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Unit 1 friendship

Teaching aims and demands

Topic: Friends and friendship; Interpersonal relationships

Words and Expressions: survey upset ignore calm concern loose on prupose Functional items: Agreement and disagreement

Grammar: Direct Speech and Indirect Speech(1)statements and questions

Period 1 Warming-up and Speaking(1课时)

Teaching objectives:

1．Target language

I (don’t) think…… I (don’t) think so. I (don’t) agree. I believe……

2．Ability goals

Describe your friends in English

Teaching important points:

Use the given adjectives and sentence structures to describe one of your friends.

Teaching difficult points:

Work together with partners and describe one of your good friends.

Teaching methods

Task-based teaching and learning、cooperative learning and discussion

Teaching procedures and ways:

Step 1 Warming-up

Do you like making friends? How do get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?

Step2 Pre-reading

1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.

Tell your partner your standards of good friends by using the following structure:

I think a good friend should (not) be……

In my opinion, a good fri end is someone who……

Step 3 Group work

The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.

1. Do you think it is a good idea to borrow money from your friend?

Why and Why not?

2. What factors may cause the breakdown of a good friendship?

3. What can be your unusual friend besides human beings? And why?

Step 4 homework

Write down a short passage about your ideas /the factors/your unusual friends.

Period 2 Reading “Anne’s Best Friend”(2课时)

Teaching objectives:

1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;

2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;

Teaching method:

Task-based teaching

Teaching procedures:

Step 1.Pre-reading

1 .Why do you think friends are important to you?

2. What do you think a good friend should be like? List the good qualities a good friend should have .

3. Have you ever considered making friends with animals, plants or even an object? Why or why not?

Step 2.Reading

1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.

2. Skimming the first two paragraphs to confirm your guessing.

1) What was Anne’s best friend? Why did she make friends with it?

2) Did she have any other true friends then? Why?

3) What is the difference between Anne’s diary and those of most people?

4) Do you keep a diary? What do you think most people set down in their diaries?

5) We are going to read one of Anne’s diaries .but befo re reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?

3. Reading of Anne’s diary

How she felt in the hiding place

Two examples to show her feelings then

Step3. Useful words and expressions

Complete this passage with some of the words and phrasees above:

Anne’s sister Margot was very _______ that the family had to move . However, she knew that she had got to __________ all the difficulties with her family. She found it difficult to settle and ___________ in the hiding place ,because she was __________ whether they would be discovered. She suffered from loneliness, but she had to learn to like it there, What she really missed was going _________ and walking the dog for her neighbour.. It was such fun to watch it run _________ in the park. She wished she could tell her neighbour_________ that she was sorry not to be able to do it any longer, but she knew that was too dangerous!

Answers: upset go through calm down concerned about outdoors loose face to face

Step 4.Homework:

1.Interview a high school student, a businessman, a police officer and a housewife to find

out their opinions about friends and friendship. Write a report to share it with the whole class.

Period3 Grammar(2课时)

Teaching objectives

Learn to use direct speech and indirect speech

Teaching important point

Summarize the rules of Direct Speech and Indirect Speech.

Step1 Grammar

T:. Look at the form on the screen. These are the rules.

直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：

She said, "I am very happy to help you."→

She said that she was very happy to help you.

2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：

He asked me, "Do you like playing football?"→

He asked me if/whether I liked playing football.

注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：

She asked me whether he could do it or not.

3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：

My sister asked me, "How do you like th e film?"→

My sister asked me how I liked the film.

4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：

The captain ordered, "Be quiet."→

The captain ordered us to be quiet.

注意：此种情况的否定句，在动词不定式前加not。

My teacher asked me, "Don't laug h."→

My teacher asked me not to laugh.

5. 一些注意事项

(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：

He asked Lucy, "Where did you go?"→

He asked Lucy where she went.

Tom said, "What do you want, Ann?"→

Tom asked Ann what she wanted.

(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：

They told their son, "The earth goes round the sun."→

They told their son that the earth goes round the sun.

(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：

He said, "I haven't seen her today."→

He said that he hadn't seen her that day.

注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。

Direct Speech Indirect Speech

Present past

Past past and past perfect

Present perfect past perfect

Past perfect past perfect

Present continuous past continuous

Step3 practice

Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.

