ap-course-audit-syllabus-self-evaluation-checklist
河北省邯郸市魏县2024-2025学年高三上学期开学考试英语试题
河北省邯郸市魏县2024-2025学年高三上学期开学考试英语试题一、阅读理解Do you want to boost your ATAR, a rank which indicates the overall achievements of all Year 12 students in Australia, and get a preview of university life? When you join the Deakin Accelerate Program, you’ll get a head start by completing two first-year university units while you’re still a high school student.How Deakin Accelerate Program worksYou’ll study two first-year university units through the program. If you choose to study and experience university life on campus, you’ll attend classes and conferences during the day. Or if studying online is more accessible for you, complete the program online in your free time at school or after hours when it suits you.No matter how you choose to study, you’ll benefit from our online learning platform, which allows you to access classes, workshops, resources and more. Whether you’ re using your desktop, tablet or mobile, you’ll have access to course content all year round and get answers in real time.After successfully completing your Accelerate units, you’ll gain credits which you’ can put towards a related Deakin university course. Plus, there is no charge for that.Apply to the Deakin Accelerate Program if you’re:·a high achiever with above-average Year 11 results;·looking for an extra challenge in high school;·a self-starter who can work independently;·keen to make a head start on your university degree.To be qualified for the program, you must:·be completing Year 12 in 2024;·meet the high school subject requirement;·attain a minimum average grade of 65% across your subjects.For more information about the Deakin Accelerate Program, you can read our FAQs or get in touch using our online inquiry form.Submit an inquiry1．What benefit do participants gain from the Deakin Accelerate Program?A．Receiving a preview of their ATAR.B．Experiencing different learning styles.C．Completing two years’ university units.D．Earning credits towards university courses. 2．What is available for participants on the online learning platform?A．Real-time response.B．Guidance on using devices.C．High school course content.D．An online learning schedule.3．Which is a requirement for the applicants?A．Submitting an inquiry form.B．Graduating from university in 2024.C．Having started to study for a university degree.D．Achieving an average score of at least 65% in all subjects.Now my dad is one of those people who never seem to have much trouble figuring out how to make money. Sure, Mom and Dad had some trouble keeping it for a little while during the bankruptcy (破产) years, but bringing home a good income was never really a problem. That’s because my parents have never been confused about where money comes from.It’s something my dad has told me pretty much every day: Money comes from work. Our culture has made many wonderful advances to ensure the safety and well-being of children. But we may have taken this too far. Many parents today are so centered on what their children want that they have lost perspective on what their children really need. Perspective — looking at life over time — demands that you teach children to work. Teaching a child to work is not child abuse. We teach them to work not for our benefit, but because it gives them both dignity in a job well done today and the tools and character to win in the future as adults.You should view teaching your children to work in the same way you view teaching them to bathe and brush their teeth — as a necessary skill for life. If your child graduates from high school and his only skill set consists of playing video games, complaining and eating junk food, then you have set him up to fail.Another huge benefit of teaching a child the wonder of work is that she will tend to stay away from people who refuse to work. Why is this good? Because you want your daughter tomarry Mr. Right, not Mr. Lazy.So train up a child in the way he should go, and when he is old, he will not go away from it. 4．Which of the following can best describe the author’s dad?A．Generous.B．Hardworking.C．Considerate.D．Confident.5．According to paragraph 2, what are parents today supposed to do?A．To instruct children to work.B．To focus on children’s needs.C．To ensure children’s well-being.D．To maintain the dignity of children. 6．What’s the benefit children can get from work?A．Getting rid of bad habits.B．Helping support the family.C．Learning to use money wisely.D．Keeping away from lazy people. 7．Which column does the text possibly come from?A．Career planning.B．Parental education.C．Financial management.D．Parent-child relationship.Total solar eclipses (日食) have scared people since time out of mind. The first record of one, preserved on a clay tablet found at Ugarit, once a trade city but destroyed later in Syria, is believed from its age and location to describe either an eclipse that happened in 1375 BC or one in 1223 BC．Legendary explanations for eclipses include the Sun being eaten by dogs, frogs or dragons. The reality is not romantic. Why are total ones, like the one coming on April 8, so rare?Solar eclipses are a special case of phenomena called transits and occultations, in which an intervening (介于中间的) heavenly body stops light from a star reaching an observer. If the blocking body appears smaller in the sky than the star, the result is called a transit and looks like a dark spot crossing the star’s surface. If the blocking object appears larger than the star, the star disappears completely—an occultation. A total eclipse is an occultation.Solar eclipses may be either of these things, since the apparent sizes in the sky of the Sun and the Moon, viewed from Earth, are almost identical. If the Moon orbited Earth in the same plane as Earth orbits the Sun, eclipses would happen every month, but would be total only in the tropics (热带地区). In reality, the average interval between total eclipses is 18 months, and they may be seen from time to time all over the world. The path of totality across Earth’s surface isnarrow and the period short (a maximum of just over seven and a half minutes). Outside these boundaries, the Sun will appear partially eclipsed, looking like a pie that something has taken a bite from.The Great North American Eclipse, as it has been called, will be a sight to be hold on April 8. But it should also be cherished, because total eclipses of the Sun will not happen for ever. Tidal friction (潮汐摩擦) causes the Moon to move away from Earth at 3.8 cm a year, making it appear smaller and smaller in the sky. In 600 million years or so the last, short totality will occur. 8．What does the clay tablet of Ugarit represent?A．Some figures of ancient animals.B．The Sun being eaten by some animals.C．Ancient people who were hunting for animals.D．The earliest total solar eclipse recorded.9．How does the author develop paragraph 2?A．By listing statistics.B．By giving definitions.C．By giving examples.D．By analyzing cause and effect.10．What can we learn about total solar eclipses from paragraph 3?A．Their duration is relatively longer.B．They take place every month actually.C．They are visible only from a narrow path.D．They look like a bite taken out of the Sun.11．What makes total solar eclipses so rare?A．The moving-away Moon.B．The stronger tide on Earth.C．The smaller attraction of the Moon for Earth.D．The changing distance between the Sun and Earth.Handwriting notes in class might seem outdated as smartphones and other digital technology cover every aspect of learning across schools and universities. But a steady stream of research continues to suggest that taking notes the traditional way is still the best way to learn, especially for young children. And now scientists are finally zeroing in on why.The new research, by Audrey van der Meer and Ruud van der Weel at the NorwegianUniversity of Science and Technology (NTNU), builds on a foundational 2014 study suggesting that people taking notes by computer were typing without thinking. “It kind of goes in through your ears and comes out through your fingertips, but you don’t process the incoming information,” she says. But when taking notes by hand, it’s often impossible to write everything down; students have to actively pay attention to the incoming information and process it — prioritize it, consolidate it and try to relate it to things they’ve learned before. This conscious action of building onto existing knowledge can make it easier to stay engaged and grasp new concepts.To understand specific brain activity differences during the two note-taking approaches, the researchers sewed electrodes (电极) into a hairnet with 256 sensors that recorded the brain activity of 36 students as they wrote or typed 15 words from the game Pictionary that were displayed on a screen.When students wrote the words by hand, the sensors detected widespread connectivity across many brain regions. Typing, however, led to minimal activity, if any, in the same areas. Handwriting set off connection patterns covering visual regions, which receive and process sensory information, and the motor cortex (运动皮层). The latter handles body movement and sensorimotor integration, which helps the brain use environmental inputs to inform a person’s next action.Sophia Vinci-Booher, an assistant professor of educational brain science at Vanderbilt University, says, “People may not realize when they materialize something by writing or drawing it, this strengthens the concept and helps it stick in their memory.”12．What do we know about the new research?A．It is an initial study on note-taking.B．It offers a new note-taking method.C．It finds the evidence for previous finding.D．It introduces how to take noteseffectively.13．What does the underlined word “consolidate” probably mean in paragraph 2?A．Integrate.B．Demonstrate.C．Obtain.D．Share.14．What happens in the brain when taking notes by hand?A．Visual systems are lacking in activities.B．Some brain areas are highly involved.C．Sensory information is processed rapidly.D．The motor cortex accepts visualinformation.15．What is Sophia Vinci-Booher’s attitude towards the new research?A．Approving.B．Dismissive.C．Doubtful.D．Unclear.Several years ago, I experienced daily severe headaches that made me want to bang my head against a brick wall. I was desperate to find a cure. 16In my hopelessness, my father suggested acupuncture (针灸), a treatment he had experienced in Hong Kong. It had successfully relieved his lower back pain when other treatments and medicines had failed. With limited exposure to traditional Chinese medicine, I decided to give acupuncture a try.With no particular expectations, I found myself in the office of a middle-aged woman, surrounded by Chinese herbal medicines. After explaining my issue, she placed 3 fingers on my wrist to feel my heartbeat. 17 Soon, she took out the needles, which made me somewhat uneasy as such objects typically make me uncomfortable.18 To deal with my headaches, the treatment began on the back of my hand, far from my head. As the doctor gently handled the needles, I got the feeling that something was flowing throughout my entire body.The doctor then continued to tap and move more needles across my body. The electricity was turned on, and the doctor left the room. 19 Around the 5-minute mark, the doctor returned and adjusted the electricity level. A moment later, before I knew it, she turned off the electricity and removed the needles, marking an end to the 20-minute process. She then gave me some herbal medicine to take for 5 days.I returned to the doctor for a total of 10 sessions, and each time the same routine was repeated and the same herbal medicine was given. The true benefits of the acupuncture treatment became clear: I remained free of headaches for 2 years. 20 If you’ve experienced similar conditions, I highly recommend trying it.A．At last, my efforts paid off.B．I now strongly advocate acupuncture.C．I was then guided to a room and told to lie down.D．Despite trying different solutions, nothing worked.E．My initial experience with acupuncture was quite surprising.F．Though it may seem scary, the acupuncture cured my back pain.G．Lying still, I could sense the electricity flowing throughout my body.二、完形填空Frank Herbert’s 1965 novel Dune is widely considered one of the best sci-fi books ever written. It is also one of the first to take environmental concerns 21 .“It’s really calling attention to the 22 to think ecologically,” says Gerry Canavan, co-editor of the history of science fiction. “Prior to that moment, people just weren’t thinking in that way.”Herbert 23 to find a publisher for Dune, facing 23 rejections before it was finally 24 by Chilton Book Company. As the book gained 25 -winning two most prestigious(有声望的)prizes in science fiction and eventually selling around 20 million copies 26 -it began to affect pop culture.Dune 27 the environmental movement, which Herbert largely embraced. “I’m 28 to be put in the position of telling my grandchildren ‘Sorry, no more world for you. We have 29 all the resources,’” Herbert said at the first Earth Day in 1970.Herbert was one of the earliest to 30 renewable energy ,installing(安装) his own solar collector and windmill. He believed that understanding the 31 of human actions could reduce environmental damage.The 32 for Dune came from Herbert’s visit to Oregon’s sand dunes in 1957, where he 33 efforts to stabilize the landscape from local people. His novel serves as a cautionary tale about humanity’s relationship with the environment and the disastrous effects of 34 resource exploitation(开发).Dune challenges readers to consider the impact of their actions on the planet and serves as a 35 of the importance of sustainable living. 21．A．personally B．literally C．seriously D．equally 22．A．necessity B．attempt C．agreement D．freedom 23．A．happened B．struggled C．chosen D．hesitated 24．A．dismissed B．accepted C．recommended D．purchased 25．A．permission B．control C．trust D．popularity26．A．in time B．in turn C．in advance D．in total 27．A．challenged B．pushed C．skipped D．simplified 28．A．unwilling B．unfortunate C．unsuitable D．unlikely 29．A．picked up B．given up C．used up D．piled up 30．A．advocate B．assign C．investigate D．deliver 31．A．similarity B．consequences C．flexibility D．strengths 32．A．support B．proposal C．inspiration D．desire 33．A．witnessed B．spared C．confirmed D．graded 34．A．limited B．balanced C．unchecked D．unchanged 35．A．review B．symbol C．victim D．reminder三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
雅思听力选课场景的相关词汇总结
雅思听力选课场景的相关词汇总结大家都知道雅思听力是基于一个又一个的场景中的，雅思听力选课场景的相关题目一般会出现在Section3部分。
主要以Multiple choice item 、two multiple choice item 和summary completion的题型出现，通常会是一段对话。
下面列举一些雅思听力选课场景会涉及到的相关词汇：basic course基础课、specialized course专业课、required course必修课、optional/selective course选修课、full-time course、part-time course、a modular course。
此外还有一些学科专业术语：Literature文学、philosophy哲学、history 历史、art 艺术、sociology社会学、linguistics语言学、psychology心理学、engineering工程学、architecture 建筑学、business商务、law法学、economics经济学、fiancé金融学、accounting会计学、banking银行学、biochemistry生物化学、Social pedagogy社会教育学、hotel management酒店管理、mass media大众传媒、nursing护理专业、course arrangement课程安排、application form申请表;此外，除了不同专业外，选课场景还包括对语言的选择，相关词汇如下：Portuguese葡萄牙语、Italian意大利语、Russian俄语、Arabic阿拉伯语、mandarin(standard Chinese)普通话、Cantonese广东话、Spanish西班牙语、French法语、German德语，选择语言的级别包括：fundamental初级的、intermediate 中级的、advanced高级的。
ap-computer-science-syllabus计算机课程解析
AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 Course OverviewAP® Computer Science A is both a course for potential computer science majors anda foundation course for students planning to study in other technical fields such asengineering, physics, chemistry, and geology. The course emphasizes programmingmethodology, procedural abstraction, and in-depth study of algorithms, data structures,and data abstractions, as well as a structured lab component comprised of a minimumof 20 hours of hands-on lab experiences integrated throughout the course. [CR6]Instruction includes preparation for the AP Computer Science A Exam. In teachingthis course, my reward comes when students can apply the programming tools theyhave learned to real-life examples on their own. Computer science is more than justprogramming. Students should leave my class with a clear understanding of Java and theability to adapt to any new programming language that they are taught in college. I wantthem to have the confidence to tackle any problem-solving obstacles they encounter.Major TextsBergin, Joseph et al. Karel J Robot: A Gentle Introduction to the Art of Object-OrientedProgramming in Java. Redwood City, Calif.: Dreamsongs Press, 2005./~bergin/KarelJava2ed/Karel%2B%2BJavaEdition.htmlHorstmann, Cay. Big Java. Hoboken, N.J.: Wiley, 2012.Lambert, Ken, and Martin Osborne. Fundamentals of Java: AP Computer Science Essentials.Boston: Course Technology, 2010.Course PlannerThe resources list includes the following text references: Karel J. Robot (KJR), Big Java(BJ), and Fundamentals of Java (FJ).Unit 1 (Weeks 0-3)Karel J. Robot(Introduces objects and inheritance)Topics:• Objects• Classes• Looping• ConditionalsObjectives:• Write and use simple classes with Karel J. Robot• Learn the basics of conditionals and loopingAssessments:[CR1]• Program-specific tasks for Karel• Create a SmartRobot Class to teach Karel more commands: turnRight(), CR1— The course teaches students to design and implement computer-based solutions to problems.CR6— The course includes a structured lab component comprised of a minimum of 20 hours of hands-on lab experiences.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 turnAround(), climbStair()• Clear a field of beepers (using loops)• Redistribute a field of beepers (using loops and conditionals)• Run a hurdle race:o Same height and equally spaced;o Same height and unequally spaced; ando Different heights and unequally spaced.Unit 2 (Week 4)Java BasicsTopics:• Computer basics• Java basics• Using the compiler• Input and outputObjectives:• Understand terminology: CPU, system and application software, primary andsecondary memory, LAN, WAN, hard disk, CD-ROM• Understand computer ethics such as acceptable use policies, copyright, intellectualproperty, freeware, shareware, downloading music• Understand how all the different parts of the computer work together• Understand terminology: compiler, IDE, JVM• Edit, compile, and run a simple program in Java• Understand the different compile time errors, runtime errors, and logic errors• Use BufferedReader for input• Use output with System.out using print and println and formatoutput to look niceAssessments: [CR1]• Labs: Triangle, rectangle, square; area; and perimeter program• Get input for the registrar’s office program• Label the parts of the computerStrategies:• To discuss computer ethics, begin by looking at the school’s acceptable use policy, then go to the Web and look at the ACM’s code of ethics. Students will write a small paper in favor of or against something related to computer ethics, such as making copies of a copyrighted program and giving it away for free. [CR7]• Assign a lot of small programs that illustrate different types of input and output—make sure students have used every type of input and displayed it in different ways. Unit 3 (Week 5)CR1— The course teaches students to design and implement computer-based solutions to problems.CR7— The course teaches students to recognizethe ethical and social implications of computer use.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 Defining Variables, Arithmetic ExpressionsTopics:• Using and understanding variables• Comments• Arithmetic expressions in Java programs• Representing numbers in different basesObjectives:• Understand terminology: comments, variables, constants, reserved words, literals• Declare and initialize variables and constants in Java• Understand mathematical expressions in Java and their precedence• Understand how to change bases of numbers• Use casting to make their data more accurate• Understand limitations of finite representations of numbers such as the range ofintegers, real, and float• Use the assignment operator correctlyAssessments: [CR1]• Labs:o Paycheck program; have employee information entered and calculate payo Modify the paycheck program to also include any overtime hours in the calculationsStrategies:• Students need practice with how the different types, double and int, relate when they are used in mathematical operations• Present a lot of small program examples in which they have to find the errorsUnit 4 (Weeks 6-7)Introduction to Classes and OOPTopic:• Creating and using classesObjectives:• Understand terminology: constructor, accessor, mutator, instance variable, encapsulation, information hiding, procedural abstraction• Understand the difference between public and private access in a class• Use and comprehend the DecimalFormat class and the Random class• Write classes from scratch, choosing appropriate data representation• Understand how to declare a method and declare parameters in that method• Understand the use of preconditions, postconditions and assertions when designing methods• Understand the difference between OOP development and top-down development CR1— The course teaches students to design and implement computer-based solutions to problems.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 Assessments: [CR1]• Labs: Purse class and StampMachine classStrategies:• Give students classes to complete, in which they are given a description and they must choose appropriate representation for that classUnit 5 (Weeks 8-12)Conditionals and LoopingTopics:• if, if-else, while, forObjectives:• Understand terminology: control statements, counter, infinite loop, iteration, nested loops, logical operators, truth tables• Construct syntactically correct loops and conditional statements• Understand the different errors that may occur with loops and employ helpful debugging techniques such as hand-tracing and extra print statements to figure out errors• Use logical operators to make programs more robust• Construct truth tables• Be able to calculate statement execution counts, e.g., how many times did the loop execute?Assessments: [CR1][CR5]• Labs:o Approximate PI using Leibniz’s methodo Base Conversion: Convert from baseo 10 to base 2o Guess My Number gameo Euclidean algorithm programo Perimeter and area of rectangles using all combinations of certain rangeStrategies:• Students need practice writing different types of loops and conditionalsUnit 6 (Weeks 13-14)The String ClassTopic: [CR5]• String class CR1— The course teaches students to design and implement computer-based solutions to problems.CR5— The course teaches students to use elements of the standard Java library from the AP Java subsetin Appendix A of the AP Computer Science A Course Description.