高三英语学生复习教案
高三英语学生复习教案如何写？英语本专业的学科基础包括外国语言学、外国文学、翻译学、民族与区域研究、比较文学和跨文化研究，具有跨学科的特点。下面是小编为大家带来的高三英语学生复习教案七篇，希望大家能够喜欢！
高三英语学生复习教案【篇1】
教学任务
Warming-up
1) 教材给出了一些食物图片，要求界定垃圾食品还是健康食品
2)给出一个空白饮食调查表
教学建议：
1。由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm 是方法之一。
2。在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。
3。课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。
Listening
1.教材分析：
听力材料分为两部分：
1)母亲与Mike关于Mike胃痛与他一天饮食情况的对话
2)Mike前去就医与医生的对话
2。教学建议：
1。建议在听力开始前做pre-listening.
针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。
2。针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。
3。1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问题所需的信息点。
4。听力任务完成后建议复听，尝试再现听力中的情景(多种形式，如表演，单句复述，take notes然后完整复述或spot dictation等)，为下一步的speaking做好务实而有效的准备。
Speaking
1.教材分析：
教材给出三种就医情景，和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。
2。教学建议：
1. 前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医场景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。
2. 然后分别罗列病人和医生的常用的表达方式。
3。在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇(无意识的在情景中接受了词汇扩充)。
4。对基础薄弱的学生可以尝试：A.: 听力再现。B:范例复述或表演
5。时间允许，还可将对话落实到笔头。(供选择)
阅读部分
1.教材分析：
教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议
论文体的文章，读后给出了5个拓展性的问题。
2。教学建议：
1。建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读
技能。利用本文可突出学生3个方面的能力：
A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确
定。
B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营
养成分推测
C: 生词猜测。Eg.organic,eco-foods,supplement
为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。
2. 也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的
新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。
3。读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小
组发言人做汇报。建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。再说有新大纲明文规定，支持我们。
4。其它的语言难点可随机处理，若时间来不及，也可放到language study 模块中处理。
Language study
1.教材分析：
这一部分包括单词释意，had better,should and ought to表示给出建议的用法。
教材给出单句补全，和根据2个情景给建议两种训练方式。这是本单元主要语
法点。
2。教学建议：
1。在学生掌握情况比较好的情况下，可将word study大胆修改成：听教师读解释，学生写单词，而不是进行简单的搭配，事实上，在实际教学中，不少同学提前完成了，因此就需要根据学情及时调整内容或变换检测角度。
2。如果前面阅读模块中仍有部分语言问题未解决，可在这里弥补。毕竟语法和句型仍是测试的重要内容之一。说实在的，考试分数就是我们饭碗中的大米饭的颗粒数，领导可知道，我的碗中饭，粒粒皆辛苦。
3。澄清这些Modal Verbs 的否定形式。可以将SEFC II中first aid一课中提及的各种急救场景做为情景，训练学生运用这些Modal Verbs给建议。(供程度较好学生)分成dos and don’ts 呈现给学生，要求学生用本单元所学的情态动词来给出建议。不仅使学生在具体情景中体会了这些语法项目的功能，同时也学会了一些生存技能。
4. 根据所给情景写出可能性的建议这一任务中，可以创造性地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。以便进一步发掘教材的内在价值。
Integrating Skills
1.教材分析：
提出了snacks这个话题，同时给出了两个snacks的recipes,要求学生能模仿写
recipe.教材也给出了4条writing tips.
2。教学建议：
1。建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈
现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识，对所罗列
的小吃进行判断(bad---good---better---best)简要说明理由,这个建议的设计其实是针对学生的阅读理解能力，因为小吃一文中提到了几种食物，并orange>bread>chocolate,我们可推出strawberry>dumpling>icecream
2。建议不同小组写不同的recipe, 在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。因为本文中出现了大量的烹饪有关的词汇。
例如：A学生做一个动作，B学生说出对应的单词。
或者表演一种SNACK的制作过程，有另一学生描述。
5. 最后的recipe进行展示共享。有实物投影的可书面让学生和老师点评，没有的话，可口头表达点评。课后整理配上图片更佳，全班展示分享。
最后：让我在说一句：新教材：好 !
