unit 15 words

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9环境工程专业英语unit 14-15

' neiʃən] 脱盐〔作用〕，去盐〔作用〕 saline[' seili:n] ①〔含〕盐的；②盐水 salinity[sə ' linəti] n.盐分，盐度；盐浓度；盐份
Background Introduction
Physical 物理方法
Sedimentation(Clarification) 沉淀 Flotation and Skimming Screening 浮选格栅 Degasification Aeration 脱气曝气 Equalization Filtration 均和过滤
Dissolved N, P inorganic
microorganisms
Primary water treatment

Primary treatment: Remove solids by screening and settling
The sewage is passed through a screen to
added to the sewage effluent. Air or oxygen is vigorously bubbled through pipes into the effluent. The aerobic bacteria digest the organic material and break it down into CO2 and water. The bacteria and any remaining undecomposed material are returned to the aeration tank and reused.
Primary treatment

unit 15 Four Minutes That Get You Hired分析

Unit 15
Four Minutes That Get You Hired
To get the right job, learn to make the right impression
①The 28-year-old Bay Stater spent six years working at night while she attended college during the day. 六年来，28岁的凯特白天上大学，
Monitor your body language. 控制身体语言。
⑪ How you move and gesture will greatly influence an interviewer’s first impression of you. 你的一举一动都会在很大程度上影响面试者对你的印象。In an influential study of communications, psychologist Albert Mehrabian discovered that seven percent of any message about our feelings and attitudes comes from the words we use, 38 percent from our voice, and a surprising 55 percent from our facial expressions. ⑫In fact, when our facial expression or tone of voice conflicts with our words, the listener will typically put more weight on the nonverbal message.实际上，面部表情或语调同话语矛盾时，听者通常更注重非语言信息。

北师大版高中英语必修五第7讲：Unit15Learning-词汇篇1(教师版)

Unit15 Learning 词汇篇 1通过本节课，学生可掌握unit15中重点词汇、短语及其用法，并通过各个题型的练习，巩固词汇基础，提升综合解题能力。

一、重点词汇及短语1.secure 基本用法secure adj.稳固的；牢固的；安全的vt.握紧，使安全The child felt secure near its parents.这个孩子在父母跟前感到很安全。

Make the windows secure before leaving the house.出门之前把窗户关严。

y off 基本用法lay off解雇，裁员；休息；停止工作The company laid off 100 workers last week.公司上周解雇了一百名工人。

The doctor told Mary to lay off for a month.医生告诉玛丽得休息一个月。

3.suspect 基本用法suspect v.怀疑；猜想；adj可疑的；不可信的；n.嫌疑犯The police are watching out for the suspect.警方正密切注意嫌疑犯的行动。

They suspected that he was the murderer.他们怀疑他是凶手。

4.instruct 基本用法instruct vt.教，讲授；指导，训练；说明；通知Don't instruct your secretary to say you are out when you are in. 不要教你的秘书在你在的时候说不在。

I will instruct you when to start.我会告诉你我们该何时动身。

5.aside from 基本用法aside from 除...之外Aside from you, everyone is suspect.除了你之外，每个人都有嫌疑。

Aside from the foggy weather, the trip was good.除了天气多雾外，那趟旅行很好。

Unit15 Lesson4 Understanding

civilisation
necessary for the success or continued existence of something; extremely important
vital adj.极其重要的 helpful, useful or good beneficial adj.有用的，有益的
5) Do you think people like Bacon and Galileo would have thought it was a good idea to open libraries and set up universities? Why? No. Because at that time people believed more in religion than in facts.
options in Exercise 1 does the
writer sud things? How else
does she suggest that we
acquire knowledge?
Strategy 5- asking questions
3) Why did Aristotle assume that the sun moved around the Earth? Because it felt like the earth was standing still. 4) Would the writer describe the people of the church during Galileo‟s time as having „open‟ or „closed‟ minds? The writer describe the people of the church during Galileo‟s time as having closed minds.

现代大学英语精读3第二版Unit15_Book3

• produce/cause/create sensation The moon landing in 1969 caused a worldwide sensation. Other meanings: One sign of a heart attack is a tingling sensation in the left arm. Caroline had the sensation that she was being watched.
4. What do you think is the relationship between the narrator and Simelane? Describe the occasion when Simelane related the story to the narrator. Why did he say that it was the first time he had had such a glass? What was so special about the glass? Why did he say that it was also the first time he had drunk cognac so slowly?
Warming up
Objectives
1. Content:
• • •
Know briefly South Africa’s apartheid history. Learn about the plight of the blacks under apartheid laws and policies. Understand the tragic psychological effect of racial segregation on both races. Understand the use of symbols. Appreciate the beauty of simple, unadorned language style.

