Unit 2 Language
单元视窗
Wordlist
2
be made up of由组成,由…构成
vocabulary [vəˈkæbjuləri] n.词汇
nowadays [ˈnauədeiz] adv.现今,现在
* Celtic [ˈkeltik] n.凯尔特语
Germanic [dʒə: ˈmænik] adj.日尔曼民族的
mainland [ˈmeinlənd] n.大陆
*Angel [ˈæŋgl]n. 盎格鲁人
*Saxon [ˈsæksn] n. 撒克逊人
occupy [ˈɔkjupai] vt.占,占用,占领；使忙碌,使从事
consist [kənˈsist] vi组成,构成
consist of由…..组成,由…构成
mixture [ˈmikstʃə] n.混合；混合物
name after 以…命名
aside[əˈsaid]ad.除…之外,在旁边
aside from 除…之外
* Viking [ˈvaikiŋ] n.维京人.北欧海盗
official [əˈfiʃəl] adj.官方的,正式的
phrase [freiz] n.词组,短语
contribution [ˌkɔntriˈbju:ʃən] n.贡献,促成因素；捐款
*Norman [ˈnɔːmən] n.诺曼人 adj.诺曼的;诺曼人的
defeat [diˈfi:t] vt.击败,战胜
take control of控制,取得对……的控制
* the Norman Conquest
[ˈkɔŋkwest] 诺曼征服（诺曼人对英格兰人的军事征服）
lead to 导致
replace [ri(:)ˈpleis] vt替换,代替,取代
entire [inˈtaiə] a.全部的,整个的
servant [ˈsə:vənt] n.仆人
raise [reiz] vt.养育,培养,举起,增加,提高,筹募,提及
therefore [ˈðeəfɔ:] ad.因此,所以
mutton [ˈmʌtn] n.羊肉
bacon [ˈbeikən] n.熏猪肉,咸猪肉
* plural [ˈpluərəl] adj.复数的
high-class adj.上层社会的
mother tongue母语,本国语
* the Renaissance [ˌriˈneisns] n.(欧洲) 文艺复兴
*Latin [ˈlætin] adj. 拉丁语的
n. 拉丁语
Greek [gri:k] adj. 希腊语的,希腊人的,希腊的n. 希腊语,希腊人
process [ˈprəuses] n. 过程；进程
distinction [diˈstiŋkʃən] n.差别;区别
spelling [ˈspeliŋ] n.拼写,拼法
accent [ˈæksənt] n.口音,腔调,着重点
concern [kənˈsə:n] n.关切；忧虑
vt.涉及；使…担心,对…感兴趣
ban [bæn]vt. & n.禁止,取缔,禁令
pure [pjuə] adj. 纯的,纯洁的,纯粹的
unique [ju:ˈni:k] a. 独特的；极不寻常的
access [ˈækses] vt. 进入,使用
n. 通道, （使用的）机会,权利
character [ˈkæriktə] n. (书写或印刷)文字,角色;符号,性格
bark [bɑ:k] vi.(狗等)吠,叫n.吠声
racial [ˈreiʃəl] adj.种族的
gentle [ˈdʒentl] a.温柔的；平和的
embarrass [imˈbærəs] vt.使难堪,使尴尬
backwards [ˈbækwədz] ad.向后 a.向反方向的
conclusion [kənˈklu:ʒən] n.结论,推论
custom [ˈkʌstəm] n.习惯,风俗,惯例
interrupt [ˌintəˈrʌpt] v.打断,插嘴,暂停
mistaken [misˈteikən] adj. 错误的,误解的
ought [ɔ:t] to modal v. 应当；应该
differ vi.相异,有区别
differ from和…不同,不同于
alphabet [ˈælfəbet] n.字母表,全部字母
stand for 代表,象征
deed [di:d] n.行为,行动
writing [ˈraitiŋ] n.文字,文学作品
hunt [hʌnt]n. & v.打猎;猎杀,搜寻
appearance [əˈpiərəns] n. 出现；外观,外貌
represent [ˌrepriˈzent] vt.代表；展示,描绘
drawing [ˈdrɔ:iŋ] n.绘画;绘画艺术
simplify [ˈsimplifai] νt. 简化
as a whole 作为整体,总体上
combine [kəmˈbain] νt. & νi.组合, (使)联合
distinguish [diˈstiŋgwiʃ] vt.区分,辨别；使具有某种特征
indicate [ˈindikeit] vt. 显示,表示,象征,暗示
shortcoming [ˈʃɔ:tkʌmiŋ] n.短处,缺点
ink [iŋk] n.墨水,油墨
eyesight [ˈaisait] n.视力
press [pres] v. （被）压；挤,推,施加压力
n. 报刊,新闻界；出版(通讯)社
wire [ˈwaiə] n.金属丝,铁丝网
convenient[kənˈvi:niənt] a.方便的
battle [ˈbætl] n.战役(斗)
pattern [ˈpætən] n. 图案,花纹,模式；方式
drag [dræg] vt.拖,拉
practical [ˈpræktikəl] a.实用的；(切实)可行的
thus [ðʌs] ad.如此,以此方式；因此,从而
typewriter [ˈtaipˌraitə] n.打字机
version [ˈvə:ʃn] n.版本
2
把你没有记牢的挑出来，好好滴记住哦！
2
English and its history
Focus
All through history, people from many different countries and cultures have lived together in Britain. The English language is made up of the grammar and vocabulary these people brought to Britain. That is why English has so many difficult rules that confuse people.
Old English
