Examples of the Teaching of the Health Questions of Electric and Magnetic Fields at Tamper
化学化工专业英语
1 CHEMISTRY AND CHEMISTWithout chemistry our lives would beunrecognisable, for chemistry is at work all aroundus. Think what life would be like without chemistry- there would be no plastics, no electricity and noprotective paints for our homes. There would be no synthetic fibres to clothe us and no fertilisers to help us produce enough food. We wouldn‟t be able to travel because there would be no metal, rubber or fuel for cars, ships and aeroplane. Our lives would be changed considerably without telephones, radio, television or computers, all of which depend on chemistry for the manufacture of their parts. Life expectancy would be much lower, too, as there would be no drugs to fight disease.Chemistry is at the forefront of scientific adventure, and you could make your own contribution to the rapidly expanding technology we are enjoying. Take some of the recent academic research: computer graphics allow us to predict whether small molecules will fit into or react with larger ones - this could lead to a whole new generation of drugs to control disease; chemists are also studying the use of chemicals to trap the sun‟s energy and to purify sea water; they are also investigating the possibility of using new ceramic materials to replace metals which can corrode.Biotechnology is helping us to develop new sources of food and new ways of producing fuel, as well as producing new remedies for the sick. As the computer helps us to predict and interpret results from the test tube, the speed, accuracy and quality of results is rapidly increasing - all to the benefit of product development.It is the job of chemists to provide us with new materials to take us into the next century, and by pursuing the subject, you could make your positive contribution to society.Here are some good reasons for choosing chemistry as a career.Firstly, if you have an interest in the chemical sciences, you can probably imagine taking some responsibility for the development of new technology. New ideas and materials are constantly being used in technology to improve the society in which we live. You could work in a field where research and innovation are of primary importance to standards of living, so you could see the practical results of your work in every day use.Secondly, chemistry offers many career opportunities, whether working in a public service such as a water treatment plant, or high level research and development in industry. Your chemistry-based skills and experience can be used, not only in many different areas within the chemical industry, but also as the basis for a more general career in business.1 As a qualification, chemistry is highly regarded as a sound basis for employment.You should remember that, as the society we live in becomes more technically advanced, the need for suitably qualified chemists will also increase. Although chemistry stands as a subject in its own right, it acts as the bond between physics and biology. Thus, by entering the world of chemistry you will be equipping yourself to play a leading role in the complex world of tomorrow.Chemistry gives you an excellent training for many jobs, both scientific and non-scientific. To be successful in the subject you need to be able to think logically, and be creative, numerate, and analytical. These skills are much sought after in many walks of life, and would enable you to pursue a career in, say, computing and finance, as well as careers which use your chemistry directly.Here is a brief outline of some of the fields chemists work in:Many are employed in the wealth-creating manufacturing industries - not just oil, chemical and mining companies, but also in ceramics, electronics and fibres. Many others are in consumer based industries such as food, paper and brewing; or in service industriessuch as transport, health and water treatment.In manufacturing and service industries, chemists work in Research and Development to improve and develop new products, or in Quality Control, where they make sure that the public receives products of a consistently high standard.Chemists in the public sector deal with matters of public concern such as food preservation, pollution control, defence, and nuclear energy. The National Health Service also needs chemists, as do the teaching profess ion and the Government‟s research and advisory establishments.Nowadays, chemists are also found in such diverse areas as finance, law and politics, retailing, computing and purchasing. Chemists make good managers, and they can put their specialist knowledge to work as consultants or technical authors. Agricultural scientist, conservationist, doctor, geologist, meteorologist, pharmacist, vet ... the list of jobs where a qualification in chemistry is considered essential is endless. So even if you are unsure about what career you want to follow eventually, you can still study chemistry and know that you‟re keeping your options open.What Do Chemistry Graduates Do?Demand for chemists is high, and over the last decade opportunities for chemistry graduates have been increasing. This is a trend that is likely to continue. Chemistry graduates are increasingly sought after to work in pharmaceutical, oil, chemical, engineering, textile and metal companies, but the range of opportunities also spans the food industry, nuclear fuels, glass and ceramics, optical and photographic industries, hospitals and the automotive industry. Many graduates begin in scientific research, development and design, but over the years, about half change, into fields such as sales, quality control, management, or consultancy. Within the commercial world it is recognised that, because of the general training implicit in a chemistry course, chemistry graduates are particularly adaptable and analytical - making them attractive to a very broad spectrum of employers. There has been a growth of opportunity for good chemistry graduates to move into the financial world, particularly in accountancy, retail stores, and computer software houses.（Summarized from: A brief of the Royal Society of Chemistry,1992）2 NOMENCLATURE OF INORGANICCOMPOUNDSNaming elementsThe term element refers to a pure substance with atoms all of a single kind. At present 107 chemical elements are known. For most elements the symbol is simply the abbreviated form of the English name consisting of one or two letters, for example:oxygen = O nitrogen = N magnesium = MgSome elements, which have been known for a long time, have symbols based on their Latin names, for example:iron = Fe (ferrum) copper = Cu (cuprum) lead = Pb (Plumbum)A few elements have symbols based on the Latin name of one of their compounds, the elements themselves having been discovered only in relatively recent times1, for example: sodium = Na (natrium = sodium carbonate)potassium = K (kalium = potassium carbonate)A listing of some common elements may be found in Table 1.Naming Metal Oxides, Bases and SaltsA compound is a combination of positive and negative ions in the proper ratio to give a balanced charge and the name of the compound follows from names of the ions, for example, NaCl, is sodium chloride; Al(OH)3is aluminium hydroxide; FeBr2is iron (II) bromide or ferrous bromide; Ca(OAc)2is calcium acetate; Cr2(SO4)3is chromium (III) sulphate or chromic sulphate, and so on. Table 3 gives some examples of the naming of metal compounds. The name of the negative ion will need to be obtained from Table 2.Negative ions, anions, may be monatomic or polyatomic. All monatomic anions have names ending with -ide. Two polyatomic anions which also have names ending with -ide are the hydroxide ion, OH-, and the cyanide ion, CN-.Many polyatomic anions contain oxygen in addition to another element. The number of oxygen atoms in such oxyanions is denoted by the use of the suffixes -ite and -ate, meaning fewer and more oxygen atoms, respectively. In cases where it is necessary to denote more than two oxyanions of the same element, the prefixes hypo- and per-, meaning still fewer and still more oxygen atoms, respectively, may be used, for example,hypochlorite ClO-Chlorite ClO2-chlorate ClO3-perchlorate ClO4-Naming Nonmetal OxidesThe older system of naming and one still widely used employs Greek prefixes for both the number of oxygen atoms and that of the other element in the compound 2. The prefixes used are (1) mono-, sometimes reduced to mon-, (2) di-, (3) tri-, (4) tetra-, (5) penta-, (6) hexa-, (7) hepta-, (8) octa-, (9) nona- and (10) deca-. Generally the letter a is omitted from the prefix (from tetra on ) when naming a nonmetal oxide and often mono- is omitted from the name altogether.The Stock system is also used with nonmetal oxides. Here the Roman numeral refers to the oxidation state of the element other than oxygen.In either system, the element other than oxygen is named first, the full name being used, followed by oxide 3. Table 4 shows some examples.Naming AcidsAcid names may be obtained directly from a knowledge of Table 2 by changing the name of the acid ion (the negative ion ) in the Table 2 as follows:The Ion in Table 2Corresponding Acid-ate-ic-ite-ous-ide-icExamples are:Acid Ion Acidacetate acetic acidperchlorate perchloric acidbromide hydrobromic acidcyanide hydrocyanic acidThere are a few cases where the name of the acid is changed slightly from that of the acid radical; for example, H2SO4 is sulphuric acid rather than sulphic acid. Similarly, H3PO4 is phosphoric acid rather than phosphic acid.Naming Acid and Basic Salt and Mixed SaltsA salt containing acidic hydrogen is termed an acid salt.A way of naming these salts is to call Na 2HPO4disodiumhydrogen phosphate and NaH2PO4sodium dihydrogenphosphate. Historically, the prefix bi- has been used innaming some acid salts; in industry, for example, NaHCO3 iscalled sodium bicarbonate and Ca(HSO3)2 calcium bisulphite.Bi(OH)2NO3, a basic salt, would be called bismuthdihydroxynitrate. NaKSO4, a mixed salt, would be calledsodium potassium sulphate.3 NOMENCLATURE OF ORGANIC COMPOUNDSA complete discussion of definitive rules of organic nomenclature would require more space than can be allotted in this text. We will survey some of the more common nomenclature rules, both IUPAC and trivial.AlkanesThe names for the first twenty continuous-chain alkanes are listed in Table 1.Alkenes and AlkynesUnbranched hydrocarbons having one double bond are named in the IUPAC system by replacing the ending -ane of the alkane name with -ene. If there are two or more double bonds, the ending is -adiene, -atriene, etc.Unbranched hydrocarbons having one triple bond are named by replacing the ending -ane of the alkane name with -yne. If there are two or more triple bonds, the ending is -adiyne, -atriyne etc. Table 2 shows names for some alkyl groups, alkanes, alkenes and alkynes.The PrefixesIn the IUPAC system, alkyl and aryl substituents and many functional groups are named as prefixes on the parent (for example, iodomethane). Some common functional groups named as prefixes are listed in Table 3.In simple compounds, the prefixes di-, tri-, tetra-, penta-, hexa-, etc. are used to indicate the number of times a substituent is found in the structure: e.g., dimethylamine for(CH3)2NH or dichloromethane for CH2Cl2.In complex structures, the prefixes bis-, tris-, and tetrakis- are used: bis- means two of a kind; tris-, three of a kind; and tetrakis-, four of a kind. [(CH3)2N]2is bis(dimethylamino) and not di(dimethylamino).Nomenclature Priority of Functional GroupsIn naming a compound, the longest chain containing principal functional group is considered the parent. The parent is numbered from the principal functional group to the other end, the direction being chosen to give the lowest numbers to the substituents. The entire name of the structure is then composed of (1) the numbers of the positions of the substituts (and of the principal functional group, if necessary); (2) the names of the substituts;(3) the name of the parent.The various functional groups are ranked in priority as to which receives the suffix name and the lowest position number1.A list of these priorities is given in Table 4.*-CKetonesIn the systematic names for ketones, the -e of the parent alkane name is dropped and -one is added. A prefix number is used if necessary.In a complex structure, a ketone group my be named in IUPAC system with the prefix oxo-. (The prefix keto- is also sometimes encountered.)AlcoholsThe names of alcohols may be: (1) IUPAC; (2) trivial; or, occasionally, (3) conjunctive. IUPAC names are taken from the name of the alkane with the final -e changed to -ol. In the case of polyols, the prefix di-, tri- etc. is placed just before -ol, with the position numbers placed at the start of the name, if possible, such as, 1,4-cyclohexandiol. Names for some alkyl halides, ketones and alcohols are listed in Table 5.EthersEthers are usually named by using the names of attached alkyl or aryl groups followed by the word ether. (These are trivial names.) For example, diethyl ether.In more complex ethers, an alkoxy- prefix may be used. This is the IUPAC preference, such as 3-methoxyhexane. Sometimes the prefix- oxa- is used.AminesAmines are named in two principal ways: with -amine as the ending and with amino- as a prefix. Names for some ethers and amines can be found in Table 6.Carboxylic AcidsThere are four principal types of names for carboxylic acids: (1) IUPAC; (2)trivial;(3)carboxylic acid; and (4)conjunctive. Trivial names are commonly used.AldehydesAldehydes may be named by the IUPAC system or by trivial aldehyde names. In the IUPAC system, the -oic acid ending of the corresponding carboxylic acid is changed to -al, such as hexanal. In trivial names, the -ic or -oic ending is changed to -aldehyde, such as benzaldehyde. Table 7 gives a list of commonly encountered names for carboxylic acids and aldehydes.Esters and Salts of Carboxylic AcidsEsters and salts of carboxylic acids are named as two words in both systematic and trivial names. The first word of the name is the name of the substituent on the oxygen. The second word of the name is derived from the name of the parent carboxylic acid with the ending changed from -ic acid to -ate.AmidesIn both the IUPAC and trivial systems, an amide is named by dropping the -ic or -oic ending of the corresponding acid name and adding -amide, such as hexanamide (IUPAC) and acetamide (trivial).Acid AnhydridesAcid anhydrides are named from the names of the component acid or acids with the word acid dropped and the word anhydride added, such as benzoic anhydride.The names for some esters, amides and anhydrides are shown in Table 8.Acid HalidesAcid halides are named by changing the ending of the carboxylic acid name from -ic acid to -yl plus the name of the halide, such as acetyl chloride.Some names of aryl compounds and aryls are as follows:benzenephenylbenzylarylbenzoic acid4. Introduction to Chemistry Department of FloridaUniversityProgram of StudyThe Department of Chemistry offers programs of study leading to the M.S. and Ph.D. degrees. Students may elect studies in analytical, inorganic, organic, and physical chemistry. Specialty disciplines, such as chemical physics and quantum, bioorganic, polymer, radiation, and nuclear chemistry, are available within the four major areas.The M.S. and Ph.D. degree requirements include a course of study, attendance at and presentation of a series of seminars, and completion and defense of a research topic worthy of publication1. Candidates for the Ph.D. degree must also demonstrate a reading ability of at least one foreign language and show satisfactory performance on a qualifying examination. The M.S. degree is not a prerequisite for the Ph.D. degree. A nonthesisdegree program leading to the M.S.T. degree is offered for teachers.Students are encouraged to begin their research shortly afterselecting a research director, who is the chairman of the supervisory committee that guides the student through a graduate career.Research FacilitiesThe chemistry department occupies 111,000 square feet of space in four buildings: Leigh Hall, the Chemical Research Building, Bryant Hall, and the Nuclear Science Building. Plans for a 65,000-square-foot addition to Leigh Hall are being prepared. A new central science library is located near the chemistry facilities. The University library system holds more than 2.2 million volumes.The major instrumentation includes ultraviolet-visible, infrared, fluorescence, Roman, nuclear magnetic resonance, electron spin resonance, X-ray, ESCA, and mass spectrometers. Many are equipped with temperature-control and Fourier-transform attachments, and some have laser sources. Data-storage and data-acquiring minicomputers are interfaced to some of the instruments, such as the recently constructed quadrupole resonance mass spectrometer. The chemistry department has V AX-11/780 and V AX-11/750 computers as well as multiple terminals connected to IBM machines in the main computer centre on campus.The departmental technical services include two well-equipped stockrooms and glassblowing, electronics, and machine shops to assist in equipment design, fabrication, and maintenance.Financial AidMost graduate students are given financial support in the form of teachingand research assistantships. Stipends range from $9400 - 11,000 for the1986-87 calendar year. State residents and assistantship holders pay in-statefees of about $1400 per calendar year. A limited number of full orsupplemental fellowships are available for superior candidates.Cost of StudyIn 1985-86, in-state students paid a registration fee of $48.62, per credit hour for each semester, out-of-state students paid an additional $ 94.50 ($ 143.12 per credit hour each semester). A small increase in fees is expected for 1986-87.5 ENVIRONMENTAL POLLUTIONWith the coming of the Industrial Revolution the environmentalpollution increased alarmingly. Pollution can be defined as an undesirablechange in the physical, chemical, or biological characteristics of the air, water,or land that can harmfully affect health, survival, or activities of humans orother living organisms. There are four major forms of pollution - waste onland, water pollution (both the sea and inland waters), pollution of the atmosphere and pollution by noise.Land can be polluted by many materials. There are two major types of pollutants: degradable and nondegradable. Examples of degradable pollutantsare DDT and radioactive materials. DDT can decompose slowly buteventually are either broken down completely or reduced to harmless levels. For example, it typically takes about 4 years for DDT in soil to be decomposed to 25 percent of the original level applied. Some radioactive materials that give off harmful radiation, such as iodine-131, decay to harmless pollutants. Others, such as plutonium-239 produced by nuclear power plants, remains at harmful levels for thousands to hundreds of thousands of years.Nondegradable pollutants are not broken down by natural processes. Examples ofnondegradable pollutants are mercury, lead and some of their compounds and some plastics. Nondegradable pollutants must be either prevented from entering the air, water, and soil or kept below harmful levels by removal from the environment.Water pollution is found in many forms. It is contamination of water with city sewage and factory wastes; the runoff of fertiliser and manure from farms and feed lots; sudsy streams; sediment washed from the land as a result of storms, farming, construction and mining; radioactive discharge from nuclear power plants; heated water from power and industrial plants; plastic globules floating in the world‟s oceans; and female sex hormones entering water supplies through the urine of women taking birth control pills.Even though scientists have developed highly sensitive measuringinstruments, determining water quality is very difficult. There are a largenumber of interacting chemicals in water, many of them only in trace amounts.About 30,000 chemicals are now in commercial production, and each yearabout 1,000 new chemicals are added. Sooner or later most chemicals end up in rivers, lakes, and oceans. In addition, different organisms have different ranges of tolerance and threshold levels for various