2015年下半年中小学教师资格考试
英语学科知识与教学能力试题（高级中学）
1.考试时间120分钟，满分150分。
2.请按规定在答题卡上填涂、作答，在试卷上作答无效，不予评分。
一、单项选择题（本大题共30小题，每小题2分，共60分）
在每小题列出的四个备选选项中选择一个最佳答案，请用2B结笔把答题卡上对应题目的答案字母按要求涂黑，错选、多选或未选均无分。
1. In English, the aspirated [p h] and the unaspirated [p] are____ .
A. minimal pairs
B. in phonemic contrast
C. two distinctive phonemes
D. in complementary distribution
1.【答案】D。解析:考查音系学知识。此题句意是：在英语中，送气音位变体[p h]和不送气的音位变体[p]是什么关系? [p h]和[p]是同一音位/p/的音位变体。complementary distribution表示“互补分布”。在同一语音环境中出现的两个音并不形成对照或对比，或者说，如果将其中一个代替另一个并不会产生新词或新意时，则这两个音位变体之间的关系是互补分布。所以此题D正确。minimal pair表示“最小对比对”，是指两个语音形式或词除了一个语音片段之外其余部分完金相同的状态，如pill和bill，dill和kill等；phonemic contrast表示“音位对立”，是指两个相似的音位出现在不同语音的同一位置，并产生意义差别，如[p h]和[p]在rope相robe中，它们都在词尾的位置，但是意义不同，因此，它们之间的关系是对立的。two distinctive phonemes表示"两个不同的音位"。而题中[p h]和[p]是同一音位/p/的音位变体，所以C不正确。故选D。
2. /s/ and/θ/ can be distinguished by_____.
A. manner of articulation
B. place of articulation
C. vibration of the vocal cords
D. aspiration of articulation
2.[答案】B.解析：考查语言学知识。此题句意是:/s/ and/θ/有什么不同? manner of articulation表示"发言方式，.; place of articulation表示“发音部位”；vibration of the vocal cords表示“声带的震动”；aspiration of articulation表示“送气发音”。/s/和/θ/都是清辅音、摩擦音，并且发音时都送气，所以排除A、B和C选顷，而/s/和/θ/的不同在于发音部位，/s/为齿龈音，而/θ/为齿音，故B正确。
3. You' II find thisTravel Guide to be of great___ in helping you and your children to get around Malaysia.
A. cost
B. price
C. value
D. expenditure
3.【答案】C。解析：考查名词词义辨析。此题句意思：你会发现Travel Guide这本书在帮助你和你的孩子游览马来西亚这方面是____。“be of+抽象名词”相当于形容词. be of value表示“很有价值”，故C正确。cost表示"花费"；price 表示"价格"；expenditure表示“开支，费用”
4. When the train_____, all the school students were surprised to see that the Carlisle team had one man only.
A. pulled down
B. pulled on
C.pulled of
D.pulled in
4.【答案】D。解析:考查动词词组辨析。此题句意是:当火车____，学校所奇的学生都惊讶地看到Carlisle队只高一个男生。pull down表示"拆毁，毁坏"；pull on表示“牵，拉”；“pull off”表示“做成某事”；pull in表示“（指火车）进站”，故D正确。
5. Which of the following words contains an inflectional morpheme?
A. Disappear.
B. Blacken.
C. Oxen.
D. Anti-pollution.
5.【答案】C。解析：考查形态学知识。此题句意是：下列哪一词包含屈折语素？屈折语素表明各种不同的语法关系和语法范畴。四个选项中，只有C选项Oxen中"en"表示复数，所以C正确。
6. Reading is to the mind____ food is to the body.
A. that
B. which
C. as
D. what
6.【答案】D。解析:考查固定结构。此题句意为:阅读之于思维犹如食物之于人体。A is to B what C is to D意思是“A 之于B犹如C之于D"，what前后为物与物的比较，如果是数与数的比较，则用as连接，例如: Four is to twelve as one is to three。故此题D正确.
7. He had no time and energy to play with his children or shop with his wife, but he __ home a regular salary.
A. did bring
B. does bring
C. did get
D. does get
7.【答案】A。解析:考查强调和词义辨析。此题句意是：他没有时间陪他的孩子玩儿，也没有时间陪妻子购物，但是他会定期给家里钱。根据but可知前后时态应该一致，故排除B和D。根据句意可知应表示"给家里钱"，故A正确。
8.In fact, they would rather have left for London_____ in Birmingham.
A. to stay
B. in order to stay
C. than have stayed
D. instead of having stayed
8.【答案】C。解析:考查固定结构。此题句意是:事实上，他们宁愿已经去了伦敦而不是待在伯明翰。固定结构would rather do A than do B表示“宁愿做A也不愿做B”,故C正确。
9.____ makes it possible for language users to overcome the limitations of time and space in communication.
A. Arbitrariness
B. Duality
C. Productivity
D. Displacement
9.【答案】D。解析:考查语言本质特征。此题句意是：能够使语言的使用者在交流中克服时间和空间的局限性体现了语言的什么特征? displacement表示"语言的位移性"，是指人类语音可以让使用者在交际时用语言符号代表时间上和空间上不可及的物体、时间和观点。故D正确。
10. The sense relation of the following pair of sentences is that_____.
X: Mary's pet cat was stolen.
Y: Marry has a pet cat.
A. X entails Y
B. X presupposes Y
C. X is inconsistent with Y
D. X is synonymous with Y
10.【答案】B。解析:考查语义关系。此题句意为：句子X“玛丽的宠物猫被偷了。”和句子Y“玛丽有一只宠物猫”是什么关系? X presupposes Y表示“X预设Y”。由句意可知，Y为X的先决条件，故句子X和句子Y为预设关系。故此题B正确.
11. Which of the following statements about a lesson plan is inappropriate?
A. It is a teaching guide.
B. It is a blueprint to be strictly followed.
C. It takes into account syllabus and students.
D. It describes in advance what and how to teach.
11.【答案】B。解析：考查教学设计。此题是问:下列关于教案的表述，哪个是不恰当的?
A项意为“它是一项教学指导”，B项意为“它是一项必须严格遵照的计划”，C项意为“它需要考虑到
教学大纲和学情”，D项意为"它事先描述了要教什么和怎么教”。A、C、D项分别体现了教案的性质、要求和内容，但教案只是一份教学计划，在实际过程中全因为一些突发状况而随即进行调整的，所以B项说“需要严格遵照执行”是不准确的。故选B项。
12. Skill- integrated activities allow teachers to build in more____ into a lesson, for the range of activities will be wider.
