第二部分 选修七 Unit 3 Under the sea
B：翻译句子 ②Crime witnesses may be willing to assist the police, but most are unwilling to give their names when reporting a crime.(2009· 江西卷阅读D) 犯罪事件的目击者可能愿意协助警察，但是在举报犯
C．swallowed
D．handled
解析：考查动词词义。句意：在网上，很多网民目击了 飞机在表演时坠毁，那场面十分可怕。witness “目击”， 符合句意。
答案： A
2. urge vt. 催促；极力主张；驱策
“Man overboard！Turn the boat around！” urged
I'm more than glad to see you burying yourself in studying.
根据提示，利用本课所学知识，完成下面的小作文。
汤姆正在去参加朋友的party，就在这时他目睹了(witness)
一场交通事故，把他吓得要死(scared ...to death)。糟糕的是， 肇事车辆逃离了(flee)现场。汤姆先打了急救电话，敦促 (urge) 医生火速赶往现场，对伤者进行了急救。最终，他帮助(help out)伤者脱离了危险。他放弃了(abandon)参加朋友的party，并 一直在思考(reflect)整个事件。突然，他记起了汽车的车牌号 (license plate number)，然后冲向了(dive)警察局。 词数：60词左右
罪事件时大部分都不愿意透露他们的姓名。
③2011 witnessed lots of typhoons and droughts in China.
2011年中国经历了很多的台风和干旱。
C：单项填空 ④On the Internet, many netizens the jet
crash at the air show, which was so terrifying. A．witnessed B．participated
参考范文： Tom was on the way to his friend's party when he witnessed a traffic accident，which scared him to death.
Worse still, the car fled from the scene. Firstly，Tom called
car and dived for the police station.
常考 witness, urge, 单词 abandon, reflect 常考 短语 help (...)out
冷点词汇 opposite, pause, flee， aware, scare
常考 see ...doing ...感
极度的，很糟的
B：一言辨异(根据语境，用所给词的适当形式填空) 18．The lake is over 20 meters in depth . So we were all
moved deeply by the man who dived deep into the lake to save the little boy. (depth) 19．Though the soup is tasty , I've lost my sense of taste and it tastesjust like tasteless water.(tasty) 20．If you can't find any accommodationselsewhere, here
句式 官动词接复合宾语
1．witness vt. 当场见到；目击 n. 目击者；证人；证据 I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.(教材P20原句) 当时我以为这只是一个故事罢了，但是后来我亲眼目睹
6．The old man dragged (拖着) his tired feet as he
walked slowly. 7．She gave the class a vivid (生动的) description of the beautiful seaside. 8．The fence marks the boundary (分界线) between my property and hers.
过多次。
Businesses are witnessing a difficult time, which has in
turn produced influence on consumers' desire to go
green.(选自2010年高考福建卷· 阅读C) 企业正经历着一段艰难的时期，这反过来又影响了消费 者的环保意愿。
be/become aware of 5． ……知道、明白；意
对
upside down
(be) scared to death 6． 7．hold up 8．
识到……
上下翻转
吓死了 举起；抬起；支撑； 阻挡；使延误
(二)选用以上短语填空(其中有两个多余选项)
1．The thief was scared to death
gunshot.
when hearing the
2．He was obviously in some kind of trouble, but I didn't know how I could help him out . 3．The building work has been held up by the bad
George, shouting loudly.(教材P20原句) 乔治大声催促道：“有人落水了！把船头调回去！”
urge sth./sb.on
催促某物/某人前进
urge sb.to do sth.
9．She talked for about thirty minutes without even
pausing (暂停) for breath. 10．They urged (极力主张) that the library be kept open during the vacation.
(二)重点单词
[多维演练] A：根据汉语提示，用witness的适当形式填空 ①这个目击了这场事故的目击者向警察提交了证据 并且答应做证人。
The witness who witnessed the incident gave witness to the police and promised to be a witness .
(一)基础单词(根据汉语提示写单词) 1．The frightened people fled (逃离) from the burning building. 2．That kind of work does need teamwork and sharp (敏
捷的)thinking. 3．At least twowitnesses(目击者) saw her steal my
A：根据提示，写出下列单词的适当形式
11． annual adj.每年的；按年度计算的n.年刊；年鉴 → annually adv.每年地；年度地→ anniversary n． 周年纪念 abandon vt.放弃；遗弃；抛弃→ abandoned adj.放 12．
纵的；堕落的 conservation n．保存；保护→ conservevt. 保存； 13． 保藏
(1)witness for
为……作证
witness to (doing) stto sth. in witness of 某事的证人
作证/
bear/give witness to sth. 为……作证，证明 作为……的证据
The driver witnessed to having seen the man enter the
is a room which can accommodate up to five people.