pollutants. To complicate matters even further, while some pollutants are either diluted to harmless levels in water or broken down to harmless forms by decomposers and natural processes, others (such as DDT, some radioactive materials, and some mercury compounds) are biologically concentrated in various organisms1.Air pollution is normally defined as air that contains one or more chemicals in high enough concentrations to harm humans, other animals, vegetation, or materials. There are two major types of air pollutants. A primary air pollutant is a chemical added directly to the air that occurs in a harmful concentration. It can be a natural air component, such as carbon dioxide, that rises above its normal concentration, or something not usually found in the air, such as a lead compound. A secondary air pollutant is a harmful chemical formed in the atmosphere through a chemical reaction among air components.We normally associate air pollution with smokestacks and cars, but volcanoes, forest fires, dust storms, marshes, oceans, and plants also add to the air chemicals we consider pollutants. Since these natural inputs are usually widely dispersed throughout the world, they normally don‟t build up to harmful levels. And when they do, as in the case of volcanic eruptions, they are usually taken care of by natural weather and chemical cycles2.As more people live closer together, and as they use machines to produce leisure, they find that their leisure, and even their working hours, become spoilt by a byproduct of their machines – namely, noise,The technical difficulties to control noise often arise from the subjective-objective nature of the problem. You can define the excessive speed of a motor-car in terms of a pointer reading on a speedometer. But can you define excessive noise in the same way? You find that with any existing simple “noise-meter”, vehicles whichare judged to be equally noisy may show considerable differenceon the meter.Though the ideal cure for noise is to stop it at its source, thismay in many cases be impossible. The next remedy is to absorb iton its way to the ear. It is true that the overwhelming majority ofnoise problems are best resolved by effecting a reduction in thesound pressure level at the receiver. Soft taped music in restaurantstends to mask the clatter of crockery and the conversation at thenext table. Fan noise has been used in telephone booths to mask speech interference from adjacent booths. Usually, the problem is how to reduce the sound pressure level, either at source or on the transmission path.6 ANALYTICAL INSTRUMENT MARKETThe market for analytical instruments is showing a strength only dreamed about as little as five years ago. Driven by the need for greater chemical analysis coming from quality control and government regulation, a robust export market, andnew and increasingly sophisticated techniques, sales are increasingrapidly1.The analytical instrument business' worldwides sales arenearly double their value of five years ago, reaching $ 4.1 billion in1987. Such growth is in stark contrast to the doldrums of severalyears ago when economic recession held back sales growth to littleor nothing. In recent years, the instrumentation market hasrecovered, growing at nearly 9% per year, and it‟s expected t o continue at this rate at least until the 1990. With sales increases exceeding inflation, the industry has seen the real growth demonstrating the important role of chemical instrumentation in areas such as research and development, manufacturing, defense, and the environment in a technologically advancingworld2.Chromatography is the fastest-growing area, comprising 40%, or $ 1.5billion, in 1987 world sales. Chromatographic methods are used extensively inindustrial labs, which purchase about 70% of the devices made, for separation,purification, and analysis. One of the biggest words in all forms of chromatography is “biocompatibility.” Biocompatible instruments are designed to have chemically inert, corrosion-resistant surfaces in contact with the biological samples.Gas Chromatography sales are growing at about the same rate as the instrument market. Some of the newest innovations in GC technology are the production of more instruments with high-efficiency, high-resolution capillaries and supercritical fluid capability.Despite having only a 3% share of the GC market, supercritical fluid chromatography (SFC) has attracted a great deal of attention since its introduction around 1985 and production of the first commercial instrument around 1986. SFC, which operates using asupercritical fluid as the mobile phase, bridgesthe gap between GC and HPLC. The useof these mobile phases allows for higherdiffusion rates and lower viscosities thanliquids, and a greater solvating powerthan gases.Another area showing tremendous growth is ion chromatography (IC). From growth levels of 30% per year in the U.S. and similar levels worldwide, the rate is expected to drop slightly but remain high at 25%. The popularity of IC has been enhanced through extending its applicability from inorganic systems to amino acids and other biological systems by the introduction of biocompatible instruments.Mass spectrometry (MS) sales have been growing about 12% annually. Sales have always been high, especially since MS is the principal detector in a number of hyphenated techniques such as GC-MS, MS-MS, LC-MS, and GC-MS accounts for about 60% of MS sales since it is used widely in drug and environmental testing. Innovations in interface technology such as inductively coupled plasma/MS, SFC/MS, and thermospray or particle beam interfaces for LC-MS have both advanced the technology and expanded the interest in applications. Recent MS instruments with automated sampling and computerized data analysis have added to the attractiveness of the technique for first time users.Spectroscopy accounts for half of all instrument sales and is the largestoverall category of instruments, as the Alpert & Suftcliffe study shows. It can be broken down evenly into optical methods and electromagnetic, or nonoptical, spectroscopies. These categories include many individual high-cost items such as MS, nuclear magnetic resonance spectrometers, X-ray equipment, and electron microscopy and spectroscopy setups. Sales of spectroscopic instruments that are growing at or above the market rate include Fourier transform infrared (FTIR), Raman, plasma emission, and energy dispersive X-ray spectrometers. Others have matured and slowed down in growth, but may still hold a large share of the market.The future of analytical instrumentation does not appear to be without its new stars as there continue to be innovations and developments in existing technology. Among these are the introduction of FT Raman, IR dichroism, IR microscopy, and NMR imaging spectrometers. Hyphenated and automated apparatus are also appearing on the market more frequently. New analytical techniques like capillary electrophoresis, gel capillary electrophoresis, scanning tunneling microscopy for the imaging of conducting systems, atomic force microscopy for the imaging of biological systems, and other techniques for surface and materials analysis are already, or may soon be, appearing as commercialized instruments. And, if the chemical industry continues to do well in the next few years, so too will the sales of analytical instrumentation.The effect of alcohol have both medical and medicolegal implications. The estimationof alcohol in the blood or urine is relevant when the physician needs toknow whether it is responsible for the condition of the patient. From themedicolegal standpoint the alcohol level is relevant in cases of suddendeath, accidents while driving, and in cases when drunkenness is thedefense plea. The various factors in determining the time after ingestion showing maximum concentration and the quality of the alcohol are the weight of the subject, the amount and concentration of the alcohol, how the alcohol was ingested, the presence or absence of food, and the physical state of the subject concerned1.7 DETERMINATION OF BLOOD ALCOHOL WITH GAS CHROMATOGRAPHYThe effects of alcohol vary among individuals and for the same individuals at different times. The action depends mostly on the environment and thetemperament of the individual and on the degree of dilution of the alcoholconsumed. The habitual drinker usually shows relatively less effect than wouldbe seen with an occasional drinker from the same amount of alcohol. Drugspotentiate the effect of alcohol.Many cases document the synergistic effect of alcohol and barbiturates as a cause of death in cases appearing to be suicide. Alcohol itself is probably the most frequent cause of death due to poisoning.A gas-solid chromatographic technique using flame ionization detection and a Porapak Q column has been used for the identification and determination of ethanol, isopropanol, and acetone in pharmaceutical preparations. The technique involves direct injection of an aqueous dilution of the product and thus is simple and direct.Sample Preparation. Two 0.5-ml volumes of an isobutanol internal standard (10 mg/ml water; pipette 12.4 ml of isobutanol and dilute to 1 liter with water) are pipetted into two different 2-dram (7.4-ml) shell vials, one market “known.” and the other “unknown.” A 0.5-ml portion of the ethanol working standard (50 mg/100ml of blood; pipette 5ml of ethanol stock solution; dilute 12.7 ml of absolute ethanol to 1 liter with water, and dilute with 100 m l of blood from blood bank) is transferred to the vial marked “known.” The。
雅思英语作文 health education卫生预算中的一部分应该从治疗转移到健康教育和预防措施上
'Prevention is better than cure.' Out of a country's health budget, a large proportion should be diverted from treatment to spending on health education and preventative measures.To what extent do you agree or disagree with this statement?You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.Model Essay 1: (Agreement)In this world, many people are dying from various types of health related problems due to the lacking of appropriate health education andpreventive actions. That is why a government should expend a huge amount of money from health budget for cure-related education as well as preventive measure. It is agreed that this policy has a great number of benefits and this will be proven by analysing economical point of view of a country and the health aspects of people. Firstly, many regimes spend an enormous amount of money in order to treat their people who are suffering from different types of serious diseases. This extravagance can be easily diminished when state commences of healthcare educational system by spending money to the health teachingsystem. As an example, if the administration perceives to their slums that smoking, drinking, and so on is bad things for human body through this educational program, many people will be not attacked by the severe sickness. This could save a large amount of money of the state. As can be clearly seen from this illustration that the idea may bring colossal economic benefit to the government. Secondly, many governments fight against several types of diseases, especially diabetes and the heart diseases. Before these health problems assault the people, it can be ceased by taking some preventive measure. For example, exercise, sports, entertainment etc.can decrease the chances to become these patients. Making parks, playground, and cinema hall can influence people to do exercise, which can protect the people from these intense sicknesses. This can be achieved by investing the money in preventive measures from health budget. In conclusions, this idea is indispensable not only to the people but also to the governments. However, the tremendous amenities of this policy fortify my argument. Therefore, a government should spend money for health education and preventive measure from health budget.Model Answer 2: (Agreement)It goes without saying that prevention is better than cure. That is why, in recent years, there has been a growing body of opinion in favour of putting more resources into health education and preventive measures. The argument is that ignorance of, for example, basic hygiene or the dangers of an unhealthy diet or lifestyle needs to be combated by special nationwide publicity campaigns, as well as longer-term health education.Obviously, there is a strong human argument for catching any medical condition as early aspossible. There is also an economic argument for doing so. Statistics demonstrate the cost-effectiveness of treating a condition in the early stages, rather than delaying until more expensive and prolonged treatment is necessary. Then there are social or economic costs, perhaps in terms of loss of earnings for the family concerned or unemployed benefit paid by the state.So far so good, but the difficulties start when we try to define what the 'proportion' of the budget "should be, particularly if the funds will be 'diverted from treatment'. Decisions on exactlyhow much of the total health budget should be spent in this way ' are not a matter for the non-specialist, but should be made on the basis of an accepted health service model.This is the point at which real problems occur - the formulation of the model. How do we accurately measure which health education campaigns are effective in both medical and financial terms? How do we agree about the medical efficacy of various screening programmes, for example, when the medical establishment itself does not agree? A veryrigorous process of evaluation is called for so that we can make an informed decision.Model Answer 3: (Disagreement)Present a written argument or case to an educated reader with no specialist knowledge of the following topic. "Prevention is better than cure." Out of a country's health budget, a large proportion should be diverted from treatment to spending on health education and preventative measures.To what extent do you agree or disagree with this statement?Sample Answer:A government has various responsibilities to its citizens, perhaps the most important would be the health care. There are different approaches to this, namely prevention versus cure. This essay will explain why treatment is superior, using the case of tobacco as a clear example. Firstly, health education has its limits. Over the last twenty years, various western governments have attempted to discourage smokers by placing surgeon’s warnings and revolting pictures. Yet smokers still want to light up, therefore seriously questioning governmentendeavours of prevention rather than cure. Nevertheless, through the same period cancer treatment has improved considerably even producing beneficial spin-off discoveries for asthma suffers. Therefore treatment is not only more effective, it has also bettered other sectors of society. Secondly, even if prevention has solid evidence of being effective there is the common case of patients suffering by pure chance. For example, it is known that people can suffer from lung cancer having never smoked anything whereas someone smoking twenty a day can escape such illness. Therefore, even having followed government guidance, there would stillbe a need for treatment. In addition, if funds had been diverted from research for cures to education there would be little to help ‘chance victims’. To conclude, all though smoking has addictive elements, drawing from observations over various years it is clear that prevention has failed considerably. Furthermore, treatment can help those afflicted by pure chance, and even benefit patients with related challenges.。
研究生英语综合教程(下)-全部答案及解析
The correct answer is A. The interviewer asks about the best way to learn a new language, and the guest recommendations introduction
Listening Analysis
VS
Answer to Question 2
The correct answer is C. The author suggestions that improve their writing skills, students should read a variety of materials, write regularly, and seek feedback from peers and teachers
Analysis of tutorial characteristics
The tutorial is designed to be highly interactive and student-centered, encouraging active participation and discussion
Question 2
The correct answer is C. The speaker advice that to improve memory, one should exercise regularly, eat a balanced die, and practice relaxation techniques
Analysis 3
The interview is conducted in a case and conversational style, with the interviewer asking insightful questions and the guest offering practical tips on language learning The language used is accessible and engaging
王蔷主编的《英语教学法教程》第二版-Unit
Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw someFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structuralitems so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantlya tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. Theyclaimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good EnglishIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book,can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order toinclude topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
王蔷主编地《英语教学法教程》第二版-Unit1
Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw someFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’ The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structuralitems so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantlya tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.1.3 Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed thatemotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’ (Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the U.S. One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’ (ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.1.4 What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good EnglishIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book,can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’ and ‘applied science’ knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure 1.1. However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’ a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.1.6 An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order toinclude topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, i.e. giving effective instructions, asking effective questions, and dealing with students’ errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
中学教师资格认定考试高级英语学科知识与教学能力模拟题2019年(23)_真题-无答案