Old English is very different from the English we speak nowadays. In fact, we would not be able to understand it if we heard it today. Before the middle of the 5th century, people in Britain all spoke a language called Celtic. Then two Germanic groups from the European mainland—the Angles and the Saxons—occupied Britain. Old English consisted of a mixture of their languages. (Both the English language and the English people are named after the Angles; the word Angle was spelt Engle in Old English.) Aside from place names such as London, very few Celtic words became part of Old English. At the end of the 9th century, the Vikings, people from Northern European countries such as Denmark and Norway, began to move to Britain. They brought with them their languages, which also mixed with Old English. By the 10th century, Old English had become the official language of England.
When we speak English today, we sometimes feel puzzled about which words or phrases to use. This is because English has many words and phrases from different languages, but with similar meanings. For example, the word sick came from a word once used by the Angles and the Saxons, while ill came from a word once used by the Norwegians.
Middle English
Middle English is the name given to the English used from around the 12th to the 15th centuries. Many things played a part in the development of this new type of English. The most important contribution was from the Normans, a French-speaking people who defeated England and took control of the country in 1066. However, the Norman Conquest did not affect English as much as the Angles and the Saxons' victory about 600 years earlier, which led to Old English replacing Celtic. Even though the Normans spoke French for the entire 250 years they ruled England, French did not replace English as the first language. On the other hand, the English language did borrow many words from French. This resulted in even more words with similar meanings, such as answer (from Old English) and reply (from Old French). It is interesting to learn how the words for animals and meat developed. After the Norman Conquest, many English people worked as servants who raised animals. Therefore, the words we use for most animals raised for food, such as cow, sheep and pig, came from Old English. However, the words for the meat of these animals, which was served to the Normans, came from Old French: beef, mutton, pork and bacon.
Old French made other contributions to Middle English as well. In Old English, the Germanic way of making words plural was used. For example, they said housen instead of houses, and shoen instead of shoes.
1. occupy
2. consist
3. contribution
After the Normans took control, they began using the French way of making plurals, adding an -s to house and shoe. Only a few words kept their Germanic plural forms, such as man/ men and child/ children.
After the Norman Conquest, high-class people spoke French while common people spoke English. However, by the latter half of the 14th century, English had come into widespread use among all classes in England. In 1399, Henry IV became King of England. His mother tongue was English, and he used English for all official events.
