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Module9Unit3教案-七年级英语上册

Module9Unit3教案-七年级英语上册

《英语》(新标准)(初中阶段)七年级上册M9U3教学设计Module 9 People and placesUnit 3 Language in use教材分析本单元是第一、第二单元的综合,是前两个单元语言知识的运用平台,即现在进行时态的使用。

其中,本单元的“Around the world”内容上与第二单元不同地方的人们在同一时间的不同行为相呼应,并拓展了相关知识,帮助学生在体验中外文化的异同中形成跨文化意识。

教学目标1. 语言知识目标:能用“ be doing something” 的结构描述正在做或正在发生的事情2. 语言技能目标:1) 能够根据图片、视频、真实行为等描述自己或他人正在做或正在发生的事情2) 通过阅读,能够仿写明信片3) 归纳现在进行时中动词的变化规则3. 学习策略:1) 通过观察重点句型,了解本模块的语言点2) 在小组合作的过程中互相学习4. 文化意识:了解不同地方人们生活上的异同5. 情感态度:通过了解其他国家或地区人们的生活,让学生提升对异国文化和生活习俗的兴趣,加深对本国文化的认识教学重点与难点重点:运用be doing something 结构描述正在发生的事情难点:运用现在进行时制作一则广播报道教学辅助电脑,投影仪,白板教学策略根据学生对前两个单元的掌握情况,灵活采用传统互动结合法的策略教学内容教学活动设计意图教师活动学生活动步骤 1 1. 复习 1. 通过复习Unit 12的标复习与热身(7分钟)1) 复习第1,第2单元的标题,大声朗读第2单元的短文。

2) 接力背诵短文。

2. 游戏11) 老师示范“猜国家”的游戏。

如:It’s twelve o’clock now. People aren’tworking. They are having lunch. They are eatinghotdogs or hamburgers for lunch. Where arethey?2) 让学生仿照老师,描述一个被猜的国家。

小学英语《Module 4 Unit 1 What are you doing》优质教案、教学设计

小学英语《Module 4 Unit 1 What are you doing》优质教案、教学设计

《Module 4 Unit1》教学设计【教学内容】外语教学与研究出版社《英语》学生用书第四册第四模块第一单元【教材简析】本册教材为外语教学与研究出版社《英语》学生用书第四册,共分为10 个学习模块和1 个复习模块。

每个模块分为两个单元。

第一单元多少以对话的形式呈现,是新知识的呈现和运用部分,第二单元则多少提供了若干任务型练习和活动,是新知识的巩固和拓展部分。

本册书共有Weather, Family, Activities, Telephone, Games, Routines, Children’s Day, Positions, Directions 九个话题。

同时,我们将学习33 个主要句式与单词表中呈现的122 个单词。

本册所安排的6 首歌曲,1 首诗歌,2 首韵律诗,1 首rap,为教学提供了生动活泼的活动内容,让学生们从中体验、感受语音的规则并巩固相应的知识要点。

在学习中,我们和学生一起了解发生在Amy\ San\ Daming 之间的一个有趣的故事,并同时学习如何用英语来询问天气的情况:听大明如何用英语介绍他的摄影作品:走进芳芳的内心世界去了解她不快乐的原因:通过询问路线帮助Sam 去找Daming 的家等等。

本册教材在知识点的编排上注意了将同一语法点在不同的模块里反复出现,如:2-8 模块以现在进行时为主要语法点,依次对现在进行时态不同人称的陈述句、否定句和一般疑问句进行学习, 让学生循序渐进地掌握知识。

本课时为第四模块的第一课时,话题主要为making calls,主要是两个对话的学习:Are you drinking? No, I’m not. What are you doing? I’m talking to you.用这两个句型来猜测和询问正在发生的事情。

本课的课文情境是Lingling 给Amy 打电话,听到电话里传来噪音,就问Amy 是否在喝饮料或者吃东西,Amy 说自己没喝饮料也没吃东西,Lingling 问Amy 到底在做什么,Amy 开玩笑地说在和她说话呢。

人教版《普通高中教科书英语》编写特点及教学建议

人教版《普通高中教科书英语》编写特点及教学建议

教学人教版《普通高中教科书英语》(以下统称“新教材”)是在普通高中课程标准实验教科书(以下简称“实验版教材”)的基础上,依据《普通高中英语课程标准(2017年版)》(以下统称“课标2017年版”)精心修订编写而成,共10册,分必修(3册)、选择性必修(4册)与选修(3册)。

为帮助一线教师更深入、准确地理解、把握教材,分析使用教材,实现学科的育人价值,本文对新教材的编写指导思想、教材结构以及教材特点进行分析解读,并提出使用建议。

一尧教材主要特点新教材立足中国国情,坚持继承与创新相结合,放眼世界与未来,关注时代的发展变化,深刻把握外语教育发展趋势,以课标2017年版为依据,在编写时着力体现普通高中课程性质、任务和要求,全面反映课程内容,发展学生的英语学科核心素养,促进学生形成适应终身发展和社会发展的关键能力和必备品格。

新教材坚持思想性原则,坚持工具性和人文性的统一,编写理念和设计思路突出了英语学科的育人价值,并有机融入社会主义核心价值观教育,全面贯彻党的教育方针,落实立德树人的根本任务,把培养具有中国情怀、国际视野和跨文化沟通能力,能够“传播中国声音,讲好中国故事”,能够担当民族复兴大任的社会主义建设者和接班人作为教材育人的根本目标。

在主题的选择和听、读文本的编写以及活动的设计上,新教材坚持正确的导向,坚持弘扬正能量,促进学生形成正确的人生观和价值观,在介绍国外优秀文化的同时,也非常重视介绍中华优秀文化,加深学生对中华优秀文化的理解和热爱。

此外,新教材还选取了国内外先进人物事迹,挖掘其精神内涵,旨在让学生充分感受他们的思想品质、科学精神及奉献精神,如John Snow 、Albert Einstein 、詹天佑、林巧稚、杨利伟、钱学森等国内外著名人物,以及改革开放40年来做出杰出贡献的钟南山、袁隆平、屠呦呦等人的先进事迹。

新教材设计充分保证了教材的科学性和高适用性,设定了必修、选择性必修和选修的整体构架,优化调整了单元主题和排列顺序,新增贴近时代发展、展示中外优秀文化的主题,使主题意义更加突出,教材内容的深度和广度也得到提高。

普通高中《英语课程标准》

普通高中《英语课程标准》

普通高中《英语课程标准》
普通高中《英语课程标准》是国家课程的基本纲领性文件,是国家对基础教育课程的基本规范和质量要求,它规定了英语课程的性质、目标、内容框架,提出了教学和评价建议,是教材编写、教学、评估和考试命题的依据。

该标准以培养学生的综合语言运用能力为目标,根据高中学生认知发展水平和学业发展的需求,在进一步发展学生综合语言运用能力的同时,着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力,特别注重提高学生用英语进行思维和表达的能力;形成跨文化交际的意识和基本的跨文化交际能力;进一步拓宽国际视野,增强爱国主义精神和民族使命感,形成健全的情感、态度、价值观,为未来发展和终身学习奠定良好的基础。

该标准在结构上分为四大部分,包括“前言”“课程目标”“内容标准”和“实施建议”,体现了课程改革的新理念和整体要求。

《英语学习》课件

《英语学习》课件
Discover the importance of English in today's globalized world.
Benefits of English Fluency
Explore the advantages of being proficient in the English language.
Business Negotiation SkillRsesume and Cover
Develop strategies for
Letter Writing
successful negotiations in
Create persuasive resumes
English.
and cover letters to impress
forms.
3
Common Word Patterns
Discover common word combinations and collocations to enhance your vocabulary.
Pronunciation and phonetics
Phonetic Symbols
Learn the International Phonetic Alphabet (IPA) to improve your pronunciation.
2
Writing Structure and Organization
Learn how to structure essays, reports, and other written assignments effectively.
3
Grammar for Writing
Explore grammar rules and guidelines to enhance your writing skills.

