内容正文:
Unit 11 第4 课时Theme Reading
一、写出下列单词的中文意思并标明词性。
1. trader______________( ) 2. warmly______________( )
3. rely______________( ) 4. camel_____________( )
5. transport_____________( ) 6. northwestern____________( )
二、英汉互译。
1. the Silk Road ______________________
2. 谋生 _________________________
3. 传承家族传统 ____________________
4. 作为……而闻名________________
5. 持续好几个世纪___________________
6. transport goods _________________
7. do business with people_______________
三、从以上6个单词中选择正确的单词完成下列句子
1. My uncle lives in a small town in the ______________ part of China.
2. People use trucks to ______________ food to the village.
3. We shouldn’t always ______________ on our parents.
4. A ______________ can walk a long way in the desert.
5. The ______________ sells things on a town every day.
6. The people in the village welcome us ______________.
四、根据中文意思完成句子
1. 他们沿路贩卖丝绸和中国货物。
They sold ______________ and Chinese goods ______________ the roads.
2. 这条路线很艰难,但是他在体验新文化中找到了乐趣。
The route was difficult, but he found __________ in ____________ new ___________.
3. 许多年前,他们靠卖牛奶谋生。
Many years ago, they ____________ ____________ ____________ by selling milk.
五、熟读书本P80 Unit 11 Theme Reading,根据课文内容填空。
Once, three ____________ (trade) from different places rested in a small hotel in a desert. The silk trader from Chang’an traveled ____________ /əˈlɒŋ/ the roads to the Middle East and Europe, selling Chinese products. People welcomed Chinese culture ____________ (warm). The Indian horse trader crossed rivers and mountains from Xizang to Sichuan, and he found ____________ /dʒɔɪ/ in experiencing new cultures. The old tea trader from Shanxi relied on camels and horses to ___________ ___________ (运输货物) to northwestern China. For him, trading was not only to __________ __________ ___________ (谋生), but also to ___________ ___________ (传承) family tradition.
Today, these ancient routes are ____________ (know) as the Silk Road, the Ancient Tea Horse Road, and the Shanxi Traders’ Camel Road. And they have connected people and different cultures for centuries.
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