2021年高中英语学情分析范文
高一 基础班英语学情分析范文
高一基础班英语学情分析范文English:After analyzing the learning situation of the basic English class in first year of high school, it can be observed that the students have a weak foundation in grammar, vocabulary, and listening and speaking skills. In addition, their motivation to learn English is low, which affects their learning progress.Specifically, many students have difficulty understanding and using different tenses and verb forms, which hinders their ability to express themselves. They also lack sufficient vocabulary, which limits their ability to comprehend and communicate effectively. Moreover, students tend to struggle with listening and speaking skills, partly due to limited exposure to English in their daily lives.Furthermore, the low level of motivation among students is attributed to the fact that English is often viewed as a difficult subject that requires significant effort to master. Due to this negativeperception, students are often not engaged in class and show minimal interest in learning.To address these challenges, it is essential to provide students with targeted support to improve their language skills and build their confidence. This can be achieved by adopting teaching approaches that are interactive and engaging, such as incorporating games and other fun activities into the curriculum. Additionally, it is important to provide students with regular opportunities to practice their language skills in real-life situations, such as role-playing exercises.Overall, by addressing the weaknesses in grammar, vocabulary, and listening and speaking skills, and by increasing student motivation through engaging and enjoyable methods, it is possible to improve the performance of the basic English class in first year of high school.Translated content:经过分析高一基础英语班的学习情况，可以发现学生在语法、词汇、听说方面都存在薄弱的基础。
高中英语教案模板学情分析
一、学情分析1. 学生背景本单元针对的是高中一年级学生，他们刚刚步入高中生活，对英语学习充满好奇和热情。
然而，由于初中阶段英语学习的基础参差不齐，部分学生在语法、词汇、阅读和写作等方面存在一定困难。
2. 学生特点（1）学习兴趣较高，但缺乏系统学习方法。
学生普遍对英语学习感兴趣，但缺乏科学的学习方法和策略。
（2）英语基础薄弱。
部分学生在初中阶段英语学习过程中，由于种种原因导致英语基础薄弱，难以跟上高中英语教学进度。
（3）学习态度不端正。
部分学生对英语学习缺乏信心，遇到困难时容易放弃。
3. 教学难点（1）词汇积累。
本单元涉及较多与健康生活相关的词汇，学生需要掌握并运用。
（2）语法知识。
本单元涉及一般现在时和现在进行时，学生需要正确运用。
（3）阅读理解。
本单元阅读材料较长，学生需要抓住文章主旨，理解文章细节。
（4）写作能力。
本单元要求学生撰写一篇关于健康生活的短文，学生需要具备一定的写作技巧。
二、教学目标1. 知识目标（1）掌握本单元的词汇和语法知识。
（2）提高阅读理解能力。
（3）提高写作能力。
2. 能力目标（1）培养学生自主学习、合作学习的能力。
（2）提高学生运用英语进行交流的能力。
3. 情感目标（1）激发学生学习英语的兴趣。
（2）培养学生关爱健康、关注生活的意识。
三、教学重难点1. 教学重点（1）词汇和语法知识的掌握。
（2）阅读理解和写作能力的提高。
2. 教学难点（1）词汇的积累和应用。
（2）语法知识的灵活运用。
（3）阅读理解中的细节把握。
（4）写作技巧的掌握。
四、教学方法1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习英语。
2. 合作学习法：通过小组合作，培养学生的团队协作能力。
3. 情境教学法：创设真实情境，提高学生的英语实际应用能力。
4. 互动式教学法：通过师生互动、生生互动，激发学生的学习兴趣。
五、教学过程1. 导入（1）展示健康生活的图片，引导学生思考健康的重要性。
高中英语学情分析
高中英语学情分析1. 引言为了更好地指导高中英语教学，提高教学质量和学生的英语水平，我们对高中英语学情进行了全面的分析。
本分析报告旨在了解学生的英语学习现状，发现存在的问题，并提出针对性的改进措施。
2. 学生英语学习现状2.1 学生的英语基础知识通过对学生的英语基础知识进行测试和评估，我们发现大部分学生的英语基础知识相对扎实，掌握了一定的词汇、语法和阅读技巧。
但在听力和口语方面，部分学生存在一定的困难。
2.2 学生的英语学习兴趣调查显示，大部分学生对英语学习保持积极的态度，认为英语学习对个人发展和未来就业有重要意义。
但仍有部分学生对英语学习缺乏兴趣，认为学习英语较为枯燥。
2.3 学生的英语学习方法在学习方法上，部分学生存在一定的问题。
一些学生过于依赖死记硬背，缺乏有效的学习策略和技巧。
另外，部分学生在学习英语时，缺乏自主学习和合作学习的机会，导致学习效果不佳。
3. 存在的问题3.1 听力和口语能力较弱部分学生的听力和口语能力相对较弱，这在一定程度上影响了他们的英语综合运用能力。
3.2 学习兴趣不足部分学生对英语学习缺乏兴趣，这可能导致他们学习英语的积极性和主动性不高。
3.3 学习方法不当部分学生过于依赖死记硬背，缺乏有效的学习策略和技巧，这可能影响他们的学习效果。
4. 改进措施4.1 提高听力和口语教学水平学校应加强对听力和口语教学的重视，提高教师的专业水平，采用更多的实践性教学活动，提高学生的听力和口语能力。
4.2 激发学生学习兴趣教师应注重激发学生的学习兴趣，通过丰富的教学手段和活动，提高英语学习的趣味性。
4.3 引导学生采用有效的学习方法教师应引导学生采用有效的学习方法，如自主学习、合作学习等，帮助他们形成良好的学习习惯和策略。
5. 总结通过对高中英语学情的全面分析，我们发现学生的英语学习现状存在一定的问题，但也有改进的空间。
学校和教师应针对存在的问题，采取有效的改进措施，提高学生的英语水平。
高一英语学生学习情况分析
高一英语学生学习情况分析2023年，高一学生的英语学习情况得到了显著的提高。
这一成果的取得，离不开多方面的努力。
以下从课程设置、教学方法、学生自身等方面进行分析。
课程设置方面。
2023年，国家对高中英语课程进行了调整和优化。
在课程内容方面，将听说读写等四大技能融合起来，形成了具有实际应用价值的综合英语课程。
在教学方法方面，强调互动式教学，增强学生参与感和兴趣，鼓励学生主动思考和创造，有助于培养学生英语语言应用能力和创新精神。
教学方法方面。
除了课程设置的优化，教学方法的改进也取得了不小的成果。