中学教师资格认定考试（高级英语学科知识与教学能力）模拟题2019年(23)(总分150,考试时间120分钟)选择题1. /f/ and /v/ can be distinguished by______.A. manner of articulationB. place of articulationC. vibration of the vocal cordsD. aspiration of articulation2. _____is not a minimal pair in English.A. sink and "zinc"B. fine and "vine"C. bat and "pat"D. teach and "cheat"3. —What's______population of China? —As far as I know, China has______population of about 1.3 billion.A. a: theB. a: aC. the: theD. the: a4. $30 billion might seem a lot of money, but it's a mere______ in terms of what global capital markets can do absorb.A. almsB. pittanceC. hearsayD. belongings5. **mittee______a conclusion only after days of discussion.A. releasedB. achievedC. reachedD. accomplished6. The older New England villages have changed relatively little______a gas station or two in recent decades.A. except forB. exceptC. in addition toD. besides7. _____before we depart the day after tomorrow, we should have a wonderful dinner party.A. Had they arrivedB. Were they arrivingC. Would they arriveD. Were they to arrive8. Nowadays, there are many teenagers addicted to the Internet,______waste a lot of time on it.A. whoB. whichC. asD. that9. Which rhetoric device is used in the following sentence? The fair breeze blew, the white foam flew: the furrow followed free.A. Alliteration.B. Assonance.C. Onomatopoeia.D. Metonymy.10. The sense relationship between "John plays the violin" and "John plays a musical instrument" is______.A. hyponymyB. entailmentC. antonymyD. presupposition11. Which of the following cannot be used as a way to show the stress pattern of words, phrases, and sentences?A. Facial expressions.B. Gestures.C. V oices.D. The blackboard.12. Which of the following grammar activities is **municative?A. Asking the students to read and correct the mistakes in the sentences.B. Asking the students to tell the differences between two pictures in groups.C. Asking the students to make sentences with the given words.D. Asking the students to complete the translation exercises.13. Which of the following statements is NOT a way of consolidating vocabulary?A. Defining.B. Matching.C. Gap-filling.D. Labeling.14. What type of approach does the student apply to listening according to what he describes? "When I listen to English tapes, I am always worried about my limited vocabulary. I tend to figure out its actual meaning **ing across an unknown word, so that stop makes me miss the next part of the speech."A. Detail-oriented approach.B. Top-down approach.C. Interactive approach.D. Bottom-up approach.15. Which of the following is not a while-speaking activity?A. Describing people and events.B. Role-plays.C. Exchanging information.D. Reporting results.16. When a teacher leads students to guess the meaning of a new word based on the contextual clue, which one of the following approaches does he use?A. Bottom-up Approach.B. Top-down Approach.C. Interactive Approach.D. 3P Approach.17. When the teacher gives feedback to students in teaching writing, he/she should NOT______.A. make **ments on the good features of the writingB. give words simply like "good" or "very good" to the writingC. point out areas for improvementD. express his/her personal opinion on the issue that student has written18. What is the teacher doing in terms of error correction?T: Make a sentence with "have"!S: He have a car.T: He HA VE a car?S: He HAS a car.T: Very good. He HAS a car.A. Direct correction.B. Indirect correction.C. Self-correction.D. Peer correction.19. Teachers constantly reflect on what they do as a teacher and how their learners learn as learners. With systematic reflections and research, they improve their teaching and their learners' learning. Here the teacher is playing the role of a(an)______.A. controllerB. assessorC. researcherD. participant20. Which of the following has the least effect on the effectiveness of questions in classes?A. students' language proficiencyB. the number of studentsC. wait-time allowed after a questionD. feedback given to students after they answer the questions简答题21. 请简述写作教学活动中连贯性训练的形式及意义。
剑桥雅思阅读8原文翻译及答案（test4）
剑桥雅思阅读8原文翻译及答案(test4)为了帮助大家备考，店铺为大家整理收集了剑桥雅思阅读8真题：test4阅读原文，希望对各位考生的备考有所帮助,祝每位烤鸭考试顺利，都能取得好成绩!剑桥雅思阅读8原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.Questions 1-5Reading Passage 1 has six sections, A-F.Choose the correct heading for sections B-F from the list of headings below.Write the correct number, i-ix, in boxes 1-5 on your answer sheet.List of HeadingsI The influence of Monbushoii Helping less successful studentsiii The success of compulsory educationiv Research findings concerning achievements in mathsv The typical format of a maths lessonvi Comparative expenditure on maths educationvii The key to Japanese successes in maths educationix The role of homework correctionExample AnswerSection A iv1 Section B2 Section C3 Section D4 Section E5 Section FLAND OF THE RISING SUMA Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils’ attainments since the 1960s have established that not only did Japanese pupils at age13 have better scores of average attainment, but there was alsoa larger proportion of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.Classes are large — usually about 40 — and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in T okyo, because of the relative concentration of schools, there is some competition to get into the ‘better’ school in a particular area.C Traditional ways of teaching form the basis of the lessonand the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them.After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. Atthis point, the teacher would circulate and make sure that all the pupils were coping well.E It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other — anyway, it is in their interests since the class progresses together.This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ‘if you work hard enough, you can do almost anything’. Parents are kept closely informed of their children’s progress and will play a part in helping their children to keep up with class, s ending them to ‘Juku’ (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.F So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one’s own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. Nopoor maths lessons were observed. They were mainly good and one or two were inspirational.Questions 6-9Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 6-9 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this6 There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.7 The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.8 Private schools in Japan are more modern and spacious than state-run lower secondary schools.9 Teachers mark homework in Japanese schools.Questions 10-13Choose the correct letter, A, B, C or D.Write the correct letter in boxes 10-13 on your answer sheet.10 Maths textbooks in Japanese schools areA cheap for pupils to buyB well organized and adapted to the needs of the pupils.C written to be used in conjunction with TV programmes.D not very popular with many Japanese teachers.11 When a new maths topic is introduced，A students answer questions on the board.B students rely entirely on the textbook.C it is carefully and patiently explained to the students.D it is usual for students to use extra worksheets.12 How do schools deal with students who experience difficulties?A They are given appropriate supplementary tuition.B They are encouraged to copy from other pupils.C They are forced to explain their slow progress.D They are placed in a mixed-ability class.13 Why do Japanese students tend to achieve relatively high rates of success in maths?A It is a compulsory subject in Japan.B They are used to working without help from others.C Much effort is made and correct answers are emphasized.D there is a strong emphasis on repetitive learning.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Biological control of pestsThe continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to agricultural crops and human health is proving to be counter-productive. Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs.According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use.One glaring disadvantage of pesticides’ application is that,while destroying harmful pests, they also wipe out many useful non-targeted organisms, which keep the growth of the pest population in check. This results in what agroecologists call the ‘treadmill syndrome’. Because of their tremendous breeding potential and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides.The havoc that the ‘treadmill syndrome’ can bring about is well illustrated by what happened to cotton farmers in Central America. In the early 1940s, basking in the glory of chemical-based intensive agriculture, the farmers avidly took to pesticides as a sure measure to boost crop yield. The insecticide was applied eight times a year in the mid-1940s, rising to 28 in a season in the mid-1950s, following the sudden proliferation of three new varieties of chemical-resistant pests.By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides. In the early 1970s, the spraying frequently reached 70 times a season as the farmers were pushed to the wall by the invasion of genetically stronger insect species.Most of the pesticides in the market today remain inadequately tested for properties that cause cancer and mutations as well as for other adverse effects on health, says a study by United States environmental agencies. The United States National Resource Defense Council has found that DDT was the most popular of a long list of dangerous chemicals in use.In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and ecologicallysound strategy of biological control, involving the selective use of natural enemies of the pest population, is fast gaining popularity — though, as yet, it is a new field with limited potential. The advantage of biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-dispersing.The Commonwealth Institute of Biological Control (CIBC) in Bangalore, with its global network of research laboratories and field stations, is one of the most active, non-commercial research agencies engaged in pest control by setting natural predators against parasites. CIBC also serves as a clearing-house for the export and import of biological agents for pest control world-wide.CIBC successfully used a seed-feeding weevil, native to Mexico, to control the obnoxious parthenium weed, known to exert devious influence on agriculture and human health in both India and Australia. Similarly the Hyderabad-based Regional Research Laboratory (RRL), supported by CIBC, is now trying out an Argentinian weevil for the eradication of water hyacinth, another dangerous weed, which has become a nuisance in many parts of the world. According to Mrs Kaiser Jamil of RRL, ‘The Argentinian weevil does not attack any other plant and a pair of adult bugs could destroy the weed in 4-5 days.’ CIBC is also perfecting the technique for breeding parasites that prey on ‘disapene scale’ insects — notorious defoliants of fruit trees in the US and India.How effectively biological control can be pressed into service is proved by the following examples. In the late 1960s, when Sri Lanka’s flouri shing coconut groves were plagued by leaf-mininghispides, a larval parasite imported from Singapore brought the pest under control. A natural predator indigenous to India, Neodumetia sangawani, was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US. By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural University freed a 12-kilometre-long canal from the clutches of the weed Salvinia molesta, popularly called ‘African Payal’ in Kerala. About 30,000 hectares of rice fields in Kerala are infested by this weed.Questions 14-17Choose the correct letter, A, B, C, or D.Write the correct letter in boxes 14-17 on your answer sheet.14 The use of pesticides has contributed toA a change in the way ecologies are classified by agroecologists.B an imbalance in many ecologies around the world .C the prevention of ecological disasters in some parts of the the world .D an increase in the range of ecologies which can be usefully farmed.15 The Food and Agriculture Organisation has counted more than 300 agricultural pests whichA are no longer responding to most pesticides in use.B can be easily controlled through the use of pesticides.C continue to spread disease in a wide range of crops.D may be used as part of bio-control’s replacement of pesticides.16 Cotton farmers in Central America began to use pesticidesA because of an intensive government advertising campaign.B in response to the appearance of new varieties of pest.C as a result of changes in the seasons and the climate.D to ensure more cotton was harvested from each crop.17 By the mid-1960s, cotton farmers in Central America found that pesticidesA were wiping out 50% of the pests plaguing the crops.B were destroying 50% of the crop they were meant to protect.C were causing a 50% increase in the number of new pests reported.D were costing 50% of the total amount they spent on their crops.Questions 18-21Do the following statements agree with the claims of the writer in Reading Passage 2?In boxes 18-21 on your answer sheet, writeYES if the statement agrees with the claims of the writerNo if the statement contradicts the claims of the writerNOT GIVEN if it impossible to say what the write thinks about this18 Disease-spreading pests respond more quickly to pesticides than agricultural pests do.19 A number of pests are now born with an innate immunity to some pesticides.20 Biological control entails using synthetic chemicals to try and change the genetic make-up of the pests’ offspring.21 Bio-control is free from danger under certain circumstances.Questions 22-26Complete each sentence with the correct ending, A-I, below.Write the correct letter, A-I, in boxes 22-26 on your answersheet.22 Disapene scale insects feed on23 Neodumetia sangawani ate24 Leaf-mining hispides blighted25 An Argentinian weevil may be successful in wiping out26 Salvinia molesta plaguesA forage grass.B rice fields.C coconut trees.D fruit trees.E water hyacinth.F parthenium weed.G Brazilian beetles.H grass-scale insects.I larval parasites.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Collecting Ant SpecimensCollecting ants can be as simple as picking up stray ones and placing them in a glass jar, or as complicated as completing an exhaustive survey of all species present in an area and estimating their relative abundances. The exact method used will depend on the final purpose of the collections. For taxonomy, or classification, long series, from a single nest, which contain all castes (workers, including majors and minors, and, if present, queens and males) are desirable, to allow the determination of variation within species. For ecological studies, the most important factor is collecting identifiable samples of as many of the different species present as possible. Unfortunately, thesemethods are not always compatible. The taxonomist sometimes overlooks whole species in favour of those groups currently under study, while the ecologist often collects only a limited number of specimens of each species, thus reducing their value for taxonomic investigations.To collect as wide a range of species as possible, several methods must be used. These include hand collecting, using baits to attract the ants, ground litter sampling, and the use of pitfall traps. Hand collecting consists of searching for ants everywhere they are likely to occur. This includes on the ground, under rocks, logs or other objects on the ground, in rotten wood on the ground or on trees, in vegetation, on tree trunks and under bark. When possible, collections should be made from nests or foraging columns and at least 20 to 25 individuals collected. This will ensure that all individuals are of the same species, and so increase their value for detailed studies. Since some species are largely nocturnal, collecting should not be confined to daytime. Specimens are collected using an aspirator (often called a pooter), forceps, a fine, moistened paint brush, or fingers, if the ants are known not to sting. Individual insects are placed in plastic or glass tubes (1.5-3.0 ml capacity for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol. Plastic tubes with secure tops are better than glass because they are lighter, and do not break as easily if mishandled.Baits can be used to attract and concentrate foragers. This often increases the number of individuals collected and attracts species that are otherwise elusive. Sugars and meats or oils will attract different species and a range should be utilised. These baits can be placed either on the ground or on the trunks of trees or large shrubs. When placed on the ground, baits should besituated on small paper cards or other flat, light-coloured surfaces, or in test-tubes or vials. This makes it easier to spot ants and to capture them before they can escape into the surrounding leaf litter.Many ants are small and forage primarily in the layer of leaves and other debris on the ground. Collecting these species by hand can be difficult. One of the most successful ways to collect them is to gather the leaf litter in which they are foraging and extract the ants from it. This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel. This method works especially well in rain forests and marshy areas. A method of improving the catch when using a funnel is to sift the leaf litter through a coarse screen before placing it above the funnel. This will concentrate the litter and remove larger leaves and twigs. It will also allow more litter to be sampled when using a limited number of funnels.The pitfall trap is another commonly used tool for collecting ants. A pitfall trap can be any small container placed in the ground with the top level with the surrounding surface and filled with a preservative. Ants are collected when they fall into the trap while foraging. The diameter of the traps can vary from about 18 mm to 10 cm and the number used can vary- from a few to several hundred. The size of the traps used is influenced largely by personal preference (although larger sizes are generally better), while the number will be determined by the study being undertaken. The preservative used is usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly and the trapswill dry out. One advantage of pitfall traps is that they can be used to collect over a period of time with minimal maintenance and intervention. One disadvantage is that some species are not collected as they either avoid the traps or do not commonly encounter them while foraging.Questions 27-30Do the following statements agree with the information given in Reading Passage 3?In boxes 27-30 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this27 Taxonomic research involves comparing members of one group of ants.28 New species of ants are frequently identified by taxonomists.29 Range is the key criterion for ecological collections.30 A single collection of ants can generally be used for both taxonomic and ecological purposes.Questions 31-36Classify the following statements as referring toA hand collectingB using baitC sampling ground litterD using a pitfall trapWrite the correct letter, A,B,C or D, in boxes 31-36 on your answer sheet.31 It is preferable to take specimens from groups of ants.32 It is particularly effective for wet habitats.33 It is a good method for species which are hard to find.34 Little time and effort is required.35 Separate containers are used for individual specimens.36 Non-alcoholic preservative should be used.Questions 37-40Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.剑桥雅思阅读8原文参考译文(test4)PASSAGE 1 参考译文：数学崛起之地A.就数学的平均成绩而言，日本的纪录要比英格兰和威尔士好得多。
新视野大学英语读写教程book4 unit3教案
