Unit 5 Music（通用4篇）

Unit5Music篇1

unit5music

usinglanguage

aims

toreadthestoryaboutfreddyandthenenjoyandunderstandbeatles’songs.

tousethelanguagebyreading,listening,speakingandwriting.

procedures

i.warmingupbylisteningandwriting

turntopage37andreadthesesentencesbeforelisteningtothetape.thenlistentothetapeanddecidetrueorfalse.

ii.guidedreading

1. readingandtranslating

readmoreaboutfreddy’slifeandtranslateitintochineseparagraphbyparagraph.

2. readingandunderlining

nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.copythemtoyournotebookafterclassashomework.

collocationsfromfreddy’slife

becomefamous,visitbritainonatour,waitforhourstogetticketsfortheconcerts,beconfident,enjoysingingandallthecongratulations,themostexcitingexperience,singinatvprogramcalled“topofthepops,wearanexpensivesuit,giveaperformancetoatvcamera,gowrong,notgooutwithoutbeingfollowedeverywhere,wearsunglasses,hideinrailwaystations,one’spersonallife,becometoopainfulforsb.,packone’sbags

3. doingexercises

nowyouaregoingtodoexercisesno.3,4and5onpage38followingthearticle.

ex3:herearetheincorrectsentenceswhichshouldbecrossedout.

1. freddyandhisbandalwayslovedbeingpopstars.

2. hisfavoriteprogramwas“topofthepops”.

3. thingswentwrongbecausefreddyandhisbandhidthemselves.

4. theyrealizedtheyhadtogobecausetheywerepainful.

exercise4answerthesequestions:

1. thisisanopenquestionbywhichstudentsareaskedabouttheiropinions.

answersmayvary.

2. answersmayvarybutthereisinformationinthereadingpassagethatmayinclude:

---becomingrich;

---doingajobyouwanttodo;

---havingmanyfans;

---peopleenjoyingyourmusic.

3. answersmayvarybutinformationmayinclude:

---peacefulandquiet;

---aprivatelifeawayfromcrowds;

---apersonallifewhichothersdonotdiscuss.

exercise5:themainideaisno.3.thisisastoryaboutabandthatbecamefamousanddidnotlikeit.onlyno.3bestsummarizesthemainidea,whilealltheothersreflectjustpartofthemainidea.atfirst,freddyandhisbandwantedtobefamous,butwhenhebecamefamous,theywerealwaysbeingfollowedwherevertheywent,whichtheyfoundpainful.

iii.guidedwriting

1.writingaletterforadvice

pleaseturntopage38writing.let’sreadtheinstructions.

youandyourfriendswanttostartyourownband.however,youhaveneverplayedinabandbefore.youwriteane-mailtofreddyforhisadvice.thee-mailisstartedforyou,butyouhavetofinishit.

you’dbetterdosomebrainstorminginsmallgroupsbeforewritingyourletters.youshouldfollowtheprocedureforbrainstormingandoutliningintroducedinmodule1unit2.

writingtips:

1. ingroupsdiscusssomequestionsyouwouldliketoaskfreddy.

2. makealistofthemandchoosethebestquestions.

3. shareyourideaswithanotherpair;discussallquestionsandthendecidewhichonesyouwanttoaskfreddy.

4. useeachquestiontostartanewparagraph.

5. writeyourquestionfirst;thenaddextrainformationtoshowfreddywhyyouneedhelp.

6. finishtheletterpolitelyandthankfreddyforhishelp.

2.readingfreddy’sreply

let’sreadfreddy’sreplyandanswerthequestions:

---howwasfreddy’sbandformed?

---whatadvicedoesfreddygive?

3.writinganoteandaparagraph

pleaseturntopage74.nowinpairsyouaregoingtodecideonthebestwaytotellaforeignfriendaboutonekindofchinesefolkmusic.whatdoyouthinktheyneedtoknowbeforetheycanenjoyit?whydoyoulikeit?whoareyourfavoritesingers?discussitwithyourpartnerandwritenotestoremindyouofyourmostimportantideas.thenwriteaparagraphtellingyourforeignfriendaboutthetypeofchinesefolkmusicyouhavechosen.useadictionaryandotherreferencebookstohelpyou.

iv.furtherapplying 

findinginformation

gotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationonmusicandmusicians.takenotesofyourfindingsandreportthemtoyourgroupmatesnextmondaymorning.

v.closingdownbyfillingaform

makeuseofthetextandotherstofillintheformbelow.

howdopeopleformaband

members 

reasons 

places 

forms 

results 

closingdownbydescribingaband

toendthisperiod,iamgoingtohavetwoofyoutodescribetotheclassabandwhomyouappreciates.who’dliketospeakfirst?