教师采取了探究式教学法、任务型教学法等先进的教学方法，让学生通过多样化的教育资源，深度开展自主学习、合作学习、个性化学习等形式，实现了学生的有效学习。
在学习习惯方面，学生们已经逐渐明白，英语学习需要长期跟进，在日常学习中要注重多资源的查找，培养个人学习能力和自我调节能力，掌握学习方法的同时，更要注意学习策略。
学生自身方面。
2023年的高中学生，已经意识到自己的英语能力需要长期保持，英语学习是自己未来发展的一个重要支柱，积极认真的学生做到：早期阅读开始就要看英文原文，逐渐提高自己语言的听说读写能力；平时多参与英语角、英语比赛等活动，增强自己的学习热情和活力；认真对待课外学习任务，注重英语学习的自我动力和自我管理，从而不断提升自己的英语水平。
总之，2023年高一学生英语学习情况已经发生大幅改善。
这得益于英语课程改革的顺利推进、教学方法的不断创新、学生自身素养的提高。
但也要看到，英语的学习还需要长期跟进，期待更多的改进和创新，希望未来的学生能够更为出色地掌握英语，更好地发挥英语在日常和职场上的作用。
高三学生英语学科学情分析报告范文
高三学生英语学科学情分析报告范文全文共3篇示例，供读者参考篇1Title: Analysis Report on Academic Performance of Senior High School Students in English SubjectIntroductionEnglish language is considered as an essential subject for senior high school students worldwide. In China, the English subject is a compulsory requirement for college entrance examinations, which places significant pressure on students to achieve high scores. This report aims to analyze the academic performance of senior high school students in English and provide insights into potential factors influencing their learning outcomes.Data CollectionData for this analysis was collected from a sample of senior high school students in a local school in China. The sample size consisted of 200 students from different classes, with an equal distribution of male and female students. Data was gathered through student records, test scores, and teacher assessments.Analysis of Academic PerformanceThe analysis of academic performance in the English subject revealed a mixed picture. While some students demonstrated high proficiency in English, achieving top scores in tests and assignments, others struggled with the language and scored poorly. The average overall performance of the students in English was found to be satisfactory but room for improvement was evident.Factors Influencing Academic PerformanceSeveral factors were identified as influencing the academic performance of senior high school students in the English subject. These factors included:1. Background Knowledge: Students with a stronger foundation in English, such as those who attended international schools or received private tutoring, tended to perform better.2. Study Habits: Students who invested more time and effort in studying English, through practice exercises, reading, and vocabulary building, achieved higher scores.3. Teacher Influence: The quality of English teachers and their teaching methods played a significant role in shaping the academic performance of students.4. Motivation: Students with a genuine interest and motivation to excel in English were more likely to achieve better results.Recommendations for ImprovementBased on the analysis conducted, the following recommendations are proposed to improve the academic performance of senior high school students in the English subject:1. Enhanced Teaching Methods: Teachers should adopt interactive and innovative teaching approaches to engage students and make learning English more enjoyable.2. Encourage Self-Study: Students should be encouraged to take ownership of their learning by practicing English outside the classroom through reading books, watching movies, and listening to podcasts.3. Provide Additional Support: Schools should consider offering extra-curricular English programs, workshops, and tutoring sessions to help students who are struggling with the subject.4. Increase Motivation: Teachers and parents should work together to motivate students by highlighting the importance of English proficiency for future academic and career opportunities.ConclusionIn conclusion, the academic performance of senior high school students in the English subject is a critical aspect of their overall education. By identifying factors influencing their performance and implementing targeted interventions, schools can help students achieve better outcomes in English. Ultimately, a strong foundation in English language proficiency will not only benefit students academically but also prepare them for success in the globalized world.