Modern English
Modern English appeared during the Renaissance in the 16th century. Because of this, Modern English includes many Latin and Greek words. Pronunciation also went through huge changes during this period. Of course, this was not the end of the changes in the English language. The question of whether English will keep on changing in the future is easy to answer. It is certain that this process will continue, and people will keep inventing new words and new ways of saying things.
First period
Listen and learn:
Listen to the wordlist and try to learn the words and phrases by heart.
◆Step 1:
◆Step 2: Personal show
●Task 1: Give the following words’ Chinese meaning
occupy vt. consist vi
name after contribution n.
defeat vt. take control of
lead to replace vt
raise vt. embarrass vt.
concern n. vt. differ from
stand for appearance n.
simplify νt. as a whole
shortcoming n. version n.
●Task 2: Translate the following words
n. 过程；进程 n.差别；区别
adj. 纯的,纯洁的,纯粹的 a. 独特的；极不寻常的
vt. 进入,使用n. 通道, （使用的）机会,权利 a.温柔的；平和的
n. (书写或印刷)文字,角色;符号,性格 n.结论,推论
n.习惯,风俗,惯例 adj. 错误的,误解的
vt.代表；展示,描绘 νt. & νi.组合, (使)联合
vt. 显示,表示,象征,暗示 a. 方便的
a.实用的；(切实)可行的 ad.因此,所以
Step 3: Text reading Listen to the text and then finish the following sentences
●Task 1: Fill in the blanks according to the text
1. That is why English has so many difficult rules _________(让人迷惑的).
2. Old English __________ (包含) a mixture of their languages.
3. _________ (除了) place names such as London, very few Celtic words __________ (成为的部分) Old English.
4. When we speak English today, we sometimes _____________ (感到迷惑) which words or phrases to use.
5. Many things _______ (起到作用) the development of this new type of English.
6. ________(尽管) the Normans spoke French for the entire 250 years they ruled England, French did not ______ English ______ (取代…作为) the first language.
7. Old French _____ other ________(对产生了促进作用) Middle English as well.
8. __________ (可以肯定的是) that this process will continue, and people will keep inventing new words and new ways of saying things.
●Task 2: Task-based reading阅读课文, 完成下表。注意：一空一词
Periods
Time
Relevant 1. _______
Old English
Before the middle of the 5th century
People in Britain all spoke a language called Celtic
At the end of the 9th century
As the Vikings invaded Britain and brought their languages, old English was 3. _____.
By the 10th century
Old English was the official language of England. The language was 4. ____up of an Anglo-Saxon base plus words from the languages of Denmark and Norway.
Middle English
In 1066
The Normans conquered England and 5.______ the country.
During 250 years
French had an 6. ______ on English.
By the latter half of the 14th century
English was 7. ____ by all classes in England.
In 1399
Henry IV used English for all official 8. _____.
Modern English
During the Renaissance in the 16th century
Pronunciation 9. _____ huge changes.
2. ______
People will keep inventing new words and new ways of 10. ______ things
Homework:
1. Read the text 2. Try to recite the sentences in step 3-Task 1
Second period
Step 1: Personal show
Write down the words according to the definition
1. difficult to understand; puzzling
2. be made up of
3. cause something to exist
4. take the place of
5. make (sth) easy to do or understand; make simple
6. live in or have possession of
7. help to cause sth
8. difference or contrast between one person or thing and another
9. join or mix together to form a whole
10. show sth, especially by pointing
11. fitting in well with people's needs or plans;
giving no trouble or difficulty; suitable
12. suitable for the purpose for which it was made; useful
Step 2: Language focus
1. occupy vt.占据,充满(时间,空间,某人的头脑等);(军事)占领(国家,阵地等);占用;占有(房屋,土地等)
知识探究：
His speech occupied only 3 minutes. 他的演讲仅占用了三分钟。
A bed occupied the corner of the room. 一张床占据了房间的一角。
The army occupied the enemy’s capital. 军队占领了敌人的首都。
The family has occupied the farm for many years. 这家人占用这个农场已经多年了。
They occupy the house next door. 他们住在隔壁。
How does he occupy himself now that he is retired? 既然他退休了,他在忙些什么呢？
The workers were occupied in building new houses. 工人们正在忙碌着盖新房子。
He occupies an important position in the Ministry of Education.他在教育部充任要职。
She is occupied in writing a novel. 她忙于写小说。
He occupied himself with various social activities. 他终日从事各种社交活动。
归纳整理：
题练落实：
1. _______ reading history books, he even didn’t notice me coming.