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 Objectives:• Instantiate String objects• Understand that Strings are immutable• Use appropriate String methods to solve problemsAssessments:Lab: Magpie[CR1]Strategies:• Work several examples using the substring methodUnit 7 (Weeks 15-17)Array ListTopic: [CR2b][CR5]• Using ArrayList classObjective:• Use the ArrayList methodsAssessments: [CR1]• WordList (2004 AP Computer Science A Exam, Free-Response Question 1, AP Central®)Strategies:• Stress the difference between add and set• Draw pictures of the ArrayList after add, set, and remove have been performedUnit 8 (Week 18)ArraysTopics: [CR2b]• Declaring and initializing arrays• Manipulating arrays with loops• Creating parallel arraysObjectives:• Understand terminology: array, element, index, logical size, physical size, parallel arrays• Declare one-dimensional arrays in Java CR2b— The course teaches students to use commonly-used data structures.CR5— The course teaches students to use elements of the standard Java library from the AP Java subsetin Appendix A of the AP Computer Science A Course Description.CR1— The course teaches students to design and implement computer-based solutions to problems.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1• Use initializer lists when declaring arrays• Manipulate arrays using loops and array indices• Use the physical and logical size of an array together to guarantee they do not gobeyond the bounds of their array by identifying the boundary cases and using testdata to verify results• Understand how parallel arrays can be useful when processing certain types of data• Work with arrays of primitive data types as well as arrays of objects whileunderstanding the difference between the two types of data• Understand when to choose an array to represent data instead of an ArrayList[CR3]Assessments:• Lab:o For one-dimensional arrays, read in numbers and place each one in an even,odd, and/or negative list [CR1]Strategies:• Students need practice manipulating loops that work with arrays• Students also need to be reminded about the indexing of arrays beginning at zero Unit 9 (Week 19)Two-dimensional ArraysTopics:• Using 2-D arrays• Introduction to inheritance and interfaces• Class diagramsObjectives:• Understanding that 2-D arrays are stored as arrays of arrays• Understand the meaning of row-major order• Traversing all and part of a two-dimensional arrays• Using nested loops to manipulate objects in a two-dimensional array Assessments:• Lab: [CR1]o Picture and Picture lab activities 1-9o Picture lab extensions: steganography and chromakeyStrategies:• Focus on the order in which Java stores the elements of a two-dimensional array in the computer’s memory.• Learn how to write code that corresponds to a class diagram and learn how to draw a class diagram that describes code.CR1— The course teaches students to design and implement computer-based solutions to problems.CR3— The course teaches students to select appropriate algorithms and data structures to solve problems.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 Unit 10 (Weeks 20-21)Searching and Sorting ArraysTopic: [CR2a]• Bubble, Selection, Insertion sorts• Sequential and Binary searchesObjectives:• Write a method for searching an array• Perform insertions and deletions at given positions in arrays• Trace through sorting and searching algorithms and understand time constraints ofeach [CR3]• Understand the algorithms behind each of the following searching and sorting techniques: bubble, selection, and insertion sorts; sequential search and binarysearch• Understand the time efficiency of each sort and search and when it is desirable to use each one [CR3]• Identify reusable components from existing code using classes and class libraries • Given different scenarios, students should be able to choose the most appropriate sort or search [CR3]Assessments:• Lab:o Students make their own “utility” class that includes all of these sorts and searches [CR1]Strategies:• Students need practice tracing through sorts and searches and determining the runtime of each• Students also do well with a worksheet that addresses the efficiency of each of the strategies they have learned, efficiency for a sorted versus unsorted list, and “best,”“worst,” and “average” efficiencyUnit 11 (Weeks 22-24)Elevens LabTopics:• Game design and development• Experimenting with a large program• Using classes• Modifying classes• InheritanceObjectives:CR3— The course teaches students to select appropriate algorithms and data structures to solve problems.CR1— The course teaches students to design and implement computer-based solutions to problems.CR2a— The course teaches students to use and implement commonly used algorithms.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1• Design a class that models a deck of cards• Analyze and discuss the efficiency of shuffling algorithms [CR3]• Extend an abstract Board classAssessments:• Lab: ElevensStrategies:• Be familiar with all the classes and interfaces discussed• Focus on the how the classes are related to one another and the reasons forpreferring one algorithm over another [CR3][CR4]Unit 12 (Weeks 25-27)More on Classes, Inheritance, InterfacesTopics:• Classes• Inheritance• Abstract classes• InterfacesObjectives:• Demonstrate inheritance by extending a class• Understand polymorphism and know when it is appropriate to override methods in asuper class• Create and extend an abstract class• Create and extend a class given class specifications with the relationships among theclasses described• Implement an interfaceAssessments: [CR1]• Create an abstract Shape class• Pet Parade (2004 AP Computer Science A Exam: Free-Response Question 2, on AP Central)Strategies: [CR4]• Draw pictures of the inheritance hierarchyUnit 13 (Weeks 28-29)Topic:• Inheritance CR1— The course teaches students to design and implement computer-based solutions to problems.CR4— The course teaches students to code fluently in an object-oriented paradigm using the programming language Java.CR3— The course teaches students to select appropriate algorithms and data structures to solve problems.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 Objective:• Use inheritance to extend the Critter class by making new types of EmployeesAssessments:• Exercises from the textStrategies:• Have fun with this chapter• Allow the students to be creative after working through the exercises and analysis• Create different kinds Employees[CR4]Unit 14 (Weeks 30-31)Recursion (and Merge Sort)Topics:• Recursion• Merge Sort [CR2a]Objectives:• Create a recursive method to solve a problem• Understand the difference between recursive and iterative solutions to a problem [CR3]• Understand and use the Merge Sort• Understand how to calculate the informal runtime of merge sort and compare it’s running time to the other sorts already learned [CR3]Assessments: [CR1]• Factorial program• Rewrite loop programs with recursionStrategies:• Ask, “What is returned by this method?”Unit 15 (Weeks 32-36)ReviewTopics:• Review AP Computer Science A topicsObjective:• Prepare for the AP Computer Science A Exam by reviewing material and taking practice exams CR3— The course teaches students to select appropriate algorithms and data structures to solve problems.CR1— The course teaches students to design and implement computer-based solutions to problems.CR2a— The course teaches students to use and implement commonly used algorithms.CR4— The course teaches students to code fluently in an object-oriented paradigm using the programming language Java.AP® Computer Science A Sample Syllabus 3 Syllabus 1172779v1 Assessments:• Practice examsTeaching StrategiesI strive to create a learning environment that is comfortable for all students. Thosewho have never touched a computer should be as at ease in my class as those who havetaught themselves how to program. I aim to foster critical thinking, a lifelong skill, and Iaccomplish this by giving challenging, yet not impossible, assignments. When new topicsare introduced, I use a hands-on approach of having students see and run examples.While the novices ask questions, more experienced students can make changes to theexamples and experiment with different outcomes.Experienced programmers help the novices in a mentoring program after school. Thispromotes student leadership and propels in-class learning.10。
英语自考本科语言学概论
Chapter 1: Introduction1.What is linguistics?Linguistics is generally defined as the scientific study of language.The word “language” implies that linguistics studies not any particular language, but languages in general.The word “study” does not mean “learn” but “investigation” or “examine”.“Scientific” refers to the way in which the language is studied.Based on systematic investigation of language data, the study is conducted with reference to some general theory of language structure. In studying language, the linguist first has to study language facts, then he formulates some hypotheses about language structure which have to be re-checked against the observed facts so as to prove their validity.The process of linguistic study:1)Certain linguistic facts are observed, and generalizations are made about them;2)Based on these generalization, hypotheses are formed to account for these facts;3)Hypotheses are tested by further observations;4) A linguistic theory is constructed about what language is and how it works.1.1The scope of linguisticsGeneral linguistics –the study of language as a whole, which deals with the basic concepts, theories, descriptions, models, methods applicable in any linguistic study.Phonetics – the study of sounds, which are used in linguistic communication,Phonology – the study of how sounds are put together and used in communication.Morphology – the study of the way in which morphemes are arranged to form words.Syntax – the study of how morphemes and words are combined to form sentences.Semantics – the study of meaning in language.Pragmatics – the study of meaning in context of use.Socio-linguistics – the study of language with reference to society.Psycholinguistics – the study of language with reference to the workings of mind.Applied linguistics – Findings in linguistic studies can often be applied to the solution of such problems as the recovery of speech ability. This study is called applied linguistics. In a narrow sense, it refers to the application of linguistic principles and theories to language teaching and learning, especially the teaching of foreign and second languages.Anthropological / neurological / mathematical / computational linguistics1.2Some important distinctions in linguistics1.2.1Prescriptive vs. DescriptiveIf a linguistic study describes and analyzes the language people actually use, it is said to be descriptive (modern); if it aims to lay down rules for “correct” behavior, i.e. to tell people what they should say and what they should not say, it is said to be prescriptive (traditional). (Question: how is modern linguistics different from traditional grammar?)1.2.2Synchronic vs. DiachronicThe description of a language at some point in time is a synchronic study; the description of a language as it changes through time is a diachronic study. In modern linguistics, synchronic study seems to enjoy priority over diachronic study.1.2.3Speech and writingAs two major media of communication, modern linguistics regards spoken form as primary, because the spoken form is prior to the written form and most writing systems are derived from the spoken form. In the past, traditional grammarians tended to over-emphasize the importance of the written word, partly because of its permanence.(Why does modern linguistics regard the spoken form of a language as primary?)1.2.4Langue and parole (语言和言语)The distinction was made by famous Swiss Ferdinand de Saussure early this century. Both are French words.1)Langue refers to the abstract linguistic system shared by all the members of a speechcommunity, and parole refers to realization of langue in actual use.2)Langue is the set of conventions and rules which language users all have to follow whileparole is their concrete use.3)Langue is abstract; it is not the language people actually use, but parole is concrete; it refers tothe naturally occurring language events.4)Langue is relatively stable and does not change frequently; while parole varies from personto person, and from situation to situation.Saussure made this distinction in order to single out one aspect of language for serious study. In his opinion, parole is simply a mass of linguistic facts, too varied and confusing for systematic investigation, and linguists are supposed to abstract langue from parole.1.2.5Competence and performance (语言能力和语言运用)Similar to 1.3.4, American Noam Chomsky defines competence as the ideal user‟s knowledge of the rules of his language, and performance the actual realization of this knowledge in linguistic communication. Chomsky thinks that linguists should study competence but not performance.Similar to Saussure, Chomsky thinks that linguists should study the ideal speaker‟s competence, but not his performance. As one difference, Saussure took a sociological view of language and his notion of language is a matter of social inventions, whereas Chomsky looks at language from a psychological point of view and to him competence is a property of the mind of each individual.2.What is language2.1DefinitionsNowadays, the generally accepted definition of language is that language is a system of arbitrary vocal symbols used for human communication.1)Language is a system, as elements of language are combined according to rules;2)Arbitrary, as no intrinsic connection between form and meaning, or between sign and what itstands for.3)V ocal, as primary medium is sound for all languages.“Human”indicates the difference from the communication systems of other living creatures. “Communication”means that language makes it possible for its users to talk to each other and fulfill their communicative needs.2.2Design featuresRefer to the defining properties of human language that distinguish it from any animal system of communication. The American Charles Hockett specified 12 design features, 5 of which will be discussed here.1)ArbitrarinessNo logical connection between meanings and sounds, symbols, words. Not entirely arbitrary, there are some words in every language that imitate natural sounds. Some compound words are not entirely arbitrary. But this makes up only a small percentage.This nature is a sign of sophistication, which only human beings are capable of and it makes it possible for language to have an unlimited source of expressions.2)Productivity3)DualityLanguage is a system, which consists of two sets of structure, or two levels, one of sounds ad the other of meanings. At the lower or the basic level, there is the structure of sounds, which are meaningless. But the sounds of language can be grouped and regrouped into a large number ofunits of meaning such as morphemes and words. Then at the higher level, the units can be arranged and rearranged into an infinite number of sentences.4)DisplacementLanguage can be used to refer to things, which are present or not present, real or imagined matter in the past, present, or future, or in far-away places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker.5)Cultural transmissionWe are born with the ability to acquire language, the details of any language are not genetically transmitted, but instead have to be taught and learned anew.In linguistics, as in any other discipline, data and theory stand in a dialectal complementation.Chapter 2: Phonology1.The phonic medium of languageOf two media of language, speech is more basic than writing, for the reasons:1)In linguistic evolution, speech is prior to writing;2)In everyday communication, speech plays a greater role in terms of the amount of informationconveyed;3)Speech is always the way in which every native speaker acquires his mother tongue, andwriting is learned and taught later in school.This limited range of sounds which are meaningful in human communication and are of interest to linguistic are the phonic medium of language; and the individual sounds within this range are the speech sounds (语音).2.Phonetics2.1 What is phonetics?Phonetics is defined as the study of the phonic medium of language; it is concerned with all the sounds that occur in the world‟s languages. Three branches: (the most important conclusion is that phonetic identity is only a theoretical ideal.)1)Articulatory phoneticsHow a speaker uses his speech organs to articulate the sounds. Longest established, highly developed.2)Auditory phoneticsHow the sounds are perceived by the hearer.3)Acoustic phoneticsStudies speech sounds by looking at the sound waves (recorder named spectrographs). It studies the physical means by which speech sounds are transmitted through air from one person to another.2.2 Organs of speechThe articulatory apparatus of a human being are contained in three important areas or cavities, where the air stream coming from the lungs may be modified by complete or partial interference. It may also be modified in the larynx (喉)before it reaches any of the cavities. They are:Pharyngeal cavity – the throatAir stream: lung →windpipe →glottis (vocal cord)Vibration of the vocal cords results in a quality of speech sounds called “voicing”, which is a feature of all vowels and some consonants. Otherwise “voiceless”Oral cavity – the mouthThe greatest source of modification of the air stream. Tongue is the most flexible organ.Nasal cavity – the noseThe velum can be drawn back to close the passage of the air stream so that all air exiting from the lungs can only pass through the oral cavity. Produced are oral sounds. Otherwise, nasalized sounds such as three nasal consonants. Generally, the passage is definitely open or closed.2.3Orthographic representation of speech sounds – broad and narrow transcriptionsInternational Phonetic Alphabet (IPA) came into being at the end of 19th century. Its basic principle is using a different letter for each distinguishable speech sound.The IPA provides a set of symbols called diacritics, which can be added to letter-symbols to make finer distinction than the letter-symbols alone. The transcription with letter-symbols only is called broad transcription, normally in dictionaries and textbooks. The other with diacritics is narrow transcription, used by phoneticians in their study of speech sounds.2.4Classification of English speech soundsTwo broad categories –vowels and consonants, the basic difference is that in pronunciation of vowels, no air stream meets obstruction, while consonant, the air stream is obstructed somehow. (the basic difference between a vowel and consonant)2.4.1Classification of English consonantsTwo ways: manner of articulation(how obstruction is created): stops, fricatives (when the obstruction is partial and the air is forced through a narrow passage in mouth so as to cause definite local friction at the point), affricates, liquids, nasals, glides; and place of articulation (where): bilabial (the upper and lower lips are brought together to create obstruction), labiodental, dental, alveolar, palatal, velar, glottal sounds. Each classification brought about certain phonetic features of consonants.2.4.2Classification of English vowelsV owels are differentiated by a number of factors: the position of the tongue in the mouth (front / central / back vowels), the openness of the mouth (close / semi-close / semi-open / open), the shape of the lips (rounded / unrounded), and the length of the vowels (with or without colon, the long vowels are all tense vowels and the short vowels are lax vowels). Monophthongs (individual vowels) and diphthongs. In English, all the front vowels and the central vowels are unrounded vowels.3.Phonology3.1 Phonology and phonetics (音系学和语音学)Phonetics is concerned with the description of all the speech sounds in language (the study of sounds that are used in linguistic communication), while phonology (the study of how sounds are put together and used in communication) is concerned with the study of the sound system of a particular language. Therefore, the conclusion about the phonology of one language should not be generalized into the study of another language. What is true in one language may not be true in another language.3.2 Phone, phoneme, and allophonePhones can be simply defined as the speech sounds we use when speaking a language. A phone is a phonetic unit or segment. It does not necessarily distinguish meaning: some do, some don‟t. The basic unit in phonology is called phoneme; it is a unit that is of distinctive value. But it is an abstract unit. To be exact, a phoneme is not a sound; it is a collection of distinctive phonetic features. In actual speech, a phoneme is realized phonetically as a certain phone. The different phones, which can represent a phoneme in different phonetic environment are called the allophones of that phoneme. A different definition would be that a phoneme is a class of phonetically similar sounds, which in particular language do not stand in contrast with one another. Although phonemes are the minimal segments of language systems, they are not their minimalelements. A phoneme is further analyzable because it consists of a set of simultaneous distinctive features. The features that a phoneme possesses, making it different from other phonemes, are its distinctive features. Distinctive features are language-specific, that what distinguishes meaning in one language does not necessarily do so in another language, e.g. aspiration. (鼻音, refers to a strong puff of air stream in the production of speech sounds)Which allophone is to be used is determined by the phonetic context in which it occurs. But the choice of an allophone is not random or haphazard in most cases; it is rule-governed. One of the tasks of the phonology is to find out these rules.3.3 Phonemic contrast, complementary distribution, and minimal pairPhonemic contrast refers to the relation between two phonemes. If two phonemes can occur in the same environment and distinguish meaning, they are