7-R-Controlled Word Family Word Work
刘宝胤 《自然拼读架起英语听说到读写的桥梁》
sign，design， resign
calf，talk， calm
write，wrong， rewrite
元音分类
01
02
03
短元音
short vowels 04
长元音
long vowels 05
二合元音
vowel digraphs 06
双元音
vowel diphthongs
r 控制的元音
r-controlled vowels
字母识别
字母识别的五个目标
1 2 3 4 5
会念26 个字母名 能快速识别和区分26 个字母大、小写 能正确书写26 个字母大、小写 学会26 个字母在单词中最常见的发音 听到字母音的时候，能写出相应的字母形
字母识别：手指字母操
从单词的首音感知字母音
认知字母名和字母音
判断/d/的位置： Dog, duck, pad, middle, door, road, dig, puddle
借助图片、肢体语 言、上下文情境， 提高文字理解力
•有感情、大声地流
利朗读
单词的音形结合
单词的形义结合
自然拼读与英语阅读 ——你中有我，我中有你
自然拼读 是阅读的 工具和 基础
Phonics Reading
阅读 提高和
活化自然
拼读技能
一图诉说—— 自然拼读的前世今生
关于自然拼 读，你理解 到位了吗？
词首: th，ch，sh，ph，wh :
thing ， that ， chair ， sheep ， phone ， where 词尾: ll, ss, th，ch，sh，ck，ng，gh : bath，lunch，wash，click，sing，laugh
符合拼读规律词汇G3 List
words.
5. grain
15. again
20. soil
2. The vowel pair -ay
6. remain
comes at the end of 7. sleigh
words.
8. weight
3. The chunk -eigh says 9. neighbor
/a/.
10. freight
1. everything 2. backyard 3. moonlight 4. somewhere 5. flashlight 6. doesn’t 7. isn’t 8. haven’t 9. they’re 10. you’re
11. picture 12. being 13. study 14. mother 15. still
11. need
16. mineral
1. The vowel pair -ai
2. spray
12. hБайду номын сангаасnd
17. pebble
comes at the
3. relay
13. high
18. characteristics
beginning or middle of 4. brain
14. different 19. chart
High Frequency
Words
11. feet 12. land 13. side 14. kind 15. began
Content Words
16. login 17. menu 18. monitor 19. keyboard 20. enter
2
Closed syllables w/
英语自然拼读,发音规则
自然拼音课程步骤一：26个英文字母(alphabet letters)的发音-短音节Phonics自然拼音，或叫“自然拼读法”更容易理解。
拼读什么？就是看到英文字母或字母的组合能自然地读出、读对它的发音。
这里，首先要区分“读音”(Name)与“发音”(Sound)。
A-Z的26个字母几乎大家都认识、都能念出来，而念出来的就是字母本身的“读音”；而自然发音指的是字母的“发音”。
发音不同于读音。
看到字母后，不管读音，找对发音。
这就Phonics要学的。
1、21个辅音字母的发音其实只有18个。
C/K发音相同，只能算做一个；W、Y是两个半元音字母。
归在一处，只为方便。
2、5个元音字母的发音-短元音a、e、i、o、u是学习的重点。
步骤二、元音的字母音-长元音5个元音构成的以下元音组合的发音，就是该元音的字母音，即该字母的读音，但必须是发长音。
一、a的字母音写作/ei/----其组合为/a_e/、/ai/、/ai/，发音为a的字母音(读音)规则举例1. /ei/：/a_e/ e在结尾不发音 cake tape lake gate plate grape cane hate tale late(例外have) a_e 中间隔着一个辅音，或者简单理解为其它字母。
2./ei/：/ai/ 出现在以n/l结尾的单词中rain train mail nail sail brain tail /rail pain hail wail(例外wait paid)3. /ei/：/a/ 出现在单词末尾play day today away say may stay二、e的字母音/i:/----其组合为/e_e/、/ee/、/ea/、/e/，发音为e的字母音(读音)，写作/i:/。
规则举例1. /e_e/ e在结尾不发音/i:/ these Chinese Japanese athlete Pete Eve/ee/ /i:/ keep tree three sleep meet seen seed green feet need sheep see bee jeep bleed/ea/ /i:/ eat sea tea read meat clean speak steal screams heat lead beat seal pea bean/e/ /i:/ 只有一个元音且在单词末尾 he she we me三、i的字母音----其组合为/i_e/、/ie/、/igh/、/y/，发音为i的字母音(读音)，写作/ai/。
西门子 使用说明书
Operating manual for diagnostics M200D AS-i1.Lieferumfang (3)1.1.Scope of delivery (3)1.1.1.CPUs (3)1.1.2.AS-i Master (3)1.2.Mode of operation (3)1.3.Overview of the S7-blocks (3)1.4.Necessary Software (3)2.Implementation in S7 project (4)2.1.Step 7 blocks (4)2.1.1.Parameter description (5)2.1.1.1.Enable (5)DDR_ASi_Master (5)2.1.1.3.Slave_Adresse (6)2.1.1.4.Busy (6)2.1.1.5.RetVal (6)2.1.1.6.Status_ASi_3422 (6)2.1.2.Return Values alarm messages (7)2.1.3.Return value Error messages (7)Note The diagnosis screens and the program are not binding and do not claim to be complete regarding the circuits shown, equipping and anyeventuality. The diagnosis screens and the program do not representcustomer-specific solutions. They are only intended to provide supportfor typical applications. You are responsible for ensuring that thedescribed products are correctly used. The introduced examples do notrelieve you of the responsibility of safely and professionally using,installing, operating and servicing equipment. Using these functionexamples and tools within the examples, you accept that Siemenscannot be made liable for any damage/claims beyond the liability clausedescribed. We reserve the right to make changes to these functionexamples and tools at any time without prior notice. If there are anydeviations between the recommendations provided in these examplesand other Siemens publications – e.g. Catalogs – the contents of theother documents have priority..Warranty, Liability and SupportWe accept no liability for information contained in this document.Any claims against us – based on whatever legal reason – resulting fromthe use of the diagnosis screens and the program information, programs,engineering and performance data etc., described in this example shall beexcluded. Such an exclusion shall not apply in the case of mandatoryliability, e.g. under the German Product Liability Act(“Produkthaftungsgesetz”), in case of intent, gross negligence, or injury oflife, body or health, guarantee for the quality of a product, fraudulentconcealment of a deficiency or breach of a condition which goes to theroot of the contract (“wesentliche Vertragspflichten”). However, claimsarising from a breach of a condition which goes to the root of the contractshall be limited to the foreseeable damage which is intrinsic to thecontract, unless caused by intent or gross negligence or based onmandatory liability for injury of life, body or health. The above provisionsdo not imply a change in the burden of proof to your detriment.Copyright© 2009 Siemens I IA. It is not permitted to transfer or copythese diagnosis screens and the program or excerpts of themwithout first having prior authorization from Siemens I IA in writing.For questions about this document please use the following e-mailaddress:mailto:********************************1. Lieferumfang1.1. Scope of deliveryThis function block is written for the diagnosis AS-i Motor Starters for the product family ofM200D. It has to be used for SIEMENS AS-I Masters, which work with the AS-I Master function …ASi_3422“ (FC7). The function block can read “warning / messages” and “faults” of the M200DAS-i Motor Starters.The function block can only be used with the communication processors CP342 and PROFIBUS DP/ASi-Links of SIEMENS.For the IE/AS-INTERFACE LINK PN IO this function block cannot be used.1.1.1. CPUsAll CPUs of the SIEMENS series S7-300/400 can be used.1.1.2. AS-i MasterThis function block can be used for following SIEMENS ASI-Master:communication processor MLFBCP 342-2 6GK7342-2….CP 343-2 6GK7343-2AH0x-0XA0CP 343-2 P 6GK7343-2AH1x-0XA0DP/AS-i MasterDP/AS-i LINK Advanced 6GK1415-2BAxxDP/AS-Interface Link 20E 6GK1415-2AAxxDP / AS-i F-Link 3RK1314-1….Table 1: Overview AS-i Master1.2. Mode of operationIf you initiate the function block by setting the entry Enable , at first the S1 Status bit is requested. Dependant on the value of the S1 Status bit the read out as follows:S1 = 1 – Errors are requested and displayedS1 = 0 – Warnings are requested and displayedThe Value is stored in the WORD RetVal . See RetVal1.3. Overview of the S7-blocksblock-numberdescription Comment FC7 ASi_3422 Im FB 21 enthaltenFB21 Read out diagnosis of MotorStarter M200D AS-i Block-number can always be changed. FB can be used as a multi-instance.Table 2: Overview S7-Blocks 1.4. Necessary Software•Step 7 from V5.4+SP42. Implementation in S7 project2.1. Step 7 blocksThe function block can be called in OB1 or in a time controlled OB (OB30-OB38; depedant of the CPU).Atention: The block can be contained several times in the user programme. Is this the case it must be ensured, that only one function block is active at the sametime. This means, that only one …Enable“- Input may have the value …1“ atthe same time. See parameter description of function block …FC ASI_3422“of ASi-Master manual.Hint: The block number of FB21 can always be changed – the name DB67 is arbitrary as well here2.1.1. Parameter descriptionName TypArtMemoryareacomment Enable BOOLEE,A,M,D,L,ConstantTrigger Read out DiagnosisLADDR_ASi_Maste r WORD EE,A,M,D,L,ConstantPAE Address of respective AS-iMasterSlave_Adresse BYTE EE,A,M,D,L,Constant AS-i Slave Address of the respective Motor Starter for DiagnosisBusy BOOLAE,A,M,D,LFuntion block is busy reading outDiagnosisRetVal WORDAE,A,M,D,LValue of Diagnosis (Warnings anderror) - Details see belowStatus_ASi_3422 DWORD E/AM,D Status word of function block…ASi_3422“Table 3: function block parameter2.1.1.1. EnableWith this parameter the Diagnosis of the M200D Motor Starter is started. If the parameter is set to …True“ permanently, then the diagnosis is read out permanently. If the diagnosis shall be read out only at one certain point, the parameter can to be set with an impulse.2.1.1.2. LADDR_ASi_MasterHere the start adress of of the AS-i Master has to be set. (See process Image of HWKonfig)2.1.1.3. Slave_AdresseThe Slave address of the respective M200D Motor Starter has to be set here.2.1.1.4. BusyIf this parameter output is …TRUE“, the function block is active to read out diagnosis of a Motor Starter. If the function block shall be called several times for the respective AS-i Master, this parameter can be used for interlocking.2.1.1.5. RetValThe output parameter RetVal (WORD) contains the diagnosis values and error information of the …ASi_3422“. The exact description of the error values, values > 8000hex, you can find in the manual of the respective AS-i Masters at the description of the function block …FC ASI_3422“.If there is no error in the run of the function block the error/warning messages are displayed in the right byte, the left Byte is …0“. The messages are displayed in the right Byte as follows:Bit 7..4 Bit 3..0Output Error number Output warning number2.1.1.6. Status_ASi_3422With this parameter entry the status of the function Block As-i Diagnosis is displayed in a double word. If the function Block …M200D_ASi-Diagnosis“ for one AS-i-Master is used several times in the programme, or the block …FC_ASi_3422“ is used for this AS-i-Master as well for a differentfunction 1, the identical data area for the parameter …Status_ASi_3422“ (or …Status“ for FC …ASi_3422“), always must be used for storing the Status double word (e.g. MD54 orDB11.DBD2).2.1.2. Return Values alarm messagesResponse:Diagnose – alarms (A) / messages (M)P3 P2 P1 P0 Message / alarm0 0 0 0 00 dezNo alarm / message 0 1 0 0 04 dez(M) Thermal motor model deactivated 1 0 1 0 10 dez (M) Manual local control1 0 1 1 11 dez (A) Prewarning limit of motor model exceeded1 1 0 0 12 dez (M) Temperature sensor deactivatedTable 4: Warnings of M200D AS-i Basic2.1.3. Return value Error messagesFeedback: Diagnosis – Errors (F)P3 P2 P1 P0Errors 0 0 0 0 00 dez No fault0 0 1 0 02 dez (F) Main switch OFF0 0 1 1 03 dez (F) Zero current disconnection0 1 0 0 04 dez (F) Overload0 1 0 1 05 dez (F) Device fault0 1 1 0 06 dez (F) Supply voltage switching elementmissing1 0 0 1 09 dez (F) Plug removed line-side1 0 1 0 10 dez (F) Supply voltage electronics insufficient1 1 0 0 12 dez (F) short circuit tripping1 1 0 1 13 dez (F) Asymmetry disconnection1 1 1 0 14 dez(F) Incorrect parameter value1 1 1 1 15 dez(F) Group fault Table 5: Errors M200D AS-i Basic1 For a different function independent of the Function block Diagnosis。
phonics-kids-6B 文字版
Phonics kids 6BPart 3 R-controlled vowelsUnit 1 The sound of “ ar /ɑ:/ ”Chant with mea．r—ar ar ar ar arRhyming funWhy did the dog bark ?While running through the park ?Was it because it was so dark ?1. The word family of “ ark /ɑ:k/ ”Point and sayar ar ar ar．k—ark ark ark arkd．ark—dark m．ark—mark b．ark—bark p．ark—park Rhyming funIt’s so dark ! I can not find Mark !2. The word family of “ ard /ɑ:d/ ”Point and sayar ar ar ar．d—ard ard ard ardh．ard—hard y．ard—yard c．ard—cardRhyming funThe dog barked so hard . When I ran through the yard .3. The word family of “ arn /ɑ:n/ &arm /ɑ:m/”ar ar ar ar．n—arnarn arn arn b．arn—barnar ar ar ar．m—armarm arm arm f．arm—farmRhyming funThere’s a barn On our farm !Unit 2 The sound of “ er /ə/ ”Chant with mee．r—er er er er erRhyming funA farmer And a teacherAre riding on a scooter .1. Words with “er”Point and saypainter painter painter er er erhunter hunter hunter er er erbaker baker baker er er erRhyming funA painter A hunter ,And a baker Are walking together .2. Words with “er”mother mother mother er er erfather father father er er erother other other er er erRhyming funI love my mother . I love my father . We all love each other .3. Words with “er”Point and saywinter winter winter er er erriver river river er er erbigger bigger bigger er er erRhyming funAfter the winter , The river is bigger .Unit 3 The sound of “ ir /ə:/ ”Chant with mei．r—ir ir ir ir irRhyming funThe skirt of the girl is dirty , So is her shirt .1. The word family of “ ir /ə:/ ”Point and sayir ir ir f．ir—firir ir ir s．ir—sirRhyming funBrown bear ,brown bear , Have you seen a fir ?Yes , sir ! Yes , sir ! Not far away from here .2. The word family of “ irt /ə:t/ ”Point and sayir ir ir ir．t—irt irt irt irtsh．irt—shirt sk．irt—skirtRhyming funThe girl in a pink skirtLikes to twirl her skirt .Unit 4 The sound of “ or /ɔ:/ ”Chant with meo．r—or or or or orRhyming funA tiny tiny horn Hides in the corn During a big ,big storm .1. The word family of “ ork/ɔ:k/ ”Point and sayor or or or．k—ork ork ork orkf．ork—fork p．ork—porkRhyming funWould you use a fork ? To eat juicy juicy pork ?2. The word family of “ ord/ɔ:d/ ”Point and sayor or or or．d—ord ord ord ord f．ord—ford l．ord—lordRhyming funFord is a lord . He plays with his sword .3. The word family of “ orn/ɔ:n/ ”Point and sayor or or or．n—orn orn orn orn b．orn—born h．orn—horn c．orn—corn Rhyming funA unicorn is born With only one horn .4. The word family of “ orm/ɔ:m/ ”Point and sayor or or or．m—orm orm orm orm st．orm—storm f．orm—formRhyming funFar away to the north There was a very big storm !Unit 5 The sound of “ ur /ə:/ ”Chant with meu．r—ur ur ur ur urRhyming funCan you see the turkey Turn into a purple turtle ?1. The word family of “ urse/ə:s/ ”Point and sayur ur ur ur．se—urse urse urse ursep．urse—purse n．urse—nurseRhyming funThis furry ,furry purse Belongs to a very nice nurse .2. The word family of “ urn/ə:n/ ”Point and sayur ur ur ur．n—urn urn urn urnb．urn—burn t．urn—turnRhyming funWhat a magic fur purse !The nurse turns And the purse burns !Part 4 Rhyme and sing with me !Sing with me “Little Boy Blue”Little Boy Blue come blow your horn ,The sheep’s in the meadow .The cow’s in the corn , But where is the boy ?Who looks after the sheep ? He’s under a haycock , fast asleep .Rhyme with me “Peter Piper Picked.”Peter Piper pickedA peck of pickled peppers;A peck of pickled peppers.Peter Piper pickedIf Peter Piper pickedA peck of pickled peppers.Where’s the peck of pickled peppers ?Peter Piper picked ?Sing with me “Jack and Jill”Jack and Jill went up the hill To fetch a pail of water Jack fell down and broke his crownAnd Jill came tumbling afterThen up got Jack and said to Jill ,As in his arms he took her ,“Brush off that dirt for you’re not hurtLet’s fetch that pail of water .”So Jack and Jill went up the hillTo fetch the pail of waterAnd took it home to Mother dear,Who thanked her son and daughter .Sing with me “Hush, Little Baby”Hush little baby, don’t say a wordPapa’s gonna buy you a mocking bird.And if that mocking bird don’t sing,Papa’s gonna buy you a diamond ring .And if that diamond ring turns brass .Papa’s gonna buy you a looking glass.And if that looking glass gets broke ,Papa’s gonna buy you a billy goat.And if that billy goat won’t pull ,Papa’s gonna buy you a cart and bull ,And if that cart and bull turn over ,Papa’s gonna buy you a dog named Rover, And if that dog named Rover don’t bark , Papa’s gonna buy you a horse and cart ,And if that horse and cart fall down,You’ll still be the sweetest little baby in town !。
上海高考英语模拟题附详细答案(拿来即可用)#精选.