A. Occupied with B. Occupying with C. Occupied in D. Occupying in
2. ______ himself _____ the project, he had no time to go back home.
A. Occupied; with B. Occupying; with C. Occupied; in D. Occupying; in
3. When I arrived I saw the place was already ______ by two strangers in uniforms.
A. occupied B. conquered C. possessed D. owned
4. I’m afraid that Miss Liu can’t help teach you how to send an e-mail, for she is _____ herself in typing a report for the boss.
A. devoting B. occupying C. putting D. finding
联想拓宽：
他在忙于写一本小说。He was occupied with a novel / in writing a novel.
= He occupied himself with a novel / in writing a novel.
忙于…，专心于… Occupy oneself in doing sth. / with sth.
= be occupied in doing sth. / with sth.
= be busy in doing sth. / with sth.= be absorbed in doing sth.
Occupation (n.)
(1) Teaching is my occupation. 职业，专业= I am a teacher by occupation.
(2) No one is yet in occupation of the house. 占有
Occupied (adj.) 在使用中，已占有，不空闲
(1) 占用：占用（时间或空间）： a lecture that occupied three hours. 长达三个小时的讲座
(2) 居住：在…居住或长期居住
(3) 占有：占有或位居（办公室或职位）
(4) 占据：通过征服手段或相似手段获得并保持对其控制
(5) 忙于：从事、雇佣或（自己）忙于： occupy himself with sculpting. 他自己忙于雕刻
lose one’s occupation 失业
have no fixed occupation 无固定职业
be occupied with / in 从事/ 专心与…；忙于…
2. consist
知识探究：
This club consists of more than 200 members. 这个俱乐部由200多位会员组成。
归纳整理：
The beauty of Venice consists in the style of its ancient buildings.威尼斯之美在于其古建筑风格。
His actions do not consist with his words.他言行不一。
题练落实：
1. Our class ________ fifty-five students at that time.
A. consisted of B. was consisted of C. made up of D. was consisting of
2. As we know, a chess set ________ 32 chessmen.
A. consists in B. consists of C. is consisted in D. is consisted of
3. The mall _______ of eight kilometers of tunnels, ______ with shops, art galleries and even a water park.
A. consisted; fills B. consists; filled C. consisting; filling D. consists; is filled
联想拓宽：
consist of一般不用于进行时,且只能用主动语态; be made up of只用被动形式。
易混辨异
consist of, make up, be made up of
这三个词都有“组成”的意思,但在用法上有所不同:
(1)consist of表示“……由……组成”的意思，不使用被动语态,相当于include的意思。
(2)make up表示“……组成……”,为主动形式,表示“部分组成一个整体”的意思。另外make up还有“化妆;编造;占……(比例);弥补”等意思。
(3)be made up of表示“……由……组成”,这里为被动形式,表示“一个整体由几个部分组成”的意思。
This club consists of more than 200 members.
=This club is made up of more than 200 members.
=More than 200 members make up this club. 这个俱乐部由200多名成员组成。
3. contribute
知识探究：
Does smoking contribute to lung cancer? 吸烟会导致肺癌吗?
