高中英语必修二第一单元教案珍藏版
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
英语必修二unit1教案
英语必修二unit1教案英语必修二unit1教案作为一名人民教师，总不可避免地需要编写教案，教案是教学活动的总的组织纲领和行动方案。
教案应该怎么写呢？下面是小编帮大家整理的英语必修二unit1教案，欢迎大家分享。
英语必修二unit1教案1任务型语言教学是我国基础教育英语新课程标准基本教学理念中所倡导的一种教学模式。
学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。
学生在教师的指导下，通过感知、体验、实践、参与和合作等方式学习和使用英语，完成学习任务。
任务型教学法以交际活动为核心，注重信息的沟通，强调学生在完成任务的过程中进行有意义的对话和交流，从而习得语言知识和技能。
任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。
当学习者积极参与用目的语进行交际尝试时，语言也被掌握了。
当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到状态。
所以，笔者在设计本节课的任务时，以学生的生活经验和兴趣为出发点，让学生参与和完成真实任务的同时学会和运用语言知识。
一、教学目标:1、知识与技能学生能拼写和掌握六个单词English book, math book, Chinese book, story-book, notebook,schoolbag 能听懂指示语，并按照指令做出相应的动作，如：Put your pencil in your desk. 会唱歌曲How many booksdo you have?学生能运用本节课的'目标语言English book, math book, Chinese book, story-book,notebook, schoolbag .I have a new schoolbag. I have a notebook. Put your pencilin your desk. This is a notebook. 完成各个任务。
高中英语人教版(2019)必修第二册 Unit 1 教学设计
4.了解中外科学家的重要贡献及其高尚品格，树立开拓创新、坚韧不拔、努力奋斗的观念。
5.通过完成写作任务，深入思考科学精神的内涵及对自身发展的启示，学会形成自己的观点与看法。
结果目标
1.学生通过阅读能够掌握人物传记的内容特点和文本结构，并迁移应用到写作中。
设计意图：引导学生快速回忆人物传记中应该包含的介绍人物的各方面内容，如生平经历、贡献、成就、性格特征等，为下一步的人物传记阅读做好铺垫。
课程深入
（课中例析）
（一）目标：学生能够通过阅读掌握人物传记的文本结构
任务：快速阅读
活动：快速阅读两篇人物传记，核对它们是否包含了人物传记中应包含的内容，并梳理人物传记的文本结构。
任务：学习衔接词的使用，学习语言特色
活动：让学生找出两篇人物传记中的衔接词语并分析其功能和表达效果。欣赏并学习两个语篇中的非谓语动词、各类从句等高级结构和语言特色。
设计意图：引导学生意识到衔接词语在使文章连贯顺畅中所起的作用，为提高写作能力打好基础。让学生意识到写作中使用丰富的语言的重要性，从而以这两个语篇为范本，提升自身的写作表达能力。
设计意图：通过再一次深入阅读两篇人物传记，帮助学生理解文本中的重要细节、具体事例，通过两位科学家的经历和事迹分析他们的性格特点以及他们所具备的科学精神，为深入理解写作话题作准备。
（三）目标：学生能够体会各类衔接词对提升语篇逻辑性和流畅性的作用，学会正确使用衔接词，提升语言表达能力。学生能够体会到阅读文本中的丰富的语言结构的使用，并领会、模仿、迁移应用到写作任务中。
设计意图：引导学生梳理归纳出人物传记的结构特点，为之后的写作任务搭好支架。
英语必修二unit1教案
英语必修二unit1教案依据同学认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发同学英语学习爱好为指引，充分利用交互式平板.插入视频音额，一起看看英语必修二unit1教案!欢迎查阅!英语必修二unit1教案1学情分析四班级的同学已有学期的英语学习基础，人部分同学对英语学习布满爱好，同学奇怪心强，此时的同学也正处F由感性熟悉向理性熟悉进展的阶段，把握好他们的学习情感与认知趋势，对他们学习英语的“情感、态度、价值观”的培育能收到事半功倍的作用。
教情分析及设计思路依据同学认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发同学英语学习爱好为指引，充分利用交互式平板.插入视频音额，使整个课堂教同学动起来，计每个同学都能乐观参加教学活动。
教学内容学校英语PEP 20版四班级下册Unit 4 At the farm Part B Lets learn。
教学目标1、学问目标:(1) 能听、说、认读有关动物的单词: horse, hen, cow, sheep。
(2)把握他们的复数形式。
(3)知道What are these? What are those?的区分。
2、力量日标:能精确使用句型: What are these? What are those? They are ...3、情感目标:激发同学爱惜动物的情感,教学重难点重点:学习单词: horse, hen, cow, sheep.难点:运用所学的句型对话练习。
教学预备多媒体课件、单词卡视频音频教学过程Stepl: Warming up1.Greeting, 同学观看视频。
活跃课堂气氛3分钟2. Enjoy a song about farm.Step2: Leading in1.Revicw the words learned in the last lesson复习单词tomatoes, potatoes green beans carrots复习上节课单词导入新课。
高中英语必修二第一单元教案 珍藏版