篇2Analysis Report on English Learning Situation of Senior Three StudentsIntroductionEnglish is one of the most important subjects for senior three students in China, as it plays a crucial role in their academic performance and future career prospects. Therefore, it is important to analyze the current learning situation of seniorthree students in English to identify the challenges they face and propose effective strategies to improve their performance.MethodologyTo conduct this analysis, a survey was conducted among senior three students in several schools across different regions in China. The survey included questions on students' English proficiency, study habits, attitudes towards English learning, and the challenges they face in learning English. The survey was conducted online to ensure the anonymity of the participants and encourage honest responses.ResultsThe results of the survey revealed several important findings:1. English proficiency: The majority of senior three students reported that their English proficiency is average to below average. Only a small percentage of students rated their English proficiency as above average.2. Study habits: Most students reported that they spend around 1-2 hours studying English every day. However, a significant number of students admitted that they only study English when there is an upcoming exam or assignment.3. Attitudes towards English learning: The majority of students expressed a positive attitude towards learning English, with many recognizing the importance of the language for their future career prospects. However, some students also reported feeling overwhelmed by the amount of content they need to learn in English.4. Challenges in learning English: The main challenges reported by students included difficulties in understanding and memorizing vocabulary, grammar rules, and speaking fluently.DiscussionBased on the findings of the survey, it is evident that senior three students face several challenges in learning English, including low proficiency levels, inconsistent study habits, and difficulties in mastering the language. To address these challenges, several strategies can be implemented:1. Encourage regular practice: Students should be encouraged to study English regularly and not just before exams. Daily practice can help improve their proficiency and retention of the language.2. Use interactive learning methods: Incorporating interactive learning methods such as group discussions, debates,and language games can make learning English more engaging and effective.3. Provide additional support: Schools should provide additional support to students who are struggling with English, such as tutoring sessions, study groups, and online resources.4. Focus on practical skills: Emphasizing the development of practical English skills such as speaking, writing, and listening can help students become more confident and proficient in using the language.ConclusionIn conclusion, the analysis of the English learning situation among senior three students in China reveals several challenges that need to be addressed. By implementing the strategies discussed above, schools can help improve students' English proficiency, study habits, and attitudes towards learning the language. This, in turn, will benefit students in their academic performance and future career prospects.