Your suggestion has greatly contributed to the accom plishment of our work. 你的建议大大促进了我们工作的完成。
He contributed a large sum of money to the hospital.他向医院捐了一大笔钱。
He made an outstanding contribution to science. 他为科学作出了卓越的贡献。
归纳整理：
题练落实：
1. Would you like to _______ the hospital rebuilding fund?
A. make a contribution to B. contribute C. donate D. give away
2. He ________ it his spare time as well as his spare money.
A. gave away B. devoted to C. contributed with D. donated for
3. Science and technology have ______ in important ways to the improvement of agricultural production.
A. attached B. assisted C. contributed D. witnessed
4. Eating too much fat ____ heart trouble and causes high blood pressure.
A. attended to B. adopts to C. contributes to D. relates to
5. Some blood types are quite common, others are regionally _____, and still others are rare everywhere.
A. distributed B. contributed C. obtained D. convinced
contribution
1. He was honored in a number of ways for his contributions _____ the film industry.
A. to B. from C. of D. with
2. He often ________ essays to the magazine.
A. affords B. passes C. puts D. contributes
联想拓宽：
contribute to中to为介词,后接名词、代词或动名词作宾语。
make contributions to对……做出贡献 contribute vt. &.vi.贡献;捐赠;增加;投稿
contribute sth. to sth.贡献…给，捐献…给; 给…投稿
contribute sth.贡献…，捐献… contribute to sth.有助于…，促成…
The little girl contributed ten pounds to the charity. 这个小女孩捐了10镑给慈善事业。
Third period
Reading strategies: reading a history article
This text is a typical history article. When you read a history article, you will notice dates and years in the text, e.g., the 5th century, 1066. Recognizing these details will help you understand the order of events and how pieces of information relate to the rest of the text. Next time you read a history article, it is a good idea to make a time chart, listing important information such as times, places and events in the article.
◆ 2010年重庆C篇
It is hardly surprising that clothing manufacturers(生产商) follow certain uniform standards for various features(特征) of clothes. What seems strange, however, is that the standard adopted for women is the opposite of the one for men. Take a look at the way your clothes button. Men’s clothes tend to button from the right, and women’s from the left. Considering most of the word’s population----men and women----are right-handed, the men’s standard would appear to make more sense for women. So why do women’s clothes button from the left?
History really seems to matter here. Buttons first appeared only on the clothes of the rich in the 17th century, when rich women were dressed by servants. For the mostly right-handed servants, having women’s shirts button from the left would be easier. On the other hand, having men’s shirts button from the right made sense, too. Most men dressed themselves, and a sword drawn from the left with the right hand would be less likely to get caught in the shirt.
Today women are seldom dressed by servants, but buttoning from the left is still the standard for them. Is it interesting? Actually, a standard, once set, resists change. At a time when all women’s shirts buttoned form the left, it would have been risky for any single manufacturer to offer women’s shirts that buttoned from the right. After all, women had grown so used to shirts which buttoned from the left and would have to develop new habits and skills to switch. Besides, some women might have found it socially awkward to appear in public wearing shirts that buttoned from the right, since anyone who noticed that would believe they were wearing men’s shirts.
64. What is surprising about the standard of the clothing industry?
A. It has been followed by the industry for over 400 years.
B. It is different for men’s clothing and women’s.
C. It woks better with men than with women.
D. It fails to consider right-handed people.
65. What do we know about the rich men in the 17th century?
A. They tended to wear clothes without buttons. B. They were interested in the historical matters.
C. They were mostly dressed by servants. D. They drew their swords from the left.
66. Women’s clothes still button from the left today because ______.
A. adopting men’s style is improper for women B. manufacturers should follow standards
C. modern women dress themselves D. customs are hard to change
67. The passage is mainly developed by _______.
A. analyzing causes B. making comparisons
C. examining differences D. following the time order
◆ 完型填空（2010山东卷）
It was a cool October evening. Excitement and family members __36__ the hall. I was only a 7-year-old girl, but I was the center of __37__. Finally, after weeks of preparation, I would __38_ all my hard work in a dance of performance. Everything would be __39__ —so I thought. I waited baskstage all __40__ in my black tights with a golden belt. In a loud and clear voice, the master of ceremonies __41__ that my class was next.
