unit1练习题

PEP英语新版五年级上册第一单元练习题

选择题

()1.W hat's _____ name? He r name is

A. she

B. her

C. H er

()

2. _ ___ quiet.

A. She has

B. She c. S he 's

() 3. My friend ___ long hair.

A. has

B. have

C./

() 4. He __ tall and strong.

A ha ve B.has C. is ( ) 5.He has glasses and his shoes ___ blue.

A. are

B.has

C. is

二、找出不同类的单词。

()

1.A.is B.has C. are

()

2.A.long B.short C. have

()

1.A.good B.girl C. boy

()

1.A.her B.she C. he () 1.A.strong B.friendly C. UK

Part A

单词练习

一．看一看，把字母重新组合成新单词。

1. idnk _____

2. gonyu __________

3. nunyf _______

4. dol ______

5. ritcst _________

6. llat ___________

二．按要求写出相应答案。

1. old（反义词）__________

2.fun（形容词）_________________

3. who's（完全形式） ________

4.kind（反义词）________________

5. he is（缩写形式） _________

6. what's（完全形式） ___________ 三．选出划线部分读音不同的单词。

() 1. A. like B. kind C. strict

(

) 2. A. baby B. funny C. fly

(

) 3. A. she ' s B. who ' s C. Miss

(

) 4. A. old B. young C. know

() 5. A. sunny B. funny C. student

句型练习

一．根据句子意思选择合适的单词填空

A. old

B. He

C. Who

D. kind

E. She

F. young

G. Do

H. strict

1. Mr Li is our maths teacher. _____ is very clever.

2. Miss Smith is an English teacher. ____ is kind.

3. Our math teacher is very _______ , but he is _______ , too.

4. My music teacher is not ________ . He is very _______ .

5. ____ is your art teacher?

---Mr Jones.

6. ______ you like your art teacher?

---Yes, we do.

二．选择正确的答案填在题前的括号内。( ) 1. your music teacher?

---Miss White.

A. Who's

B. What ' s

C. Is

( ) 2. I have _______ maths teacher and _______ English teacher.

A. a; a

B. a; an

C. an; an

( ) 3. Do you know Miss Green?

A. Yes, I do. She is my science teacher.

B. She is funny.

C. He is young.

( ) 4. Is she friendly?

A. She is very young.

B. Yes, she is.

C. Yes, she isn ' t. ( ) 5. your English teacher like?

---She is kind and funny.

A. What ' s

B. Who' s

C. What

三．给下列句子排序。

( ) She is our new art teacher.

( ) Yes, she is.

( ) Yes, she is. But she is very funny.

( ) Great! I like funny teachers.

( ) Do you know Miss Young?

( ) Is she strict?

( ) Is she young?

( ) No, I don ' t. Who ' s she?

Part B

单词练习

一．找出下列单词中不同类的一项，填在题前的括号内(

) 1. A. music B. science C. teacher () 2. A. polite B. shy C. like

() 3. A. Chinese B. hard-working C. English () 4. A. clever B. young C. candy () 5. A. is B. are C. no

- *■.根据汉语写出英语。

1.有礼貌的___________

2.害羞的___________________

3.愿意帮忙的___________

4.辛勤的__________________

5.聪明的__________

6.严格的______________

突破句型

根据问句选择答语。

() 1.Who

' s your new English teacher? A. Yes, sometimes. () 2. Is Ms Wang strict?

B. Miss White

() 3. Do you know that young lady? C. Yes, I do.

( ) 4. Who ' s that man? D. He is clever and hard-working ( ) 5. What ' s he like? E. He is my new maths teacher. 二．连词成句。

1. kind she is (?)

2. What ' s like new Chinese your teacher (?)

3. Who ' s your English teacher (?)

4. they hard-working are (.)