Step4 Homework

Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.

Period 4 Integrating skills “Friendship in Hawaii”(1课时)

Teaching objectives:

To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship. Teaching procedures:

Step1 Lead-in

Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hong Kong, Macao, Singapore. And the teacher will add one more -------Hawaii.

Step2 Fast reading

1. Read fast and find out more ways to show friendship in Hawaii to fill in the form.

2. According to the form, ask them to consider what friendship is in Hawaiians.

Step 3 Careful reading

Read the 2nd paragraph carefully and ask ―Why do many different peoples call Hawaii their home?‖

( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)

Step 4 Homework

Stories about friendship. And share them with your friends.

Period 5 Listening & Writing（2课时）

Teaching objectives

To practice students’ listening ability.

To practice students’ writing skills of how to offer advice.

To improve students’ ability to help others solve problems.

Teaching procedure

Step 1 Lead-in

Do you remember what Ann’s best fr iend is?

Is it a man or a thing?

Have you seen the film Cast Away?

When Tom is alone on a deserted island, what does he make friends with? ( a volleyball) Guess what my best friend is? (Say sth. about music, pets or plants.)

So you see a man can make friends with anyone and anything.

Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?

What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?

Step 2 Listening

Listen for 3 times and do listening exercises.

Step 3 Post-listening

Do you think Miss Wang’s advice is helpful?

Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice..

Step 4 Writing

Your advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.

Step 5 Homework

Write a story about you and your friend.

Unit 2 English Around the World

Teaching aims and demands

Topic: Cultural relics protection; famous cultural relics in China and abroad

Words and Expressions:rare, valuable, survive, vase, dynasty, amaze, vase…

in search of, belong to, in return, at war, less than, take apart, think highly of Functional items: ① Asking for opinions; ②Giving opinions

Grammar: ① Restrictive Attributive Clause;② Non-Restrictive Attributive Clause

The first period (Warming up and Pre-reading) (1课时)

Teaching goals:

To talk about varieties of English

Teaching important points

To read about the history of English language

Teaching procedures:

Step1 Warming-up

1. Warming up by answering a questionnaire

1). Tell the students they are going to answer a questionnaire about why they are learning

English.

2). Write the words: Reasons for learning a foreign language on the center of the board:

3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.

Step 2 Pre-reading

Provide the students with an opportunity to think about the reasons for the spread of English around the world.

★ English is one of the official languages of the Olympic Games and the United Nations.

★English dominates international websites and provides nearly all of the new computer terminology.

Step3 useful words and expressions:

because of come up at present make use of such as play a part in command request recognize

Step 4 Homework

With your partner, list the countries that use English as an official language.

The second period (Reading) (3课时)

Step1. Skimming

Read quickly to get the main idea of the text.

Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.

Paragraph 3: All languages change when cultures communicate with one another. Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia. Step2. Scanning

Read to locate particular information and complete the comprehending Exercise One.

Step3. Following up

Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.

1.Do you think it matters what kind of English you learn? Why?

2.Why do you think people all over the world want to learn English?

Step4. Language focus:

even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.

communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.

actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.

be based on…:

make use of: use sth. available

Step5. Homework

Write a short summary of this passage.

The third period (Learning about language) (2课时)

Teaching important points

(Indirect Speech (II) requests & commands)

Teaching difficult points:

To discover useful words and expressions

To discover useful structures

Teaching procedures:

Step1. Direct and Indirect Speech

Step2. Discovering useful words and expressions

Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.

Step3. Discovering useful structures

(Making commands and requests using indirect speech)

1. In groups of four, think of at least three commands your teachers and parents usually give. You may follow these steps.

Choose one who is to give the first command.

Ask another person in your group to tell somebody what you said.

The third person will change the request or command from direct into indirect speech. Change role so that each person gets the chance to give commands and turn them into

Step4. Homwork

Doing the exercises on page 23.

The fourth period (Using language) (2课时)

(STANDARD ENGLISH AND DIALECTS)

Teaching important points

To read out and talk about STANDARD ENGLISH AND DIALECTS

Teaching difficult points:

To write about learning English by brainstorming

Teaching procedures:

Step1 Warming-up

Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.