靓丽-带彩色的;
饱满---内容丰富;
时尚-内容与时俱进;
亲切---贴近生活。
但我想说爱你真不是件容易的事。
想法： @教材
@课时
@ 导向
@ 新教材素材库
@ 教师培训
@ 硬件依托
高三英语学生复习教案【篇2】
教学准备
教学目标
1。 经过学生分享自我的旅游经历，用英语进行交流与表达。
2。 经过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3。 经过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1。 I’d like to share my travelling experience with you， and would you like to share your travelling experience?
2。 The world has many great rivers。 Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，教师谈谈自我旅游的经历，询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识完美的河流。能有效地调动学生的学习进取性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II。 Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了资料和词汇上的铺垫。
III。 Reading
1。 Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2。 Scanning
1)。 Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1。寻找who，what，where，how，why and when等关键信息，让学生把握这类记叙文的阅读要点。2。 根据图表复述，练习学生语言整合与连贯的本事。
2)。 Please use at least three adjectives to describe Wang Wei according to Para2， and give your reasons。
设计意图：研读课文第二段，思考至少3个形容词来描述王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自我观点的信息。
3)。 Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide， please introduce the Mekong River briefly to your audience。
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的主角，结合示意图向游客介绍湄公河，从而到达复述的目的。
IV。 Group work
Imagine that you are preparing for your own trip down the Mekong。 In your groups of four: choose 5 things that you think are the most useful， and give your reasons why you choose them。
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V。 Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要资料及重难点。
课后习题
Homework
1。 Read the passage as fluently as possible after class。
2。 Preview Learning about Language。
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
高三英语学生复习教案【篇3】
《The Qin Tomb and the Terracotta Warriors》教学设计
I.教学内容分析
本模块介绍了秦始皇陵墓和兵马俑，对秦始皇在历史上的功过进行剖析，对劳动人民对中国古代文明所做出的贡献进行热情的讴歌。要求学生掌握以上历史的同时，运用本模块所提供的语言知识目标进行听说读写的训练，从而提高学生的语言学习和运用的目的。
II.教学计划
本模块分为五个课时：
第一课时：Introduction，Presentation skill, Cultural Corner
第二课时：Reading and Vocabulary(1)
第三课时：Reading and Vocabulary(2),
第四课时：Reading practice，
第五课时：Task，Module File
III. Learning strategy:
1. Cognitive strategy (认知策略)
2. Monitoring strategy(调控策略)
3. communication strategy(交际策略)
4. resource strategy (资源策略)Period OneContent: Introduction，Presentation skill, Cultural Corner
Introduction:
Step 1: Look at the picture and discuss the questions. Use the words in the box to help you.
army battle clay column emperor expression hairstyle soldier tomb underground uniform
1. Which emperor of ancient China ordered these terracotta warriors to be made?
Emperor Qin Shihuang
2. Where were the terracotta warriors discovered?
1.5 km away from his tomb.
3. What are the warriors doing?
Standing like an army ready for battle.
4. Are all the warriors identical?
No, they are all different from each other.
5. Why do you think the Emperor built the terracotta warriors?
Step 2: Put the dynasties of ancient China in the correct order.
1. Zhou Dynasty
2. Han Dynasty
3. Three Kingdoms, Jin, Southern and Northern Dynasties
4. Sui Dynasty
5. Qin Dynasty
6. Tang Dynasty
答案: 1, 5, 2, 3, 4, 6
Step 3: Answer the questions.
1. During which dynasties were there many wars?
Three Kingdoms, Jim, Southern and Northern Dynasties
2. During which dynasty was the Great Wall first built?
Qin Dynasty
3. During which dynasty did China first become one country?
Qin Dynasty
4. During which dynasty was the Grand Canal first established?
Sui Dynasty
5. During which dynasty was China most powerful?
Tang Dynasty
高三英语学生复习教案【篇4】
Step 4: Pair work
Can you think of more questions about the dynasties of ancient China? Having a talk with your partner.
Presentation Skill
Read the letter on page 38 and answer the questions.