《英语(第一册)》(中专英语)教学大纲教材:英语(第一册)主编

《英语(第一册)》(中专英语)教学大纲教材:英语(第一册)主编

《英语(第一册)》(中专英语)教学大纲教材:英语(第一册)主编英语(第一册)赵俊峰郝晶中国人民大学出版社:100学时服装设计,国际服装设计,服装工程,服装营销:服设系,国设系,服工系,服营系 Unit 1Speaking: How are you doing?Reading: Text A Greetings and PartingsWriting: How to write a thanks letterReading: Text B Greetings in different countriesSummary: Be and personal pronouns Unit 2Speaking: Tell me about your familyReading: Text A The old daysWriting: Write about your familyReading: Text B Lucky dadSummary: Countable and uncountable nouns/adjectivesUnit 3Speaking: Department storesReading: Text A How did restaurant start?Writing: Write an interviewReading: Text B Shopping at a department storeSummary: There be/articlesUnit 4Speaking: What supplies do you think you need?Reading: Text A Going to school in EnglandWriting: Complete the tableReading: Text B Working and swimmingSummary: The present simple tense Unit 5Speaking: I need to buy a present for my mother’s birthday Reading: Text A That’s interestingWriting: Rewrite the paragraphReading: Text B A good-bye presentSummary: Zero articlesUnit 6Speaking: Where are you from?Reading: Text A No home in AfricaWriting: Why do I like my hometown?Reading: Text B The longest raceSummary: The simple past tense/Used toUnit 7Speaking: Which day is Thanksgiving day?Reading: Text A New Year’s customsWriting: Describing a special foodReading: Text B Greetings around the worldSummary: Dates/NumeralsUnit 8Speaking: Do you like music?Reading: Text A HobbiesWriting: Favorite hobbyReading: Text B Reading good booksSummary: Special questionsUnit 9Speaking: What’s on?Reading: Text A Sold out!Writing: The film or actor I like bestReading: Text B The actorSummary: Modal verbs/Have toUnit 10Speaking: Where are you going to spend your holiday?Reading: Text A Spring festivalWriting: Your plan for this summer holidayReading: Text B American festivalsSummary: Future tense/Be going to“五年制高等职业教育英语课程”符合《五年制高等职业教育实用英语课程基本要求》和《普通高等专科学校英语课程基本要求》。

《AAA英语》(第一册)

《AAA英语》(第一册)
[W]lunch[T]l2nt7[M]n.午餐[v]235355-238015
[W]meet[T]mi:t[M]vt.会见,见面[v]238015-240459
[W]o'clock[T]3'kl6k[M]n.点,点钟
[W]office[T]'6fis[M]n.办公室[v]240459-243137
[W]pork[T]p6:k[M]n.猪肉[v]168357-170821
[W]pudding[T]'pudi9[M]n.布丁[v]170821-173321
[W]recorder[T]ri'k6:d3[M]n.录音机[v]173321-176028
[W]rice[T]rais[M]n.稻子;米,饭[v]176028-178609
[W]drawing[T]'dr6:i9[M]n.图画
[W]letter[T]'let3[M]n.信[v]264032-266509
[W]live[T]laiv[M]vi.居住,生活[v]266509-269162
[W]London[T]'l2nd3n[M]n.伦敦
[W]maths[T]m50s[M]n.数学
[H]recitewordbookfile[N]《AAA英语》(第一册)[C]667[R]蒲公英公司[P][A]come from bdc
[W]basic[T]'beisik[M]a.基本的[v]0-2531
[W]big[T]big[M]a.大的[v]2531-4981
[W]fish[T]fi7[M]n.鱼[v]155711-158299
[W]little[T]'litl[M]a.小的[v]158299-160779

《英语课程标准》

《英语课程标准》

《英语课程标准》English Curriculum Standards。

The English curriculum standards are a crucial framework for guiding the teaching and learning of English language and literature in schools. These standards provide a clear and comprehensive set of guidelines for educators, students, and parents, outlining the knowledge and skills that students are expected to acquire at each grade level. The English curriculum standards are designed to ensure that all students receive a high-quality education in English language arts, and that they are prepared for success in college, career, and life.The English curriculum standards cover a wide range of language and literature skills, including reading, writing, speaking, and listening. They also emphasize the importance of critical thinking, analysis, and interpretation of various texts, as well as the development of effective communication skills. By setting clear expectations for student learning, the standards help to ensure that all students have access to a rigorous and engaging English education.One of the key components of the English curriculum standards is the focus on reading comprehension and literacy. Students are expected to read and understand a variety of texts, including fiction, nonfiction, poetry, and drama. They are also expected to analyze and interpret these texts, and to use evidence from the text to support their ideas and arguments. In addition, students are expected to develop a love of reading and to read independently for pleasure and for information.The standards also emphasize the importance of writing skills, including the abilityto write for different purposes and audiences. Students are expected to write clear and coherent essays, narratives, and arguments, using evidence from the text to support their ideas. They are also expected to conduct research and to use technology to produce and publish writing. By developing these writing skills, students are better prepared to communicate effectively in a variety of contexts.In addition to reading and writing, the English curriculum standards also focus on speaking and listening skills. Students are expected to engage in collaborative discussions, to present their ideas clearly and persuasively, and to actively listen to and respond to the ideas of others. By developing these speaking and listening skills, students are better prepared to communicate effectively in both academic and real-world settings.Overall, the English curriculum standards provide a comprehensive and rigorous framework for the teaching and learning of English language and literature. By setting clear expectations for student learning, the standards help to ensure that all students receive a high-quality education in English, and that they are prepared for success in college, career, and life. As educators, it is essential that we use the standards to guide our instruction and to help all students achieve their full potential in English language arts.。

《英语》教案共3篇

《英语》教案共3篇

《英语》教案共3篇《英语》教案1一、教材分析本节课要学习的单元是 Unit 3,主要涉及到的知识点有短语动词、词汇运用、口语连贯等方面。

本单元内容以一篇名叫“On the Air”的广播稿为背景,通过让学生详细了解广播所需准备的过程和技巧,以及针对不同情况进行口语表达的能力,培养学生听、说、读、写、译的综合能力。

二、教学目标1.(知识目标)学会使用课本中的短语动词,并能够灵活运用其在实际生活中的表达;2.(技能目标)培养学生在不同情境下运用英语表达的口语和书面语言表达能力;3.(情感态度目标)激发学生对英语学习的兴趣,培养学生对不同文化的理解和宽容心态,培养学生勇于表达和交流的自信心。