Unit15 At home with the twins SelfCheck

We’re trying to save the manatees!
Self Check
2013-9-23 学生双语报 1
Fill in the blank!

support endangd down
The words
2013-9-23
学生双语报
2
（生命等）有危险的,有灭绝危险的,将要绝种的 We should do our best to save endangered species. 我们应该竭尽全力挽救濒于灭绝的生物。
2013-9-23
学生双语报
4
Learn the word!
recycle
3
使再循环,再利用,再制
2013-9-23
conversations and then practice then with you partner.
Let’s do it!
2013-9-23
学生双语报
11
For example
A: What are three things you are
supposed to do? B: I'm supposed to go home after school, finish my homework and go to bed at ten. A: What are you supposed to do when you meet your teacher? B: I'm supposed to greet my teacher.
2013-9-23
学生双语报
8
Look at the sentence.
4．It's important to ____ paper to save the trees. 5．That apartment block is old and dangerous. It should be ____.

自考英语二 unit 15

Unit 15
content adj. ~ (with sth); ~ to do sth * Are you content with your present salary? 你对你现在的薪水满意吗? * He is content to stay in his present job. 他对现在的工作心满意足. n. to one's heart's content 尽情地 vt. ~ oneself with sth * As there's no cream, we'll have to content ourselves with black coffee. 既然没有奶油, 我们只好喝清咖啡算了.
New Words
* * *
* *
* * *
function n./vi It is not the function of this committee to deal with dismissals. 处理解雇问题不是本委员会的职责. X is a function of Y. X是Y的函数. What functions can this program perform? 这一程序有哪些功能? This machine has stopped functioning. 这机器坏了. The sofa can also function as a bed. 这沙发也可以当床. functional adj. a functional duty, title, office 职责﹑ 职称﹑ 职能 a functional disorder functional furniture, clothing, architecture 实用的家具﹑ 衣服﹑ 建筑. functionally adv

八年级英语Unit 15 What do people eat人教朗文版知识精讲

初二英语Unit 15 What do people eat?人教朗文版【本讲教育信息】一. 教学内容：Unit 15 What do people eat?二. 重点、难点1. 简单句的五种基本句型2. so, nor, neither 引导的倒装句三. 具体内容：简单句的五种基本句型简单句是若干词或词组（不包括从句）按照英语的语法结构规律组合，意思相对完整，即为简单句。

简单句一般都包含一组主谓结构（包括祈使句在内的省略句除外），主谓结构的组合可出现一主一谓，一主多谓，多主一谓和多主多谓等几种情况。

1. 主语+连系动词+表语The cat is black.这是只黑猫。

Wanghai’s father is a doctor. 王海的父亲是一个医生。

Please keep quiet! 请安静！2. 主语+不及物动词The sun sets in the west. 日落西方。

This machine works well. 这台机器运转的很好。

Think more. 多思。

3. 主语+及物动词+宾语We often have pizza. 我们常吃比萨。

Have you had dinner yet? 你吃过午饭吗？Now we all study English seriously. 我们现在都认真学习英语。

4. 主语+及物动词+间接宾语+直接宾语My father gave me a lot of books. 我父亲给了我很多书。

The old man told them a story. 这位老者给他们讲了一个故事。

Pass me the pen, please. 请把笔递给我。

5. 主语+及物动词+宾语+宾补They made him president of the Royal Society. 他们推举他为皇家学会主席。

They show us around company. 他们带我们参观公司。

THINK Starter 课本词汇(Unit 1-Unit 12)