(accommodation)
(一)根据汉语提示写出短语
1． ahead of
2． aim at 3． in the meantime 4． help (...) out
优于；在……前面
瞄准 在此期间；与此同时 帮助(某人)摆脱困境或危难
building.
司机作证说，他看到此人进入那栋建筑物。 The temples bear witness to the city's former greatness. 这些庙宇见证了这个城市以前的辉煌。
[点睛] (1)witness作及物动词，其主语可以是时间或地点，表示“ 是发生某事的时间或地点”。 (2)在短语“witness to ...”中 to 为介词，其后可跟名词、代 词或动名词形式。
写
2．We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. 仿 写
看到你埋头(bury oneself)学习，我十分地高兴。
120, urging the doctor to rush there and then gave first aid to the injured. Eventually, he helped the injured out of danger. Abandoning the party，Tom was reflecting on it.Suddenly he remembered the license plate number of the
高中英语人教版选修七Unit3Underthesea全单元课件
Unit 3
Under the sea
Part 1
Lead-in
Reading
Have you seen any plants and animals that live under the sea?
Pre-reading
Watch the photos and try to say the names of the animals or the plants.
The passage is mainly about __2__ parts.
Old Tom _h_e_lp__ed_
the whalers to hunt the whales.
Old Tom p_r_o_t_e_c_te_d_ the whaler from the shark
Fast reading
Careful reading
3. The relationship between Old Tom and
the whalers is ___.
A. friendly
B. cruel
C. serious
D. tense
Careful reading
推理判断题：
4.We can infer from the text that____. A. The killer whales may be trained by the whalers. B. The killer whales want to help man catch the whales
At an aquarium
On a boat tour
In films
In books
Pre-reading
高二英语人教版选修7-Unit-3--Under-the-sea课件
Reading Old Tom the killer whale
Get the main ideas of the two anecdotes.
• The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.
Reading
Warming up
Have you seen plants and animals that live under the sea? Where did you see them?
•On a snorkeling trip
•On the internet
•At an aquarium
• The second one tells about how a killer whale protected and saved James, a whaler.
Teaching task 1:
Please listen to the reading, and then in groups, describe the relationship between Old Tom and the whalers and then fill in the form.
Teaching task 2: Put the events in the reading passage into this timeline.
1. Clancy arrived at the whaling station.
2. He hearrom the bay.
3 He saw a huge animal in the water, which was Old Tom, the killer whale. 8 The men returned for the baleen whale the next day.
人教版选修七Unit 3 Under the sea教案及说课稿
Unit 3 Under the seaI．教学内容分析本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。
Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。
Pre-reading局部通过探讨图片导入课文并介绍故事背景。
Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采纳了大量的动作描写，并运用了大量的-ing形式。
Comprehending局部由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language局部突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing 形式的被动语态。
Using Language局部包括阅读和写作两局部。
课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。
写作局部要求学生仿照课文描写景物。
本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。
Summing Up局部要求学生对本单元的内容、词语和构造进展总结，有助于学生Learning Tip 局部介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 驾驭运用-ing 形式的被动式；(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地理解海洋生物，培育学生敬重海洋、爱惜海洋生物的道德品质；(2) 学会仿照课文描写景物；(3) 学会复述故事。
III．教学安排本单元建议分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二课时：Learning about Language第三课时：Reading and discussing (Using Language)第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时：Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.Note: In (8)～(10), passive forms are not used.Group 2: In (11)～(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)～(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。
选修7Unit 3 Under the sea
选修7 Unit 3 Under the seaⅠ.阅读理解Saving our oceansYour MissionTeach oceanographers(海洋学者)with different specialties about other ocean specialties and thus create a better understanding of the ocean as a complete, diverse system.BriefingYou ve been invited to lead the International Oceanographic Conference in Oslo, Norway. Over one hundred of your fellow oceanographers will attend it. The problem is that,with so many different specialties in the field—from geological to biological oceanography—the oceanographers at the conference are finding it difficult to understand what their colleagues are studying,let alone to grasp the ocean as an entire,diverse system!Your job will be to give the opening speech at the conference outlining the general kinds of oceanography in a way that each type of oceanographers will understand. Then, you will assign different oceanographers to different projects and explain to them how best to work together.Family-x fileYounger Xpeditioners:Pick one project,and learn more about it through its photo gallery. Then, create a poster based on the animals and terrain(地形). Make sure to label each animal that you draw. Show your poster to your family and describe to them what you have drawn.Older Xpeditioners:Learn more about each of the projects:Where (in the ocean) would oceanographers go to study them? What animals might oceanographers study in the project? Which types of oceanographers would you assign for each project and how would they work together?Finally,think about the ways in which the different general kinds of oceanography might relate. Why is it important to look at the ocean as an entire system, rather than as distinct parts? How might looking at each separate part and the ocean as a whole impact conservation efforts? Practise your speech for the conference in front of your family.1. What is your mission according to the text?A.To save the oceans all over the earth.B.To attend the International Oceanographic Conference in Norway.C.To enter for an activity with one hundred fellow oceanographers.D.To help better understand the ocean as a complete, diverse system.2. Where can you get the detailed instructions in advance?A.From the leader of the conference.B.From Younger Xpeditioners.C.From the part of Briefing.D.From Older Xpeditioners.3. How should you prepare your speech according to the text?A.Practise it at home with the family in front.B.Ask a lot of questions about the oceans.C.Create a poster to get informed.D.Invite other oceanographers to take part.Ⅱ.阅读七选五根据短文内容,从短文后的选项中选出能填入空白处的最佳选项。
Unit 3 Under the sea人教版高中英语选修7课件 (共26张PPT)
The last whaling station in Australia closed in 1978.Whales are now an endangered species and protected by an international ban, but some countries oppose the ban. We should protect animals and plants especially endangered ones .