1. Is this a formal or informal letter? How do you know?
Formal; We know because the writer addresses the recipient as Mr. Wu (not by the first name), mentions nothing personal, just the business matter, signs it with "Yours sincerely".
2. Why has Li Chen written the letter?
Because he needs some students' help for the archaeological dig during the summer holidays.
3. Who do you think Mr Wu is?
A teacher at a school.
4. In what way would this job be an interesting experience?
The students would have a chance to work in a team at an important archaeological site.
Cultural Corner
Step1 : Read the passage and answer the questions.)
1. Why did Qu Yuan kill himself?
Because Qin captured the capital of Chu.
2. What else do you know about Qu Yuan and the Dragon Boat Festival?
Step 2: Task: Making a presentation about ancient China
Think of a period of ancient China that interests you. Choose two or three important people or aspects of the period.
(1) A ruler and his achievements
(2) Poets or philosophers
(3) Building or relics that can still be seen todayPeriod TwoContent: Reading and vocabulary (1)
Step1: Fast reading
Read the passage. Number the topics in the order you read about them.
(a) The discovery of the warriors
(b) the men who made the warriors
(c) description of what the warriors look like
(d) why the writer is at the site
(e) Emperor Qin Shi Huang and his tomb
(f) how the soldiers were made
Answer: d, e, a, c, f, b
Step2: Read again Answer the question:
1. In which part of China is the underground tomb of Emperor Qin Shi Huang?
The northwest China's Shanxi Province.
2. How and when were the terracotta warriors discovered?
By farmers digging a well.
3. How many terracotta warriors are there?7,4004. Why were they made?
Because Emperor Qin wanted an army to protect him in the next life.
Step3: Look at the words from the passage and choose the correct answers.
高三英语学生复习教案【篇5】
Step7: Answer the questions:
1. But I've never had so much fun in my life.
Why is the writer having fun?
Because he is very lucky to be an archaeology student working on the terracotta warriors site.
2. There are rather worrying ancient descriptions of crossbows hidden at the tomb's entrance.
Why are the descriptions worrying?
Because if anyone tried to enter, they might be killed.
3. As the whole world knows, when the archaeologists started digging, they found 6.000 clay warriors ...
How do you think the whole world discovered this?
It was reported in the newspapers and on television.
4. It seems that Emperor Qin Shi Huang had ordered the soldiers to be made in order to protect him in the next life.
What does this tell us about Emperor Qin Shin Huang?
That he was worried about what would happen to him after death.
5. I wonder if they were any help?![来源:学&科&网]
What does the writer mean by this?
He doesn't know what happens to people after death and wonders if the army really did protect the Emperor.
6. In the half-light it's easy to imagine that they are a real army.
Why is it only half-light?
Because it is underground, and also if the lighting were too strong it might spoil the figures.
7. ... I too feel so proud to be connected in some small way with Qin Shi Huang's great army.
In what way is the writer connected with Qin Shi Huang's army?
He is working on the archaeological site where they are.
Step 8: Discussion
1. What do we learn about Emperor Qin Shi Huang from this passage?
What do we learn about his personality?
That he unified China over 2.000 years ago;
he became king aged 13
he was a brilliant ruler, but very cruel
2. What do we learn about the writer?
What do we learn about his personality
That he is an archaeology student from London; he's very lucky to have been chosen to work on this site; he seems very enthusiastic and happy.
3. Would you like to work on this site for a month or two?
What would you enjoy? What would you dislike?[来源:]
Period Three
Content: Reading and vocabulary (2)
Step 1: Fast reading
Read the passage. Write a heading for each paragraph.
Passage 1 The History of the Great Wall
Passage 2 A Legend About the Great Wall
Passage 3 A Walk Along the Great Wall
高三英语学生复习教案【篇6】
教学目标
1. think more ab out the relationship between science and nature.
2. describe some items and atmosphere with scien tific terms.
3. express their opinions on cloned animals and humans as well.