in phonemic contrast. Those two allophones of the same phoneme are said to be in complementary distribution, which means that the allophones of the same phoneme always occur in different phonetic environments.A basic way to determine the phonemes of a language is to see if substituting one sound for another results in a change of meaning. If it does, the two sounds then represent different phonemes. An easy way to do this is to find the minimal pairs. The sound combinations (pill, bill, etc.) constitute a minimal set, in which they are identical in form except for initial consonant.3.4 Some rules in phonology3.4.1 Sequential rulesThe rules that govern the combination of sounds in a particular language are called sequential rules, which is language-specific.3.4.2 Assimilation rulesIt assimilates one sound to another by “copying” a feature of a sequential phoneme, thus making the two phones similar, caused by articulatory or physiological processes.3.4.3. Deletion rulesIt tells us when a sound is to be deleted although it is orthographically represented.3.5 Suprasegmental features – stress, tone, intonationRefers to the phonemic features that occur above the level of the segments. These are the phonological properties of such units as the syllable, the word, and the sentence.3.5.1 StressWord stress and sentence stress. In English, word stress is free. The location of stress in English distinguishes meaning. Word stress may also be employed to distinguish meaning in the combinations of –ing forms and nouns; Sentence stress refers to the relative force, which is given to the words in a sentence.3.5.2 ToneTones are pitch variations, which are caused by the differing rates of vibration of the vocal cords. Pitch variation can distinguish meaning just like phonemes. English is not a tone but intonation language. Chinese is a typical tone language.3.5.3 IntonationWhen pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation. English has four: the falling tone (indicates that what is said is a straight-forward, matter-of-fact statement), the rising tone (question of what is said), the fall-rise tone (indicates an implied message), and the rise-fall tone, in which the first three are most frequently used.Intonation can make a certain part of a sentence especially prominent by placing the nucleus on it. Nucleus refers to the major pitch change in an intonation unit.Chapter 3: Morphology1.DefinitionsIt is a branch of grammar which studies the internal structure of words and the rules by which words are formed. Two sub-branches: inflectional morphology / lexical or derivational morphology. The former studies inflection and the latter word-formation.2.Morpheme2.1 Morpheme: the smallest meaningful unit of languageThe meaning morphemes convey may be of two kinds: lexical meaning and grammatical meaning.2.2 Types of morphemes2.2.1 Free morphemesMorphemes, which are independent units of meaning and can be used freely all by themselves or in combination with other morphemes.2.2.2 Bound morphemesMorphemes, which cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.RootsWith clear definite meaning, it must be combined with another root or an affix to form a word.AffixesInflectional affixesManifest various grammatical relations or grammatical categories such as number, tense, degree, and case.Derivational affixesDerivation, derivative (the word formed). The existing form to which a derivational affix can be added is called a stem, which can be a bound root, a free morpheme, or a derived form itself. Prefixes: usually modify the meaning of stem but do not change the part of speech(词类)of original word, except “be-” and “en(m)-”Suffixes: modify the meaning of the original word and in many cases change its part of speech: noun-forming, adjective-forming, adverb-forming, verb-forming.2.2.3 Morphological rulesWe must guard against overgeneralization. Different words may require different affixes to create the same meaning change.poundingRefers to combination of two or sometimes more than two words to create new words.3.1 Types of compound words3.2 Features of compounds1)Orthographically, a compound can be written as one word with or without a hyphen inbetween, or as two separate words.2)Syntactically, the part of speech of the compound is generally determined by the part ofspeech of the second element.3)Semantically, the meaning of a compound is often idiomatic, not always being the sum totalof the meanings of its components.4)Phonetically, the stress of a compound always falls on the first element, while the secondelement receives secondary stress.Chapter 4: Syntax1.Syntax as a system rulesAs a major component of grammar, syntax consists of a set of abstract rules that allow words to be combined with other words to form grammatical sentences. A sentence is considered grammatical when it is in agreement with the grammatical knowledge in the mind of native speakers. Universally found in the grammars of all human languages, syntactic rules comprise the system of internalized linguistic knowledge of a language speaker known as linguistic competence. The syntactic rules of any language are finite in number, and yet there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.A major goal of linguistics is to show with a consistent and explicit grammatical theory how syntactic rules account for this grammatical knowledge. A theory of grammar must provide a complete characterization of linguistic utterances 言语that speaker implicitly consider well-formed, or grammatical, sequences.2.Sentence structure2.1 The basic components of a sentenceA sentence is a structurally independent unit that usually comprises a number of words to form a complete statement, question or command. Normally, a sentence consists of at least a subject (referring expression被指对象) and its predicate which contains a finite verb or a verb phrase.2.2 Types of sentences2.2.1 The simple sentenceConsists of a single clause which contains a subject and a predicate and stands alone as its own sentence. A clause that takes a subject and a finite verb, and at the same time stands structurally alone is known as a finite clause.2.2.2 The coordinate sentenceContains two clauses joined by a linking word that is called coordinating conjunction, such as “and”, “but”, “or”. Two clauses are equal parts rather than being subordinate to the other.2.2.3 The complex sentenceContains two, or more, clauses, one of which is incorporated into the other. The incorporated or subordinate clause is normally called an embedded clause (子句), and the clause in which it is embedded is called a matrix clause (主句). 1) Embedded clause functions as a grammatical unit in its matrix clause; 2) most embedded clauses require an introductory word that is called asubordinator(引导词), such as that, if, before; 3) an embedded clause may not function as a grammatical well-formed sentence if it stands independently as a simple sentence unless its form changes.2.3 The linear and hierarchical structures of sentences2.3.1 The linear word order of a sentence (words in sentence one after another in a sequence)2.3.2 The hierarchical structure of a sentenceSentences are organized by grouping together words of the same syntactic category, such as noun phrase (NP) or verb phrase (VP).2.3.3 Tree diagrams of sentence structure3.Syntactic categoriesApart from sentences (S) and clauses (C), a syntactic category usually refers to a word (called a lexical category) or a phrase (phrasal category) that performs a particular grammatical function, such as the subject in a sentence. Constituents that can be substituted for one another without loss of grammaticality belong to the same syntactic category.3.1 Lexical categoriesCommonly known as parts of speech (词类). Major lexical categories are open categories in the sense that new words are constantly added, including 4 –noun, verb, adjective, and adverb. Minor lexical categories are closed ones as the number of lexical items are fixed and no new members are allowed for, including 6.3.2 Phrasal categoriesFour: NP, VP, PP (prepositional), AP (adjective). NP and VP, which are essential components of a sentence, form the two major syntactic categories, that is, the subject and the predicate of a sentence.4.Grammatical relationsThe structural and logical relations of constituents are called grammatical relations. It concerns the way each noun phrase in the sentence relates to the verb. (who does what do whom). Structural vs. logical subject, object. (**)binational rules5.1 Phrase structural rulesThe combinational pattern in a linear formula may be called a phrase structural rule, or rewrite rule. It allows us to better understand how words and phrases form sentences, and so on.S →NP VP “()”means optionalNP →(Det) (Adj) N (PP) (S)VP →V (NP) (PP) (S)AP →A (PP) (S)PP →P NP5.2 The recursiveness (循环性) of phrase structure rulesCan generate an indefinite number of sentences, and sentences with infinite length. “creative”5.3 X-bar theorya. X”b. X‟‟→ Spec X’X‟→ X complSpec X‟(specifier)X Complement(head)Commonly known as the X-bar theory, this widely recognized and highly abstract X-bar schema is capable of reducing the redundancies of individual phrasal structure rules and may well capture certain basic properties shared by all phrasal categories across the languages of the world.6.Syntactic movement and movement rulesSyntactic movement occurs when a constituent in a sentence moves out of its original place to a new position, the sentence involving which cannot be described by phrase structure rules. It was governed by transformational rules, the operation of which may change the syntactic representation of a sentence (句法的表达方式).6.1 NP-movement and WH-movementNP-movement occurs when, for example, a sentence changes from the active voice to the passive voice (postpose, prepose).WH-movement is obligatory in English. It changes a sentence from affirmative to interrogative.6.2 Other types of movementAUX-movement (auxiliary)6.3 D-structure and S-structureThe syntactic component of the grammar:Phrase Structure Rules + the Lexicon (词汇)generateD-structure (deep structure)Movement RulestransformS-structure (Surface structure)A sentence may not look different when it is at different syntactic levels. Since syntactic movement does not occur to all sentences, the D-structure and S-structure of some sentences look exactly the same at different levels of representation.6.4 More α-a general movement ruleThere is a general movement rule accounting for the syntactic behavior of any constituent movement, called Moveα(or Move Alpha), which means “move any constituent to any place”. The problem is Moveαis too powerful and the grammar should include some conditions which will restrain this power and stimulate that only “certain constituents” move to “certain positions”.7.Toward a theory of universal grammarSince early 1980s, Noam Chomsky and other generative linguists proposed and developed a theory of universal grammar (UG) known as the principles and parameters theory. According to Chomsky, UG is a system of linguistic knowledge and a human species-specific gift, which exists in the mind or brain of a normal human being. According to principles-and-parameters framework, UG consists of a set of general conditions, or general principles, that generate phrases and at the same time restrain the power of Moveα, thus preventing this rule from applying in certain cases. UG also contains a set of parameters that allow general principles to operate in certain ways, according to which particular grammar of natural languages vary.7.1 General principles of Universal GrammarOne general principle, or condition, is the Case Condition, which requires that a noun phrase has a Case and Case is assigned by V (verb) or P (preposition) to the object position, or by AUX (auxiliary) to the subject position. The theory of Case Condition accounts for the fact that noun phrases appear only in subject and object positions. When a noun phrase moves, it can move only to the position where it can be assigned Case, in order to satisfy condition of Case requirement.Another condition is the Adjacent Condition on Case assignment. This condition states that a Case assignor and a Case recipient should stay adjacent to each other. It explains why no otherphrases category can intervene between a verb and its direct object. While strictly served in English well-formed sentences, it is not the case in some other languages.7.2 The parameters of Universal GrammarParameters are syntactic options of UG that allow general principles to operate in one way or another and contribute to significant linguistic variations between and among natural languages. Set in one of the permissible ways, a parameter acquires a particular value, e.g. a plus [+] or [-], which allows the grammar of a language to behave in a way very different from that of another language.Another parameter, the one that involves word order, concerns the directionality of Case assignment, i.e. the Directionality parameter, which can account for the typological difference in the word order within the VP category between English and Japanese.Chapter 5: Semantics1.What is semantics?A study of meaning in language. Linguists cannot agree among themselves as to what meaning is. Philosophers are interested in understanding the relations between linguistic expressions and the phenomena in the real word they refer to and in evaluating the conditions of truth and falsehood of such expressions. Psychologists focus their interest on understanding the human mind through language.2.Some views concerning the study of meaning2.1 The naming theoryIt is one of the oldest notions concerning meaning, and also a very primitive one, proposed by Greek scholar Plato. According to his theory, the linguistic form of symbols, in other words, the words used in a language are taken to be labels of the objects they stand for. So words are just names or labels for things. The limitation: 1) applicable to nouns only; 2) within the category of nouns, there are nouns which denote things that do not exist or abstract notions.2.2 The conceptualist viewIn the interpretation of meaning, a linguistic form and what it refers to are linked through the mediation of concepts in the mind (no direct links). This theory avoids many of the problems the naming theory has met, but it also raises a completely new problem of its own: what is precisely the link between the symbol and the concept?Thought/Reference (refers to concept) :by Ogden and Richards。
英语作文调查问卷模板
---IntroductionDear [Participant's Name],We are conducting a survey to gather insights into your experiences and preferences regarding English language learning. Your participation is crucial for us to understand the needs and challenges faced by learners like you. This questionnaire is designed to be completed online and should take approximately 15-20 minutes. All responses will be kept confidential, and the results will be used to improve our language learning resources and strategies.---Section 1: Background Information1. Age: ___________2. Gender: [ ] Male [ ] Female [ ] Other ___________3. Native Language: ___________4. Current Level of English Proficiency: [ ] Beginner [ ] Elementary [ ] Pre-Intermediate [ ] Intermediate [ ] Upper-Intermediate [ ] Advanced [ ] Proficient5. How did you learn English? [ ] Self-study [ ] Formal education [ ] Online courses [ ] Language exchange [ ] Other ___________---Section 2: Learning Environment6. Do you currently attend an English language class? If yes, please describe the setting: [ ] Yes [ ] No ___________7. On average, how many hours per week do you spend studying English? [ ] Less than 5 hours [ ] 5-10 hours [ ] 10-15 hours [ ] 15-20 hours [ ] More than 20 hours8. What types of learning materials do you use? (Please check all that apply) [ ] Textbooks [ ] Online resources [ ] Language apps [ ]Tutorials [ ] Podcasts [ ] Videos [ ] Other ___________9. Do you prefer learning English in a group or individually? [ ] Group [ ] Individual [ ] Both10. What factors influence your choice of learning environment? (Please rank in order of importance) [ ] Flexibility [ ] Cost [ ] Access to resources [ ] Personal preference [ ] Learning effectiveness [ ] Other ___________---Section 3: Learning Strategies11. Which of the following learning strategies do you find most effective? (Please check all that apply) [ ] Reading [ ] Writing [ ] Speaking [ ] Listening [ ] Grammar practice [ ] Vocabulary building [ ] Other ___________12. How do you typically practice your speaking skills? [ ] Language exchange partners [ ] Speaking clubs [ ] Online platforms [ ] Practice with native speakers [ ] Other ___________13. Do you use any specific techniques to improve your listening skills? If yes, please describe: ___________14. How important is it for you to learn grammar in English? [ ] Very important [ ] Important [ ] Neutral [ ] Not important [ ] Very not important---Section 4: Challenges and Motivation15. What are the main challenges you face in learning English? (Please check all that apply) [ ] Lack of practice opportunities [ ] Difficulty with pronunciation [ ] Lack of confidence [ ] Limited vocabulary [ ] Other ___________16. How motivated are you to learn English? On a scale of 1 to 10, with 10 being the most motivated, how would you rate your motivation?___________17. What keeps you motivated to continue learning English? (Please check all that apply) [ ] Academic purposes [ ] Professional goals [ ] Personal interest [ ] Social reasons [ ] Other ___________---Section 5: Feedback and Suggestions18. Is there anything you would like to add or suggest to improve English language learning resources or strategies? ___________---ConclusionThank you for taking the time to complete this questionnaire. Your feedback is invaluable to us and will help us better serve the English language learning community. We appreciate your honesty and look forward to seeing the positive impact of your input。
21世纪学生核心能力的深度探讨英文版
21世纪学生核心能力的深度探讨英文版In-Depth Exploration of 21st Century Student Core CompetenciesThe 21st century has brought about a significant shift in the skills and competencies required for students to succeed in a rapidly changing world. As technology continues to advance and global challenges become more complex, it is essential for students to develop a diverse set of core competencies to thrive in the modern landscape.One key competency for 21st century students is critical thinking. This involves the ability to analyze information, evaluate arguments, and make informed decisions. By honing their critical thinking skills, students can navigate the vast amount of information available to them and separate fact from opinion.Another crucial competency is creativity. In a world that values innovation and originality, students must be able to think outside the box and come up with unique solutions to problems. By fostering theircreativity, students can unleash their full potential and make a positive impact on the world around them.Collaboration is also an essential competency for 21st century students. In an increasingly interconnected world, the ability to work effectively with others is key to success. By learning how to communicate, compromise, and collaborate, students can build strong relationships and achieve common goals.Communication skills are another vital competency for students in the 21st century. Whether it's conveying ideas effectively, listening actively, or presenting information clearly, strong communication skills are essential in both personal and professional settings. By honing their communication skills, students can build rapport, resolve conflicts, and inspire others.Adaptability is a critical competency for students in a rapidly changing world. With technology evolving at a rapid pace and global challenges constantly shifting, students must be able to adapt to new situations and embrace change. By cultivating their adaptability,students can thrive in any environment and overcome obstacles with resilience.Lastly, emotional intelligence is an important competency for 21st century students. This involves the ability to understand and manage one's own emotions, as well as empathize with others. By developing their emotional intelligence, students can build strong relationships, resolve conflicts, and lead with compassion.In conclusion, the core competencies required for 21st century students are diverse and multifaceted. By focusing on critical thinking, creativity, collaboration, communication, adaptability, and emotional intelligence, students can develop the skills they need to succeed in an ever-changing world.。
AP计算机科学A简答题2019卷