The second one tells about how a killer whale Old Tom protected and ______ Jsaamveds, a whaler.
Scanning
Read the text carefully to know the development of the story well by putting the following sentences into a right order.
in films
on the Internet on TV nature
programmes
Can you speak out any plants and animals that live under the sea?
killer whales 虎鲸
king of the sea, biggest carnivore (食肉动物) of the sea, killing all kinds of animals in the sea, even the huge blue whale, like tiger on land, working in a team.
2020版新高考英语选修7Unit3Underthesea
2020版新高考英语选修7Unit3Underthesea Unit 3Under the sea[单词拼写应用]核心单词1．witness v t.当场见到；目击n．目击者；证人；证据2．opposite prep.在……对面adj.相对的；相反的3．pause v i.& n．暂停；中止4．drag v t.拖；拉；扯5．urge v t.催促；极力主张；驱策6．neat adj.〈口〉好的；整齐的；匀称的7．flee v t.& v i.逃离；逃避；逃跑8．teamwork n．协作；配合9．narrow adj.狭窄的；有限的；狭隘的10．target n．目标，靶；受批评的对象[语境运用]用所给词的适当形式填空。
1．The two stone lions standing in front of Tian'anmen have witnessed (witness)many great historic events.2．The family abandoned their home and fled (flee) the country last year. 3．Parents and children should communicate more to narrow (narrow) the gap between them so that they can understand each other better.4．He arrived at school early in the morning，dragging (drag) his heavy instrument case across the campus.5．You'd better set yourself targets(target) that you can reasonably hope to achieve. 拓展单词1．annual adj.每年的；按年度计算的n．年刊；年鉴→annually ad v.每年地；年度地→anniversary n．周年纪念(日)2．accommodate v t.& v i.容纳；供应→accomm odationn．住所；住宿3．deep adj.& ad v.深深的(地)→deeply ad v.深深地→deepen v t.& v i.使加深；使强烈；变深；变低沉→depth n．深(度)；深处4．abandon v t.放弃；遗弃；抛弃→abandoned adj.放纵的；堕落的5．reflect v t.& v i.反射；思考→reflection n．反射；沉思6．pure adj.纯粹的；纯洁的→purely ad v.纯粹地；完全地7．aware adj.意识到的；知道的→awareness n．意识8．vivid adj.生动的；鲜明的；鲜艳的→vividly ad v.生动地9．sharp adj.锐利的；锋利的；敏捷的→sharpen v t.& v i.削尖；磨快；尖锐；变锋利→sharpener n．卷笔刀10．taste v．& n．品尝；尝起来；味道→tasty adj.好吃的；可口的→tasteless adj.无味的11．scare v t.& v i.恐吓；受惊吓→scared adj.恐惧的；害怕的→scary adj.引起恐慌的12．relate v．使有联系；叙述；涉及→related adj.有关系的；有关联的→relation n．关系；叙述→relationship n．关系；血缘关系；交往[语境运用]用所给词的适当形式填空。
人教版选修七Unit3Underthesea课件
Fill in the blanks
I went snorkeling on the reef offshore this morning.
(see) such extraordinary beauty,
Seeing
I thought every celi in my body woke up and
人教版选修七 Unit3Underthesea
2023/10/5
wheal
coral
sea horse
sea star
dolp hin
jellyfish
fish
A New Dimension of Life
Listening and fast reading
Please number the paragraph top colors surrounding him.
3. Does he think the corals are fantastic?
Why?
Yes. Because they were shaped like fans, plates, brains, lace, mushroom, branches and the horns of deer. 4. Did he frighten the fish when he swam among them?
