tell about food: the 'waggle' dance and the 'circle' dance.
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The searcher bee will perform the waggle dance if the food supply is far away from home. In this dance, the searcher bee moves in a small figure of 8 pattern. She waggles her stomach. The number of waggles she does and how long she dances tell the worker bees how far away the food supply is. The way she does the dance tells the worker bees how good the food is. The way she does the figure of 8 pattern also tells the other bees where the sun is in the sky. The worker bees then fly to the food supply using all this information.
The searcher bee does the circle dance when the food supply is close to the home. In this dance, she moves in small circles, which tells the worker bees that the food is very near. However, the circle dance
does not give them any directions. It is amazing that the clever bees still know where to find the food.
Fill in the form below using the information from the notes above.
Discover
Karl von Frisch, an 1. _____________
Language of bees
Well-developed and 2. _______ from those of other animals
Ways that bees ‘talk’ with each other
By touch
3. _______ way that bees communicate
4. ____dance (when the food is far away)
The 5. ______ of waggles and the length of the dance tell how far away the food is; the way the dance is done tells how 6. _____ the food is.
The way she does the figure of 8 tells where the 7. _____ is.
8. ____ dance (when the food is close)
The bee moves in small 9. _______.
The dance tells that food is very near, but doesn’t give 10. ______.
1. Austrian 2. different 3. Major 4. Waggle 5. number
6. good 7. sun 8. Circle 9. circles 10. directions
板书设计
（用案人完成）
当堂作业
课外作业
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教学札记
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