®©2019 The College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are2019AP®COMPUTER SCIENCE A FREE-RESPONSE QUESTIONSCOMPUTER SCIENCE ASECTION IITime—1hour and30minutesNumber of questions—4Percent of total score—50Directions:SHOW ALL YOUR WORK.REMEMBER THAT PROGRAM SEGMENTS ARE TO BE WRITTEN IN JAVA.Notes:• Assume that the interface and classes listed in the Java Quick Reference have been imported where appropriate. • Unless otherwise noted in the question, assume that parameters in method calls are not null and that methodsare called only when their preconditions are satisfied.• In writing solutions for each question, you may use any of the accessible methods that are listed in classes defined in that question.Writing significant amounts of code that can be replaced by a call to one of these methods will not receive full credit.©2019 The College Board.1.The APCalendar class contains methods used to calculate information about a calendar.You will write twomethods of the class.public class APCalendar{/** Returns true if year is a leap year and false otherwise. */private static boolean isLeapYear(int year){ /* implementation not shown */ }/** Returns the number of leap years between year1 and year2, inclusive.* Precondition: 0 <= year1 <= year2*/public static int numberOfLeapYears(int year1,int year2){ /* to be implemented in part (a) */ }/** Returns the value representing the day of the week for the first day of year,* where 0 denotes Sunday, 1 denotes Monday, ..., and 6 denotes Saturday.*/private static int firstDayOfYear(int year){ /* implementation not shown */ }/** Returns n, where month, day, and year specify the nth day of the year.* Returns 1 for January 1 (month = 1, day = 1) of any year.* Precondition: The date represented by month, day, year is a valid date.*/private static int dayOfYear(int month,int day,int year){ /* implementation not shown */ }/** Returns the value representing the day of the week for the given date* (month, day, year), where0 denotes Sunday, 1 denotes Monday, ...,* and 6 denotes Saturday.* Precondition: The date represented by month, day, year is a valid date.*/public static int dayOfWeek(int month,int day,int year){/* to be implemented in part (b) */ }// There may be instance variables, constructors, and other methods not shown.}©2019 The College Board.(a) Write the static method numberOfLeapYears, which returns the number of leap years betweenyear1 and year2, inclusive.In order to calculate this value,a helper method is provided for you.• isLeapYear(year) returns true if year is a leap year and false otherwise.Complete method numberOfLeapYears below. You must use isLeapYear appropriately to receive full credit./** Returns the number of leap years between year1 and year2, inclusive.* Precondition:0 <= year1 <= year2*/public static int numberOfLeapYears(int year1,int year2)©2019 The College Board.(b) Write the static method dayOfWeek, which returns the integer value representing the day of the week forthe given date (month, day, year), where0 denotes Sunday, 1 denotes Monday, ..., and 6 denotes Saturday.For example,2019began on a Tuesday,and January5is the fifth day of2019.As a result, January 5,2019, fell on a Saturday, and the method call dayOfWeek(1, 5, 2019)returns 6.As another example, January 10 is the tenth day of 2019. As a result, January 10, 2019, fell on a Thursday, and the method call dayOfWeek(1, 10, 2019) returns 4.In order to calculate this value,two helper methods are provided for you.• firstDayOfYear(year) returns the integer value representing the day of the week for the first day of year, where 0 denotes Sunday, 1 denotes Monday, ..., and 6 denotes Saturday. Forexample,since2019began on a Tuesday,firstDayOfYear(2019)returns 2.• dayOfYear(month,day, year) returns n, where month, day, and year specify the nth day of the year. For the first day of the year, January 1 (month = 1, day = 1), the value1 is returned. This method accounts for whether year is a leap year. For example,dayOfYear(3, 1, 2017) returns 60, since 2017 is not a leap year, whiledayOfYear(3, 1, 2016) returns 61, since 2016 is a leap year.©2019 The College Board.Complete method dayOfWeek below. You must use firstDayOfYear and dayOfYear appropriately to receive full credit./** Returns the value representing the day of the week for the given date* (month, day, year), where 0 denotes Sunday, 1 denotes Monday, ...,* and 6 denotes Saturday.* Precondition: The date represented by month, day, year is a valid date.*/public static int dayOfWeek(int month,int day,int year)©2019 The College Board.2.This question involves the implementation of a fitness tracking system that is represented by theStepTracker class. A StepTracker object is created with a parameter that defines the minimum number of steps that must be taken for a day to be considered active.The StepTracker class provides a constructor and the following methods.• addDailySteps, which accumulates information about steps, in readings taken once per day• activeDays, which returns the number of active days• averageSteps, which returns the average number of steps per day, calculated by dividing the total number of steps taken by the number of days trackedThe following table contains a sample code execution sequence and the corresponding results.©2019 The College Board.Write the complete StepTracker class, including the constructor and any required instance variables and methods.Your implementation must meet all specifications and conform to the example.3.Many encoded strings contain delimiters.A delimiter is a non-empty string that acts as a boundary betweendifferent parts of a larger string.The delimiters involved in this question occur in pairs that must be balanced, with each pair having an open delimiter and a close delimiter.There will be only one type of delimiter for each string.The following are examples of delimiters.Example 1Expressions in mathematics use open parentheses"("and close parentheses")"as delimiters.For each open parenthesis, there must be a matching close parenthesis.(x +y)*5 (x + (y) is a valid mathematical expression.is NOT a valid mathematical expression because there are more open delimiters than close delimiters.Example 2HTML uses <B> and </B> as delimiters. For each open delimiter <B>, there must be a matching close delimiter </B>.<B>Make this text bold</B> <B>Make this text bold</UB>is valid HTML.is NOT valid HTML because there is one open delimiter and no matching close delimiter.©2019 The College Board.In this question, you will write two methods in the following Delimiters class.public class Delimiters{/** The open and close delimiters. */private String openDel;private String closeDel;/** Constructs a Delimiters object where open is the open delimiter and close is the* close delimiter.* Precondition: open and close are non-empty strings.*/public Delimiters(String open,String close){openDel=open;closeDel=close;}/** Returns an ArrayList of delimiters from the array tokens, as described in part (a). */ public ArrayList<String>getDelimitersList(String[]tokens){ /* to be implemented in part (a) */ }/** Returns true if the delimiters are balanced and false otherwise, as described in part (b).* Precondition: delimiters contains only valid open and close delimiters.*/public boolean isBalanced(ArrayList<String>delimiters){ /* to be implemented in part (b) */ }// There may be instance variables, constructors, and methods that are not shown.}©2019 The College Board.(a) A string containing text and possibly delimiters has been split into tokens and stored inString[] tokens. Each token is either an open delimiter, a close delimiter, or a substring that is not a delimiter. You will write the method getDelimitersList, which returns an ArrayList containing all the open and close delimiters found in tokens in their original order.The following examples show the contents of an ArrayList returned by getDelimitersList for different open and close delimiters and different tokens arrays.Example 1openDel: closeDel: tokens: ArrayList of delimiters:Example 2openDel: closeDel: "("")""<q>""</q>"tokens:ArrayList of delimiters:© 2019 The College Board.Complete method getDelimitersList below./** Returns an ArrayList of delimiters from the array tokens, as described in part (a). */ public ArrayList<String>getDelimitersList(String[]tokens)(b) Write the method isBalanced, which returns true when the delimiters are balanced and returnsfalse otherwise. The delimiters are balanced when both of the following conditions are satisfied;otherwise,they are not balanced.1.When traversing the ArrayList from the first element to the last element,there is no point atwhich there are more close delimiters than open delimiters at or before that point.2.The total number of open delimiters is equal to the total number of close delimiters.Consider a Delimiters object for which openDel is"<sup>"and closeDel is"</sup>".The examples below show different ArrayList objects that could be returned by calls to getDelimitersList and the value that would be returned by a call to isBalanced.Example 1The following example shows an ArrayList for which isBalanced returns true. As tokens are examined from first to last,the number of open delimiters is always greater than or equal to the number of close delimiters.After examining all tokens,there are an equal number of open and close delimiters."<sup>""<sup>""</sup>""<sup>""</sup>""</sup>"Example 2The following example shows an ArrayList for which isBalanced returns false."<sup>""</sup>""</sup>""<sup>"↑When starting from the left, at this point,condition 1 is violated.Example 3The following example shows an ArrayList for which isBalanced returns false."</sup>"↑At this point, condition 1 is violated.Example 4The following example shows an ArrayList for which isBalanced returns false because the second condition is violated. After examining all tokens,there are not an equal number of open and close delimiters."<sup>""<sup>""</sup>"©2019 The College Board.Complete method isBalanced below./** Returns true if the delimiters are balanced and false otherwise, as described in part (b).* Precondition: delimiters contains only valid open and close delimiters.*/public boolean isBalanced(ArrayList<String>delimiters)©2019 The College Board.4. The LightBoard class models a two-dimensional display of lights, where each light is either on or off, asrepresented by a Boolean value.You will implement a constructor to initialize the display and a method to evaluate a light.public class LightBoard{/** The lights on the board, where true represents on and false represents off.*/private boolean[][]lights;/** Constructs a LightBoard object having numRows rows and numCols columns.* Precondition: numRows > 0, numCols > 0*Postcondition:each light has a40%probability of being set to on.*/public LightBoard(int numRows,int numCols){ /* to be implemented in part (a) */ }/** Evaluates a light in row index row and column index col and returns a status* as described in part (b).* Precondition: row and col are valid indexes in lights.*/public boolean evaluateLight(int row,int col){ /* to be implemented in part (b) */ }// There may be additional instance variables, constructors, and methods not shown.}©2019 The College Board.(a) Write the constructor for the LightBoard class, which initializes lights so that each light is set toon with a 40% probability. The notation lights[r][c]represents the array element at row r and column c.Complete the LightBoard constructor below./** Constructs a LightBoard object having numRows rows and numCols columns.* Precondition: numRows > 0, numCols > 0*Postcondition:each light has a40%probability of being set to on.*/public LightBoard(int numRows,int numCols)©2019 The College Board.(b) Write the method evaluateLight, which computes and returns the status of a light at a given row andcolumn based on the following rules.1.If the light is on,return false if the number of lights in its column that are on is even,includingthe current light.2.If the light is off,return true if the number of lights in its column that are on is divisible by three.3.Otherwise,return the light’s current status.For example, suppose that LightBoard sim = new LightBoard(7, 5) creates a light board with the initial state shown below, where true represents a light that is on and false represents a light that is off.Lights that are off are shaded.lights0 1 2 3 4 5 6 01234Sample calls to evaluateLight are shown below.©2019 The College Board.Complete the evaluateLight method below./**Evaluates a light in row index row and column index col and returns a status * as described in part (b).* Precondition: row and col are valid indexes in lights.*/public boolean evaluateLight(int row,int col)STOPEND OF EXAM©2019 The College Board.。
初级中学英语教师资格考试学科知识与教学能力试题及解答参考(2025年)
2025年教师资格考试初级中学英语学科知识与教学能力自测试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, which option should fill in the blank to make it grammatically correct and meaningful: “She___an important document to the meeting.”A. bringB. broughtC. bringsD. has broughtAnswer: B. brought解析: 该句中需要的是过去时态，因此选择B. brought。
2、Which of the following is NOT a part of the 5C framework in English teaching?A. CommunicationB. CultureC. CooperationD. ContinuationAnswer: D. Continuation解析: 5C框架包括Communication（交流）、Culture（文化）、Cognition（认知）、Comprehension（理解）和Cohesion（连贯性），而Continuation并不是5C框架的一部分。
3、The present perfect tense is best used to describe an action that:A) Happens frequentlyB) Has just occurred or recently happenedC) Will occur in the futureD) Is in the process of happeningAnswer: B解析：Present perfect tense (has/have + past participle)通常用于描述一个刚发生或最近发生的动作，它强调的是动作的完成及其对现在的影响。
学校生活类英语词汇
*入学Freshman 大一新生register 注册，报到，登记enrollment 登记，入学Orientation 新生介绍会department 系，学部principal 校长dean 系主任Student ID card 学生证recommendation letter 推荐信Application form 申请表*选课Register for / sign up for/enroll in /enlist in/take 选（课或作业）Semester 学期quit /drop a course 退课pick up 学习，选择Major in 主修earn a credit 修学分course sheet 选课单Credit course 给学分的课程non-credit course 无学分的课程Unit 单元quota 名额quota reached 名额已满Quota not used up 名额未满sit in 旁听workload 负担Transfer credits 转学分waive a course 免修一门课程audit a course 旁听一门课程introduction/introductory/elementary/ intro course 初级课程prerequisite course 预修课程intermediate course 中级课程advanced course 高级课程Required/compulsory course 必修课optional / elective /selective class 选修课Science course 理科课程arts course 文科课程curriculum 课程Seminar 研究班课程，短期强化课程workshop 研讨会，讲习班Linguistics 语言学philosophy 心理学economics 经济学Political science 政治学literature class 文学课Engineering 工程学archaeology 考古学biochemistry 生物化学Bioengineering 生物工程学anthropology 人类学botany 植物学Algebra 代数math 数学*上课Lecturer 讲师supervisor/advisor 导师visiting professor 客座教授teaching assistant/assistant instructor 助教Tutor 辅导专家，家教finish class late 拖堂Finish class early 提前下课boring 枯燥thought_provoking 发人深思的stimulating/inspiring 令人兴奋的Fascinating/fabulous 精彩的，非常好的Impressive 给人印象深刻的Terror 引起恐怖的人或事物Strict 严格的Call the roll 点名Catch/follow 跟上，听懂Make sense of/make heads and tails of/figure out 明白，理解Get lost 不明白Complicated 复杂的Confused/puzzled 迷惑不解的Pushover 很容易对付的人Doze off 混混欲睡Drop off 睡着了Stay awake 保持清醒Cancel/call off 取消Postpone/put off 推迟Make a presentation 作陈述或介绍school timetable/class schedule 课程表Build the interest 培养兴趣Active involvement 积极参与Punctual 守时，准时Take notes 作笔记Skip the class 逃课Attendance 出席，出席人数Presence 出席absence 缺席Make up sth 弥补（课或工作等）Slide/transparency 幻灯片Platform 讲台*学习Academic performance 学习表现Academic achievement 学术成绩Enthusiasm 热情Improvement 进步，提高Concentrate 集中精力Distraction 使人分心的事物Lack confidence in...对..缺乏信心Discouraged 泄气的，灰心的Instruction after class 课后指导Prepare lessons before class 预习Exhausted 疲惫的Take a break 休息Relax 放松Help sb out 帮助某人摆脱困难come up with 赶上Think highly/much of ...对...评价课余生活Participate in 参与enroll in 登记take part in 参加，参与Sign up for 参加（俱乐部、课程）participant 参加者，参与者Recruit 招收taste 兴趣，爱好extracurricular activities 课余活动alumni association 校友会club bulletin 社刊Camping 露营，野营Chorus/choral/group 合唱队University band 校园乐队Photography club 摄影社Drama club 戏剧社Dorm council宿舍管理委员会Curriculum committee 课程委员会The students' Union 学生会Withdraw from the club 退社President/chairman 主席Run for 精选V ote 选票（n），投票（v）V oter registration 选举活动Questionnaire 问卷调查Election campaign 选举活动Campaign manager 竞选活动负责人Candidate 候选人Ticket office/box office 售票处Book a ticket 订票Ticket line 排队买票的队伍Line up for tickets 排队买票Discount 折扣Contest/competition 竞赛A ward 奖Deserve 值得semi-final 半决赛Go on to the finals 进入决赛Get eliminated 被淘汰Guitar 吉他V iolin 小提琴Cello 大提琴Clarinet 单簧管Horn 号Saxophone 萨克斯Ballroom dancing 交际舞Ballet 芭蕾舞Pick up 学习Painting/drawing 绘画Sketch 素描Photo album 相册Part-time job 兼职Have a job on the side 有一份兼职工作借书、买书Check out the book 办理借阅手续Librarian 图书管理员Stacks 书库Catalogue 目录Index 索引In circulation 已经借出Open shelves 开架Library card 借书卡Overdue 过期的Renewal 续借Reading room 阅览室Journal/periodical 期刊Magazine binder 杂志合订本Latest issue 最近一期杂志Current issue 现期杂志Back issue 过期杂志Reference desk 参考咨询台Extra copy 额外的读本Editorial 社论Buy out the bookstore 买了很多书Subscribe to 订阅Order the book 订购这本书Second-hand book 二手书Out of stock 脱销Out of print 已绝版Textbook 课本Hardcover edition 精装本Paperback edition 平装本Publisher 出版商Publication 出版，出版物Publishing house 出版社读书、写作Novel 小说Non-fiction 非小说类的（书籍）Science fiction 科幻小说Detective story 侦探小说Who done it 侦探小说（口语）Mystery novel 悬疑小说Biography 自传History book 历史书籍Social commentary 社会评论Bestseller 畅销书Be addicted to/attracted by the book 对那本书入迷Pore over the book 全神贯注地看书Fast reader 读书快的人Plough though the book 好不容易读完这本书Get through this novel 通读小说Read selectively 选择性的阅读Read extensively 广泛的阅读Book review 书评School/college newspaper 校报Newsletter 简报Contribute (给报社)投稿Editor in chief 主编Subeditor 副主编作业、论文Assignment 作业Homework/studies/class work/school work 功课Paper/essay/thesis 论文Term paper 学期论文Experiment 实验Project 课题Book report 读书报告Lab report 实验报告Research/survey 调查Data 数据Polish 润色Rough draft 草稿Have one's hands full with ...忙于做... Expectation 期望Fall short of one's expectation 出乎意料Be strict with ...对...严厉Due 到期的Deadline 最后期限Extension /extend 延时，延期Criticism 批评，批判Feedback 反馈Bibliography 参考书目Reference book 参考书考试、成绩Mid-term exam 期中考试Final/final exam 期末考试Quiz 小测验Pop quiz 突击测验Standardized tests 标准测试National test 统考Placement exam 插班考Entrance exam 入学考试Reschedule 重新安排时间Exam week/period 考试周Open book exam 开卷考试（能带资料的考试）Resit 重考supplementary exam 补考mock exam / practice exam 模拟考试Restless/get cold feet/can't sit still/be on edge/like a cat on hot bricks/ have butterflies inone's stomach/keep pacing the floor/bite one's nails 很紧张Review/go over/go through 复习Stay up all night/be up all night 熬夜Cram up 临时包佛脚Grade the papers 改试卷，评分Grade/score/mark 成绩Full marks 满分High grade/score/mark 高分Low grade/score/mark 低分Passing grade/score/mark 及格分Straight As 全得A,全优 B plus B 加 B minus B 减Pass the exams with flying colors 以优异的成绩通过考试Fail in the exam 考试不及格Flunk 挂科，考试不及格Make up the exam 补考Repeat the course 重建Supplementary course 补习课程，辅助课程退学、转学Drop out of school退学Take a leave of absence from school 休学Exclusion from school 退学Shift/transfer to ...转（系）Transfer to another school 转学毕业、进修Graduation 毕业Undergraduate 大学生Graduate 毕业生Postgraduate 研究生Diploma 文凭A bachelor's degree 学士学位A master's degree 硕士学位A doctor's degree 博士学位Further/advanced study 进修Study abroad 留学Graduation party 毕业晚会Farewell 告别Tuition 学费Fee 学杂费Expenses 费用Finance 资助Financial aids 助学金（总称）Grant 助学金，补助金A student loan 学生贷款Scholarship 泛指各种奖学金Fellowship 学术奖金Apply for 申请学校教育英语词汇：nursery托儿所kindergarten幼儿园primary school/elementary school小学secondary school中学教育higher education高等教育further education进修教育英语词汇：parenting, schooling enroll 入学admit 招收，录取Parents are obliged to do…父母有责任、义务去做……compulsory education 强制教育、义务教育minors 未成年人immature 不成熟的学习的好处的教育英语词汇：learn skills学习技能acquire knowledge学习知识enrich knowledge丰富知识widen horizon开阔视野inspire interest激发兴趣stimulate interest激发兴趣cultivate v. 培养hobbies develop potentials conduce to mental development lay a solid foundation for the future为将来打下坚实的基础学习上的问题的教育英语词汇：lack discipline缺少约束力persistence毅力test-oriented education应试型教育quality education 素质教育cram for examinations突击考试stuff 塞materials memorise背, memorisation rote learning死记硬背Test-taking techniques应试技巧坏处的教育英语词汇：discourage critical thinking 打击评判性思维students stop questioning what they are being taught 学生们不去质问他们学习的东西conduce to academic performance有助学习表现Adversely influence 负面地影响(动作) Exert adverse/unfavorable influence on对……产生负面影响Emphasis on memorisation adversely influences one's academic performance. Creativity 创造性Lower/raise the standard of…降低了……的水平不同类别的教育adult education成人教育open admission免试入学制day-care center幼儿园（美）nursery school托儿所primary/elementary school小学（英/美）secondary school中学coeducation男女生同校制度junior high school初中senior high school高中attached middle school附中technical school技校polytechnic institute理工学院/科技大学key school重点中学graduate school研究生院open university夜大、函大private school私立学校public school公立学校universal education普及教育educationist/educator教育家postgraduate研究生alumnus/alumna校友（男/女）undergraduate本科Alma Mater母校auditor=guest student旁听生boarder住宿生open-book exam开卷考pop test抽考orientation program新生训练teaching facilities教学设施assistantship助学金scholarship奖学金room and board食宿auditorium礼堂vice-monitor副班长period of schooling学习年限credit system学分制mark/score/grade分数schedule=school timetable课程表individual study自习individual coaching=tutorial个别指导English evening英语晚会after-school activities课外活动social investigation社会调查voluntary labor义务劳动graduation appraisal毕业评估graduation ceremony=commencement毕业典礼diploma=graduation certificate毕业证书drop out辍学quit school退学school discipline校纪attendance/participation出勤率attend a lecture上课miss a class缺课cut a class旷课expel sb from school开除tuition学费miscellaneous expenses杂费 a grant-aided student 领助学金的学生lecture portfolio讲义夹semester半学期blue-book考卷report card成绩单final-examination期末考核quiz小测验oral test口试diploma毕业证degree学位associate diploma专科证书Bachelor学士Master硕士Doctor of Philosophy博士Expert专家教你如何用WORD文档(2012-06-27 192246)转载▼标签：杂谈1. 问：WORD 里边怎样设置每页不同的页眉？如何使不同的章节显示的页眉不同？答：分节，每节可以设置不同的页眉。
APEnvironmentalScienceCourse：美联社环境科学课程