A. certainty
B. simplicity
C. variety
D. accuracy
12.【答案】C。解析：此题是问：综合技能活动允许老师在课程中融入更多_____，因为活动范围会更加广泛，A项意为“确定性”，B项意为“内容有效性”，C项意为“多样性”，D项意为“准确性”，从题干当中的integrated和wider 等词可以判断出，只有使课堂活动更加多样，才会带来活动范围的扩大。故选C。
13. A language proficiency test that only consists of multiple-choice questions lacks_____.
A. construct validity
B. content validity
C. test reliability
D. scorereliability
13.【答案】A。解析：此题是问：一个只有多项选择题的语言水平测试缺乏____。A项意为“结构高效性”，B项意为“内容有效性”，C项意为“测试信度”，D项意为“评分者信度”。以多项选择试题出现的结构，即使学生能拿高分，也不一定表明其能够自如运用这些语法结构知识进行书面表达或口头交际。也就是说，这一题型只能测试学生的语言输入能力，如听和读，而不能测试学生的语言输出能力，如说和写。因此，多项选择试题的结构效度在当前的测试理论之下的局限性突出。而其成为最普遍的测试手段的主要原因在于它较高的表面效度和信度，但真实并不是真正有效的。故选A。
14. When a teacher asks students to rearrange a set of sentences into a logical paragraph，he/she is trying to draw their attention to____.
A. grammar
B. vocabulary
C. sentence patterns
D. textual coherence
14.【答案】D。解斩：此题是问：当一名老师让学生将一组句子重新排列成一个有逻辑的段落，那么他/她是想让学生注意___。A项意为“语法”，B项意为“词汇”，C项意为“句型”，D项意为“结构连贯性”。既然老师是让学生重排成端，所以强调的是句子间的逻辑性，故选D。
15. Which of the following activities would help students develop the skill of extracting specific information?
A. Inferring meaning from the context.
B. Recognizing the author's beliefs and attitudes.
C. Using information in the reading passage to make hypotheses.
D. Listening to the flight information to see if the plane is on time.
15.【答案】D。解析：此题是问：下列哪项活动可以帮助提高学生提炼具体信息的能力？A项意为“通过上下文推断含义”，B项意为“识别作者的看法和态度”，C项意为“利用阅读文章中的信息作出假设”，D项意为“听取航班信息判断飞机是否准时”。由此可知，A、B、C分别对应了含义推断题、态度推断题和细节推断题，侧重的都是对于学生判断能力的锻炼，因而只有D项是通过听力练习中对于细节信息的听取来训练学生对于细节信息的把握能力，故选D。
16. Which of the following activities can be used to check students' understanding of difficult sentences in the text?
A. Paraphrasing.
B. Blank-filling.
C. Story-telling.
D. Summarizing.
16.【答案】A。解析：此题是问：下列哪项活动可以被用来检查学生对于文章中难句的理解？
A项意为"释义" ，B项意为"填空"，C项意为“讲故事”，D项意为“总结”。如果想考查学生对于
难句是否理解，可以通过让他们用自己的话进行重新解释来判断。其他几项只涉及到对具体信息或文章大
的把握，故选A。
17. When a teacher organizes group work, which of the following might be of the least concern?
A. Increasing peer interaction.
B. Increasing individual practice.
C. Developing language accuracy.
D. Providing variety and dynamics.
17.【答案】C。解析：此题是问：当老师组织小组活动时，下列哪项可以最少关心?A项意为"增加同伴间的互动" ，B项意为"增加个人练习"，C项意为“提高语言准确性”，D项意为“提供多样性和动力”。组织小组活动的目的一般是调动课堂兴趣，培养学生的参与、合作等能力，锻炼他们的实际语言运用能力。基于这样的目的，在小组活动中，老师可以适当忽略对于语言准确性的要求，故选C。
18.If a teacher asks students to collect, compare and analyze certain sentence patterns, he/she aims at developing students' _____.
A. discourse awareness
B. cultural awareness
C. strategic competence
D. linguistic competence
18.【答案】D。解析：此题是问:如果老师让学生去收集、比较和分析某些句型，他/她旨在发展学生的____。A项意为“语篇意识”，B项意为“文化意识”，C项意为“交际能力”，D项意为“语言能力”。由题干可以看出，老师组织的活动主要是针对句型结构的，进一步而言实际体现的是对语言能力的训练，故选D。
19. When a teacher says to the whole class，"Stand up and act out the dialogue"，he/she is playing the role of a(n)___.
A. monitor
B. organizer
C. assessor
D. prompter
19.【答案】B。解析:考查教师的角色。此题是问：当老师对全班同学说"站边来，把这个对话表演出来"，那么他/她扮演的角色是____. A项意为“调控者”，指老师对活动的进程进行把握，保证其开展的顺利高效；C顶意为“评价者”，指老师对学生的表现进行评价；D项意为“促进者”，指老师在学生不知道要做什么说什么时给予适当的提示。在该题中，老师让学生进行一项具体活动，体现了对于课堂活动的设计组织，所以扮演的是组织者的角色，故选B。
20. Which of the following may better check students' ability of using a grammatical structure?
A. Having them work out the rule.
B. Having them give some examples.
C. Having them explain the meaning.
D.Having them explain the structure.
20.【答案】B。解析：考查语法技能教学。此题是问:下列哪一项可以更好地检测学生运用语法结构的能力?A项意为"让他们找出规律"，B项意为"让他的给出一些例子"，C项意为"让他们解释含义"，D项意为“让他们说明结构”。通过让学生给出一些相同语法结构的例句，可以更准确地判断出他们对于该语法结构的把握，故选B。
请阅读Passage1，完成第21-25题.
Passage 1
When asked by Conan if his daughters had smart phones，comedian Louis CK explained that he had successfully fended them off by simply replying. "No, you can't have it. It is bad for you."
He instantly became my hero as I was mired in difficult negotiations with my ten-year-old daughter overone. And frankly，she was winning. Was it possible to say no to my daughter, as CK suggested? I hadn' t even known I was allowed to, if the guinea pigs, the dogs, and things for her doll Molly were any indication.CK rationalized，"I am not raising the children.l' m raising the grown-ups that they are going to be. So just because the other stupid kids have phones doesn't mean that my kid has to be stupid." Now I knew I didn’t want my kid to grow up stupid like her friends. I needed to explain this to her. This is what CK told Conan and me.