高三英语试题1II. Grammar and vocabularySection ADirections: After reading the passages below, fill in the blanks to make the passages coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.(A)American parents usually think that their child （25）have less pocket money than the children whom he often connects with even if they are wealthier. And they don’t expect their children to compare with the richer if some conditions make （26）impossible for the children to get the same pocket money （27）the children in the neighborhood.The pocket money is not controlled by the parents, because a child can learn to use money correctly （28）dealing with it himself. If a 7 – year – old child gets one dollar as a week pocket money and is made to put it all in his piggy bank to save it up, he can’t know （29）the real use for the money is. The children can use part of his pocket money to buy something he especially wants. By the time he is eight, he is old enough that parents can take the child to the bank, （30）（open）a saving account for him, and encourage him to put a certain amount of his pocket money into the bank and watch his bank savings grow as entry by entry （存入）is made. He will be saving, earning, and spending suitable quantities all along in order to learn how （31）（manage）money and to keep him in a favorable position with his friends. If a boy can’t join his fellows in a sweet shop once in a while because he has to save every cent he gets or earns for some big unknown project his parents have chosen for him, he is a sorry child.（B）Have you ever lain in the sun, ___(32) (enjoy) the entertainment of reading a newspaper? Have you ever sat in an underground railway, killing your boring time by turning a newspaper? If you have made it, there is no doubt_ (33)__you may not deny the importance of newspapers as a popular medium.Newspapers provide us with great convenience. (34) the electric media like televisions and computers offers us another way to obtain information, their generation by electricity limits their uses indoors. On the other hand, newspapers may be carried (35) we plan to. In addition, their small size and light weight will surely spare our effort to take them.__(36) advantage of newspapers lies in their non-pollution. It may be said without fear ofexaggeration that almost all those electronic media do harm to people’s health. (37) (take)televisions for example: exposures to radiations (辐射), a kind of pollution, from them in the longrun will damage people’s health, (38) (especial) for pregnant women. The same case can alsobe found in computers. Newspapers, by contrast, are made of natural materials. Therefore nopollution will be given off nor are people subjected to the risk of illness when they read anewspaper.It is true that electronic media also has some superior (39) newspapers. They can give usmore direct information, not only by words but by sounds and pictures as well. But regardingnewspapers as a medium of the past is (40) apparent understanding, far from the truth. Section BDirections: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.Miss Li was born in a big city. After she graduated from a university, she was asked to besent to work at a 41 school in a mountainous area. There many parents have no money tosend their children to school. As a(n) 42 , Miss Li found that she had responsibility for thesechildren. So she made good use of her holidays to go back to the city, where she told her oldclassmates of her idea. As all her classmates are warm-hearted and love public welfare, they can43 with her easily. After careful discussion, they agreed to organize a(n) 44 to dosomething for the poor children.In order to collect enough money, they often visited singers to ask them to offer the moneythat they get from the concerts. They often went to the factories and companies to beg the bossesand managers to 45 their money in the education in the poor areas. What’s more, they evenreduced their 46 and spare their savings. Miss Li is good at 47 and know how to48 the money that they collect. Now many children 49 by this association can go back toschool.As time goes on, the association organized by Miss Li is a 50 name between the citywhere she was born and the area where she works.III. Reading ComprehensionSection ADirections: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.People often fall ill because of me. However, they can hardly blame me; it is largely their own 51 . A tired person may get caught, especially when he goes to crowded places with polluted air. A sudden change in 52 is another factor. In hot summer, people turn on the air-conditioner upon returning home. They will catch a cold easily.My latest victim is an energetic student. After school, he played football hard for two hours. Though 53 , he still went to the cinema. Then he got back home and took a cold shower immediately.I seized this golden chance to 54 him. He reacted, trying to 55 me, but I was already 56 deep in his throat. He kept sneezing and his nose was running. 57 he put on some warm clothes, it didn’t work, for there were too many of us. Besides, his sore throat kept upsetting him, and he developed a cough to force me and my family out, but 58 .The next day he couldn’t go to school. He had lost his appetite and was not as 59 as before. His mother made him orange juice every few hours for more vitamin C, which would help his 60 .For two days he was nursed by his mother. As he rested more, his defense strengthened and I began to feel the 61 . I knew I had to 62 him before long. But I am not the one who gives up easily, and I made every effort to fight back. 63 , it was my turn to feel 64 now, for his defense system was starting an all-out attack against me. I became 65 and finally my time was over.Do you know what I am?51. A. fault B. responsibility C. destination D. business52. A. occasion B. temperature C. season D. condition53. A. excited B. hurt C. tired D. late54. A. injure B. attack C. bother D. destroy55. A. get rid of B. get on with C. put up with D .take hold of56. A. reproducing B. waiting C. hiding D. disappearing57. A. Since B. Although C. Whether D. Once58. A. escaped B. succeeded C. failed D. regretted59. A. peaceful B. sensible C. happy D. energetic60. A. study B. development C. recovery D. effect61. A. loss B. pressure C. operation D. burden62. A. sacrifice B. catch C. forget D. leave63. A. Uncertainly B. Unsuccessfully C. Unusually D. Unfortunately64. A. reluctant B. disappointed C. painful D. ashamed65. A. weaker B. bigger C. smaller D. strongerSection BDirections: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.(A)Most people agree that honesty is a good thing. But does Mother Nature agree? Animals can't talk, but can they lie in other ways? Can they lie with their bodies and behavior? Animal experts may not call it lying, but they do agree that many animals, from birds to chimpanzees (黑猩猩), behave dishonestly to fool other animals. Why? Dishonesty often helps them survive.Many kinds of birds are very successful at fooling other animals. For example, a bird called the plover sometimes pretends to be hurt in order to protect its young. When a predator（猎食动物）gets close to its nest, the plover leads the predator away from the nest. How? It pretends to have a broken wing. The predator follows the "hurt" adult, leaving the baby birds safe in the nest.Another kind of bird, the scrub jay, buries its food so it always has something to eat. Scrub jays are also thieves. They watch where others bury their food and steal it. But clever scrub jays seem to know when a thief is watching them. So they go back later, unbury the food, and bury it again somewhere else.Birds called cuckoos have found a way to have babies without doing much work. How? They don't make nests. Instead, they get into other birds' nests secretly. Then they lay their eggs and fly away. When the baby birds come out, their adoptive parents feed them.Chimpanzees, or chimps, can also be sneaky. After a fight, the losing chimp will give its hand to the other. When the winning chimp puts out its hand, too, the chimps are friendly again. But an animal expert once saw a losing chimp take the winner's hand and start fighting again.Chimps are sneaky in other ways, too. When chimps find food that they love, such as bananas, it is natural for them to cry out. Then other chimps come running. But some clever chimps learn to cry very softly when they find food. That way, other chimps don't hear them, and they don't need to share their food.As children, many of us learn the saying "You can't fool Mother Nature." But maybe you can't trust her, either.66. A plover protects its young from a predator by______.A. pretending to be injuredB. driving away the adult predatorC. leaving its young in another nestD. getting closer to its young67. By "Chimpanzees, or chimps, can also be sneaky" (paragraph 5), the author means______.A. chimps are ready to attack othersB. chimps are jealous of the winnersC. chimps are sometimes dishonestD. chimps can be selfish too68. Which of the following is true according to the passage?A. Some clever scrub jays often steal their food back.B. The losing chimp won the fight by taking the winner's hand.C. Cuckoos fool their adoptive parents by making no nests.D. Some chimps lower their cry to keep food away from others.69. Which of the following might be the best title of the passage?A. How do animals learn to lie?B. Does Mother Nature fool animals?C. Do animals lie?D. How does honesty help animals survive?（B）“My kids re ally understand solar and earth-heat energy,” says a second-grade teacher in Saugus, California. “Some of them are building solar collectors for their energy course.” These young scientists are part of City Building Educational Program (CBEP), a particular program for kindergarten through twelfth grade that uses the stages of city planning to teach basic reading,writing and math skills, and more.The children don't just plan any city. They map and analyze the housing, energy, and transportation requirements of their own district and predict its needs in 100 years. With the aid of an architect who visits the classroom once a week, they invent new ways to meet these needs and build models of their creations. “Designing buildings of the future gives children a lot of freedom,” says the teacher who developed this program. “They are able to use their own rich imagination and inventions without fear of blame, because there are no wrong answers in a future context. In fact, as the class enters the final model-building stage of the program, an elected “official” and “planning group” makes all the design decisions for the model city, and the teacher steps back and becomes an adviser.”CBEP is a set of activities, games and imitations that teach the basic steps necessary for problem-solving: observing, analyzing, working out possible answers, and judging them based on the children's own standards.70. The Program is designed to __________.A. develop children's problem-solving abilitiesB. train young scientists for city planningC. direct kids to build solar collectorsD. train kids to be future architects71. An architect pays a weekly visit to the classroom to ___________.A. find out kids' creative ideasB. help kids with their programC. give children lecturesD. discuss with the teacher72. Who is the designer of the program?A. A teacher.B. An architect.C. An official.D. A scientist.73. The children feel free in the program because they _____________.A. can design future buildings themselvesB. need not worry about making mistakesC. are given enough time to design modelsD. have new ideas and rich imagination(C)Stonehenge（巨石阵）may have been a prehistoric health center rather than a site for observing stars or a temple in honor of the dead, scientists said yesterday. New evidence unearthedat the World Heritage Site in more than 40 years suggests that the monument was a place where the diseased and injured went in groups, seeking cures.After a two-week dig, scientists have concl uded that Stonehenge was “the ancient healthcare centre of southern England” because of the existence of “bluestones”---the smaller columns of dolerite（辉绿岩）that formed an earlier stone structure.By dating pieces of remains to around 7330BC, Tim Darvill, of Bournemouth University, and Goff Wainwright, of the Society of Amtiquaries have found that hunter-gatherers were at the site on Salisbury Plain 4,000 years earlier than thought. The first stage of Stonehenge, a round earthwork structure, was built around 3000BC. Professor Wainwright added: “I did not expect the degree of complexity we discovered. We’re able to say so much more about when Stonehenge was built and why---all of which changes our previous understanding of the monument.”The research reveals t he importance of the henge’s famous bluestones. Hundreds of bluestone chips gathered at the site have led the team to conclude that the bluestones were valued for their curing effects---the key reason that about 80 of them, each weighing up to 4 tons and a half, were dragged more than 150 miles from the Preseli Hills to Wiltshire. After years of research, Professors Darvill and Wainwright have concluded that, for thousands of years, the Preseli mountain range was home to magical health centers and holy wells.Even today there are those who believe in the curing powers of the springs for coughs and heart disease, and people who use crystals and bluestones for self-curing. Radiocarbon tests have also revealed that the construction of the original bluestone circle took place around 2300BC, three centuries later than originally thought. Interestingly, on the same day died the “Amesbury Archer”---a sick traveler from the Swiss or German Alps who had an infected knee---whose remains were discovered about five miles from Stonehenge. The professors believe that he was a devoted religious person who was hoping to benefit from the curing powers of the monument. 74．Stonehenge is recently believed to be a place for people .A．to recover from poor health B．to observe star movementsC．to hold religious ceremonies D．to gather huge bluestones75．What can be inferred about Stonehenge from the passage?A．The springs could cure coughs and heart disease best.B．The new discovery was the same as what had been expected.C．Some huge bluestones were not produced at Stonehenge.D．The original bluestone circle was thought to be constructed around 2000BC.76．The sick traveler in the passage is supposed to be .A．a devoted religious person from StonehengeB．one of the earliest discoverers of StonehengeC．the first explorer to test the magical power of bluestonesD．a patient trying to cure his infection at Stonehenge77．Which of the following might be the best title for the passage?A．Stonehenge: A New Place of Interest B．Stonehenge: Still Making NewsC．Stonehenge: Heaven for Adventurers D．Stonehenge: Still Curing PatientsSection CDirections: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.More and more corporations are taking an interest in corporate social responsibility (CSR). CSR is made up of three broad layers. The most basic is traditional corporate charity work. Companies typically spend about 1% of pre-tax profits on worthy projects. But many feel that simply writing cheques to charities is no longer enough. In some companies, shareholders want to know that their money is being put to good use, and employees want to be actively involved in good works.Money alone is not the answer when companies come under attack for their behavior. Hence the second layer of CSR, which is a branch of risk management. Starting in the 1980s, with environmental disasters such as the explosion at Bhopal and the Exxon V aldez oil spill, industry after industry has suffered blows to its reputation.So, companies often responded by trying to manage the risks. They talk to non-governmental organisations (NGOs) and to governments, create codes of conduct（行为准则) and devote themselves to more transparency（透明）in their operations. Increasingly, too. they, along with their competitors, set common rules to spread risks.All this is largely defensive, but there are also opportunities for those that get ahead of the game. The emphasis on opportunity is the third layer of CSR: the idea that it can help to create value. If approached in a strategic way, CSR could become part of a company's competitiveadvantage. That is just the sort of thing chief executives like to hear. The idea of "doing well by doing good" has become popular.Nevertheless, the business of trying to be good is bringing difficult questions to executives. Can you measure CSR performance? Should you be cooperating with NGOs and you’re your competitors? Is there any really competitive advantage to be had from a green strategy?Corporate social responsibility is now seen as a mainstream. Big companies want to tell the world about their good citizenship with their devotion to social responsibilities. Done badly, CSR is often just window-dressing and can be positively harmful. Done well, though, it is not some separate activity that companies do on the side, a corner of corporate life reserved for virtue（美德）：it is just good business.(Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS) 78. Both _________ in some companies find it no longer enough to simply donate money to charities.79. Give one example of the defensive measures of risk management according to the passage.80. With the emphasis on opportunity, the third layer of CSR is meant to_________.81. According to the passage, "good business" (paragraph 6) means that corporations ________ while making p rofits.第II卷（共47分）I. Translation （4+4+4+5+5）Directions: Translate the following sentences into English, using the words given in the brackets.1. 应该呼吁更多的中学生加入到慈善义卖会中。