't
want to get close to --- ee!, a clam and two
sharks .The two sharks
sudden)
appeared from behind some oral Ttordny
(me)they weren't dangerous , but that didn't stop me
7-Unit-3-Under-the-sea市公开课获奖课件省名师示范课获奖课件
2.“In the meantime,Old Tom,and the others are having a good feed on its lips and tongue,”...在这段时间里，老汤姆和其他虎 鲸会饱餐一顿旳，鲸唇和鲸舌就是它们旳美 食…… 考点提炼 in the meantime意为“在……期 间 ，同步”，其同义词是meanwhile。
导练互动
要点单词 1.urge
“Man overboard!Turn the boat around!” _u_r_g_ed__ George,shouting loudly.（回归课本 P20） 观察思索 She urged him to stay.她力劝他留下。 The report urged that all children be taught to swim. 这份报告呼吁给全部旳小朋友教授游泳。 He urged his horse forward.他策马前行。
助 6.be/become aware of 对……懂得、明白；意识
到…… 7.upside down 上下翻转；颠倒旳（地）；乱七
八糟旳（地） 8.(be) scared to death 吓死了
Ⅲ.经典句式利用
1.This was the call that announced there was about to be a whale hunt.这是宣告捕鲸 行动立即就要开始旳号角。 考点提炼 be about to do表达打算或即将发 生旳动作，但它不与表达 将来时间旳副词 或其 他详细 将来时间状语 连用。但能够与when连 用，构成固定句型。
2.accommodation
...,as I was sorting out my accommodation,...(回归课本P20) 观察思索 Can we find accommodations at a hotel for tonight? 我们今晚能找到旅馆住宿吗？ This hotel has accommodations for 500 guests. 这家旅馆能容纳500人。
人教版高中英语选修七 Unit 3 Under the sea PPT课件
A shark is coming ~ Dangerous!
He notices us~ We must go now. ^^^^^^^
whales
the largest animals in the oceanຫໍສະໝຸດ killer whales
baleen whales
the killer whales
coral
sea star
turtle
sea horse
Oh! Woo! Ah!
Today, we’re going to Go~~~ take a look at the world under the sea. So, are you ready?
Wow! Yeah!
Gosh!
Great! Yes!
高二人教新课标版选修七
Unit 3 Under the Sea
Unit 3
Under the sea
Step 1 Warming-up & Pre - reading Step 2 Reading Step 3 Phrases Step 4 Homework
Warming-up & Pre - reading
(baleen) whales
The whalers
1. Which kind of whale eat meat? A killer whale B blue whale baleen whale C humpback whale (驼背鲸)
2. Which family do killer whales belong to ? A shark B dolphin C whale
Killer whales are attacking a baleen whale with whalers waiting by in their boat, harpoon(鱼叉) at the ready.
高中英语选修七Unit3《Underthesea》教学课件
基础自主梳理
【记一记】——词不离群
1.以后缀“-th”结尾的名词 ①depth深度 ②width宽度 ③length长度 ④truth真理 ⑤growth成长 ⑥youth青年 2.含词根“viv(生命)”的单词
①vivid adj.生动的 ②revive v.(使)苏醒;复活 ③revival n.复活 ④survive v.存活;幸存 ⑤survival n.存活;幸存 ⑥survivor n.幸存者
基础自主梳理
二、核心拓展词汇
Ⅰ.填一填(掌握书写) 1.__a_b__a_n_d__o_n___vt.放弃;遗弃;抛弃→_a_b__a_n_d__o_n_e__d_adj.放纵的;被遗弃的 2.____re__fl_e_c_t____vi.思考 vt.映射;反射;思考→___r_e_f_le__c_t_io__n_n.映像;思考;反映 3.___s_c__a_r_e_____vt.恐吓 vi.受惊吓→____s_c_a_r_e_d____adj.恐惧的;害怕的 →______s_c_a_r_y___adj.恐怖的;吓人的 4._____a_n_n__u_a_l__adj.每年的;按年度计算的 n.年刊;年鉴→___a_n__n_u_a__ll_y__adv.每年; 年度地→__a_n__n_i_v_e_r_s_a_r_y____n.周年纪念 5.___a_c_c_o__m__m__o_d__a_t_i_o_n__n.住所;住宿 →_a__c_c_o_m__m__o__d_a__te_vt.提供住宿 6.___d_e__p_t_h__n.深(度);深处→____d__e_e_p___adj.深的
1.[2016·天津卷·书 面表达] 和你们在一起 的那段时光曾使我感到 那是我一生中最有意义 的时光。 __I_t_w__a_s__a__t_im___e_w__h__e_n__ _I felt I had the most meaningful time to