Unit5Music篇2

unit5music

period1(reading)

teachingaims:

studentswillbeableto:

sumupthemainideaofeachparagraph.

understandthedetailsaboutthepassage.

procedures:

step1 warming-up

1. beforetheclassbegins,letthessenjoy“i’mabeliever”playedby“thebeatles”.

2. letthessenjoysomedifferentkindsofmusiconthetapeandaskthemtomatchthemusicwiththerightpicture.

step2 pre-reading

talkaboutthefamousbandsintheworld.(p33pre-reading) 

1. askthess:haveyouheardaboutanyofthefamousbandsintheworld? listsomeifyouhave.

thentheteacherwillshowthesssomepicturesofsomefamousbandslike“thebeatles”,“backstreetboys”,“westlife”and“zeroo’clock”onthescreenandaskthesstonamethebandsandtelltheteacherwheretheycomefrom.  

2. askthess:whichonedoyoulikebest?why?

3. askthess:douyouknowanythingabout“themonkees”?

thentheteacherwillshowthesstwopicturesof“themonkees”andsay:ifyouwanttoknowmoreabout“themonkees”,pleaseturntopage33andlet’scometoreading“thebandthatwasn’t”.

step3 while-reading

firstreading:readthepassageagainthenanswerthefollowingquestions:

1. whydomostmusiciansliketobeinabandwithothers?

2. whichtwomusicalbandsarementionedinthepassage?

3. howdosomebandsformedbyhighschoolstudentsearnextramoney?

4. whendidthe“monkees”breakupandwhendiditreunite

secondreading:getthemainideaofeachparagraph.(finishp35,ex2)

step4 post-reading

givethessthefollowingadjectives“popular,lively,funny,foolish,attractive,brave,crazy,noisy,classical,rich,honest,famous”andaskthemtochoosetheonesthattheythinkbestdescribe“themonkees”andgivetheirreasons.(finishp35ex3)

(theteacherwillfirstaskthesstodiscussinpairsandencouragethesstoexpresstheiropinions.thereisnodefiniteanswer.)

step5 discussion

discussthefollowingtopicsingroupsoffour.

1. whatcanwelearnfrom“themonkees”?

2. ifyouaretoformyourownband,whatwillyoudo?

(afterdiscussion,askthesstoexpresstheirownopinion.)

step6 summary

todaywehaveenjoyedsomebeautifulmusicandlearnsomethingaboutsomefamousbands.remember:

successliesinhardwork.

step7 homework

1. retellthetext.

2. collectsomeinformationaboutyourfavoritemusic.

Unit5Music篇3

unit5music

learningaboutlanguage

(theattributiveclause(in/for/with/by＋which/whom).

aims

tohelpstudentslearnabouttheattributiveclausewithaprepositioninfront.

tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.

tohelpstudentsdiscoverandlearntousesomeusefulstructures.

procedures

i.warmingup

warmingupbydiscoveringusefulwordsandexpressions

turntopage35anddoexercisesno.1,2and3first.checkyouranswersagainstyourclassmates’.

ii.learningaboutgrammar

1.readingandthinking

turntopage34andreadwithmethetextofthebandthatwasn’t.asyoureadon,payattentiontotheattributiveclause(in/for/with/by＋which/whom),thatis,theattributiveclauseswithaprepositionaheadoftherelativepronounshowninthesentences.

forreference:themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.however,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“themonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.

2.doingexercisesno.1and2onpage35

turntopage34.lookatthetwosentences:

themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.

however,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“themonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.

payattentiontothestructure:preposition+relativepronoun.usuallyonlytworelativepronouns---whichandwhom---canbeusedintheattributiveclause,withaprepositionputbeforetheclause.thatcan’tbeused.lookatthescreen.herearemoreexamplesonthiskindofstructure.

