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¢ñ£®ÍêÐÎÌî¿Õ/Close£¨20·Ö£©

¡¡¡¡In 1990 a report was published about what the earth might be like 20 years from then on£®The report was a result of a three year£¨1£©£®

¡¡¡¡According to the report£¬the picture of the earth in the year 2010 is not a£¨ 2£©one£®The world will be more£¨3£©because the population will continue to grow£®The population could be£¨4£©6300 million£¬almost 2 150 million more than in 1985£®More people would move into cities£¬especially cities in£¨5£©countries£®Cities like Cairo and Jakarta probably would£¨6£©have 15 million by then£®

¡¡¡¡Food production will£¨7£©£¬but not enough to feed all the people£®Farmers will grow 90% more food than they did in 1985£¬£¨8£©most of the increase would be in countries that£¨9£©produce enough food for their people£®Little increase is£¨10£©in South Asia£¬Africa and the Middle East£®Poor farming ways are£¨11£©large areas of crop land£¬changing farms into deserts£®More farmland is£¨12£©as cities become larger and more houses are built£®£¨13£©will get worse as industrial countries burn more coal and oil£®Many of the worlds£¨14£©could disappear as more and more trees are cut down£®Energy will continue to be a serious problem£®The experts say their picture of the earth for the year 2010 £¨15£©£®They only carried out the situation that£¨16£©today£®By changing the situation£¬by£¨17£©the problems£¬the picture can be changed£®There is£¨18£©time for the nations of the world to work£¨19£©a plan of action£®But they warned that£¨20£©too long to make decisions would greatly reduce the chances of success£®

1£®A£®learning¡¡B£®project¡¡C£®notice¡¡D£®study

2£®A£®pleased¡¡B£®pleasant¡¡C£®safe¡¡D£®blue

3£®A£®dangerous¡¡B£®beautiful¡¡C£®crowded¡¡D£®terrible

4£®A£®no more than¡¡B£®as many as¡¡C£®as much as¡¡D£®as large as

5£®A£®developing¡¡B£®developed¡¡C£®big¡¡D£®mountainous

6£®A£®none¡¡B£®each¡¡C£®all¡¡D£®neither

7£®A£®insist¡¡B£®reduce¡¡C£®increase¡¡D£®continue

8£®A£®so¡¡B£®but¡¡C£®or¡¡D£®however

9£®A£®already¡¡B£®hardly¡¡C£®partly¡¡D£®never

10£®A£®wanted¡¡B£®lacked¡¡C£®found¡¡D£®expected

11£®A£®destroying¡¡B£®protecting¡¡C£®disturbing¡¡D£®interrupting

12£®A£®saved¡¡B£®lost¡¡C£®discovered¡¡D£®used

13£®A£®Air pollution¡¡B£®Water pollution¡¡C£®Some diseases¡¡D£®All farmland

14£®A£®animals¡¡B£®plants¡¡C£®forests¡¡D£®people

15£®A£®must¡¡be¡¡true¡¡B£®will¡¡come¡¡true¡¡C£®can't¡¡be¡¡true¡¡D£®may be wrong

16£®A£®happens¡¡B£®develops¡¡C£®exists¡¡D£®appears

17£®A£®settling¡¡B£®working¡¡out¡¡C£®answering¡¡D£®dealing

18£®A£®no¡¡B£®still¡¡C£®less¡¡D£®plenty¡¡of

19£®A£®about¡¡B£®in¡¡C£®out¡¡D£®for

20£®A£®working¡¡B£®suggesting¡¡C£®spending¡¡D£®waiting

¢ò£®Ñ¡´ÊÌî¿Õ/Choose the right words to fill in the blanks£¨10·Ö£©

¡¡¡¡A£®contents¡¡B£®Taking¡¡C£®Carefully¡¡D£®Plastic¡¡E£®Packaging¡¡

¡¡¡¡F£®Declined¡¡G£®Similar¡¡H£®typical¡¡I£®contracts¡¡J£®registered¡¡

¡¡¡¡His package looks pretty£¬people will buy just about anything£®So says an advertising executive in New York£¬and he has proved his point by selling boxes of rubbish for the price of an expensive bottle of wine£®