篇3Analysis of English Learning Situation of Senior Three StudentsIntroductionEnglish is a crucial subject for senior three students as it is not only a compulsory subject for the college entrance examination but also an essential skill in today's globalized world. Therefore, it is important to analyze the learning situation of senior three students in order to identify strengths and weaknesses and provide suggestions for improvement.StrengthsSenior three students have several strengths in their English learning. Firstly, they have a solid foundation of basic grammar and vocabulary after years of studying English. This allows them to understand and use English in a variety of situations. Secondly, senior three students have good reading comprehension skills and can comprehend complex texts with ease. This is crucial for success in the college entrance examination as well as in future academic endeavors. Finally, senior three students have developed good writing skills and can express their ideas clearly and effectively in written form.WeaknessesDespite their strengths, senior three students also have some weaknesses in their English learning. One major weaknessis the lack of speaking practice. Senior three students often focus more on reading and writing, neglecting the development of speaking skills. As a result, they may struggle in communication with native English speakers or in oral examinations. Additionally, senior three students may have trouble with listening comprehension, especially when it comes to understandingfast-paced native speaker conversations or lectures. This can hinder their overall English proficiency and affect their performance in listening tests.Suggestions for ImprovementTo address the weaknesses in their English learning, senior three students can take several steps to improve their skills. Firstly, they should prioritize speaking practice by engaging in conversations with peers, participating in English clubs or activities, or even practicing with online language exchange partners. By speaking more regularly, senior three students can improve their fluency and confidence in using English. Secondly, senior three students should focus on improving their listening skills by listening to English podcasts, watching English movies or TV shows, and practicing listening comprehension exercises. This will help them become more accustomed to different English accents and improve their ability to understand spokenEnglish. Finally, senior three students should continue to work on their writing skills by practicing writing essays, reports, and other types of written assignments. This will help them refine their writing style and grammar, ultimately improving their overall English proficiency.ConclusionIn conclusion, the English learning situation of senior three students is characterized by strengths in grammar, reading, and writing skills, as well as weaknesses in speaking and listening comprehension. By addressing these weaknesses through regular practice and exposure to English, senior three students can improve their overall English proficiency and achieve success in the college entrance examination and beyond. It is important for senior three students to continue working on their English skills in order to excel in an increasingly globalized world.。
高一 基础班英语学情分析范文
高一基础班英语学情分析范文As an English teacher in a high school grade 1 basic class, I have had the opportunity to closely observe and analyze the learning situation of my students. This analysis aims to provide a comprehensive understanding of the current state of English learning within this specific classroom context.The grade 1 basic class is often composed of students who have faced various challenges in their previous academic endeavors. These students may have struggled with the foundational concepts of the English language or encountered difficulties in keeping up with the pace of instruction in regular classes. Consequently, they have been placed in the basic class to receive more personalized attention and targeted support.One of the most prominent observations in this class is the wide range of English