Book4 Unit 3I. Teaching Objectives1. To know the meaning and usage of some important words, phrases and patterns2. To be familiar with the writing skills of the text and make use of it in writing3. To improve Ss reading skills by studying section B4. To respond and cooperate with classmates willingly5. To participate actively6. To read sentences and texts with proper intonation7. To write smoothly and legiblyII.Teaching Focus1. Useful words, phrases and sentence structures;2. Reading skill: Understanding Figurative Language;3. Writing skill: Structured Writing (P 69)III .Main Teaching Methods and TechniquesUse the CAI (PPT software) and group work; use task-based language teaching method, communicative approach and audio-visual method.V. Teaching ProceduresSection A: Longing for a New Welfare System (Four Periods)Step 1: Pre-reading Activities:1.1 GreetingsGreet the whole classReview(1). Ask students some questions to review the last lesson（show them on thescreen）.(2). Check the homework（get to know the social welfare system of the US and China by surfing the Internet or reading relevant books ）;1.2 Warming upTopics:(1). Getting to know some simple information on social welfare system.(2).ask the Ss to talk about difference between the public health, education andhousing in China and in the US.Step 2: While-reading activities:2.1. Background information:A social welfare provision refers to any program which seeks to provide a guaranteed minimum level of income, service or other support for the population of a country as a whole, or for specific groups such as the poor, elderly, and disabled people. Social welfare programs are undertaken by governments and by non-governmental organizations (NGOs). Social welfare payments and services are provided at the expense of taxpayers generally or by obligatory National Insurance contributions, funded by benefactors. Welfare payments can take the form of in-kind transfers (e.g., health care services) or cash (e.g., earned income tax credit). Examples of social welfare services include the following:•Compulsory superannuation savings programs.•Compulsory social insurance programs, often based on income, to pay for the social welfare service being provided. These are often incorporated into the taxation system and may be inseparable from income tax.•Pensions, either for the entire population or for those who had lower incomes. •Financial aid, including social security and tax relief, to those with low incomes or inability to meet basic living costs, especially those who are raising children, elderly, unemployed, injured, sick or disabled.•Free or low cost nursing, medical and hospital care, antenatal and postnatal care for those who are sick, injured or unable to care for themselves. This may be available to everybody, or means tested. Services may be provided in the community or a medical facility.•Free or low-cost public education for all children, and financial aid, sometimes as a scholarship or pension, sometimes in the form of a suspensory loan, to students attending academic institutions or undertaking vocational training.•The state may also fund or operate social work and community-based organizations that provide services that benefit disadvantaged people in the community.•Welfare money paid by a government to persons who are in need of financial assistance.Purposes:1. To develop Ss’ online learning ability2.To improve Ss’ ability to retrieve the relevant informa tion3. To stimulate Ss’ psychomotor thinking4. To arouse Ss’ interest in learning the unitMethod: Talk in groups; Use task-based language teaching method, communicative approach, and audio-lingual method.2.2 Text Structure Analysis2.2.1 Fast reading:Ask the Ss to read the passage as quickly as they can and to answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.2.2.2 Main idea: The passage is about longing for a new welfare system.2.2.3 Text structure: (the chart below)(Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.)Step 3: Intensive reading:3.1. Ss are required to read the passage carefully again and answer some detailed questions on the screen. 1.3. Lead-in and preparation for reading(1). What kind of person is the author?handicapped; confined to wheelchair; carrying a urine bag everyday;independent; self-respect; self-support; self-made(2). How could the writer possibly get his wheelchair repaired?the handicapped client; caseworker; medical worker; main welfare office; wheelchair repair company(3). What can you conclude from the procedure of asking for wheelchair repairs?very difficult for welfare clients to ask for extra financial help(4). How do you describe Suzanne?arrogant; suspicious; indifferent; careless; business-like; a detectivePurpose: Arouse the students’ interest of study. Bring in new subject: Why is author longing for a new welfare system?Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audio-lingual method.3.2. Teacher picks out some difficult sentences and language points to explain. 1) Longing for a New Welfare System (Title)long for: have an intense desire for; want very muche.g.①The children are longing for the holidays. 孩子们盼望放假。
学术英语(第二版)医学教师用书Unit 5
UNIT 5 Healthy LivingTeaching ObjectivesAfter learning Unit 5, Ss are expected to accomplish the following objectives:Teaching Activities and ResourcesPart 1 ReadingText ALead-inSuggested teaching plan1.Start the class by brainstorming how health has been and should be defined. AskSs about their ideas and share beliefs and experience in this respect.2.Lead Ss to do Task / Lead-in.Key to the task1) Balancing calories:•Enjoy food, but eat less•Avoid oversized portions2) Increasing consumption of certain foods:•Whole grain•Fat-free or low-fat (1%) milk•Fruits and vegetables3) Reducing consumption of certain foods:•Low-sodium foods•Sugary drinks3.Introduce the topic of Text A as a natural continuum of Lead-in.Text ComprehensionSuggested teaching plan1.Chronic diseases have constituted a primary threat to health and well-being of theglobal population, and the chronic diseases have much to do with lifestyles. With that in mind, T may start the class by eliciting Ss’ perception of health, chronic diseases and healthy lifestyles.2.Analyze the text and lead Ss to discuss, integrating Task 2 / Critical reading andthinking / Text A into analysis and discussion. The presentation topics should be assigned to individual Ss for preparation at least one week in advance. Ask other Ss to preview the text with the guidance of the presentation topics.3.Integrate Task 2 / Language building-up / Text A when an expression of causeor effect is covered.4.When analyzing the text, ask Ss to pay special attention to the sentences listed inLanguage focus below.5.If time allows, ask Ss to do Task 1 / Critical reading and thinking / Text A inabout five minutes. Check out the task by asking one or two Ss to read their answers. This is done to get an overview about the text.Language focus1.The rise in chronic disease incidence and prevalence is paralleled by anunrelenting rise … (P110, Para. 2)parallel作为及物动词表示“使……与……平行”，此处用在被动语态中，可译为：慢性病发病率和患病率的上升与不健康生活表型的持续上升相伴相生。
新托福口语真经
iBT中国大陆06、07年口语考试内容06.9.151.Choose one of your favorite methods to relax and explain why it is your favorite. Please include specific details in your explanation.2.Some college students prefer to attend classes regularly because they believe that only in the class atmosphere can they focus on the reading. Others, however, believe that the best reading can only be done outside the classroom. Which reading method do you think is better and why?3.Reading passage:Student Health Center CancellationThe university has decided to cancel the student health center on campus. The reason is that a new hospital has been opened recently in the local community. Because the new hospital is very close to the campus end most students can have convenient access to it, and also because the new hospital comes with a lot of first-class medical equipment, which the student health center lacks, the student health center‟s existence is not justified anymore. Also, the money saved by canceling the student health center will be used to amplify the library storage.The woman expresses her opinion of the school‟s cancellation of the student health center. State her opinion and explain the reasons she gives for holding that opinion. 4.Reading passage:False ConsensusSocial-psychologists point out that many people, when acting among others, tend to believe that their thought represents the ideas of the majority in the population, or at least, they feel at ease because their opinions don‟ t contradict those of the mainstream. Ironically, revealed by recent studies, this feeling of “consensus” is not true.On the contrary, though many people comfortably assume that their opinion is as common as every others‟ will be, their points sometimes can differ greatly or evenoppose each other. This attention-grabbing social-psychological discovery is called “False Consensus”.The professor takes an example to demonstrate “False Consensus”. Explain how this example is related to the reading passage.5.The man discusses two possible solutions to the woman‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a biology lecture.Using the points and examples from the lecture, explain how a newly-brought-in plant can be harmful to the local system.06.10.81.Everyone has to leave home sometimes. What do you miss the most when you are away from home? Please include specific examples and details in your explanation, 2.Some students prefer the internet-based teaching. Others prefer to study in traditional classrooms. Which method of studying do you prefer and why?3.Reading passage:Adding Evening ClassesThe school computer lab has planned to add a few evening classes to its opening schedule. Usually, the computer lab only opens from 9am to 5pm on weekdays. Nevertheless, because of the rapid increase of student numbers in recent years and the limited seats of the computer lab, it has become progressively difficult to meet each student‟s requirements. Therefore, in order to be able to serve the students better, the administrators have decided to add evening classes in the computer lab from 6pm to 9pm, Monday to Friday.The man expresses his opinion of the university‟s plan. Stale his opinion and explain the reasons he gives for holding that opinion.4.Reading passage;Nonverbal LanguagesNonverbal languages refer to human emotional expressions without involving verbal statements. Facial expressions and body movements are the two mostly attributed types of nonverbal languages.It is generally believed that nonverbal languages function as the enhancement of emotional expressions when they consist with verbal languages. However, under the circumstances that nonverbal languages and verbal languages contradict in thecontents they express, nonverbal languages are more likely to release peoples‟ true emotions.The professor takes two examples to illustrate the theory of “Nonverbal Languages”. Explain how the examples are related to the reading passage.5.The woman discusses two possible solutions to the man‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of an art lecture.Using the points and examples from the lecture, explain how the examples of colors and textures demonstrate the effects of visual elements on viewers.06.10.151.Everyone has a goal to fulfill. What‟s your goal and explain why you want to fulfill this goal. Please include specific examples and details in your explanation.2.Some students tend to study in a large class. Others study in small classes. Which method of studying do you think is better for students and why?3.Reading passage:A Change of the OrientationThe university has decided to make a change to the first-year student orientation program. Usually, all first-year students are highly recommended to take the two-day hiking trip orientation as part of the school tradition. However, the school authorities have made the decision of replacing the two-day hiking trip with a new orientation consisting of only one-day hiking or a one-day game. Either of them is available to first-year students, depending on each individual‟s choice. By composing this major adjustment, the school is reasoning that freshmen students may be more willing to welcome a short orientation and also the new orientation is easier for students to make their individual choice.The man expresses his opinion of the university‟s plan. State his opinion and explain the reasons he gives for holding that opinion.4.Reading passage:Diffusion of ResponsibilityDiffusion of responsibility is a social-psychological phenomenon which tends to occur in groups of people above a certain critical size when responsibility is not explicitly assigned.Normally, people would feel responsible for lending hands to others in emergency. However, sometimes, they may also fail to respond to obvious urgent situations, when their responsibility is not clearly assigned and they have reasons to believe that some other people will certainly help out. This is called diffusion of responsibility.The professor takes two examples to illustrate the phenomenon of “Diffusion of Responsibility”. Explain how this example is related to the reading passage.5.The woman discusses two possible solutions to the man‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a biology lecture.Using the points and examples from the lecture, explain how the example of thunder-birds and drought demonstrates the effect of climate changes on animal.06.10.211.What kind of qualities should a good leader possess? Please state your opinion and give specific details and examples in your explanation.2.Do you agree or disagree with the following statement? Please explain your opinion. People should always tell the truth.3.Reading passage:Close of the Art GalleryThe university is going to close the art gallery and redecorate it into an office building. This decision is based on the following rationale: firstly, the school has noticed that the art gallery is taken advantage of by art majors for display only occasionally. More often, ii remains empty. Secondly, even during the period of exhibition, few students pay a visit to the gallery.The man expresses his opinion of the university‟s plan. State his opinion and explain the reasons he gives for holding that opinion.4.Reading passage:Self-fulfilling PropheciesThe self-fulfilling prophecy is a psychological phenomenon whereby a person believes something to be true, acts on that belief and by his actions causes the beliefto become true eventually.Normally, people all live under certain expectations from others. Once an individual accepts the social expectations toward him as true and realistic, he will first take these social beliefs and then formulate them into his own confidence. After that, he starts to respond to his beliefs by taking practical actions. Finally, the social expectations on the individual become true, as a result of his continual efforts.The professor takes an example to illustrate the phenomenon of “Self-fulfilling Prophecies”. Explain how this example is related to the reading passage.5.The woman discusses two possible solutions to the man‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explainwhy.6.Now listen to part of an economy lecture.Please State the major points in the lecture. Explain how the example of bread in the 18th century challenges the traditional theory of the relationship between price and demand.06.10.221.Who is the person you admire the most? Please give specific details and examples in your explanation.2.Some people believe that higher education is for all students. Other people believe that higher education is only suitable for certain students. Which opinion do you think is better and why?3.Reading passageBuilding an Internet Question WebsiteThe university health center has become overcrowded recently. Actually, Southern University, the university located in another state, faced a similar situation a few years ago. However, what they did was to establish an internet question website, which provided answers to simple health questions from students. Since many simple health problems had been solved successfully through the internet, students visiting the school health center soon found out that they didn‟t‟ t have to wait in long lines like before. Thus, the fund raised up by our university to build a new health center could instead be used to establish an internet question website.The woman expresses her opinion of the student‟s proposal about how to utilize the health fund. State her onion and explain the reasons she gives for holding that opinion.4.Reading passage:Bridge ShiftingBridge shifting is a movie-making technique which helps movie makers to switch between different scenes. Applicators of this skill intentionally skip certain time slots orspatial distances to shorten the overall film length.Despite the omitting of quite a few pictures, the director‟s train of thought would still be clear and comprehensible to movie viewers. This is because the scenes left outfrom the film could be accordingly compensated by the viewers‟ daily experiences, if proper guidance is offered.The professor takes two examples to illustrate the movie-making skill of “Bridge Shifting”. Explain how the examples are related to the reading passage.5.The man discusses two possible solutions to the woman‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a science lecture.Using the points and examples from the lecture, explain how the examples of the universal remote controller and cell phones demonstrate the effect of modern technologies on people‟s daily lives.06.10.281.Usually, novels, magazines and poetry are considered the three major forms of literature. Which one do you prefer and explain why you prefer this literature form. Please include specific examples and details in your explanation.2.Some students tend to live alone, while others may want to share their rooms with their 2 roommates. Which way of living do you think is better for students and why?3.Reading passage:Apartments off CampusThe university has planned to build off-campus apartments in local communities. The decision is based on the following considerations; firstly, apartments off campus help to save limited campus areas and therefore leave more space for student activities. Secondly, students dwelling off campus usually have better chances to increase their daily communication with local communities, which is essential for their social experience and future job hunting.The woman expresses her opinion of the university‟s plan. State her opinion and explain the reasons she gives for holding that opinion.4.Reading passage:Actor ObservationActor observation is a psychological description of the fact that people tend to give different attributors toward the same conduct, when they themselves play roles in the action and when they do not.Normally, people would attribute others‟ misbehaviors to inner factors, such as personality defects. Whereas, when the same misdeeds are theirs to blame for, they are more likely to attribute them to external factors, such as environmental pressuresOut of control.The professor takes an example to illustrate the phenomenon of “Actor Observation”. Explain how this example is related to the reading passage.5.The man provides two possible solutions to the woman‟s problem. Describe the problem and the two solutions. Then state which of the Iwo solutions you prefer and explain why.6.Now listen to part of a lecture.Using the points and examples from the lecture, explain how the examples ofproud-feeling expression and clay-car-making illustrate the effects of arts on child development.06.10.291.Choose an object you like and explain why it is of special value to you. Please include specific details in your explanation.2.Some people tend to judge a person on the basis of first observation. Some people believe it takes a long time to know a person well. Which approach to knowing people do you think is better and why?3.Reading passage:A New Art BuildingThe university has decided to construct a new art building to help advance the office and teaching facilities of the arts department. This is because the school administrators are reasoning that the current art building was designed half a century ago and it no longer meets today‟s requirement. In addition, since the neighboring universities all have developed their new art buildings one or two years ago, the school authorities believe it may also help to attract upcoming arts students as soon as the new construction is accomplished.The woman expresses her opinion of the university‟s plan. State her opinion and explain the reasons she gives for holding that opinion.4.Reading passage:Quoting Out of ContextNormally, advertisers attract peoples‟ attention by honestly introducing the properties and advantages of their products, such as revealing the high performance or particular functions of a certain machine.However, sometimes advertisers may also desire less honest techniques in drawing peoples‟ interest. One of these dishonest promotion skills is called “quoting out of context”, which is to say: quoting only a few words from famous reviewers‟ remarks in order to misguide the listeners. Having been cut off from their former contexts, quotations normally distort the original meanings of what the reviewers intended toexpress.The professor takes an example to illustrate the phenomenon of “Quoting out of Context”. Explain how this example is related to the reading passage.5.The woman discusses two possible solutions to the man‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a science and technology lecture.Using the points and examples from the lecture, explain the two ways in which discoveries and inventions are made in human history.06.11.031.Which is your favorite type of movie: action, drama or others? Please include specific details and examples in your explanation.2.Some universities provide physical education. Others believe that physical education is not necessary. What do you think and why‟?3.Reading passage:Postponement of the ElectionThe university has determined to postpone the student union election. Normally, the election of the student union is carried out every May as part of the school tradition. However, the coming election of this year will be held on September instead, because the school authorities have noticed that many students become fully involved with their finals and graduations on May. Therefore, rearranging the election to September could encourage more students to vote. Furthermore, since many new students are expected to be coming by September, they will also