¡¡¡¡Justin Gignac£¬26£¬has sold almost 900£¨21£©presented plastic boxes of rubbish from the street of the Big Apple at between ¡ç50 and ¡ç100 each£®Buyers from 19 countries have paid for the souvenirs(¼ÍÄîÆ·)£®The idea has been so successful that he is thinking of promoting it around the world£®

¡¡¡¡It all began when Mr£®Gignac was at a summer workshop£®"We had a discussion about his importance of£¨22£©£¬" he recalls£®"Someone said packaging was unimportant£®I disagreed£®The only way to prove it was by selling something nobody would ever want£®"

¡¡He searches the streets of Manhattan and typical£¨23£©include broken glass£¬subway tickets£¬Starbucks cups and used£¨24£©forks£®"Special editions" are offered at a high price£®He charged ¡ç100 for rubbish from the opening day of the New York Yankees stadium£®

¡¡¡¡Mr£®Gignac denies£¨25£©his customers for fools£º"They know what they're getting£®They appreciate the fact that they¡¯re taking something nobody would want and finding beauty in it£®"

¡¡¡¡Some£¨26£©customers include people who used to live in the city and want a down to earth souvenir£®He claims he has even sold to art collectors£®

¡¡¡¡Realizing that the concept appears to be a real moneymaker£¬Mr£®Gignac has£¨27£©a company and is employing his girlfriend as vice president£®He£¨28£©to discuss his profit margins£º"It's actually quite a lot of effort putting them together-but yet£¬garbage is free£®"

¡¡¡¡Mr£®Gignac is considering more varieties of souvenirs£®He maintains that he has signed£¨29£©with people interested in£¨30£©projects from as far as Berlin and London£®

¢ó£®µ¥ÏîÑ¡Ôñ/Single choice£¨15·Ö£©

31£®Mary has ____ª²dictionary£®She got it from her uncle£®

A£®a

B£®an

C£®the

D£®²»Ìî

32£®A mobile phone of this type costs too much£®You _____ better£®

A£®wait

B£®waiting

C£®waited

D£®to wait

33£®Some famous singers live on the ______ from their record sales£®

A£®salary

B£®value

C£®bill

D£®income

34£®--So you are not spending your holiday in Wuhan this year£®

--No£¬______£®

A£®everywhere in Wuhan

B£®somewhere in Wuhan

C£®somewhere but in Wuhan

D£®anywhere but in Wuhan

35£®It is strongly suggested that measures _______ students to cheat in the exams£®

A£®be taken to prevent

B£®be taken to forbid

C£®are taken to prevent

D£®are taken to forbid

36£®Whether by accident or_______£¬he arrived too late to help us£®

A£®purpose

B£®aim

C£®design

D£®chance

37£®--I didn't do well in the exam£®What about you£¿

--I did _______ you£®Maybe even worse£®

A£®not better than

B£®not worse than

C£®as well as

D£®no better than

38£®--Will you please spare me a few minutes to accept my interview now£¬Mr£®Yang Liwei£¿

-- £®________£®But I'll be free this evening£®Would you mind£¿

A£®No£¬ I don¡¯t

B£®Yes£¬ with pleasure

C£®I¡¯m afraid not

D£®Yes£¬ I¡¯d be glad to

39£®--£®________£®Your name again£¬please£®

--It¡¯s Bell Green£®

A£®I didn¡¯t quite catch you

B£®I couldn¡¯t quite catch you

C£®I don¡¯t hear you

D£®It¡¯s your name

40£®The UN should ______the establishment of Iraqi government after the war£¬I think£®

A£®take part in

B£®play a leading role in

C£®play a role among

D£®play an important part for

41£®I read about this story in some books or other£®Does it matter _____it was£¿

A£®where

B£®what

C£®how

D£®which

42£®We ________ pleasant journey but for the rain£®

A£®would have

B£®will have

C£®had had

D£®would have had

43£®--Shall I sit at this end of the boat or the other end£¿

--If you keep still£¬you can sit at _____end£®

A£®neither

B£®each

C£®either

D£®any

44£®______you don¡¯t like him is none of my business£®

A£®What

B£®Who

C£®That

D£®Whether

45£®Qingdao is______ most beautiful coastal city and I think I¡¯ll go there for ______  second time£®