三、教学重难点1.(重点)短语动词的掌握及其在语境中的应用;2.(难点)不同情境下的口语和书面语言表达。

四、教学过程1.知识导入(1)引入本节课的话题:节目主持人和广播节目的特点与类型(2)播放一段节目主持人的视频,提问学生:你们知道这位主持人在谈论什么吗?你们知道有什么类型的广播节目吗?(3)通过问答和课件讲解简要介绍广播节目的分类和特点。

2.短语动词的学习(1)课件展示一些短语动词,通过图片或其他形式让学生理解其含义,鼓励学生尝试使用。

(2)设置场景,告诉学生要准备一档英语课代表的自我介绍。

与学生互动,鼓励学生使用短语动词来进行表达。

3.口语和书面表达的实践(1)设置场景,让学生分组模拟网上英语广播节目的情境,其中一组充当主播,讲述过去一周的热点新闻,另一组则扮演调查员,通过电话等方式就新闻做出评论和提问。

(2)在学生完成情境交流后,安排时间,让学生写出完整的英文稿件和节目录音,检查和纠正语言错误。

4.课堂总结和作业布置(1)回顾学习内容,完成课堂小结。

(2)布置作业,要求学生收听一两档英语广播节目,通过后续小组讨论的方式,分享个人听后感并给出至少3个收获,并把听后感归纳总结成一篇200字左右的英文文章。

五、板书设计Unit 3 On the Air短语动词口语连贯表达典型的广播节目新闻评论和提问六、教学反思本节课主要运用了情景模拟、小组交流和写作等教学模式,属于多模式的课堂教学方式,不仅提高了学生的学习兴趣和积极性,也真正教会了学生如何运用英语进行口语和书面表达。

《大学英语》课件

《大学英语》课件
学习日常生活和工作中常用的 英语表达,如询问、回答问题, 交换想法等。
教学方法
1
互动教学法
学生可以与老师和同学互动,丰富自己的口语表达能力。
2
小组讨论
让学生分成小组进行英语对话,在比赛和合作中提高英语能力。
3
让学生从基础一步步建立自己的英语体系。
课程评估
课程内容
在学习中掌握语态
与被动语态和进行时态有关的 话题,包括如何使用和构建这 些语态。
如何用单词或短语表达观点 阅读与写作技巧
通过一些情景对话和短文,学 会用简单的英文表达自己的观 点。
从英文材料中找到关键信息, 能够更好地理解整篇文章。同 时,能够写出自己的文章并清 晰地表达。
在日常交流中正确使用英语
• 每周组织一次对话训练 • 帮助学生提高英语口语能力
• 电子书下载 • 英语口语训练课程
总结
毕业后
学习是永恒的主题
阅读习惯
学生可以通过《大学英语》的学 习,安排自己的留学和工作计划。
学习过程中不要担心成绩,关注 的是学习的过程。学生考核不好, 那是因为还没有学好。
学生应该有一个良好的阅读习惯, 这有助于增强英语能力。
1 出勤率
非常重要。每次学习70% 以上出勤的学生可以获得 优秀或良好的评价。
2 课程作业
每周有课后作业,作业具 体形式和类型将在每次课 后公布。
3 期末考核
包括听、说、读、写和语 法等多项考核,占整个课 程成绩的大部分。
学习资源
朗文英语教材
• 每周分发教材 • 包括课后作业和练习
学习小组
网络资源
《大学英语》PPT课件
本教程的目的是帮助学生高效学习英语,提升大学英语能力。课程包括基本 的英语听、说、读、写技能和语法运用,适合英语初学者和中级水平的学生。