Cell phones are "toxic，especially for kids." he said，because they don' t help them learn empathy，one of the nicer human emotions. When we text，we don’t see or hear a visceral reaction .The response we get is cold and hard text-message. "Why are kids mean?" He asked. "Because they're trying it out. They look at another kid and say，'You' re fat'. Then they see the kid's face scrunch up and think that doesn't feel good.” Texting "you're fat" allows you to bypass the pain.
CK went on to explain that smart phones rob us of our ability to be alone. Kids use smart phones to occupy their time: Musttext! Must play game! Must look up more tiny socks online for Molly! CK asked, what happened to zoning out? After all，one of the joys of being human is allowing our minds to wander with cell phones，kids are always preoccupied. They never
daydream，except in class. And here's something else we're missing: our right to be miserable. This was a right I hadn't realized I desired until CK pointed out that it's another of the essential human emotions.
CK gave the example of driving by yourself and suddenly realizing that you're alone. Not "Oh,guess I can' t use the lane" alone. Dark, brooding sadness causes so many drivers to grab smart phone and reach out to another living soul.
"Everybody's murdering each other with their cars" as they text because they dread being alone. Too bad -they're missing out on a life-affirming experience.
"I was in my car one time，and Bruce Springsteen's 'Jungleland' came on. He sounds so far away.It made me really sad. And I think,l've got to get the phone and write hi to 50 people.
I was reaching for the phone，and I thought，don't! Just be sad."
So CK pulled over and allowed himself to sob like a little girl denied a nice thing for her American Girl doll. "It was beautiful. Sadness is poetic. You're lucky to live sad moments," he said. Because he didn't fight and allowed himself to be sadness I was grateful to feel sad, and then I met it with true profound happiness.The thing is, because we don't want that first bit of sad，we push it away with that little phone. So you never feel completely sad or completely happy. You just feel kind of satisfied. And then you die. That's why I don't want to get phones for my kids".
And I suppose I don't either.
21. Why did the author regard CK as her hero?
A. CK was a good father and a very brave comedian in her eyes.
B. CK didn't agree to buy smart phones for his young daughters.
C. She was very impressed by his solution to the smart phone problem.
D. She was encouraged by him not to make any compromises to her daughter.
22. What does the underlined word "one" in PARAGRAPH TWO refer to?
A. A dog.
B. A doll.
C. A guinea pig.
D. A smart phone.
23. Why did CK refuse to buy his kids cell phones?
A. He didn't like cell phones at all and thought they were poisonous, especially, for kids.
B. He believed that cell phones were ruining kids' abilities to experience their own lives.
C. He worried that his kids would play their phones in class and be absent-minded.
D. He was a different kind of father who would like to raise his kids in a different way.
24. Which of the following is closest in meaning to the underlined phrase "zoning out" in PARAGRAPH FOUR?
A. Losing concentration.
B. Being alone.
C. Buying things on line.
D. Playing games.
25. Which of the following is true according to the article?
A. Text messages have allowed children to learn and feel empathy.
B. Cell phones have made children's life at school colorful and exciting.
C. Experiencing loneliness or sadness is as beneficial as enjoying happiness.
D. Cell phones may offer people the quickest way to find someone to talk to.
【答案解析】
21.【答案】C。解析：考查细节理解。通过阅读文章中第一及第二段，可知作者认为CK是她的英雄，因为CK 在对孩子是否可以使用智能手机这个问题的时候知道如何处理，因此作者对他的处理方法印象深刻。故本题的正确答案为C。
22.【答案】A。解析：考查细节理解。根据文章中第二段可知，CK是作者的英雄，因为CK在对孩子是否可以使用智能手机这个问题的时候知道如何处理，但是当作者面对同样的问题时，她却没有处理好这个问题，最终给自己的女儿买了智能手机。故本题的正确答案为A。
23.【答案】A。解析：考查细节理解。根据文章第三段第一句话，得知手机是有毒的，特别是对孩子而言，可知A选项正确。
24.【答案】A。解析：考查词义理解。根据文章第四段，可知手机剥夺了独立的能力。因为智能手机已占据了孩子们所有的时间。CK问道: "What happened to zoning out?"，后面给出了答案，有一个关键词"wander"游离，走神，可推测zoning out应该是相wander一样的意思，故本题选A。
25.【答案】C。解析：考查细节理解。根据文章中第三段，可知A选项错误；通过阅读整篇文章，可得知孩子们玩智能手机对他们有很多不利，故B选项错误；C选项表明经历孤独寂寞和悲伤有益于享受快乐，可根据文章的第七、八段得出答案；D选项说明手机也是找人谈话的最快的方式，文章中并没有出现，D选项错误，故本题的正确答案为C。
请阅读Passage2，完成第26-30题.
Passage 2
Until a decade or two ago，the center of many Western cities were emptying while their edges were spreading. This was not for the reasons normally cited. Neither the car nor the motorway caused suburban sprawl, although they spend it up: cities were spreading before either came along. Nor was the flight to the suburbs caused by racism. Whites fled inner-city neighborhoods that were becoming black, but they also fled ones that were not. Planning and zoning rules encouraged sprawl, as did tax breaks for home ownership - but cities spread regardless of these.The real cause was mass affluence. As people grew richer，they demanded more privacy and space. Only a few could afford that in city centers; the rest moved out.
The same process is now occurring in the developing world，but much more quickly. The population density of metropolitan Beijing has collapsed since 1970，falling from 425 people per hectare to 65. Indian cities are following; Brazil's are ahead. And suburbanization has a long way to run. Beijing is now about as crowded as metropolitan Chicago was at its most closely packed，
in the 1920s. Since then Chicago's density has fallen by almost three-quarters.
This is welcome. Romantic notions of sociable，high-density living -notions pushed，for the most part，by people who themselves occupy rather spacious residences- ignore the squalor and lack of privacy to be found in Kinshasa, Mumbai or the other crowded cities of the poor world. Many of them are far too dense for dignified living, and need to spread out.
The Western suburbs to which so many aspire are healthier than their detractors say. The modern Stepfords are no longer white monocultures，but that is progress. For every Ferguson there are many American suburbs that have quietly become black，Hispanic or Asian，or a blend of everyone. Picaresque accounts of decay overlook the fact that America's suburbs are half as criminal and a little more than half as poor as central cities. Even as urban centres revive，more Americans move from city centre to suburb than go the other way.