THINK StarterUnit 1:形容词：(1) new新的(2) old旧的,老的(3) big大的(4) small小的(5) fast 快的(6) slow 慢的(7) expensive昂贵的(8) cheap便宜的；(9) dirty 脏的；(10) clean干净的名词：(1) athlete运动员(2) country 国家(3) fan 迷；风扇(4) flag 国旗(5) nationality 国籍(6) player 运动员国名：(1) Japan 日本Japanese 日本人，日本的；(2) the UK 英国British 英国人，英国的，；(3) the USA 美国American 美国人，美国的(4) Mexico 墨西哥Mexican 墨西哥人，墨西哥的；(5) Spain 西班牙Spanish西班牙的；(6) Russia 俄国，Russian 俄国的，俄国人；(7) Turkey 土耳其，Turkish 土耳其人，土耳其的；(8) South Africa 南非，South African 南非的；南非人(9) Portugal 葡萄牙Portuguese 葡萄牙的；葡萄牙人；Unit 2:词汇：形容感受的词：adj.1 cold 冷的，2. sad 伤心的；3. bored 无聊的 4. worried 忧伤的；5.hot 热的； 6. hungry 饿的；7. thirsty 口渴的8. exited 感到激动的9. angry 生气的；10. tired 疲惫的；positive 积极的：1. exciting 令人激动的；2. funny有趣的，好笑的，滑稽的；3. great伟大的，重大的；极好的;4. good 好的,5. excellent adj. 卓越的；极好的；杰出的Negative 消极的：1.bad坏的；2. terrible adj. 可怕的；很糟的；令人讨厌的3. awful adj. 可怕的；极坏的；Key words:1. beach n. 海滩；湖滨2. bus 公共汽车；3. club 俱乐部，社团；4. film n. 电影；薄膜；胶卷；5. friendly 友好的；6. holiday n. 假日；节日；休息日7. mask n. 面具；口罩；8. song 歌曲；9. stadium n. 体育场；10. sweets n. 糖果；甜食（sweet的复数）11. team n. 队；组; 12. Train n. 火车；v.训练Unit 3Vocabulary：Family Members:Male 男性；son 儿子；father 父亲；brother 兄弟；grandfather 爷爷，姥爷；uncle 叔叔／舅舅；husband 丈夫；grandson孙子／外孙；cousin 表／堂兄弟；Female 女性：daughter 女儿；mother 母亲；sister 姐妹；grandmother 奶奶，姥姥；aunt 阿姨／姑姑／舅母；wife 妻子；granddaughter 孙女／外孙女；cousin 表／堂姐妹；House房子：bathroom 浴室；bedroom卧室；garage车库；garden花园；hall门厅／大厅；kitchen厨房；living room客厅；Furniture 家具：armchair扶手椅；bath n. 沐浴；bed床；cooker厨具；fridge冰箱；shower 淋浴；雷阵雨；sofa沙发；toilet厕所；apartment 公寓；home家；photograph照片；princess公主；queen女王；Unit 4key words：名词：place 地方；bank银行；chemist’s 药房；library 图书馆；museum博物馆；park公园；post office 邮局；restaurant餐馆；supermarket超市；train station 火车站；介词：opposite 在…对面；behind在…后面；between 在…中间；in front of 在…前面；next to 在…旁边；on the corner of 在…角落；Key words：bookshop 书店；expensive昂贵的；famous 著名的；palace 宫殿；shoe shop 鞋店；square 广场；statue 雕像；tower 塔；pound 英镑；cent美分；Unit 5Word list 词汇表:Free time activities: 课外活动：1.Play computer games 玩电脑游戏；2.dance 舞蹈；3. hang out with friends与朋友出去逛；4. go shopping 去购物；5. do homework 做作业；6. chat with friends on line和朋友网上聊天；Gadgets n. 小配件；小工具:1.headphone 双耳式耳机;2. laptop笔记本电脑；3. smartphone智能电话；4. games console 携带型电脑游戏；5. e-reader电子阅读器;6. MP3 player MP3 播放器;7. tablet平板电脑; GPS全球定位系统（Global Position System）Keywords in context: （重点动词）1. carry （carried, carried）拿，扛；携带；2. cheer欢呼，喝彩声；愉快;3. concert音乐会；4. feel ( felt, felt )感觉；5. finish v. 完成；结束；6. fly (flew, flown) vi. 飞；help 帮助；7. meet （met, met）遇见；8. perform表现，表演；9. sing （sang，sung）唱歌；10. study（studied，studied）学习，研究；11. teach (taught, taught) 教授；Unit 6Key words in context:1.beard n. （下巴上的）胡须；2.moustache n. 小胡子3. earring n. 耳环，耳饰4. smile v. 微笑5.doctor n. 医生；博士；6. good-looking adj. 好看的；美貌的7.kiss v. 吻，亲吻8.nurse n. 护士；9.shaved 剃过的；10.tradition n. 惯例，传统；传说Hairstyle n. 发型；1. curly adj. 卷曲的；2. straight adj. 直的；连续的；3. wavy adj. 波浪形的;4.long 长的；5. short短的；Hair color：1. blonde adj. 亚麻色的；2.grey 灰色的；3.brown棕色的；Extra words：1.cancer n. 癌症2. different adj. 不同的；3. help v.帮助；help with4. classmate n. 同班同学；5. alone 单独的；6.terrible adj. 可怕的7.surprise n. 惊奇8. band n. 带，环；乐队9. friendship band 友谊手链／手环10. work 工作；Unit 7单词：Sports:(1) ice-skate滑冰(2) play basketball 打篮球(3) cycle骑自行车；(4) play volleyball 打排球；(5) do tae kwon do 练习跆拳道；(6) go surfing去冲浪；Telling the time:(1) It’s three o’clock 3:00 (2) It’s half past eight 8:30 (3) It’s quarter past ten 10:15 (4) It’s quarter to one 12:45介词：(1) in Spring; (2) On Monday; (3) on January 1st; (4) at 5:30;Ordinary Numbers:(1) 1st first; (2) 2nd second; (3) 3rd third; (4) 4th fourth; (5) 5th fifth; (6) 6th sixth; (7) 7th seventh; (8) 8th eighth;(9) 9th ninth (10) 10th tenth; (11) 11th eleventh (12) 12th twelfth (14) 13th thirteenth; (15) 15th fifteenth; (16) sixteenth;(17) 17th seventeenth (18) 18th eighteenth; (19) 19th nineteenth; (20)20th twentieth (21) 21st twenty first; (22) 22nd twenty second; (23) 23rd twenty third;(25) 25th twenty fifth; (30) thirtieth; (31) 31st thirty firstKey words in context:(1) final 最后的；(2) hit 击打；(3) hobby 爱好；(4) jump 跳；(5) organize 组织；(6) skipping rope跳绳用的绳子；(7) somersault 翻滚，筋斗；(8) spin vi. 旋转;(9)winner 获胜者；Unit 8Wordlist:Verbs:1. cheer-cheering; 欢呼2. dance-dancing; 跳舞3.leave-leaving; 离开4.read-reading; 阅读5.run-running; 跑步6.sing-singing;唱歌7.sit-sitting; 坐着8.smile-smiling; 微笑；9.stand-standing; 站着10.take-taking;拿走11. talk-talking;谈话；Clothes：1. trousers裤子；2.coat外套；3.dress连衣裙；4.jeans裤子；5.jumper套头外衣；6. shirt 衬衫；7.shoe 鞋；8.shorts短裤；9.sock袜子；10.skirt短裙；11.T－shirt T恤；Key words in context：1.concert 音乐会；2.deep 深的；3.hold持有；保存；4. instrument 乐器；5.musician 音乐家；6.relaxing 令人放松的；7.singer 歌手；8.size 尺寸；9.trumpet 小号；10. violin 小提琴；Extended words:1. surprised adj. 感到惊讶的；2. special 特殊的；3.tweet 推特；Unit 9Unit 9 Vocabulary:Food：drinks 饮料；meat肉；fruit水果；vegetable 蔬菜；Drinks:tea 茶；coffee 咖啡；juice 果汁；milk牛奶；Meat：chicken 鸡肉；beef 牛肉；lamb 羊肉；burger 汉堡；Fruit：apple 苹果; strawberry 草莓；orange 橘子；banana香蕉；Vegetable:potato 土豆；carrot胡萝卜；tomato 西红柿；pepper辣椒；Meal 餐；breakfast 早餐；lunch 午餐；dinner 晚餐；Key words in context:a bit of 一点儿；There is only a bit of cheese on the jacket potato. 烤土豆上只有一点马铃薯。