14专科《英语2》复习范围

14专科《英语2》复习范围

2014年第二学期期末考试2014级专科《英语》复习题Part 1 Vocabulary and Structure1.Two of the attackers were killed, and __B___ escaped.A. restB. the restC. the restingD. the rests2. She is an _C_____ house keeper and feeds her family cheaply.A. economicB. economyC. economicalD. economics3. The tourist ___A___ about the accommodation and the guide’s poor service.A. complainedB. claimedC. explainedD. displayed4. No one has ___C__ a convincing explanation of why dinosaur(恐龙) died out.A. caught up withB. kept up withC. come up withD. made up with5. Her father has always been ____C_ on her.A. strictB. seriousC. hardD. rigidPart two: Reading ComprehensionPassage One:If you’re invited to an American friend’s home for dinner, keep in mind these general rules for polite behavior. First of all, arrive roughly on time (but not early). Being a few minutes late might give the cook more time to finish preparing the dinner, so it’s OK to be 10 or 15 minutes late but not 45 minutes late. Dinner might be overcooked by then. When you’re invited to someone’s home for a meal, it’s polite to bring a gift. Flowers or candy are always appropriate. If you have an attractive item made in your native country, your host and hostess will certainly enjoy receiving that as a gift.If you are served some food you don't like or can’t eat, don’t make a fuss about it. If your host doesn’t say anything about what you aren’t eating, then you shouldn’t, either. Simply eat what you can and hope that no one notices what you’ve left. If you are questioned, you may have to admit you don’t eat meat (or whatever), but you can also say that you’ve enjoyed the other foods and have had “more than enough” to eat. Don’t make the cook feel obliged(被迫) to prepare something else for you. Be sure to praise the cook on the food you’ve enjoyed.Don’t leave immediately after dinner, but don’t overstay your welcome (做客时间过久),either. When your friends seem to be getting tired and running out of conversation, take their behavior as a cue(暗示) to leave. The next day, call or write a thank –you note to say how much you enjoyed the evening.17. When you go to an American home for dinner, you can bring _B___ as a gift.A. an attractive item made by yourselfB. a pleasant item made in your homelandC. flowers or candy from your native countryD. some food your host and hostess would like19. Which of the following behaviors is mentioned as polite? BA. Say sorry about the food you don’t like.B. Call your friend the next day to say thanks.C. Stay at your friend’s home until you are tired.D. Continue your conversation when your friend is tired.Passage Two:If friends fall for (爱上) friends, they are often in a dilemma.Nicole, a junior at Stanford, found her good friend fell for her. “He is a nice guy but I was just not attracted tohim,” she said. “He kept asking me out, and I kept saying no.” Nicole resolved the situation uniquely. She told a girlfriend who liked him to go out with him. “He has not been after me since,” she said. “I have just tried to act as if nothing unusual ever happened. It is hard, but I don’t want to lose his friendship. We’ve remained friends through all the changes.”The falling-for-a –friend situation isn’t always easy to resolve. Some choose to tell their friend and are met by a pleasant surprise when they find their friend feels the same way. Others get a their best friend dates someone else.Whatever happens, it’s risky. Tell and you can lose a friendship or gain a solid love. Don’t tell and you feel it too painful to watch that person date someone else.Alan Hart, a junior at Harvard, started to fall for a good friend. The girl has a boyfriend who treats her poorly and Hart is the person she turns to when she’s upset, so Allan has never told her he loves her. He said he cares enough about her to know that her comfort and security are more important. And he does not want to see things become uncomfortable if he tells her how he feels.Kelly Flynn, a senior at MIT, took a different approach. After a year of having feelings for a close friend, the two came to be more than friends. But the decision was mutual after they were sure the relationship would work.“When you date someone that you haven’t spent time with before, it is always awkward,” said Flynn. “I think it is much easier to talk with someone it you have already had a chance to know each other as friends.”20. When her friend asked her out, Nicole said no because__C_____.A. he was not a nice guyB. they had been close friendsC. she was not attracted to himD. he had been dating another girl21. What is true of the falling-for-a –friend situation?23. What does Kelly Flynn’s story tell us? BA. It is always awkward to date a close friend.B. Two friends may find it easier to communicate if they date each other.C. If a boy and a girl have been good friends, they can become lovers.D. It is exciting if you date someone you haven’t spent tie with before.Passage Three:New research on vegetables and aging found that eating vegetables helps keep the brain young and slow the mental decline (衰退) associated with age. On measures of mental sharpness, older people who ate more than two servings of vegetables daily appeared about five years younger at the end of the six-year study than those who ate few or no vegetables.The research in almost 2,000 Chicago-area men and women showed that green leafy vegetables appeared to be the most beneficial. The researchers said that green leafy vegetables contain healthy amounts of vitamin E, which is believed to help fight chemicals produced by the body that can damage cells.Vegetables generally contain more vitamin E than fruits. Vegetables are often eaten with healthy fats such as salad oils, which help the body absorb vitamin E, said Martha Clare Morris, a researcher at Chicago’s Rush University Medical Center.The research involved 1,946 people aged 65 and older who filled out questionnaires about their eating habits. They also had mental function tests three times over about six years. The tests included measures of short-term and delayed memory. These older people were asked to recall elements of a story that had just been read to them. They were also given an exercise using symbols and numbers.Overall, people did gradually worse on these tests over time, but those who ate more than two vegetable servings a day had about 40% less mental decline than those who ate few or no vegetables. The study also found that people who ate lots of vegetables were more physically active, adding to evidence that what’s good for yourheart is good for your brain.24. What does the research tell us? DA. Eating vegetables helps keep the brain young.B. Old people should eat more vegetables.C. Only by eating vegetables can we keep physically healthy.D. Eating vegetables makes us physically and mentally young.25. What happened to those who ate more vegetables in the research? DA. They found it unnecessary to eat fruits.B. They grew mentally sharper than they used to be.C. Their bodies produced chemicals that could damage cells.D. They had sharper minds than those who ate fewer vegetables.Passage Four:A public school teacher was assigned to visit children in a hospital. Her job was to tutor (辅导) them with their schoolwork so they wouldn’t be too far behind when well enough to return to return to school.One day, this teacher received a call requesting that she visit a particular child:“ We’re studying nouns and adverbs in class now. I’d be grateful if you could help him so he doesn’t fall behind the others.”It wasn’t until the visiting teacher reached the boy’s room that she realized it was located in the hospital’s burn unit. The young boy, horribly burned, was in great pain. The teacher felt awkward, but she had gone too far to turn around and walk out. “I’m the special teacher sent me to help you with your nouns and adverbs.” She stumbled (说话结巴) through the grammar lesson, but felt guilty for asking the boy question or trying to correct him. Afterward, she thought her tutoring was not successful.The next morning when she returned, a nurse asked her, “What did you do to that boy?” Before she could finish her apology, the nurse interrupted her, “We’ve been worried about him, but ever since you were here yesterday is whole attitude has changed. It’s as though he has decided to live.”The little boy himself later explained that he had completely given up hope and felt he was going to die until he saw that special teacher. With joyful tears in his eyes, he said: “ They wouldn’t send a special teacher to work on nouns and adverbs with a dying boy, would they?”28. The teacher was assigned to____C___.A. give children grammar lessons at schoolB. receive telephone calls at a helping centerC. help children in hospital with their schoolworkD. give children lessons at a public school29. Why was he boy in the hospital? AA. Because he was terribly burned.B. Because he was sent to help sick children.C. Because his home was near the hospital.D. Because he went to help a special teacher.Part Three: Daily Conversation.B.Were they nice F. we met him at the concertC.The two girls weren’t very friendly G. did you go anywhere after thatD.Where did you go H. it was quite funnyEmma: So how was your evening with Oliver?Ruth: It was good. Yes, very good.Emma: __32_C_?Ruth: We went to see the new James Bond movie.Emma: Was it good?Part Four: Translate the following sentences.37. 你最好带上地图以防迷路。

《新视野大学英语》

《新视野大学英语》

《新视野大学英语》该教材的编写理念是“以学习者为中心”,注重激发学生的学习兴趣,培养学生的自主学习能力。

教材内容涵盖了生活、学习、工作等各个领域,实用性强,能够帮助学生更好地适应社会发展的需要。

该教材的另一个特点是注重文化意识的培养。

教材中涉及了许多文化背景知识,帮助学生了解不同文化之间的差异,培养学生的跨文化交际能力。

这有助于学生在全球化时代更好地适应不同文化环境。

该教材还注重培养学生的英语综合应用能力。

教材中包含了大量的听说读写练习,能够帮助学生全面提高英语能力。

教材还注重与国际接轨,引入了许多国外原版材料,让学生能够更好地了解国际文化。

《新视野大学英语》是一本优秀的大学英语教材,注重培养学生的英语综合能力、文化意识和跨文化交际能力。

它是新时代大学生必备的英语学习资料之一。

引言随着全球化的不断深入,英语成为国际交流的重要工具,大学英语教育也变得越来越重要。

教材作为教学的重要组成部分,对学生的英语学习有着显著的影响。

本文将以《新视野大学英语》教材为例,从多个方面对其进行评估。

背景介绍《新视野大学英语》教材是由教育部组织编写的普通高等教育“十一五”国家级规划教材,适用于全国各高等院校非英语专业学生使用。

该教材的编写目的是培养学生具有较强的英语综合应用能力,特别是听说能力,同时提高学生的综合文化素养。

教材内容评估在教材内容方面,《新视野大学英语》具有以下特点:1、主题表达丰富:教材选用了大量涉及文化、科技、社会、教育等领域的文章,有助于拓展学生的知识面,增强学生的文化素养。

2、语言难度适中:教材中的文章以中英文对照的形式呈现,便于学生自学,同时有利于提高他们的英语阅读理解能力。

3、文化背景贴切:教材注重介绍英语国家的文化背景,帮助学生更好地了解英语文化的特点,提高跨文化交际能力。

教学方法评估在教学方法上,《新视野大学英语》教材主要采用以下方式:1、课堂互动活跃:教材提供了多种课堂活动,如小组讨论、角色扮演等,能够调动学生的学习积极性,增强学生的口语表达能力。