5. Miss Wang will our be new teacher Chinese (.)

英语泛读教程1第三版答案unit1

英语泛读教程1第三版答案unit1-3 Unit 1 Text: Invented Words A. d B. 1.c 2.d 3.b 4.d 5.a 6.c 7.d 8.d 9.d 10.b D. 1.a 2.b 3.c 4.a 5.a 6.c 7.b Fast Reading: 1.d 2.a 3.d 4.c 5.b 6.b 7.a 8.c 9.b 10.d 11.d 12.b 13.b 14.a 15.a Home Reading: 1.d 2.b 3.d 4.c 5.c 6.c 7.d 8.a 9.d Unit 2 Text: The English Reserve and Politeness A. b B. 1.d 2.d 3.b 4.c 5.d 6.c 7.c 8.a D. 1.b 2.a 3.d 4.d 5.a 6.c 7.a 8.a 9.c Fast Reading: 1.d 2.b 3.b 4.d 5.c 6.b 7.d 8.b 9.d 10.b 11.c 12.d 13.d 14.b 15.d Home Reading: 1.c 2.b 3.d 4.c 5.c 6.d 7.b 8.b 9.d Unit 3 Text: Bursting the Magic Bubble A. d B. 1.b 2.a 3.d 4.a 5.b 6.b 7.d 8.d 9.d 10.c D. 1.b 2.d 3.d 4.b 5.a 6.c 7.b 8.c 9.a 10.a Fast Reading: 1.c 2.b 3.b 4.b 5.a 6.c 7.c 8.d 9.d 10.a 11.c 12.c 13.d 14.a 15.d Home Reading: 1.d 2.b 3.c 4.b 5.d 6.d 7.b 8.d 9.b

英语泛读for unit1

Supplementary Reading for Unit 1: Writing Three Thank-You Letters Alex Haley 1It was 1943, during World War II, and I was a young U. S. coastguardsman. My ship, the USS Murzim, had been under way for several days. Most of her holds contained thousands of cartons of canned or dried foods. The other holds were loaded with five-hundred-pound bombs packed delicately in padded racks. Our destination was a big base on the island of Tulagi in the South Pacific. 2 I was one of the Murzim's several cooks and, quite the same as for folk ashore, this Thanksgiving morning had seen us busily preparing a traditional dinner featuring roast turkey. 3 Well, as any cook knows, it's a lot of hard work to cook and serve a big meal, and clean up and put everything away. But finally, around sundown, we finished at last. 4 I decided first to go out on the Murzim's afterdeck for a breath of open air. I made my way out there, breathing in great, deep draughts while walking slowly about, still wearing my white cook's hat. 5 I got to thinking about Thanksgiving, of the Pilgrims, Indians, wild turkeys, pumpkins, corn on the cob, and the rest. 6 Yet my mind seemed to be in quest of something else -- some way that I could personally apply to the close of Thanksgiving. It must have taken me a half hour to sense that maybe some key to an answer could result from reversing the word "Thanksgiving" -- at least that suggested a verbal direction, "Giving thanks." 7 Giving thanks -- as in praying, thanking God, I thought. Yes, of course. Certainly. 8 Yet my mind continued turning the idea over. 9 After a while, like a dawn's brightening, a further answer did come -- that there were people to thank, people who had done so much for me that I could never possibly repay them. The embarrassing truth was I'd always just accepted what they'd done, taken all of it for granted. Not one time had I ever bothered to express to any of them so much as a simple, sincere "Thank you." 10 At least seven people had been particularly and lastingly helpful to me. I realized, swallowing hard, that about half of them had since died -- so they were forever beyond any possible expression of gratitude from me. The more I thought

泛读教程1答案-Unit1-16

Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate strengthen assignment homework biological of living things flexible not fixed

strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix 1. familiarize 2. visualize 3. merely 4. idealize 5. finalize 6. necessarily 7. physically 8. highly Cloze favorable their respected professors authority role expect need several changes Sec tion B