中国文化英语教程Unit15全文

Rhythm of Calligraphy
Zhang Xu was a Chinese calligrapher of the Tang Dynasty. A native of Suzhou, he became an official during the reign of Emperor Xuanzong of Tang. Legend has it that whenever he was drunk, he would use his hair as brush to perform his art, and upon his waking up, he would be amazed by the quality of those works but failed to produce them again in his sober state.
• As father and son, Wang Xizhi and Wang Xianzhi have been known as the “two Wangs”.
• Their works universally recognized as the peak of Chinese calligraphy.
Introduction
The brush is the traditional writing implement in Chinese calligraphy. The body of the brush can be made from either bamboo, or rarer materials such as red sandalwood, glass, ivory, silver, and gold. The head of the brush can be made from the hair (or feathers) of a wide variety of animals.

剑桥少儿英语二级B Unit6--15提纲

Book 2(Movers) Unit 6----Unit 16Unit6句型What would you like,sir? I’d like a glass of water. 先生，你想要点什么？我想一杯水。

Would you like a glass of milk? Y es,I would./No,thank you.How about a juice Miss? Sorry. We don’t have any at the moment . 小姐，来杯果汁怎么样？对不起，我们现在没有。

单词和词组A cup of tea 一杯茶 a cup of coffee 一杯咖啡 a glass of water a bottle of juice一瓶果汁a bottle of lemonade一瓶柠檬汁 a bowl of soup 一碗饭a bag of popcorn 一袋爆米花 a box of toys a pair of shoes a kilo of pasta 一公斤通心粉Here you are.给你Unit7 I’ve got to go and see!Words: invite 邀请clown小丑classroom教室show表演interesting有趣exciting激动的wall墙homework家庭作业carry拎gift礼物countryside村庄count数knock敲stick贴apartment公寓building建筑物elevator电梯parrot鹦鹉Sentences；I’ve got to go and see! 我要去看看.How many …are there in the …? 在…有多少…?There are …in the …. 有….What are these people doing? 那些人在干什么?Paragraphs: Part3 Part5Unit 8 Who is the first?Words: first 第一second 第二third第三fourth第四sixth第六seventh第七eighth第八ninth第九tenth第十eleventh十一twelfth十二thirteen十三fourteenth十四fifteenth十五sixteenth 十六seventeenth十七eighteenth十八nineteenth十九twentieth 二十live 住floor层same 相同difference不同newspaper 报纸balloon气球Sentences: 1. Who is the first/second/ third/ fourth? 谁是第一/二/三/四?Which floor do you live on? 你住在第几层?I live on the …floor. 我住在第…层.What are the differences? 不同在哪?Who is the first person to …? (part 8)Paragraphs: part 2 part 3 part 4 part6 part 7 part 8Unit 9 I like sunny days but I don’t like rainy days.1 sand沙子2 games游戏3 boat小船4 swim 游泳5 sunbathe 太阳浴6 ride骑7next to 8 anything任何东西9 trunk象鼻10 cool凉的11 clap 拍手12 much 更加13 potatoes 土豆14 need需要15 lower更低的16 note 音符17 outside 外边18 yummy味道好的19 cute可爱的20 face 脸21grace 优美22 woe悲伤23 bonny健美的25 blithe快乐的26 gay愉快的30 cloudy 31 windy 32 fine 33 sunny 34 cold 35 hot句子1 I like sunny days but I don’t like rainy days.我喜欢晴天，但是我不喜欢雨天。