Step2. Reading

1 Read quickly to find the topic sentence for each paragraph.

2 Work in pairs. Read the text to locate particular information.

1). Do you know what Standard English is from the text?

2). What is a dialect? Why does American English have so many dialects?

Step3. Listening

Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)

3). Play the tape for the students to listen.

Step4. Homework

Let students write a letter.

Unit 3 Travel journal

Teaching aims and demands

Topic: Describe a journey; Revise means of transportation

Words and Expressions:persuade, stubborn, insist, proper(ly), determine(d), altitude, valley, attitude, shorts, camp, record, topic, familiar, brave, give in, change one’s mind.

Functional items: Good wishes and farewells

Grammar: The Present Continuous Tense to express future actions

The first period (Warming up and Pre-reading) (1课时)

Teaching aims

1. To talk about things related to travel, e.g. the place the fares and transport, etc.

2. To improve the Ss’ listening ability.

Teaching important points

To talk about travel.

To tell the Ss how to catch the key points when they do listening.

Teaching procedures:

Step 1 Warming up

1 Do you like traveling?

2 Why do you like traveling? （Answers）：Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health…;

3 How will you prepare for traveling? (Answers)(including the time, the place, the means, the cost, the things you’ll take along, )

Step 2 Speaking

T: Now, imagine that you live in Qinghai Province. You plan to spend a holiday with a friend somewhere in Southeast Asia. Choose three places to visit and find out the one –way fare to get there for different kinds of transport. Then, make up a dialogue In pairs, discuss the fares and decide where to go.

Step 3 Homework

Make up a dialogue . P57. Using structures P59. Reading task

The Second Period (Reading and comprehending)(2课时)

Teaching goals

Learn something about the Mekong River through reading.

Students can use what they have learned to describe a trip.

Teaching importants

Understand the text well.

Teaching difficult points:

Try to master the useful new words & expressions in this period.

Teaching procedures

Step Ⅰ Warming Up

Q1:Have you visited any river?

Q2: How many great rivers do you know?

Q3 : If you could travel down only one of them, which one would you choose? Why? Step 2 Pre-reading

Show a picture of the Mekong River and the brief introduction of it. Ask them:

Can you list the countries that the Mekong River flows through?

Step 3 Reading

Q1. Who are Wang kun and Wang Wei?

Q2.What are their dreams?

Q3.Who are Dao Wei and Yu Hang?

Q4. Is it a difficult journey to cycle along the Mekong? Why?

Q5.What can you see when you travel along the Mekong River?

Fill in the blanks

Mekong River begins ___ a glacier on a Tibetan mountain. At first ,The river is small and the water begins to move_______. It becomes ______as it passes ______ deep valleys. Traveling ______western Yunnan Province. Sometimes The River ______ wide Valley and becomes a_________. We were both surprised to learn that half of the river is in China . After it leaves china and the high altitudes, the Mekong becomes _____ , brown and warm. As it enters Southeast Asia, it travels slowly _________hills and low valleys, and the _____ where rice grows. at last the river’s delta enters the South China Sea.

Step4 Post-reading

Task1:Make comparison

An attitude is what a person thinks about something. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.

Task2: Debate

Which character do you like,Wang Kun or Wang wei? Why?

Step 5 Homework

Read the text again,Write a passage about their journey.

The Third Period (Text analyses and language points) (2课时)

Teaching goals

1.To revise the useful words and expressions.

2. To learn useful structures--- the Present Continuous Tense to express future actions. Teaching important points

the Present Continuous Tense to express future actions.

Teaching difficult points

How to use the Present Continuous Tense to express a plan or something to be done according to plan..

Teaching procedures:

Step 1:Practice

一、Use the reading passage to find the correct word or expression for each of the following sentences.

1.He is so stubborn that no one can ____________ him to do anything.

2.A ___________ person always tries to finish the job, no matter how hard it is.

3._______ she has made up her mind, nothing will ___________________.

4.Is it_______ for us to take off our hats in church?

5.He ________ that we find the source of the trouble as soon as possible. Everyone agreed.

6.Do you remember every _____ of the story you have just read.

7.I wanted to pay the train ____ , but my friend insisted. _______I gave in.