初中英语作文书推荐

初中英语作文书推荐

初中英语作文书推荐1. 《新概念英语》 - 这套书由英国作家L.G. Alexander编写,适合各个年龄段的学生学习英语。

它不仅提供了丰富的词汇和语法点,还有许多实用的写作练习,帮助学生提高写作技巧。

2. 《英语写作指导》 - 这本书由多位资深英语教师共同编写,专为初中生设计。

它包含了各种类型的写作练习,如叙事文、议论文和说明文,以及写作技巧的详细讲解。

3. 《初中英语作文一本通》 - 这本书涵盖了初中英语作文的各个方面,从基础的句型结构到复杂的文章结构,都有详细的指导和示例。

4. 《英语写作精粹》 - 这本书精选了一系列优秀的英语作文范文,包括记叙文、议论文等,同时提供了写作技巧和策略,帮助学生在写作中取得高分。

5. 《英语写作技巧与范文》 - 这本书不仅提供了写作技巧,还包含了大量的范文,让学生能够通过模仿和学习,快速提高自己的写作水平。

6. 《英语写作从入门到精通》 - 适合初学者到有一定基础的学生,这本书通过逐步引导的方式,帮助学生构建起英语写作的框架,并逐步提升写作能力。

7. 《英语作文高分攻略》 - 这本书专注于帮助学生在考试中写出高分作文,提供了丰富的写作模板和策略,以及大量的练习题。

8. 《英语写作思维训练》 - 这本书着重于培养学生的创造性思维和批判性思维,通过各种思维训练活动,激发学生的写作灵感。

9. 《英语作文实用手册》 - 这本书提供了实用的写作技巧和策略,以及大量的写作素材和模板,帮助学生在写作中避免常见错误,提高写作质量。

10. 《英语写作宝典》 - 这本书集合了多位英语教育专家的智慧,提供了全面的写作指导,包括写作技巧、范文分析和写作练习。

选择适合自己水平和需求的作文书,通过不断的练习和学习,相信你的英语写作能力会有显著的提升。

小学生推荐的英语杂志

小学生推荐的英语杂志

小学生推荐的英语杂志
1.《英语教育》
2.《英语世界》
3.《小学英语》
4.《英语精品》
5.《英语学习》
6.《英语课外》
7.《现代少年英语》
8.《英语研究》
9.《英语天地》
10.《英语万花筒》
11.《英语晨读》
12.《英语改革》
13.《英语语音》
14.《英语口语》
15.《英语新视野》
16.《英语发展》
17.《英语科普》
18.《英语视角》
19.《英语报纸》
20.《英语文学》
22.《英语小说》
23.《英语卡通》
24.《英语棋牌》
25.《英语美文》
26.《英语百宝箱》
27.《英语乐园》
28.《英语工坊》
29.《英语博物馆》
30.《英语趣味》
31.《英语科学》
32.《英语科学家》
33.《英语启蒙》
34.《英语成长》
35.《英语故事》
36.《英语动画》
37.《英语节日》
38.《英语实践》
39.《英语思维》
40.《英语文化》
41.《英语经典》
42.《英语答疑》
44.《英语演示》
45.《英语情景》
46.《英语讲座》
47.《英语技巧》
48.《英语乐园》
49.《英语角落》
50.《英语明星》。

浅探外研版中学英语教材整合

浅探外研版中学英语教材整合

浅探外研版中学英语教材整合【摘要】教师要善于结合实际教学需要,灵活地和有创造性地使用教材。

只有创造性地使用教材,才能实现教学内容和方法的完美统一,才能使教材的普遍性同地区教学实践的特殊性实现有机结合,才能最大限度的满足学生对学习的要求。

【关键词】中学英语整合通过几年的教学实践,发现中学英语这套教材对基础知识较薄弱的农村初中学生来说容量大,难度大,学生学习兴趣不高,教学质量不理想。

针对这些问题,我结合这几年新教材的教学经验,谈谈自己的一些看法。

1.外研版初中英语教材的整合符合新课程改革的要求《国家英语新课程标准》对广大英语教师提出了如下的教材使用建议:教师要善于结合实际教学需要,灵活地和有创造性地使用教材。

只有创造性地使用教材,才能实现教学内容和方法的完美统一,才能使教材的普遍性同地区教学实践的特殊性实现有机结合,才能最大限度的满足学生对学习的要求。

创造性使用教材的终极表现就是开创适合自己区域、适合自己学校、适合自己班级的,有特色的教学。

我正是在这样的背景下提出的对外研版初中《英语》(新标准)教材的整合。

2.外研版初中英语教材整合的思考由于我县小学多数在农村,农村小学英语师资匮乏等原因,很多学校无法正常完成英语教学任务,绝大多数小学毕业生达不到《国家英语新课程标准》规定的水平,致使初中新生的英语基础差而且参差不齐。