AP Environmental Science Course SyllabusCOURSE GOALSThis course adheres to the objectives outlined in the Course Description for AP Environmental Science from the AP College Board, which states “the course is intended to be the equivalent of a one semester, introductory college course in environmental science.” The aim of the AP Environmental Science course is “to provide students with the scientific principles, concepts and methodologies required to understand the inter-relationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions to resolving or preventing them.”This course is designed to acquaint students with the physical, ecological, social, and political principles of environmental science. The scientific method is used to analyze and understand the inter-relationships between humans and the natural environment. The course shows how ecological realities and the material desires of humans often clash, leading to environmental degradation and pollution.Laboratory and field study are an essential component to this course. The labs and field investigations are designed to challenge the students’ abilities to:-critically observe environmental systems-develop and conduct well-designed experiments-utilize appropriate techniques and instrumentation-analyze and interpret data, including appropriate statistical and graphical presentations-think analytically and apply concepts to the solution of environmental problems-make conclusions and evaluate their quality and validity-propose further questions for study-communicate accurately and meaningfully about observations and conclusionsThe goal is for students to master the scientific techniques and methodologies that will enable them to become independent learners, capable of gathering and evaluating information and making rational and informed judgments that they will be able to communicate to others. This will enable them to function effectively as responsible citizens in a society that is increasingly shaped by science and technology.Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. The following themes provide a foundation for the structure of the AP Environmental Science course.1.Science is a process.▪Science is a method of learning more about the world.▪Science constantly changes the way we understand the world.2.Energy conversions underlie all ecological processes.▪Energy cannot be created; it must come from somewhere.▪As energy flows through systems, at each step more of it becomesunusable.3.The Earth itself is one interconnected system.▪Natural systems change over time and space.▪Biogeochemical systems vary in ability to recover from disturbances.4.Humans alter natural systems.▪Humans have had an impact on the environment for millions of years.▪Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment.5.Environmental problems have a cultural and social context.▪Understanding the role of cultural, social, and economic factors is vital to the development of solutions.6.Human survival depends on developing practices that will achieve sustainablesystems.▪ A suitable combination of conservation and development is required.▪Management of common resources is essential.The following main topics are covered in the course: Introduction to Environmental Science; Earth's Systems and Resources; The Living World; Human Population Dynamics; Land and Water Use; Energy Resources and Consumption; Environmental Quality and Pollution; Global Changes; Urbanization; and Natural Disasters and Catastrophes.EXPECTATIONSAs this is a college-level class, students are expected to participate fully in all aspects of the course. Through hands-on laboratory and field exercises, frequent class discussions of issues, and extensive readings, students take an active role in learning, appreciating, and understanding environmental issues, as well as developing their critical thinking and problem solving skills. Another important part of the course is data analysis, measurement, statistics, dimensional analysis, and other operations that require mathematical skills.Independent work is an expectation of this course, and students will be required to master much content material on their own so that we have more time for laboratory and fieldwork. In addition, students will be required to do long-term observations outside of class time.The course places considerable emphasis on laboratory and field work. A minimum of one to two class days per week are devoted to labs and field work. For many labs,students are given a pre-lab description and questionnaire. On lab days, students are expected to have read the pre-lab, answered the questions posed, prepared any necessary data tables and charts, and be completely prepared to perform the lab or field work required. Some labs are more involved, and in these cases students are expected to take responsibility for performing background research, developing and setting up their own experiments, and monitoring their experiments as needed. Additionally, students are expected to share and collaborate with one another, including peer reviewing, on lab and field work.Communicating ideas and concepts is another important component of this course. In addition to the group discussions and the collaboration over lab projects, students are expected to express their ideas by making periodic presentations for the class. These presentations range from reports on their more involved experiments to project assignments covering local environmental issues.At the conclusion of each unit, a unit test is administered. Unit tests typically consist of short answer and essay questions focused on the chapters, labs and field activities covered in the unit. The intent of these tests is to evaluate depth and breadth of knowledge, and critical thinking skills.The semester final exams are comprehensive and are similar in scope to the AP test, consisting of multiple choice, short answer and free-response sections. There is also a lab component to the exam, requiring the students to identify a problem, propose a hypothesis, use materials provided to develop an experiment, perform the experiment, evaluate their hypothesis and then interpret and present their information. Students are challenged to use the lab skills, methodologies, and mathematics they have been learning through the course, as well as their powers of observation and interpretation.To facilitate time-management for the students, a weekly schedule for the course is handed out at the beginning of each semester listing the chapters to be covered in the class, the laboratory and field exercises to be conducted, the assigned readings, the weekly written assignments, and the dates of all major unit tests. REQUIREMENTSCore requirements:-To demonstrate engagement in class lectures, discussions, internet activities, videos and other in-class activities, students are required to actively maintain acomprehensive notebook (bound or loose-leaf). The notebook will becollected and checked on a periodic basis.-The course outline is divided into ten units, and each unit includes various chapters from the textbook. At the conclusion of each chapter, there is a list ofkey terms, a group of study questions, and a “Critical Thinking Issue” thatincludes a reading and questions. To demonstrate an understanding ofrequired readings and lectures, the students are to:o Maintain a notebook of all vocabulary terms, including definitions ofthe terms in the students’ own words, and an example sentence from asource other than the textbook that puts the term in context. Thisnotebook will be collected and checked at the conclusion of each unit.o Answer the assigned study questions at the end of each chapter andsubmit them for grading. Some of the questions require short answers,and others require more critical thinking and analysis. All of thequestions require the students to pull together, and make sense of, avariety of topics from inside and outside the scope of the unit. As wewill cover approximately one chapter per week, these assignments willbe due by the end of the week (refer to weekly schedule).o Read the Critical Thinking Issue and answer the questions that pertainto the reading, considering as many facets of the issue as possible bydrawing on knowledge from readings, lectures, videos, lab activities,etc. These assignments will be due by the end of the week (refer toweekly schedule).-Lab work is required as a component of every unit. Most lab activities are conducted in groups of two, though some labs are individual and othersinvolve larger groups, To demonstrate an understanding of the scientificmethod, observational skills, data recording, and analytical skills, the studentsare to:o Maintain a bound notebook of all laboratory work (Note: Beforeawarding credit for APES, some colleges request to see these labnotes.) Most labs include a series of analysis questions to complete,and students are also expected to write a condensed report including aconclusion and error analysis. This notebook is collected and checkedon a periodic basis. There are some labs that require more work, asnext noted.o Complete and submit formal lab reports, including backgroundresearch, for the following labs:▪Fertilizers and plants – design your own lab (Unit 1)▪Ecocolumn lab (Unit 3)▪Salinization lab (Unit 5)▪Toxicity lab (Unit 7)*These lab reports are subjected to a peer review process from fellowclassmates prior to submittal. Peer reviewers are graded for the qualityand thoroughness of their reviews, and this grade is incorporated intothe lab report grade of each student.General Requirements:-The following assignments are required of each student throughout the course:o Maintain a bound or loose-leaf journal of environmental science related news stories from multiple sources (newspapers, magazines,on-line services, etc.). A minimum of one article per week is requiredthroughout the year. The assignment for each article includes thewriting of a brief summary and background of the topic, theconnection of the topic to class material, and an analysis of the scienceversus the opinion in the article. The journal will be collected andchecked monthly.o From an extensive reading list, choose one book each semester to read and write a book report on. The book report must include a thoroughanalysis of the main themes in the book, as well as the connection tomaterial covered in the course. In addition to the written report, apresentation to the class is required.o Once per semester participate in an environmental-based event (subject to instructor approval) outside of the regular school day.Documentation of participation must be provided, as well as an essaydiscussing the connection of the activity to the subject matter of thecourse. An oral presentation to the class is also required and will begraded. A partial list of acceptable events includes▪Creek/stream clean-up▪Wetland clean-up/restoration▪Water/energy conservation classes▪Composting/gardening with native plants classes▪Wildlife rescue▪Green building or green garden tours▪Green building construction courses▪Trail restoration-Periodically, the class will participate in field trips. For each field trip, the students are to:o Be active participants by making observations, asking critical questions, and sharing information and insights with fellowclassmates.o Complete a short essay describing the connection of the trip to material covered in the course, including observations, insights andinterpretations. This essay is to be submitted for grading within oneweek of the fieldtrip.-The following is assigned to students on a rotating basis through the year: o Year-long climate record activity▪Students will maintain a daily record of quantitative andqualitative meteorological data, including temperature,humidity, cloud cover and types, etc.Second semester project:-The following is a second semester project required of each student, working independently on their own project, but each participating in a peer reviewprocess of one another’s work:o This project is designed to further develop skills in research,experiment design, field work, lab work and report writing. As agroup, the class decides on a major theme for the project (such as“wetlands,” or “alternative energy”). Once the theme is chosen, eachstudent identifies a topic within the theme that they would like topursue. They then research the topic using a variety of sources,looking for problems from which they can develop a testablehypothesis. Each student next designs a controlled experiment to testtheir hypothesis. Upon approval by the instructor, the students runtheir experiments, collecting data in an organized form. Acceptableexperiments shall involve extensive field and/or lab work, and shall bechallenging in nature. At regular intervals through the semester, draftsof work are peer reviewed, evaluated and discussed by the class. Acomprehensive, “journal-ready” lab report is due by end of thesemester.GradingClass ParticipationActive participation in class discussions, lab and field work, group activities, and field trips is essential. This includes working in a cooperative manner in groups, taking responsibility for tasks, demonstrating intellectual curiosity, respecting the views and opinions of others, asking questions and making comments that indicate careful preparation for class and insight into the material, and behaving in a manner that promotes learning for all in the class. Additionally, students are expected to help one another in a supportive manner to learn and understand the course material and lab activities.Class participation accounts for 15% of overall grade.HomeworkThe majority of homework for the course consists of the study questions and “critical thinking issues” assignment at the end of each chapter in the textbook. These assignments are due weekly and are graded for thoroughness, a clear understanding and application of the material, incorporation of relevant knowledge beyond that presented in the chapter,and clarity of thought. Timeliness in the submitting of assignments will also be considered.Homework assignments account for 10% of overall grade.Laboratory and Field WorkA significant portion of class time is spent on laboratory and field work. Some labs require students to work independently, but for most labs and field work students are expected to work cooperatively with others, promoting learning for each member of the group.On both independent and group work, students are expected to become familiar with the scientific method, to show intellectual curiosity, to demonstrate analytical and creative thinking, to exhibit logical reasoning based on available evidence, to effectively communicate their ideas, and to develop their report writing and presentation skills. Students are evaluated on these factors through their participation, collaboration, design and conducting of experiments, interpretation of data and observations, mathematical analyses, presentation of findings, and report writing.Laboratory and field work accounts for 30% of overall grade.*Note: The second semester lab project will account for two-thirds of the overall semester lab grade.Special ProjectsSpecial projects include all other activities beyond homework assignments, laboratories, and field work. These projects typically require independent or small group work outside of class, including the production of a written report or a class presentation.Special projects account for 5% of overall grade.Quizzes and TestsQuizzes are administered at least once for each unit. The quizzes typically consist of multiple choice and short answer questions pertaining to the current class material or recent videos. The intent of the quizzes is to evaluate the students for comprehension of the material, and to show if the students are keeping current with and critically analyzing the course material.At the conclusion of each unit, a unit test is administered. Unit tests typically consist of short answer and essay questions focused on the chapters, labs and field activities covered in the unit. The intent of these tests is to evaluate depth and breadth of knowledge, and critical thinking skills.The semester final exams are comprehensive and are similar in scope to the AP test, consisting of multiple choice, short answer and free-response sections. There is also a lab component to the exam, requiring the students to identify a problem, propose a hypothesis, use materials provided to develop an experiment, perform the experiment, evaluate their hypothesis and then interpret and present their information. Students are challenged to use the lab skills and methodologies they have been learning through the course, as well as their powers of observation and interpretation.Quizzes account for 5% of overall grade.Unit tests account for 10% of overall grade.The semester final exam accounts for 25% of overall grade.TextbookPrimary text for course: Environmental Science: Earth as a Living Planet, 7th Ed., by Daniel B. Botkin and Edward A. Keller, 2009 (John Wiley & Sons, Inc.)。
Syllabus for Advanced English Listening and Speaking-2015 Spring(updated) (1)
The Syllabus for Advanced English Listening and Speaking (2015 Spring)Basic InformationCourse code：Course type：CompulsoryPrerequisite for taking this course: RUC English Band 4Course period：One semesterCredits：2Textbook：Pathways 3 &4. Beijing: Foreign Language Research and Teaching PressCourse ObjectivesThis is a skill-oriented and student-centered course. Students will listen to a variety of materials including academic lectures, interviews, talks, reports, and so on, and view episodes from National Geography, and participate in a lot of speak ing activities. The course has the following specific objectives:1.To improve students’ listening and speaking skills2.To improve students’ability to learn (predicting, making inference, thinking independentlyand cooperating with others)3.To enhance students’ science and culture literacy4.To improve students’ intercultural awareness5.To improve students’ critical thinking abilityStudents will take Section B of Test of Oral Proficiency in English (TOPE ) this semester. So through learning this course, students will also be able to do the following tasks:1.Give a brief introduction to one’s study, hobbies, interests, personality, and so on.2.Give comments or a short presentation based on some hints (cartoons, graphs, words, etc.).3.Have a discussion with others on some hot issues.e verbal and non-verbal communicative strategies to communicate with others.Notes for Teaching1.All the chapters except Unit 6 in Book 3 and Unit 7 in Book Four should be covered in thissemester.Listening2.Students are required to preview the new words before each class so it will be easier for themto follow the listening materials.3.Teachers can assign students to do some listening tasks before or after class so that studentscan have more time to speak in class.4.Students are required to do Further Listening exercises after class for all the chapters in thetwo books. Teachers will check this part regularly (e.g. every two weeks).5.Students are required to listen to 23 English lectures this semester, two lectures every week.The link to the lectures is:/more.php?cid=319&page=1.Speaking6.To get students prepared for the TOPE, teachers will design discussion activities, and preparedor impromptu presentations for each unit.7.To guarantee that the oral activities go on smoothly in class, teachers can put students intogroups of three or four in the first class of the semester.8.From the third or fourth week on, teachers can ask one or two groups to give preparedpresentations at the beginning of each class. Students will choose their own topic. They need to share the picture, the photo, the graph, or the words that their presentation is based on.9.Students will continue to practice reading aloud after class. The mp3 file of one essay will besubmitted online before March 22nd(details about the system will be talked about at the meeting on Mar. 4th.).10.Students will submit online two mp3 files of five-minute group discussion. The deadlines areApril 19th and May 24th .Assessment and GradingNotes for assessment:1.Please keep a record of students’ daily performance.2.Each listening quiz (about 30 minutes) includes at least three of the four listening tasks: Blankfilling, note taking, summary and dictation. The listening materials will be selected from Further Listening in the textbooks. To guarantee fairness, teachers give different quizzes for different classes.Listening and Speaking Websites1.The Guardian /uk2.National Public Radio /3.The Street /4.New Yorker /5.BBC Learning English/worldservice/learningenglish/grammar/pron/6.ABC .au/newsradio/7.ABC Learning English /learningenglish/8.VOA Learning English /。
英语国家概况课后习题答案完整版
一、选择题（答案在下面）I. Choose the one that best completes each of the following statements.1.The two main islands of the British Isles are .A. Great Britain and IrelandB. Great Britain and ScotlandC. Great Britain and WalesD. Great Britain and England2.is the capital city of Scotland.A. BelfastB. EdinburghC. AberdeenD. Cardiff3.According to a 2005 estimate, Britain now has a population of over million.A. 160B. 600C. 60D. 164.Among the four parts of the United Kingdom, is the smallest.A. EnglandB. ScotlandC. WalesD. Northern Ireland5.Almost a quarter of the British population lives in England.A. northeasternB. southeasternC. northwesternD. southwestern6.English belongs to the group of Indo-European family of languages.A. CelticB. Indo-IranianC. GermanicD. Roman7.The introduction of Christianity to Britain added the first element of words to English.A. Danish and FinnishB. Dutch and GermanC. French and ItalianD. Latin and Greek8.The evolution of Middle English was reinforced by the influence.A. NormanB. DutchC. GermanD. Danish9.Samuel Johnson’s dictionary was influential in establishing a standard form of .A. grammarB. handwritingC. spellingD. pronunciation10.At present, nearly of the world’s population communicate in English.A. halfB. a quarterC. one thirdD. one fifth11.The attack on Rome ended the Roman occupation in Britain in 410.A. NormanB. DanishC. CelticD. Germanic12.By the late 7th century, became the dominant religion in England.A. Celtic ChristianityB. Anglo-Saxon ChristianityC. Germanic ChristianityD. Roman Christianity13.Westminster Abbey was built at the time of .A. St. AugustineB. Edward the ConfessorC. William the ConquerorD. Alfred the Great14.The marked the establishment of feudalism in England.A. Viking invasionB. signing of the Magna CartaC. Norman ConquestD. Adoption of common law15.The end of the Wars of the Roses led to the rule of .A. the House of ValoisB. the House of YorkC. the House of TudorD. the House of Lancaster16.The direct cause for the Religious Reformation was King Henry VIII’s effort to .A. divorce his wifeB. break with RomeC. support the ProtestantsD. declare his supreme power over the church17.The English Civil War broke out in 1642 between .A. Protestants and PuritansB. Royalists and ParliamentariansC. nobles and peasantsD. aristocrats and Christians18.was passed after the Glorious Revolution.A. Bill of RightsB. Act of SupremacyC. Provisions of OxfordD. Magna Carta19.The Industrial Revolution was accomplished in Britain by the middle of the century.A. 17thB. 18thC. 19thD. 20th20.Britain faced strong challenges in its global imperial dominance by the beginning of the century.A. 17thB. 18thC. 19thD. 20th21.The British government is characterized by a division of powers between three of the following brancheswith the exception of the .A. judiciaryB. legislatureC. monarchyD. executive22.The importance of the British monarchy can be seen in its effect on .A. passing the billsB. advising the governmentC. political partiesD. public attitude23.As a revising chamber, the House of Lords is expected to the House of Commons.A. rivalB. complementC. criticizeD. inspect24.British Cabinet works on the principle of .A. collective responsibilityB. individual responsibilityC. defending the collectivismD. defending the individuals25.The main duty of the British Privy Council is to .A. make decisionsB. give adviceC. pass billsD. supervise the Cabinet26.In Britain, the parliamentary general election is held every years.A. threeB. fourC. fiveD. six27.has a distinct legal system based on Roman law.A. WalesB. EnglandC. ScotlandD. Northern Ireland28.Generally speaking, the British Parliament operates on a system.A. single-partyB. two-partyC. three-partyD. multi-party29.The policies of the Conservative Party are characterized by pragmatism and .A. government interventionB. nationalization of enterprisesC. social reformD. a belief in individualism30.The Labor Party affected the British society greatly in that it .A. set up the National Health ServiceB. improved public transportationC. abolished the old tax systemD. enhanced the economic development31.The British economy achieved global dominance by the .A. 1860sB. 1870sC. 1880sD.1890s32.In , the British Parliament passed two important acts to establish a welfare state.A. 1945B. 1946C. 1947D. 194833.The in the early 1970s worsened an already stagnant economy in Britain.A. oil crisisB. high inflation ratesC. large importsD. unemployment problem34.Of the following practices, does not belong to Thatcher’s social welfare reform.A. reducing child benefitsB. shortening the unemployment benefits periodC. reducing the unemploymentD. lowering old age pensions35.The Blair government has been successful in all the following aspects except .A. limiting government spendingB. keeping inflation under controlC. reducing unemploymentD. reducing inequality36.Britain has devoted of its land area to agriculture.A. 54%B. 64%C. 74%D.84%37.Britain’s important fishing areas include all the following except .A. the North SeaB. the English ChannelC. The sea area around IrelandD. The sea area between Britain and Ireland38.Coal mining industry in Britain provides of the energy consumed in the country.A. 1/3B. 1/4C. 1/5D. 2/339.The car industry in Britain in mostly .A. foreign-ownedB. state-ownedC. joint-ventureD. privately-owned40.Of the following sectors in Britain, has experienced spectacular growth since the end of WordWar II.A. agricultureB. energy industryC. service industryD. manufacturing industry41.In Britain, the division between grammar schools and vocational schools were ended by the introductionof comprehensive schools in the .A. 1930sB. 1940sC. 1950sD. 1960s42.About of British children receive primary and secondary education through the independentsystem.A. 5%B. 6%C. 7%D. 8%43.Partially funded by central government grants, the British universities receive their remaining funds fromall the following sources except .A. tuition feesB. loansC. donationsD. corporate contributions44.Of the following, is NOT a basis of admission to Britain’s universities.A. result in national entrance testB. A-level resultC. an interviewD. school references45.To be admitted to the Open University, one need .A. some educational qualificationsB. no educational qualificationsC. General Certificate of Education-AdvancedD. General National Vocational Qualifications46.Among Britain’s quality press, the following newspapers are regarded as the “Big Three” with theexception of .A. The TimesB. The GuardianC. The ObserverD. The Daily Telegraph47.Life on Earth is a kind of program produced by the BBC and is popular among 500 millionviewers worldwide.A. featureB. dramaC. documentaryD. soap opera48.is Britain’s top pay television provider.A. BSBB. SkyTVC. BBCD. BSkyB49.Of the following, is NOT a common feature of all the British holidays.A. families getting togetherB. friends exchanging good wishesC. friends enjoying each other’s companyD. families traveling overseas50.The following Christmas traditions are particularly British except .A. Trooping the ColorB. Queen’s Christmas messageC. Boxing DayD. Christmas pantomime51.The most significant achievement of the English Renaissance is .A. poetryB. dramaC. novelD. pamphlet52.is viewed as Romantic poetry’s “Declaration of Independence.”A. “I Wondered Lonely as a Cloud”B. Don JuanC.