proficiency levels among the students. While some students have a relatively strong grasp of the language, others exhibit significant gaps in their knowledge and skills. This disparity can be attributed to a variety of factors, including their prioreducational experiences, exposure to the language outside the classroom, and individual learning abilities.To address this heterogeneity, the teaching approach in the basic class must be tailored to cater to the diverse needs of the students. The curriculum and lesson plans are carefully designed to provide a solid foundation in the core areas of English language learning, such as grammar, vocabulary, reading comprehension, and written expression.In terms of grammar, many students in the basic class demonstrate a limited understanding of basic grammatical structures, such as subject-verb agreement, tense usage, and sentence construction. This deficiency often hinders their ability to communicate effectively in both spoken and written English. To address this, the teacher dedicates a significant portion of class time to reinforcing grammatical concepts through various interactive activities, exercises, and targeted feedback.Vocabulary development is another area of focus in the basic class. Many students struggle with building a robust and versatile vocabulary, which can impede their reading comprehension, writing skills, and overall language proficiency. The teacher employs a range of strategies to enhance vocabulary acquisition, including introducing thematic word groups, encouraging the use of contextclues, and providing opportunities for vocabulary practice and application.Reading comprehension is a crucial skill that poses challenges for some students in the basic class. While they may be able to decode the words on the page, they often struggle to grasp the deeper meaning and nuances of the text. To address this, the teacher incorporates a variety of reading materials, from simplified passages to more complex authentic texts, and guides the students through active reading strategies, such as predicting, questioning, and summarizing.In the domain of written expression, many students in the basic class exhibit difficulties in organizing their thoughts, constructing coherent sentences, and developing well-structured paragraphs and essays. The teacher works extensively on the writing process, providing explicit instruction on the elements of effective writing, such as topic sentences, supporting details, and logical flow. Additionally, the teacher offers regular feedback and opportunities for revision to help students improve their written communication skills.Alongside the academic challenges, the basic class also presents unique social and emotional dynamics that the teacher must navigate. Some students may feel a sense of frustration or lack of confidence due to their perceived "lower" academic standing, whichcan impact their engagement and motivation in the classroom. The teacher employs various strategies to foster a supportive and inclusive learning environment, such as encouraging peer collaboration, providing positive reinforcement, and addressing individual emotional needs.Furthermore, the basic class often requires a more personalized approach to instruction and assessment. The teacher must be attuned to the unique learning styles, paces, and needs of each student, and adapt the teaching methods accordingly. This may involve the use of differentiated instruction, targeted interventions, and alternative assessment techniques to ensure that all students have the opportunity to demonstrate their progress and growth.Despite the challenges faced in the basic class, there are also numerous opportunities for growth and success. Many students in this setting have the potential to make significant strides in their English