小学英语和初中英语教学相对脱节,也给初中英语教学带来了很大难度。

主要表现在以下几点:教材起点高、容量大,语言知识点多,词汇量大,学生学习有困难。

对教师而言,教材难以驾驭,因为教学内容量大,要求高,每个模块的环节多,在开展教学活动时,常常感到任务量太大,时间不够,总是不能很好地完成教学目标。

那么,如何解决这些问题呢?这就迫切需要教师对教材进行科学合理的整合,使教学内容符合各个层次初中学生的实际,从而全面提高初中英语教学质量。

3.外研版初中英语教材整合的探索3.1 认真分析和推敲英语教材学生的英语教科书是由英语教育专家们精心编写而成的。

英语必备的基础知识

英语必备的基础知识

英语必备的基础知识英语是一门全球通行的重要语言,在当今社会中具有重要的地位。

掌握英语基础知识是学习英语的第一步。

本文将介绍英语学习过程中不可或缺的基础知识,帮助读者打下坚实的语言学习基础。

一、英语的字母表英语字母表共包含26个字母,分别为A-Z。

熟练掌握英文字母的读音和书写是学习英语的基础。

除了单独的字母外,英语中还有元音字母和辅音字母的概念,需要了解其发音规则。

二、英语的基本语法英语语法是英语学习的关键,包括句子结构、主谓宾语的搭配、时态等。

其中,动词的时态、语态、语气等概念需要掌握清楚,以确保句子表达的准确性和流畅性。

三、英语的常用词汇词汇是语言表达的基本单位,掌握常用的英语词汇对于日常交流和学习都至关重要。

积累词汇量、了解词义和词性是提高英语表达能力的关键步骤。

四、英语的基本句型英语句型种类繁多,常见有陈述句、疑问句、感叹句等。

了解不同句型的构成和使用规则,有助于扩展表达能力,提高语言交流效果。

五、英语的常见语言现象在学习英语过程中,会遇到一些常见的语言现象,如缩略语、短语动词、习惯用语等。

了解这些语言现象可以更好地理解和运用英语,丰富语言表达方式。

六、英语学习的方法与技巧除了掌握英语的基础知识外,还需要了解有效的学习方法与技巧。

例如,多听、多说、多读、多写是提高英语水平的常用方法,同时注意语言输入和输出的平衡。

结语掌握英语的基础知识是学习英语的基础,对于日常生活和工作都具有重要意义。

通过不断学习和实践,逐步提升英语水平,让英语成为我们的得力工具和交流桥梁。

以上是英语必备的基础知识的介绍,希望对英语学习者有所帮助。

学习英语虽然需要时间和耐心,但只要坚持不懈,一定能取得进步。

加油!。

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考试科目名称:英语第1页共25页注意:答案必须写在专用答题纸上Part I Vocabulary (10 points, 0.5 point each)Directions: There are 20 sentences in this section. There are four words or phrases marked A, B, C and D under each of the following sentences. Choose the one word or phrase that best completes the sentence. Mark the corresponding letter on your Answer Sheet.1. The _____________ from childhood to adulthood is always a critical time for everybody.A. conversionB. transitionC. turnoverD. transformation2. It is hard to tell whether we are going to have a boom in the economy or a __________.A. concessionB. recessionC. submissionD. transmission3. His use of color, light and form quickly departed from the conventional style ofhis ________ as he developed his own technique.A. descendantsB. predecessorsC. successorsD. ancestors4. Failure in a required subject may result in the ______________ of a diploma.A. refusalB. betrayalC. denialD. burial5. To help students understand how we see, teachers often draw an_____________ between an eye and a camera.A. imageB. analogyC. imitationD. axis6. A 1994 World Bank report concluded that ______________ girls in school wasprobably the single most effective anti-poverty policy in the developing world today.A. assigningB. admittingC. involvingD. enrolling7. The author of the report is well ______________ with the problems in thehospital because he has been working there for many years.A. acquaintedB. informedC. accustomedD. known8. When the farmers visited the city for the first time, they were_________________ by its complicated traffic system.A. evokedB. bewilderedC. divertedD. undermined9. If Japan ________________ its relation with that country it will have to findanother supplier of raw materials.A. precludesB. terminatesC. partitionsD. expires10. They were ________________ in their scientific research, not knowing whathappened just outside their lab.A. submergedB. drownedC. immersedD. dipped11. Nobody knew how he came up with this__________idea about the trip.A. wearyB. twilightC. unanimousD. weird12. The flower under the sun would__________quickly without any protection.A. winkB. withholdC. witherD. widower13. The__________of gifted children into accelerated classes will start next weekaccording to their academic performance.A. segregationB. specificationC. spectrumD. subscription14. He__________himself bitterly for his miserable behavior that evening.A. repealedB. resentedC. relayedD. reproached15. Any earthquake that takes place in any area is certainly regarded as a kind of a __________event.A. cholesterolB. charcoalC. catastrophicD. chronic16. He cut the string and held up the two__________to tie the box.A. segmentsB. sedimentsC. seizuresD. secretes17. All the musical instruments in the orchestra will be__________before it starts.A. civilizedB. chatteredC. chamberedD. chorded18. When the air in a certain space is squeezed to occupy a smaller space, the air is said to be__________.A. commencedB. compressedC. compromisedD. compensated19. She made two copies of this poem and posted them__________to differentpublishers.A. sensationallyB. simultaneouslyC. strenuouslyD. simply20. If you want this painkiller, you’ll have to ask the doctor for a ______________.A. transactionB. permitC. settlementD. prescriptionPart II Cloze Test (15 points, 1 point each)Directions: For each numbered blank in the following passage, there are four choices marked A, B, C, and D. Choose the best one and mark your answer on your Answer Sheet.Public image refers to how a company is viewed by its customers, suppliers, and stockholders, by the financial community, by the communities where it operates, and by federal and local governments. Public image is controllable 21 considerable extent, just as the product, price, place, and promotional efforts 22.A firm’s public image plays a vital role in the 23 of the firm and its products to employees, customers, and to such outsiders 24 stockholders, suppliers, creditors, government officials, as well as 25 special groups. With some things it is impossible to 26 all the diverse publics: for example, a new highly automated plant may meet the approval of creditors and stockholders, 27 it will undoubtedly find 28 from employees who see their jobs 29. On the other hand, high and service standards should bring almost complete approval, 30 low and false claims would be widely looked down upon.A firm’s public image, if it is good, should be 31 and protected. It is a valuable32 that usually is built up over a long and satisfying relationship of a firm with publics. If a firm has learned a quality image, this is not easily 33 or imitated bycompetitors. Such an image may enable a firm to 34 higher prices, to win the best distributors and dealers, to attract the best employees, to expect the most 35 creditor relationships and lowest borrowing costs. It sh ould also allow the firm’s stock to command higher price-earnings ratio than other firms in the same industry with such a good reputation and public image.21. A. in B. within C. on D. to22. A. do B. are C. is D. does23. A. attraction B. attachment C. affection D. generalization24. A. and B. with C. as D. for25. A. converse B. diverse C. reverse D. universe26. A. satisfy B. treat C. amuse D. entertain27. A. so B. then C. thus D. but28. A. support B. identification C. compliment D. resistance29. A. ensured B. promoted C. threatened D. unemployed30. A. because B. while C. though D. when31. A. proclaimed B. postponed C. treasured D. measured32. A. fortune B. asset C. procession D. property33. A. countered B. defeated C. repelled D. compelled34. A. pay B. get C. order D. charge35. A. favorite B. favorable C. prosperous D. prospectivePart III Reading Comprehension (30 points)Section A (20 points, 1 point each)Directions: In this part of the test, there are four short passages for you to read. Read each passage carefully, and then answer the questions that follow. Choose the best answer A, B, C, or D and mark the corresponding letter on your Answer Sheet.Passage 1The first way we can approach language is as a phenomenon of the individual person. It is concerned with describing and explaining language as a matter of human behavior. People speak and write; they also evidently read and understand what they hear. They are not born doing so; they have to acquire these skills. Not everybody seems to develop them to the same degree. People may suffer accidentsor diseases, which impair their performance. Language is thus seen as part of human psychology, a particular sort of behavior, the behavior, which has as its principal, function that of communication.The trouble with the term “behavior” is that it is often taken to refer only to more or less overt, and describable, physical movements and acts. Yet part of language behavior-that of understanding spoken or written language, for example-has little or no physically observable signs. It is true we can sometimes infer that understanding has taken place by the changes that take place in the other person’s behavior. When som eone has been prohibited from doing something, we may infer that he has understood the prohibition by observing that thereafter he never behaves in that way. We cannot, of course, be absolutely sure that his subsequent behavior is a result of his understanding; it might be due to a loss of interest or inclination. So behavior must be taken to include unobservable activity, often only to be inferred from other observable behavior.Once we admit that the study of language behavior involves describing and explaining the unobservable, the situation becomes much more complicated, because we have to postulate some set of processes, some internal mechanism, which operates when we speak and understand. We have to postulate something we can call a mind. The study of language from this point of view can then be seen as a study of the specific properties, processes and states of the mind whose outward manifestations are observable behavior; what we have to know in order to perform linguistically. This approach to language, as a phenomenon of the individual, is thus principally concerned with explaining how we acquire language, and its relation to general human cognitive systems, and with the psychological mechanisms underlying the comprehension and production of speech; much less with the problem of what language is for, that is, its function as communication, since this necessarily involves more than a single individual.36.What is the best title for this passage?A. Language as Means of Communication.B. Language and Psychology.C. Language and the Individual.D. Language as a Social Phenomenon.37.According to the passage, which of the following statements is NOT true?A. Language is often regarded as part of human