泛读教程第二版第一册unit13

Unit 13 Physical Fitness 1-5 BACBA ACB 1-5 BBAAC BCA Word Match subtract to take (a number, amount, ect.) from something larger dissolve to cause something to end or disappear persevere to continue doing something in spite of difficulties alleviate to make less hard to bear; relieve overtax to demand too much arthritis a disease that causes the joints to become swollen and painful obesity having too much fat in the body stroke an illness caused by a braking or blocked blood vessel in the brain fatigue physical or mental tiredness; exhaustion ; weariness tissue the substance of an organic body or organ diet a limited list of food or drink that one is allowed meditation focusing attention on only one thing so as to be calm and relaxed clearance official permission for someone to do something leisure the time when you are not working ratio the relationship between two things expressed in numbers Prefixes precede: to come before in time subway: an underground railway physiological: relating to physiology (function of a living organism ) preschool: of early childhood (before elementary school ) subzero: below zero physique: physical build (body size and shape ) subconscious : below the level of conscious perception posthumous : after one's death Cloze 2. joggers 4 .shoes 5. protect 7. far 8. short 9. distance 10. run SECTION B 1-5 ACBBC ABC SECTION C 1-5 FTTFT FFTTT

大学英语泛读教程2【第二版】unit1课文翻译

several nights a week Joseph woke up screaming from the same terrible could never recall his whole dream， only remembered that someone was running after was trying to get away，but in his dream he could not move。he continued having this nightmare for months。he was so tired in the morning that it was hard for him to go to work。Joseph，you see，is not a frightened child，but a grown man。 Milton Kramer is a psychiatrist and dream researcher Cincinnati， believes that it is very important that people don't ignore their dreams，because they are messages from our sleeping Kramer studied dreams and dreamers，he found that people wake up feeling very discouraged after they have a bad also found that after having a good dream，people feel more ,dreams can have harmful or beneficial a result,Kramer believes that we need to learn how to change our bad we understand what happened in our dreams,we can change negative，hurtful dreams to positive，helpful ones。 Before we can begin to change a nightmare，however，we first have to remember what happened in our say there are many ways to do can keep a journal or diary of what we do when we are awake. Then，before going to sleep，we can review our practice helps us to stay in we wake up，we should lie still while we try to remember our researchers say that by staying in the same sleeping positive，we are more likely to recall the should also try to remember an important word or picture from the image makes the rest of the dream easier to longer we sleep，the longer and more complex our dreams will be. Cartwright is a dream researcher， has developed another dream therapy for changing to ,dream therapy involves four simple steps you can learn on your first step is to recognize when you are having a bad dream that will make you feel helpless or upset the next second step is to identify what it is about the dream that makes you feel bad-for example，weak instead of strong，or out of control instead of in control. Next，stop any bad do not have to continue your bad dream，because you are in last step is to change the negative part of the you may have to wake yourself up and change the dream before you return to times it is possible to change the dream while you are still asleep. By using dream therapy，Joseph was able to change his ,his bad dreams stopped

泛读课程2 unit1

Unit 1: Generation > Section A > Text Total Words: 815 The Law vs. the Piano My father was a lawyer with no sons, so he decided that his older daughter, Susie, would follow his career and take over his business when he died. When Susie was in kindergarten, he began to work on her: "Susie," he would say, "you will never have to worry about a thing, for I have paved all the roads for you. I have done all the dirty work in establishing a good business in law, and all you will have to do is take it over." By the time Susie could read and write, my father read law books to her at bedtime. The dull passages lulled her to sleep, but some of the legal terms became fixed in her mind. He enjoyed having her show off to visitors in his office and his business associates were amazed at her recitations of difficult passages. Susie's brainwashing continued through her high school years, and when she finished high school, she obediently followed my father to the university where he guided her into the first-semester courses needed to enter Law School.