But the West has also made mistakes，from which the rest of the world can learn. The first lesson is that suburban sprawl imposes costs on everyone. Suburbanites tend to use more roads and consume more carbon than urbanites (though perhaps not as much as distant commuters forced out by green belts). But this damage can be alleviated by a carbon tax，by toll roads and by charging for parking. Many cities in the emerging world have followed the barmy American practice of requiring property developers to provide a certain number of parking spaces for every building - something that makes commuting by car much more attractive than it would be otherwise. Scrapping them would give public transport a chance. The second is that it is foolish to try to stop the spread of suburbs. Green belts, the most effective method for doing this，push up property prices and encourage long-distance commuting. The cost of housing in London, already astronomical，went up by 19% in the past year，reflecting not just the city' s strong economy but also the impossibility of building on its edges. The insistence on big minimum lot sizes in some American suburbs and rural areas has much the same effect. Cities that try to prevent growth through green belts often end up weakening themselves, as Seoul has done.
A wiser policy would be to plan for huge expansion. Acquire strips of land for roads and railways, and chunks for parks，before the city sprawls into them. New York's 19th-century governors decided where Central Park was going to go long before the city reached it. New York went on to develop in a way that they could not have imagined, but the park is still there. This is not the dirigisme of the new-town planner-that confident soul who believes he knows where people will want to live and work，and how they will get from one to the other. It is the realism needed to manage the inevitable. A model of living that has broadly worked well in the West is spreading, adapting to local conditions as it goes. We should all look forward to the time when Chinese and Indian teenagers write sulky songs about the appalling dullness of suburbia.
26. For which of the following reasons did the west move out of cities?
A. They did not need to pay higher taxes when living in suburbs.
B. Car industry rapidly developed and motorways swiftly emerged.
C. They discriminated against the black people living in city centers.
D. The richer they grew, the more demand they had on privacy an apace.
27. Which of the following is closest in meaning to the underlined word "detractors " in PARAGRAPH FOUR?
A. Urbanites
B. Proponents
C. Opponents
D. Suburbanites
28. What does the underlined word "them" in PARAGRAPH FIVE refer to?
A. Parking spaces
B. Green belts
C. Distant commuters
D. Property developers
29. Which of the following best reflects the author's view of suburbanization ?
A. Measures should be taken to prevent the growth of suburbs
B. The expansion of suburban areas should be planned in advance
C. The West had made of few mistakes on its way to suburbanization
D. Planners should be mentally prepared for its negative consequences
30. Which of the following statements CANNOT be inferred from the passage?
A. Public transport should be encouraged in suburbanization
B. People from poor countries are living with privacy and dignity
C. Local conditions should be taken into account in suburbanization
D. American prefer to live in suburbs regardless of urban development
【答案解析】
26.【答案】D。解析：考查因果题。题干：下列哪一项是西方人们退离城市的原因。根据题干“the west move out of cities”可以定位到文章第一段的最后一部分"the real cause was mass affluence. As people grew richer, they demanded more privacy and space."真正的原因还是人们富裕越来了，随着人们经济上宽裕起来，他们对隐私和空间的要求也越来越高。只有D选项与此相符。
27.【答案】C。解析：考查猜词题。题干：下列哪一个词汇意思上最接近第四段的画线词"detractors"的含义。A选项urbanities，意为“都市风格”，B选项proponents意为“支持者”，C 选项opponents意为“反对者”，D选项suburbanites 意为“郊区特点”。文中detractors出现在第四段的第一句话"The Western suburbs to which so many aspire are healthier than their detractors say."可以推测出detractors的含义是与aspire与healthier这两个正面的词汇意思相反的，由此可以推出该题正确答案为C。
28.【答案】A。解析：考查指代题。题干：第五自然段中的"them"指代的是什么。第五段中them出现在最后一句，具体的指代内容应该在真前面，前面一句高提到"…American practice of requiring property developers to provide a certain number of parking spaces for every building..."美国人惯常的做法是让开发商在每幢建筑都留有一定的停车空间，由此可知"them"指的是A，parking spaces停车空间。
29.【答案】B。考查作者观点题。根据最后一段的"A wiser policy would be to plan for huge expansion. Acquire strips of land for roads and railways，and chunks for parks，before the city sprawls into them."可知作者认为对于郊区化，应该提前做好计划，所以B项正确。根据第六段第一句话"The second is that it is foolish to try to stop the spread of suburbs"可知A 项错误；C项在第五段开头也再提及，但时态与原文有出入，另外限据第五、六段可知，作者认为从the West犯的错误上我们可以汲取到一些教训，但这些只是作者列举的一些事实，真正体现作者态度的还是在最后一段第一句话；D项在原文没有体现。
30.【答案】B。考查推断题。根据第三段"... ignore the squalor and lack of privacy to be found in Kinshasa，Mumbai or the other crowded cities of the poor world. Many of them are far too dense for dignified living，and need to spread out."可知在世界一些贫穷的地方，由于人口密度太大，人们的生活比较差，所以B 项（贫穷国家的人过着有隐私和有尊严的生活）错误。根据第五段最后可知A正确;根据最后一段倒数第二句话可知C正确；根据第四段最后一句可知D项正确。二、简答题（本大题1小题，20分）
根据题目要求完成下列任务，用中文作答。
31.推理( inferring)是阅读理解的基本技能之一。请解释"推理"的基本内涵，简述训练推理技能的注意事项，并用英语写出两个可以检测阅读理解的撞理性问题。
31.【参考答案】
“推理”的基本内涵：
推理是要求读者具备阅读除了需要理解文章的字面语义外，也需要透过字里行间领悟言外之意及作者的语气、态度的能力。推理的前提是阅读到的高关文字--可能是短语或句子或整个段落甚至整篇短文。
读者必须由表及里、由此及彼，从字里行间悟出合乎作者本意的言外之意。推理的结果应是既来自于字里
行间、又高于字里行间；既符合原文实际内涵，又超越实际内涵；既基于已知事实，又不仅仅是已知事实。
训练推理技能的注意事项：
①忠于原文，切忌用自己的观点取代作者原意
②注意作者遣词造句的特点和倾向，客观推测作者立场、观点和写作意图；
③由同一已知事实可推出不止一个正确的结论。
两个可以检测阅读理解的撞理性问题:
Which of the following can best describe the attitude of the author towards...?
What is most likely to be discussed in the paragraph that follows?
三、教学情境分析题（本大题1小题，30分）
根据题目要求完成下列任务，用中文作答。
32下面是某英语教师对学生作业的批改案例：
to hear cannot speak either
one’s
I think the most important sense is hearing. If I lose the ability of hearing, I also can’t speak. To lose hearing means
losing
to lose two important functions(of human). An behind them
Deaf-and-dumb people cannot hear the bus noise even if the accident happens in their back. This is the most important
Problem are riding
ploblem for them. For example，suppose that theyride a bike in thebusy street. We，normal people feel the dangerous sense
by the noise，which is made by ears.We can avoidthemanddrive safely. Deaf people always expodetheir to danger.