1.thisisthereasonforwhichhelefthishometown.(=why)

2.i’llneverforgetthedayonwhichwestayedtogether.(=when)

3.thisisthegirlfromwhomilearnedthenews.

4.thepersontowhomispokejustnowisthemanagerthatitoldyouabout.   

5.i’llshowyouastoreinwhichyoumaybuyallthatyouneed.(=where)

6.idon’tlikethewayinwhichyoulaughedather.(=that)

nowgoontodoexerciseno.2onpage36,thatis,tosortoutthesentences.

iii.readyusedmaterialsfortheattributiveclause(in/for/with/by＋which/whom)

informalstylesweoftenputaprepositionbeforetherelativepronounswhichandwhom:

•therateatwhichamaterialheatsupdependsonitschemicalcomposition.

•inthenovelbypeters,onwhichthefilmisbased,themaincharacterisateenager.

•anactorwithwhomgelsonhadpreviouslyworkedcontactedhimabouttherole.

•hermanyfriends,amongwhomiliketobeconsidered,gaveherencouragement.

noticethatafteraprepositionyoucan’tusewhoinplaceofwhom,andyoucan’tusethatorzerorelativepronouneither:

•isitrightthatpoliticiansshouldmakeimportantdecisionswithoutconsultingthepublictowhomtheyareaccountable?(not---thepublictowhotheyareaccountable.)

•thevalleyinwhichthetownliesisheavilypolluted.(not---thevalleyinthatthetown...)

•arnoldtriedtogaugethespeedatwhichtheyweretraveling.(not---thespeedattheyweretraveling.)

ininformalenglishweusuallyputtheprepositionattheendinattributiveclausesratherthanatthebeginning:

•theofficewhichgrahamledthewaytowasfilledwithbooks.

•jim’sfootballingability,whichhewasnotedfor,hadbeenencouragedbyhisparents.

•theplaygroundwasn’tusedbythosechildrenwhoitwasbuiltfor.

inthiscasewepreferwhoratherthanwhom(althoughwhomisusedinformalcontexts).inrestrictiveattributiveclauseswecanalsousethatorzerorelativepronouninsteadofwhoorwhich(e.g....thechildren(that)itwasbuiltfor).

iftheverbinattributiveclausesisatwo-or-three-wordverb(e.g.comeacross,fillin,gothrough,lookafter,lookupto,putupwith,takeon)wedon’tusuallyputtheprepositionatthebeginning:

• youressayisoneofthose(which/that)i’llgothroughtomorrow.(ratherthan...throughwhichi’llgotomorrow.)

• sheisoneofthefewpeople(who/that)ilookupto.(not...towhomilookup.)

informalwrittenenglish,weoftenprefertouseofwhichratherthanwhosetotalkaboutthings:

•ahugeamountofoilwasspilled,theeffectsofwhicharestillbeingfelt.(or...whoseeffectsarestillbeingfelt.)

•theendofthewar,theanniversaryofwhichisonthe16thofnovember,willbecommemoratedincitiesthroughoutthecountry.(or...whoseanniversaryison...)

notethatwecan’tuseofwhichinplaceofwhoseinthepatternsdescribedinunit71b:

•dorothywasabletoswitchbetweengerman,polishandrussian,allofwhichshespokefluently.(not..,allwhoseshespoke...)

wecansometimesusethat...ofinplaceofofwhich.thisislessformalthanofwhichandwhose,andismainlyusedinspokenenglish:

•theschoolthatsheisheadofisclosingdown.(ortheschoolofwhichsheishead...)

whosecancomeafteraprepositioninattributiveclauses.however,itismorenaturaltoputtheprepositionattheendinlessformalcontextsandinspokenenglish:

•weweregratefultomr.marks,inwhosecarwehadtraveledhome.(or...whosecarwehadtraveledhomein.)