be given the chance to vote for their favorite candidates.The man expresses his opinion towards the university‟s plan. State his opinion and ex plain the reasons he gives for holding that opinion.4.Reading passage:Buyer’s RemorseBuyer‟s remorse refers to an interesting phenomenon mostly observed in customer services. This feeling generally comes out after the buying decision has been made, or even after the purchase is technically done. When it happens, the consumer suddenly feels regretful about the transaction for no apparent reasons.Therefore, several techniques have been accordingly developed in customer services to handle buyer‟s remorse. For example, the salesperson may visit, or call the customers after sales to make sure they still want the purchase.The professor takes his own example to illustrate the phenomenon of “Buyer‟s Remorse”. Explain how this example is related to the reading passage.5.The man discusses two possible solutions to the woman‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a business lecture.Using the points and examples from the lecture, explain how the predictive method and the descriptive method are used to help enterprises manage their customer information.06.11.171.Describe a public area that you visit frequently. Please state why you visit it frequently and include specific examples and details in your explanation.2.Some students prefer to choose universities located in big cities. Others would like to study in universities located in small towns. Please state your opinion and explain why.3.Reading passage:New Policies of the Computer LabThe university computer lab is currently under a new reformation, A few new policies will be added to its regulations to ensure the computer lab provides its best quality service to students. Firstly, not all students are qualified to apply for the job as a computer lab assistant, according to the new policy. Instead, only students who have successfully finished the introduction courses or have relevant working experiences can apply for this job. Secondly, no technicians will be hired as technical supervisors in the computer lab anymore.The woman expresses her opinion of the university‟s plan. State her opinion and explain the reasons she gives for holding that opinion.4.Reading passage:Substitution ActingSubstitution acting is a method of acting, which is widely applied by experienced actors and actresses. There are three steps in applying this acting method:1. Applicators of this method have to define the type of emotions required, such as joy or sorrow, based on the particular role they play.2. Then, applicators must search the data base of their daily experiences for scenes that have provoked themselves that similar emotion in them.3.Finally, applicators would imagine they were in the same scene again when acting,in order to smooth the expression of that specific emotion.The actor takes two examples to illustrate the skill of “Substitution Acting”. Explain how her examples are related to the reading passage.5.The woman discusses two possible solutions to the man s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a modern poetry lecture.Using the points and examples from the lecture, explain how the examples of Alan Poe and the skill of word combination are used to illustrate the effects of accidents on poem writing.06.11.181.If you get a chance to choose a job, what will you do? What‟s your reason for choosing this job‟ Please include specific examples and details in your explanation. 2.If you unexpectedly receive a large amount of money, what will you do with it? Would you spend it for practical purposes or simply for fun? State your opinion and explain your reasons.3.Reading passage:Proposed Improvement to the School Health CenterThe school health center has become very crowded in recent years. Many students visiting the health center find out that they have to wait in long lines before receiving medical treatments. In addition, they also notice that most doctors working in the health center are already overworked.Therefore, some changes should be made to improve the quality of the service of the health center. Firstly, the number of doctors working in the health center should be increased so that more students could be helped at the same moment. Secondly, the health center should be open during the weekends so that fewer students will come to see doctors from Monday to Friday.The man expresses his opinion towards the student‟s suggestion. State his opinion and explain the reasons he gives for holding that opinion.4. Missing the relevant questions5.The woman discusses two possible solutions to the man‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.Now listen to part of a psychology lecture.6.Using the points and examples from the lecture, explain how the example of the job interview illustrates the difference between introverted and extroverted people.06.11.191.What is the best way for students to relax after working hard? Please state your opinion and explain why. Use specific examples and details in your explanation.2.Some students prefer to get up early and sleep early. Some others prefer to get up late and sleep late. Which lifestyle do you think is better for students and why?3.Reading passage:NoticeThe library is going to make a few renovations based on the students‟ feedbacks. Firstly, the old, dirty carpet inside the library will be replaced by wooden floors. This is because wooden floors are relatively easy for cleaning and maintenance compared with carpets. Secondly, a few art works and paintings will be added to the entrance of the library as part of the improved interior decoration. Thirdly, many other outdated devices will be renewed to meet the students‟ requirements.The man expresses his opinion of the library‟s plan. State his opinion and explain the reasons he gives for holding that opinion.4.Reading passage:AllergiesAllergies are exaggerated body reactions to certain substances, situations or physical states. They are expressed as sneezing, itching, or skin rashes.As a rule, the immune system of our bodies reacts to outside intruders by showing the above alarming signals to draw people‟ s attention. However, under certain circumstances, when the immune system mistakenly rings alarms to harmless stimulisuch as pollen and dusts, allergies happen.The professor takes one example to illustrate the phenomenon of “Allergies”. Explain how this example is related to the reading passage.5.The man discusses two possible solutions to the woman‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a lecture.Using the points and examples from the lecture, explain how the example demonstrates the difference between generalized reciprocity and balanced reciprocity. Please explain the definition of the two types of reciprocity first.06.11.211.Describe an enjoyable event in your childhood. Why do you think it was enjoyable? Please include specific examples and details in your explanation.2.The best way to know a city is to visit its landmarks and historic sites. Do you agree or disagree with the above statement? Please state your opinion and reasons. Use specific details and examples in your statement.3.Reading passage:New Parking PolicyThe school administrators have decided to allow only students living off-campus to use the school parking lots. This is because many students living off-campus complain to the parking administration that they have to drive to school every day but they often cannot find enough parking spaces in the school parking lots, Therefore, students living on-campus are strongly recommended to find other transportation than driving private vehicles.The man expresses his opinion of the university‟s plan. State his opinion and explain the reasons he gives for holding that opinion.4.Reading passage:Tow Principles That Power Your Speeches1) People tend to trust professionals mote than nonprofessionals. Therefore, in order to earn the audience‟s trust, the speaker would better deliver a speech within his own profession. The deeper the lecturer understands what he is to talk about, the easier he is going to be the locus in the meeting.2) The lecturer should also keep eye contact with his audience as often as possible. This is because audiences wouldn‟t easily give their trust to a speech deliverer, until they believe they have received plenty of personal attention from him. So, keeping frequent eye contact helps to impress the audience with your honesty.The professor takes one example to illustrate the two principles in delivering a good speech. Explain how this example is related to the reading passage.5.The man discusses two possible solutions to the woman‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Missing relevant questions06.12.031.Describe a social activity which is of special value for you. Please explain why it is of special value for you and include specific examples and details in your explanation.2.When communicating with your friends and families, you can rely on letters, e-mail or telephone calls. Which method of communicating do you think is better and why?3.Reading passage:Restrictions on Sport ActivitiesSouthern University has come to a decision that students are no longer permitted to play soccer on the empty lawn in front of the school gate. Instead, students can lodge an application to the administration department if they want to play soccer in the school court. This restricting policy is based on the following considerations: firstly, playing soccer in front of the school gate may seriously lower the impression of visitors towards Southern University; because Southern University has long established its reputation as a very formal and academic institution. Secondly, soccer players usually litter after a game.The woman expresses her opinion towards the university‟s restrictions, State her opinion and explain the reasons she gives for holding that opinion.4.Reading passage:Words FramingWords framing is the way that words are paraphrased with a different sequence and emphasis. In other words, words framing is to repeat the same statement from a new perspective.Studies have proven that people are influenced not only by the contents of the words, but also by the way in which the words are phrased.The professor takes two examples to illustrate “words framing”. Explain how the examples are related to the reading passage5.The woman discusses two possible solutions to the man‟s problem. Describe the problem and the two solutions. Then state which of the two solutions you prefer and explain why.6.Now listen to part of a lecture about education.Using the points and examples from the lecture, explain how the example of Mr. Robert illustrates the two characters of good teachers.。
LESSON ONE 语篇精讲
语篇精讲：The Pleasure of Learning 学习的乐趣As more schools are set up today, learning is compulsory. It is an Ought, even worse, a Must, enforced by regular hours and rigid discipline. And the young sneer at the Oughts and resist the Musts with all their energy. The feeling often lasts through a lifetime. For too many of us, learning appears to be a surrender of our own will to external direction, a sort of enslavement.This is a mistake. Learning is a natural pleasure, inborn and instinctive, one of the essential pleasures of the human race. Watch a small child, at an age too young to have had any mental habits implanted by training. Some delightful films made by the late Dr. Arnold Gesell of Yale University show little creatures who can barely talk investigating problems with all the zeal and excitement of explorers, making discoveries with the passion and absorption of dedicated scientists. At the end of each successful investigation, there comes over each tiny face an expression of pure heartfelt pleasure. ...But if the pleasure of learning is universal, why are there so many dull, incurious people in the world? It is because they were made dull, by bad teaching, by isolation, by surrender to routine, sometimes, too, by the pressure of hard work and poverty, or by the toxin of riches, with all their ephemeral and trivial delights. With luck, resolution and guidance, however, the human mind can survive not only poverty but even wealth.This pleasure is not confined to learning from textbooks, which are too often tedious. But it does include learning from books. Sometimes when I stand in a big library like the library of Congress, or Butler Library at Columbia, and gaze around me at the millions of books, I feel a sober, earnest delight hard to convey except a metaphor. These are not lumps of lifeless paper, but minds alive on the shelves. From each of them goes out its own voice, as inaudible as the streams of sound conveyed by electric waves beyond the range of hearing, and just as the touch of a button on our stereo will fill the room with music, so by opening one of these volumes, one can call into range a voice far distant in time and space, and hear it speaking, mind to mind, heart to heart. But, far beyond books, learning means keeping the mind open and active to receive all kinds of experience. One of the best-informed men I ever knew was a cowboy who rarely read a newspaper and never a book, but who had ridden many thousands of miles through one of the western states. He knew his state as thoroughly as a surgeon knows the human body. He loved it. Not a mountain, not a canyon which had not much to tell him, not a change in the weather that he could not interpret. And so, among the pleasures of learning, we should include travel, travel with an open mind, an alert eye and a visit to understand other peoples, other places, rather than looking in them for a mirror image of oneself. If I were a young man today, I should resolve tosee ?nbsp;no, to learn ?nbsp; all the 50 states before I was 35.Learning also means learning to practice, or at least to appreciate, an art. Every new art you learn appears like a new window on the universe; it is like acquiring a new sense. Because I was born and brought up in Glasgow, Scotland, a hideous 19th-century industrial city, I did not understand the slightest thing about architecture until I was in my 20s. Since then, I have learned a little about the art, and it has been a constant delight. ... As for reading books, this contains two different delights. One is the pleasure of apprehending the unexpected, such as when one meets a new author who has a new vision of the world. The other pleasure is of deepening one's knowledge of a special field. ... Learning extends our lives (as Ptolemy said) into new dimensions. It is cumulative. Instead of diminishing in time, like health and strength, its returns go on increasing, provided ...Provided that you aim, throughout your life, as you continue learning, to integrate your thought, to make it harmonious. If you happen to be an engineer and also enjoy singing in a glee club, connect these two activities. They unite in you; they are not in conflict. Both choral singing and engineering are examples of thearchitectonic ability of man: of his power to make a large plan and to convey it clearly to others. Both are aesthetic and depend much on symmetry. Think about them not as though they were dissociated, but as though each were one aspect of a single unity. You will do them better, and be happier.Much unhappiness has been suffered by those people who have never recognized that it is as necessary to make themselves into whole and harmonious personalities as to keep themselves clean, healthy and financially solvent. Wholeness of the mind and spirit is not a quality conferred by nature, or by God. It is like health, virtue and knowledge. Man has the capacity to attain it; but to achieve it depends on his own efforts. It needs a long, deliberate effort of the mind and the emotions, and even the body.During our earthly life, the body gradually dies; even the emotions become duller. But the mind in most of us continues to live, and even grows more lively and active, enjoys itself more, works and plays with more expansion and delight. Many people have played themselves to death, even eaten and drunk themselves to death.Nobody has ever thought himself to death. The chief danger confronting us is not age. It is laziness, sloth, routine, stupidity ?nbsp; forcing their way in like wind through the shutters, seeping into the cellar like swamp water. Many who avoid learning, or abandon it, find that life is drained dry. They spend 30 years in achair looking glumly out at the sand and the ocean; on a porch swing waiting for somebody to drive down the road. But that is not how to live.No learner has ever run short of subjects to explore. The pleasures of learning are indeed pleasures. In fact, the word should be changed. The true name is happiness.You can live longest and best and most rewardingly by attaining and preserving the happiness of learning.《学习的乐趣》这篇文章是美籍苏格兰作家吉尔伯特·哈厄特（Gilbert Highet）写。
Unit 1 单元复习训练卷 2021-2022学年人教版新目标英语九年级上册
人教版新目标英语九年级上册Unit 1How can we become good learners单元复习训练卷(时间90分钟，满分120分)一、选择题(每空1分，共20分)( )1. Miss Li picked a short text for each of us to repeat word ________ word.A．with B．of C．by D．in( )2. My mother is hardworking.________she does for my family，________ she feels. A．More; happier B．The much; the happyC．The more; the happier D．The most; the happiest( )3. —What about ________ a rest?—OK.Let's go for a walk.A．to take B．take C．taking D．took( )4. I found ________difficult for me to finish the work on time.A．it B．him C．them D．that( )5. )Mr. Green is ________ old to carry the heavy box.A．to B．very C．too D．so( )6. —What about going to Shanghai Disneyland next month, Harry?—________! We'll have a lot of fun there.A. Good luckB. Never mindC. Sounds greatD. Certainly not( )7. Plan your money ________ at the beginning of the month so that you don't run out of it early.A．differently B．easilyC．cheaply D．wisely( )8. The TV play Journey to the West is ________ interesting ________ I would like to watch it again.A．such; that B. too; toC. so; that D．too; that( )9. When you are reading, you can________ new words in your dictionary.A．look at B．look afterC．look up D．look around( )10. We should learn from our mistakes so that we won't ________them.A．repeat B．reviewC．increase D．include( )11. He had to go home ________ poor health.A．as a result B．because C．so D．because of( )12. After several years' hard work, Tu Youyou ________ artemisinin (青蒿素) in sweet wormwood(青蒿) in 1972.A．discovered B．invented C．made D．found( )13. —Ann, can you teach me how to ________ this new word?—No problem. Look at my mouth and listen carefully.A．create B．pronounceC．prepare D．produce( )14. —_________ do you know so much about the UFO?—I usually get the information by using the Internet.A．How B．What C．Which D．Where( )15. When President Xi Jinping has spare time, he enjoys _______ and sports.A．read B．reads C．to read D．reading( )16. —What't the secret ________ happy?—I think it is helping others.A．to be B．to being C．be D．being( )17. —It's getting cold.Would you mind _______ the window?—Of course not.A．close B．to close C．closed D．closing( )18. Linda works hard and she practices ________ English every day.A．speak B．speaks C．speaking D．to speak( )19. —How do you practice your spoken English, Andy?—By ________ English with my classmates.A．to speak B．speakingC．speak D．speaks( )20. —Would you like to watch the movie Dangal(《摔跤吧，爸爸》) after school?—________. I have to look after my sister.A．Enjoy yourself B．No problemC．I'm afraid not D．It takes no time二、完形填空(每空1分，共10分)How do I study English?English is my favorite subject，and I am the best student in learning English in my class.Do you want to know __21__ to study English well?First，in my free time，I often read stories and jokes in English magazines and newspapers.It __22__ to improve my writing and reading abilities.Second，I __23__ a diary in English every day.I just write __24__ what I do，what I see and what I think __25__．I try my best to express __26__ in simple words.This helps me to improve my writing ability a lot and form the habit of __27__ in English.Finally，I enjoy listening to English songs.It helps me get relaxed and __28__ great.At the same time，it helps me __29__ my listening ability.I'm sure you also have some __30__ ways to study English，right？Can you tell me?( )21.A．how B．why C．when D．where( )22.A.hopes B．helps C．makes D．gives( )23.A.speak B．keep C．have D．memorize( )24.A.down B．out C．for D．in( )25.A.over B．up C．/ D．of( ) B．me C．myself D．mine( )27.A.listening B．speaking C．thinking D．reading( )28.A.feel B．find C．get D．become( )29.A.to B．with C．out D．on( )30.A.better B．best C．other D．good三、阅读理解(每题2分，共30分)A根据材料内容选择最佳答案。