8.She persuaded all of us to _______ to work instead of taking the bus。

Answer: 1.persuade 2.determined 3.Once; change her mind

4.proper

5. insisted

6. detail 7fare; Finally 8. cycle

2、Complete this passage with some of the above words.

I really enjoyed my school field trip in geography. We saw so many beautiful things: a _________ that flowed like a river of ice through a _______ that cut the mountains into two parts. We also discovered a river which fell off the mountains and become a wonderful __________this was even more exciting to see than the _______ where the water seemed to boil. Later we followed the river to a quieter ______ and finally into a ______ and the sea. Answer: glacier valley waterfall rapids canyon delta

Step2 : Grammar

The Present Continuous Tense for future use

The present continuous tense can be used to express a plan or an arrangement.

现在进行时可用来表示一个在最近按计划或打算要进行的动作；通常带一个表将来的时间状语, 但有明确的上下文时无须指出时间。

能用进行时表将来的动词：

go, come, leave, start, arrive, give, return, sleep ,stay, play, do, take, get, see off, travel, fly, drive, walk, reach, meet…

Step3: Practice

1. Look at the following dialogue and underline the verbs in this tense.

A: Are you working this evening?

B: No. We’re having an English party, don’t you know?

A: Yes, I do. And we’re giving some performance at the party. What are you going to do? B: I’m singing song with my classmates.

Step6:Homework

1.Do exercises on Page 56, 57

2.Review The Present Continuous Tense ,then do exercises on Page57,58

The Fourth Period: Using language(2课时)

Teaching goals:

1). To read the passage A NIGHT IN THE MOUNTAINS

2). To use the language by reading, listening, speaking and writing.

Teaching important and difficult points:

1).Improve the students’ writing ability.

2).Enable the students to understand the passage better

.Teaching procedures:

Step 1 Lead-in

What do you think of these pictures?

What’s the weather like there?

Do you want to go there? etc.

Step 2 Reading

We know Wang Wei and Wang Kun have traveled down the Mekong. Today they have reached the Tibetan Mountains. They will stay there for a night. Now let’s look at the passage ―A night in the mountains‖ on page 22. Read it quickly to find the main idea. Show some questions.

1.How does Wang Kun feel about the trip now?

2.What do you think has changed his attitude?

3.Is it natural for Wang Kun not to feel lonely?

4.Would you feel the same way in this situation? Why or Why not?

Step3 listening

Let the students listen to the recorder and mark the rising and falling tone of each sense group and sentence. Then practice reading aloud. Pay attention to pronunciation and intonation。

Step4 Guided writing

Now let’s do a writing practice. Imagine that you are a friend of Wang Wei. Write a short letter to her and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using at least two of these expressions:

Have a nice/good time. Have a nice/good trip. Take care.

如何干净清除病毒

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新教材高一英语词汇巩固练习 Book1 Unit2 Traveling around

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大学英语book1unite1课文翻译及课后练习答案.

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book1 按词性排列所有单词)