•inowturntofreud,fromwhoseworkthefollowingquotationistaken.(or...whoseworkthefollowingquotationistakenfrom.)

iv.closingdownbydoingexercises:

jointhesentencehalvesusingwhichorwhomafteranappropriatepreposition.(a)

a. iwouldneverhavefinishedthework.

b. itwasprimarilywritten.

c. weknownothing.

d. theygotagoodview.

e. helearnedhowtoplaychess.

f. dennisscoredthreegoalsinthefinal.

g. shewasborn.   

h. itwasdiscovered.

1.theyclimbeduptothetopofalargerock.

2.iwouldliketothankmytutor.

3.shehasnowmovedbacktothehouseonlongisland.

4.thestaristobenamedafterpatrickjenks.

s.thisistheball.

6.heisnowabletobeathisfather.

7.thebookisenjoyedbyadultsaswellaschildren.

8.therearestillmanythingsinoursolarsystem.

keyforreference:

1.theyclimbeduptothetopofalargerock,fromwhichtheygotagoodview.

2.iwouldliketothankmytutor,withoutwhomiwouldneverhavefinishedthework.

3.shehasnowmovedbacktothehouseonlongisland,inwhichshewasborn.

4.thestaristobenamedafterpatrickjenks,bywhomitwasdiscovered.

s.thisistheball.dennisscoredthreegoalsinthefinal.

6.heisnowabletobeathisfather,fromwhomhelearnedhowtoplaychess.

7.thebookisenjoyedbyadultsaswellaschildren,aboutwhomitwasprimarilywritten.

8.therearestillmanythingsinoursolarsystem,aboutwhichweknownothing.

arethesecorrectorappropriate?iftheyare,puta√.iftheyarenot,giveareason,correctthemandgivealternativesifyoucan.(a)

i. it'sapieceofjewelryacrosswhichicameinanantiqueshop.---whichicameacrossinanantiqueshop.(‘cameacross’isatwo-wordverb.)

2. theextraworkwhichshetookonwasstartingtoaffectherhealth.

3. mymother,afterwhomilookedforover20years,diedlastyear.

4.thepeoplewhomiworkwithareallveryfriendly.

5.someofthecriticismswithwhichtheyhadtoputupwereveryunfair.

6.hehadmanyfriendswithwhomhehadaregularcorrespondence.

7.thewomantowhoheisengagedcomesfrompoland.

8.theformswhichihadtofillinwereverycomplicated.

rewritethesesentencessothattheyaremoreappropriateforformalwrittenenglish.usepreposition+whichorpreposition+whose,asappropriate.(b)

i. tomsims,whosecartheweaponswerefoundin,hasbeenarrested.tornsims,inwhosecartheweaponswerefound,hasbeenarrested.

2.tomham,whosenovelthetvseriesisbasedon,willappearinthefirstepisode.

3.drjacksonownsthecastlewhosegroundsthemainroadpassesthrough.

4.tessaparsonsisnowmanagingdirectorofsimons,thecompanythatshewasonceasecretaryin.

5.allowingtheweaponstobesoldisanactionthatthegovernmentshouldbeashamedof.

6.thedragonflyisaninsectthatweknowverylittleof.

Unit5Music篇4

unit5 music

i.languagepoints

1.dream vi.梦到，梦见…

dreamof/aboutsth./doingsth.梦想…

dreamofabetterfuture

dreamofbecomingfamous

idreamedthatiwasflyinglikeabirdinthesky.

dream  n.梦，理想…

haveadream（=dreamadream）做一个梦

realizeone’sdream实现某人的梦想

注意：dream的用法与think相近，后面一般不用不定式作宾语。dream的过去式，过去分词有两种形式：dreamed，dreamed；dreamt，dreamt。

i’velong_______payingavisittothegreatwallofchina.

a.dreamedup   b.dreamedaway   c.dreamedabout   d.dreamedout

key:cdreamabout/ofdoingsth.“梦想做……”

2.with+n.+现在分词或过去分词

构成复合结构在句中做状语

 withwintercomingit’stimeforustoprepareforourfinalexam.（伴随的动作）

 withthehomeworkdone,hewenthomehappily.（已经完成被动的动作）

拓展：with+n./pron.+ todo（将要执行的动作）

adj.（                            ）

adv.（                            ）

prepphrases（                     ）

参考例句：

 theprofessorcameinwithalotofstudentsfollowing.

 withtheproblemsolved,weallfeelveryhappy.

 withlilytohelpus,wecanfinishtheworkinanhour.

 helikestosleepwiththedooropen.

 withhersonawayfromhome,shefeltverylonely.

 withabagonherback,thegirlwenthomehappily.