医学人文英语教程答案
Unit 1. History of medicineKeysText ALanguage FocusFill in the blanks with the words given below. Change the form where necessary, and pay attention to the tense, voice and collocations of the verbs.1. is credited with;2. are sometimes referred to as;3. was supposed to;4. were espoused by;5. in addition to;6. was attributed to;7. categorize;8. is given credit for;9. though.Sentence Simulation（略）Translate the following sentences into English.1.Hippocrates proposed the humoral theory that the body of man has four distinct bodily fluidsin itself: blood, phlegm, yellow bile and black bile, different mixture of which leads todifferent temperaments.2.In ancient Greece, career as a doctor was passed on from father to son, so Hippocrates studiedmedicine under his father from his early age.3.Ancient Greek medicine was a field restricted by religious superstition where wizards cureddiseases by means of prayer, magic or ritual recitation of spells.4.It now appears that Hippocrates was incorrect in his explanation of the causes of humantemperament, but his temperament categories and names have been in use ever since.5.Ancient Western doctors about to enter medical practice were required to take an oath onmedical ethics, which was derived from the oath of Hippocrates, an ancient Greek physician revered as "father of medicine” in the West.6.As the father of Western medicine, Hippocrates is the first to formulate the code of ethics thatdoctors are required to comply with. Furthermore, his medical opinions and medical practice have exerted a huge influence on the development of Western medicine for centuries.Text BAnswer the following questions according to text B you have read.1. Four traditional examination methods: looking, listening and smelling, asking, and touching.2.①TCM can make diagnoses and treat patients without needing a scientific understanding of cause and pathogenesis.②the fundamentals of TCM remain largely unchanged and its theories inexplicable to science.3.①the methodological quality of trials is low.②Most of these trials are published in Chinese, inaccessible to western doctors, and not included in systematic reviews.③Selective publication of positive trials is another problem.4. All natural phenomena could be categorised into Yin and Yang (two opposite, complementary, interdependent, and exchangeable aspects of nature), everything in the universe consisted of five basic elements (wood, fire, earth, metal, and water), and the universe was constantly changing towards dynamic balance or harmony. Yin refers largely to the material aspects of the organism and Yang to functions. There is a circulation of Qi (energy) and blood. The organs work together by regulating and preserving Qi and blood through the so-called channels and collaterals. Disease occurs after a disturbance in Yin-Yang or flow of Qi or blood, or disharmony in the organs caused by pathogenic (eg, sadness, joy, lifestyle) and climatic factors (dampness, heat, cold). Treatment aims to expel or suppress the cause and restore balance.Unit 2 Health professionals for a new centuryText ALanguage FocusFill in the blanks with the words given below. Change the form where necessary.1.integration2.kept pace with3.adopts4.In view of5.effectiveness6.ultimate7.acquiring8.attributes9.shifts10.encounterTranslate the following sentences into English.7.Medical science is no longer simply biomedicine, but a comprehensive discipline ofhumanities, social sciences and biomedicine.8.Science and technology development, along with social progress, has put forward higherdemands and greater challenges on higher medical education.9.Medical education is characterized by a high degree of specialization and practicality, as wellas a comparatively high cost and a long training cycle.10.It is the main task of medical schools to train good doctors needed by the people.11.The objective of clinical medical education is to train capable and well qualified academicdoctors with a solid professional foundation and a broad spectrum of knowledge.12.The innovation of teaching methods has not only improved the students' initiative andenthusiasm to learn, but also enhanced the quality of clinical teaching and practice.13.In spite of its great progress, our country’s medical education still fails to keep pace withsocial progress, development of science and technology, and needs for medical and healthreform.Translate the following passage/sentence into Chinese.1.过去一个世纪教育的进步在于三个时代的教育改革。
(精华版)国家开放大学电大《高级英语阅读(1)》网络课形考网考作业及答案
(精华版)国家开放大学电大《高级英语阅读(1)》网络课形考网考作业及答案100%通过考试说明：2020年秋期电大把该网络课纳入到“国开平台”进行考核，该课程共有2个形考任务，针对该门课程，本人汇总了该科所有的题，形成一个完整的标准题库，并且以后会不断更新，对考生的复习、作业和考试起着非常重要的作用，会给您节省大量的时间。
做考题时，利用本文档中的查找工具，把考题中的关键字输到查找工具的查找内容框内，就可迅速查找到该题答案。
本文库还有其他网核及教学考一体化答案，敬请查看。
课程成绩按百分制计分，各章exercise测验占70%，计分学习活动占20％，网上学习表现占10%。
三项成绩都有且总分达到60分及以上，方可获得课程学分。
形考任务一（70分）Chapter 1 Exercise（分值7分）题目1I. Vocabulary skills（3 points）Look at the columns below. Match each vocabulary word on the right with the correct definition on the left.(0.5 points each)1.the bus or subway2.proof of completion of courses of students3.money for students from scholarships, grants, or loans4.formal talks by professors or instructors on subjects of study5.courses by video, video conferencing, or computers to students in different places6.the points or grade a student gets on a test答案：II. Reading Comprehension (4 points)Read the passages, then answer the questions that follow. (1 point each )Experiencing Culture ShockA When Eliza James arrived at the University of Xian, she was excited to live in a new country, to improve her Chinese, and to experience a culture so different from her own. But soon her excitement turned tofrustration as she encountered one roadblock after another. "I felt like I couldn't accomplish anything. My dorm room had no heat, I couldn't get into the classes I wanted, and every time I asked someone for help they gave me the runaround. I felt like no one was listening to me." Eliza met with administrators, sent letters of complaint, and even contacted the consulate in Beijing, but she got nowhere. What Eliza didn't realize was that her American approach to solving problems was very different from the Chinese one in which patience and negotiation skills are key. She soon learned how to solve problems within the cultural norms of Chinese society instead of forcing her own values onto those around her. "I finally feel like I fit in and that I know what I'm doing. In fact, it's really fun being in a place that's so incredibly different from what I am accustomed to."B Yoshi Yamamoto is a junior at a small college outside of Boston. Although he is an honors student now, Yoshi didn't always have such an easy time studying in America. "Teaching methods are very different here than they are in Japan. It took me a long time to get used to learning in seminars and discussing ideas with my classmates. At first it seemed like I wasn't actually learning anything." Yoshi's reaction was to totally withdraw: he didn't participate in class discussion; he spent lots of time alone in his room, and he even skipped class on occasion. "I thought I could teach myself. Now I recognize the value of the U.S. academic system, and I am able to adapt it to my own learning style."C Both Eliza and Yoshi experienced what is called culture shock: psychological disorientation due to living in a new culture. For many international students, studying abroad can offer exposure to new cultures and an opportunity to study new fields and languages. However, it also offers the greater challenge of trying to function in a foreign culture. Studying and reading about a certain culture is poor preparation for the reality of living in it. According to psychological studies, the four stages of culture shock are 1. euphoria, 2. hostility, 3. gradual adjustment, and 4. adaptation. Culture shock can be manifested in many ways: homesickness, boredom, stereotyping of or hostility towards the host culture, overeating or overdrinking, withdrawal, and inability to work effectively.D Different people experience different levels of culture shock and react in different ways. For example, Eliza got angry while Yoshi withdrew from society. The most important thing to remember is that culture shock is normal; it is not something to be ashamed of. Luckily, there are some things international students can do to make their adjustment to a new country go more smoothly. For instance, they can stay in touch with family and friends from home, join international student organizations, meet people from their own countries, and get involved in campus activities. Most importantly, they can adjust to life abroad by keeping a sense of humor and trying to remain positive.Recognizing Paragraph Topics（choose the paragraph letter）题目27. an explanation of culture shock选择一项：C. C题目38. ways that students can adjust to living in a new country选择一项：D. D题目49. the experience of an international student in the United States选择一项：B. B题目510. the experience of an international student in China选择一项：A. AChapter 2 Exercise（分值7分）题目1I. Vocabulary Skills（2 points）Sometimes examples can explain the meaning of a word or phrase. For example, sun, rain, and wind are examples of kinds of weather. Look at the columns below. Match each vocabulary word or phrase in the first column with the examples in the second column. (0.4 points each)1.kinds of extreme weather2.Earth’s natural materials and gases3. diseases or health disorders4. seasons of the year5. natural areas or regions of the earth答案：II. Reading Comprehension (5 points)Complete the following statements by choosing the best from the answers A, B or C. (1 point each) Seasonal Affective Disorder: More than Just the BluesA Joshua dreads the winter months, not only because of the cold New England weather--the sleet, snow, wind, and rain--but because as the seasons change from summer to fall to winter, the days get shorter. As the days get shorter, he starts feeling depressed and irritable and spends more and more time at home, eating and sleeping. A graduate student in philosophy, Joshua finds that he gets little work done during the winter months and has trouble paying attention in class and concentrating on his research. "I soon realized that what I thought was just the 'winter blues' was something more extreme than that." Josh visited a doctor who diagnosed him with SAD.B Seasonal Affective Disorder, or SAD, is a kind of depression that occurs seasonally. It is associated with the long hours of darkness and lack of sunlight during the winter months (people with SAD usually feel worse from December through February). Scientists don't completely understand the exact causes of SAD, but they believe it is related to a biochemical imbalance in the hypothalamus. The hypothalamus is the basic part of the brain that controls the body's breathing, heartbeat, metabolism, and hormone release. The effects of SAD include moodiness, irritability, low energy, increased appetite for carbohydrates (foods such as potatoes, rice, and bread), difficulty concentrating, and the tendency to oversleep.C Although doctors described SAD for the first time in 1984, humans have probably dealt with the disorder for thousands of years. It is not a coincidence that many cultures have important celebrations during the short days of the winter months. Christmas, Hanukkah, and Winter Solstice celebrations all occur in December. These celebrations involve lighting candles in order to bring light, warmth, and happiness to an otherwise depressing time of year.D So what can SAD sufferers do to feel better? Naturally, they need more light. For people who have mild cases of SAD, exercising in the morning sun could be enough to help them. Phototherapy, or light therapy, is usually prescribed for people who have more serious cases of the disorder. In light therapy, patients sit in front of a light box, a strong artificial light, for up to four hours a day. Phototherapy is effective in over 80% of SAD cases, and patients usually see results within three to four days. Although the symptoms of SAD are similar to those of clinical depression, traditional antidepressants have not proven useful in treating SAD. While psychological counseling cannot treat the symptoms of SAD, it is recommended to help SAD sufferers learn to accept and deal with their illness.题目26. Joshua starts feeling depressed and irritable in the winter because选择一项：B. he suffers from Seasonal Affective Disorder题目37. Seasonal Affective Disorder, or SAD, is a condition that researchers believe affects people during the winter months. Scientists believe it is caused by选择一项：C. lack of sunlight and a biochemical imbalance in the brain题目48. Humans have probably struggled with SAD since选择一项：A. ancient times题目59. People who suffer from SAD can to feel better.选择一项：A. do light therapy题目610. This passage talks about_____.选择一项：B. Both A and B.Chapter 3 Exercise（分值7分）I. Reading Comprehension (5 points)Read the passages, then answer the questions that follow. (1 point each )Fast food can be good foodMany people are too busy to prepare and eat three nutritious meals a day.so they turn to the convenience of fast-food restaurants. Many of the items at fast-food restaurants, snack bars, and food stands are fattening and not very nutritious.But fast food d oesn’t have to be unhealthy.you can eat at fast-food restaurants and still eat well.Pay Attention to Calories and Fat ContentBy paying attention to the number of calories and fat that a food item has ,you can make smarter choices.Calories are “units for measuring how much energy a food will produce”.condsider two fast-food meals. A quarter-pound hamburger with cheese, jumbo-size fries,and a 16-ounce soda have a total of 1,535 calories and 76 grams of fat .a broiled (cooked under direct heat or over a flame )chicken sandwich ,a side salad with low-fat dressing,and a glass of water at the same fast-food restaurant have only 422 calories and 7 grams of fat .but maybe you really want a hamburger and fries .well,you can have a small hamburger,a small serving o f fries,and a glass of water.At a total of 490 calories and 20 grams of fat,that’s stilla much smarter choice than the large burger ,fries,and 20 grams of fat ,that’s still a much smarter choice than the large burger,fries,and sada.There’s More That You Can DoThere are a few additional things you can do to make sure you eat well in fast food restaurantS.First of all,say “no” when the cashier asks you if you want to “supersize” you meal (order an extra large portion of each item).Second, ask for no mayonnaise or sauce,or ask for it on the side (in a separate dish).Third,substitute(use something instead of something else)healthy foods for fatty ones. For example,instead of ordering deep-fried tempura,order fresh vegetables.Instead of ordering a beef burrito with lots of cheese and sour cream,order a vegetable burrito with beans and rice.and don’t eat the chips!Another thing you can do is order a side salad or a vegetable soup and eat it first.That way,you will eat some vegetables,and you won’t be able to eat as much of your burger and fries.Fnally,eat slowly and stop eating when you’re full. It sounds simple,but many people keep eating even after they become full.题目11.What is the main idea of this article ?________选择一项：C. You can eat well in fast-food restaurant题目22.A small hamburger and small firies has __________选择一项：A. more calories and fat than a chicken sandwich and a salad.题目33.Some things you can do to eat well in fast-food restaurants are________选择一项：D. order healthy foods instead of fatty ones and drink water.题目44.Manyonnaise and sauces probably_________选择一项：C. have a lot of fat and calories.题目55. By eating a salad or soup before the rest of your meal,_______选择一项：A. you eat less of the rest of your meal.II. Vocabulary skills（2 points）Read the paragraph below and fill in each blank with a word from the box. (0.4 points each)题目6changes damaging losing global availableThe growing similarities in diet and eating habits around the world are influencing people of various cultures in different ways. For example, Western foods are 6 damaging health in the industrialized island country of Japan. Instead of small meals of seafood, rice, and vegetables, the typical Japanese diet now includes large amounts of meat, dairy products, and desserts like tiramisu, a rich Italian dish full of chocolate, cheese, and sugar. According to Japanese health researchers, such 7 changes in eating habits are related to a great increase in health problems such as heart disease, strokes, cancer, and diabetes. On the other hand, the changing 8 global diet is having the opposite effect on the people in the CzechRepublic. The government of this European nation no longer supports meat and dairy products financially, so the cost of these foods is going up. In contrast, fresh fruits and vegetables are becoming more widely 9 available from private markets and stands. Cooks are even serving salads to schoolchildren, and families are eating healthier home-cooked meals. For these reasons, fewer Czech men are having heart attacks, the women are 10 losing a lot of weight, and most people are living healthier lives.Chapter 4 Exercise（分值7分I. Vocabulary Skills（2 points）题目1Match each vocabulary word on the left with the correct definition on the right. (0.4 points each)1.make sense2.pedestrians3.vehicle4.teenager5.fine答案：II. Reading Comprehension (5 points)Complete the following statements by choosing the best from the answers A, B, C, or D. (1 point each)These days, it’s getting easier and easier to find your way around. Some people have GPS devices in their cars to make sure they don’t get lost. GPS stands for Global Positioning System. These devices use satellites in space to “see” where you are and give you directions to where you want to go. And if you don’t have a GPS device, you can simply go online to get step-by-step directions. Websites like and can produce a map and directions in just a few seconds. But how do they do it? MapQuest® uses data (informatio n) from a few different sources to produce directions and maps. Before MapQuest® went online, it sold regular paper maps in places like gas stations. The website uses the data from those paper maps, information from digital mapping companies, and government databases. At the moment, MapQuest® uses more than 30 computers to read all this data and provides users with millions of maps every day.In order to find the best route (way or path) from one place to another, MapQuest® first has to look at all possible routes. Then MapQuest® looks at each part of each possible route. It considers the types of roads on the different routes. Are they dirt roads, paved roads, freeways, or city streets? It looks at how many turns there are in each route and what kinds of turns they are. Are they right turns or left turns? It also considers the speed limit on each road and how many intersections there are. An intersection is “a place where two or more roads cross each other”.MapQuest® can also tell you how long your trip will take you. It does this by doing some math. MapQuest® bases its estimated driving times on the length and speed limit of each part of the route and the amount of time it probably takes to get through each intersection. For example, it allows more time for a left turn at an intersection than it does for a right turn. Someday, maybe we will have cars that can just drive us wherever we want to go, but for now, mapping websites make it a little harder to get lost.题目26.What is the main idea of this article?选择一项：C. How mapping websites work.题目37.According to the article, MapQuest®______选择一项：D. starting by selling paper maps.题目48.When you search for directions, the first thing MapQuest® does is_______选择一项：D. look at all possible paths.题目59.When it’s deciding on the best route, MapQuest® probably chooses ________选择一项：C. freeways instead of dirt roads.