必修二 Unit 1教案一、复习旧知（1）表建议的句子：How/what about doing sth.?Why not do sth.?Why don’t you do sth.?Would you like sth./to do sth.?Shall we do sth.?(2)询问别人意见What do you think of sth./doing sth.?How do you like sth.?What is your idea/opinion of sth./doing sth.?How do you know that?Don’t/do you think that …?(3)表达自己的意见I think/believe/suppose that..In my opinion/view…依我之见Sorry, I don’t agree with you.No,thanks./Yes, please备注：此部分内容常见于听力单选情景会话中，理解了说话人的场合，语气，便于迅速答题。
二、新课讲解（1）重点词汇积累1.survive vt. & vi. 幸存，幸免，生还survivor 生还者，幸存者survive sth. 从……中幸存eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例题：After the sunken boat accident,no one ____except a few people who were saved from the sea.A.surviveB.survivedC.was survivedD.was surviving2.in search of 寻找，固定短语同义词：search for look for hunt forin search of sb./sth. 寻找某人某物eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是为了找到某人某物。
(人教版)高中英语必修二Unit 1 Cultural relics 教案
Unit 1 Cultural relics I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。
其中第一部分的Exercise 1着重训练对英语单词解释的理解。
Exercise 2 着重词汇在短文中的用法练习。
高中英语新人教版精品教案《Book 2 Unit 1 Cultural relics》
Unit 1 Cutura reic Reading教学设计一、教学内容分析Unit 1 Cutura Reic是人教版高一英语必修二中的第一单元，本单元主要围绕“cutura reic〞，介绍了琥珀屋的由来、普鲁士国王为什么把它当做礼物送给俄国沙皇、琥珀屋之诞生-丧失-重建的过程。
在阅读局部中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的根底上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。
二、学生情况分析本次教学对象为高一学生，从学生知识水平来说：一方面，学生经过六个单元的高一英语学习，适应了高中英语的学习方式，积累了一定的词汇量，并可以用英语简单地表达自己的一些思想。
从学生的情感态度价值观来讲：学生对文化遗产保护方面并不是很了解，在本单元中让学生了解有关琥珀屋的历史故事，并通过学习这一单元一些国内外的文化遗产，逐步增强学生保护文化遗产的意识。
三、教学目标分析【知识和技能】⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生稳固、强化和提高略读、细读、理解大意、理解重点细节和猜想词义等阅读策略。
【过程和方法】通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
【情感态度价值观】让学生了解琥珀屋的历史，了解世界文化遗产，增强文化遗产保护意识，从而增强民族自豪感和对国家、对社会、对全人类的热爱。
四、教学重点难点分析【教学重点】通过阅读，学习琥珀屋的故事和了解文化遗产的相关知识，培养学生的英语阅读能力和表达能力。
【教学难点】如何组织语言复述琥珀屋的故事。
五、教学工具The mutimedia and other norma teaching too六、教学过程Ste ain idea of each ber Roomber Roomber Roomber Room〔设计意图：找出主题，快速把握文章大意，而跳读目的在于训练学生快速获取所需信息的能力。
高中英语必修二unit1教学设计
高中英语必修二unit1教学设计Cultural HeritageReading and Thinking 【设计思路】本节课的重点是梳理文本内容和结构，以寻找全文主干和修建阿斯旺大坝遇到的问题为重点展开教学。
首先，通过有关文化遗产的图片引入文化遗产（Cultural Heritage）这一话题，进行读前预测，思考什么是文化遗产及其重要性；接着，通读全文寻找段落主题句，定位关键信息，梳理故事脉络，整理出主体部分的时间线并画出课文结构图；讨论兴建阿斯旺大坝所遇到的问题、困难和人们采取的应对措施，以及这个工程项目蕴含的精神内涵和借鉴作用。
最后布置学生课后完成概要写作，拟一份关于如何保护文化遗产的海报，为完成下一课时的目标做好语言铺垫。
Learning aims(学习目标)1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.Teaching Important Points and Difficult Points【教学重难点】1. help students understand the main information and structure of this paragraph2.Learn to sort out the information by using the mind map.Teaching Methods【教学方法】1. Fast reading (Skimming) ，detailed and Critical reading.2. Scanning to get the detailed information.4. Individual work and group work.5. Cooperative learning methodTeaching Procedures【教学过程】导学案一.Learning objectives（学习目标）1. Read quickly to get the main idea and the structure of the article,read carefully to get detailed information.2. Learn to make a timeline.3. Understand the value of protecting cultural heritage.