A£®a£»a

B£®the£»a

C£®the£»the

D£®the£»/

¢ô£®ÔĶÁÀí½â/Reading comprehension£¨40·Ö£©

A

¡¡¡¡People have flown kites in Japan for more than a thousand years£®There are many different kinds of kites£®Some look like bats£¬others look like birds£®Most have pictures on them£®

¡¡¡¡There are many interesting stories about kites in Japan£®One story is about a thief£®He wanted to steal the gold from the top of a high tower£®

¡¡¡¡The thief and his friends made a large kite£®One dark windy night£¬he caught hold of the kite£®His friends raised it into the air£®They moved the kite near the top of the tower£®Then the thief was able to steal the gold£®Another story is about a father and a son£®They were in trouble on an island near Japan£®The father made a large kite£®His son flew back to Japan with the help of the kite£®

¡¡¡¡The young men of Japan have kite matches£®When the kites are flying£¬the match starts£®The young men try to break each other's kite strings£®The last kite left in the sky is the winner£®

46£®The article mainly tells us______£®

A£®how to fly kites

B£®kites in Japan

C£®a thief and a father

D£®a thief

47£®Most kites in Japan_______£®

A£®are very large

B£®look like birds

C£®have pictures on them

D£®are very small

48£®In the article£¬the underlined word "steal" means "______"£®

A£®take others things unlawfully(²»Õýµ±µØ)

B£®borrow something from others

C£®lend something to others

D£®take others things lawfully

49£®The father made a large kite to help his son to_______£®

A£®steal gold

B£®fly above the island

C£®return to their country

D£®go to another country

50£®In the kite match£¬the young men try to_______£®

A£®make their kites fly high

B£®draw beautiful pictures on their kites

C£®break the lines of each others kites

D£®make others happy

B

¡¡¡¡In June£¬2007£¬a group of students from eight high schools in Winnipeg£¬the capital of Canada's Manitoba province£¬will begin testlaunching (ÊÔÑéÐÔ·¢Éä) a satellite the size of a Rubik's cube£®

¡¡¡¡The one kilogram Win Cube satellite£¬named for its home city and its shape£¬will be put into low orbit£®Once in space£¬it can perform for a few months or up to several years£¬communicating information that could help find the signs of earthquakes£®

¡¡¡¡There are 80 similar satellite projects worldwide£¬but this is the first high school based program of its kind in Canada£®30 Manitoba high school students are having a hand in designing and building the satellite£¬in cooperation with aerospace (º½¿Õº½ÌìµÄ) experts and 10 students from the University of Manitoba£¬and with support from two other organizations£®

¡¡¡¡The Win Cube project is not something that goes on a piece of paper£»it is the real world engineering£¬ allowing high school students to have an opportunity to learn more about the exciting world of engineering through their participation in this challenging program£®It is also taken as a wonderful example of the unique partnerships within Manitoba£®Designing£¬building and launching a satellite with high school participation will bring this world class educational project into reality and Manitoba closer to space£®

¡¡¡¡"These Manitoba high school students deserve congratulations for their enthusiasm£¬ innovation (´´ÐÂ)£¬and a strong love for discovery£¬" said Education£¬Citizenship and Youth Minister Peter Bjomson£®"We want to make science more relevant (Ïà¹ØµÄ)£¬interesting and attractive to high school students by showing them how classroom studies can relate to practical experience in the workplace or£¬in this case£¬in space£¬" Bjomson added£®

¡¡¡¡The Win Cube program is mainly named at inspiring a strong desire for discovery on the part of the students£®It also shows Manitoba¡¯s devotion to research and innovation and the development of a skilled workforce-all important drivers of knowledge based economic growth£®

51£®According to Mr£®Bjomson£¬_______£®

A£®those Manitoba high school students are worth praising

B£®the study of space can be practically made in classrooms

C£®Manitoba high schools are famous for the study of space

D£®scientific research is too far away from high school students

52£®The primary purpose of the project is to________£®

A£®find the early signs of earthquakes

B£®relate studies to practice

C£®help high school students study the real world engineering

D£®inspire a strong desire for discovery among the students

53£®The best title for this passage may be________ £®

A£®Manitoba School

B£®Win Cube Program

C£®Space Cooperation

D£®Satellite Launching

C

¡¡¡¡Welcome to my Message Board!