language proficiency, given the dedicated support and tailored instruction they receive. The teacher's role becomes pivotal in identifying and nurturing the strengths of each student, while also addressing their areas of weakness.In conclusion, the analysis of the English learning situation in a high school grade 1 basic class reveals a complex and multifaceted landscape. The diversity of student profiles, the range of proficiencylevels, and the unique social and emotional dynamics within the classroom require a comprehensive and adaptable approach to instruction. By addressing the specific needs of these students and employing effective teaching strategies, educators can empower them to overcome their challenges and unlock their full potential in English language learning.。
高中英语学情分析
一、引言：英语作为一门重要的国际交流语言，对于学生的综合素质和未来发展具有重要意义。
高中阶段是英语学科的重要阶段，学生需要掌握一定的英语知识和语言运用能力。
通过对高中英语学情的分析，可以有针对性地进行教学和辅导，促进学生的英语学习兴趣和能力的提升。
二、学生英语学情分析：1.听说能力：英语学科中，听说能力是学生最基础的能力之一。
通过对学生的课堂表现和口语交流情况的分析，可以发现部分学生在听力理解和口语表达方面存在一定的困难。
他们可能会遇到听不懂英语听力材料、无法流利表达自己的意思等问题。
2.阅读理解能力：英语学科中，阅读理解能力是学生学习的关键能力之一。
通过对学生的阅读表现和阅读理解练习成绩的分析，可以发现一些学生在阅读理解方面的能力还不够强。
他们可能会遇到理解文本困难、找不到正确答案等问题。
3.写作能力：英语学科中，写作能力是学生综合能力的重要体现。
通过对学生的作文表现和写作练习成绩的分析，可以发现一些学生在写作方面的能力还不够熟练。
他们可能会遇到写作结构不合理、语言表达不准确等问题。
4.语法和词汇掌握情况：英语学科中，语法和词汇是学生语言运用的基础。
通过对学生的语法和词汇使用情况的分析，可以发现一些学生在语法和词汇方面的掌握不够牢固。
他们可能会遇到语法错误、词汇用词不准确等问题。
5.学习方法与时间管理：高中英语学习的特点是内容较多，学习任务较重。
对学生的学习方法和时间管理能力有一定的要求。
通过与学生的交流和观察，可以发现一些学生可能存在学习方法不当、效果不佳的问题，以及时间分配不合理的情况。
需要进行指导和帮助，提高学生的学习效率和时间管理能力。
三、教学和辅导策略：1.听说能力提升：针对听说能力较弱的学生，可以通过丰富的听力材料和口语练习，激发学生的兴趣，并提高他们的听力理解和口语表达能力。
可以组织角色扮演、英语演讲比赛等活动，增加学生的英语实践机会。
2.阅读理解能力提升：对于阅读理解能力较弱的学生，可以通过大量的阅读材料，鼓励学生多读多练，提高他们的阅读速度和理解能力。
高中英语学情分析报告
高中英语学情分析报告摘要本报告对高中阶段的英语学习情况进行了深入的分析和评估，旨在识别学生的学习需求、优势与不足，为制定更具针对性的教学策略和提升学生英语能力提供依据。
1. 学生背景本次分析报告针对的是高中一年级至高中三年级的学生群体，他们的英语学习背景、学习习惯和接受能力存在一定的差异。
2. 学习需求分析2.1 学科要求高中英语课程标准对学生的听、说、读、写四项基本技能提出了明确的要求，并强调语言知识的积累和语言运用能力的培养。
2.2 学生期望通过问卷调查和访谈，发现学生们希望在英语学习中提高语言实际运用能力，特别是在听力、口语和阅读方面。
3. 学情优势分析3.1 学习基础大部分学生在初中阶段已建立了扎实的英语基础，能够顺利地开展高中阶段的英语学习。
3.2 学习资源随着信息技术的发展，学生可利用的学习资源丰富，包括在线教育平台、英语学习APP等。
4. 学情不足分析4.1 学习习惯部分学生缺乏良好的学习习惯，如定期复习、积累词汇和语法知识。
4.2 实践机会由于应试教育的影响，学生缺乏足够的语言实践机会，特别是在口语和写作方面。
5. 改进建议5.1 教学策略教师应针对不同学生的学习基础，采用分层教学法，满足不同层次学生的学习需求。
5.2 学习活动增加各类英语实践活动，如英语角、角色扮演等，提高学生的语言运用能力。
5.3 学习资源引导学生合理利用网络学习资源，提高自主学习能力。
6. 总结通过本次学情分析，我们对学生的英语学习现状有了更深入的了解，为今后的教学工作提供了有益的参考。
我们将继续关注学生的英语学习进展，不断调整和完善教学策略，努力提高学生的英语水平。
附录- 问卷调查表- 访谈记录- 教学策略实施方案。
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高中英语学情分析范文对于高中学生的学习情况进行分析，是教学改善的一个步骤。
下面是 ___给大家的高中英语学情分析，供大家参阅!xx年5月23日，我校进行了全校范围的xx-xx学年度下学期期中考试。
基于本次考试的检验结果和这学期以来学生学习的具体情况，总结如下：这次考试试题难度适中，符合我校学生现有知识和认知水平，考试成绩基本体现学生真实学习情况。
___满分120分，年组最高分105分，最低分不足30分，平均分为51分，学生两极分化较明显。
分析原因，给出整改：1. 知识基础薄弱：零星知识多反复，及时巩固练习; 系统知识面向全体，零起点讲授;知识分层次，要求有梯度。
2. 学习不主动：课上小组合作，扩大参与;课下留预习、巩固作业，课前检查;假期作业及时上交、批改，严格要求。
3. 学习状态不稳定，阶段性波动：课上多 ___，多提问，课后针对性单独谈话，了解情况，力所能及给予正确引导和帮助。
4. 学习不够刻苦，惰性强;信心不足，困难和压力面前易退缩:①知识归纳详细，结构清晰，层次分明，精益求精。
力求做到最易懂、最典型、最精炼，并印成规范单页纸下发，以备随时、查阅。
用自身努力助学生事半功倍。
②重理解、轻记忆;重思维与技能养成、轻大量信息涌入式记忆;力争最大程度提高技能，促一劳永逸，减轻学习压力。
③给学生成长和进步的时间与空间，不急于求成，让学生在轻松、愉悦的氛围里学习，不知不觉中获得知识与技能的积累。
我始终坚信，好是润物无声+春风化雨。
好教师是不动声色+潜移默化。
第一部分：听力(共两节，满分20分)第一节(共5小题，每小题1分，满分5分)请听下面5段对话，每段对话后有一个小题，从题中所给的A，B，C三个选项中选出最佳选项，并标在 ___的相应位置。
听完每段对话后，你都有10秒钟时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What’s the wo ___n?A. A restaurant cook.B. An experien ___d baker.C. A hotel waitress.2. What’s the ___n getting his English teacher for her birthday?A. A scarfB. FlowersC. A dictionary3. How ___ny people visited Mr. Lee’s offi ___ this morning?A. OneB. FourC. None4. Which book has the ___n’s brother bought?A. A history book.B. An English textbook.C. A Chinese textbook.5. What should the ___n do aording to the wo ___n?A. Look in the study group area.B. Join the study group.C. Look in the lounge for the study group.第二节 (共15小题;每小题1分，满分15分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A，B，C三个选项中选出最佳选项，并标在 ___相应位置。