二. Lead-in （导学）From the pictures students can understand some knowledge about what is cultural heritage.三. Self-learning （自学）Task 1 1. Prediction: look at the title and photos to guess what the text is about.Activity1: What is the main idea of the text ? ( )A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C. It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.Activity2: Skim the whole text and match each paragraph with its topic sentence.Para.1 A. A committee was established to limit the damage and to prevent theloss of cultural relics.Para.2 B The project brought together governments and environmentalists fromaround the world.Para.3 C.Finding and keeping the balance between progress and heritageprotection is a challenge.Para. 4 D.The project was considered a great success.Para. 5 E.The spirit of the Aswan Dam project is still alive.Para. 6 F.Big challenges can lead to great solutions.四．Mutual-learning（互学）Task 2 Scanning-----read for detailsActivity3: Can you sort out the advantages and disadvantages of building the new dam?Activity4: Can you sort out UN’s specific ways to solve the problem with a mind map?Activity5: How were the temples and other cultural sites saved?Activity6: Make a timeline五．变通迁移Task 3：1.The Great wall as an exampleDetails are displayed on the blackboard六．Testing（检测反馈）Task 4：语法填空The project brought together governments and1. (environment） from 2. ________ the world. Temples and other cultural sites 3. ________ (take) down piece by piece, and then moved and put back together again in a place in which they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and project. When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the5.________ (relic) of the past, but they had also learnt that it was possible for countries to work together to build a 6. ________ (good) tomorrow.。
高中英语人教版必修二unit1说课教案
1)The mancame here just now is my father.
2)Is this the manyou just talked to?
3)This is the shopsells medicine.
4)The filmwe saw yesterday is interesting.
2)Let students clearly know the differences betweenthe Restrictive and Non-Restrictive Attributive Clause.
3)Make students understand the distinctions between the relative“as”and“which”inNon-Restrictive Attributive Clause.
f)In 1770, the room was completed the way she wanted it.
g)This was a time when the two countries were at war.
h)There is no doubt that the boxeswerethen put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.
d)However, the nextKing of Prussia, Frederick William1, to whom the amber roombelonged, decided not to keep it.
e)Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.