¡¡¡¡Subject£ºSlimming down classics£¿

¡¡¡¡Mr£®Handsome¡¡2007/5/12¡¡6¡Ã34 AM

¡¡¡¡Orion Books£¬which decides there is a market in creating cut down classics (¾­µäÖø×÷)£¬ is slimming down some novels by such great writers as L£®Tolstoy£¬M£®Mitchell and C£®Bronte£®Now£¬each of them has been whittled down to about 400 pages by cutting 30 to 40 pages percent of original£¬with words£¬sentences£¬paragraphs and£¬in a few cases£¬chapters removed£®The first six shortened editions£¬all priced at ¡ê6£®99 and advertised as great reads "in half the time"£¬ will go on sale next month£¬with plans for 50 to 100 more to follow£®The publishing house believes that modern readers will welcome the shorter versions£®

¡¡¡¡Mr£®Edwards¡¡2007/5/12¡¡9¡Ã40 AM

¡¡¡¡Well£¬I'm the publisher of Orion Group£®Thanks for your attention£¬Mr£®Handsome£®

¡¡¡¡I must say£¬the idea developed from a game of "shame" in my office£®Each of us was required to confess (³ÐÈÏ) to the most embarrassing blanks in his or her reading£®I admitted that I had never read Anna Karenina and tried but failed to get through Gone with the Wind several times£®One of my colleagues acknowledged skipping (Ìø¶Á) Jane Eyre£®We realized that life is too short to read all the books you want to and we never were going to read these ones£®

¡¡¡¡As a leading publishing house£¬we are trying to make classics convenient for readers but it's not as if we're withdrawing the original versions£®They are still there if you want to read them£®

¡¡¡¡Ms£®Weir¡¡2007/5/12¡¡11¡Ã35 AM

¡¡¡¡I'm the director of the online book club

¡¡¡¡Mr£®Edwards£¬ I think your shortened editions is a breath of fresh air£®I'm guilty of never having read Anna Karenina£¬because it's just so long£®I'd much rather read two 300ª²page books than one 600ª²page book£®I am looking forward to more shortened classics!

¡¡¡¡Mr£®Crockatt¡¡2007/5/12¡¡4¡Ã38 PM

¡¡¡¡I'm from the London independent bookshop Corckatt & Powell£®

¡¡¡¡In my opinion£¬the practice is completely ridiculous£®How can you edit the classics£¿ I'm afraid reading some of these books is hard work£¬and that is why you have to develop as a reader£®If people don't have time to read Anna Karenina£¬then fine£®But don't read a shortened version and kid yourself it's the real thing£®

54£®According to the message board£¬Orion Books_________£®

A£®opposes the reading of original classics

B£®is embarrassed for cutting down classics

C£®thinks cut down classics have a bright future

D£®is cautions in its decision to cut down classics

55£®In Mr£®Edwards¬ð opinion£¬Orion Group is shortening classics to_________£®

A£®make them easier to read

B£®meet a large demand in the market

C£®increase the sales of literary books

D£®compete with their original versions

56£®By describing the shortened classics as "a breath of fresh air"£¬Ms£®Weir_________£®