泛读教程第三册unit1~18答案全

Unit 1 Reading Rtrategies Section A Word Pretest 1----5 B C (3: no correct answer, suggested one: tired condition in the eyes) B B 6----10 A (7:no correct answer, suggested one: capable of being developed or used) C C B Reading Skill 2----5 CBCA 6----9 BBAA Vocabulary Building 1 1.a.practicable/practical b. practice c. practices d. practicable/practical e. practiced 2. a.worthless b. worthy c. worthwhile d.worth e.worth 3. a.vary b.variety c.variation d.various/varied e.Various 4. a.absorbing b.absorbed c.absorb d.absorption e.absorbent 2 1. a.effective b.efficient c.effective 2. a.technology b.technique 3. a.middle b.medium c.medium Cloze Going/about/trying expectations/predictions questions answers Predictions/expectations tell know/foretell end Develop/present worth Section B 1----4 TFTT 5----8 CBCC 9----11 TFF 12----17 CAACCA Section C 1----4 FFTF 5----8 FTTT Unit 2 Education Section A Word Pretest 1----5 ABACC 6----11 ABABCC Reading Skill 4----6 CBB 1----6 FTFFTT Vocabulary Building 1 1. mess 2. preference 3. aimlessly 4. remarkable/marked 5.decisive 6.shipment 7. fiery 8.physically 9.action 10.housing 2 1. a.aptitude b.attitude 2. a.account b.counted c. counted 3. a.talent b.intelligence Cloze Other just/only has some/many than refuse see/know/understand that without If ready/willing/educated/taught wrong/incorrect/erroneous Section B 1----5 ACCCC 6----10 CCCAC 11----14 BABA Section C 1----6 CCDDAC Unit 3 Body Language Section A Word Pretest 1----5 ABCCB 6----9 DCDC Reading Skill 2----5 BABC 6----10 AACBC Vocabulary Building 1 admission admit admissible admissibly reliance rely reliable reliably definition define definite definitely assumption assume assumed/assuming assumedly/assumingly behavior behave behavioral behaviorally variety vary various/varied variously/variedly part/partiality part partial partially manager manage managerial managerially correlation correlate correlative correlatively adaptation/adaption adapt adaptive adaptively 2 1.a. inspired b. aspired c. inspired 2.a. token b. badges c. token 3.a. contemporaries b.temporary c. contemporary Cloze communicate ways/means/ones using/saying in of message meet/have/encounter/experience causes meaning to eyes Section B 1----6 BABBAC 7----12 FFTTTF 13---15 CCB Section C 1----4 BBDD 5----8 BCCA 1----6 FFTFFT

unit 3 英语泛读教程 第一册

课程教案 课程名称: 课程性质: □必修课□选修课 课程类型: □公共课□专业课□专业技能课□实践课上课时间: 至学年第学期授课对象: 专业级班教师姓名: 所属系院: 成都师范学院教务处制

教案样式（试用稿）使用说明 1．教案不等同于讲稿，它应反映教学设计、教学过程和教学内容（讲稿）。 2．一门课程的教案由“课程总体教学安排”、若干的“分次教案”、“课程教学学期总结”三部分组成。“分次教案”按上课的自然次数划分。 3．每一分次教案由一张“教学设计”页和若干张“授课内容”页两部分组成。“教学设计”主要包括教学目标、重点与难点、教学方式与手段及各教学引入、讲解、作业等环节的总体安排。“授课内容”是对各教学环节的详细教学内容、教学方法等的安排及教学提示设计。为减轻书写负担，已尽量简化了教案首页的项目，有的项目还可根据具体情况酌情简写。 4．全套教案有一封面，供最后装订时使用。封面上的“课程类型”是指公共课、基础课、专业基础课、专业课等，“课程性质”是指必修、限选、选修等。 5．版面尺寸按A4设计，以便于携带与存档。 6．制作教案时，可使用网上的电子样本或者印刷稿纸。“讲稿页”上的“讲课内容”可以完全手工书写，也可以打印或粘贴ppt。若拟使用ppt，可以直接在ppt 环境下“打印内容”按“讲义（每页3幅幻灯片）”打印输出，此时能直接得到省去表头的“讲稿页”，在它的左侧将有3幅幻灯片，右侧则自动生成了书写“备课札记”的横格线。“备课札记”供填写注释、讲课的提示语等使用。 7．本教案格式是针对我校多数专业类的课堂教学设计的，对于一些特殊类型或有特殊教学方式的课程，可酌情修改或自行规范教案格式。