北师大版模块unit 15 words带音标

instruct /inˈstr ʌkt/ v.指导,教导 bury /ˈberi/vt.埋葬 alphabet /ˈælfəbit/n.字母表 distinguish /disˈtiŋ ɡwiʃ/ vt.区别,辨别;表现突出 lesson 2 drill /dril/ n.练习,训练 motto /ˈm ɔtəu/ n.格言,座右铭 conservation /ˈk ɔnsəˈvei ʃən/保守的,旧式的 *assignment / əˈsainmənt /n.作业,任务,工作 alternative /ɔ:lˈtə:nətiv/ adj.非传统的,另类的 punishment /ˈp ʌnɪʃmənt/ n.惩罚,处罚 reputation /ˈrepjuˈtei ʃən/ n.名誉,名声 slight /slait/ adj.少量的,微小的 loose /lu:s/adj. (指言行等)不严谨的,放荡的
Lesson 1 secure /siˈkjuə/ adj.稳定的,无忧无虑的 *frankly /ˈfræŋkli:/adv.坦率地,真诚地 frankly speaking 坦率地说 blank /blæŋk/ adj.空白的 swell /swel/ v.膨胀,肿胀 suspect /səˈspekt/ v.怀疑 *lump /lʌmp/ n.团,块 throat /θrəut/ n.咽喉,喉咙 status /ˈsteitəs/ n. 现状,社会地位 chief /tʃi:f/ adj.最高级别的 saying /ˈse ɪɪŋ/ n.格言,谚语 postage /ˈpəustid ʒ/ n.邮费 airmail /ˈeəˈme ɪl/ n.航空邮政 user /ˈju:zə/ n. 使用者
kingdom /ˈkiŋdəm/ n. 王国 civilisation /sɪvɪlaɪ'zeɪʃən/ n.文明 vital /ˈvaitəl/ adj. 极其重要的 beneficial /ˈbeniˈfi ʃəl/ adj.有用的,有益的 image /ˈimid ʒ/ n.比喻；影响，形象 assume /əˈsju:m/ vt. 假定,假设

剑桥少儿英语二级上册Unit15 (2)

Jack把奶牛给了一个男人。这个男人给了他一些豆子。
✲ gave: (give的过去式)，给。
gave Jack____ the cow to a man. gave The man____ him some beans.
Was
Jack’s mother happy? What did she do then?
Jack和他的妈妈从此过上了幸福的生活。
Answer with no more than 4 words.
1)
In the market the man gave Jack some beans . 2) Jack climbed up thebeanstalk and saw an old castle and a sleeping monster . 3)Jack saw the monster was behind him, so he quickly cut the beanstalk .
✲ threw: throw的过去式。扔。
✲ was: is的过去式。 ✲ angry: 生气的。
✲ out of the window: 窗户外面。
Jack’s mother was very angry. She threw the beans out of the window. ____
Jack的妈妈非常生气，把豆子扔到了窗户外面。
throw______ threw
ed climb______
took take______
have______ cut
gave give_____ see_____ saw did do_____ went go _____ is_____ was