A£®speaks highly of the cut down classics

B£®shows her love for original classics

C£®feels guilty of not reading the classics

D£®disapproves of shortening the classics

57£®Mr£®Crockatt seems to imply that_________£®

A£®reading the classic works is a confusing attempt

B£®shortening the classics does harm to the original

C£®publishing the cut down classics is a difficult job

D£®editing the classic works satisfies children¡¯s needs

D

¡¡¡¡After too long on the Net£¬even a phone call can be a shock£®My boyfriend's Liverpudlian accent suddenly become too difficult to understand after his clear words on screen£»a secretary's tone seems more rejecting than I'd imagined it would be£®Time itself becomes fluid-hours becomes minutes£¬and alternately seconds stretch into days£®Week ends£¬once a highlight of my week£¬are now just two ordinary days£®

¡¡¡¡For the last three years£¬since I stopped working as a producer for Charlie Rose£¬I have done much of my work as a telecommuter£®I submit(Ìá½») articles and edit them by E-mails and communicate with colleagues on Internet mailing lists£®My boyfriend lives in England£¬so much of our relationship is computer mediated£®If I desired£¬I could stay inside for weeks without wanting anything£®I can order food£¬and manage my money£¬love and work£®In fact£¬at times I have spent as long as three weeks alone at home£¬going out only to get mails and buy newspapers and groceries£®I watched most of the blizzard of 96 on TV£®

¡¡¡¡But after a while£¬life itself begins to feel unreal£®I start to feel as though I've merged(ÈÚºÏ) with my machines£¬taking data in£¬spitting them back out£¬just another node(²¨½Ú) on the Net£®Others on line report the same symptoms(Ö¢×´)£®We start to strongly dislike the outside forms of socializing£®It's like attending an A£®A£®meeting in a bar with everyone holding a half sipped drink£®We have become the Net opponents¬ð worst nightmare£®

¡¡¡¡What first seemed like a luxury£¬crawling from bed to computer£¬not worrying about hair£¬ and clothes and face£¬has becomes avoidance(ÌÓ±Ü)£¬a lack of discipline£®And once you start replacing real human contact with cyber interaction£¬coming back out of the cave can be quite difficult£®

¡¡¡¡At times£¬I turn on the television and just leave it to chatter in the background£¬ something that I'd never done previously£®The voices of the programs relax me£¬but then I'm jarred by the commercials£®I find myself sucked in by soap operas£¬or needing to keep up with the latest news and the weather£®"Dateline"£¬"Frontline"£¬"Nightline"£¬ CNN£¬New York 1£¬every possible angle of every story over and over£¬and over£¬ even when they are of no possible use to me£®Work moves from foreground to background£®

58£®Compared to the clear words of her boyfriend on screen£¬his accent becomes______ £®

A£®unreal

B£®unbearable

C£®misleading

D£®not understandable

59£®What does the last paragraph mean£¿ _________

A£®Having worked on the computer for too long£¬she became a bit strange£®

B£®She is so interested in TV programs that she often forgets her work£®

C£®She watches TV a lot in order to keep up with the latest news and the weather£®

D£®She turns on TV now and then in order to get some comfort from TV programs£®

60£®What is the author¡¯s attitude to the computer£¿ _________

A£®At first she likes it but later becomes tired of it£®

B£®She likes it because it is very convenient£®

C£®She dislikes it because TV is more attractive£®

D£®She dislikes it because it cuts off her relation with the outside world£®

61£®The underlined phrase "coming back out of the cave" probably means£®

A£®going back to the dreaming world

B£®coming back home from the outside world

C£®bringing back direct human

D£®getting away from living a strange life

E

¡¡¡¡Some people make you feel comfortable when they are around£®You spend an hour with them and feel as if you have known them half your life£®These people have something in common£®And once we know what it is£¬we can try to do it ourselves£®

¡¡¡¡How is it done£¿ Here are several skills that good talkers have£®If you follow the skills£¬they¡¯ll help you put people at their ease£¬and make friends with them quickly£®

¡¡¡¡First of all£¬good talkers ask questions£®Almost anyone£¬no matter how shy he is£¬will answer a question£®One well known businesswoman says£¬"At business lunches£¬I always ask people what they did that morning£®It¡¯s a common question£¬but it will get things going£®" From there you can move on to other matters-sometimes to really personal questions£®And how he answers will let you know how far you can go£®