根据所给信息完成下列任务：
（1）该教师的作业批改存在哪些问题?（6分）
（2）该批改方式可能会导致哪些负面结果? （12分）
（3）针对存在的问题提出相应的改进建议。（12分）
32.【参考答案】
（1）该教师的作业批改存在的问题有：
①批改面面俱到。该教师采用了"包办"法，标出学生作文中每个错误，甚至帮学生一一改正这些错误；
②批改字迹有些潦草，个别符号意思不明确，不是很明白易懂；
③在批改过程中，该教师一味地指出错误，没有把好的词句划出来，不能及时鼓励学生的优点。
（2）该批改方式可能会导致的负面结果有：
①教师一一帮助学生改正错误，等于老师重新帮他写了一篇作文，这样势必造成批阅时间过长，影
其他环节的工作，而且也会阻滞学生英语写作能力的提高；
②该教师重作文批改、轻讲评的方式，会导致对学生作文的轻率处理，没有达到写作的效果；
③该教师一味地指出错误，可能会打消学生的学习积极性，丧失学习兴趣，过多指出错误会直接影响
到学生的情绪，伤害学生的自尊心，减低学习效果。
（3）英语老师要根据课程标准和教材的要求以及学生的认知水平，布置精选精练的作业，在批改作业时
应注意：
①不宜只指出错误而不给予纠正。教师批改作文指出错误后，要重视纠错，有些错误可以根据学生个
人学习能力由他们自行纠正，有些超句子水平的错误是学生无法自己改正的，教师应给予修正；
②不宜千篇一律地批改作文。不同水平的学习者对纠正错误的期望和要求存在着差异，这一事实要求
教师不仅应当注意这些要求，而且要灵活地处理不同的要求。
③不宜主次不分地批改作文。批改作文时不直抓小失大，主次不分。如果只注意作文中的枝节（如拼
写）而忽视全局性的问题，这样的批改是片面的，要重视'全局性问题"，主要是文章的内容、文章的结构、文章的材料、文章的语言等。
④教师可以采用评语的方式对作业远行批改，但评语所使用的语言应与学生的语言水平相当。教师可以用学生已学的单词、短语、句型、时态、语态、语气或篇章结构，也可以用即将接触的语言。
四、教学设计题（本大题1小题，40分）
根据提供的信息和语言素材设计教学方案，用英文作答。
33．设计任务：请阅读下面学生信息和语言素材，设计一个20分钟的阅读训练活动。教案没有固定格式，单须包含下列要点:
? teaching objectives
? teaching contents
? key and difficult points
?major steps and time allocation
? activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学高中二年级第一学期学生，班级人数40人。多数学生已经达到《普通高
中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。
语言素材:
Skiing
by Vanessa Luo
Skiing is my favourite sport，even though I have only skied for four days in my whole life!Last year my father promised to take me on a holiday if I did well in my exams.When I got straight A's, Dad said, "How about a weekend at the Botanical Gardens?" However, my mum said, “No，you promised a special holiday. Ithink you ought to keep your word."And，despite the expense，he did.
My dream was to see some real snow，so in the Christmas vacation we flew to Seoul，South Korea, and then took a shuttle bus which runs back and forth between Seoul and Muju Resort. As the bus climbed through the mountains，we saw the snow onthe trees. I was dying to get out and play with it! At last, we reached the resort and quickly scrambled out of the bus. No one in my family had ever touched snow before. We were all like little children-we picked it up，made snowballs，and threw them at each other! Then we checked in at the hotel. Our room overlooked one of the ski slopes. The slope was floodlit,so we watched people skiing until 10 p.m. We could not wait to try it ourselves.
The next day we had our first skiing lesson. We rented our ski suits, boots and skis, and went outside onto the snow. Wearing skis for the first time makes you feel very strange. Suddenly you find you cannot even walk.
Our instructor took us onto a gentle slope，and showed us some basic skills. In order to go up a hill，you have to stand sideways, and go up step by step. You must point the tips of your skis together sothat youcan stop. However，the tips must not cross，or you willfall. You should not ski alone in case you fall and get injured. To be honest, that first lesson was not a great success，and I kept on falling down!
However, the next day, I definitely improved, Ionly fell over a few times，and I managed to do a few longer runs. I felt pleased with myself, and the instructor congratulated me,so I felt great.Althoughit was very cold, I spent most of that holiday skiing. It was the most wonderful time of my life.
Nevertheless，it was all over too soon. Now I have decided to work part-timethis summer, so I can earn enough money for another super skiing holiday
33.【参考设计】
Teaching Topic: Skiing
Class Type: Reading Class
Teaching Contents:
This lesson is from senior high school，and it mainly talks about the first skiing experience of the writer on Christmas vacation. This lessonwill enlarge students' vocabulary of natural phenomenon and help them learn to express the past actions.
Teaching objectives:
Knowledge objective:
Inthe reading class，students can learn some new words and important expressions of the description of the unforgettable skiing experience.
Ability objectives:
1. Students can master the skills about how to describe an unforgettable experience.
2. Students can grasp the reading skills by skimming and scanning the text and talk about the past tense.
Emotional objectives:
1. Strengthen pride and awareness. OfChinese traditional festival.
2. Foster the confidence and enthusiasm of learningEnglish.
Key and Difficult Points:
Key point:
Students can understand the whole passage and retell it and know how to describe one experience of them.
Difficult point:
How to get the skills of reading.
Teaching Method:
Task-based Teaching Method, Situational Teaching Method，Communicative approach
TeachingAid: Multi-media，pictures of natural tourist areas
Teaching Procedures:
Step1 Warming up (3 min)
Free talk:
The teacher will show some pictures about the famous natural tourist areas, such as Guilin Scenery in China，Yellowstone National Park in US andAlpine Ski Facility in Swizerland and then ask students aquestion: whatinformation can you get from the pictures. Three minutes will be given. When time is up，several students will be asked tomake a short report. (Justification:Through this period，the students can arouse the interest of the class and the students' speaking abilitycan be improved.)
Step 2 Pre-reading (2 min)
The teacher sets two questions for students to think. The first one is how people celebrate Christmas .The second one is what story is the reading about.Ask students to guess themain idea ofthe passage.
(Justification: Before readingthis passage, students do the brainstorming and cultivate student's predictive ability.)
Step 3 While-reading (10 min)
Fast reading:
Ask the students the main idea of the passage，and what the main characters in the story are
Careful reading:
Read the passage，discuss in groups and put the event in the correct order.