王蔷英语教学法教程第二版Unit15

王蔷英语教学法教程第⼆版Unit15Unit 15 Assessment in language Teaching 重要⼀、Understanding assessmentThe differences between testing, assessment and evaluation:1. Testing:It often takes the ‘pencil and paper’ form and it is usually done at the end of a learning period, such as unit-test, mid-term-test, semester-test etc.2. Assessment:It involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.3. Evaluation:It involves making an overall judgment about one’s work or a whole school’s work. According to Cameron, it can be concerned with ‘a whole range of issues in and beyond language education: lessons, courses, programs, and skills can all be evaluated.’Evaluation is the most general of the three concepts, for decision-making purpose. Assessment focuses on the learning progress and process-oriented, for the purpose of improving teaching and learning. Test is one instrument of assessment, focusing on the result of learning.⼆、Assessment purposesAssessment in ELT means to discover what the learners know and can do at certain stage of the learning process.A close study of the assessment purposes will make it clear that all the people involved in education have some reasons to consider assessment necessary. They are administrators, teachers, parents and students.1. for administrators:They need to know whether the programs they have planned are working well. The only way to do this is to discover how well the students are doing with their courses.2. for teachers:Teachers put the administrators’ plans into practice. They need to know what has been done and what needs to be done next; what the students already know or can do and what they don’t know or can’t do yet.3. for parents:They are anxious to know what their children are doing in school. Unable to watch their kids in the class, parents value the feedback about their children’s performance from the teachers and the school.4. for students:They need to know what they’ve accomplished, be aware of what they need to work on next, and build up confidence and satisfaction from what they have achieved.三、Methods for assessmentAssessment includes testing but definitely not only testing. Assessment is often divided into summative assessment and formative assessment.1. Summative assessment:Summative assessment is mainly based on testing. It is done mostly at the end of a learning period or the end ofa school year.2. Formative assessment:Formative assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well.3. The ways to gather students’ learning information:（1）Teacher’s observationsTeacher’s observations of the learners’ overall performance or achievement can be quite accurate and fair.（2）Continuous assessmentThe final grade given to the student is some kind of combination of the grades the student has received for various assignments during the course.（3）Self-assessment and peer assessmentStudents are able to make quite accurate assessment of their own achievements. With peer-assessment students are involved in assessing each other’s work.（4）Project workProject work requires students to complete a set of tasks designed to explore a certain idea or concept.（5）PortfoliosA portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.四、Criteria for assessmentAssessment means to discover how well learners know things or can do things. Depending on different assessment purposes and the stage at which the assessment is made, assessment should be made according to different criteria or references. 1. Different criteria or references of assessment:（1）Criterion-referenced assessmentCriterion-referenced language assessment is based on a fixed standard or a set criterion. The national or local educational authority may have this standard or criterion. A school or several schools in a district may have their standard or set criterion for whatever purposes they might have. A fixed standard is usually the ultimate goal which the students are expected to achieve at the end of the course.（2）Norm-referenced assessmentNorm-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm. A student’s achievement is therefore interpreted with reference to the achievement of other students or groups of students, rather than to an agreed criterion.（3）Individual-referenced assessmentIndividual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability. For example, if a student could only say a few words inEnglish after a few months of the course, and now after another month’s study, he is able to speak with some fluency (although there is some inaccuracy), we can surely say he has made great progress.2. Criteria to assess portfolios:Setting up clear criteria for assessment is very important when introducing the use of portfolios.The criteria for assessing pupil’s portfolio:·Inclusion of all the required entries;·Quality of final products;·Seriousness of revisions;·Depth of reflections;·Layout and design;·Keeping to the time schedule.五、Assessment principlesAssessment should be based on the following principles:①assess authentic use of language in reading, writing, speaking, and listening;②assess literacy and language in a variety of contexts;③assess the environment, the instruction, and the students;④assess processes as well as products;⑤analyze patterns of errors in language and literacy;⑥base assessment on normal developmental patterns and behavior in language and literacy acquisition;⑦clarify and use standards when assessing reading, writing, and content knowledge;⑧involve students and parents, as well as other personnel in the assessment process;⑨make assessment an ongoing part of every day.It is ideal if assessors can follow all these principles. But in reality, it is very difficult to achieve this.六、Tests in assessment1. Drawbacks of using tests for assessment:①A test is often a one-off event which may not necessarily give a fair sample of the learner’s overall proficiency; They are not always valid or reliable;②Tests tend to fragment skills. Most tests test only lower-order thinking skills;③When assessment is solely dependent on test results, teachers tend to begin teaching to the test (washback effect).2. Types of test items:Test items can be designed in various formats. A test whose items are designed in different formats tends to have more validity and reliability than a test that is designed in a single format, for example, multiple-choice format. Below are the most frequently used test formats.（1）Questions & answersStudents are asked to answer questions according to information provided in reading texts or recorded materials. （2）True or false questionsStudents are provided with a set of statements related to the read or heard texts and required to decide whetherthey are true or false according to the texts.（3）Multiple-choice questionsThis form can be used virtually for all language areas, such as reading, listening, vocabulary, grammar, and pronunciation. Usually there are 3—5 choices, one of which is the correct answer, and the rest are distracters. （4）Gap-filling or completionStudents are asked to complete paragraphs or sentences by either filling in words they think are appropriate or choosing the best from the given choices. The test goals can be of grammar, vocabulary or reading comprehension.（5）Matching questionsTraditionally matching is only used for vocabulary tests, i.e. students are asked to match words with their definitions or their synonyms or antonyms. Now matching is used in a great variety of ways.（6）DictationStudents write down exactly what is read to them. The dictated materials can be sentences or short paragraphs.（7）TransformationUsually students are asked to transfer sentences from one pattern to another but keep the original meaning. A similar term for this form is rewriting.（8）TranslationStudents are asked to translate sentences or paragraphs from or into the target language.（9）Essay writingStudents are asked to write an essay on a certain given topic. Usually a set of instructions are given regarding the length, format and topic of the expected essay. Evaluation is based on both the language and the contents of the essay.（10）InterviewInterviews are often used to evaluate oral skills. The testers ask the students questions or ask them to perform some tasks. 3. The role of testing in the classroom:Classroom testing is the topic of this handbook. Although the teacher is primarily concerned with teaching rather than testing, classroom tests play three important roles in the second-language program: they define course objectives, they stimulate student progress, and they evaluate class achievement.（1）Defining course objectives（2）Stimulating student progress（3）Evaluating class achievement4. Types of test: 学硕语⾔学真题⾥考过四种测试类型There are four basic types of language tests: aptitude tests, progress tests, achievement tests, and proficiency tests.(1) The aptitude test (能⼒倾向测试)The aptitude test is conceived as a prognostic measure that indicates whether a student is likely to learn a second language readily. It is generally given before the student begins language study, and may be used to select students for a language course or to place students in sections appropriate to their ability.(2) The progress test（进步测试）The progress test measures how much the student has learned in a specific course of instruction. The tests that the classroom teacher prepares for administration at the end of a unit or end of a semester are progress tests. Their format reflects thevarious components of the curriculum. This hand-book is written specifically to help teachers improve their progress tests and evaluate those which commercial publishers distribute to accompanytheir materials.(3) The achievement test（成绩测试）The achievement test is similar to the progress test in that it measures how much the student has learned in the course of second-language instruction. However, achievement tests are usually not built around one set of teaching materials hut are designed for use with students from a variety of different schools and programs. For example, the afternoon tests of the College Board battery are achievement tests. Dictations given over unfamiliar material may also he considered achievement tests when they are used to compare students across different programs.(4) The proficiency test（⽔平测试）The proficiency test also measures what students have learned, but the aim of the proficiency test is to determine whether this language ability corresponds to specific language requirements. The proficiency tests, in fact, usually report student language ability on a continuum that reflects a predetermined set of categories.(5) Diagnostic test (诊断测试)5. Testing items:When we design a test question, we should focus on the followings:validity(有效性)，reliability（可靠性）, discrimination（区别性）, difficulty（难度）, 具体掌握这⼏个的含义。