4. develop an interest in doing more reading and research on the topic.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures:
Step 1 Lead in (PPT 4-7)
Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
[Explanation]
用一段有关增高术的听力引入 主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。
Step 2 Science versus nature (PPT 8)
1. Explain the word “versus” ( Two sides are against each other)
2. Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.
Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.
3. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases.
4. In terms of science versus nature, what do you think the relationship between science and nature should be like?
(Both advance in harmony)
[Explanation]
本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。
Step 3 Cloning (PPT 9-11)
1. Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.
2. Introduce the concept of “copy”. Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”?
(They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.)
3. Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shoc ked and scared)xkb1.com
4. Interview another student about his feeling towards a “cloned him”. Then ask the other students if they would like to see a “cloned him” and why.
5. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day.
[Explanation]
本节将讨论的重点转向克隆。通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。
Step 4 Summary (PPT 12)
Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read m ore about cloning in the following period and will have a further discussion.
[Explanation]
对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。
高三英语学生复习教案【篇7】
学习目标】
知识与能力：学习本单元重点单词短语;掌握文章中出现的重要句式
过程与方法：阅读为主;增加词汇量;提前预习，小组讨论解决问题情感态度价值观：了解吸烟的危害，养成良好的生活习惯
【课前自学】
Fillintheblanksaccordingtothetext(3wordsatmostforeachblank).
Threedifferentwaysto
cigarettes
Become___________addictedtonicotine.
Becomeaddictedthrough_____________.
Becomeaddicted.
Harmfulphysicaleffectsforsmokers
Feelsick,bad-temperedorinpain.
Doterribledamageto.
Itisdifficultforsmokingcouplesto.
Becomebreathlessquicklyanddon’tenjoysport.
thataperson’ssmokingcanhaveonotherpeople
Affectthebreathofnon-smokers.
Otherpeopledislikethesmell.
Adviceonhowtostopsmoking
Prepareyourself.
Adaytoquitandwritedownallthebenefitsyouwillgetfromstoppingsmoking.
Keepremindingyourselfyouareanon-smoker.
Breakthehabit.
Dosomethingelse,insteadofsmokingacigarette.
Relax.
Trysomedeepbreathinganddosome.
Gethelpifyouneedit
Ifyoufeel,talktoadoctororchemist.
.
Justtryagaintostopsmoking.
【问题展示】
Choosethebestansweraccordingtothetext.
1.Whydidthegrandfatherwritethisletter?
A.Tohelpthisgrandsontogiveupsmoking.
B.Togivehisgrandsonsomeadviceonhowtokeepfit.
C.Tosharehisexperienceofsmoking.
D.Totellhisgrandsontofocusonquittingsmoking.
2.InwhatwaydidgranddadtrytopersuadeJames?
A.Byusingscientifictheory.B.Bysharinghisownexperience.
C.Bysharinghissportsactivity.D.Bytellinghimhisfailureinlove.
3.Formthetextwecanlearnthat.
A.youcanonlybecomeaddictedtocigarettesintwodifferentways.
B.smokingmakesnodifferenceinwomenbecomingpregnant.
C.ifyouhavefailedseveraltimestostopsmoking,youshouldfeelashamed.
D.you’dbetternotchooseastressfuldaytoquitsmoking.
【拓展延伸】
I.阅读课文，找出下列短语
1.在青春期______________2.吸烟上瘾______________3.习惯于______________4.断瘾症状____________5.感到烦燥________________6.反反复复___________
7.吸烟的危害_____________8.自动做某事____________9.感到气喘_________
10.被校足球队除名______________11.坚定决心___________12.想要_________
13.伸手去拿香烟______________14.觉得难为情__________15.决定___________
16.对……造成破坏_____________17.出生时的体重______________
18.设法做到了________________19.感到绝望_____________
(以下短语阅读课本P20--21)
20.尽管__________________21.气喘吁吁________________22.冒险____________
23.染上某种习惯____________24.使自己习惯于________________
2.Secondly,youbecomeaddictedthroughhabit.__________________________
讲解：句中through的含义是_______________，相当于_______________
Wemissedtheplanethrough_______________(阻塞holdup)onthehighway.
Thewindowwasbroken______________(由于粗心)。
3.NeitherdidIknowthatmycigarettesmokecouldaffectthehealthofnon-smokers.