Vocab2
Grade 2National Reading Vocabulary - The following 2nd Grade Reading Vocabulary List contains the 800+ reading vocabulary words which students need to master by the end of Grade 2. Students who achieve this goal will be reading slightly above grade level and will typically score in the top 25% on national reading tests (such as the CTBS and SAT).A total of 939 words are used in the 2nd Grade Listand arranged as follows:1st nine weeks – 219 words2nd nine weeks - 216 words3rd nine weeks - 252 words4th nine weeks - 252 wordsTOTAL = 939 wordsAlthough there are 939 words used in the list, we’ve taken 72 of the most difficult 1st grade words and included these in the “Week 1” Review and as word #5 for Weeks 2-9. Therefore, after subtracting the 70 review words, there are approximately 860 new vocabulary words introduced in this 2nd Grade Vocabulary List.Words are arranged from the "most common" words at the beginning of the list to the "lesser common" words toward the end of the year. This provides you the most logical and efficient order for instruction. To further increase memorization efficiency we have organized words into similar vowel sound and reading-rule categories. This strategy alone can dramatically increase the rate in which a student learns new words by giving a common sound or rule to use while decoding the words.Students advancing at the recommended pace of one "Level" per week will typically score in the top 25% on 2nd grade national standardized tests such as the CTBS or SAT. Upon completing this list and mastering 95% of the words - students will be reading at approximately a 3.0 Grade Level !Important Coding of Vocabulary WordsThe last word in each daily list is what we call our “Word of the Day.” It is located in the “grayscale” background to separate it from the main list words.The “Word of the Day” is far more difficult to learn than the other phonics based words. This difficulty occurs because it is either visually similar to other words (i.e. went – want) or is not consistent with typical phonics rules (i.e. does –what). The “Word of the Day” must be given extra practice to insure its complete memorization as it is also a high priority reading word.Richard Pressinger (M.Ed.)Reading SpecialistName_________________________ Class____________ Date_________GRADE 2 National Reading VocabularystststststCOMMENTS:ststCOMMENTS:ndndCOMMENTS:ndndCOMMENTS:ndndCOMMENTS:rdrdCOMMENTS:rdrdCOMMENTS:rdrdCOMMENTS:ththCOMMENTS:ththCOMMENTS:ththCOMMENTS:。
高考英语满分作文(精选20篇)
高考英语满分作文 篇1 My dream house is a villa which lies on the coast. There are two yards in the villa. The front yard is a garden with many beautiful flowers an plants for the four seasons. There is a swimming pool in the back yard, as my family are fond of swimming. On the first floor, there is a big hall when you enter the gate. On the right of the hall is a sitting room, there we can relax, have a rest, watch TV and enjoy entertainments. On the left there is a computer room and a study belonging to me. On the second floor, there are six bedrooms with bathrooms. The villa will be equipped with the modern equipment, such as security alarms controlled by computers, vision phones, lifts an automatic doors. Well, that is my dream house. 高考英语满分作文 篇2 The table above revealed an overall picture of employment satisfaction. Based upon the data of the table, most people under 40 are unclear or dissatisfied with their job, and 64% of those between 40 to 50, are not satisfied and no one feel satisfied at all. For people over 50, the degree of satisfaction largely exceeds the other groups, amounting to 40%. Such difference may be rooted in the following reasons. First, middle-aged people face more pressure to support the family, both the children and the senior, so that they neglect to enjoy in work. Second, the senior citizens has developed a lot in personality, so they are more prone to see the optimistic aspects of the work. Last, the conclusion that the current society patterns pose more challenges to the middle aged group under 50. To sum up, the senior citizens enjoys more content than the young and middle-aged people under 50. 高考英语满分作文 篇3 My Dream Home in the Dream Neighbourhood . My dream home is at the foot of a hill. It has two floors. There is a beautiful garden in front of my house. The garden is full of different kinds of flowers. I can always smell these nice flowers and water them. There are many rooms in my house. On the ground floor, there is a kitchen, a dining room, a living room and a bathroom. On the first floor, there are six bedrooms. There is also a big balcony on the first floor. I can look out at the hill and trees on the balcony. My dream home is in a very great neighbourhood. The neighbourhood is very big and the neighbours are kind to each other. There are many volunteers in my neighbourhood. Some of them are doctors, so they can take good care of the sick people. Ifthere is something wrong with your things , the engineers here can help you fix them. When you have any problem with your study, the college students will help you. They often help the old clean their houses and do some shopping. 高考英语满分作文 篇4 They looked like a real football team — with snarling coach included. But the 10 men arrested at theweekend in Spain’s southern province of Cadiz were not going to play a match, despite their yellow and blue kit. They were drug traffickers who used their footballs, knapsacks and club strips, emblazoned with the team name of a local town, Guillen Moreno CF, as a ruse to fool border police as they passed from the Spanish enclave of Ceuta, in North Africa, to Algeciras, on the southern Spanish mainland, a police spokesman in Cadiz said. The fake team would usually cross the Straits of Gibraltar into the province of Cadiz on Saturday afternoons with the hash tucked beneath their jerseys and stage a drama to enhance their credibility before border agents. The supposed manager, 49, would carry a roster in his hand and continuously bark at the young men “Everybody pay attention, everybody stay right here!” and “Come on, follow me!”. The players would cross back to Ceuta on Sundays after the fictional match and actual drug sales in Spain. Police do not know how long the fake season lasted before a tip spurred an investigation. The game ended when officers stopped their cars in Cadiz and found a total of 16kg of hash hidden beneath the men’s strips in little pellets taped to their bodies. 高考英语满分作文 篇5 My mother is the person I respect most.She plays an important role in my life，not only as a mother but also as a friend. As a mother，she takes good care of the family and she is never upset about mymistakes.She works hard in the company.She's always warm-hearted and ready tohelp others.She sets a good example to me. I have learned to work hard andrespect people around.As a friend，she knows a lot about me and gives me helpwhenever it's necessary. My mother has a great influence on me and I respect her most. 高考英语满分作文 篇6 Last Sunday was unforgettable when my classmates and I went to a farm to pick up fruits. Early in the morning, with the sun rising from the horizon, we, chatting laughing all the way, set out to our destination, which is located in the suburb of the city. On arrival, we saw a large field with a large number of trees and bushes, birds singing in the sky, butterflies flying everywhere, which are not only beautiful but also inspiring. Immediately, we started to work, picking apples, peaches and strawberries. Two hours later, with all our baskets full, we finished our job, feeling a great sense accomplishment. Exhausted as we were, we felt our time and effort worthwhile, for we had enjoyed a closer relationship with the nature. What a memorable day it was! 高考英语满分作文 篇7 Girls at a training course offered by the "Care for Girls" program in Qingjian county, Shaanxi province, talked about their pursuit of dreams despite living in unfavorable conditions. Initiated by the National Health and Family Planning commission in 2013, the program helps girls in underdeveloped regions to build their self-esteem and self-confidence. "I want to be a teacher teaching Chinese because I like Chinese and writing," Xi said. "By teaching I can not only share knowledge with my students, but also keep learning new things from new versions of textbooks." She is living with her mother in a room that has no bathroom and costs 300 yuan ($48) a month to rent. Merit certificates she received from school are displayed on the wall. Yan Lingling, Xi's mother, said she is proud of her daughter. According to the family planning policy, couples in which both the husband and wife have rural residential permits can have another child if their first is a daughter. Yan said she isn't planning on adding to the family because she wants to give her daughter the best she has. "My husband is away most of the time, working in construction sites and making no more than 30,000 yuan ($4,840) a year. I work as an hourly worker sometimes. The rent of our apartment is expensive. One more child means one more burden," Yan said. Speaking about how she plans to achieve her dream of becoming a teacher, Xi said: "I will not give up on my dream easily, though I know it may be difficult. When something becomes difficult, it only makes me want to try harder." 高考英语满分作文 篇8 Can open a shop when the boss, is the goal of every businessman, is everybody's dream. If I really became a boss, want to open a store, that is, of course, want to open a senior restaurant, developing different creative food every day, let the boss when I try to eat, after my mouth and accreditation, you can share with customers.So that I can not only meal a day, also can sit on the seat, waiting for everyone to taste my food, that is what a wonderful thing!When a senior restaurant boss, eat every day to make money, eat fat, long like a maitreya, I am also willing to. My goal is to introduce the world's top chefs, contacted me this piece of diao mouth, also take care of my loyal customers, how to serve several.Occasionally can also held a big stomach king game, see who can eat this store large twenty doses of pasta, launched by the first name can be obtained by the house of the prize "twenty doses of pasta to a", let the guests can always think of our meals. Think "eat", I came to this shop's dream, will make me work harder toward the dreams. 高考英语满分作文 篇9 Everyone has a lot of dreams. Some people want to be rich, dreaming of being millionaires overnight. Others want to be famous, dreaming of suddenly jumping to great fame. I have a lot of dreams,too. When I was a young girl, I dreamed of being a scientist like Hua Imogen in future. However, I knew very well that I could not succeed without painstaking efforts. So I studied hard in the middle school and college in order to attain my goal. After graduating from, college, I found a job as a teacher. Although I was very busy with teaching, I never gave up my goal. I read a lot of books to get more knowledge. I made experiments to practise and apply what I had learnt from the books. Sometimes, I was so deeply indulged in my research that I forgot my meals and time. Now I have made great progress. Several of my research papers have been published. The methods proposed in my papers have been proven to be valuable for the solution of some problems. I am very happy. The ladder of being a scientist is still far ahead, but I have climbed the first rung anyway. 高考英语满分作文 篇10 Everyone has a lot of dreams. Some people want to be rich, dreaming of becoming millionaires overnight. Others want to be famous, dreaming of suddenly jumping to great fame. I have a lot of dreams,too. When I was a young girl, I dreamed of becoming a scientist like Hua Luogen in future.However, I knew very well that I could not succeed withoutpainstaking efforts. So I studied hard in the middle school and college in order to attain my goal.After graduating from college, I found a job as a teacher.Although I was very busy with teaching, I never gave up my goal. I read a lot of books to get more knowledge. I made experiments to practise and apply what I had learnt from the books. Sometimes, I was so deeply indulged in my research that I forgot my meals and time. Now I have made great progress. Several of my research papers have been published. The methods proposed in my papers have been proven to be valuable for the solution ofsome problems. I am very happy.The ladder of becoming a scientist is still far ahead, but I have climbed the first rung anyway. I’m sure I can have this plane some day. And I can have fly to everywhere I want. 高考英语满分作文 篇11 My dream is to grow up and be a teacher. With my efforts to raise the students; I have kissed the blarney stone mouth, in the minds of students, sprinkle with the seeds of patriotism; Let the students know that reading is the only way to grow up to serve the motherland. Now, I will strive for the dream... My dream is to be a scientist. I want to invent a microcomputer intelligent bag can big to small, can let we are flowers of the motherland shoulder the burden of lighter; I have invented a kind of portable portable hand-held library, the library is a collection of all the books in the world, whether in modern or ancient. Let the students feel, reading is a happy thing. Let's work hard, make this day good reality. I also want to be a tour guide, let people all over the world know that the beautiful scenery in my hometown, my hometown's unique specialty is introduced to the world. I want to do an entrepreneur, the earnest money, give my parents live, donate half of my property to impoverished mountainous area, let them feel, there is love in the world! 高考英语满分作文 篇12 When I was a younger, I used to dream aboutbecoming a fireman.I thought wow, wouldn’t it be great to ride around,and help people put out fires. As I got older, I want to be like my father.He taught in a university, and I always look up him.So that's what I became a teacher. My father and I have different styles, as do all teachers.And we're both teachers and I'm happy.In many ways, I feel that I'm living my dream, I am luck.Sometimes the dreams we'vewhen we're younger,well, life may push it in another direction.And at last we actively pursue our dreams we have to adjust. After all, your dream won't often pursue you,you have to cherish your dream and make it come true.Perhaps compromising a little is good, perhaps it matters to try different things. We have to go through that positive limitations.For example, I tried to be a salesman, and I tried to be an invent manager.Finally I found the place I can grow is help others.Everyone has a dream, the question is can you make yours reality! Talk about it:Are you living your dream?Do you have a dream to do something? What is it?What steps need be taken to achieve that dream?Would you ever quit everything to pursue your dream? How hard it will be to change your mind to pursue your dream?What do you think of people who do this?Do you ever regret not following your dream?What stops people from pursuing their dreams? 