Book1 Module1 adj.(口语)极好的brilliant ['brilj?nt] adj.搬家move [mu:v] adj.吃惊的;惊讶的amazed [?'meizd] adj.感到尴尬的embarrassed [im'b?r?st] adj.令人吃惊的amazing [?'meizi?] adj.令人尴尬的embarrassing [im'b?r?si?] adj.令人失望的disappointing [,dis?'p?inti?] adj.热心的enthusiastic [in,θju:zi'?stik] adj.失望的disappointed [,dis?'p?intid] adj.学术的academic [,?k?'demik] adj.厌烦的bored ['b?:d] adj.以前的previous ['pri:vi?s] n.（常作复数）指示说明instruction[in'str?k??n] n.方法 method ['meθ?d] n.改正纠正correction [k?'rek??n] n.鼓励激励encouragement [in'k?rid?m?nt] n.记述描述description [di'skrip??n] n.技术 technology [tek'n?l?d?i] n.理解,领悟comprehension [,k?mpri'hen??n] n.流利；流畅fluency ['flu:?nsi] n.少年 teenager ['ti:nid??] n.省province ['pr?vins] n.态度 attitude ['?titju:d] n.网站；网址website [web’sait] n.文凭,毕业证书diploma [di'pl?um?] n.误解 misunderstanding[,mis?nd?'st?ndi?] n.享受；乐趣enjoyment [in'd??im?nt] n.消息 information [,inf?'mei??n] n.行为；举动behaviour [bi'heivj?] n.制度；体系；系统system ['sist?m] n.助手,助理assistant [?'sist?nt] vi.消失disappear [,dis?'pi?] vt.包含cover ['k?v?] vt.使印象深刻 impress [im'pres] Book1 Module2 a.严格的；严厉的strict [trict] adj.聪明的intelligent [in’telid??nt] adj.害羞的；羞怯的shy [?ai] adj.紧张的；焦虑的nervous [‘n?:v?s] adj.精力充沛的energetic [,en?’d?etik] adj.科学的scientific [,sai?n’tifik] adj.耐心的patient [‘pei??nt] adj.感到轻松的relaxed [ri’l?kst] adj.严肃的serious [‘si?ri?s] adj.有趣的；可笑的amusing [?’mju:zi?] adj.有组织的organized [‘?:g?naizd] adj.正式的formal [‘f?:m?l] adv.不正确地incorrectly [,ink?’rektli] adv.大声地loudly [‘laudli] adv.立即即刻immediately [I’mi:di?tli] adv.十分地;完全地completely [k?m’pli:tli]adv.类似地similarly [‘simil?li] n.（美）成绩；分数grade [greid] n.翻译 translation [tr?ns’lei??n] n.复习 revision [ri’vi??n] n.关系 relationship [ri’lei??n?ip] n.话题；题目topic [‘t?pik] n.纪律 discipline [‘disiplin] n.假期 vacation [vei’kei??n] n.女校长headmistress [‘hed’mistris] n.时间表timetable [‘taimteibl] n.玩笑；笑话joke [d??uk] n.文学 literature [‘lit?r?t??] n.校长 headmaster [‘hed’mɑ:st?] n.一段时间period [‘pi?ri?d] n.印象 impression [im’pre??n] n.总结；摘要summary [‘s?m?ri] vt.&n.尊敬尊重respect [ri’spekt] vt.避开avoid [?’v?id] vt.承认admit [?d’mit] vt.感激appreciate[?’pri:?ieit] vt.挥（手）；招（手） wave [weiv] vt.讨厌；不喜欢hate [heit] vt.温习revise [ri’vaiz] Book1 Module3 adj.被遗弃的abandoned [?'b?nd?nd] adj.疲惫不堪的exhausted [ig'z?:stid] adj.商业区市中心的downtown ['daun'taun] n.（美）公寓apartment [?'pɑ:tm?nt] n.主考官；面谈者interviewer ['int?vju:?] n.半夜 midnight ['midnait] n.产品 product ['pr?d?kt] n.电车 tram [tr?m] n.风景;景色scenery ['si:n?ri] n.轨道 track [tr?k] n.海滨 seaside ['si:said] n.纪念品souvenir [,su:v?'ni?] n.距离 distance ['dist?ns] n.卡通；漫画cartoon [kɑ:'tu:n] n.录音带cassette [k?'set] n.旅程 journey ['d??:ni] n.骆驼 camel ['k?ml] n.马戏团circus ['s?:k?s] n.面试；面谈interview ['int?vju:] n.摩托车motorbike ['m?ut?,baik] n.沙漠 desert ['dez?t] n.事件 event [i'vent] n.铁轨 rail [reil] n.土壤 soil [s?il] n.仪式 ceremony ['serim?ni] n.鹰eagle ['i:gl] n.幼儿园kindergarten ['kind?,gɑ:tn] n.运动场；体育场stadium ['steidi?m] n.