My dance class was doing a routine on wooden boxes two feet by two feet, facing the __42__. All I had to do in the next move was put one foot on the box next to mine and keep my other foot on my box. It really was an __43__ move. I was concentrating so much __44___ the huge smile on my face and holding my head up that I did not look __45__ I was going. I missed my partner’s box altogether and __46__. There I was standing on the stage floor when my classmates were on top of their boxes. I could hear giggles(咯咯笑) coming from the audience, and I felt the ___47___ rush to my face. I remembered my dance teacher had told us, “If you make a mistake, keep smiling so the audience will not __48__.” I did my best to follow her __49__ as I continued with the routine.
When the curtain dropped, so did my __50__ for the evening. I __51__ bitterly, tasting the salt from the tears that streamed down my face. I ran backstage, but no one could __52__ me down.
Recently I realized I had been a __53__ that night. I was __54__, but I fought the urge to run off the stage. __55__, I finished the routine with a smile on my face. Now when friends and family laugh about the time I slipped during a dance performance, I can laugh too.
36. A. filled B. visited C. attended D. decorated
37. A. pressure B. impression C. debate D. attention
38. A. take over B. show off C. look after D. give up
39. A. reasonable B. suitable C. obvious D. perfect
40. A. dressed up B. folded up C. covered up D. mixed up
41. A. suggested B. explained C. announced D. predicted
42. A. music B. audience C. curtain D. stage
43. A. easy B. active C. adventurous D. extra
44. A. containing B. hiding C. sharing D. keeping
45. A. why B. whether C. where D. what
46. A. wandered B. slipped C. waved D. skipped
47. A. blood B. pleasure C. pride D. tear
48. A. leave B. cheer C. believe D. notice
49. A. gesture B. example C. advice D. plan
50. A. doubts B. hopes C. voice D. patience
51. A. argued B. shouted C. begged D. sobbed
52. A. turn B. calm C. let D. put
53. A. star B. pioneer C. loser D. fool
54. A. satisfied B. moved C. embarrassed D. confused
55. A. However B. Instead C. In total D. in return
Forth period
Project: Designing a booklet
Writing is an important part of language. The way a written language developed can tell us just as much about a culture as the history of a spoken language.
Read these reports about the way two written languages developed. The background information will help you complete your booklet.
The development of Chinese characters
The Chinese language differs from Western languages in that, instead of an alphabet, it uses characters which stand for ideas, objects or deeds. Chinese words are formed by putting together different characters. In many cases, a single character can also make up a word. The history of the Chinese language can be examined by looking at how these characters developed.
Chinese writing began thousands of years ago. According to an ancient story, a man named Cang Jie invented Chinese writing. One winter day while he was hunting, he saw the tracks of animals in the snow and observed that the appearance of each one was different. Then he had the idea that he could use different shapes to represent different objects. The first Chinese characters were drawings of physical objects. Some characters have been simplified and others have been made more difficult over time. However, as a whole, the characters have developed from drawings into standard forms. The character for a mountain was at first three mountaintops together. This became one mountaintop and three lines, and over time turned into the character used nowadays.
Not all characters were developed from drawings of objects. Sometimes to express ideas, some characters were made by combining two or more characters together. For example, 'rest' was made up of the characters for a man and a tree. The character 'prisoner' was formed with a 'man' inside a square. Other characters were developed for directions and numbers. It is easy to distinguish their meanings by looking at them, for example, the characters for 'up' and 'down', which are opposites of each other.
Though these kinds of characters indicate meanings, one of their shortcomings is that they do not show how they should be pronounced. Therefore, a method was developed to have one part of a character indicate the meaning and the other suggest the pronunciation. Many Chinese characters used today were made this way.
In the 1950s the Chinese government introduced simplified Chinese characters and now they have widespread use in China's mainland.
The story of Braille
Usually, when we talk about reading, we think of using our eyes to see letters written in ink on paper. However, this is not always true. For example, blind people cannot see, but they can still read books.