高一英语必修2Unit1教案
Unit1 Cultural Relics教学设计（一）设计思路设计的指导思想：本节课为阅读课，贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
理论依据：新《英语课程标准》以素质教育和学生的发展为宗旨，以培养学生的综合语言运用能力为目标，根据外语学习的规律和我国外语教学发展的现状与需求，力求从教学观念、目的、目标、内容、实施、策略、手段和评价等方面进行重大改革。
它在课程内容与教学目标部分，除涉及语言技能和语言知识外，把情感态度、学习策略和文化意识的发展也列入其中。
这在我国英语教育发展史上是一种创新，突出了“以人为本”的教育思想，其核心是以学生为中心，以学生的发展为本，注重学生的全面发展与个性差异的统一。
体现了教学内容与目标的立体性和人文性，教学环境的丰富性和教学任务的复杂性，学生学习过程的自主性和探究性，教学活动的任务型和教学组织形式的合作性以及评价体系中主体的多元性和形式的多样性。
设计特色：“以学生为中心”、“以能力培养为目标”的教育原则，关注学生的情感，鼓励学生合作学习，把权利赋予学生，而且能从实际出发，并能充分调动每个学生的学习热情，。
做到“探究于课堂，使学生自主于学习之中”。
（二）教材分析与学情分析1 教材分析Unit 1 Cultural Relics是人教版高一英语模块2中的第一单元，本单元主要围绕“cultural relics”这个话题开展多种教学活动。
在阅读部分中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的基础上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。
２、教学目标：（知识目标、能力目标、德育目标）（1）语言知识目标：知识目标：帮助学生掌握新单词、词组、句型，巩固定语从句的知识；（2）语言技能目标：通过复述故事，让学生学会用自己的语言清晰地表达课文内容；（3）能力目标：通过自主阅读鼓励学生学会分析和归纳信促进学生进一步提高英语综合能力。
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必修二 Unit 1教案一、复习旧知（1）表建议的句子：How/what about doing sth.Why not do sth.Why don’t you do sth.Would you like sth./to do sth.Shall we do sth.(2)询问别人意见What do you think of sth./doing sth.How do you like sth.What is your idea/opinion of sth./doing sth.How do you know thatDon’t/do you think that …(3)表达自己的意见I think/believe/suppose that..In my opinion/view…依我之见Sorry, I don’t agree with you.No,thanks./Yes, please备注：此部分内容常见于听力单选情景会话中，理解了说话人的场合，语气，便于迅速答题。
二、新课讲解（1）重点词汇积累1.survive vt. & vi. 幸存，幸免，生还 survivor 生还者，幸存者survive sth. 从……中幸存eg.:The baby survived the earthquake in 2008.It was lucky that the boy survived the traffic accident.例题：After the sunken boat accident,no one ____except a few people who were saved from the sea.survived survivingsearch of 寻找，固定短语同义词：search for look for hunt forin search of sb./sth. 寻找某人某物eg.: I looked everywhere in search of my glasses.He searched for work at various stores.辨析in search of ,search for ,search…for ,search ：in search of ,search for 接sb./sth.,意思是为了找到某人某物。
Search后面接sb./sth.,意思是搜查某人某物，为了找到其他东西。
所以search…for 的意思是搜查什么，为了找到什么。
（search 接搜查范围，for 接搜查对象）例题：They ___the whole village ____the missing child.A.s earched ,for for,/ in,in search for D. were in,search of3．could never have imagined…绝不可能想到could have done 的意义：表示对过去发生的事进行推测，通常翻译为“本能”，“本来可以”，在肯定句中带有一定的责备批评的语气。
couldn’t have done 或者could never have done 等否定形式，通常翻译为“绝不可能”eg.: You could have got the first prize if you had been more careful. He couldn’t have done it because he is a considerate man.相关短语：would have done本将 ,may have done本可能 ,should have done本应该(shouldn’t have done 本不应该),must have done本一定例题：We ___the difficulty together,but why didn’t you tell meface face have faced have faced4. adj. amazing 令人吃惊的 surprising 令人吃惊的adj. amazed 感到吃惊的 surprised感到吃惊的vt . amaze 是吃惊 surprise 是吃惊n. amazement 惊讶 surprise 惊奇相关用法：amaze sb. surprise sb.to one’s amazement to one’s surprisein amazement in surprisebe amazed at sth. be surprised at sth.eg.例题：From his ____look,I could see that he didn’t believe what I said.vt .挑选，选拔辨析select,choose,elect,pickselect指在同类中精选最合适的，从而淘汰一部分，较正式。
choose指在两个或多个中选择其一，普通用语。
elect指选举，投票或举手表决，用在特定的场合。
pick常与out连用，指挑拣出，认出，有挑剔的意味。