综合教程3Unit15课后习题答案

Unit 15Text comprehensionI. Decide which of the following best describes the auther’s tone throughout the passage.A. As the text is taken from a course book in psychology, the author is supposed to abopt a very objective and scientific tone for the sake of reliability and authority.And he actually does so by citing numerous researches throughout the text and making tentative assertions. II. Judge. according to the text, whether the following statements are true or false.happineess 1. F. Money has a weak correlation with the subjective feeling of because even the rich and affluent may often be troubled by a lack of money given the age of“voracious consumption”we live in today.one’s actual 2. T. Intelligence and educational achievement have little to do with feeling of happiness according to the studies cited in Paragraph 7.3. T. Though good health seems to be an essential factor of happiness, people tend to take it for granted if they enjoy good health. Health means more to those that are plagued by serious,disabling health conditions.4. F. Though marital status is, perhaps, the most important correlate of happiness, researchers cannot decide whether there is any causal relationship between them, i.e. , whether it is good marriage that brings happiness or vice versa.III. Answer the following questions.1. According to the definitions of individualism and collectivism, China is a collective solciety because in a traditional Chinese society, group goals are put ahead of personal goals and one’s identity is defined according to the group one belongs to. A key determinant of happiness in such a society is relatinship harmony for one depends on the the other members of the groups for the formation of his identities and the recognition of his values . Relationship harmony plays a less important role for people living in individualistic society.2. Tere is a strong correlation between work and happiness (work is the most important determinant of happiness next to love and marriage),But scientists cannot decidewhether it is work that brings happiness or happy peuole tend to work well.One thing for sure is they have a mutual effect on each other.3. Happiness does not depend as much on extemal circumstances as on one’s interpretation of the external circumstances. In conclusion, the author reminds us of the fact that the determinants of happiness are subjective and objective realities are not as important as subjective feelings. That’s why the extemal circumstances are considered less impolrtant than our interpretation of the extemal circumstances in our feeling of happiness .4. Open for discussion.IV. Explain in your own words the following sentences taken form the text.1. It is hard to find out whether job satisfaction causes happiness or happiness leads to job satisfaction, but it is suggested that either of them has an effect on the other .2. Nothing, such as misfortune, weakness, difficulty, or insufficiencu, can make it impolssible for a person to achieve happiness unless he suffers he suffers from a fatal disease .Structural analysis of the textThe writer organizes the findings in a logical order, according to the degree of importance. He starts with those factors htat have little impact on happiness, goes on with those that are moderately important and eads with those very important factors. Rhetorical features of the textWe can find two sources, namely, (Myers & Diener, 1995) and (Diener et al. , 1993)in Pargraph 3 and another two sources in Paragraph 4, which are (Inglehart, 1990; Myers & Diener, 1997). Vocabulary exercisesI. Explain the underlined part in each sentence in your own words .1. picking out… as an imporant partthe degree of a positive and pleasant mood2. spending spree agemeet with an insufficiency of incomes3. change by soft degreesmore important4. Considering /Taking……into account4. Considering /Taking5. helping them judge or consider eventual death in a wise and reasonable way6.except forII. Fill in the blank in each sentence with a word taken from the boxin the proper form.1. hassle2. conjecture3. empirical4. hypotheses5. attributed6.gleaned7.negligible8. stereotypesIII . Fill in the bland in each sentence with an appropriate phrasal verb olr collocation taken from the text .1. balance out 2. sorting out 3. account for 4. adapt to 5. turn out 6. contribute to IV. Fill in the blanks with the appropriate forms of the given words .1. admittance/admission 2. inconsistency 3. accountable 4. trumphantly 5. affluence 6. instabilityV. Explain the underlined phrasal verbs in your own words.1. endure 2. erveal your real mental state 3. mentioned 4. respected 5. accept 6. talk annoyingly about Grammar exercisesI. Note the use of the italicized parts in the folllolwing sentences.The negative form of “as … as” is “not as… as” or “not so … as,” But “so” may not be used(1) after the comtracted form such as “isn’t,” “don’t,” (2) when there are other lexical items in between the negative word and “as…as” construction. E.g. : Sue does not act as quickly as Sue . However, when adverbs with negative meanings are used directly before the comparative construction,”so” is usually acceptable.II. Turn the following into the negative.1. I have never seen anyone as/so happy as Mary.not as / so tall as his father .2. Johon isn’t as tall as his father . / John in 3. Michael does not swim as well as paul .4. Michael does not swim nearly as/so well as Paul.5. There is nothing quite as/so satisfying as undergoing a difficult process and after ling hard worek discovering the true nature of that process .6. He is not as/so wise as he is witty .III. Complete the following sentences with the appropriate verb forms.1. flows 2. are unfounded 3. were 4. get5. come 6. be 7. make 8. invest IV. Complete the following sentences with the appropriate verb forms.1. shake 2. to do,(to) wait, to let 3. standing 4. finding 5. take, make, drink 6. leave 7. being spoken 8. be, lookV. Make sentences of your own after the sentences given below , keeping theunderlined parts in your sentences .1. Given that a prospective student is bombarded by prospectuses, selecting a sutitale course is not easy.Given the opportunity he might well have become an outstanding cartoonist.2. He proves to be very productive when given the chance .Metals expand when heated and contract when cooled.Translation exercisesI. Translate the following sentences into English , using the words or phrases given in the brackets .1. The speech made by prfessor Zhang highighted the importance of the solid foundation in learning English .2. It is believed that there is a correlation between smoking and lung cancer.3. Admittedly , he has courage and stamina which we lack .4. We should try to see things in their true perspective.5. I trust him, because what he says is always consistent with what he does .6. Both of them are in perfect harmony despite the great disparity in age.7. Everyone has the right to happiness regardless of their age, sex ,or color.8. Relative to the city of New York ,the town on the sea is very small.II. Translate the following passage into Chinese.关于幸福，人们有着不同的观点。