高考英语满分作文 篇13 What will our world be like in x yearsI can’t imagine. It must change a lot. If I meet myself who es from the future, I will ask her whether my dream es true or not. My dream is to bee an excellent interpreter. When I was in Grade 1, I began to study English. At that time, I was so excited for learning a new language. Because of English, I know that America is a beautiful and polite country. From then on, I hope I can speak English very well and have chance travel to America some day. Nowadays, English is widely spoken throughout the world. What’s more, plenty of people have realized its importance. In order to make my dream e true, I try my best and work much harder. I start to watch America drama to practice my English. And I also read some English books now. I talk with others to practice my oral English as possible as I can. But the path to the success isn’t smooth. Sometimes I want to give up. But it’s my dream, I can’t give up easily. Shelley said” if winter es, can spring be far behind” On the other hand, with the development of China, more and more people are interested in our culture. Some enjoy Beijing Opera, some study Chinese Kongfu, some even learn to speak Chinese, etc. As a Chinese, of course I will help them to know more about Chinese culture. I want to be an envoy of cultural exchange between China and America. So if I am an interpreter, I will introduce China to the world. I believe if I work hard enough, my dream will e true. 高考英语满分作文 篇14 have you thought about your dream? i have, i have a dream that three, for example: gorgeousinger, everyone'favorite actor and tastdessert. when i want most ia singer, because i love to sing, and i also think i sing well, mwang yu also think so. since mdream ito be a magnificent singer, i trto practice everdato sing, sing, clasbored singing, taking a bath, also singing... and so on. whi have thidream? because i think mvoice can bring you warm and happfeeling, let you angrand sad mood all behind to complex. athe saying goes: "god helpwhoever helpthem," i reallbelieve that thisentence, because i also believe that along athere are serioueffortto pay, there must be a good result. when the singer iverhard, because you want to memorize all of the songs, also want to hide paparazzi, there are a lot of hard work, but i believe that succesaa singer, after all the hard work waworth it. because most people dream and great, so if you don't have a dream now, think about it: what are your strengths? go near you strengthand go ahead! come on! one dayou you will be successful. because athe saying goes: "failure ithe mother of success." 高考英语满分作文 篇15 The time of middle school is short and precious, but for some students,they sit in the class and don't show any passion to learn knowledge. They liketo do something that is against what teachers tell them to do. Such as when theteacher is presenting knowledge, they choose to read novel, or when it is thetime for them to do some exercise, they sleep. They don't care about study. Itis so negative for them to treat study. We are young and should be full ofenergy. It is the best time for us to gain knowledge. What we learn today willhelp us to realize our dreams, so let's fight for our goals. 高考英语满分作文 篇16 Everybody has his own dream. Some dream of being an overnight millionaire,others hope to jump to fame at once. As for me, my dream is more realistic,to be a tourist guide. I know this is not a easy work for me to plete.However, I will go after it to the best of my ability. For a start, I have to focus my attention to the classes.Thus I can have a good mand of knowledge in tourism. Besides, I must take the National Examinatiion for Tourist Guide for a certificate. Moreover, I need to look through books or magazines to know more about placesof st but not least, I have to take an interst in history or geography no matter how boresome I feel they are. As a whole, a lot of things have to be done to realize my dream. But I take a positive attitude towards the way that lead to my dream. I believe with my dogged efforts and perseverance I can make it e true. 高考英语满分作文 篇17 My dream job will be working in one of the biggest international accounting firm as an accountant. I want to be an accountant because I love mathematics and business so much. Also, being an accountant can help me to explore my knowledge of business and provide me a board range of network among the business world. I need to do a lot in order to achieve my goal. First, I have to get an undergraduate degree in accounting from college. Then I might either to go graduate school for a more advanced degree in accounting or get prepare for the CPA exam. With the CPA lisence, I have a better opportunity to get a job in the accounting firm. Finally, with my experience in the accounting firm, I can apply accounting position in the international accounting firm and to serve as an accountant there! 高考英语满分作文 篇18 Dreams from my dream, as there are a variety of childhood,! or, now, each period or age dreams are different. Colorful dreams accompanied me from infancy to the young girls of every day. Five or six-year-old has just studied, fresh effort-foot, I love reading books, but you must take the pinyin, it can be said that if you didnt have the Ruby way. So, I then dream is to be read a favourite book, without pinyin. Of course, my dream has come true! About my third grade, watching the seniors big brother big sister on duty at the school gate, nice scenery! I also dream of being a duty, a service for the whole school dreams in my fifth grade, I was finally successful became a glorious attendance. And now, with the years, the amount of knowledge, I thought I was talking about thinking, which is half of the adults. There is no longer a dream, a mountain of sweets because I no longer love to eat; no longer dream of reading a book without a Ruby, as I have been reading fluency; no longer dream of being on duty, because I want to put the baton to the fifth brother sister. Now, Im striving hard, my dream is to pass the dream senior institutions — the Central Academy of fine arts. The dream of the past, has been successful, but in future, dreams of being waved to me! 高考英语满分作文 篇19 Everyone has his dreams. As young students we have many kinds of dreams. These dreams are our China dreams. The dreams can be very big they can also be small. In fact a big dream is made up of many small dreams. My name’s Li Hong. I also have a dream. I dream of becoming a great scientist. From now on I have to study hard to achieve my dream. I must learn as much as I can. When I meet any difficulty I won’t give it up I must get it over . I’m sure it’s very important to dream. Some dreams are more realistic others are not. No matter what our dreams are we should hold on to them they can just come true one day. 高考英语满分作文 篇20 Everyone has a dream.So do I.I never dream of becoming a cool students because I think a cool student is something I won not have. My dream is very simple but it is hard to come true. That is have a good environment. There are many kind of pollution on our Earth.Such as white pollution, water pollution,noise pollution and so on.The pollution is much more serious than I can expect.I see a lot of dirty river beside my home.There is rubbish in the water and the fish are dead.What is more serious,some factories still neglect the environmental rules and throw the waste into the water.They are killing our river! But we are glad to see that more and more students from all over the world begin to protect the environment.They go to different cites and villages to preside more and more people to join their movement. I think we all can join it. Environment will be better and better. Protecting our environment is our duty.This is my dream. I will keep struggling for my dream.。
山东东营市2024年中考英语试题word版含答案
开考前隐私试卷类型 A二〇一八年东营市初中学业水平考试英语试题(总分120分考试时间 120分钟)留意事项：1.本试题分第Ⅰ卷和第Ⅱ卷两部分。
第Ⅰ卷为选择题，65分；第Ⅱ卷为非选择题，55分；共120分。
2.答题前请务必将姓名、准考证号和座号填写在试卷和答题卡相应位置上, 考试结束后,试卷和答题卡一并收回。
3.答题前请务必仔细阅读答题卡上的留意事项，试题答案必需填涂或填写在答题卡上相应位置。
4.听力填表题为第Ⅱ卷的第四大题。
第Ⅰ卷（选择题，共65分）一、听力选择（共15小题，计15分；每小题约有8秒钟的答题时间）（一）录音中有五个句子，每个句子听两遍，然后从每小题A、B、C中选出能对每个句子做出适当反应的答语。
1. A. Best wishes. B. No problem. C. OK.Hope to see you again.2. A. It’s a pleasure. B. It’s very kind of you.C. I’m happy yo u like it.3. A. No way. B. Why not? C. Sorry,I won’t do it again.4. A. Thank you, I will. B. Don’t say so.C. I agree.5. A. Good idea. B. All right. C. Yes, I’d l ove to.（二）录音中有五组对话，听对话两遍后，从每小题A、B、C中选出能回答所给问题的正确答案。
6.When can people go to the bookshop?A. At any time.B. After 8:30 in the morning.C. Before 9:00 in the evening.7. Why did Jane cry?A. Because her dad woke her up.B. Because a wolf ran after her.C. Because she had a terrible dream.8. What’s the relationship between the two speakers?A. Husband and wife.B.Teacher and student.C. Brother and sister.9. What wasn’t the man satisfied（满足的）with Dongying?A. The people.B. The environment.C. The public transportation service.10. What size shoes will the man take?A. Small size.B. Large size.C. Size 10.（三）录音中有一段对话，听对话两遍后，从每小题A、B、C中选出能回答所给问题的正确答案。
JVM for a Heterogeneous Shared Memory System
JVM for a Heterogeneous Shared Memory SystemDeQing Chen,Chunqiang Tang,Sandhya Dwarkadas,and Michael L.ScottComputer Science Department,University of Rochester AbstractInterWeave is a middleware system that supports the shar-ing of strongly typed data structures across heterogeneouslanguages and machine architectures.Java presents spe-cial challenges for InterWeave,including write detection,data translation,and the interface with the garbage col-lector.In this paper,we discuss our implementation ofJ-InterWeave,a JVM based on the Kaffe virtual machineand on our locally developed InterWeave client software.J-InterWeave uses bytecode instrumentation to detectwrites to shared objects,and leverages Kaffe’s class ob-jects to generate type information for correct transla-tion between the local object format and the machine-independent InterWeave wire format.Experiments in-dicate that our bytecode instrumentation imposes lessthan2%performance cost in Kaffe interpretation mode,and less than10%overhead in JIT mode.Moreover,J-InterWeave’s translation between local and wire format ismore than8times as fast as the implementation of ob-ject serialization in Sun JDK1.3.1for double arrays.Toillustrate theflexibility and efficiency of J-InterWeave inpractice,we discuss its use for remote visualization andsteering of a stellar dynamics simulation system writtenin C.1IntroductionMany recent projects have sought to support distributedshared memory in Java[3,16,24,32,38,41].Manyof these projects seek to enhance Java’s usefulness forlarge-scale parallel programs,and thus to compete withmore traditional languages such as C and Fortran in thearea of scientific computing.All assume that applicationcode will be written entirely in Java.Many—particularlythose based on existing software distributed shared mem-ory(S-DSM)systems—assume that all code will run oninstances of a common JVM.has yet to displace Fortran for scientific computing sug-gests that Java will be unlikely to do so soon.Even for systems written entirely in Java,it is appealing to be able to share objects across heterogeneous JVMs. This is possible,of course,using RMI and object serial-ization,but the resulting performance is poor[6].The ability to share state across different languages and heterogeneous platforms can also help build scalable dis-tributed services in general.Previous research on var-ious RPC(remote procedure call)systems[21,29]in-dicate that caching at the client side is an efficient way to improve service scalability.However,in those sys-tems,caching is mostly implemented in an ad-hoc man-ner,lacking a generalized translation semantics and co-herence model.Our on-going research project,InterWeave[9,37],aims to facilitate state sharing among distributed programs written in multiple languages(Java among them)and run-ning on heterogeneous machine architectures.InterWeave applications share strongly-typed data structures located in InterWeave segments.Data in a segment is defined using a machine and platform-independent interface de-scription language(IDL),and can be mapped into the ap-plication’s local memory assuming proper InterWeave li-brary calls.Once mapped,the data can be accessed as ordinary local objects.In this paper,we focus on the implementation of In-terWeave support in a Java Virtual Machine.We call our system J-InterWeave.The implementation is based on an existing implementation of InterWeave for C,and on the Kaffe virtual machine,version1.0.6[27].Our decision to implement InterWeave support directly in the JVM clearly reduces the generality of our work.A more portable approach would implement InterWeave support for segment management and wire-format trans-lation in Java libraries.This portability would come,how-ever,at what we consider an unacceptable price in perfor-mance.Because InterWeave employs a clearly defined internal wire format and communication protocol,it is at least possible in principle for support to be incorporated into other JVMs.We review related work in Java distributed shared state in Section2and provide a brief overview of the Inter-Weave system in Section3.A more detailed description is available elsewhere[8,37].Section4describes the J-InterWeave implementation.Section5presents the results of performance experiments,and describes the use of J-InterWeave for remote visualization and steering.Sec-tion6summarizes our results and suggests topics for fu-ture research.2Related WorkMany recent projects have sought to provide distributed data sharing in Java,either by building customized JVMs[2,3,24,38,41];by using pure Java implementa-tions(some of them with compiler support)[10,16,32]; or by using Java RMI[7,10,15,28].However,in all of these projects,sharing is limited to Java applications. To communicate with applications on heterogeneous plat-forms,today’s Java programmers can use network sock-ets,files,or RPC-like systems such as CORBA[39].What they lack is a general solution for distributed shared state. Breg and Polychronopoulos[6]have developed an al-ternative object serialization implementation in native code,which they show to be as much as eight times faster than the standard implementation.The direct compari-son between their results and ours is difficult.Our exper-iments suggest that J-Interweave is at least equally fast in the worst case scenario,in which an entire object is mod-ified.In cases where only part of an object is modified, InterWeave’s translation cost and communication band-width scale down proportionally,and can be expected to produce a significant performance advantage.Jaguar[40]modifies the JVM’s JIT(just-in-time com-piler)to map certain bytecode sequences directly to na-tive machine codes and shows that such bytecode rewrit-ing can improve the performance of object serialization. However the benefit is limited to certain types of objects and comes with an increasing price for accessing object fields.MOSS[12]facilitates the monitoring and steering of scientific applications with a CORBA-based distributed object system.InterWeave instead allows an application and its steerer to share their common state directly,and in-tegrates that sharing with the more tightly coupled sharing available in SMP clusters.Platform and language heterogeneity can be supported on virtual machine-based systems such as Sun JVM[23] and [25].The Common Language Run-time[20](CLR)under framework promises sup-port for multi-language application development.In com-parison to CLR,InterWeave’s goal is relatively modest: we map strongly typed state across languages.CLR seeks to map all high-level language features to a common type system and intermediate language,which in turn implies more semantic compromises for specific languages than are required with InterWeave.The transfer of abstract data structures wasfirst pro-posed by Herlihy and Liskov[17].Shasta[31]rewrites bi-nary code with instrumentation for access checks forfine-grained S-DSM.Midway[4]relies on compiler support to instrument writes to shared data items,much as we do in the J-InterWeave JVM.Various software shared memory systems[4,19,30]have been designed to explicitly asso-ciate synchronization operations with the shared data they protect in order to reduce coherence costs.Mermaid[42] and Agora[5]support data sharing across heterogeneous platforms,but only for restricted data types.3InterWeave OverviewIn this section,we provide a brief introduction to the design and implementation of InterWeave.A more de-tailed description can be found in an earlier paper[8]. For programs written in C,InterWeave is currently avail-able on a variety of Unix platforms and on Windows NT. J-InterWeave is a compatible implementation of the In-terWeave programming model,built on the Kaffe JVM. J-InterWeave allows a Java program to share data across heterogeneous architectures,and with programs in C and Fortran.The InterWeave programming model assumes a dis-tributed collection of servers and clients.Servers maintain persistent copies of InterWeave segments,and coordinate sharing of those segments by clients.To avail themselves of this support,clients must be linked with a special In-terWeave library,which serves to map a cached copy of needed segments into local memory.The servers are the same regardless of the programming language used by clients,but the client libraries may be different