¡¡¡¡Second£¬once good talkers have asked questions£¬they listen to the answers£®This point seems clear£¬but it isn't£®Your questions should have a point and help to tell what sort of person you are talking to£®And to find out£¬you really have to listen carefully and attentively£®

¡¡¡¡Real listening at least means some things£®First it means not to change the subject of conversation£®If someone sticks to one topic£¬you can take it as a fact that he's really interested in it£®Real listening also means not just listening to words£¬but to tones of voice£®If the voice sounds dull£¬then£¬it¡¯s time for you to change the subject£®

¡¡¡¡Finally£¬ good talkers know well how to deal with the occasion of parting£®If you¡¯re saying good bye£¬you may give him a firm handshake and say£¬"I've really enjoyed meeting you£®" If you want to see that person again£¬don't keep it a secret£®Let people know what you feel£¬and they may walk away feeling as if they¡¯ve known you half their life£®

62£®Asking questions might be a quite good and suitable way______£®

A£®for you to make more and more new friends

B£®to begin your business talks

C£®to get the conversation going smoothly

D£®for you to make a deep and lasting impression on others

63£®After having asked somebody a question£¬it'll be polite of you to_________£®

A£®make clear what kind of person he is

B£®listen to his reply attentively

C£®wait quietly and patiently for his answer

D£®go on asking him more questions

64£®Generally speaking£¬good talkers are persons who______£®

A£®are good at making any topic interesting

B£®never talk too much or too little

C£®always speak in a gentle way

D£®know how and when they should change the topic of the talk

65£®If you really take delight in meeting someone again£¬__________£®

A£®you may take him as your lifelong trustworthy friend

B£®it seems necessary for you to let him know it

C£®it's proper for you to give him a second handshake

D£®it'll be helpful for you to have further understanding of him

¢õ£®·­Òë/Translation£¨15·Ö£©

66£®ÎÒÈÏΪÄãÃǵĽ¨ÒéºÍËûÃǵÄÒ»ÑùÓмÛÖµ¡££¨as ¡­¡­£®as£©

67£®Ö»ºÈÒ»±­¿§·È¾Í»áʹÎÒÕûÍí˯²»×Å¡££¨keep£©

68£®ÎªÁ˼ÍÄîÄÇЩÓ¸ҵÄÏû·Àսʿ£¬Ò»²¿µçÓ°¼´½«¿ªÅÄ¡££¨memory£©

69£®¹ýÁËÈýÌìËý²ÅÏëÆð°ÑÓêÒÂÍüÔÚÓïÑÔʵÑéÊÒÁË¡££¨remember£©

70£®¾¡¹Üɽ¸ßÁÖÃÜ£¬Ò½»¤ÈËÔ±»¹ÊÇѸËٵظϵ½³öʵص㣬ʵʩԮ¾È¡££¨despite£©

¢ö£®½ÌѧÉè¼Æ/Teaching plan£¨20·Ö£©

ÇëÉè¼ÆÒ»¸ö½Ì°¸£¬´ïµ½ÒÔÏÂÄ¿µÄ£º

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6£®B¡¾½âÎö¡¿ noneºÍneither¾ßÓзñ¶¨ÒâÒ壬²»ºÏ¾äÒ⣬Ҳ²»ÄܲåÈëνÓïÖ®ÖС£Ç°ÃæÌáµ½ÁËÁ½¸ö³ÇÊУ¬¹Ê´Ë¿ÕÖ»ÄÜÌîeach¡£

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52£®D¡¾½âÎö¡¿ ÓÉ×îºóÒ»¶Î"The Win Cube program is mainly named at inspiring a strong desire for discovery on the part of the students£®"¿ÉÍƶϴð°¸ÎªD¡£

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59£®D¡¾½âÎö¡¿ ÍƶÏÌâ¡£¸ù¾Ý"The voices of the programs relax me£¬but then I'm jarred by the commercials" ¿ÉÖªËýÓÐʱ´ò¿ªµçÊÓ£¬Ìýµ½½ÚÄ¿µÄÉùÒôÖ»ÊÇʹ×Ô¼ºµÃµ½·ÅËÉ£¬¹Ê´ð°¸ÎªD¡£