新概念英语青少版_3A_unit15

SCHOOL NIGHT!
如果第二天有课，晚上就不行！
NEW WORDS AND EXPRESSIONS
afterwards 随后，以后 then at the latest 最晚 freedom 自由 freedom of speech 言论自由 freedom from 免于 personal freedom 人身自由 freedom of expression 言论自由；表达自由近义词: liberty 反义词:repression
带may的肯定回答暗含权威性，用于成人对孩子，或者用于陌生人之间，表示客气一般我们用can表示允许，如：Yes，of course you can. 也可以用don’t mind 表示允许
拒绝请求时，一般用please don’t...或I’d prefer you(not)to…的方式来表示拒绝
Lucy: Oh, Mum! Karen: Look, Lucy! You have a lot of freedom. Your father and I work all day, and we pick you up, late at night, a couple of times a week. That’s fine at weekends, but not during the week. Karen: As far as I’m concerned, you may not stay out later than 9.30 on a school night.
NEW WORDS AND EXPRESSIONS
a couple of 几个，一些 a couple of times若干次；好几次；几次；一对夫妇时候 a couple of hours几小时；几个小时 a couple of meetings几次会议之后 Eg："I just want to give them a break, give them a couple of weeks, " Thomas said. as far as I’m/you’re etc. concerned 对我/你…来说 teenage 少年的，十几岁的青少年的；十几岁的 juvenile n.青少年时期 youth teenager 少年

青少版新概念2A_unit15(共39页)

ago.
1. Did you have a good trip? 2. Marcel’s deputy had a baby two month ago . 3. I didn’t want a three—hour lunch, but lunch is a serious business in
• civilised 舒适的 secretary秘书
efficient高效率的
How long does a woman have off work?
have a baby.
happen
• happen to sb. • 某人发生某事(常指不好的事) • An accident happened to him. • happen to do sth • 碰巧做某事 • I happen to meet Leehom Wang
[ɪə]
[ɑ:]
[ə:]
[æ ]
[ɪ]
[ʌ] [u:]
[ʊ]
[eɪ]
[ɔ]
[ɔ:]
[aʊ] [əʊ]
[ʊə]
[i:]
[aɪ]
[e]
[ə]
[ɔɪ]
[eə]
[s] [d]
[h] [ʒ]
[z]
[p]
[tr]
[t] [m] [f]
[w] [dʒ]
[ð] [l] [v]
[tʃ] [ts]
[j]
[r] [k]
6. Yes, she does.
b) 1. No, she isn’t. Pierre’s secretary is going to have a baby in June.
2. No, they don’t. They have nine months off work each time.