The man who introduced blind people to reading was Louis Braille (1809-1852). Braille lost his eyesight at the age of three as a result of an injury. When he was ten, he went to a school for the blind in Paris. In those days, books for blind people used paper pressed against metal wire to form letters. Since the metal wire was heavy, each book weighed as much as 100 pounds. The whole system was not convenient for use. Indeed, the school library only had fourteen such books in it.
In 1821, a soldier visited the school and showed the students a system for passing messages at night during times of battle. His system used paper with small, raised dots that could be felt with the fingers. Each letter of the alphabet was represented by a different pattern which consisted of twelve dots. The soldiers would drag their fingers over the raised dots to read the message.
While the students found the soldier's idea interesting, the system was too difficult to be of practical use. However, young Louis Braille took the idea and worked on it. At the age of fifteen, he created a system with patterns of six raised dots representing each letter. 'Braille', the system for reading used today by blind people around the world, was thus born.
The blind can easily recognize Braille with the fingers. They can also easily write in Braille with a special typewriter. Today, it is the most common system used by blind people for reading and writing, and nearly every language, including Chinese, has its own version of Braille for its people to use.
Step 1: Read and learn
◆ Listen to the text and grasp the general spirit of the text
Language focus:
1. combine vt. & vi. (使)联合, (使)结合; 组合
知识探究：
Hydrogen combines with oxygen to form water. 氢与氧结合成水。
The hotel combines comfort with convenience. 这家旅馆既舒适又方便。
归纳整理：
题练落实：
She has successfully _____ a career with bringing up a family.
A. joined B. connected C. managed D. combined
联想拓宽：点津：combine. . . with. . .不能与together连用。
2. distinguish vt.& vi.区别,区分;使与众不同
distinction n. 声誉，声望；区别，差别，级别
知识探究：
You should be able to distinguish between right and wrong. 你应该会区分好坏。
People who are colorblind often can’t distinguish red from green. 有色盲的人常分不清红绿。
归纳整理：
题练落实：
1. Philosophers did not use to ______ a distinction between arts and science.
A. make B. draw C. have D. both A and B
2. All groups are entitled to this money _________.
A. with distinction B. without distinction
C. making a distinction D. both A and B
3. He studied hard at school and at last graduated ________.
A. without distinction B. with distinction C. making a distinction D. for distinction
4. There is a close ______ between smoking and lung cancer.
A. distinction B. acquisition C. expansion D. connection
5. Speech _______ human beings from the animals.
A. distinguishes B. shows C. explains D. expresses
联想拓宽：
draw/make a distinction between. . . and. . .对……和……加以区别
gain/ attain/ win distinction出名 win a distinction for因……而获功勋
with distinction以优异的成绩,以杰出的表现 without distinction无差别地,一视同仁地
3. convenient adj.便利的，方便的;近便的
知识探究：
I'm afraid this isn't a very convenient time. Could you call back later? 恐怕我现在不太方便，你稍后再打过来好吗?
Is three o'clock convenient for you? 三点钟你方便吗?
Our house is very convenient for several schools. 我们家离几所学校都很近。
Can you come and see me at your convenience? 你能不能在你方便的时候来看看我?