60£®A¡¾½âÎö¡¿ ÍƶÏÌ⡣ͨ¹ýÎÄÖеÚÒ»¡¢¶þ¶Î¿ÉÖª£¬×÷ÕßÒ»¿ªÊ¼ºÜϲ»¶µçÄÔ£¬ÔÙ¸ù¾Ý"But after a while£¬life itself begins to feel unreal£®I start to feel as though I've merged with my machines£¬taking data in£®£®£®"¿ÉÖª´ð°¸ÎªA¡£

61£®C¡¾½âÎö¡¿ ¾äÒâÀí½âÌâ¡£¸ù¾Ý"And once you start replacing real human contact with cyber interaction£¬coming back out of the cave can be quite difficult"¿ÉÖªºáÏß²¿·ÖÓ¦Óë"replacing real human"»¥Îª·´Òå´Ê£¬¹Ê´ð°¸ÎªC¡£

62£®C¡¾½âÎö¡¿ ´Ó"It's a common question£¬but it will get things going£®From there you can move on to other matters-sometimes to really personal questions£®"¿ÉÖªÎÊÎÊÌâ¿ÉÒÔʹ̸»°Ë³ÀûµØ½øÐÐÏÂÈ¥£¬¹Ê´ð°¸Ñ¡C¡£

63£®B¡¾½âÎö¡¿ ´Ó"And to find out£¬you really have to listen carefully and attentively"¿É֪ѡÏîBÕýÈ·¡£

64£®D¡¾½âÎö¡¿ ´Ó"Real listening also means not just listening to words£¬ but to tones of voice£®If the voice sounds dull£¬then£¬ it's time for you to change the subject"¿É֪ѡÏîDÕýÈ·¡£

65£®B¡¾½âÎö¡¿ ´Ó"If you want to see that person again£¬don't keep it a secret"¿É֪ѡÏîBÕýÈ·¡£

¢õ£®·­Òë

76£®I think your suggestion is as valuable as theirs£®

77£®Drinking only a cup of coffee will keep me awake all night£®

78£®A film will be made/shot in memory of these brave fire fighters£®

79£®It was three days later that she remembered leaving /having left her raincoat in the language lab£®

80£®Despite the high mountains and thick forests£¬the doctors and nurses rushed to the scene of the accident for the rescue/to carry out the rescue£®

¢ö£®½ÌѧÉè¼Æ

Teaching plan£º(one possible version)

½Ìѧ¹ý³Ì£º

1£®Warm up£º

Reads and acts Book 3£®Unit 4 Let's do£®Shows word cards for animals£®

2£®Preview£º

(1) Writes " jump£¬walk£¬fly" on the board£®Teacher says£¬" Jump like a rabbit£®Walk like an elephant£®Fly like a bird£®" Get the students to do actions£®

(2) When the students are doing actions£¬ the teacher can ask£º"What are you doing£¿" Help the students to answer£º"I'm jumping like a rabbit£®"

"I'm walking like an elephant£®"

"I'm flying like a bird£®"

3£®Presentation£º

Let's start£®

Shows the big picture and asks£ºWhat is the ¡­¡­£®doing£¿

Let's learn£®

(1) Shows some pictures of animals one by one£®Asks£ºLook at the ¡­¡­£®What is it doing£¿ Gets the students to say£ºIt's flying! The bird is flying£®

It's walking£®The ¡­¡­£®is walking£®

It's jumping£®The ¡­¡­£®is jumping£®

(2) Shows word cards£¬and gets the students to describe the picture with the present tense£®See who responses quickly£®

Let's play£®

Asks a boy and a girl come to the front£®The boy acts like an animal and gets the other classmates to guess£¬e£®g£®"It's a rabbit£®" Then the girl does an action and gets the other classmates to say a sentence£º"The rabbit is jumping£®"

(pig-walk£¬squirrel-jump£¬duck-swim£¬dog-eat)

Let's chant£®

Listen£¬read and act the chant£®

4£®Consolidation and extension£º

(1) Learn the four skilled words by heart£®

(2) Task time£®

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