3.honest         adj.诚实的

拓展：   honestly     adv.诚实地

dishonest     adj.不诚实的

honesty         n.忠实，诚实，正直

tobehonest 说实话，常用作插入语

behonestwithsb对……说老实话，对某人以诚相待

（bequitehonestaboutit老实说，常用作插入语，befrankwithyou坦诚相告，坦白说，totellyouthetruth跟你说实话吧）

iwillbehonestwithyou.

ifyouarehonestwiththeothers,theywillhelpyoualot.

tobehonest,idon’tliketoworkforourcompany.

4.extra (1.)adj.额外的，特别的                                                   

heisstrongenoughtocarrythecargo,idon’tthinkheneedssomeextrahelp.

(2.)adv.额外，另外，外加；特别，分外

theychargeextraforwine.他们另收酒钱。

iboughtthepictureatanextrahighprice.我以特别高的价格买下了这幅画。

（3.）n.号外（报纸）

lateeveningextra!深夜号外！

5.playjokesonsb.

在某人身上开玩笑

 heisaseriousman,don’tplayjokesonhim.

 thoughold,theyoftenplayjokesoneachother.

playtrickson捉弄某人

 weshouldneverplaytricksontheothers.

拓展：

forajoke只是为了开玩笑         injoke 闹着玩地

jokeabout拿……开玩笑

haveajokewithsb和某人一起讲笑话

makeajokeof以……为笑柄

laughat嘲笑…… makefunof取笑……

playtrickson(=playatrickon)捉弄某人

6.baseon/upon基于…，以…为根据

 hisargumentisbasedonfacts.

 thewriterbasedhisbookonatruestory.

拓展：

fromthebasisof构成……的主要成分     accordingto根据

base根基，基础（指具体）              basis要素，基础（指抽象）

maxmadelondonthebaseforhiswork.

马克思把伦敦作为他的工作基地。

练习：

________onatruestory,thefilmiswellworth______.

a.based;seeing   b.based;seeing   c.tobase   d.beingbased;beingseen

key:a

7.atfirst

起初，开头，含有后来不这样的意思

 atfirst,shewasafraidofwater,butshesoonlearnedtoswim.

8.attractive adj.有吸引力的，有魅力的

attract      vt.  吸引，引起

attraction  n.   吸引力

attractone’sattention/interest 吸引某人的注意力/兴趣

 thegirlisveryattractive.那个女孩很有魅力。

 likeattractslike.物以类聚。

 theadvertisementattractedhisattention.那则广告吸引了他的注意力。

9.even+比较级

it’sevencolderthanyesterday.

theybecameevenmorepopularthan“thebeatle”intheusaandsoldevenmorerecords.

even/much/alot/far+比较级

thegardenismuchmorebeautifulthanthatone.

10.beconfident+从句     对……有信心

beconfident of(about,in)  对……有信心

confidence   n.信心

confidently   adv.有信心地，确信地

confidential   adj.机密的，隐秘的

拓展例句：

heisquiteconfidentthathe’llpassthedrivingtext.

don’tbetooconfidentinyourownopinion.

tomisconfidentofhisabilitytoovercomethedifficulty.

练习：

themanagingdirectortoldthejournalistshewas_______ofsuccess.

a.confident   b.optimistic    c.happy      d.reliable

key:a

11.performance  n.表演

performer n.表演者     

performv.表演，履行，执行，表现，性能

拓展例句：

theyputonaperformancelastnight.

whatplaywillbeperformedtomorrow?

performyourpromise.

thecarperformswellonhills.

oneshouldperformone’sduties.

12.  gowrong       ……出了毛病

=somethingiswrongwith…

=thereissomethingwrongwith…

mywatchwentwrongyesterday.

what’swrongwithyou?

hewasdonewrong.他受了冤枉。

13.pretend v.假装，佯装；（在游戏中）装扮，扮作，模拟；（与to连用）自称，自诩

hedoesnotpretenttobeaphysicist.