真空；空白vacuum [`'v?kju?m] n.直升飞机helicopter ['helik?pt?] n.专家 expert ['eksp?:t] n.钻石 diamond ['dai?m?nd] vt.(shot,shot)射杀shoot [?u:t] vt.惊吓frighten ['fraitn] vt.训练train [trein] Book1 Module4 vt.停车park [pɑ:k] vt.买得起;有能力支付afford [?'f?:d] vt.联络；联系contact ['k?nt?kt] vt.接近approach [?'pr?ut?] vt.交换exchange [iks't?eind?] vt.打扰烦扰麻烦bother ['b?e?] vi.听起来sound [saund] vi.死里逃生survive [s?'vaiv] vi.饿死starve [stɑ:v] n.组织organization ['?:g?nai'z??n] n.租金rent [rent] n.职业occupation [,?kju'pei??n] n.委员会committee [k?'miti] n.四邻neighbourhood n.美术馆；画廊 gallery ['g?l?ri] n.旅游者；观光客tourist ['tu?rist] n.令人讨厌的人事nuisance['nju:sns] n.就业工作；职业employment [im'pl?im?nt] n.交通traffic ['tr?fik] n.建筑architecture ['ɑ:kitekt??] n.家属；家人h ousehold ['haush?uld] n.家乡hometown [h?um'taun] n.海港harbour n.调查survey [s?'vei] n.地域区域行政区district ['distrikt] n.城郊；郊区s uburb ['s?b?:b] adv.很；相当 pretty['priti] adj.专业的 professional [pr?'fe??nl] adj.吸引人的attractive [?'tr?ktiv] adj.用手的；手的manual ['m?nju?l] adj.幸运的 fortunate ['f?:t??nit] adj.失业无工作的unemployed [,?nim'pl?id] adj.迷人的,吸引人的fascinating ['f?sineiti?] adj.美丽的；宜人的gorgeous ['g?:d??s] adj.地方的；局部的local ['l?uk?l] Book1 Module 5 vi.形成form [f?:m] vi.收缩contract [‘k?ntr?kt] vi.生锈rust [r?st] vi.漂浮float [fl?ut] vi.膨胀expand [ik’sp?nd] vi.（化学）反应react [ri’?kt] n.蒸汽;水气steam[sti:m] n.液体liquid [‘likwid] n.氧气 oxygen [‘?ks?d??n] n.演讲 lecture [‘lekt??] n.物质substance [‘s?bst?ns] n.天平平衡balance [‘b?l?ns] n.设备；装备e quipment [I’kwipm?nt] n.目标；目的a im [eim] n.结论conclusion [k?n’klu:??n] n.阶段；时期s tage [steid?] n.火焰 flame [fleim] n.混合物mixture [‘mikst??] n.反应 reaction [ri’?k??n] n.电electricity [,ilek’trisiti] n.（大学的）科、系department [d i’pɑ:tm?nt] n.(常作复数)设备；工具f acility [f?’siliti] adj.与电有关的electrical [I’lektrik?l] adj.普通的;平常的ordinary [‘?:din?ri] adj.吃惊的；惊愕的astonished [?’st?ni?t] adj.部分的；局部的partial [‘pɑ:??l] Book1 Module 6 vt.缩短shorten ['??:tn] vt.设计design [di'zain] vt.记录；登录log [l?g] vt.创造；发明create [kri:'eit] vt.超过pass [p?s] vt.包含；包括contain [k?n'tein] vi.集中(注意力、思想等)concentrate ['k?ns?ntreit] vi.(计算机)崩溃 crash [kr??] prep.途径；经由via [vai?] n.许可permission [p?'mi??n] n.文章essay ['esei] n.文件document ['d?kjum?nt] n.网络network ['netw?:k] n.软件software ['s?ftw??] n.密码；口令k eyword['ki:,w?:d] n.来源；出处s ource [s?:s] n.接近；通路a ccess ['?kses] n.故障breakdown ['breikdaun] n.发明invention [in'ven??n] n.弊端；缺点d isadvantage [,dis?d'vɑ:ntid?] n.保护；防卫d efence [di'fens] n.百分数；百分率percentage [p?'sentid?] n.（复）统计数字statistics [st?'tistiks] n.（复）数据d ata ['deit?] adv.时常；经常frequently ['fri:kw?ntli] adv.横着地；斜着地sideways ['saidweiz] adj.平均的 average ['?v?rid?] adj.明确的 definite ['definit] adj.可进入的；可使用的a ccessible [?k'ses?bl] adj.军事的；军队的military ['milit?ri] adj.极好的；美妙的fantastic [f?n't?stik] adj.独立的 independent [,indi'pend?nt]

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book1 按词性排列所有单词)

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