psychology.B. People develop language skills of different degrees as a result of differentpersonal experiences.C. Language is a special kind of psychological behavior that is born with an individual.D. People learn to speak and write through imitation and training.38.What does the term “behavior” in the second paragraph especially refer to in this passage?A. It refers to observable and physical movements and acts.B. It refers to the part of language behavior that involves understanding or interpretation.C. It refers to both the overt and the unobservable language behaviors in communicating.D. It refers to acts of speaking and writing.39.What does “internal mechanism”(Line 3, Para. 3) mean?A. Secret machine.B. Mental processes.C. Overt system.D. Mechanic operation.40.What can you infer from the passage?A. Its individualistic approach to language is meant to study the psychological processes of language acquisition.B. The individualistic approach to language is mainly concerned with how language functions in society.C. The study of language is sure to involve more than a single individual.D. Psychological approach to language is concerned with the comprehension and production of speech.Passage 2In Japan’s capital city of Tokyo, earthquake danger limits the height of buildings. The city has spread out far and the traffic has become so heavy that it is very difficult to get from one place to another. The price of land, too, has skyrocketed. All this explains why a group of Japanese land developers came to the conclusion that there was nowhere to go but down. So far they have dug out space underground for fifteen major shopping centers, and the underground construction has only begun.What are some of the advantages of shopping and eating underground? Clean, filtered air is one of them. The city of Tokyo has one of the most serious smog problems in the world. Another advantage is that you escape the ever-present threat of traffic acci dents on the city’s busy streets. Still another is the convenience ofgetting around: You’re usually right next to, or even in, a subway station. And you can even spend the night underground if you like. The Kyobashi Station, for example, in downtown Tokyo, has a hotel with a bar, restaurant, and barbershop. All sorts of surprises can be found in the underground world. At the enormous Shinjuku Subway Station you drive down a winding road lined with water fountains to arrive at a scarce item in Tokyo—a parking lot—and you find stores and shops a few steps away. In the second basement of the Toshiba is a “Fisherman’s Wharf” crowded with pleasant little seafood places. A tunnel that connects the Hibiya and Sanshin Buildings has a number of art galleries, as well as medical and dental clinics. In between are little coffee shops where you can relax and get refreshments.Probably the most versatile of the underground wonders, and certainly the most complicated to build, is the Yaesu Subcenter at the heart of the city, where four subway lines link up. Its shopping promenade, which is the size of three football fields, contains 350 stores. In Yaesu you can eat in a different place every day for three months. You can draw money out of a bank and invest it at a stockbroker’s office. There are tailors, watch repairers, furriers, florists, and book sellers. You can meditate in the Plaza of Water while gazing at eight tanks of rare fish. And you can even get arrested by a police officer from the Yaesu subterranean police station! Under all the commercial activity is a parking lot for 520 cars. And under that is a control center where TV monitors watch the devices that watch the air-its temperature, moisture, and purity. There is no alarm for earthquakes, which are common in Tokyo, but the experts feel that there would be fewer problems underground than on the surface in case of tremors. Yaesu also has emergency generators for power and a chemical system for fighting fire.Underground construction can be complex and expensive. At times, the Yaesu crews could work only three hours a day because their activities interfered with the running of the subway. Then there was the problem caused by finding unidentified water and gas pips. Since many of the municipal blueprints of pipe systems were destroyed during World War II, strange pipes kept turning up; and work had to be stopped while they were identified and taken care of by detour or replacement. There was also some resistance from the people above ground. A good many neighborhood shopkeepers began to picket the project crying, “underground is for moles.” They reasoned that they would lose a lot of their business to the underground competition. The Yaesu people countered by offering them a chanceto buy stock in the project. There were a lot of takers, and this had the effect of quieting the complainers. The Yaesu builders wanted to go deeper, but after they had spent 31 million dollars, they ran out of money. Still, there seems to be little doubt that there will be further development down under. In a city like Tokyo, almost the only space left is underground.41. If you want to have your hair cut, you can go to the____.A. Hibiya and Sanshin BuildingsB. Kyobashi StationC. Plaza of WaterD. Second basement of the Toshiba42. It will take____to eat in a different place every day in Yaesu.A. 350 dollarsB. 520 carsC. o ne quarterD. two hours43.Which of the following statements is NOT true?A. You can buy furs, flowers and books underground.B. The air is purified underground.C. You can eat fresh seafood underground.D. The Yaesu crew work day after night to finish the project.44.Why underground pipes are difficult to be identified?A. Water and gas pipes are not taken care by construction workers.B. Underground pipe systems were destroyed during World War II.C. Many city planning blueprints can be found nowhere.D. Pipes were buried too deep underground.45.What can be inferred from the passage that?A. Tokyo is a city rich in land resources.B. Underground projects will develop further in the future.C. Underground projects are constructed for moles.D. When there is an earthquake, it’s safer to stay on the surface.Passage 3Throughout the history of life, species of living creatures have made use of chemical energy by the slow combination of certain chemicals with oxygen within their cells. The process is analogous to combustion, but is slower and much more delicately controlled. Sometimes use is made of energy available in the bodies of stronger species as when a remora hitches a ride on a shark or a human beinghitches an ox to a plough.Inanimate sources of energy are sometimes used when species allow themselves to be carried or moved by wind or by water currents. In those cases, though, the inanimate source of energy must be accepted at the place and time that it happens to be and in the amount that happens to exist.The human use of fire involved an inanimate source of energy that was portable and could be used wherever desired. It could be ignited or extinguished at will and could be used when desired. It could be kept small or fed till it was large, and could be used in the quantities desired.The use of fire made it possible for human beings, evolutionarily equipped for mild weather only, to penetrate the temperate zones. It made it possible for them to survive cold nights and long winters, to achieve security against fire-avoiding predators, and to roast meat and grain, thus broadening their diet and limiting the danger of bacterial and parasitic infestation.Human beings multiplied in number and that meant there were more brains to plan future advances. With fire, life was not quite so hand-to-mouth; and there was more time to put those brains to work on something other than immediate emergencies.In short, the use of fire put into motion an accelerating series of technological advances.About 10 000 years ago, in the Middle East, a series of crucial advances were made. These included the development of agriculture, herding, cities, pottery, metallurgy, and writing. The final step, that of writing, took place in the Middle East about 5 000 yea years ago.This complex of changes stretching over a period of 5 000 years introduced what we call civilization, the name we give to a settled life, to a complex society in which human beings are specialized for various tasks.To be sure other animals can build complex societies and can be composed of different types of individuals specialized for different tasks. This is most marked in such social insects as bees, ants, and termites, where individuals are in some cases physiologically specialized to the point where they cannot eat, but must be fed by others. Some species of ants practice agriculture and grow small mushroom gardens, while others herd aphids; still others war on and enslave smaller species of ants. And, of course, the beehive and the ant or termite colony have many points of analogy with the human city.The most complex nonhuman societies those of the insects, are, however, the result of instinctive behaviour, the guidelines of which are built into the genes and nervous systems of the individuals at birth. Nor does as any nonhuman society make use of fire. With insignificant exceptions, insect societies are run by the energy produced by the insect body.It is fair, then, to consider human societies as basically different from other societies and to attribute what we call civilization to human societies only.46. Which of the following is NOT stated in the passage?A. The process of species' making chemical energy is similar to the process ofcombustion.B. The process of species' making chemical energy is less complicated than theprocess of combustion.C. Fire is a portable, inanimate source of energy.D. Man sometimes makes use of energy available in the bodies of strongerspecies.47. From the passage we know ___.A. fire made human beings free from bacterial and parasitic infestationB. fire enabled human beings to deal with immediate emergencies moreefficientlyC. fire made some animals frightenedD. fire helped human beings change their eating habits completely48. Judging from the context, the phrase "hand-to-mouth" (Para 5) most probablymeans____.A. adventurousB. unhappyC. wanderingD. unstable49. The point of similarity between a complex, human society and a complex beesociety is ___.A. the division of laborB. the use of fireC. the development of industryD. the development of a written language50. According to the passage, insect societies ___.A. are governed by the instincts of insectsB. are not fundamentally different from human societiesC. are composed of individuals of the same typeD. are as not warlike as human beingsPassage 4Modem technology may not have improved the world all that much, but it certainly has made life noisier. Unmuffled motorcycles, blaring car alarms, and roving boom boxes come first, second, and third on my list of most obnoxious noise offenders, but everyone could come up with his own version of aural hell—if he could just find a quiet spot to ponder the matter.Yet what technology has done, other technology is now starting to undo, using computer power, to zap those ear-splitting noises into silence. Previously silence-seekers had little recourse except to stay inside, close the windows, and plug their ears. Remedies like these are quaintly termed "passive" systems, because they place physical barriers against the unwanted sound. Now computer technology is producing a far more effective "active" system, which doesn't just contain, deflect, or mask the noise but annihilates it electronically.The system works by countering the offending noise with -"anti-noise", a somewhat sinister-sounding term that calls to mind antimatter, black holes, and other Popular Science mindbenders but, that actually refers to something quite simple. Just as a wave on a pond is flattened when it merges with a trough that is its exact opposite (or mirror image), so can a sound wave be negated by meeting its opposite.This general theory of sound cancellation has been around since the 1930s. In the fifties and sixties it made for a kind of magic trick among laboratory acousticians playing around with the first clunky mainframe computers. The advent of low-cost, high-power microprocessors has made active noise-cancellation systems a commercial possibility, and a handful of small electronics firms in the United States and abroad are bringing the first ones onto the silence market.Silence buffs might be hoping that the noise-canceling apparatus will take the shape of the 44 Magnum wielded by Dirty Harry, but in fact active sound control is not quite that active. The system might more properly be described as reactive, in that it responds to sound waves already headed toward human ears. In the configuration that is usual for such systems microphones detect the noise signal and send it to the system's microprocessor, which almost instantly models it and creates its inverse for loudspeakers to fire at the original. Because the two sounds occupy the same range of frequencies and tones, the inverse sounds exactly like the noise it is meant to eliminate: the anti-noise canceling Beethoven's Fifth Symphony is heard as Beethoven's Fifth. The only difference is that every positive pressureproduced on the air by the orchestra is matched by a negative pressure produced by the computer, and every negative pressure is matched by a positive, thereby silencing the sound. The system is most effective as a kind of muffler, in which microphones, microprocessor, and loudspeaker are all in a unit encasing the device that produces the sound, stifling it at its source. But it can work as a headset, too, negating the sound at the last moment before it disturbs one's peace of mind.51.The writer holds that ___.A. modem technology has disturbed the quiet life of the peopleB. modem technology has made people indifferent to noise pollutionC. modem technology has made the present world quieter than beforeD. modem technology has failed to solve the problem of noise pollution52. According to the passage, an active noise-cancellation system ___.A. contains noise rather than negates itB. eliminates noise rather than muffles itC. deflects noise rather than baffles itD. holds noise back rather than stifles it53. In Paragraph 5 the word " buffs" means _____.A. settlersB. enthusiastsC. buyersD. manufacturers54. Which of the following statements is NOT true according to the passage?A. In the past, people sometimes plugged their ears to fight against theoffending noise.B. An active noise-cancellation system follows the principle of a wave beingflattened by meeting its exact opposite.C. The first active noise-cancellation system was made in the 1930s.D. Active noise-cancellation systems are no w- available on the market.55. Active noise-cancellation systems require ___.A. microphonesB. microprocessorsC. loudspeakersD. all of the aboveSection B (10 points, 2 points each)Directions: In this section, there is a passage with five questions. After you have read the passage, answer each question in English with no more than 15 words. Write down your answer on the Answer Sheet.Petroleum products, such as gasoline, kerosene, home heating oil, residual fueloil, and lubricating oils, come from one source----crude oil found below the earth’s surface, as well as under large bodes of water, from a few hundred feet below the surface to as de ep as 25,000 feet into the earth’s interior. Sometime crude oil is secured by drilling a hole through the earth, but more dry holes are drilled than those producing oil. Crude oil wells flow at varying rates, from ten to thousands of barrels per hour. Petroleum products are always measured in 42-gallon barrels.Petroleum products vary greatly in physical appearance: thin or thick, transparent or opaque, but their chemical composition is made up of only two elements: carbon and hydrogen, which form compounds called hydrocarbons. Other chemical elements found in union with the hydrocarbons are few and are classified as impurities. Trace elements are also found but these are of such minute quantities that they are disregarded. The combination of carbon and hydrogen forms many thousands of compounds which are possible because of the various positions and joinings of these two atoms in the hydrocarbon molecule.The various petroleum products are refined from the crude oil by heating and condensing the vapors. These products are the so-called light oils, such as gasoline, kerosene, and distillate oil. The residue remaining after the light oils are distilled is known as heavy or residual fuel oil and is used mostly for burning under boilers. Additional complicated refining process rearranges the chemical structure of the hydrocarbons to produce other products, some of which are used to upgrade and increase the octane rating of various types of gasoline.56. Name at least 6 petroleum products.57. Why is it possible that the chemical composition of various petroleum productsis made up of only two elements: carbon and hydrogen?58. Why are trace elements disregarded when the chemical composition ofpetroleum products is concerned?59. What is the difference between light oil and heavy oil?60. What processes of refining petroleum products are mentioned in the article? Part IV Error Detection and Correction (10 points, 1 point each)Directions: Each of the following sentences has four underlined parts. These parts are labeled A, B, C and D. Identify the part of the sentence that is incorrect and mark out your choice on the Answer Sheet. Then, withoutaltering the meaning of the sentence, write down your correction on the Answer Sheet.If indeed silence is golden, it is also becoming as rare as gold. It seems that the progresses of man includes a rising volume of noise. (61) In every home a stereo or television will fill the rooms sound, between (62) sunrise and sunset, streets and highways are a constant source of voice from cars, buses, and trucks(63). You can pass any factory or construction area and the roar of their machinery will (64)make your ears ringing. Music is played in every supermarket(65), most restaurants, and many offices, big cities of the world are well-known by their noisiness. (66)Noise pollution is the new side effect of our technological age. Day or night, the sound of the work fills the air. It seems (67) that the smoothing effects of silence are nowhere to be found.Even the quiet of our careful protected wilderness areas can be (68) invaded at any moment by a passed jet. (69)We are learning, finally, that silence is a natural resource and must be protected by law. It appears that we all find company in sound, if we all demand a little quiet from time to time. (70)Part V Translation (15 points, 3 points each)Directions: Translate the five underlined sentences in the following passage into Chinese. Write down your translation on the Answer Sheet.Since the first brain scanner was constructed several years ago, computed tomography or computed medical imagery has become fairly widely used. Its rapid acceptance is due to the fact that it has overcome several of the drawbacks of conventional X-ray technology. (71)To begin with, conventional two-dimensional X-ray pictures cannot show all of the information contained in a three-dimensional object. Things at different depths are super imposed, causing confusion to the viewer. Computed tomography can give three-dimensional information. The computer is able to reconstruct pictures of the body's interior by measuring the varying intensities of X-ray beams passing through sections of the body from hundreds of different angles. (72)Such。

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