____I only fell over a few times, and I managed to do a few longer runs.
____On Christmas，we flew to Seoul，South Korea.
____My father promised to take me on a special holiday.
____We returned our ski suits，boots and skis，and went outside into the snow.
____ I decided to work part-time，so that I could earn enough money.
____We watched people skiing until 10 p.m.
(Justification:Through fast reading and careful reading, students can learn themain strategies of reading，such as skimming and scanning. Moreover they can know how to read a passage when given a long passage.)
Step 4 Post-reading (3 min)
At thestep, students will learn the new words and expressions，so there will be some exercises for them.
Without looking at the passage, try to completethe sentences withthe correct words.
1.Then we__ in at the hotel.
2.____ you find you cannot even walk
3. ___ took us onto a___ slope.
4.____it was very cold, I spent most of that holiday.
(Justification: Check out whether the students master the important words and the correct function.)
Step 5 Summary and homework (2 min)
Summary: Ask a student to talk about what they have learnt in the reading class and let some students retell the story for us.
Homework: At the English corner, tell the most unforgettable experience of them on vacation, and write it down briefly. (Justification: Retelling can help students to deepen their understanding of the passage and homework can help students improve their speaking and writing ability.)
Blackboard design:
Skiing
Q 1: How do students celebrate Christmas on vacation?
Q2: What is the story about?
Read the passage,discuss in groups and put the events in the correct order.
Group 1 VSGroup 2
____I only fell over a few times, and I managed to do a few longer runs.
____On Christmas，we flew to Seoul，South Korea.
____My father promised to take me on a special holiday.
____We returned our ski suits，boots and skis，and went outside into the snow.
____ I decided to work part-time，so that I could earn enough money.
____We watched people skiing until 10 p.m.
提升职业高中英语课堂教学质量的方法 发表时间：2018-09-19T16:27:17.913Z 来源：《创新人才教育》2018年第7期作者：彭顺原[导读] 英语作为一种世界通用语言，在我国得到了前所未有的重视，英语教学随之也备受青睐。 四川省德昌县职业高级中学四川凉山 615500 摘要：随着新课改理念在教育教学中的贯彻，如何实现职业高中英语的有效教学已经成为摆在教育主管部门、教学单位及教育教学工作者面前的重大难题。本文针对职业高中英语教学展开研究，笔者结合自身教学经验及相关英语教学理论知识，首先分析了英语有效教学的含义，然后探究了一些实现有效课堂教学的策略，希望能对职业高中英语教学起到一定的促进作用。 关键词：新课程；提升；职业高中英语；教学质量；有效教学 随着社会的发展，国民对教育的重视程度越来越高，为了实现人才强国战略，促进学生的全面发展，我国政府也提出了新课改和素质教育的新要求，实现有效教学就是题中之义。随着经济全球化的发展，国际化的趋势势不可挡，国际交流也愈加频繁，英语作为一种世界通用语言，在我国得到了前所未有的重视，英语教学随之也备受青睐。 一、职业高中英语有效英语课堂教学的概述 随着优质有效教学理论和教学实践的发展，有效教学带来的收益已经凸现出来，使其观念深入人心，并且已经成为目前衡量教育教学质量高低的重要标杆。有效教学的含义说法不一，但一般是指教师在单位时间内，以尽可能少的时间、人力、精力及物力的投入，完成更多的教育教学任务，让学生学到更多的科学文化知识，锻炼更多的能力，培养更高尚的情愫，也就是说取得尽可能好的教学成果和教学，从而实现既定的教学目标，满足社会的需求和个人发展的需要。职业高中英语课堂有效教学应该是有效教学思想在英语教学课堂上的有效运用，通过老师精心的课前准备、课堂发挥和课后反思，学生的课前预习、课堂学习和课后练习，在师生的共同努力下，突出以老师为指导，学生为主体的学习方式，实现知识学习、能力锻炼和情感价值观教育的一种有效的教学模式。 二、职业高中英语教学中实现有效课堂的对策探究 职业高中英语教学要想实现有效课堂就必须认真研究学情，突出学生的主体地位，激发学生学习的主观能动性，教师做好指导工作，认真备课，创新教学方法，不断的开创教育教学的新格局。（一）构建和谐的师生关系，夯实有效课堂的基础工程学生学习效率的高低和教师教学效果的好坏不仅仅与自身的潜能有关系，还与其所处的环境息息相关。教学实践证明，课堂中教师与学生的关系是否融洽和谐这对教学质量有着巨大的影响作用。职业高中英语老师要想实现有效教学就必须采取措施建立和谐融洽的师生关系，这是实现有效课堂的基础工程。英语教师在教学过程中不可高高在上，要主动拉近师生之间的关系，学会关心学生、尊重学生，正确的评价学生，要成为学生的良师益友，这样才能形成宽松和谐的新型师生关系。在一线教学的过程中，英语教师一定要尊重学生，实现双向交流，多采取一些亲切的亲生的教学模式，如合作探究式、情境创设式及自主参与式，努力构建和谐融洽平等尊重的新型师生关系，实现“教”与“学”的完美整合。 （二）创新教学方法，提高“教”“学”的质量 如果把职业高中英语有效课堂分解的话就是有效的“教”与“学”，在课堂上教师就是要想尽一切办法，提高“教”“学”的质量。兴趣是最好的老师，首先教师要做好新课的导入，最大限度的吸引学生。课程的导入手段多样，教师一定要认真的分析学情并结合教学内容的需要，选择适当的导入方式。常见的导入方式有英文歌曲、影视作品、课程图片资源、问题设疑、生活实景等。其次，英语教师要给学生留足时间与空间，让学生的个性得到发挥，探究意识得到激发，总而言之，一定要扭转以往学生被动学习的局面，让学生学会主动探究，是他们的主体地位得到呈现。在授课中一定要把知识化繁为简，化抽象为具体，构建情景教学、直观教学，提高学生的接受能力。最后，做好英语教学的课堂总结和反思，让学生在学习中温习知识，掌握知识。在课堂总结中，英语教师可以通过简单的知识分析和整合，使得整堂课具有一定的关联性和相通性，让学生更容易理解知识，也方面记忆。（三）分清主次，开展直观教学 有效的英语教学不是教师在规定的时间里面讲授了多少知识而是学生在有限的时间内学会和掌握了多少知识。为此，教学的重点是学生的“学”，而不是教师的“教”。要想实现优质有效教学，就要考虑学情，分清主次，不断挖掘学生的潜能。直观教学法对于初学者来说，十分有效，并且简单易行。教学过程形象生动有趣，而且教学内容深刻，易于理解，也可以强化记忆。如教“ wallet ”这一单词时, 教师就可以拿出一个钱夹，说：“This is a wallet ”。然后再拿出一个钱夹，说：“This is a wallet , too.”这样通过直观的实务教学，学生就轻易的可以明白“wallet ”就是“钱夹”的意思。这种直观教学法在词汇授课中可以实现“音、形、义”的三位一体，从而提高学习效率。（四）针对学习内容，布置有效作业 优质有效的英语课堂还需要善始善终，在最后给学生布置有效的作业练习。英语作业的作用就是通过练习来帮助学生消化和掌握新知识，能对学生的学习给出相应的检测，并有效的根据作业情况，教师和学生都自动的调整自身的教学和学习行为，为下一步的工作做好准备。需要强调的是职业高中英语老师在布置作业的时候一定要做到精简精炼，引导学生运用所掌握的知识去解决各种实际需要英语知识去解决的问题，培养分析问题和解决问题的能力；要做到基础知识和实践活动结合，学生只有掌握扎实的英语基础知识，才能在生活中灵活运用。英语老师除了布置个人作业外，还可以适当布置小组作业，比如：英语对话，节目表演等，这样也可以提高学生的学习能力。 有效教学并无定法，贵在得法。按照素质教育的要求，职业高中英语教学一定要依据学情的变化和教材的内容，选择适当的教学模式，实现因材施教，有教无类，这样才能提高学习效率。【参考文献】 [1]陈永进.浅谈职业高中英语有效教学的策略探究[J].中学教学参考,2015（13） [2]马玲.职业高中英语有效教学的方法[J].学周刊,2017（15）