“Preface to Lyrical Ballads”D. Prometheus Unbound53.Of Dickens’ novels, is considered autobiographical.A. A Tale of Two CitiesB. David CopperfieldC. Oliver TwistD. Great Expectations54.is a representative of English Critical Realism at the turn of the 19th century.A. Robert Louis StevensonB. John MiltonC. Joseph ConradD. Thomas Hardy55.Of the following statements, is NOT correct in terms of Neo-Romanticism.A. It prevailed at the end of the 19th century.B. The writers were dissatisfied with the social reality.C. The writers believed in “Art for Art’s Sake”.D. Treasure Island was a representative work.56.is NOT included in the modernist group.A. Oscar WildB. Virginia WoolfC. William Butler YeatsD. T. S. Eliot57.Of the following books, was NOT written by Thomas Hardy.A. Jude the ObscureB. Tess of the D’UrbervillesC. Adam BedeD. The Return of the Native58.Of the following statements, is NOT correct about Virginia Woolf.A. She was a central figure of the “Bloomsbury Group”.B. She experimented with stream of consciousness.C. She was an influential feminist.D. Her masterpiece was The Rainbow.59.Of the following writers, is NOT a Nobel Prize winner.A. Samuel BeckettB. James JoyceC. William GoldingD. V. S. Naipaul60.Waiting for Godot is written by .A. Samuel BeckettB. George OrwellC. William GoldingD. D. H. Lawrence61.The United States has states on the continent.A. 50B. 49C. 48D. 3562.The state of is the largest in area of all the states.A. AlaskaB. HawaiiC. TexasD. Florida63.The U. S. lies in North America, with Canada to the north, Mexico to the south, the Atlantic toits and the Pacific to its .A. northern, east, westB. central, east, westC. southern, west, eastD. western, east, west64.The largest river in the U. S. is .A. the Missouri RiverB. the Mississippi RiverC. the Ohio RiverD. the Colorado River65.Some of the world famous universities like Harvard, Yale and MIT are located .A. in the SouthB. along the Pacific CoastC. in New EnglandD. in the Midwest66.is located on the U. S. –Canadian border between Lake Erie and Lake Ontario.A. Yellowstone National ParkB. The Grand CanyonC. Niagara FallsD. The Great Salt Lake67.The native Alaskan population includes the following except the .A. IndiansB. EskimosC. AleutsD. Blacks68.The largest minority in the United States is the .A. Pacific IslandersB. BlacksC. Native AmericansD. Asians69.The Immigrants Act of 1924 restricted the further immigration into the United States, particularlyfrom .A. EuropeB. AsiaC. AfricaD. South America70.The characteristic of dominant American culture is .A. English-speaking, northern European, Roman Catholic and middle-classB. English-speaking, western European, Roman Catholic and upper-classC. English-speaking, northern European, Protestant and upper-classD. English-speaking, western European, Protestant and middle-class71.The first successful English colony in North America was founded at in .A. Jamestown, LouisianaB. Boston, MassachusettsC. Jamestown, VirginiaD. Plymouth, Georgia72.Pilgrim Fathers are a group of who came to America to avoid persecution in England.A. ProtestantsB. PuritansC. CatholicsD. Christians73.The Seven Years’ War occurred between the .A. French and American IndiansB. French and SpaniardsC. French and BritishD. British and American Indians74.“No taxation without representation” was the rallying slogan of .A. the settlers of VirginiaB. the people of PennsylvaniaC. the colonists in New EnglandD. the people of the 13 colonies75.The first shots of the American War of Independence were fired in .A. ConcordB. LexingtonC. PhiladelphiaD. Boston76.In May 1775, was held in Philadelphia and began to assume the functions of a nationalgovernment.A. the First Continental CongressB. the Second Continental CongressC. the Boston Tea PartyD. the Congress of Confederation77.Abraham Lincoln issued to grant freedom to all slaves.A. Declaration of IndependenceB. ConstitutionC. Emancipation ProclamationD. Bill of Rights78.The policy of the United States was at the beginning of the two world wars.A. neutralityB. full involvementC. partial involvementD. appeasement79.President applied New Deal to deal with the problems of the Great Depression.A. WilsonB. TrumanC. RooseveltD. Kennedy80.The Vietnam War was a long-time suffering for Americans, and it continued throughout the terms ofPresidents .A. Johnson, Nixon and FordB. Truman, Eisenhower and KennedyC. Kennedy, Johnson and NixonD. Eisenhower, Kennedy and Johnson81.The U. S. Constitution came into effect in .A. 1787B. 1789C. 1791D. 179382.The Constitution of the United States .A. gives the most power to CongressB. gives the most power to the PresidentC. tries to give each branch enough power to balance the othersD. gives the most power to the Supreme Court83.The Bill of Rights .A. defines the rights of Congress and the rights of the PresidentB. guarantees citizens of the United States specific individual rights and freedomsC. is part of the Declaration of IndependenceD. has no relationship with the Constitution84.The following except are guaranteed in the Bill of Rights.A. freedom of religionB. the right to get into people’s house by policeC. freedom of speech and of pressD. the right to own one’s weapon if one wishes85.All the following except cannot make legislative proposal.A. the SenatorB. the RepresentativeC. the Secretary of StateD. the President86.The following except are all powers of the President.A. vetoing any bills passed by CongressB. appointing federal judges when vacancies occurC. making lawsD. issuing executive orders87.According to the Constitution, a candidate for President must be .A. at least 35 years oldB. at least a 14 years’ resident of the United StatesC. born in AmericaD. all of the above88.The terms for a Senator and Representative are and years respectively.A. two, fourB. two, threeC. two, sixD. six, two89.The Supreme Court is composed of justices.A. sixB. sevenC. eightD. nine90.The President is directly voted into office by .A. all citizens of AmericaB. the citizens over 18 years oldC. electors elected by the votersD. the senators and representatives91.America produces a major portion of the world’s products in the following fields except .A. machineryB. automobilesC. oreD. chemicals92.The modern American economy progressed from to , and eventually, to .A. colonial economy, handcraft economy, industrial economyB. farming economy, handcraft economy, industrial economyC. colonial economy, farming economy, industrial economyD. handcraft economy, farming economy, industrial economy93.Chartered companies were NOT granted the by the British King or Queen.A. political authorityB. economic rightsC. judicial authorityD. diplomatic authority94.The first National Bank of the United States was established with the urge of .A. George WashingtonB. Thomas JeffersonC. Andrew JacksonD. Alexander Hamilton95.The following inventions took place during the “second industrial revolution” except .A. typewriterB. telephoneC. electric lightD. refrigerator96.President Johnson tried to build a “Great Society” by introducing various programs like the followingexcept .A. MedicareB. Food StampsC. Education InitiativesD. Unemployment Pension97.About of American crops are for export.A. halfB. one thirdC. one fourthD. one fifth98.The following statements are all true except .A. Agribusinesses reflect the big, corporate nature of many farm enterprises.B. Agribusinesses maintain a balanced trade pattern between agricultural imports and exports.C. Agribusinesses range from one-family corporations to multinational firms.D. Agribusinesses include a variety of farm businesses and structures.99.is not one of the three giants in American automobile industry.A. FordB. General MotorsC. ChryslerD. American Motors100.At present, U. S. exports account for of the world’s total.A. 10%B. 15%C. 20%D. 25%101.Formal education in the United States consists of , secondary and higher education.A. kindergartenB. publicC. elementaryD. private102.Of the following subjects, are NOT offered to elementary school students.A. mathematics and languagesB. politics and business educationC. science and social studiesD. music and physical education103.Higher education in the United States began with the founding of .A. Yale UniversityB. Harvard UniversityC. Princeton UniversityD. New York University104.Of the following, are NOT among the categories of American higher education.A. universities and collegesB. research institutionsC. technical institutionsD. community colleges105.Of the following, is NOT the responsibility of the board of trustees in U. S. institutions.A. choosing the presidentB. establishing policies for administrators and facultyC. approving budget and other financial projectD. decide which student to enroll106.To get a bachelor’s degree, all undergraduate students are required to do the following except .A. attending lectures and completing assignmentsB. passing examinationsC. working for communitiesD. earning a certain number of credits107.Of the following universities, has NOT cultivated any American President yet.A. Harvard UniversityB. Massachusetts Institute of TechnologyC. Princeton UniversityD. Yale University108.is sold especially to the upper or upper-middle class and it has a reputation for its serious attitude and great bulk.A. The Washington PostB. The New York TimesC. Los Angeles TimesD. New York Daily News109.Of the following, is NOT among the three major radio and TV networks in America.A. the National Broadcasting System (NBS)B. the Public Broadcasting Service (PBS)C. the Columbia Broadcasting System (CBS)D. the American Broadcasting System (ABS)110.The National Day of the United States falls on .A. June 4thB. July 4thC. June 14thD. July 14th111.Of the following writers, are from the Colonial and Revolutionary Periods.A. Benjamin Franklin & Edgar Ellen PoeB. Edgar Ellen Poe & Jonathan EdwardsC. Benjamin Franklin & Jonathan EdwardsD. Edgar Ellen Poe & Washington Irving112.is regarded as “the father of American literature”.A. James Fennimore CooperB. Ralph Waldo EmersonC. Thomas JeffersonD. Washington Irving113.Of the following, is NOT Nathaniel Hawthorne’s work.A. The Scarlet LetterB. The House of the Seven GablesC. The Marble FaunD. Nature114.Of the following, is considered Herman Melville’s masterpiece.A. The Last of the MohicansB. The Legend of Sleepy HollowC. Moby DickD. Daisy Miller115.Of the following, is NOT characteristic of Mark Twain’s works.A. colloquial speechB. a sense of humorC. a realistic viewD. an idealistic view116.Of the following writers, is NOT included in the group of naturalists.A. Stephen CraneB. Frank NorrisC. Theodore DreiserD. Herman Melville117.F. Scott Fitzgerald’s finest novel is , and its theme is about .A. The Great Gatsby, the American DreamB. Tender is the Night, loveC. Tales of the Jazz Age, the loss of oneselfD. The Beautiful and the Damned, the evil of human nature118.Of the following books, is NOT written by Ernest Hemingway.A. The Sun Also RisesB. The Sound and the FuryC. A Farewell to ArmsD. For Whom the Bell Tolls119.Of the following writers, is Not a Nobel Prize winner.A. Alice WalkerB. Ernest HemingwayC. William FaulknerD. Eugene O’Neil120.is the first African-American winner of the Nobel Prize for Literature.A.Ralph EllisonB. Tony MorrisonC. Richard WrightD. James Baldwin选择题参考答案：第一章 A B C D B C D A C B第二章 D D B C C A B A C D三 C D B A B C C B D A四 C B A C D C D B A C五 D B B A B C C D D A六 B C B D C A C D B A八 C A B B C C D B A D九 C B C D B B C A C D十 B C B B C C D D D C十一 C C D D D D B B D A十二 C B B B D C B B B B十三 C D D C D D A B A B二、判断题及答案Chapter 11.The island of Great Britain is geographically divided into three parts: England, Scotland and Wales. (T)2.People in different parts of Britain like to use the name England to refer to their country.(F)3.Today more than half of the people in Wales still speak the ancient Welsh language.(F)4.In terms of population and area,Northern Ireland is the second largest part of the United Kingdom.(F)5.The longest river of Britain originates in Wales.(T)6.Because of political troubles,Northern Ireland has been quite significant among the four constituent parts of the United Kingdom.(T)7.Though the climate in Britain is generally mild,the temperature in northern Scotland often falls below --10C in January.(F)8.The majority of the people in Britain are descendants of the Anglo--Saxons.(T)9.The Celtic people are the earliest known inhabitants of Britain.(T)10.English changed into what is described as Modern English from the late 16th century.(F)Chapter 21.The British history before 55BC is basically undocumented.(T)2.The Celts became the dominant group in Britain between the 8th and 5th centuries BC.(T)3.The name of Britain came from a Celtic tribe--- the Britons.(T)4.The Anglo--Saxons came to Britain in the mid--5th century.(T)5.The chief or king of the Anglo--Saxon tribes exercised power at their own will.(F)6.The Vikings began to attack the English coast in the 8th century.(T)7.Henry II built up a large empire which included England and most of France.(T)8.The Magna Carta was designed to protect the rights of both the privileged class and the townspeople.(F)9.The Hundred Years' War was a series of wars fought between England and Normans foe trade and territory.(F)10.In an effort to make a compromise between different religious factions,Queen Elizabeth I actually defended the fruit of the Religious Reformation.(T)Chapter 31.Conventions are regarded less important than common law in the working of the British government.(F)2.The British monarchy has never been interrupted throughout the history.(F)3.In reality,the British King or Queen is the source of all government powers.(F)4.British Parliament is the law--making body of the Commonwealth of Nations.(F)5.Lords Spiritual and Lords Temporal are all members in the British Upper House.(T)6.The members in the House of Commons are appointed rather than elected.(F)7.The British Prime Minister is the leader of the majority party in Parliament.(T)8.Cabinet members are chosen by the Prime Minister from various political parties in Parliament.(F)9.British law consists of two parts,the civil law and the criminal law.(T)10.The legal systems in England, Wales, Scotland and Northern Ireland are much similar in terms of law, organization and practice.(F)Chapter 41.Britain was the first industrialized nation in the world.(T)2.The British economy experienced a relative decline during the postwar period.(T)3.Limited resources and high unemployment rate were persistent problems that prevented rapid economic development in Britain.(F)4.Thatcher's revolution turned out to be a great success in dealing with all the British econimic and social problems.(F)5.The economic approach adopted by Tony Blair is different from that of the Labor party and the Conservative Party.(T)6.Blair made the Bank of England independent in order to separate politics and economic policy.(T)7.Britain is the world's leading exporter of poultry and dairy products.(F)8.The fishing industry provides more than 50%of Britain's demand for fish.(T)9.Britain is an important oil exporter since its oil industry has a long history.(F)10.Nuclear power is one of the major energy sources in Britain.(T)Chapter 51.The British government has been responsible for education since the early 1800s.(F)cation in Britain is compulsory for all children between the ages of 6 and 15.(F)3.The National Curriculum is compulsory in both the state system and the independent system.(F)4.When children finish their schooling at 16, they are required to take a national GCSE examination.(T)5.Graduates from state schools in Britain have a less favorable chance to enter famous universities than those from independent schools.(T)6.In the 1960s, a large number of new universities were founded in Britain.(T)7.Most British people begin their day with reading the morning newspaper and end it watching television in the evening.(T)8.The Times is the world's oldest national newspaper(F)9.The BBC World Service broadcasts only in English throughout the world.(F)10.Some British holidays are celebrated to mark the important events of the Christian calendar, and others are related to local customs and traditions.(T)Chapter 61.The Canterbury Tales is a representative work of the Old English Period.(F)2.Renaissance is characterized by admiration of the Greek and Latin classics.(T)3.Hamlet depicts the hero's struggle with two opposing forces: moral integrity and the need to avenge his father's murder.(T)4.Alexander Pope was a great English poet who also translated Homer's Iliad.(T)5.Jonathan Swift is probably the foremost prose satirist in the English language, and Robinson Crusoe is his masterpiece.(F)6.William Wordsworth and Samuel Taylor Coleridge brought the Romantic Movement to its height.(F)7.Lord Byron distinguished himself by the musical quality of his short poems, such as "Ode to the West Wind".(F)8.Jane Austen was a well--known novelist of the stream of consciousness school.(F)9.Joseph Conrad is classified as a forerunner of Modernism, which prevailed before World War II.(T)10.detailed in his works the dual problems of the Third World: the oppression of colonialism and the chaos of postcolonialism.(T)Chapter 71.The Republic of Ireland occupies the entire area of the island of Ireland.(F)2.The earliest inhabitants in Ireland were Celtic tribes from Europe.(F)3.In the 1800s, Ireland gained in prosperity because it became a part of Britain.(F)4.In the 1930s, Ireland was not indeed a republic,but belonged to the Commonwealth of Nations.(T)5.To support the government's neutrality in World War II, there was no Irishman participating in the war.(F)6.With the help of Britain, Ireland entered the EEC in 1973 without difficulties.(F)7.In 1949, Britain recognized the independence of the Irish Republic and returned the six northern countries.(F)8.In Ireland, both the House of Representatives and the Senate have the power of making laws.(F)9.English is the only official language in Ireland, because the majority of people speak it as their tongue.(F)10.Catholicism in Ireland is more than a mere matter of private faith.(T)Chapter 8。
AP Calculus AB Syllabus