他并不自诩为物理学家。

短语：pretendtodosth 假装做某事。

14.attachvt.&vi.

(1.)认为有

doyouattachanyimportancetowhathesaid?

你认为他所说的话重要吗？

（2.）附上，贴上，系上

sheattachedastamptotheenvelope.

她在信封上帖上一枚邮票。

注意：attach…to中的to为介词，后接名词词组或动名词。

15.form

（1.）v.形成，组成，制作

ican’tformanyideaoropinionaboutit.

对此我说不出有什么想法或意见。

（2.）v.养成，培养

oneshouldformgoodhabitswhenyoung.

当一个人年轻的时就应该养成良好的习惯。

（3.）n.样子，外表，形式

itissaidthatagreeksea-godcouldappearintheformofanycreaturehewished.

据说希腊的海神能随心所欲地以任何动物的样子出现。

（4.）n.表格

pleasefillthisforminink.

请用墨水笔填写这张表。

拓展：

formal adj.正式的，正规的，形式上的

formally adv.正式地

formless adj.无形的

former   adj.前者的，以前的

固定短语：

intheformof以……的形式          inform形式上，情况良好

forminto组成

fillintheform填表格

formthehabitof养成……的习惯

练习：

thechildrenwere_______smallgroups,goingfeomdoortocollectoldclothes.

a.formedfrom                      b.formedinto

c.madeinto                        d.madefrom

key:b

16.aswellas与notonly…butalso

两者都可以表示“不但……而且……”，可以互换，但aswellas侧重点在前，引导主语时谓语动词的数同前面名词的数一致。notonly……butalso……侧重点在后，引导主语时谓语动词的数同后面名词的数一致。

thechildislovelyaswellashealthy.

这孩子既健康又活泼。

english,aswellasmaths,isofgreatimportance.

同数学一样，英语非常重要。

notonlytheteacher,aswellasthestudentswishforaholiday.

不但老师，而且学生也希望放假。

theteacher,aswellasthestudentswishesforaholiday.

不但老师，而且学生也希望放假。

注意：

不能用a，baswellasc结构，但可用aaswellasbandc或aandbaswellasc结构。aswellas与动词连用时，通常用v.-ing形式

aswellasbreakinghisleg,hehurthisarm.

他不但摔断了腿，而且还伤了胳膊。

hespeaksspanishandenglishaswellasfrench.

他不但会说法语，还会说西班牙语和英语。

17.passer-by  n.过路人；行人

注意，passer-by的复数形式为passers-by.

类似的还有looker-on旁观者

18.earn vt.赚钱，获得，博得

earn/makeone’sliving 谋生

earn/makemoney赚钱

heearns$20,000ayearbywritingnovels.

他通过写小说一年赚了两万美元。

sheearnedarestafterallthathardwork.

她干完那些苦活后终于得到了一次休息的机会。

19.rely 

(1.)依靠，依赖（on/upon）

relyonone’sownefforts.依靠自己的努力

relyonsbtodosth.依靠某人做某事

youmayrelyonmetohelpyou.你可以依赖我帮助你。

（2.）信赖，指望（on/upon）

youmayrelyuponmyearlyarrival.放心好了，我会早到的。

同义：

depend,count,rest依靠

练习：

thepeopleontheisland_______onthesuppliesthatwerebroughtfromthemainland.

a.acted        b.called         c.put          d.relied

key:d     

20.familiar  adj.

(1.)(与with连用)熟悉的，通晓的

heisfamiliarwithenglish.他通晓英语。

（2.）（与to连用）为……所熟知的

shelooksfamiliartome,butidon’trememberhername.

她看起来面熟，但我记不起她的名字。

（3.）通常的，常见的

ithoughofthefamiliarscencesofmychildhood.

我常想起了儿时常见的场景。

（4.）随便的

youseemtobeonveryfamiliartermswithyourtutor.

你似乎和你的导师之间很随便。

固定搭配：

sb.+befamiliarwithsb/sth某人与某人交情好、某人通晓某事物

sth+befamiliarto+sb.某物为某人所知

练习：

heisvery_______withthecity,forhehaslivedherefor20years.

a.popular    b.similar     c.familiar     d.particular

key:c

21.breakup  vt.&vi.

