1、. Unit5 Nelson Mandela- a modern hero Part 1: key words and phrases:1. relative _adv 2. fair _反義詞3. mean adj ， v_漢義 means _漢語4. terrify _adj _ n 5. devote _ adj _ n 6. legal : _反義詞 7. educate : _ _ adj _ _n 8. self _ _ adj 9. meaning _ _adj 10. cruel _n 11. reward _adj 12 寫出以下單詞的意思： worthless fearle

2、ss aimless breathless endless countless 13. 寫出以下單詞的名詞形式significant annoy assist elegance 14. 在某人看來 _ 事實上_ 夠不著_ 不適宜，不協(xié)調(diào)_ 勝任做某事_ escape ones attention/notice 九死一生 _ 作為對.的報酬_ 以防 _ 主管_ 一心撲在.上 _ 全心全意_15. 寫出 “一.就.的幾種表達：Part 2 Complete the following sentences: 1. It is _ 你很大方 donate so many things and so m

3、uch money to the nursing home. We are all moved by your _大方。 2. He offered guidance to the blacks in his _young 3. The guy _正在被攻擊 over there is from a poor family.4. He was lucky enough to escape _punish. 5. There was a time _ girls were looked down upon. 6. You are late again. You _get up earlier.7

4、. 用only 寫3個倒裝句。 1 2 38、Please go back _盡可能快 because a storm is _ the way. 單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學生把一周看到或聽到的新穎事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要求運用積累的成語、名言警句等,定期檢查點評,選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即穩(wěn)固了所學的材料,又鍛煉了學生的寫作才能,同時還培養(yǎng)了學生的觀察才能、思維才能等等,到達“一石多鳥的效果。9. Those _ can find jobs may be _well off than those _ a

5、re out of work.10. 我從來沒有看過如此有趣的電影。倒裝句11、The old temple _see great changes of the village in the past two hundred years. 12. Tom, a _devote friend of mine, _devote herself to _teach and her _devote to children made us vote for her. 13、The students have been working hard on their lessons and their eff

6、orts _reward in the future.唐宋或更早之前，針對“經(jīng)學“律學“算學和“書學各科目，其相應(yīng)傳授者稱為“博士，這與當今“博士含義已經(jīng)相去甚遠。而對那些特別講授“武事或講解“經(jīng)籍者，又稱“講師。“教授和“助教均原為學官稱謂。前者始于宋，乃“宗學“律學“醫(yī)學“武學等科目的講授者；而后者那么于西晉武帝時代即已設(shè)立了，主要協(xié)助國子、博士培養(yǎng)生徒。“助教在古代不僅要作入流的學問，其教書育人的職責也十清楚晰。唐代國子學、太學等所設(shè)之“助教一席，也是當朝打眼的學官。至明清兩代，只設(shè)國子監(jiān)國子學一科的“助教，其身價不謂顯赫，也稱得上朝廷要員。至此，無論是“博士“講師，還是“教授“助教，其

7、今日老師應(yīng)具有的根本概念都具有了。14. I was very disappointed to find my suggestion _turn down at the meeting.“師之概念，大體是從先秦時期的“師長、師傅、先生而來。其中“師傅更早那么意指春秋時國君的老師。?說文解字?中有注曰：“師教人以道者之稱也。“師之含義，如今泛指從事教育工作或是傳授知識技術(shù)也或是某方面有特長值得學習者。“老師的原意并非由“老而形容“師。“老在舊語義中也是一種尊稱，隱喻年長且學識淵博者。“老“師連用最初見于?史記?，有“荀卿最為老師之說法。漸漸“老師之說也不再有年齡的限制，老少皆可適用。只是司馬遷筆

8、下的“老師當然不是今日意義上的“老師，其只是“老和“師的復合構(gòu)詞，所表達的含義多指對知識淵博者的一種尊稱，雖能從其身上學以“道，但其不一定是知識的傳播者。今天看來，“老師的必要條件不光是擁有知識，更重于傳播知識。15. She has _ several invitations to star at shows in order to concentrate on her studies. A. turned up B. turned in C. turned out D. turned down.16. Some money should _set aside for urgent things.與當今“老師一稱最接近的“老師概念，最早也要追溯至宋元時期。金代元好問?示侄孫伯安?詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師。于是看，宋元時期小學老師被稱為“老師有案可稽。清代稱主考官也為“老師，而一般學堂里的先生那么稱為“老師或“教習。可見，“老師一說是比較晚的事了。如今體會，“老師的含義比之“老師一說，具有資歷和學識程度上較低一些的差