Eg.:He selects me to attend the conference.Please choose one from them.We elect him chairman.She picked out a dress to the party.She didn’t pick me out in the crowds.例题：Our shop___only the products of good quality.return 作为回报，作为回应in return (for)=in reward(for) 作为对……的回报in turn：依次，轮流；反而，反过来eg.:I have nothing for you in return.Please buy the ticket in turn.He gives me what he has. I give him what I have in turn.was a time when …这是……时 at war 交战 at work 在上班 There was a time when…曾有一段时间…… at school 在上学注意time 后用when.eg.:This was a time when the two counties were at war.There was a time when I didn’t know what to do.than 少于 no less than 不少于 not less than 不少于more than 多于 not more than 不超过 no more than 仅仅，只有(only,just)more…than 与其，不如 rather than 而不是 other than 除了at the most至多 at the least 至少eg.:n.怀疑，疑惑 vt，怀疑；不信重点句型：There is no doubt that …There is doubt whether/if(是否)…without doubt 毫无疑问 in doubt 有疑问，不确定 no doubt 无疑地eg.:prep.(介词) 值得的 be worth doing sth. 值得做某事worthy 有价值的 be worthy of sth./being doneworthwhile 值得去做某事 be worthwhile to do sth.eg.:三、课堂练习四、过关检测Nick was not the kind of boy I had expected to spend my summer with. I was hoping to have a __1__ the summer before my busy senior year, but my mother asked me to do her a __2__. One of her colleagues needed a full－time __3__. “You planned to volunteer at the local hospital; why not volunteer to __4__ Nick instead” Then shetold me that this six－year－old boy was not a __5__ child.Nick was a lovely little boy who suffered from many disorders. Normal day－care centers would not __6__ him. As a baby, he had serious ear infections which left him with equilibrium(平衡)problems. He couldn't __7__ or run properly. I was __8__ if I was to take the job when my mother __9__，“Don't you want to be a nurse in the future I doubt if you even have the __10__.”Then I told her I was __11__ for the job.The day started at 7：00 a．m. Nick was my wake－up call! With so much energy and very little __12__ , he was quite a mix.At the park, when he saw all the other children play on the jungle gym and swings, the boy's face __13__ up—How he wished he belonged to the group of his age! You would think it would be__14__ to get a child to go down a slide(滑梯). Believe me, it wasn't! It took time, a lot of time. But with patience and support, Nick took one step up the slide each day. We worked together to face his __15__ and gradually he got closer to taking the slide of his life.Halfway through the summer, he __16__ it to the top of the slide. With my arms holding him tightly, we flew down the slide! I waited for his __17__. After realizing th at he was safe and sound, he gave me a big __18__ and asked, “May I go down again, alone”I had never been happier in my life when I saw this little child climb the ladder and enjoy what other children __19__ for granted.This __20__ child taught me that being a nurse means respect, kindness and patience. 1．B．course C．project D．relaxation2． B．favour C．business D．trade3． B．waitress C．guard D．guide4．B．assist C．attend D．comfort5．B．naughty C．clever D．happy6． B．receive C．accept D．adopt7． B．play C．stand D．walk8．B．wondering C．questioning D．doubting9．B．argued C．challenged D．commented10． B．courage C．faith D．time11．A. eager B．sorry C．grateful D．ready12．B．balance C．knowledge D．control13． B．cheered C．lit D．shut14．B．simple C．interesting D．flexible15． B．worries C．chances D．situations16． B．got C．managed D．made17． B．reaction C．answer D．greeting18． B．clap C．welcome D．surprise19． B．do C．take D．enjoy20． B．smart C．brave D．special五、家庭作业[范文]Mrs. Wilson，I'm going out shopping, and won't be back until about 5：00 pm. I have taken with me the two books you asked me to return to the City Library. At about 1 o'clock this afternoon, Tracy called, saying that she couldn't meet you at the Bolton Coffee tomorrow morning as she had something important to attend to. She felt very sorry about that, but said that you could set some other time for the meeting. She wanted you to call her back as soon as you are home. She has already told Susan about this change.Li Hua。