听每段对话或独白前，你将有时间阅读每个小题，每小题5秒钟;听完后，个个小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
请听第6段材料，回答第6至8题。
6. Where does the conversation take pla ___?A. At the nurse’s station.B. At a hospital ward.C. At the doctor’s offi ___.7. Which of the following is mentioned in the conversation?A. The bill.B. Visiting hours.C. Meal hours.8. What can we learn from the conversation?A. The wo ___n is a new doctor.B. The ___n doesn’t think very highly of the wo ___n.C. The ___n is new here.请听第7段材料，回答第9至11题。
9. When did the ___n plan to meet Cathy?A. At 7:00.B. At 7:30.C. At 9:00.10. What did the ___n finally buy?A. A shirt and a coat.B. A shirt.C. Nothing.11. What do we learn about Cathy?A. She first went to the east entran ___ to meet the ___n.B. She hoped to meet the ___n at 7:30.C. She met the ___n at 9:30 at the ___in entran ___.请听第8段材料，回答第12至14题。
12. How does the ___n know Bill has a baby girl?A. From his colleague.B. From his school ___te.C. From his neighbour.13. What happened to Mark this morning?A. He ___oked too much and coughed a lot.B. He had an aident on the way to work.C. He felt terrible when he woke up.14. What will the two speakers do tomorrow?A. Hold a farewell ___ for David.B. Have a ___lebration for Bill.C. Visit Bill’s wife in the hospital.请听第9段材料，回答第15 至17题。
15. Where will the ___n have Thanksgiving?A. At his own home.B. At the wo ___n’s.C. At his parents’.16. What do people eat at the wo ___n’s home on Thanksgiving?A. Turkey, sweet potatoes and apple pie.B. Turkey, salty potatoes and pumpkin pie.C. Turkey, sweet potatoes and pumpkin pie.17. What are the men doing while the women are cooking?A. Helping the women with the cooking.B. Doing some exercise.C. Watching football games.请听第10段材料，回答第18至20题。
18. In how ___ny countries has Avatar been shown besides North America aording to the talk?A. 4.B. 5.C. 6.19. When is the movie Avatar set?A. 2145.B. 2154.C. 2159.20. What can we learn from the talk?B. It took 6 years to ___ke Avatar.C. Avatar has won Oscar awards.第二部分英语知识运用(共两节，满分35分)第一节单项填空(共15小题;每小题1分，满分15分)请认真阅读下面各题，从题中所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
21. It’s ______ good feeling for people to admire the Shanghai World Expo that gives them ______ pleasure.A. /; aB. a; /C. the; aD. a; the22. Unless ______ , we’ll have to shut down some branch panies for lack of money.A. discussedB. finan ___dC. encouragedD. renamed23. With your help, there is no doubt ______ our plan is meant for will work out suessfully.A. that whatB. whether thatC. what thatD. that whether24.When electric cars bee ______ , we’ll need to build more charging stations.A. availableB. aessibleC. attractiveD.alternative25. A scientist who can speak English is in closer touch with those of other countries than ______ who doesn’t.A. thatB. thoseC. /D. one26. He doesn’t spend any more money on clothing than I do, but ______ he ___nages to look so stylish.A.thereforeB. somehowC. furthermoreD. otherwise27. Buses have routes. They ________ and ________ people at different pla ___s on the routes.A. take on, get offB. pick up, drop offC. take up; take offD. pick out; drop out28. Green economy offers a new model ______ people could both protect the cli ___te and develop the economy, aording to what Li said at the International Cooperative Conferen ___ on Green Economy and Cli ___te Change.A. howB. whyC. whereD. which29. — How do you find the town you visited yesterday?— The town has changed out of all ______ in the past 20 years, a pletely new one in front of me.A. realizationB. descriptionC. expressionD.recognition30. ______, but the idea of having to work more than ten hours a day without weekends discouraged me.A. Wanting to be a teacherB. Although I wanted to be a teacherC. I had wanted to be a teacherD. To want to be a teacher模板,内容仅供参考。