for differ-ent programming languages.In this paper we will focus on the client side.In the subsections below we describe the application programming interface for InterWeave programs written in Java.3.1Data Allocation and AddressingThe unit of sharing in InterWeave is a self-descriptive data segment within which programs allocate strongly typed blocks of memory.A block is a contiguous section of memory allocated in a segment.Every segment is specified by an Internet URL and managed by an InterWeave server running at the host indi-cated in the URL.Different segments may be managed by different servers.The blocks within a segment are num-bered and optionally named.By concatenating the seg-ment URL with a block number/name and offset(delim-ited by pound signs),we obtain a machine-independent pointer(MIP):“/path#block#offset”. To create and initialize a segment in Java,one can ex-ecute the following calls,each of which is elaborated on below or in the following subsections:IWSegment seg=new IWSegment(url);seg.wl_acquire();MyType myobj=new MyType(seg,blkname);myobj.field=......seg.wl_release();In Java,an InterWeave segment is captured as an IWSegment object.Assuming appropriate access rights, the new operation of the IWSegment object communi-cates with the appropriate server to initialize an empty segment.Blocks are allocated and modified after acquir-ing a write lock on the segment,described in more detail in Section3.3.The IWSegment object returned can be passed to the constructor of a particular block class to al-locate a block of that particular type in the segment. Once a segment is initialized,a process can convert be-tween the MIP of a particular data item in the segment and its local pointer by using mip ptr and ptr mip where appropriate.It should be emphasized that mip ptr is primar-ily a bootstrapping mechanism.Once a process has one pointer into a data structure(e.g.the root pointer in a lat-tice structure),any data reachable from that pointer can be directly accessed in the same way as local data,even if embedded pointers refer to data in other segments.In-terWeave’s pointer-swizzling and data-conversion mech-anisms ensure that such pointers will be valid local ma-chine addresses or references.It remains the program-mer’s responsibility to ensure that segments are accessed only under the protection of reader-writer locks.3.2HeterogeneityTo accommodate a variety of machine architectures,In-terWeave requires the programmer to use a language-and machine-independent notation(specifically,Sun’s XDR[36])to describe the data types inside an InterWeave segment.The InterWeave XDR compiler then translates this notation into type declarations and descriptors appro-priate to a particular programming language.When pro-gramming in C,the InterWeave XDR compiler generates twofiles:a.hfile containing type declarations and a.c file containing type descriptors.For Java,we generate a set of Java class declarationfiles.The type declarations generated by the XDR compiler are used by the programmer when writing the application. The type descriptors allow the InterWeave library to un-derstand the structure of types and to translate correctly between local and wire-format representations.The lo-cal representation is whatever the compiler normally em-ploys.In C,it takes the form of a pre-initialized data struc-ture;in Java,it is a class object.3.2.1Type Descriptors for JavaA special challenge in implementing Java for InterWeave is that the InterWeave XDR compiler needs to gener-ate correct type descriptors and ensure a one-to-one cor-respondence between the generated Java classes and C structures.In many cases mappings are straight forward: an XDR struct is mapped to a class in Java and a struct in C,primitivefields to primitivefields both in Java andC,pointersfields to object references in Java and pointers in C,and primitive arrays to primitive arrays. However,certain“semantics gaps”between Java and C force us to make some compromises.For example,a C pointer can point to any place inside a data block;while Java prohibits such liberties for any object reference. Thus,in our current design,we make the following compromises:An InterWeave block of a single primitive data item is translated into the corresponding wrapped class for the primitive type in Java(such as Integer,Float, etc.).Embedded structfields in an XDR struct definition areflattened out in Java and mapped asfields in its parent class.In C,they are translated naturally into embeddedfields.Array types are mapped into a wrapped IWObject(including the IWacquire,wl acquire, and rlpublic class IWSegment{public IWSegment(String URL,Boolean iscreate);public native staticint RegisterClass(Class type);public native staticObject mip_to_ptr(String mip);public native staticString ptr_to_mip(IWObject Ob-ject obj);......public native int wl_acquire();public native int wl_release();public native int rl_acquire();public native int rl_release();......}Figure2:IWSegment Class4.1.1JNI Library for IWSegment ClassThe native library for the IWSegment class serves as an intermediary between Kaffe and the C InterWeave library. Programmer-visible objects that reside within the IWSeg-ment library are managed in such a way that they look like ordinary Java objects.As in any JNI implementation,each native method has a corresponding C function that implements its function-ality.Most of these C functions simply translate their pa-rameters into C format and call corresponding functions in the C InterWeave API.However,the creation of an In-terWeave object and the method RegisterClass need special explanation.Mapping Blocks to Java Objects Like ordinary Java objects,InterWeave objects in Java are created by“new”operators.In Kaffe,the“new”operator is implemented directly by the bytecode execution engine.We modi-fied this implementation to call an internal function new-Block in the JNI library and newBlock calls the Inter-Weave C library to allocate an InterWeave block from the segment heap instead of the Kaffe object heap.Before returning the allocated block back to the“new”operator, newBlock initializes the block to be manipulated cor-rectly by Kaffe.In Kaffe,each Java object allocated from the Kaffe heap has an object header.This header contains a pointer to the object class and a pointer to its own monitor.Since C InterWeave already assumes that every block has a header (it makes no assumption about the contiguity of separate blocks),we put the Kaffe header at the beginning of what C InterWeave considers the body of the block.A correctly initialized J-InterWeave object is shown in Figure3.Figure3:Block structure in J-InterWeaveAfter returning from newBlock,the Kaffe engine calls the class constructor and executes any user cus-tomized operations.Java Class to C Type Descriptor Before any use of a class in a J-InterWeave segment,including the creation of an InterWeave object of the type,the class object must befirst registered with RegisterClass.Register-Class uses the reflection mechanism provided by the Java runtime system to determine the following informa-tion needed to generate the C type descriptor and passes it to the registration function in the C library.1.type of the block,whether it is a structure,array orpointer.2.total size of the block.3.for structures,the number offields,eachfield’s off-set in the structure,and a pointer to eachfield’s type descriptor.4.for arrays,the number of elements and a pointer tothe element’s type descriptor.5.for pointers,a type descriptor for the pointed-to data.The registered class objects and their corresponding C type descriptors are placed in a hashtable.The new-Block later uses this hashtable to convert a class object into the C type descriptor.The type descriptor is required by the C library to allocate an InterWeave block so that it has the information to translate back and forth between local and wire format(see Section3).4.2KaffeJ-InterWeave requires modifications to the byte code in-terpreter and the JIT compiler to implementfine-grained write detection via instrumentation.It also requires changes to the garbage collector to ensure that InterWeave blocks are not accidentally collected.Figure4:Extended Kaffe object header forfine-grained write detection4.2.1Write DetectionTo support diff-based transmission of InterWeave segment updates,we must identify changes made to InterWeave objects over a given span of time.The current C ver-sion of InterWeave,like most S-DSM systems,uses vir-tual memory traps to identify modified pages,for which it creates pristine copies(twins)that can be compared with the working copy later in order to create a diff.J-InterWeave could use this same technique,but only on machines that implement virtual memory.To enable our code to run on handheld and embedded devices,we pursue an alternative approach,in which we instrument the interpretation of store bytecodes in the JVM and JIT. In our implementation,only writes to InterWeave block objects need be monitored.In each Kaffe header,there is a pointer to the object method dispatch table.On most architectures,pointers are aligned on a word boundary so that the least significant bit is always zero.Thus,we use this bit as theflag for InterWeave objects.We also place two32-bit words just before the Kaffe object header,as shown in Figure4.The second word—modification status—records which parts of the object have been modified.A block’s body is logically divided into32parts,each of which corresponds to one bit in the modification status word.Thefirst extended word is pre-computed when initializing an object.It is the shift value used by the instrumented store bytecode code to quickly determine which bit in the modification status word to set(in other words,the granularity of the write detection).These two words are only needed for In-terWeave blocks,and cause no extra overhead for normal Kaffe objects.4.2.2Garbage CollectionLike distributedfile systems and databases(and unlike systems such as PerDiS[13])InterWeave requires man-ual deletion of data;there is no garbage collection.More-over the semantics of InterWeave segments ensure that an object reference(pointer)in an InterWeave object(block) can never point to a non-InterWeave object.As a result, InterWeave objects should never prevent the collection of unreachable Java objects.To prevent Kaffe from acci-dentally collecting InterWeave memory,we modify the garbage collector to traverse only the Kaffe heap.4.3InterWeave C libraryThe InterWeave C library needs little in the way of changes to be used by J-InterWeave.When an existing segment is mapped into local memory and its blocks are translated from wire format to local format,the library must call functions in the IWSegment native library to initialize the Kaffe object header for each block.When generating a description of modified data in the write lock release operation,the library must inspect the modifi-cation bits in Kaffe headers,rather than creating diffs from the pristine and working copies of the segment’s pages.4.4DiscussionAs Java is supposed to be“Write Once,Run Anywhere”, our design choice of implementing InterWeave support at the virtual machine level can pose the concern of the portability of Java InterWeave applications.Our current implementation requires direct JVM support for the fol-lowing requirements:1.Mapping from InterWeave type descriptors to Javaobject classes.2.Managing local segments and the translation be-tween InterWeave wire format and local Java objects.3.Supporting efficient write detection for objects in In-terWeave segments.We can use class reflection mechanisms along with pure Java libraries for InterWeave memory management and wire-format translation to meet thefirst two require-ments and implement J-InterWeave totally in pure Java. Write detection could be solved using bytecode rewrit-ing techniques as reported in BIT[22],but the resulting system would most likely incur significantly higher over-heads than our current implementation.We didn’t do this mainly because we wanted to leverage the existing C ver-sion of the code and pursue better performance.In J-InterWeave,accesses to mapped InterWeave blocks(objects)by different Java threads on a single VM need to be correctly synchronized via Java object monitors and appropriate InterWeave locks.Since J-InterWeave is not an S-DSM system for Java virtual machines,the Java memory model(JMM)[26]poses no particular problems. 5Performance EvaluationIn this section,we present performance results for the J-InterWeave implementation.All experiments employ a J-InterWeave client running on a1.7GHz Pentium-4Linux machine with768MB of RAM.In experiments involving20406080100120_201_co mp r e s s _202_j e s s _205_ra y t r a c e _209_db _213_j a va c _222_m p e g a u d i o _227_m t r t _228_j a c kJVM98 BenchmarksT i m e (s e c .)Figure 5:Overhead of write-detect instrumentation in Kaffe’s interpreter mode01234567_201_c o mp r e s s _202_j e s s _205_r a y t r a c e _209_d b _213_j a v a c _222_m p e g a u d i o _227_m t r t _228_j a c k JVM98 Benchmarks T i m e (s e c .)Figure 6:Overhead of write-detect instrumentation inKaffe’s JIT3modedata sharing,the InterWeave segment server is running on a 400MHz Sun Ultra-5workstation.5.1Cost of write detectionWe have used SPEC JVM98[33]to quantify the perfor-mance overhead of write detection via bytecode instru-mentation.Specifically,we compare the performance of benchmarks from JVM98(medium configuration)run-ning on top of the unmodified Kaffe system to the per-formance obtained when all objects are treated as if they resided in an InterWeave segment.The results appear in Figures 5and 6.Overall,the performance loss is small.In Kaffe’s inter-preter mode there is less than 2%performance degrada-tion;in JIT3mode,the performance loss is about 9.1%.The difference can be explained by the fact that in inter-preter mode,the per-bytecode execution time is already quite high,so extra checking time has much less impact than it does in JIT3mode.The Kaffe JIT3compiler does not incorporate more re-cent and sophisticated technologies to optimize the gener-ated code,such as those employed in IBM Jalepeno [35]and Jackal [38]to eliminate redundant object referenceand array boundary checks.By applying similar tech-niques in J-InterWeave to eliminate redundant instrumen-tation,we believe that the overhead could be further re-duced.5.2Translation costAs described in Sections 3,a J-InterWeave application must acquire a lock on a segment before reading or writ-ing it.The acquire operation will,if necessary,ob-tain a new version of the segment from the InterWeaveserver,and translate it from wire format into local Kaffeobject format.Similarly,after modifying an InterWeavesegment,a J-InterWeave application must invoke a write lock release operation,which translates modified por-tions of objects into wire format and sends the changes back to the server.From a high level point of view this translation re-sembles object serialization ,widely used to create per-sistent copies of objects,and to exchange objects between Java applications on heterogeneous machines.In this sub-section,we compare the performance of J-InterWeave’stranslation mechanism to that of object serialization in Sun’s JDK v.1.3.1.We compare against the Sun im-plementation because it is significantly faster than Kaffe v.1.0.6,and because Kaffe was unable to successfully se-rialize large arrays in our experiments.We first compare the cost of translating a large array of primitive double variables in both systems.Under Sun JDK we create a Java program to serialize double arrays into byte arrays and to de-serialize the byte arrays backagain.We measure the time for the serialization and de-serialization.Under J-InterWeave we create a programthat allocates double arrays of the same size,releases (un-maps)the segment,and exits.We measure the releasetime and subtract the time spent on communication with the server.We then run a program that acquires (maps)the segment,and measure the time to translate the byte arrays back into doubles in Kaffe.Results are shown in Figure 7,for arrays ranging in size from 25000to 250000elements.Overall,J-InterWeave is about twenty-three times faster than JDK 1.3.1in serialization,and 8times faster in dese-rialization.5.3Bandwidth reduction To evaluate the impact of InterWeave’s diff-based wire format,which transmits an encoding of only those bytes that have changed since the previous communication,we modify the previous experiment to modify between 10and 100%of a 200,000element double array.Results appear in Figures 8and 9.The former indicates translation time,the latter bytes transmitted.20406080100120140250005000075000100000125000150000175000200000225000250000Size of double array (in elements)T i m e (m s e c .)Figure 7:Comparison of double array translation betweenSun JDK 1.3.1and J-InterWeave102030405060708090100100908070605040302010Percentage of changesT i m e (m s e c .)Figure 8:Time needed to translate a partly modified dou-ble arrayIt is clear from the graph that as we reduce the per-centage of the array that is modified,both the translationtime and the required communication bandwidth go down by linear amounts.By comparison,object serialization is oblivious to the fraction of the data that has changed.5.4J-InterWeave Applications In this section,we describe the Astroflow application,developed by colleagues in the department of Physics andAstronomy,and modified by our group to take advan-tage of InterWeave’s ability to share data across hetero-geneous platforms.Other applications completed or cur-rently in development include interactive and incremental data mining,a distributed calendar system,and a multi-player game.Due to space limitations,we do not present these here.The Astroflow [11][14]application is a visualization tool for a hydrodynamics simulation actively used in the astrophysics domain.It is written in Java,but employs data from a series of binary files that are generated sepa-rately by a computational fluid dynamics simulation sys-00.20.40.60.811.21.41.61.8100908070605040302010Percentage of changesT r a n s mi s s i o n s i z e (M B )Figure 9:Bandwidth needed to transmit a partly modified double array2040608010012014012416Number of CPUsT i m e (s e c .)Figure 10:Simulator performance using InterWeave in-stead of file I/Otem.The simulator,in our case,is written in C,and runs on a cluster of 4AlphaServer 41005/600nodes under the Cashmere [34]S-DSM system.