P18A We have a radio club in our school. It is great because it is run by students for the school. I am lucky as I am one of the hosts. 我们学校有个电台俱乐部，是由学校的学生管理,因此很棒。我也很幸运的成为了其中的一位主持人。 It was started two years ago. One day, I just began thinking about music for everyone, so I asked the headmaster if music could be played during break times. He approved the idea, and two year later I am in charge of the radio club as the oldest student member. Our club is much more than just music. Every morning we tell our schoolmates about the weather, recent news, and some special messages that the teachers want us to broadcast. 电台俱乐部两年前创办。有一天，我想把英语播给每个人听，所以我问了班长是否能在休息时间放英语。他同意了我的想法。两年后的现在，我已经成为掌管俱乐部的元老。我们的俱乐部远不止于播放音乐，每天早上我们都带给同学们天气资讯，最近新闻以及一些老师希望我们播放的特别消息。 During exam time we have a special programme that tells students the things they should do for preparation. At the end of the school year, many students who are graduating use our club to give messages to their close friends and teachers. 考试期间，我们制作了一个特别的栏目，专用于告诉同学们考前应该怎么准备考试。学期期末，很多的同学通过我们的电台给他们最好的朋友和老师送上祝福。 When parents come to visit the school and talk to the teachers, we often play songs sung by students, and we also give messages to inform the parents of events such as outing and school plays. 每当有家长来学校和老师谈话时，我们经常播出一些同学们唱的歌，我们也给家长们提供些活动信息，比如短途旅行，校园剧。 P18B Our school club ‘Poets of the Next Generation’ is a literary club tha t was started by our English teacher Mr Owen. 我们的校内俱乐部“下一代诗人”是由我们的英语老师欧文先生发起的一个文学俱乐部。 We meet on the last Friday of every month to talk about poems and poets that we like. 每个月的最后一个星期五我们会聚在一起讨论喜爱的诗歌和诗人。 In the club meetings, we first select poems that we love, and then read them aloud. 聚会的时候，我们首先挑选出我们喜爱的诗歌，再朗诵这些诗歌。 We also discuss poems in our meetings. 我们还在聚会时讨论诗歌。 When I attended the first meeting, I was required to write a poem and I had to read it to the club. 我第一次参加聚会的时候，被要求写一首诗，还得当着俱乐部成员的面进行朗诵。 I was a little nervous at first, but everyone was so nice and friendly that I soon stopped worrying. 起初我觉得有些紧张，但所有的成员都是那么亲切、友好，我很快就不担心了 Once read a poem about nature in the school courtyard.
英语高考高频词汇-短语
英语高考高频词汇短语 1. abandon oneself to sth. 完全屈从于（某种感情或冲动）；沉迷于 2. have an (the )ability to do sth. ( have the ability in doing sth.)有能力做某事 3. to the best of one's ability 尽某人最大的力 4. be about to do when…正准备做某事突然。。。 5. above all 首先，最重要；in all 总计after all 毕竟; 终究all in all总之 6 .at home and abroad 在国内外go abroad 出国 7. in sb.'s absence /in the absence of sb.当（某人）不在时be absent from 缺席 8. be absorbed in 全神贯注于；专心于 9. have (easy/hard)access to sth. 接近；进入；使用；可以用….(零冠词) 10. by accident 偶然；意外地=by chance by mistake 由于错误 11. be delayed through an accident 由于事故而耽误 12. be accompanied by 附有；伴随；相伴而生keep sb. accompanied=keep sb. company 13. according to (后面不接view, opinion…); in my opinion
14. collect accounts收账；open an account 开账户；keep accounts 记账; account for说明; give a full account of 做一个完整的说明; on account of=beca us e of 因为accounting department会计室； 15 .acc us e sb. of…控告某人charge sb. with sth. 起诉某人blame sb. for sth. 责备某人 16. be acc us tomed to sth.( to doing sth.)=be used to sth.(to doing sth.)习惯于做某事 17. have some acquaintance with 熟悉；熟知He is just an acquaintance 18 .come (run) across （偶然）碰到=meet with ; get sth. across 使人理解；领会 19. act as充当，担任act out 表演（对话、故事）；把。。。付诸于行动act on(upon) 对。。。起作用 20 .catch sb. (in the act of) doing sth. 抓住某人干某事；take action 采取行动 21. be active in 在…积极take an active part in 积极参加lead an active life过着积极的生活 22. adapt oneself to 使自己适应adapt sth. to 使某物适应adapt from 根据。。。改写 23. add in 包括；添加；加进去add to 增加；加强add…to 把。。。加到。。。上