Course OverviewMy main objective in teaching AP Calculus AB is to enable students to appreciate the beauty of calculus and receive a strong foundation that will give them the tools to succeed in future mathematics courses. Students know that they will work hard, and our expectation is that this hard work will enable them to succeed in the course. We work together to help students discover the joys of calculus.Primary TextbookJon Rogawski, Calculus for AP, 2nd edition, New York: W.H.Freeman and company,2012. David S. Kahn, Cracking the AP Calculus BC exam, 2015 edition, New York, 2014.Course PlannerFunctions and Graphs (Chapter 0)Students complete this review of precalculus materials over the summer.Key Concept: Limits (Chapter 1)2 weeks1. Limits, Rates of Change, and Tangent Lines2. Limits : A Numerical and Graphical Approsch3. Basic Limit Laws4. Limits and Continuity5. Evaluating Limits Algebraically6. Trigonometric Limits7. Limits at Infinity8. Intermediate Value TheoremDifferentiation (Chapter 2)4 weeks1. Definition of the Derivative2. The Derivative as a Function3. The Product and Quotient Rules4. Rates of Change5.Higher Derivatives6. The Trigonometric Functions6. The Chain Rule7. Implicit Differentiation8. The Related RatesApplication of the Derivative (Chapter 3) 4 weeks1. Linear Approximation and Application2. Extreme values3. The mean Value Theorem and Monotonicity4. The Shape of a Graph5. Graph Sketching and Asymptotes6. Applied Optimization7. Newton’s Method8. AntiderivativesMidterm ExamKey Concept: The Integral (Chapter 4)4 weeks1.Approximating and Computing Area2. The Definite Integral3. The Foundamental Theorem of Calculus4. Net Change as the Integral of a Rate5. Substitution MethodApplication of the Integral (Chapter 5)4 weeks1. Area Between Two Curves2. Setting up Integrals3. Volumes of Revolution4. The Method of Cylindrical Shells5. Work and EnergyTeaching StrategiesOn the first day of school, I begin with Chapter 2 (Key Concept: The Derivative). This sets the tone for the year. As discussed in the Student Activities section below, I start with a Calculator-Based Laboratory (CBL) ball toss experiment. Students explore the concept of average rate of change and discover the concept of instantaneous rate of change. Thereafter, student exploration and discovery continue to be an important aspect of the remaining topics.Throughout the course, students work together on a regular basis, both formally and informally. At times, I set up groups to work on a particular activity, but students do not need to be told to work together. Our classroom has tables instead of desks to make it more conducive to group work. When students are working on a problem, they will often work alone initially but then turn to their partners to collaborate.In discovering new concepts, the class works as a whole. It is not necessary for students to raise their hands. If students have a thought to share, they are welcome to make a contribution. If they are so inclined, students will go up to the board to illustrate a point. At times, I am able to step back and just listen to the interaction among my students as they explore a topic.Technology can be used to help make calculus concepts come alive and it enables students to “see” what is being discussed. Students are issued TI-89 calculators. Our classroom also contains 10 computers and a SMART Board. We use TI-Navigator, TI Inter Active!, and CBLs. Topics are presented using the “rule of four”: graphically, numerically, algebraically, and orally. Through this multifaceted approach, students gain an in-depth understanding of the material.Student EvaluationStarting in October, I assign six AP free-response questions for students to work on for two weeks. Students may work on these questions with one other person and come to me for extra help. At the end of the two weeks, I randomly select one of these questions for a quiz. Students are graded as they would be graded on an AP Exam. Students are expected to explain the solutions to problems using written sentences. (Free-response questions and scoring guidelines are available on AP Central®.)When the second semester begins in February, we work on multiple-choice sections of AP Calculus Released Exams. Students have two weeks to complete a multiple-choice section. They may work on these questions with one other student and come to me for extra help. At the end of the two weeks, students hand in their work for grading. They are also quizzed on selected questions from the work they submit. The multiple-choice work alternates with the free-response work until the AP Exam administration.Student Activities1. On the first day of school, we begin the study of derivatives with a CBL experiment. Students toss a ball in the air and examine the height-versus-time graph generated. They fit the data with a quadratic equation for the position function to determine how high the ball went and how long it was in the air. Students compute the average velocity over a time interval. They are then asked to determine the velocity of the ball at exactly 0.06 seconds after the ball was tossed and explain how their answer was obtained. Finally, they zoom in on the graph of the position function near t = 0.06 until the graph looks like a line. Students find the slope of the line and compare it to their estimation of the instantaneous velocity at t = 0.06.2. When students are first learning about derivatives, I sketch the graph of an unknown function on the board. Each student comes up to the board and plots a point that would lie on the graph of the derivative of the function. We watch as the graph of the derivative unfolds. For example, I often graph a sine function on the board. At the maximum value of this function, the derivative would be zero. Students are anxious to plot these points. At the points of infection, the derivative would be at a maximum or minimum. These are also easy points to plot. Gradually, students fill in the remaining values, and we can see that the derivative of a sine function is a cosine function.3. During our study of related rates, students suck on Tootsie Roll Pops to deter-mine the rate of change of their r adius; they then calculate the rate of change of the Pops’ volume. Students measure the initial radius of a Pop with dental foss. They then suck on the Pop for 30 seconds, record its radius, suck for another 30 seconds, etc. They model the rate of change of the radius with some function of time. Students then use this rate of change to estimate the rate of change of the volume of the Pop when its radius is three-fourths of its original radius. This lab, “How Many Licks?,” can be found in Ellen Kamischke’s b ook, A Watched Cup Never Cools. [SC5]4. The study of optimization can be made more meaningful to students by asking them to design an optimum can. Students obtain a can of soda, soup, tuna, etc. They measure the height and diameter of the can and determine its volume. They then find the radius and height of the most cost-effective can that will hold the same volume and write an explanation, using well-written sentences, of the mathematics involved in making their determination. Students then construct the most cost-effective can, bring their original can and constructed can to school, and make a presentation to the class.5. After learning how to approximate a definite integral, students use these techniques to calculate the distance covered during a 20-minute drive with a friend or parent. Before beginning the drive, students record the car’s odometer read ing. Using the speedometer, they record the car’s speed at 1-minute intervals, noting any traffic conditions. At the end of the drive, they check the odometer reading again. Students then graph speed versus time and use integration techniques to approximate the distance traveled over the 20-minute interval.They compare this distance with the actual mileage determined by the odometer. Students are often amazed at the closeness of their approximation to the odometer reading. Students are to write a report on this project that includes an explanation of data collection, graphing of the data, interpretation of the data, and the closeness of their approximation to the odometer reading.6. As an introduction to slope fields, I use an activity from the AP CalculusTeacher’s Guide. Using the graphing-calculator screen with the grid turned on, I project a 3 x 3 grid onto the board and assign each student several coordinate points in the region (([1, 1], [1, 2]), etc.).For a given differential equation, each student computes the slope at his or her coordinate position and then goes to the board to draw a short line segment with the calculated slope and the coordinate point as the midpoint of the segment. For example, if dy/dx = y, the student with coordinates (1, 1) would go to the board and at the point (1, 1) draw a short line segment with a slope of 1. The student with coordinates (1, 2) would go to the board and at the point (1, 2) Draw a small line segment with a slope of 2. (It is important that the second student draw a line segment whose slope is steeper than the slope of the fi rst student’s line se gment.) Continuing in this fashion, the class would complete the slope field. The students then use their calculator to graph a solution found analytically to the differential equation. The students are asked to use the graph obtained with their calculator to interpret the results and to support their conclusions obtained with the slope field. At this point, all sorts of discussions can ensue.7. One of the most difficult concepts for me as a student of calculus was finding the volume of solids. If students cannot visualize the solids, they have a more difficult time understanding how to compute the volume. To enable students to “see” the solids of revolution, I have purchased several “open-up” party decorations from a party supply store. Instead of just di scussing how aline revolving around an axis forms a cone, students see the cone generated. (I found an open-up ice cream cone in one of the party stores.)I bring cans of Play-Doh into school and ask students to construct solids whose bases are bounded by two curves and whose cross sections are squares or equilateral triangles, etc. For example, students are given the graph of a circle and asked to construct a solid in which each cross section perpendicular to the base is an equilateral triangle. Students build the solids using Play-Doh and then use plastic knives or dental floss to cut through the solid and obtain the required cross sections.Students also use the Winplot program on the computer and see the solids come alive.We finish off this topic with two activities from Work Smarter Not Harder, a book of labs accompanied by a disk of calculator programs. Students can download a program onto their calculators that will enable them to enter a function, graph the function, and rotate the function about a line. The calculator will then display a cross section of the solid generated. Another program enables students to enter a function and display a cross section that is a square, isosceles right triangle, etc. By the time the students have completed these activities, they are quite comfortable with the topic.。
ap心理学简答题赋分规则
ap心理学简答题赋分规则Psychology is a complex and diverse field that seeks to understand the human mind and behavior. In order to assess and evaluate the knowledge and skills of students in this field, it is common to assign short answer questions in exams. These questions require students to provide concise but thorough responses to demonstrate their understanding of the material.心理学是一个复杂多样的领域，旨在了解人类的心智和行为。
为了评估学生在这一领域的知识和技能，常常会在考试中布置简答题。
这些问题要求学生提供简明扼要但又深入的回答，以展示他们对材料的理解。
When it comes to scoring short answer questions in psychology exams, there are typically specific guidelines and rubrics in place to ensure consistency and fairness. These guidelines may include criteria such as clarity of expression, depth of understanding, accuracy of information, and use of appropriate terminology. By adhering to these guidelines, instructors can effectively evaluate and assign scores to student responses in a systematic and objective manner.在心理学考试中对简答题进行评分时，通常会有特定的指导方针和评分标准，以确保一致性和公平性。
英语a级笔记
英语a级笔记English A-Level NotesIntroduction to A-Level English- A-Level English is a qualification offered to students in the UK and internationally.- It is designed to develop critical thinking, analytical skills, and an appreciation for literature.- Students typically study a range of texts fromdifferent periods and genres.Key Components of A-Level English1. Literature: Studying classic and contemporaryliterature to understand themes, styles, and context.2. Language: Analyzing language use in various forms, including spoken, written, and non-verbal communication.3. Critical Analysis: Learning to critically evaluate texts and develop personal interpretations.4. Essay Writing: Developing the ability to write structured, well-argued essays.Study Techniques- Reading: Regular reading of set texts and additional materials to broaden understanding.- Note-Taking: Keeping organized notes on themes, characters, and literary devices.- Discussion: Engaging in class discussions to refine analytical skills and gain different perspectives.- Practice: Regularly practicing essay writing and revising past papers.Exam Preparation- Revision: Create a revision timetable to cover all topics and texts.- Past Papers: Work through past exam papers to familiarize with question types and exam format.- Essay Planning: Develop a system for planning essays to ensure they are well-structured and meet the word count.- Time Management: Practice time management during mock exams to improve efficiency.Common Themes in Literature- Identity: How characters define themselves and theirplace in society.- Power and Control: The dynamics of power and how it is exerted and challenged.- Love and Relationships: The complexities of human relationships and emotions.- Conflict: The resolution or escalation of conflicts within and between characters.Analytical Approaches- Feminist Criticism: Examining gender roles and power dynamics.- Psychoanalytic Criticism: Analyzing the psychological aspects of characters and narratives.- Marxist Criticism: Considering the economic and class struggles within texts.- Postcolonial Criticism: Exploring themes of colonialism and its aftermath.Conclusion- A-Level English is a comprehensive course that challenges students to think deeply about literature and language.- By mastering the skills taught in this course, students will be well-prepared for further studies in humanities and related fields.- Remember, practice and consistent effort are key to success in A-Level English.。
教学法考试
教学法考试unit 3一，填空题。
1.The development of ELT since 1978 can be divided into four major phases:Restoration,Rapid Development,Reform,and Innovation.2.It was in the 1993 syllablus that the world “communication”was used in the objectives ofteaching for the first time.3.The overall aim of the curriculum for nine-year compulsory education is to develop students?comprehensive abilities in language use.4.For any education education change ,teachers are the crucial factors as they are the agents forimplementing the new ideas.5.Faced with the new curriculum ,English teachers are expected to change in many ways.First,they are expected to change their v iews about language which is not a system of liguistic knowledge but a means for communication.二，名词解释Define the words and phrases below;1.NEC:( New English Curriculum)2.PEP:(People's Education Press)3.ELT:(English Language Teaching)4.NFLTRA:(The National Foreign Language Teaching and Research Association)5.九年制义务教育：（nine-year compulsory education）三，简答题1.The framework of objectives in the new National English CurriculumOverall Language Ability:a.Affect: International perspectives, Patriotism, Confidence, Motivationb.Cultural: Knowledge, Understanding, Awareness/doc/c05156329.html,nguage Knowledge: Phonetics, Grammar, V ocabulary, Functions, Topics/doc/c05156329.html,nguage Skills: Listening, Speaking, Reading, Writinge.Learning Strategies: Cognitive, Self management, Communication, Resourcing2.What's the relationship between educational change and teachers?For any educational change, teachers are the crucial factors as they are the agents for implementing the new ideas. Their contributions to and participations in the innovation are essential. Without their willingness, understanding, cooperation adn participation,there can be no changes. However, to many teachers change is rather painful and stressful experience as they are bound to "cope with both the mental and emotional demands of relearning aspects of their professional culture in order to be recognised as a competent professional using the new approach".3.Faced with the new curriculum, what ways are English teachers expected to change in?First, they are expected to change their views about language which is not a system of linguistic knowledge but a means for communication. Second, they are expected to change their traditional role of a knowledge transmitter to a multi-roleeducator. The teaching objectives of the new English curriculum requires that language teaching is more than just teaching the knowledge and skills, it includes caring for students' affective needs, developing their learning strategies, widening up their cultural horizons and establishing international perspectives through the processof language learning. Third, teachers are expected to use more task-based activities and put the students in the center of learning. Fourthly, teachers are expected to use more formative assessment in addition to using tests. Last but not least, teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.4.The brief history of foreign language teaching in China is divided into five parts, what are they?Foreign language teaching before 1978, a phase of restoration (1978--1985), a phase of rapid development (1986--1992), a phase of reform (1993--2000), a phase of innovation from 20005.Please list the six designing principles for the National English Curriculum for the Nine-year Compulsory Education.a.Aim for educating all students, and emphasise quality-oriented educationb.Promote learner-centredness, and respect individual differencec.Develop competence-based objectives, and allow flexibility and adaptabilityd.Pay close attention to the learning process, and advocate experiential learning andparticipatione.Attach particular importance to formative assessment, andgive special attention to thedevelopment of competencef.Optimize learning resources, and maximise opportunities for learning and using the language.3 The National English Curriculum一、判断题1. Summative assessment should focus on assessing students? overall language ability and the ability to use the language.2. The overall aim of the curriculum for nine-year compulsory education is to develop students? comprehensive abilities in langu age learning.3. The design of the new National English Curriculum divides English language teaching and learning into nine competence-based levels.4. The phase of innovation from 2000 is characterized by a firm and urgent call from the government for quality-oriented education.5. It was in the 1993 syllabus that the word “communication” was used in the objectives of teaching for the first time.二、填空题1. Classroom teaching should become a process during which students are guided by the teachers in , , , demonstrating personal characters, developing intelligence and broadening their views and visions.2. The assessment for the nine-year compulsory education should be geared toand in learning.3. The development of ELT since 1978 can be divided into four major phase: Restoration, , Reform, and .4. In the new National English Curriculum, there are five objectives. They are affects, , language skills, , .5. The assessment system for the nine-year compulsory education should include both______ and ______ assessment.三、名词解释题1. Assessment2. NFLTRA3. ELT4. PEP5. SEdC四、简答题1. Faced with the new curriculum, in what ways are English teachers expected to change?2. List at least three designing principles of the Notional English Curriculum for Nine-year Compulsory Education.3. With the new English curriculum, the teachers are facing many challenges. So can you give some advise to them to deal with changes and challenges in the process of curriculum reform?4. What did we do in order to ensure a smooth a transition to the New National English Curriculum in 2005?5. Please list at least 7 points of difficulties or problems that English teachers may encounter in teaching English.判断题1. T (P 43, line 14)2. F (P 42, line 29)3. T (P 46, line 1)4. T (P 41, line 3)5. T (P 40, line 27)二、填空题1. constructing knowledge, developing skills, being active inthinking (P 42, line 4)2. stimulating students? interests, cultivating their aut onomy in learning (P 43, line 8 )3. rapid development, innovation (P 39, line 11)4. cultural awareness, language knowledge, learning strategy (P 45 图)5. formative, summative (P 43, line 10)三、名词解释题1. A progress which is designed to make an estimate for the students? learning. It should be geared to stimulating students? interests and cultivating their autonomy in learning. The system should include both formative and summative assessment. (P 43, line 8)2. The National Foreign Language Teaching and Research Association3. English Language Teaching4. the People?s Education Press5. State Education Commission四、简答题1. First, they are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.Second, they are expected to change their traditional role of a knowledge transmitter to a multi-role educator.Thirdly, teachers are expected to use more task-based activities and put the students in the centre of learning.Fourthly, teachers are expected to use more formative assessment in addition to using tests.Last but not least, teachers are expected to use modern technology in teaching, creating more effective resources forlearning and for using the language. (P 48)2. ①aim for educating all students, and emphasize quality education.②promote learn-centeredness, and respect individual differences.③develop competence-based objective, and allow flexibility and adaptability.④pay close attention to the learn ing process, and advocate experiential learning and participation⑤attach particular importance to formative assessment, and give special attention to the development of competence.⑥optimize learning resources, and maximize opportunities for learning and using the language. (P 42-43)3. ①have a open mind towards different kinds of ideas about and approaches to teaching.②be willing to try out new ideas and find out if they work or not.③use the resources available to help you with teaching and self-learning..