(Cashmere is a two-level system,exploiting hardware shared memory within SMP nodes and software shared memory among nodes.InterWeave provides a third level of sharing,based on dis-tributed versioned segments.We elaborate on this three-level structure in previous papers [8].)J-InterWeave makes it easy to connect the Astroflow vi-sualization front end directly to the simulator,to create an interactive system for visualization and steering.The ar-chitecture of the system is illustrated in Figure 1(page 1).Astroflow and the simulator share a segment with one header block specifying general configuration parameters and six arrays of doubles.The changes required to the two existing programs are small and limited.We wrote an XDR specification to describe the data structures we are sharing and replaced the original file operations with shared segment operations.No special care is re-quired to support multiple visualization clients or to con-trol the frequency of updates.While the simulation data。
Word roots
Word RootAero(air/aircraft)——aerogram(无线电报）Agri (field/farm)—— agricultureAnte (before) —— antebellum（战前的）Anthropo (man/human)——anthropology(人类学)Anti (against) ——antifreeze(防冻剂) Aqua(water)——aquatic(水生的）Arch（most important)——archenemy(大敌)Astro (space. star)—— astronaut astronomyAudio(hear/sound)——audiology（听力学）Auto (self) ——automobile（汽车）Bene (good)——benefitBiblio(books)——bibliography(参考书目)Bio (life) —— biologyBy (on the side/less important)——bystander(旁观者) Cardio (heart) ——cardiacCede (go) ——precedeCenti(hundred)——centimeterChromo (color) —— chromatic(多彩的) Chrono(time)——chronology(年代学）Circum (around)——circumference（周长）Co(together with)——cooperate Contra (against) —— contrast(比较) Counter(against)——counterforce(反对势力）Crypto(secret)——cryptography(密码) Cyber(Internet)——cybercafé(网吧）De (lower) ——decreaseDemi(half/partly)——demigod(次神) Demos (people) —— democracy(民主) Derma (skin) ——dermatology(皮肤学) Dis (apart)——dismissDyna (power) —— dynamic(动画)Dys(bad/wrong)——dysfunctional(有故障的)Eco(environment)——ecology(生态学) Ecto(outside) ——ectoparasite(皮外寄生物)Electro(electric)——electronic（电子的）En(put into a condition)——endanger Endo (inside)——endocardiac（心脏内的）Equi (equal)——equivalent(等价物)Ex (out) ——exitExtra(beyond)—— extraordinary（出色的）Fore(before)——foreground(前景）Giga(measurement)——gigabytes(千兆) 8GBHaemo/Hemo(blood)——hemophilia(血友病）Hecto(hundred)——hectogram(百克）Helio (sun) —— heliology (太阳学) Hetero(different)——heterodox(非正统的）Homo(same)——homosexuality(同性恋）Hydro (water) —— hydropower(水能) Hyper (over)——hyperactive（多动症)Hypo(under) —— hypodermic（皮下注射器）Infra(below)——infrared(红外线）Intra (inside, within) —— intranet(内联网)Inter (between) ——interact（相互作用）Intro (into) —— introductionJect (throw) —— eject(弹出)Kilo(thousand)——kilometerMacro (big) —— macroeconomics Magni (big) ——magnify (放大镜)Mal (bad) —— malfunction(失灵) Manu（hand）—— manufactureMega(huge)——mega storeMeta(change of position or state)——Metabolism(新陈代谢）Meter(measure)——diameter(直径）Micro (small) —— microeconomics Milli(thousand)——millimeter(毫米）Mini(small)——miniskirtMis(bad/wrong)——mistakeMono (one) —— monatomic(原子弹) Multi(many)——multiplyNano(one billion)——nanosecond(十亿分之一秒）Neo(new)——neo-impressionism(印象主义，印象派)Neuro(nerves)——neuron(神经元）Non(not)——non-smokerOff(away)——off work-ology(study of)——biologyOmni(all things)——omnipotent(全能的）-onomy(science of)——economy(经济）Ortho (true, tradition) —— orthodox（传统的）Osteo(bones)——osteopath(骨科医生）Out(better/longer/further)——outskirt(郊区）Over(too much)——oversexed(性欲过剩的）Paed(children)——pediatric(儿科的）Palaeo(history)——Paleolithic(旧石器时代)Pan(all of sth./whole of sth.)——pan-American(泛美的，全美洲的)Para(beyond)——paranormal(超自然的）Ped(foot)——pedal(踏板）Petro(rocks/gas/petrol)——petrology(岩石学）Pre(before)——previous(以前的) Phono (sound) ——phonics(音标) Photo (light) —— photographyPhyto (plant) —— phytochemicalPod(foot)——tripod(三脚架）Poly(表示“多”；多数)——polygon（多边形）Post(later)——postmodernPseudo(false)——pseudo-science(伪科学)Psycho (mind) —— psychologyPyro (fire) —— pyrometer（高温计）Radio (broadcast) —— radio waves Retro(backward)——retrospect(回想，追溯）Script(writing) —— manuscript(手写)Semi(half)——semicircle(半圆) Hemi(half)——hemisphere(半球体）Socio (society) —— sociologySub(under)——subway(地铁) Super(above)——supermanTecho (machine)——technology Tele(far)——telephoneTerra (earth) —— terrace(house, balcony)Thermo (heat, temperature) ——thermometer温度计Trans(cross)——transport(运输）Ultra (extremely)—— ultra-violet(紫外线)Un (opposite) —— unableVice (next in rank of somebody) ——vice-president(副总统)Zoo (animal) —— zoology(动物学)。
Unit 7 The Monster习题答案综合教程四
Unit 7 The MonsterKey to the ExercisesText comprehensionI. Decide which of the following best states the author's purpose of writing.CII. Judge, according to the text, whether the following statements are true or false.1. T (Refer to Paragraphs 2?.)2. F (Refer to Paragraph 5, which suggests he was emotionally unstable.)3. F (Refer to Paragraph 7, which states he was responsible for large sums of debt.)4. T (Refer to Paragraph 8. A lot of women came into his life as a result of his pursuit, and were abandoned by him in the end.)5. T (Refer to Paragraph 12.)III. A nswer the following questions.1. Refer to Paragraph 1. He had a short stature with a disproportionately large head. And he had skin diseases.2. Refer to Paragraph 2. He believed he was one of the greatest men in the world, a great composer, a great thinker and a great dramatist combined into one. A man of such arrogance cannot help but take himself to be the center of conversations.3. Refer to Paragraph 3. If anyone showed slight disagreement with him, he would make a lengthy and aggressive speech for hours to prove himself to be in the right. This would force his dazed and deafened hearer to surrender.4. Refer to Paragraph5. He was emotionally capricious like a child. Rapture in him could easily turn into extreme melancholy. He was heartless and callous to a frightening degree on some occasions. Moreover, his emotional states always found outward expression.5. Refer to Paragraphs 11 and 12. The author says that Wagner was among the greatest dramatists, the greatest thinkers and the most tremendous musical geniuses in our world. His immortal works far exceeded in value the tortures his arrogance inflicted upon others and the debts he owed.6. Refer to Paragraph 13. The tremendous creative power, which propelled him to produce so many memorable works in his lifetime, could have crushed his poor brain and body. However, he miraculously survived and made all the immortal accomplishments. In this sense he was a monster rather than a human being.IV. Explain in your own words the following sentences.1. He almost had no sense of responsibility.2. He wrote large numbers of letters begging for money. In some letters he was servile without shame, and in other letters he loftily offered his targeted benefactor the privilege of contributing to his support. If the recipient refused to accept his offer, i.e. refused to lend him money, he would fly into a rage.3. He would use his influence on as many people as possible in order to meet some admirer of his who was only too glad to offer him his help.4. Since Wagner was driven by such tremendous forces, it is no surprise that he didn't behave like a normal human being.Structural analysis of the textIn the first 10 paragraphs, we can find the following words and expressions used to describe Richard Wagner as a monster of conceit: delusions of grandeur / a monster of conceit / believed himself to be one of the greatest dramatists in the world, one of the greatest thinkers, and one of the greatest composers / the most exhausting conversationalist / proved himself right in so many ways / had theories about almost any subject under the sun / almost innocent of any sense of responsibility / an endless procession of women.In the remaining paragraphs, we can find the following words and expressions used to describe him as a great genius: right all the time / one of the world's greatest dramatists / a great thinker / one of the most stupendous musical geniuses / owe him a living.Rhetorical features of the textThe repetitive use of the third person pronoun he creates suspense in the reader's mind. This is one of the effective ways to hold the reader's attention and make him read on.Vocabulary exercisesI. Explain the underlined part in each sentence in your own words.1. person with extremely excessive self-pride2. with all their talents combined in him3. in a bad temper; unwell or annoyed4. without5. use as much influence of his as possible (from behind the scenes)6. make concessionII. Fill in the blank in each sentence with a phrase from the box in its appropriate form.1. pulled wires2. be content with3. rolled into one4. between the lines of5. sink into6. innocent of7. out of sorts8. lay my hands onIII. Fill in the blanks with the appropriate forms of the given words.1. callousness2. tormentor3. inconceivable4. arrogantly5. gloomy6. tragedy7. delusion 8. loftyIV. Choose the word that can replace the underlined part in each sentence without changing its original meaning.1. A2. B3. C4. A5. C6. B7. A8. DV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Antonym: humbleness (modesty)2. Synonym: amazing (stunning, miraculous)3. Synonym: cold-blooded (inhumane, merciless)4. Synonym: void5. Antonym: ethical (moral, principled, scrupulous)6. Synonym: parody (caricature)7. Antonym: exhilaration (bliss, ecstasy)8. Synonym: proudly (self-importantly)VI. Explain the meaning of the underlined part in each sentence.1. company2. controlled3. imprecise4. out of fashion5. immediately6. coverGrammar exercisesI. Complete the following sentences with prepositions.1. at2. on3. to4. at5. from6. of7. in, for, at 8. on, of, of9. over 10. on, under, out ofII. Fill in the blank in each sentence with the choice you think the most appropriate. 1. C 2. A 3. B 4. C5. D6. D7. B8. DIII. R ewrite the following paragraph, using appropriate coordinators so as to make it more concise.Both John and I wanted to go to the movies, but we could not agree on which picture we should go to see. A new picture was showing at the Palace and another at the Globe. Neither John nor I had seen either of these pictures. I wanted to see the one at the Globe, but John didn't.IV. Join the sentences in each group into one without using and, but or so.1. My cousin, John, who has a beautiful tenor voice, is appearing at the Royal Festival Hall, where I am going to meet him after the concert.2. The roller coaster, which made its appearance in 1884, is still one of the most exciting rides in an amusement park.3. As I could not find a British-made ballpoint pen, I bought a French one, which was expensive although it was an extremely simple pen.4. Everybody who is interested in brass rubbings should visit our village church because it contains some beautiful brasses which date from the 14th century.5. Despite free medical treatment being available to everybody in the country, there are still a number of private hospitals, which are mostly patronized by foreign visitors who do not want to wait for a bed in a National Health Service hospital.6. Crochet, which used to be a favourite pastime in Victorian times, is back in fashion because clothes have become so expensive that it is worthwhile to make them.7. Clanging its bell, the empty cable car approaches, swaying as though slightly drunk.8. We arrived by plane from Denver, a 16-minute flight that culminated in a breathtaking touchdown at a tiny airport tucked in among the Rocky Mountains.V. Replace the underlined parts by infinitive phrases.1. The child is lonely; he would be happier if he had someone to play with.2. I have some letters to write.3. He was the first man to leave the burning building.4. The pilot was the only man to survive the crash.5. The last one to leave the room must turn out the lights.6. That is the largest ship to be built.7. My files are all over the place. I wish I had a box to keep them in.8. I don't much care for cooking for myself; if I had a family to cook for I'd be more interested.VI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences.(Reference version)1. Work interests him to such a degree that he thinks about nothing else.2. What if they do not come?Translation exercisesI. Translate the following sentences into Chinese.1. 任何人只要有一丝半点的不同意见，即使再微不足道，也足够让他高谈阔论几个钟头，用他那十分累人的雄辩从多方面论证自己是正确的，结果是他的听众听得目瞪口呆，两耳震聋，为了息事宁人，只好顺从他。
TheTaboosinChineseandWesternCulture中西方文化禁忌
中西方文化禁忌The Taboos in Chinese and Western CultureAcknowledgementsFirst and foremost, my appreciation goes to my affectionate parents, and the rest of my family. Throughout the development of this paper, they have been there always giving me continuous support, encouragement and understanding. Their love and support encourage me to pursue progress all the time.I would also like to extend my sincere thanks to all other teachers who gave me lectures during the past four academic years. I have benefited so much not only from their courses and lectures but also from their constant encouragement.Finally, my deepest gratitude and respect go to my supervisor, Zhong Liping. It is for his constant encouragement, critical instructions, his great care and precious advice and suggestions that this paper appears in the present form.AbstractWith the development of economic globalization and China's Reform and Opening up, the connection between China and western countries are Increasingly close. And the communication and collisions between the Chinese and western culture also appear in each person's life. This thesis mainly introduced the Chinese and western cultural taboo from the definition of taboo to origin, then to the differences between Chinese and western cultural taboos, and finally research how to avoid touching these taboo in daily communication. This thesis involves these taboos of name, address, gender, race, religion, superstition and other espects relate to our life.And through these research readers will not touched others‘ taboo and even influence people‘s relationship in communication.Key words:Chinese and western; taboo; definition; origin of taboo; species of taboo; details of taboo; how to avoid touching taboo随着经济全球化的发展和中国对外开放程度的加深，中国和西方国家的联系也日益密切起来，中西方文化之间的交流和碰撞也出现在了每个人的生活中。
raz_lp34_friendsaround_lp
Introduce the Comprehension Skill: Compare and contrast • Explain that one way an author helps readers understand information in a book is to tell how
• Show students a copy of the world map. Point out different countries, including Australia, Russia, South Korea, Tanzania, and Canada.
© Learning A–Z All rights reserved.
• Model how to compare and contrast information using a Venn diagram. Draw a Venn diagram on the board. Label the left circle left and the right circle right. Explain that information relating to the friend on the left is written in the left side of the left circle (thick clothing). Information that relates to the friend on the right is written in the right side of the right circle (shorts). Explain that in the middle where both circles overlap, information is written about what the friends have in common (two arms, two legs).