泛读教程第一册unit1

I. Question for discussion: How do you define a student?/ What is a student? What is a good student (what qualities should a good student have)? What should a student do? What makes a student stand out from the rest? Goal of education: What other qualities of a good student were suggested by the author? What challenges is education faced with? Are there any problems with the present education system? II. Background Information about the author: DONALD E. SIMANEK Personal data: Array Born Dec. 10, 1936. Married, no children. Education: Ph.D. in Physics, Dec. 1983, The Pennsylvania State University. M.S. in Physics, 1962, The University of Iowa. B.A. in Liberal Arts/Physics, 1959, The University of Iowa. High School graduation, 1955, Valedictorian. Elementary and Secondary School: Walker Consolidated School, Walker, Iowa. Honors and Awards: Phi Kappa Phi Honor Society (Penn State Univ.) 1972. Van Allen Physics Scholarship (Univ. of Iowa) 1958-59. Phi Eta Sigma national honorary fraternity (Univ. of Iowa), 1956-57. University of Iowa Merit Scholarship, 1955-56 and 1956-57. Employment [chronological order]: Teaching and research assistantships in physics at Univ. of Iowa from 1956 (sophomore year) through 1961 (graduate school). Instructor of Physics, Mankato State College, 1961-1964. Assistant Prof. of Physics, Lock Haven State College, 1964-1973. Associate Prof. of Physics, Lock Haven State College, 1973-1983.

unit1泛读课

阅读下面的短文，请根据短文后的要求答题（请注意问题后的词数要求）。 “Just five more minutes.” “I’m tired!” “I can’t get up.” If you have ever had trouble getting up in the morning, you are not alone. Many kids in the United States do not get enough sleep. Your body needs sleep and lots of it! “Evidence shows that elemen tary-age children need at least nine hours of sleep per night,” said sleep expert Dr. Carl Hunt. Kids who do not sleep enough cannot do their best, experts say. A tired kid may be moody and act badly. Being tired can also cause kids to forget things, have trouble learning, and have trouble playing sports. Not sleeping enough can also affect kids’ safety. Experts say children who are tired are more likely to suffer in-juries. Lots of kids lose sleep because they are busy. Many take part in after-school activities. Then they go home, eat dinner, and do homework. Afterward, many kids watch TV, play video games, and surf the Internet. That leaves less time for sleep. Sometimes you may not be able to go to bed early. But, if you get a choice whether to stay up late, think twice. A good night’s sleep can help you feel your best! 76. Give a proper title for the passage. (within 5 words) _____________________________________________________ 77. Which sentence in the passage is the closest in meaning to the following one? You are not the only one. _____________________________________________________ 78. Why can sleeping less affect kids’ safety? (within 10 words) _____________________________________________________ 79. List two more after-school activities that kids do besides those mentioned in the passage. (within 10 words) _____________________________________________________ 80. Translate the underlined sentence in the last paragraph into Chinese. _____________________________________________________