题目610. To estimate your driving time, MapQuest® considers _________选择一项：D. the speed limits and types of turns on your route.Chapter 5 Exercise（分值7分）I. Reading Comprehension (5 points)Read the five main-idea questions that follow about the information in the reading. Three details correctly answer each question. Cross out the untrue, unrelated detail. (1 point each )题目11. What are the definitions of the two main types of families?选择一项：D. The nuclear family is the same as the extended family.题目22. What are the reasons for the changes in the structure of the family?选择一项：A. The divorce rate went down and the birthrate began to rise in the early 1900s in the United States. 题目33. What happened to families in industrialized countries in the 1930s and 1940s?选择一项：A. Before and during World War II, families faced few financi al problems and women didn’t have to work away from home.题目44. What changes will happen to family structure during the next decades?选择一项：D. After the war, there were more divorces and fewer stay-home-mothers.题目55. What will families be like in the future?选择一项：B. Two-parent family will probably come back and all other family forms will end.II. Vocabulary Skills（2 points）Read the paragraph below and fill in each blank with a word from the box. ( 0.4 points each)题目6living extended category typical believeThe Family of the FutureMany people today would like the traditional two-parent family back—that is to say, they want a man and a woman to marry for life; they also think the man should sport the family and the woman should stay home with the children. However, few families now fall into this 6 category In fact, if more women decide to have children on their own, the single-parent household may become more 7typica l than the traditional family in many countries. Also, unmarried couples may decided to have more children—or they might take in foster children or adopt. And because people are staying single and 8 living longer (often as widows), there may be more one-person households in the future. On the other hand, some people 9believe similar events happen again and again in history. If this is true, people may go back to the traditional 10 extended or nuclear family of the past. Others think the only certainty in history is changing: in other words, the structure of the future family could begin to change faster and faster—and in more and more ways.Chapter 6 Exercise（分值7分）I. Vocabulary skills（2 points）Complete the following statements by choosing the best from the answers A, B, C, or D. （0.4 points each）题目11. Some examples of the architecture of old Europe are the magnificent cathedrals and castles. The design and building styles of modern architecture are excellent too. What does the noun architecture mean in these sentences?选择一项：D. the form and plan of buildings and other structures题目22. Perhaps the real beginning of civilization—with its scientific and technological discoveries and inventions—was in the Middle East and Africa. Over five thousand years ago, those ancient civilizations had astronomy, mathematics, medicine, government, and so on. Which word is a synonym of the word civilization? 选择一项：C. culture题目33. The cultural legacy of ancient Chinese and Indian peoples included walled cities, the first governments, tools for work, and weapons for protection. odern peoples built on this legacy.What is a possible explanationof the word legacy?选择一项：A. ideas and achievements passed from earlier generations to modern society题目44. “For me, the idea of ancient culture creates a contradiction in definitions,” said Karen, going against Mei’s views. “Only modern things can be part of culture.Of course, people that li ke classical art and music will contradict me.”What might the noun contradiction mean?选择一项：A. the opposition of two opinions题目55. Because of the worldwide media—movies, TV, CDs, the Internet, newspapers, magazines—everybody knows the same information, plays the same music, and enjoys the same jokes.How might you define the phrase the media?选择一项：A. the combination of visual, sound, and printed ways to send ideas around the worldII.Reading Comprehension (5 points)Decide whether the following statements are true or false. Write “T” for True and “F” for False. （1 point each）题目6Many visitors to different countries don’t realize how important it is to understand a country’s culture. Sometimes people learn this lesson by making a big cross-cultural blunder, or embarrassing mistake. In business situations, these blunders can cost a lot of money or end business relationships.6.It is important to understand other people’s cultures before you do business with them.选择一项：B. T题目7For example, one company wanted to sell toothpaste in Southeast Asia. In their advertisements, they claimed that their toothpaste whitens teeth. They didn’t understand that many of the local people chewed betel nuts to make their teeth black, and that these people thought black teeth were attractive.7. The toothpaste company probably kept using the same advertisement in Southeast Asia.选择一项：题目8In an other case, a car company tried to sell a car called “Matador” in a Spanish-speaking country. The company thought that it was a strong name because it means “bullfighter”. In Spanish, matador is indeed a noun meaning “bullfighter”. But it is also an adjective meaning “killing”. Imagine driving around in a car called “Killing”!8. The car company that tried to sell a car to a Spanish-speaking country probably didn’t sell many Matador cars in that country.选择一项：B. T题目9A European businessman had an important meeting with a company in Taiwan. He wanted to bring gifts for the people he was meeting with. He thought that something with his company’s logo on it would be a nice gift. So he bought some very nice pocket knives a nd had his company’s logo printed on them. He didn’t know that giving a knife as a gift symbolizes cutting off a friendship!9. The European businessman probably researches new cultures before he visits them now.选择一项：A. T题目10It’s very easy to make blunders like these people did. But it’s also very easy not to. Before you visit a new country, research that country’s customs and etiquette (social rules for polite behavior). You can find a lot of information online. Just go to a search engine and type in key words like “cross-cultural etiquette” or “cultural information Taiwan”. By spending a few minutes doing research, you can save yourself from a lot of embarrassment and make sure you don’t accidentally offend anyone.10. What you can disagree with people to save yourself from making cross-cultural blunders.选择一项：B. FChapter 7 Exercise（分值7分）I. Reading Comprehension (5 points)Decide whether the following statements are true or false. Write “T” for True and “F” for False on the Answer Sheet. (1 point each)题目1For instance, a doctor doesn’t always have time to thoroughly explain an illness. In these cases, the Internet1. One benefit of using the Internet as a medical resource is it has a lot of information about illnesses and diseases.选择一项：B. T题目2For example, some websites claim that sniffing (smelling) a newspaper can cure nausea (the feeling of being sick to your stomach and wanting to vomit).2. One possible remedy for nausea is drinking a lot of tea.选择一项：B. F题目3Other websites suggest that a person with a cold should keep a piece of raw garlic in his or her mouth all day and bite down on it every few minutes to release the juice. People with smelly feet are told to soak their feet in tea for half an hour.3. The websites remedies might be unpleasant or odd, but they probably will cause harm. And who knows? They might actually be unhelpful.选择一项：A. F题目4An herbal remedy for helping your memory may also be a blood thinner. So if your doctor prescribed (put you on) a blood thinner and you start taking this herb without asking your doctor about it, a simple cut could be deadly; you might not be able to stop bleeding.4. A person who is taking a prescribed drug should probably talk to the doctor before taking an herbal remedy.选择一项：B. T题目5The bottom line is this: be careful when using the Internet as a health resource. Use it to find information that you can discuss with your doctor. But don’t spend a lot of money on “miracle cures”.5. The best way to use the Internet as a medical resource is to read about your illness and discuss what you find out with your doctor.选择一项：II. Vocabulary skills（2 points）Read the paragraph below and fill in each blank with a word from the box. ( 0.4 points each)题目6disease substance classification prevent figureIn a small-town farm market, hundreds of elderly people drink a glass of sour dark cherry juice every day. These happy senior citizens, some of them over the age of 90, claim that the natural fruit juice cures—or at least decreases—the pain of their arthritis, a 6 disease of the joints of the aging body. It’s a folk remedy, not a proven medical therapy. Nevertheless, science is beginning to 7 figure out why sour cherry juice might work to improve the health of patients with arthritis. The secret is in the 8 substance that gives the cherries their dark red color. It belongs to a 9 classification of natural nutrients that color blueberries, strawberries, plums, and other fruits—and vegetables too. Moreover, these coloring substances may help to 10 prevent serious health disorders like heart disease and cancer. In other words, vitamins and fiber ar e not the only reasons to eat fruits and vegetables. “To take advantage of natural whole foods,” advise nutritionists.Chapter 8 Exercise（分值7分）I. Vocabulary Skills（2 points）Complete the following statements by choosing the best from the answers A, B, C, or D. ( 0.4 points each) 题目11.At all hours, the media offer language learners “real-life” audio visual instruction and practice in aural comprehension.选择一项：B. understanding spoken language题目22. High-quality TV programming —a good plan of shows about various fields of study—can increase people’s knowledge and improve their thinking abilities.选择一项：D. choice and organization of shows题目33. Television and video provide almost everyone with good entertainment—a pleasant way to relax and spend free time at home.选择一项：A. amusement or pleasure4. Images of violence on the screen scare people, giving them terrible nightmares when they sleep.选择一项：D. behavior that hurts people题目55. The talk shows of “trash TV” make instant “stars” of real people with strange or immoral ideas, who tell their most personal secrets, shout angrily, and attack one another.选择一项：C. shows without qualityII. Reading Comprehension (5 points)Complete the following sentences by choosing the best from the answers A, B, C, or D. (1 point each)AEveryone makes mistakes, or so the saying goes. But have you ever heard about mistakes in Hollywood? When most people think of Hollywood, they think of blockbusters (very successful movies), high-paid actors, glitz, and glamour. But according to one Website, many Hollywood movies are full of mistakes. Some are technical errors. For instance, in a scene of the science-fiction adventure film The Matrix, when the main character steps out of his car, the viewer can clearly see the camera crew in the car window. In another scene, the same character is typing on his computer, yet the computer screen is blank. Other movie mistakes are historical. For example, the epic Gladiator, an Oscar winner, is known for having lots of historical errors. Throughout the movie, the gladiator Maximus refers to his home in Spain, and the other characters call him "the Spaniard." However, in 180 A.D., when the movie takes place, Spain as a country or even as a concept didn't exist yet. At another point in the movie, Maximus says that his homeland of Spain has "the best horses." But horses weren't brought to the Iberian Peninsula until the invasion of the Moors (North Africans) in 711 A.D, more than 500 years after the movie takes place. The historical drama Titanic, another Oscar winner, also has its share of historical blunders. The Titanic sunk in the year 1912. So why is one of the characters wearing a digital watch? In fact, movie watchers have found over 100 mistakes in The Matrix, Gladiator, and Titanic. Can you think of any errors in your favorite films?BHow susceptible are you to advertising? Has a TV commercial or magazine ad ever made you buy the product that was advertised? If so, perhaps you have been subjected to subliminal advertising. Subliminal advertising is a kind of advertising that appeals to the subconscious. The word "subliminal" comes from the Latin "sub" meaning "lower," "beneath," or "under," and "limen" meaning "threshold," (the level at which something begins to happen). Thus, subliminal advertising stimulates your brain at a level below conscious perception. You。
英语教学法复习资料
英语教学法名词解释1.structural view about language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.2.functional view about language：In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner and proposed a syllabus based on communicative functions. The functional view no only sees language as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past& future time, the expressions of certainty andpossibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.3.Linguistic competence: Linguistic competence ‘is concerned with knowledge of the language itself, its form and meaning'. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. Hedge emphasises that linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.4.Pragmatic competence: Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships. The above tasks have illustrated this point. In Hymes's words, to know ‘when to speak, when not, what to talk about with whom, when, where and in what manner"5. Discourse competence: Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as: ‘bythe same token’, ‘to put it in other words’, ‘first’, ‘second’, ‘at last’ , and also the reference words such as ‘it’, ‘they’, ‘that’, etc. in the context. It is these cohesive words which hold meaning together in a sensible way. Discourse competence, according to Hedge, also includes one’s ability to initiate, develop, enter, interrupt, check, or confirm in a conversation.6. Strategic competence: Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. For example, if you forget how to say ‘knife’, you can use gestures to show what you mean or to explain it by saying that it is a tool one can use to cut things. In this way, they can keep the conversation going and possibly get input from the other end.7.Fluency: The last component is termed as fluency, which means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation'. Recent research suggests that teaching learners lexical phrases or chunks of language, also termed as ‘prefabricated language’, ‘can help learners produce the language more fluently’because they can be easily retrieved from memory. Lewis also states that 'fluency is achieved largely by combiningchunks, reducing processing difficulty'. Some examples of these chunks are: ‘in my opinion’, ‘in the same token’, ‘to make a long story short’, ‘to be on the safe side’, ‘I agree with this but…’, ‘take things for granted’, ‘generally speaking’, etc.8. PPP teaching model:Presentation, Practice and Production. A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.9. Questions Types: Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. For example, one type of classification makes a distinction between closed and open questions. Closed questions refer to those with only one single correct answer while open questions may invite many different answers. Another classification makes a distinction between display questions and genuine questions. Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. A third classification makes a distinction betweenlower-order and higher-order questions. Lower-order questions refer to those that simply require recalling of information or memorisation of facts while higher order questions require more reasoning, analysis, and evaluation. The fourth classification is a taxonomy proposed by Bloom, which underpins the different question types.10. Bloom’s taxonomy:1. Knowledge: recalling facts, terms, and basic concepts2. Comprehension: understanding of facts and ideas by organising, comparing, translating, interpreting, describing, and stating the main ideas3. Application: applying acquired knowledge, facts, techniques and rules in a different context4. Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas,5. Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking6. Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria11. Methods of correcting errors: There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction, etc. As a general rule, indirect teacher correction isencouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc. In practice, self- correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it. If the student cannot self-correct, it means there is a lack of competence and the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types. Write four or five on the blackboard. Put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together. The focus can be choice of vocabulary, use of grammar, or pronunciation. With higher level learners you can also focus on appropriate context, e.g. 'Was the expression polite enough?' ·Was it too formal?"12. Teacher as assessor: It is generally believed it is a major part of a teacher's job to assess the students' work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback. Harmer insists that correcting should be gentle.Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about it (Harmer, 1983:201). Organising feedback is an effective way to assess students ' performance so that they see the extent of their success or failure. When organising feedback, it is very discouraging for the teacher to be critical. Rather, we believe teachers should focus on students’ success or progress so that a success- oriented learning atmosphere can be created.13. Pair work: Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students. When students are involved in pair work, the teacher usually circulates around the classroom, answering questions or providing help when necessary. 14. Mistake: A mistake refers to a performance error that is either a random guess or ‘a slip of tongue’, and it is a failure performance to a known system. Everyone makes mistakes, no matter in a native language or in a foreign language. As we can see that a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected.15. Error: An error, on the other hand, has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Languageerrors cannot be self-corrected no matter how much attention is given.16.Indirect teacher correction:As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc.17.Minimal pairs：Minimal pairs are pairs of words which have only one sound different from each other.18. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practise applying the rule to produce sentences with given prompts.The deductive method is often criticised because a: it teaches grammarin an isolated way; b: little attention is paid to meaning; c: practice is often mechanical. However, this method is not without merits. First, it could be very successful with selected and motivated students. Second, it could save time when students are confronted with a grammar rule which is complex but which has to be learned. Third, it may help increase students' confidence in those examinations which are written with accuracy as the main criterion of success.19.The inductive method: In the inductive method, the teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. For example, in order to present the two forms ‘this is’ and ‘these are’, the teacher will first hold up a book, saying ‘This is a book.’He/She will do the same showing other objects. Then the teacher holds up several books and says ‘These are books.’ After several similar examples, it is hoped students will understand that ‘these are’ is used with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.20.The guided discovery method: The guided discovery method issimilar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning. 21. Mechanical practice: Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice. 22. Meaningful practice: In meaningful practice the focus is on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process. Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives, the following activity can be done as meaningful practice.23. Denotative meaning: Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn. However, problems exist as we may not always be able to findequivalent concepts from one language to another. For example, the word ‘niece’ and ‘nephew’ in English refer to one’s brothers’ or sisters’daughters and sons, while in Chinese there is a distinction made between the names used to describe one's brother's children and of one’s sister 's. It is quite easy to find examples like this in many other areas. Often in such cases, new concepts will have to be added to one's vocabulary.24. Connotative meaning: A connotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word’. These would include words that may express a positive or negative attitude or subtle feelings towards something. According to Hedge, ‘connotative meaning derives from a mix of cultural, political, social, and historical sources and learners will be aware of this phenomenon in their own language’ but may not be so aware of it in the target language. A case in point would be an example given by Ur, who points out that the word ‘dog’ with its denotative meaning referring to the animal itself has a connotative meaning often related to friendship and loyalty. But in different cultures the same word may have different connotative meanings.The second aspect of meaning regarding vocabulary learning involves the understanding of sense relations among words. Lexical items of thiskind include word collocations, synonyms, antonyms, and hyponyms. 25. Collocation: Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, in English, the words ‘see’, ‘watch’, and ‘look’are similar in meaning but are often used with different collocations as we will say ‘see a movie’, ‘watch a play’ and ‘look at a picture’ . Similarly, we say ‘heavy traffic’, ‘heavy smoker’, ‘heavy rain/snow/fog’ but never ‘heavy accident’ or ‘heavy wind’. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time as Nation notes that ‘all fluent and appropriate language use requires collocational knowledge.’26.Receptive and productive vocabulary: Receptive/passive vocabulary refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognise but also able to use in speech and writing are considered as one’s productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become one’s productive vocabulary. However, as students learn more and more words, they will find that for some words they are able to use for speaking and writing but for some other words they can only be recognised when encountered in reading. Also, for many word, after being encounteredmore and more times they gradually enters from one's receptive to one’s productive vocabulary.Nation gives a more detailed explanation about what we mean by receptive and productive vocabulary. From his point of view, receptive knowledge involves (1) being able to recognise the word when it is heard;(2) being familiar with its written form so that it is recognised when it is met in reading; (3) recognising that it is made up of some parts and being able to relate these parts to its meaning; (4) knowing that the word signals a particular meaning; (5) knowing what the word means in the particular context in which it has just occurred; (6) knowing the concept behind the word which will allow understanding in a variety of contexts; (7) knowing that there are some related words; (8) being able to recognise that the word has been used correctly in the sentence in which it occurs; (9) being able to recognise the typical collocations;(10)knowing that the word is not an uncommon one and is not a pejorative word. Productive knowledge of a word incudes receptive know ledge and extends it. It involves: (l)being able to say it with correct pronunciation including stress; (2)being able write it with correct spelling;(3) being able to construct it using the right word parts in their appropriate forms; (4) being able to produce the word to express the meaning; (5)being able to produce the word in different contexts to express the range of meanings of it;(6) being able to produce synonymsand opposites for it; (7) being able to use the word correctly in an original sentence; (8) being able to produce words that commonly occur with it; (9) being able to decide to use or not use the word to suit the degree of formality of the situation.27.Taxonomy proposed by Bloom●Knowledge: recalling facts, terms, and basic concepts●Comprehension: understanding of facts and ideas by organizing,comparing, translating, interpreting, describing, and stating the main ideas●Application: applying acquired knowledge, facts, techniques, andrules in a different context●Analysis: identifying relationships, causes or motives, and findingevidence to support main ideas●Synthesis: combining elements in a different way and proposingalternative solutions, creative thinking●Evaluation: present and defend opinions by making an informedjudgement about information or ideas based on a set of criteria. 28.（language）Errors and mistakesAn error is something you say or write considered to be incorrect or wrong. It is a failure due to the lack of the target language knowledge.A mistake is incorrect performance in speech or writing to a known language system.29. Questions●Closed and open questionsClosed questions refer to those with only one single correct answer. Open questions refer to those that may invite different answers.●Display questions and genuine questionsDisplay questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are therefore more communicative.●Lower-order and higher-order questionsLower-order questions are questions that simply require recalling of information or memorization of facts.Higher-order questions are those that require more reasoning, analysis, and evaluation.●Taxonomy proposed by Bloom做过的题一、Decide whether the following statement is true or false.1. It is a communicative activity if students are doing work focusing on the accuracy of language.（F）2. It is a communicative activity if students are making a conversation to practice a certain grammatical structure. （F）3. It is a communicative activity when students are asked to work in pair to find the differences of the pictures they hold in their hand.（T）4. It is a communicative activity when students are playing different roles through cued dialogues.（T）5. It is a communicative activity when students are asked to write a letter to their headmaster following a sample letter using certain grammatical structures .（F）6. It is a communicative activity if students are asked to recite a dialogue in the text by heart .（F）7. It is a communicative activity when students are talking to each other regardless of language restrictions.（T）8. It is a communicative activity if the teacher askes a students a question to which the student has already known the answer.（F）9. It is a communicative activity if the teacher corrects the students' grammar mistakes when they are answering a question.（F）10. It is a communicative activity when students are working in pairs exchanging information to each other.（T）二、Fill in each of the blanks with a proper word or phrase in the following table. Each word or phrase can be used only once.1. At the beginning of class, the teacher presents and explains a grammatical structure to the students so that they can practice the structure following the model the teachers gave. This activity reveals an approach of PPP .2. If a learner knows the knowledge of the target language and is able to use the language correctly in pronunciation, vocabulary and grammar, we may say that the learner has linguistic competence .3. When students are reading a text and trying to find out the logic relations between paragraphs, they are practicing their thinking quality.4. If students are asked to find out the life styles of the people in an English speaking country, they are focusing on practicing their ability of cultural awareness.5. A typical TBLT cycle leads students from fluency to accuracy. It is a process of using the target language to learn the language.6. If students are asked to practice using a word correctly in forms, we may say that this activity aims for the students to achieve the accuracy of the language.7. When students are asked to look at a diagram or cartoon in the text to figure out their implicit meaning, they are practicing the skill of viewing.8. When students are working in groups in class to discuss organizing a spring outing, they are lead to use the target language from fluency to accuracy.9. When the teacher guides students to make a study plan for themselves, he/she is willing to help them to achieve learning ability. 10. When students are participating asking and giving directions to a stranger in the target language, the activity they are doing reveals the functional view of language.三、Decide whether the following statements are true or false.1. Proper lesson planning is essential for only novice teachers, senior or experienced teachers do not need to do lesson planning.（F）2. A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.（T）3. A lesson plan is something that a teacher must strictly stick to during the lesson.（F）4. A good lesson plan is the backbone of the lesson and it can give teachers, especially novice teachers, confidence in class.（T）5. A lesson plan is a piece of work written by the teacher to entertain the headmaster of the school.（F）6. If a teacher uses the same textbook and same materials for the new students as the old ones, he/she does not need to rewrite or revise his/her lesson plan.（F）7. A lesson plan should be long enough to contain everything the teacher prepares to say and to do in class. （F）8. A lesson plan can ensure the success of the lesson if the teacher follows every step in the lesson.（F）四、Fill in the blanks with a proper word in its proper form . Each word can be used only once and three words in the blank shall be odded out. （有三个词或词组不能用在空格里。
中学教师资格认定考试初级英语学科知识与教学能力模拟题2019年(31)_真题-无答案
中学教师资格认定考试（初级英语学科知识与教学能力）模拟题2019年(31)(总分150,考试时间120分钟)选择题1. According to the manner of the articulation, /l/ is considered to be the only______in English.A. stopB. fricativeC. approximantD. lateral2. Which of the following sentences is pronounced with a rise-fall tone?A. He won't come home for lunch, will he?B. Have you finished your homework?C. Are you a student or a teacher?D. How are you?3. —Hello! International Peace Hotel. Can I help you? —Do you have a room with a single bed______for next Monday?A. emptyB. occupiedC. vacantD. available4. Five pilots landed J-15 fighter jets on the Liaoning, China's first aircraft carrier______ the critics, who once described it as a shark without teeth.A. aboutB. aboveC. againstD. across5. They are good friends.______is no wonder that they know each other so well.A. ThisB. ThatC. ThereD. It6. If it______for his bad cold, Rick would have enjoyed more on his birthday party.A. is notB. were notC. has not beenD. had not been7. _____he tried to cover the truth, it came out at last.A. No matter whatB. WhateverC. No matter howD. However hard8. ______? —No. If you don' t mind, I' ve **e here for a rest.A. Do you serveB. Did you serveC. Are you being servedD. Have you been served9. Which of the following is a Suprasegmental feature?A. deletionB. voicedC. stressD. stop10. The function of the sentence "Australia lies in the southern hemisphere." is______.A. interrogativeB. directiveC. informativeD. performative11. Which of the following is most suitable for the cultivation of **petence?A. Sentence-making.B. Cue-card dialogue.C. Simulated dialogue.D. Learning syntax.12. What learning strategy can the following activity help to train? Match the adjectives on the left with the nouns on the right.A. Grouping.B. Collocation.C. Imitation.D. Imagery.13. When students learn "apple, orange", the teacher gives students another word "fruit". Which principle does the teacher follow in his/her vocabulary teaching?A. Word-choice principle.B. Presentation principle.C. Culture principle.D. Systematic principle.14. In a listening class, a teacher asks students to listen to the material carefully and try to discriminate the speaker's attitude towards lifelong learning. What sub-skill of listening is the teacher training?A. Listening for gist.B. Word Guessing.C. Inferring.D. **municative signals.15. If a teacher attempts to implement the bottom-up model to teach listening, he/she is likely to present______.A. new words after playing the tapeB. new words before playing the tapeC. background information after playing the tapeD. background information before playing the tape16. A teacher lists twenty "simple present tense" sentences and asks students to discuss and find out the grammatical structures. What' s the teacher' s grammar teaching method?A. Induction.B. Conduction.C. Construction.D. Deduction.17. What is the teacher doing in terms of error correction?T: Does any of you have a pet at home?S: I have dog at home.T: Oh, I see you have a dog at home. Is your dog big or small?A. Helping students do self-correction.B. Indirect correction.C. Tolerating correction.D. Encouraging students to do peer correction.18. The one that does not belong to the approach to teaching reflection is______.A. teaching journalB. audio or video recording of lessonsC. action researchD. teaching plan19. Which of the following activities is the most suitable for group work?A. Guessing game.B. Story telling.C. Information gap.D. Drama performance.20. When students are doing activities, the teacher walks around and provides help if necessary, both in ideas and language. What role is the teacher playing?A. Organizer.B. Assessor.C. Resource-provider.D. Prompter.简答题21. 什么是课堂总结?它的作用是什么?请具体说出两种课堂总结方法并举例。
健康促进活动举例英文作文
健康促进活动举例英文作文英文回答：Health promotion activities are interventions designed to improve the health and well-being of individuals, communities, and populations. They aim to prevent illness, promote healthy lifestyles, and reduce health disparities. Health promotion activities can take various forms, including:Education and awareness campaigns: Providing information and resources on health-related topics, such as healthy eating, physical activity, and tobacco cessation.Community health programs: Offering health screenings, immunizations, and other services to underserved communities.Worksite wellness initiatives: Implementing programs to promote healthy behaviors and reduce health risks in theworkplace.School-based health education: Teaching children about health, nutrition, and physical activity through school curricula and extracurricular activities.Media campaigns: Disseminating health messages through mass media channels, such as television, radio, and social media.Policy and environmental changes: Advocating for policies and creating environments that support healthy choices, such as smoke-free policies, healthy food options, and safe walking and biking trails.These are just a few examples of the wide range of health promotion activities that can be implemented to improve the health and well-being of individuals and communities.中文回答：健康促进活动是指旨在改善个人、社区和人群的健康和福祉的干预措施。
榜样的力量以老师为主题英语作文初中
榜样的力量以老师为主题英语作文初中The Power of Role Models: A Tribute to TeachersTeaching is a noble profession that has the power to shape the lives of countless individuals. As an integral part of our educational system, teachers play a pivotal role in nurturing the minds and shaping the character of the students they encounter. Their influence extends far beyond the confines of the classroom, leaving an indelible mark on the lives they touch.One of the most profound ways in which teachers can impact their students is through the power of role modeling. By embodying the values and behaviors they seek to instill in their students, teachers become living examples of the qualities they wish to cultivate. This is particularly true in the formative years of adolescence when young minds are particularly impressionable and eager to find guidance and inspiration.Consider the case of a teacher who consistently demonstrates integrity, compassion, and a genuine dedication to the success of their students. Such a teacher not only imparts academic knowledge but also serves as a beacon of moral and ethical conduct. Asstudents observe their teacher's unwavering commitment to fairness, kindness, and intellectual curiosity, they are more likely to internalize these traits and strive to emulate them in their own lives.Moreover, teachers who are passionate about their subject matter and actively engaged in the learning process can ignite a similar enthusiasm in their students. When a teacher's love for a particular field of study is palpable, it can inspire students to delve deeper, ask probing questions, and develop a genuine appreciation for the subject. This, in turn, can lead to a lifelong love of learning and a thirst for knowledge that extends far beyond the confines of the classroom.The power of role modeling is particularly evident in the case of students who may be facing challenges or adversity in their lives. A teacher who demonstrates resilience, optimism, and a willingness to persevere in the face of obstacles can be a powerful source of inspiration for these students. By witnessing their teacher's ability to overcome setbacks and maintain a positive outlook, students may be empowered to adopt a similar mindset and approach their own challenges with a greater sense of determination and self-belief.In addition to serving as role models, teachers also play a crucial role in nurturing the unique talents and abilities of their students. By recognizing and fostering the individual strengths of each student,teachers can help them develop a strong sense of self-worth and confidence. This, in turn, can motivate students to push the boundaries of their own potential and strive for greater achievements.One particularly striking example of the power of role modeling in the teaching profession can be found in the story of a teacher who overcame significant personal challenges to inspire their students. Consider the case of a teacher who, despite facing their own health issues or family difficulties, continues to show up with unwavering dedication, empathy, and a genuine desire to support their students. The resilience and compassion displayed by such a teacher can have a profound and lasting impact on the lives of their students, who may draw strength and inspiration from their teacher's ability to navigate adversity with grace and determination.In conclusion, the power of role modeling in the teaching profession cannot be overstated. By embodying the values, qualities, and behaviors they wish to instill in their students, teachers have the ability to shape the lives of the next generation in profound and lasting ways. Whether it is through the demonstration of integrity, the cultivation of a love for learning, or the nurturing of individual talents, the influence of a teacher's role modeling can be a transformative force that leaves an indelible mark on the lives of their students.。
英语口语讨论话题
Traveling
1. If you had a ten-day holiday, which places in China would you choose to travel? And why? 2. If you were the guide in your hometown, how would you introduce your hometown to the visitors? Join in a group of three or four. Each of you will talk about a place you know well or you like best in China and why? Make sure you all talk about different places.
Describe a school friend you remember well.
You should say: who this person was what he/she looked like how you became friends and explain why you remember this person so well.
Clever Choice
On the way to the island, your ship sank. You now have to leave the ship and get into a small boat. The boat is not big enough for you, your friends and supplies. You will have to restrict the number of supplies you are going to take with you into your boat. From the list of items below you will only be able to take along 8 items. Discuss with your partner which you are going to take, and give the reasons. 1.a pack of canned food 2. 50 meters nylon rope 3. a knife 4. a torch火把 5. a tent帐篷 6. blankets 7. candles 8. matches 9. a cell phone 10. 6 bottles of water 11. petrol 12. alcohol 13. a mirror 14. a Fishing Kit 渔具箱 15. computer