自然拼读phonics-LP辅助教材[1]
![自然拼读phonics-LP辅助教材[1]](https://img.taocdn.com/s3/m/19933809f12d2af90242e670.png)
Starters●Unit 1 Consonant Learning●Unit 2 Short Vowels●Unit 3 Long VowelsUnit 1 Consonant LearningBbLet’s learnB-- b bear B-- b bed B-- b ballB-- b bird B-- b bus B-- b balloonLet’s rapBaby bear, baby bear,Bounces a ball,Bb says b-b-b,A big, blue ball! Courseware Reference: S1-U4-2/3CcLet’s learnC—c cat C—c car C—c cowC—c cake C—c candy C—c carrotCandy cat, candy cat,Come, come, come,I say c-c-c,Come, come, come! Courseware Reference: S1-U5-2/3KkLet’s learnK—k kangaroo K—k key K—k kite K—k king K—k kettle K—k ketchupLet’s rapKangaroo, kangaroo,Kick the ball!Kk says k-k-k,Kick the ball! Courseware Reference: S1-U6-2/3DdLet’s learnD—d dog D—d doll D—d duck D—d dollar D—d doctor D—d donkeyDancing dog, dancing dog,Dancing all the way!D d says d-d-d.,Dancing all the days! Courseware Reference: S1-U4-2/3FfLet’s learnF—f fish F—f fire F—f fork F—f face F—f five F—f footLet’s rapFunny fish, funny fish,What’s your name?I say f-f-f,Funny, funny fish! Courseware Reference: S1-U3-2/3GgLet’s learnG—g goat G—g girl G—g gate G—g gift G—g golf G—g gardenGary goat, Gary goat,What’s your name?I say g-g-g,Gary, Gary goat! Courseware Reference: S1-U5-2/3HhLet’s learnH—h horse H—h hat H—h hand H—h hair H—h heart H—h houseLet’s rapHappy horse,Happy horse,What do you say?I say h-h-h,Happy, happy horse! Courseware Reference: S1-U4-2/3JjLet’s learnJ—j jellyfish J—j jam J—j juiceJ—j jet J—j jeans J—j jacketLet’s rapJellyfish, jellyfish,Likes to jump,Jj says j-j-j,Jump, jump, jump!Courseware Reference: S1-U6-2/3LlLet’s learnL—l lion L—l lamp L—l leafL—l lizard L—l ladder L—l lollipopLet’s rapLittle lizard, little lizard,Leaping to the leaf,L l says l-l-l,Little, little lizard!Courseware Reference: S1-U4-2/3MmLet’s learnM—m mouse M—m mouth M—m monkey M—m moon M—m milk M—m mountainMouse, mouse, mouse,Moving in the house,I yell m-m-m,Mummy, mummy, mummy! Courseware Reference: S1-U3-2/3NnLet’s learnN—n nurse N—n nose N—n nest N—n net N—n noodle N—n newspaperLet’s rapNose, nose, nose.I have a red nose.Nn says n-n-n,Nose, nose, nose! Courseware Reference: S1-U3-2/3PpLet’s learnP—p pig P—p pen P—p pandaP—p penguin P—p pizza P—p piratePinky pig, pinky pig,Paints with a pen!Pp says p-p-p,Pinky, pinky pig!Courseware Reference: S1-U5-2/3QU quLet’s learnQ—q queen Q—q quilt Q—q quietQ—q quarry Q—q quarrel Q—q question markLet’s rapQueenie duck,Queenie duck,What do you say?I say q-q-q,Quack, quack, quack!Courseware Reference: S1-U6-2/3RrLet’s learnR—r rabbit R—r rain R—r robotR—r river R—r ribbon R—r rainbowLet’s rapRun, run! Racing rabbit,Run, run, run!Rr says r-r-r,Runs round and round and round. Courseware Reference: S1-U4-2/3SsLet’s learnS—s snake S—s sun S—s sea S—s spoon S—s snail S—s spiderLet’s rapSleepy snake, sleepy snake,Hissing in the grass,Snake says s-s-s,Hiss！Hiss! Hiss! Courseware Reference: S1-U3-2/3TtLet’s learnT—t tiger T—t tie T—t toys T—t tortoise T—t train T—t tunnelLet’s rapTap, tap, tapping tiger,Tap, tap, tap,Tt says t-t-t,Tapping, tapping tiger! Courseware Reference: S1-U3-2/3VvLet’s learnV—v viper V—v van V—v violin V—v vase V—v vest V—v vegetablesLet’s rapVicky viper,Vicky viper,See that van,Vv says v-v-v,A very big van! Courseware Reference: S1-U6-2/3WwLet’s learnW—w witch W—w watch W—w wolfW—w water W—w well W—w windowLet’s rapWitch, witch, witch,Where is the witch,I say w-w-w,Watch, watch, watch! Courseware Reference: S1-U5-2/3XxLet’s learnX—x fox X—x box X—x waxX—x exit X—x explosion X—x experimentLet’s rapMax the fox,Has a box,It’s an x-x-x,Waxy, waxy box!Courseware Reference: S1-U6-2/3YyLet’s learnY—y yak Y—y yard Y—y yo-yoY—y yarn Y—y yawn Y—y yogurtLet’s rapYummy yogurt,Yummy yogurt,Yummy, yum, yum!Yy says y-y-y,Yummy, yum, yum! Courseware Reference: S1-U6-2/3ZzLet’s learnZ—z zebra Z—z zoo Z—z zipper Z—z zero Z—z zigzag Z—z zoo keeperLet’s rapZebra, zebra,What can you do?I say z-z-z,Zipping to the zoo. Courseware Reference: S1-U6-2/3Courseware Reference: S1-U7-5(Complete Revision)Unit 2 Short VowelsAaLet’s learnA—a ant A—a axe A—a appleA—a arrow A—a anchor A—a alligatorLet’s rapAlligator, alligator,What do you say?I say a-a-a,Aa for anchor!Read me a storyZac the ratZac is a rat,Zac sat on a can,The ants ran to the jam,Zac had a pan,Zac had a fan,The ants ran and run,Zac had a nap.Courseware Reference: S1-U3-2/3Let’s learnE—e elephant E—e egg E—e elbowE—e engine E—e envelope E—e escalatorLet’s rapElephant, elephant,Finds an egg,Ee says e-e-e,Egg, egg, egg!Read me a storyPeg the henPeg is a red hen,Peg gets set to go.Peg gets in a green jet,The jet is fast,Peg gets wet,The jet gets in a web,Peg falls and falls,Peg falls into bed.Courseware Reference: S1-U5-2/3Let’s learnI—i insect I—i ink I—i iglooI—i infant I—i itchy I—i invitationLet’s rapItty-bitty insect,Made me ill and itchy,Ii says i-i-i,Itchy, itchy, itchy!Read me a storyThe big hitThe tin man has a bat,Jill has a mitt,Zac has a big ball,Will he hit the ball?The ball hits the mitt.The tin man will not give up.The tin man hits the ball. Courseware Reference: S1-U4-2/3Let’s learnO—o ox O—o octopus O—o orange O—o olive O—o otter O—o ostrichLet’s rapOctopus, octopus,What have you got?Oo says o-o-o,A spotted, orange top!Read me a storyMox’s shopMox is a fox,Mox has a shop,Bob is a hog,Bob helps Mox.They mix eggs in a pot,Bob drops the eggs,What a mass!Bob mops and mops,―Good job!‖ says Mox.Courseware Reference: S1-U3-2/3UuLet’s learnU—u uncle U—u underwear U—u umbrellaU--n—upset U—u ugly U—u upside downLet’s rapUncle is jumping,Up, up, up!Uu says u-u-u,Up, up, up!Read me a storyGus the duckGus runs in the mud,Gus gets in the tub,The tub has suds,Gus rubs and rubs,Gus has a sub,A bug is in the sub!It is fun in the tub.Gus hugs the bug.Courseware Reference: S1-U5-2/3Courseware Reference(Complete Revision)S1-U5-5 S1-U6-4 S1-U7-3 S1-U11-3 S1-U14-3Unit 3 Long Vowels Courseware Reference: S1-U8-3/4/5a_eLet’s learna_e a_e a_ea_e + n=anel + ane=lane pl + ane=planea plane in the laneLet’s rapane ane anePlane, plane, planeThere’s a plane.ane ane aneLane,lane,laneThere’s a plane in the lane.Let’s learna_e + k=akeb + ake=bakec + ake=cake fl + ake=flake sn +ake=snakeLet’s rapake ake akecake cake cake Make a cake, bake a cake, Make a cake, bake a cake, Shake a flake on the cake.Read me a storyJake’s taleThis is Jake.Jake makes waves.A whale is in the waves.Is Jake safe? Yes, the whale came to play. Whales make big waves. They like the same game.eeLet’s learnee ee eeb+ee=bee tr+ee=treeA bee in a tree.Let’s rapee ee eeBee, bee, beeI can see a bee.ee ee eeTree, tree, treeI can see a bee in a tree.Let’s learnee+p=eepj+eep=jeep p+eep=peep sh+eep=sheep sl+eep=sleepLet’s rapee ee eesheep, sheep, sheep,Three sheep in a sleep,Three sheep in a deep sleep,Bleep in a jeep.Read me a storyPete’s sheepPete can not sleep.Pete needs help.―Think of sheep,‖ says mom.―One, two, three sheep,‖ says Pete.Then Pete sees sheep!The sheep run past the tree!At last, Pete can sleep.i_eLet’s learni_e i_e i_ei_e+c=icem+ice=mice r+ice=riceMice in the rice.Let’s rapice ice iceMice, mice, mice,Mice in the rice,Ice, ice, ice,Rice, rice, rice,Five mice hide in the rice.Let’s learnl+ine=line n+ine=nine p+ine=pine w+ine=wineLet’s rapine, ine, ine,Pine, pine, pine,Nine pines in a line.Nine fine pines,Lined in a five line.Read me a storySky RideSpot is black and white,He rides bikes with Mike and spike.Mike has a kite.―Let’s chase Mike,‖ says spike.They play hide and seek.―Let’s go down,‖ sys Mike.Yikes! They land in smile!o_eLet’s learno_e o_e o_eh+ose=hose r+ose=roseI hose the rose.Let’s rapose ose oseRose rose roseI like roseOse ose oseHose, hose, hoseI like to hose the rose.Let’s learno_e+k=okech+oke=choke p+oke=poke sm+oke=smoke st+oke=stokeLet’s rapoke oke okeSmoke, smoke, smokeThe smoke made me choke.Don’t poke and stoke the fire,The smoke made me choke!Read me a storyRobot and Mr. MoleThis is a robot,His nose is a cone,His legs are made of hose,He falls into a hole.Mr. Mole is in the hole.―I can help,‖ says Mr. Mole.― Go up this rope,‖ says Mr. Mole.―Thanks Mr. Mole!‖ says the r obot.u_eLet’s learn and rapu_e u_e u_eu_e+t=utem+ute=mute l+ute=lute c+ute=cuteRead me a storyDune BuggyLuke’s best buddy is Dune Buggy,They play in the sand dunes.They turn left/right.Dune Buggy rides on his side/back wheels.They drive over/under the dune.Luke and Dune Buggy spin/flip. Luke and Dune Buggy rule the dunes!Mover●Unit 1 Digraphs●Unit 2 R-controlled Vowels●Unit 3 The Sound of the Letter Pairs ●Unit 4 Word Family PortraitsUnit 1 Digraphs Courseware Reference: S1-U12-4chLet’s learnc+h=ch, ch ch chch ch chair ch ch cherry ch ch cheesech ch chicken ch ch chocolateLet’s rapI like chocolate,I like cheese,I like chocolate cheese!I say ch-ch-chCheer, cheer, cheer!Cheer for the chocolate cheese!shLet’s learns+h=sh, sh sh shsh sh shark sh sh shell sh sh shipsh sh shoe sh sh shoutLet’s rapI see a shell,I see a ship,I see a shoe in the sea!I shout sh-sh-shShark, shark, sharkA shark with sharp pointed teeth!trLet’s learnt+r=tr, tr tr trtr tr train tr tr tree tr tr truck tr tr tray tr tr trousersLet’s rapI have a train,I have a tray,I put the train in the train!tr tr trTrap, trap, trap,The train was trapped in the tray!drLet’s learnd+r=dr, dr dr drdr dr dragon dr dr drawer dr dr dress dr dr drink dr dr drumLet’s rapThere is a dragon,There is a drum,There is a dragon in a drum!I say dr-dr-drDream, dream, dream,There’s a dreadful dragon in my dream!thLet’s learnt+h=th th th thth th thick th th thin th th thiefth th thorn th th thunderLet’s rapI am tall, I am thin,I am a tall and thin thief,I say th-th-thThirsty, Thirsty, ThirstyI am a thirsty thief.thLet’s learnt+h=th th th thth th mother th th father th th brother th th weather th th featherLet’s rapI love my mother,I love my father,I love mother and father.Mother loves father,Father loves mother,They love my brother.Unit 2 R-controlled Vowels Courseware Reference: S1-U13-3/4arLet’s learnar ar ara+ar=car j+ar=jar d+ark=darkm+ark=mark sh+ark=shark sp+ark=sparkLet’s rapSparks in the darkI start the car in the dark,And drive to the park,I drive far in the dark,And see a spark,I stop the car in the dark,And check all the parts on the car,No spark! I look up!I see the sparks in the dark!The sparks are the stars!orLet’s learnor or orh+orse=horse f+ork=fork p+ork=pork c+orn=corn h+orn=horn sp+ort=sportLet’s rapor+k=ork, ork ork orkork ork orkfork, fork, forkI dropped a fork,ork ork orkpork, pork, porkI dropped a fork on the pork.or+n=orn, orn orn ornorn orn orntorn torn tornThe coat I worn was tornThe coat I worn was torn on a thorn in a field of corn.Read me a storyA horse named SportI have a horse,His name is Sport,We go for a trot,To the fort in the north.Sport runs to the fort,But he stops short,So, I land in the thorns on the spot!urLet’s learnur ur urf+ur=fur p+urr=purr h+urry=hurry b+urn=burn t+urn=turn n+urse=nurse p+urse=purse t+urkey=turkey t+urtle=turtleLet’s rapA purple purseThe nurse had a purple purse,The purse was made of purple fur,The nurse hated her purple purse,She turned and burned the purple purse!Unit 3 The sound of the letter pairs Courseware Reference: S1-U14-2owLet’s learnow ow owc+ow=cow cl+own=clown t+own=townLet’s rapow ow owcow, cow, cowThere’s a cow,ow ow owprow, prow, prowThere’s a cow at the prow.ow+n=own, own own ownA clown went to a town,A clown went to a town in a gown and a crown.Read me storyThe clown in the townCome down to town,And see the clown.See the clown with a crown,See the clown with a gown.Come down to town,And see the clown.See the clown with a frown,See the clown upside down.ooLet’s learnoo oo oom+oon=moon n+oon=noon sp+oon=spoon ty+ph+oon=typhoonMoon, moon, moonLet’s rapA groom zoomed to the moon,A groom on a spoon,Zoomed to the moon,At noon with a boom.airLet’s learnair air airh+air=hair l+air=lair ch+air=chair fl+air=flair st+air=stairLet’s rapchair chair chairstair stair stairchair on the stairhair hair hairlair lair lairhair in the lairearLet’s learnear ear eart+ear=tear h+ear=hear n+ear=near f+ear=fear d+ear=dearLet’s raptear tear tearfear fear fearfear with tearhear hear heardear dear dearhear you call me dearoiLet’s learnoi oi oioi+l=oil b+oil=boil s+oil=soilLet’s rapoil oil oilboil on the soilsoil soil soilboiled by the oilUnit 4 Word family portraits Courseware Reference:S1-U3-6 S1-U4-6 S1-U3-7 S1-U4-7 S1-U5-6 S1-U6-5S1-U7-4 S1-U9-8 S1-U10-3/4/5/6 S1-U17-4S2-U1-10 S2-U4-10 S2-U7-12 S2-U13-9 S2-U16-8 S2-15-9blLet’s learnb+l=bl bl bl blbl bl black bl bl block bl bl blousebl bl blow bl bl blueLet’s rapbl bl blblur blur blurThe blue car goes!bl bl blurbl bl blbleat bleat bleatThe black sheep goesBl-bl-bleatclLet’s learnc+l=cl cl cl clcl cl clap cl cl clip cl cl clock cl cl clothes cl cl cloudLet’s rapA seal clapsA hen chucksA clam singsClink, clink, clink!cl-cl-clClang, clang, clang!A clock bangsClang, clang, clang!flLet’s learnf+l=cl fl fl flfl fl flag fl fl floor fl fl flowerfl fl flute fl fl flyLet’s rapI have a flag,I have a flute,I put the flag on the flute!fl fl flFlap, flap, flap!The flag flaps and flutters on the flute!plLet’s learnp+l=pl pl pl plpl pl planet pl pl plant pl pl plate pl pl play pl pl plumLet’s rappl pl plplay, play, playI like to play with plates,I say pl pl plPlease, please, pleaseI’d like to play with you today!slLet’s learns+l=sl sl sl slsl sl sledge sl sl sleep sl sl slidesl sl slipper sl sl slowLet’s rapsl sl slSlide far, slide fastI’m sliding down far and fast!Mother shouts,sl sl slSlow, slow, slow!Slow down and never go too far!brLet’s learnb+r=br br br brbr br bread br br brick br br bridge br br brown br br brushLet’s rapbr br brI like painting,I like brown,I like painting,Everything brown!I say br br brBrush, brush, brush!Brush everything I saw in brown!crLet’s learnc+r=br cr cr crcr cr crab cr cr crayon cr cr crow cr cr crown cr cr cryLet’s rapcr cr crThere’s a crow,There’s a crown,There’s a crow in a crown!I can hear cr cr crCreak, creak, creak!There’s a creaky crow in a crown.grLet’s learng+r=br gr gr grgr gr grapes gr gr grass gr gr green gr gr gray gr gr grasshopperLet’s rapgr gr grI like green,I like grapes,I like green ,green grapes!I say gr gr grGreat, great, great!It’s great to have green green grapes!snLet’s learns+n=sn sn sn snsn sn snack sn sn snail sn sn snake sn sn snore sn sn snowLet’s rapsn sn snI see a snowman,I see snow,I see a snowman in the snow!I shout sn sn snSnake snake snakeThere’s a snake snoring in the snow.spLet’s learns+p=sp sp sp spsp sp spaceship sp sp spade sp sp spider sp sp sponge sp sp spoonLet’s rapsp sp spThere’s a spider,There’s my spoon,There’s a spider on my spoon!I say sp sp spSpider, spider, spider!There’s a spooky spider on my spoon!stLet’s learns+t=st st st stst st stairs st st star st st stickst st stone st st studentLet’s rapst st stI see a student.I see the stairs,I see a student running down the stairs!I shout st st stStop stop stop!There’s a huge stone on the stairs!swLet’s learns+w=sw sw sw swsw sw swallow sw sw swan sw sw sweater sw sw swim sw sw swingLet’s rapsw sw swThere’s a swan,There’s a swamp,There’s a swan swimming in the swamp!I say sw sw swSwan, swan, swanThere’s a swan swimming in the swamp!atLet’s learna+t=at at at atat at cat at at rat at at bat at at hat at at matLet’s rapat at atA fat cat,A fat cat in a hat,A fat cat in a hat sat on a mat,A fat cat in a hat sat on a mat with a rat.adLet’s learna+d=ad ad ad adad ad dad ad ad pad ad ad madad ad sad ad ad gladLet’s rapad ad adGlad glad gladDad is always glad,Dad is always glad, not sad.Dad is always glad, not sad, not mad.anLet’s learna+n=an an an anan an man an an fan an an pan an an van an an tanLet’s rapan an anA tan man.A tan man with a fan,A tan man with a fan and a pan,A tan man with a fan and a pan cannot find his van.enLet’s learne+n=en en en enen en hen en en pen en en men en en ten en en denLet’s rapen en enTen, ten, tenTen men in a pen,Ten men in a pen with a hen.etLet’s learne+t=et et et etet et pet et et jet et et net et et vet et et wetLet’s rapet et etPet, pet, petA vet’s pet,A vet’s pet gets wet,A vet’s pet gets wet in a net.ellLet’s learne+ll=ell ell ell ellell ell bell ell ell well ell ell cell ell ell yell ell ell shellLet’s rapell ell ellBell, bell, bellA bell fell into a well,A bell fell into a well with a shell,Tell others a bell fell into a well with a shell.igLet’s learni+g=ig ig ig igig ig pig ig ig wig ig ig figig ig big ig ig twigLet’s rapig ig igPig, pig, pigA big pig,A big pig in a wig,A big pig in a wig has a big fig.inLet’s learni+n=in in in inin in bin in in pin in in tin in in fin in in winLet’s rapin in inPins, pins, pinsA tin of pins,A bin of gin,There’s a tin of pins in a bin of gin.idLet’s learni+d=id id id idid id kid id id lid id id mid id id rid id id gridLet’s rapid id idGrid, grid, gridThe mid of a grid,A kid hid in the mid of a grid.ogLet’s learno+g=og og og ogog og dog og og log og og fog og og jog og og frogLet’s rapog og ogDog, dog, dogA dog and a frog,A dog and a frog like to jog,A dog and a frog like to jog in the fog.opLet’s learno+p=op op op opop op top op op mop op op hopop op shop op op stopLet’s rapop op opI hop, hop, hopI hop to a shop,I hop to a shop to get a top,I hop to a shop to get a top and a mop.otLet’s learno+t=ot ot ot otot ot cot ot ot pot ot ot dot ot ot lot ot ot hotLet’s rapot ot otA lot of dots,A lot of dots on a cot,I put a lot of dots on a cot,I put a lot of dots on a cot and a pot.ug。
Unit+7+of+Third+Grade+English+Volume+1
Application of sentence patterns
• Personalizing answers: Students can personalize their answers by replacing "[animal]" and "[adjective]" with their own choices, allowing them to express their individual preferences and reasons for liking a particular animal.