______________________________________________________________
讲解：本句中使用了哪种句式?_______________________________
相同用法的词还有：____________________________________________等。
______________________suchbeautifulviews.我从没见过这么漂亮的地方。
_______________________speakatthemeeting.他在会上一句话都没说。
__________________________whenhefoundhiswalletwasleftinthecar.
他一下车就意识到钱包落在车里了。
4.I_______________sobecauseIwantyoutolive___________________________Ihave.
我的确希望你把烟戒掉，因为我希望你能像我这样活得健康长寿。
讲解：
1)助动词do(does，did)放在位于动词原形前起加强语气的作用。如：
Theearth________________aroundthesun.地球的确围绕太阳转。
I________________________.我最后确实成功了。
2)“as+adj.+n.+as”结构表示同级比较。注意单数名词的位置
Ican’tbuy__________________________thatone.我再也没买到比那本书更好的了。
I’veneverseen__________________________heis.我从没见过比他更明智的人。
5.decideon/upon+(doing)sth就……作出决定，决定要
例如：
Hehasdecidedonanewcar._____________________________
Finallywe________________weshouldfinish.(决定了要完成的工作)
Atlast,he_____________________toBeijingUniversityforfurthereducation.
最终，他决定去北京大学深造。
【课堂检测】
用所给短语的适当形式填空。
dueto,beaddictedto,becomeaccustomedto,decideon,
haveabadeffecton,feellike,overandoveragain,insteadof
1.Eatingtoomuchfatourbody.
2.Theheadmasterstressedthatweshouldbepunctual.
3.Hisfailurewaslargelyinexperience.
4.HasMaryadateforthewedding.
5.IthefilmCJ7.
6.Idon’tdoingmyhomeworknow.
7.Shehaslifeinthemountainvillage.
8.Hewentabroadtoearnmoneytospendmoney.
【课下作业】
1.Ithasbeenrevealedthatsomegovernmentleaderstheirauthorityandpositiontogetillegalprofitsforthemselves.
A.employB.takeC.abuseD.overlook
2.Theparentsfelthelplesswhentheyfoundtheirsonhadlovestoriesforlong.
A.addictedB.addictedtoC.addictedhimselfD.beenaddictedto
3.—Theyarequiet,aren’tthey?
—Yes.Theyareaccustomedatmeals.
A.totalkB.tonottalkC.totalkingD.tonottalking
4.TheUSgovernmentthreatenedthatitwouldallitsinvestmentfromthatcountryifthecountrydidn’treducethecustomduties.
A.takeB.moveC.withdrawD.draw
5.Theheatingsystemherehasantemperaturecontrol.
A.automobileB.autonomyC.autumnD.automatic
6.Hedecidedtothejobafterhequarreledwiththemanager.
A.stopB.blockC.looseD.quit
7.Thenewappointmentofourpresidentfromtheverybeginningofnextsemester.
A.takeseffectB.takespartC.takesplaceD.takesturns
8.Competition,theybelievethenationalcharacterratherthanweakenit.
A.causesB.leadsC.strengthensD.widen
9.IwassoangrythatIfeltlikesomethingathim.
A.throwingB.tothrowC.throwD.threw
10.Theprisonersbecameintheirattemptstoescape.
A.desertedB.aloneC.desperateD.lonely
11.Hewasofhavingaskedsuchasillyquestion.
A.sorryB.ashamedC.guiltyD.miserable
12.Youshouldbeofyourbehavior.
A.shameful;ashamedB.ashamed;shamefulC.guilty;shamefulD.sorry;shameful
13.Thisaccidentwashiscarelessdriving.
A.duetoB.thankstoC.becauseofD.soasto
14.—HowdoyoufindQingDao,Mary?
—It’sbeautifulseasidecity.Ihaveitformynextholiday.
A.decidedonB.triedonC.takenonD.carriedon
15.TheGreatWallis____touristattractionthatmillionsofpeoplepourineveyryear.A.asawell-knownB.asuchwell-knownC.sowell-knownaD.suchwell-knowna