归纳整理：
题练落实：
1. Come and see me whenever _________.
A. you are convenient B. you will be convenient
C. it is convenient to you D. it will be convenient to you
2. Would it be ___ for you to pick me up at four o’clock and take me to the airport?
A. free B. vacant C. handy D. convenient
3. There are plenty of jobs ______ in the western part of the country.
A. present B. available C. precious D. convenient
4. I would welcome the opportunity for a personal interview with you at your ______.
A. service B. pleasure C. comfort D. convenience
联想拓宽：
It's convenient for sb. to do sth. 对某人来说做某事方便
convenient for sth.离某物很近 for convenience为了方便起见
for one's convenience为了某人的方便 at one's convenience在某人方便的时候
点津: convenient作表语时不用人作主语，而是用事物作主语或用it来充当形式主语，且其后的不定式用主动形式。
写作能力培养：
◆ 自哥本哈根气候大会以来，“实行低碳经济”，“过低碳生活”已成为人们关注的热门话题。最近你班就这个话题展开了热烈的讨论。请你根据下表所提供的信息，给21st Century 写篇文章，报道你们班的讨论情况。
为什么要“实行低碳经济”
温室气体大量排放，污染严重，环境恶化
如何走“绿色发展道路”
1. 植树造林
2. 开发清洁能源和再生性能源
3. 回收和利用废弃物
过低碳生活如何“从我做起”
（联系自己拟定内容，至少列举两点）
注意：1. 对所给要点，逐一陈述，适当发挥，不要简单翻译。
2. 词数150左右。开头已经写好，不计入总词数。
3. 文章中不得提及考生所在学校及本人姓名。
Since the Copenhagen Climate Conference, carrying out low carbon common & living a low carbon life has been a hot topic. Recently our class had a heated discussion about it.
Through the discussion, we are fully aware of the necessity of carrying out a low carbon economy in our country. __________________________________________________________
_____________________________________________________________________________
Fifth period
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.
2. You need a password to get _________(使用的)机会,权利 to the computer system.
3. The enemy __________ (占领了=take over) the city.
4. Every person’s fingerprints are __________ (独特的).
5. The carpet has a pretty ___________ (图案).
6. I don’t like the leading __________ (人物) in the novel.
7. We have begun the difficult _______ (过程, 进程) of reforming the education system.
8. It will pay to do good _________ (行为, 行动, 事情=action).
9. Chairman Mao spoke Putonghua with a strong Hunan ________ (口音).)
10. It’s a c______ to eat dumplings and fly Kongming lanterns on the Lantern Festival.
单项选择
1. ______ is no point in putting up such a sign around the street corner.
A. It B. That C. This D. There
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
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
4. We shouldn't spend our money testing so many people, most of _______ are healthy.
A. that B. which C. what D. whom
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
6. His name was on the _______ of my tongue, but I simply couldn't remember it.
A. end B. edge C. tip D. side
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
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
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
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
11. The chairman thought ______ necessary to invite Professor Smith to speak at the meeting.
A. that B. it C. this D. him
12. He is so lazy. That is _____ makes him so poor.
A. when B. where C. what D. why
13. Everything has two sides. Beautiful songs, sometimes. ______ be just noise to others.
A. must B. may C. should D. could
14. Leaves are found on all kinds of trees, but they differ greatly _____ size and shape.
A. on B. from C. by D. in
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
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
17. There is no need to leave a tip. Service _____ in the bill.
A. includes B. is included C. is contained D. contains
18. There is a small group of words which even some native speakers and writers of English find ________.
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.
1. A. expressions B. appearances C. features D. differences
2. A. interesting B. confusing C. outstanding D. surprising
3. A. across B. at C. on D. into
4. A. when B. as C. while D. if
5. A. really B. mainly C. slightly D. nearly
6. A. make B. turn C. get D. put
7. A. small B. big C. fewer D. larger
8. A. need B. attempt C. tend D. intend
9. A. saying B. telling C. knowing D. judging
10. A. in a different way B. in equal measure
C. in turns D. alternatively
11. A. favor B. approve C. use D. focus
12. A. difficulty B. ability C. possibility D. certainty
13. A. interest B. gap C. similarity D. concern
14. A. little B. least C. less D. more
15. A. supports B. opposes C. rejects D. counts
16. A. make B. create C. convey D. prove
17. A. therefore B. however C. although D. moreover
18. A. separated B. related C. expected D. complicated
19. A. comes to B. talks about C. turns to D. gets to
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 am anti-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 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.
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
64. The underlined word “engage ” in para.4 probably means ____
A. explore B. accept C. change D. reject
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
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.
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. ______.
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