Sentence pattern analysis
• Question sentence pattern: "What's your favorite animal?" follows the basic structure of a question in English, which typically begins with a question word (in this case, "What's") and ends with a question mark.
student,
teacher,
classroom,
school,
book, pencil, eraser,
ruler, crayon, bag
Verbs
read, write, draw, sing, dance, jump, run, play, learn, study
Adjectives
big, small, red, blue, happy, sad, new, old, good, bad
小学英语拼读知识点总结
小学英语拼读知识点总结1. PhonicsPhonics is the foundation of spelling and reading. It is the understanding that letters represent sounds and that these sounds combine to form words. Teaching phonics helps children understand the relationship between letters and sounds, making it easier for them to decode words when reading and spell words when writing.2. Consonants and vowelsConsonants are letters that are not vowels. They often come at the beginning or end of a word, and sometimes in the middle. Vowels are the letters a, e, i, o, u, and sometimes y. They are the sounds that carry most of the melody of the language.3. Consonant blendsConsonant blends are two or three consonants that appear together in a word, with each retaining its sound. For example, the word "blend" has a consonant blend at the beginning (bl) and at the end (nd).4. DigraphsDigraphs are two letters that make a single sound. For example, the letters "th" in the word "this" make the sound /th/. Other common digraphs include "sh," "ch," and "ph."5. Silent eThe silent e at the end of a word changes the pronunciation of the preceding vowel. For example, in the word "cake," the silent e changes the sound of the letter "a" from /æ/ to /ā/.6. R-controlled vowelsWhen a vowel is followed by the letter "r," it does not make its usual sound. For example, the word "car" has the /ar/ sound, which is different from the usual sound of the letter "a."7. Long and short vowelsVowels can make two different sounds: a short sound and a long sound. A long vowel sound is the same as its name (a, e, i, o, u), while a short vowel sound is the sound the letter makes when the word is short.8. SyllablesSyllables are the parts of a word that contain a single vowel sound. Learning to break words into syllables can help children with both spelling and reading.9. HomophonesHomophones are words that sound the same but have different meanings and spellings. For example, "there" and "their" are homophones.10. Context cluesUnderstanding context clues helps children figure out the meaning of unknown words by using the words and sentences around them to infer their meaning.11. Sight wordsSight words are common words that children should recognize automatically without having to sound them out. Examples of sight words include "the," "and," "is," "he," "she," and "said."12. Phonemic awarenessPhonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words. This skill is essential for learning to read and write.13. Blends and digraphsBlends are two or three consonants that are pronounced together, and digraphs are two letters that make a single sound. Understanding these concepts helps children decode words when reading and spell words when writing.14. Prefixes and suffixesPrefixes are added to the beginning of a word to change its meaning, while suffixes are added to the end of a word. Understanding prefixes and suffixes helps children understand the meaning of words and improve their spelling skills.15. Word familiesWord families are groups of words that have a common feature or pattern. For example, the word family for "at" includes words like "cat," "bat," "sat," and "mat."Overall, understanding these spelling and reading knowledge points is crucial for elementary school students. By mastering these concepts, children can become more proficient readers and writers, setting a strong foundation for their academic and personal success.In conclusion, spelling and reading are vital skills for elementary school students to develop. By understanding phonics, consonants and vowels, consonant blends, digraphs, silent e, and other key concepts, children can enhance their spelling and reading abilities. These skills will not only help them succeed in school but also in their future endeavors.。
Making_and_Writing_Words
Making and Writing Words (MWW)Why Is This Strategy Useful?Making and Writing Words (MWW) is a word play activity in which students are guided through the process of using a limited number of letters to make a series of words. Through the regular use of this type of word-building activity, students learn about the spelling structure of words and improve their word recognition significantly. The strategy works well with students of any age and is flexible enough to address the needs of a diverse range of students. This instruction is useful in helping students develop greater awareness of word structure and gaining important practice in spelling.Description of StrategyWhether this strategy is used with individuals or with a large or small group, each student receives a blank MWW sheet on which to write the words he or she will make. The teacher models the activity as he/she uses the same MWW sheet, projected by using an overhead projector. All students are simultaneously engaged in making and writing words as they are guided through the activity by the teacher. The strategy is divided into three parts.Part 1: MWW begins with the identification of vowels and consonants to be used in the lesson. Students write these letters at the top of their MWW sheets. For example, the teacher tells students to write a, a, i, and o in the vowels box, and then write c, n, t, and v in the Consonants box. In the empty boxes underneath, students write words created from the letter set. Before they begin, the teacher reminds them that the word they write in any box may contain only letters listed at the top of the page, and each letter may be used only once per word unless it appears more than once in the list at the top (such as two “a’s” in this example). Part 1 of the activity then starts with the teacher giving a clue to a word that the students respond to by writing the word in the first box. The teacher may say something like “In box 1, write a two-letter word that means the opposite of out.”Part 2: After all the words have been written in Part 1 of MWW, the teacher guides the students as they apply what they learned and they discover new words that follow (or Transfer) some of the same patterns or principles used in Part 1. In the boxes marked T1, T2, and T3 (the T stands for transfer), the teacher directs students to write words related to those in boxes 1 to 13. For example, the teacher might ask students to look over the words they have just written and then write new words like coil (which transfers from coin), or nation (which transfers from vacation). Students complete the task and then talk about the information they used from Part 1 to figure out the transfer words in Part 2. Teachers have the option to challenge students by using more transfer words beyond the three for which boxes are provided on the MWW sheet. Part 3: Next, MWW has students sort the words they have just written. Using scissors, they cut out each box on the sheet to make individual word cards. Students work with the cards over several days, so providing envelopes for storage is a good idea. For word sorting, students organize their cards into categories provided by the teacher. Here are some of the “word sorts” the teacher might pose for the 16 words in our example:Sort 1: Words that belong to the “an” family and words that do notSort 2: Words that have one syllable, two syllables, and three or more syllablesSort 3: Words that are nouns, words that are verbs, and other wordsSort 4: Words that have words within them (e.g., ant in vacant)As students become adept at sorting words, teachers may wish to have them name the categories. For older students, the teacher can modify the activity by having them list the categories on a blank sheet of paper and write the words under the appropriate category, rather than creating cards for manual sorting. With each new sort, students not only gain added exposure to the words but they also analyze the words from different perspectives. This gives them greater control over and knowledge about how the words are constructed and what they mean.Research EvidenceAt least one randomized controlled trial supports this strategy. In a study of second-grade students, the MWW classroom made three times the gains in word recognition compared with the control classroom after 5 months of treatment. The gains for students identified as average or low achievers was even more pronounced.Sample Studies Supporting This StrategyRasinski, T., & Oswald, R. (2005). Making and writing words: Constructivist word learning in a second-grade classroom. Reading and Writing Quarterly:Overcoming Learning Difficulties, 21(2), 151–163.This study examined the effects of MWW, a variation of the Making Words word study activity by Cunningham and Cunningham (1992), on second-grade students’ word learning. MWW was implemented daily with a group of second-grade students over a 5-month period. Results indicated that students who received the MWW treatment made significant gains in decoding ability compared with a similar group of students receiving a more traditional phonics program. Additional ResourcesCunningham, P. M., & Cunningham, J. W. (1992). Making words: Enhancing the invented spelling-decoding connection. Reading Teacher, 46(2), 106–115.Making and Writing Words, /articles/words/。
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Color the R-Controlled Vowel
In the top section, students will
read the words in the boxes and
color all of the words that match
the r-controlled vowels. The
various fonts will allow students
to practice reading and
recognizing words in a variety of
printed and published styles.
Spin, Read and Write
Have students use a paper clip
and pencil to spin an R-Controlled
Vowel word from the spinner.
Students will spin and write 8
words in the box next to the
spinner. Word Bank
Students will use the Word Bank to write the words in the sound
ar words yard
c a r f a r m Spin, Rea
d and Writ
e barn sir
f arm fern chart smart car curb part art
yard perk
Name __________________ Mnnl Color the words barn smart art
car yard Word Bank: yard car barn smart Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
hard
d a r k b a r k Spin, Read and Writ
e arm corn hard star chirp dark yard shark bark verb
park sport Mnnl Color the
words star arm
yard park dark Word Bank: dark park arm star Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
jar
b a r h a r m Spin, Read and Write far stir slur tar charm start yarn harm bar hurt jar snore Mnnl Color the words tar yarn bar
harm start Word Bank: tar start bar harm Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
ir words shirt
i r k b i r d Spin, Read and Write bird dirt firm worn girl star horn sir surf shirt chirp irk
Name __________________ Mnnl Color the words firm girl sir
chirp dirt Word Bank: girl dirt firm sir Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
ir words third
w h i r l t w i r l Spin, Read and Write over third hurl first whirl twirl term swirl arm squirt stir skirt Name __________________ Mnnl Color the
words first twirl
swirl stir third Word Bank: third stir first swirl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
ir words smirk
c i r c u s b i r t h
d a y Spin, Read and Writ
e smirk barn thirty firm fort thirsty birthday churn birth dirt
verb
circus
Name __________________ Mnnl Color the words smirk circus firm
birth dirt Word Bank: dirt birth firm smirk Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
or words thorn f o r k Spin, Read and Write horn fork torch sure short burn form part snort thorn pork perk
Name __________________ Mnnl Color the words form snort
fork pork short Word Bank: short pork form fork Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
or words sport c o r n Spin, Read and Write fur north water fort storm chore sport corn porch germ worn yarn Name __________________ Mnnl Color the
words corn storm north porch fort Word Bank: storm fort porch corn Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
er words germ t e r m Spin, Read and Write were term her fur slur germ hard serve arm sister
after
stern Name __________________ Mnnl Color the
words germ were term
her after Word Bank: her germ term were Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
er words water f e r n Spin, Read and Write form flower turn under over water letter bark river curb perk fern
Name __________________ Mnnl Color the words perk letter water
over fern Word Bank: letter perk over water Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
er words b u t t e r f a s t e r Spin, Read and Write clerk faster verb winter term silver porch pink butter herd burst shirt
Name __________________ Mnnl Color the words term faster herd
silver verb Word Bank: silver term herd verb Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
turn n u r s e Spin, Read and Write hard form fur turn curl sure surf hurt burn yard
first nurse
Mnnl Color the
words nurse sure
burn surf hurt Word Bank: surf burn nurse hurt Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
t u r t l e b l u r Spin, Read and Write rush curl blur slur church turkey purple herd purse star curb turtle Mnnl Color the
words curb slur
purse purple curl Word Bank: purse curb curl slur Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl
ur words c h u r n c u r l Spin, Read and Write start shirt arm curl burger spur churn ever turn fur
hurl
burst
Name __________________ Mnnl Color the words hurl burst hurry spur fur Word Bank: spur hurry hurl burst Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl Mnnl。