(1.)分解，分开

awordcanbebrokenupintosyllable.单词可以分成音节。

(2.)破碎，解体

theshipwasbreakingupontherocks.船在礁石上撞毁了。

（3.）驱散

thepolicecameandbrokeupthecrowd.警察来了，把人群驱散了。

（4.）放假

whendoesyourschoolbreakup?你们学校何时放假？

拓展：

breakaway逃脱，甩掉     breakdown  坏掉，失败

breakintopieces破成碎片   breakinto破门而入

breakin插话，打断         breakout突然发生，爆发（疾病，火灾，战争等）

breakthrough突破          breakone’sword/promise食言

breakthelaw 犯法

练习：

tounderstandthegrammarofthesentence,youmustbreakit______intoparts.

a.down      b.up       c.off        d.out

key:a

22.orso 大约

orso通常位于数量词之后，表示“大约”。about,around与some都有“大约……”之意，但它们都位于数量词之前。

theystayedinthehotelfortwoweeksorso(=some/around/abouttwoweeks).他们在那家旅馆大约住两周。

练习：

myparentswillmovebackintotowninayearor__________.

a.later         b.after           c.so           d.about

key:c

welefttherestaurantat___________10:30.

a.orso        b.around         c.round        d.about

key:d       

23.sort

(1.)n.种类；类别

hewantedajob,anysortofajob.

他想要一份工作，什么工作都行。

（2.）v.整理，分类

sortsth.out整理，挑出，解决(处理)问题

imustsortoutmyclothesfortomorrow.

我一定要把明天穿的衣服整理好。

24.addition的用法

addition n.加，加法；添加物，

拓展：

add v.添加，增加

additional  adj.附加的

additive  n.添加物，添加剂

inaddition 另外，加之

inadditionto除……之外（to为介词）

inadditiontoyourmonthlysalaryafteryouareemployedbyourcompany,youcanalsoreceivealargesumofallowancetoyourpost.

你被我们公司录用后，除了月薪之外，你还可以得到一大笔岗位津贴。

练习：

thesenewbooksareaverywelcome_______totheschoollibrary.

a.addition    b.arrival   c.attitude   d.audience

key:a增加物

25.sensitive adj.敏感的，易受伤的

childrenareusuallysensitivetoblame.

小孩们通常容易因受到责备而在感情上受到伤害。

固定搭配：

besensitiveto……对……敏感

拓展：

sense  v.感觉到；n.感觉         sensible  adj.明智的

sensibility  感受力，敏感的

练习：

theelderlyneedspecialcareinwater,astheyare_______tothesuddenchangeofweather.

a.sensitive    b.sensible    c.flexible     d.positive

key:a

26.comeupwith想出，提出，赶上（主语是人）

hecameupwithanewsuggestion.

他提出了一个新建议。

comeup被提出（主语是物）

somepracticalsuggestionscameupatthemeeting.

会上提出了一些可行性建议。

提示：

sb+comeupwith+sth.某人提出/想出某事

sth+comeup某事被提出

练习：

theleadersarediscussingtheproblem________onyesterday’smeeting.

a.comeup                      b.comeupwith

c.comingup                     d.comingupwith

key:c

27.aboveall最重要的是；尤其是

该短语常用于句首或句中，作状语，表示意义的补充。

拓展：

inall总共，总计          afterall 毕竟，终究

allinall 总之             atall根本，全然

firstofall 首先，第一

练习：

i’dliketobuyahouse-modern,comfortable,and________inaquietneighborhood.

a.inall    b.aboveall       c.afterall          d.atall

key:b

ii.usefulexpression

like dislike

iprefer…

ilike…because…

myfavouritemusicianis…                         

iamfondof…

…iswonderful! 

ienjoylisteningto…  

ilove…

…isgreat! ihate… 

ican’tstand…   

idon’tlike…verymuch.  

…isawful!  

…isdreadful!

askingforadvice could/would you…?

what’syouropinionabout…?

whatdoyouthink…?

expresspreference iprefer…    ienjoy…

iamfondof…

myfavourite…is…

ilike…bestbecause…

expressyourappreciation we’llbegratefulforyourhelp.

anyadvicewillbeagreathelp.