unit1 泛读

The Gift of Cochise TTFFTFTFFT Comprehension points 1 (Line 5) The Apache signaled for a truce. He meant that she should not attack them, and they would not attack her first, either, at least for the time being. 2 (Line 10) Cochise was very curious. He wanted to know by himself the woman who had fought so courageously, who had fought his war-seasoned fellows off three times already. Having got the first-hand knowledge about the woman, Cochise then was able to decide what to do with her and her children. 3 (Line 38) Angie paused for a moment, but she was not the person who would tell lies under any circumstances. 4 (Line 62) The sentences means that Cochise was not telling the truth, i.e., he was bluffing her intentionally, because Angie knew that there were springs in the hills where the Apaches were living, so they did not have to come so far to claim the spring. 5 (Line 66) Angie was so eloquent, so courageous, so brave, and so smart, so kind, and such a woman would bring up her children to be warriors. 6 (Line 79) “One” stands for a man. The sentence means that if there were such a man, and the man were married to Angie, they would have a lot of children, and the children would be brought up to be brave warriors, who would then fight the Apaches. 7 (Line 100) It implies that some Indians had been to the spring during the weeks that followed, because Indians typically wore moccasins. 8 (Line 125) Angie’s father was from rural Ireland, and she had inherited from him the ability to judge land. So she knew that the land was fertile and crops would grow well on it. 9 (Line 169) He realized that the three brothers deliberately challenged him, because he had killed their brother Dan Tolliver. Now they wanted to avenge their brother and kill Ches Lane. 10 (Line 260) These two white men could not last very long in the place where Ches met them. In order to avoid the attacking Indians and survive, they had to move west. 11 (Line 294) Se knew for sure that Ed was dead and would never return, but she had to live on. With only herself against the harsh nature, she would have many difficulties. She felt grieved, but she had to appear strong in the presence of her children, so she had to cry after they were asleep to relieve her pent-up emotions. 12 (Line 489) It implied that the Apache Indians meant Ches Lane to be her new husband. 13 (Line 498) To have moved it would end her hope for Ed’s return and would weaken her memory of Ed. 14 (Line 508) If Ed had considered, he would not have gone to Ches’ aid. So it was lucky for Ches. Translation 1 阿帕契的战士们曾机智勇敢地战胜了有史以来最强悍的美国军队,而这支军队的数量是阿帕契人的一百倍.这些阿帕契人就是那些战士当中的一部分。 2 很久以前她就猜到爱德已被人打死了，但是柯奇士的说话方式并不意味着阿帕契人杀死了他，他的意思只是说他肯定是死了，否则他早就回来了。 3 那棵仙人果至少在二百码以外，而且那支温彻斯特连发步枪又长又重，但是他急切地

unit1 英语泛读教程第一册

课程教案 课程名称: 《英语阅读》（一） 课程性质: 必修课 课程类型: 公共课 上课时间: 2017至2018学年第1学期 授课对象: 英语教育专业 2017级6班 英语翻译专业2017 级3、4班 教师姓名: 杨静 所属系院: 外国语学院 成都师范学院教务处制

教案样式（试用稿）使用说明 1．教案不等同于讲稿，它应反映教学设计、教学过程和教学内容（讲稿）。 2．一门课程的教案由“课程总体教学安排”、若干的“分次教案”、“课程教学学期总结”三部分组成。“分次教案”按上课的自然次数划分。 3．每一分次教案由一张“教学设计”页和若干张“授课内容”页两部分组成。“教学设计”主要包括教学目标、重点与难点、教学方式与手段及各教学引入、讲解、作业等环节的总体安排。“授课内容”是对各教学环节的详细教学内容、教学方法等的安排及教学提示设计。为减轻书写负担，已尽量简化了教案首页的项目，有的项目还可根据具体情况酌情简写。 4．全套教案有一封面，供最后装订时使用。封面上的“课程类型”是指公共课、基础课、专业基础课、专业课等，“课程性质”是指必修、限选、选修等。 5．版面尺寸按A4设计，以便于携带与存档。 6．制作教案时，可使用网上的电子样本或者印刷稿纸。“讲稿页”上的“讲课内容”可以完全手工书写，也可以打印或粘贴ppt。若拟使用ppt，可以直接在ppt 环境下“打印内容”按“讲义（每页3幅幻灯片）”打印输出，此时能直接得到省去表头的“讲稿页”，在它的左侧将有3幅幻灯片，右侧则自动生成了书写“备课札记”的横格线。“备课札记”供填写注释、讲课的提示语等使用。 7．本教案格式是针对我校多数专业类的课堂教学设计的，对于一些特殊类型或有特殊教学方式的课程，可酌情修改或自行规范教案格式。