④reflect on your own teaching and beliefs about teaching. (P 49, line 20)4. First, to start the design of a new national English curriculum which is to be extended to primary education;second, to revise the 1993 syllabus for immediate implementation in 2001 in junior and senior high schools on the sane rationale for the new curriculum without making dramatic changes to the basic structure of the syllabus;thirdly, to design a Basic Requirement for Primary School English and start introducing primary school English step by step nationwide from 2001;fourthly, to pilot the new curriculum for nine-year compulsory education from 2001 to 2004 and implement it in 2005. (P 41, line 18)5. ⑴ Teaching ideas and methods are out of date⑵ Inappropriate textbooks⑶ Wrong expectation from the public⑷ Lack of language environment⑸ Lack of interest on the part of the learners⑹ Teaching for the purpose of testing⑺ Teachers? lack of training⑻ Too many students in one class⑼ Students high cores VS low abilities⑽ O ne?s own language proficiency as an important source of confidence⑾ Already over-loaded work and responsibilities⑿ Lack of support and encouragement from the school principles and colleagues⒀ Lack of professional training on theories and practice of education and on ELT (P 49, lineUnit 4一．填空题：1. Principles for good lesson planning: , variety, , learn ability, and2. Teaching objectives emphasis on , knowledge, , strategies and3. Lesson planning can be done at and levels.4. The major components of a lesson planning are i.e. background information, aims, language contents and skills, , teaching aids, summary, option activities and assignments, as well as5. Robertson and Acklam propose three additional elements for a good lesson. They are E.S.A... …E? stands for …S? stands for …A? stands for二．True or False Statements.1.Because different teachers have different teaching styles, so we don?t need to follow somecertain guidelines in the lesson plan.2.Robertson and Acklam(ibid) propose three additional elements for a good lesson. They areE.S.A…. E stands for engage, S stands for students, A stands for activate3.The 3P model is presentation, practice, and production.4.In a lesson planning, the first thing the teachers need to detail is his/her teaching aims.5.An experienced teacher doesn?t need to do a lesson planning.三．名词解释1. The definition of lesson plan2. What does the principle of “flexibility” mean in a lesson plan?3. What is micro planning?4. What?s a “starter” in teaching stages?5. What does E.S.A. stand for?四．简答题1. What do language teachers benefit from lesson planning?2. What?s Macro planning?3. What components should be included in a language lesson plan?4. What are the principles for good lesson planning？5. What are the advantages of the PPP model?答案：一．填空题1. Key: aim, flexibility, linkage2. Key: language skills, affects, culture awareness3. Key: macro, micro4. Key: stages and procedures, after lesson reflection5. Key: engage, study, activate二．T or F1. T P552. F P663. T P594. F P565. F P51三．名词解释1.第51页第二段: a lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to beorganized, and techniques and resources to be used in order to achieve the aims of the lesson.2.第52页第五段3.第54页第三段micro planning is planning for a specific unit or a lesson which usually lasts from one to two weeks or forty to fifty minutes respectively. It is often an individual activity and different teachers may have different ways of writing their own lesson plans.4.第59最后一段a starter is an activity or a series of activities that a teacher does at the beginning of the lesson, which, though does not take long in a lesson, can fulfill a wide range or purpose.5.第66页倒数第二段E stands for engage—to get students interested in what they learn; S stands for study—there must be some new language or new experience to be gained; and A stands for activate—students should have the chance to produce language in meaningful ways.四．简答题1. Language teachers benefit from lesson planning in a number of ways.Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson. Ts need to know what their Ss to be able to do at the end of the lesson and they can plan the activities and choose the techniques accordingly.Secondly, it helps distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficult levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning give Ts the opportunities to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good planning gives Ts, especially novice Ts, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss? rea ction and performance in class rather than themselves.Fifthly, when planning the lesson, the T also becomes aware of the teaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism. P522. Macro planning is planning over a longer period of time, for instance, planning for a whole programme or a whole-yearcourse. This is often done by a group of teachers who are to teach the same course. In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall feeling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following: Knowing about the profession Knowing about the institutionKnowing about the learnersKnowing about the syllabus/curriculumKnowing about the textbookKnowing about the objectives3. background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assi gnments, and teacher?s after-lesson reflection. P54-P554. Lessons may have different focuses, grammar, vocabulary, reading or writing. There are five major principles behind good lesson planning: Aim, variety. Flexibility, learn ability and linkage. Aim: the realistic goals for the lesson.Variety: different types of activities and a wide selection of materials.Flexibility: extra and alternative tasks and activitiesLearn ability: the contents and tasks should be within the learning capability of the students. Linkage: the stages and steps are somehow liked with one another. P53-P545. 第59页第三段first it is clear and easy to conduct by the teachers. Secondly, it is easy to evaluate as there are often clear goals to be obtained. Thirdly, there is the belief that learning with a focus on rules can be automatized through practice as a set of habits.41.Teachers need to think about the aim to be achieved, materials to be covered, activities to be organised, and techniques and resources to be used, in order to achieve the aims of the lesson.2.No teaching/learning situation is really static, social and educational circunstances change, views of methodology change, and resources available change.3Priciples for good lesson planning : aim , varity , flexibility and learnability , linkage .4、Lesson planning should be done at two levels macro planning_ and_micro planning .5、PPP model refers to presentation_，practice, _production_.二、Explain the glossary1、Macro planning: planning over a longer period of time, for instance, planning for a whole programme or a whole-year course.2、Flexibility: Flexibility means preparing some extra and alternative tasks and activities as the class does not always go according to the plan so that the teachers always have the options to cope with the unexpected situations rather than being the slaves of written plans or one methodology.3、Lesson plan :a framework of a lesson in which teachers make advance decisions about what they hope to achieve and they would like to achieve it.4、Linkage: p545、Micro planning : planning for a specific unit or a lesson,which usually lasts from one to two weeks or forty to fifty minutes respectively.micro planning is often an individual activity and different teachers may have different ways of writing theirown lesson plan.三、Answer the questions1、Please state what should be include in a good lesson planning ?Background information, teaching aims ,language contents and skills,stages and procedures,teaching aids, end of lesson summary,optional activities and assignments,after lesson reflrction2、What's the relationship between macro planning and micro planning ?p54Of course, there is no clear cut …language teaching take place.3、Lesson planning is important in the process of teaching, so a good lesson planning canbenefit both teacher and student a lot. Please give some benefit of the good lesson planning？p52-534、What contents should be considerate in the part of after lesson reflection？p60 last paragraph5、For almost every lesson, a good starter is necessary and important .Please fulfill a wide purposeof it. p59 first paragraphUnit 51. Based on the functions the teacher performs in different activities, Harmer defines the teacher?s roles as controller, , organiser, , prompter , .2. An important feature of today?s language classroom is that students do not always study as one big group. The most common student grouping are whole class work, , group work, .3. One classification of question types is a taxonomy proposed by Bloom, which is knowledge, comprehension, , , ,evaluation.4. There are different ways and techniques for correcting errors, such as direct teacher correction,, , , whole class correction, etc.5. refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Term Explanations1.prompter2.pair work3.high-order questions4.genuine questions5.mistakeTrue or False Statements1.Generally classroom instructions include all classroom language that teachers my use forteaching purposes as well as for managing teaching.2.Teachers sometimes could punish students for the indisciplined acts in order to create a codeof behaviors.3.When students are working in groups, the teacher can join each group for a while, as aparticipant or a leader or a inspector.4.If the indiscipline is so disruptive as to hinder the progress of the whole class, the teachershould stop the class and make it clear what is wrong.5.The more communicative an activity is , the more control it needs.\Answering Questions1.how should the teacher deal with the indisciplined students?2.when should the teacher corre ct students? mistakes?3.how the teacher to be a good assessor?4.how should the teacher use the grouping method of whole class work?5.what do classroom instructions include?Answers1.assessor, participant, resource-provider2.pair work, individual study3.application, analysis, synthesis4.indirect teacher correction, self-correction, peer correction5.disciplineTerm Explanations1.Prompter is the role of the teacher giving appropriate prompts when students are not surehow to start an activity, or what to do next, or what to say next. For example, when a student doesn?t seem to be ready for an answer, the teacher can give hints.2.Pair work refers to the time when students work in pairs on an exercise or a task. It could bea dialogue reading, a game or an information-gap task between the two students.3.High-order questions refer to those that require more reasoning, analysis, and evaluation ofinformation or memorization of facts.4.Genuine questions are questions which are used to find out new information and since theyoften reflect real contexts, they are therefore more communicative.5. A mistake refers to a performance error that is either a random guess or a …lip of tongue?, andit is a failure performance to a known system. It has nothingto do with the language competence, but a result from temporary breakdown. When it is challenged or given enough attention, a mistake can be self-corrected.True or False Statements T F F T F1. Indisciplined students are not bad students, and sometimes they are not aware of their indisciplined acts. So when the teacher is trying to act against discipline, he should be careful not to hurt the students.1)deal with it quietly. If the problems involve only one student, the teacher?s action should be a quiet response so that it will av oid other students? attention.2)don?t take things personally. When something happens, the teacher should try to address the problem rather than the student as the object. Besides, the teacher should relate to the problem impersonally even if the criticism is meant personally.3)don?t use threats. Threats are never constructive measures against indiscipline. In most cases, threats cause negative affective state and resistance to cooperation.2. Generally, it is best not to interrupt students during fluency work unless communication breaks down. If the student has got most of his language right but has made a trivial mistake, it is sometimes wise to let the mistake pass. If there are some common mistakes that other students might also have problems with, the teacher can take a note in his/her mind and try to do the correction after the student?s performance. However, during accuracy work, the teacher may need to intervene more because the purpose of the activity is to get what is learned right.3. It?s generally believed it is a major part of a teacher?s job to assess the students? work. As an assessor, the teacher does two things, that is ,correcting mistakes and organizing feedback.Correcting should be gentle. That is to say that the teacher should show that incorrectness has occurred, but not make a big fuss about it. While organizing feedback is an effective way to assess students? performance so that they see the extent of their success or failure. When organizing feedback, the teacher should focus on stud ents? success or progress so that a success-oriented learning atmosphere can be created.4. whole class work is normally used when presenting and explaining new language or new information, checking answers, doing accuracy-based reproduction and summarizing learning. And it should be used widely by teachers. During the whole class work, the teacher should be cautious not to speak too much. Make the presentation and explanation brief and concise in meaningful contexts and then try to elicit replies or answers from the students.5. classroom instructions refer to the type of teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.5Blank Filling1.According to Harmer, as an assessor,the teacher does two things, that is , correcting mistakes and . key: organising feedback2.The most common student grouping are whole class work, , group work, and individual work. key : pair work3. The teacher can join each group for a while , but only as anot as a leader or inspector. key : participant4. Questioning is a critical skill for teachers because it is the most common form of between the teacher and the students in the classroom. key: interaction5. A mistake refers to a performance error that is either a ora slip of tongue, and it is a failure performance to a known system. key : random guessGlossary1.group work :key: Group work refers to the time when students work in small groups./doc/c05156329.html,prehension:key: Comprehension refers to understanding of facts and ideas by organising ,comparing, translating,interpreting,describing,and stating the main ideas.3.individual work:key: Individual work is the stage when students are excepted to work on their own at their own speed.4.evaluation:key: Evaluation refers to present and defend opinions by making an informed judgement about information or ideas based on a set of criteria.5.classroom management:key: Classroom management is the way teachers organise what goes on in the classroom Short Answer1：The teacher has 6 roles when she or he gives a class, what are they?key: P 70. 71.72 mainly refer to controller; assessor; organizer; prompter and resource-provider.2: Teacher has new roles now, what are they?key: p72 mainly refer to teacher as facilitators, teachers as guides, teachers as researchers3: How many types do students growing have and what are they?key: p 74.75 mainly refer to whole class work, pair work, group work, individual study.4: Harmer suggests some measures for indisciplined acts and badly behaving students, what are they?Key: p81 mainly refer to 1）act immediately 2)stop the class3)rearrange the seats4)change the activity5）talk to students after class6）create a code of behaviour5: What advice Ur (1996) gives about problems in the class?Key: p81.82 mainly refer to 1)deal with it quietly2)don?t take things personally3）don?t use threats.Unit71 teaching can enhance learner proficiency and and facilitate the internalization of its syntactic system.2 Three of the most important ways of presenting grammar are the ,theand the guided discovery method.3 Grammar practice is usually divided into two categories, and meaningful practice.4 In , the students change a given structure in a way so that they are exposed to another similar structure.5 Practice based on is usually considered as meaningful practice.名词解释1Deductive method 2Practice 3Mechanical practice 4Transformative drill5The guided discovery method简答题1.Why do you think grammar is important, or why not?2.List three frequently used ways of presenting grammar in the classroom, which are mentioned in the textbook, and compare them, and their merits and drawbacks.3.As far as the grammar practice is involved, how to use mechanical practice and meaningful practice?4.List 6 ways of using prompts for practice in grammar practice.True or false statement1.The value of teaching grammar has been a focus of debate and because language teaching and learning contexts vary so greatly that perhaps there will never be a solution to it. T2.In teaching of grammar, the guided discovery method is superior than the deductive method and the inductive method. F3.Mechanical practice and meaningful practice are quite different from each other, but still are possible to be combined together when teaching grammar.T4.In mechanical practice the focus in on the production, comprehension or exchange of meaning.5.The understanding of how to teach grammar is no less controversial than the value of grammar in language learning.T 答案：1grammar, accuracy; P1032 deductive method, inductive method; P1043mechanical practice; P1094transformation drills; P1095prompts; P112答案1. theductive method relies on reasoning, analyzing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher。
辩论的系统学习法
辩论的系统学习法英文回答：Systematic Approach to Debate。
I have developed a systematic approach to debate that has helped me improve my skills significantly. Here's an overview of my framework:1. Choose a side and research. The first step is to choose a side to argue for. This will determine your research focus. Conduct thorough research on your side, gathering evidence from credible sources.2. Build a logical argument. Once you have a good understanding of the issue, start building a logical argument. Identify your main points and supporting evidence. Use logical fallacies to refute opposing arguments.3. Practice speaking. Debating is a skill that requirespractice. Find opportunities to speak in front of others, such as joining a debate club or participating in class discussions. Record yourself and analyze your performance.4. Seek feedback. Ask for feedback from experienced debaters, coaches, or teachers. This will help you identify areas for improvement and refine your arguments.5. Stay informed. Keep up-to-date on current events and issues that are likely to be debated. This will give you a wider range of knowledge to draw upon.6. Be confident. Confidence is key in debating. Believe in your arguments and deliver them with conviction. Don't be afraid to challenge and debate with others.7. Learn from your mistakes. Debating is a learning process. Don't be discouraged by losses or setbacks. Analyze your performance, identify your mistakes, and learn from them.Examples:I recently debated the motion "Social media has a positive impact on society." In my preparation, I researched both sides of the issue and gathered evidence to support my argument that social media fosters connection, facilitates information sharing, and empowers individuals.During the debate, I used logical fallacies to refute opposing arguments, such as addressing the "straw man" fallacy when the other side misrepresented my position. I also practiced my delivery to ensure clear and concise speech.After the debate, I asked for feedback from my coach. He praised my logical structure and strong evidence but suggested I work on controlling my nerves and speaking more confidently.中文回答：辩论的系统学习法。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Biology, Chemistry, Environmental Science, and Physics Laboratory Experience
I have included a list with the names of the laboratory and/or field work investigations along with the total amount of required time students must spend devoted to lab experiences. (Biology) I have included a minimum of two student-directed inquiry-based labs in each of the four big ideas and identified the science practices addressed within each lab.
Organization
My syllabus represents my course-long plan, structured according to an organizing principle of my choice (e.g. unit, month, week, etc.) and includes: What will be taught in the course (include all that apply): topics, themes, conceptual approaches, and/or skills. Where appropriate or necessary, you have described assignments, assessments, or class activities (e.g. required readings, essays, projects, exams, quizzes, activities, and/or problem sets) to provide evidence of a particular curricular requirement.
Syllabus Preparation Resource Review
I have read the most recent AP Course and Exam Description. I have reviewed the Curricular and Resource Requirements. I have reviewed the Syllabus Development Guide and have checked my syllabus against the guide to ensure that I have the appropriate level of evidence to obtain course authorization. I have reviewed the four Annotated Sample Syllabi. I have reviewed the Example Textbook list, if applicable.
AP Course Audit Syllabus Self-Evaluation Checklist
Preliminary Resource Review for revised AP Courses (e.g. Biology, Latin, World History)
I have reviewed the Curriculum Framework and identified ways to reflect the intended reduction in breadth in the course in my syllabus. I have reviewed the AP lab manual as applicable; for ideas to implement student-directed laboratory experiences in my course. I have reviewed the Course Planning and Pacing Guides for models and approaches for planning and pacing my curriculum. I have reviewed the AP Textbook Correlations resource as applicable; to ensure that I understand the textbook content available to select appropriate illustrative examples identified in the Curriculum Framework.
Identification
To ensure my anonymity when my syllabus is reviewed, neither my name nor my school’s name appears on the syllabus (my syllabus will be automatically linked to my Course Audit form upon submission).
Instructional Materials
For courses that use a textbook, you have included complete bibliographic citation (author, title, publisher, year, and edition) for the primary textbook used. As applicable to my course, and to best demonstrate how my course meets the curricular requirements, you have included a list or brief description of the types and quantity of instructional materials you use beyond the textbook (e.g., primary sources, newspapers, journals, audiovisual materials, software, model of graphing calculator, cher-created packet or several individual texts in place of a textbook, you have included a list or brief description of these items.