幼师56班英语教学工作总结 熊伟 本学期,我任教11级幼师56班级的英语教学。在各位领导和老师的热心支持和帮助下，我认真做好教学工作，积极完成学校布置的各项任务。下面我把2011年下学期的工作做简要的汇报。 一、学校制度执行情况 平时积极参加全校教职工会议,认真学习学校下达的文件,关心国内外大事,注重政治理论的学习。配合本组里搞好教研活动。每周按时参加升旗仪式和例会，并且认真做好笔记，从不缺勤。工作上服从安排，人际关系融洽。业余不从事有偿家教及第二职业。 二、教育教学情况 1、潜心钻研,认真备课。 在备课中,我认真研究教材，力求准确把握难重点，难点。并注重参阅各种杂志，制定符合学生认知规律的教学方法及教学形式。注意弱化难点，强调重点。教案编写认真，并不断归纳总结提高教学水平。 2、以生为本,微笑上课。上课时注重学生主动性的发挥,发散学生的思维,注重综合能力的培养,有意识的培养学生的思维的严谨性及逻辑性,在教学中提高学生的思维素质。微笑行动,也是我对自己的教学的新的要求,学生喜欢老师的笑脸,这样能给学生自信. 3、虚心学习,坚持听课.注意学习组里老师的教学经验,努力探索适合自己的教学模式。同时,积极参加校外听课活动,并认真总结经验,
取长补短.经过听课,评课,本学年对自己的教学促进很大,我也在努力提高自己的业务水平。 三、自身的学习情况 1.为了提高自身的专业水平，我不断给自己“充电”。吸收新的知识坚持学习有关英语方面的知识，阅读《英语沙龙》、《21世纪报》等英语报刊杂志，学到很多新词汇和新知识，并且获得不少新信息。 2.为了提高自身的业务水平和教学水平，积极参加学校的校本培训，并且认真做笔记，写体会。有时向老教师学习好的教学方法和好的教学经验。每天和同段的老师一起讨论和学习教学思路。从而提高自己的上课水平。 四、其他方面 积极学习教育名著，并做笔记。针对职高班级学生英语基础的普遍差的情况，我跟学生一起，寻找原因，虽然步履蹒跚，我也乐在其中。为此，我制定了具体的计划和目标。对这部分同学进行有计划的辅导。英语是语言，知识零碎，因此，除了注意课堂效果之外，我还不厌其烦地让学生读，给学生讲。为此，在上课结束时，我坚持利用课余时间了解情况，苦口婆心地讲道理，发现问题及时纠正。在日常工作中,我还积累了一些教学案例，并针对英语知识的特点,做点滴积累。
职业高中英语教学中存在的问题及对策 一直以来社会对职业高中的偏见及它自身存在的各种问题，制约了职业高中英语教学的发展。在当前职业中学教育中，培养出在市场经济下能够熟练应用英语并具有一定的专业技术技能的复合型当代工人是当前职业教育的办学方向。下面，本文就当前职业高中英语教学中存在的问题及对策展开论述，以期与各位同行共勉。 一、职业高中英语教学中存在的问题 （一）职业高中学生英语基础普遍较差。 职业高中的学生普遍是考不上普高而来职高就读的学生。他们入学时不需要成绩考核，总体素质相对较低，英语基础很差，大多数学生对英语丝毫不感兴趣。甚至老师在课堂上提问：“How many people are there in your family？”，“Where do you come from？”，“which school did you graduate？”等问题时，也听不懂，答不出，或是羞于开口。我曾在所任教的职高班中进行过一次测试，要求学生默写英语中的26个字母。一个班竟有十分之一的学生不能完全写出26个英文字母！更何谈音标了。有些学生由于基础差，因而产生了害怕学习英语的心理，甚至对英语学习完全丧失了信心。我曾对我所教的综合高中班进行了一次调查，竟有12%的学生是全部放弃、不学英语的，还有25%
的学生普遍对英语有疲乏和厌倦感。 （二）传统的“填鸭式”教法抹杀了学生学习英语的兴趣。 长期以来，受传统的英语教学的影响，老师满堂灌、学生被动地听形成了英语课堂的程序化教学模式。有些教师在课堂上的环节千篇一律都是教单词、学生跟读、讲解、做练习。老师把宝贵的时间花在了讲解分析上，让学生背知识、做题目，读和写成了整节课的主题。每个单元每节课都是一成不变、气氛严肃、没有生机和活力，学生的思维受到了局限，学习潜能的发挥受到了限制，极大地抹杀了学生学习英语的兴趣。这种枯燥的训练方式时间长了，学生心理疲劳，对英语课产生抵触情绪，也失去了学习英语的兴趣。 二、职业高中英语教学中存在问题的对策 对于职业高中英语教学中存在的以上这些问题，只有针对性地加以解决，才能促进职业高中英语教学质量的提高。 （一）做到因材施教，以巩固学生的基础知识为主。 在英语课上由浅入深，以巩固学生的基础知识为主。学生只有基本能听得懂、说得出、写得对的时候，才会真正喜欢英语，对英语的兴趣也就油然而升了。为此，教师必须一开始就不厌其烦地帮助学生艰苦地、踏踏实实地打好基础。例如，先摸底看看哪些学生连26个英语字母都记不清，
Home alone Act one Mom and Dad arrive back from vacation a day earlier than expected. The curtains are closed and the living room is dark when Mom and Dad enter. Dad: It’s so nice to be home! Mom: Yes, I can’t wait to surprise the boys! Suddenly a door opens and a soccer ball flies through the room. Eric runs in after it, followed by a big dog, walking very slowly. Eric: Mom! Dad! You’re back early! (looking around room, sounding frightened) But, but--- you weren’t supposed to come home until tomorrow! The dog slowly walks to Mom and Dad. Mom: (Bending to touch dog) Eric, he’s so tired and hungry! (looking at table) The money for dog food is gone, but Spot looks like he is starving! What did you do with the cash we left? Dad: And look at this room— garbage all over the place! Where is your brother? (shouting angrily) Daniel! Daniel: (running into room) Mom, Dad, I can explain--- Dad opens the curtains and light comes into the room. The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there is a garbage can around which are pieces of garbage and waste paper. Mom and Dad both turn towards Daniel. Dad: (sounding very angry) listen to me, young man----we left you in charge? We thought you could act like an adult! I don’t know the reason why the house is so dirty--- Mom: Daniel, we thought you were an adult, a person from whom we could expect good decisions. Dad: How can we trust you any more? We won’t tolerate such behavior in our house! Daniel: ( shouting) Stop shou ting at me. I’m still a teenager! Why is everything always my fault? Daniel runs into his bedroom and slams the door. Mom and Dad look at each other as lights go out. Act two, scene one Daniel and Eric’s bedroom. Eric sits on his bed. Daniel has his arms c rossed and looks upset. Daniel: They never even gave me a chance to explain. I hate them! Eric: You don’t hate them. I can tell them we had an emergency. Then they won’t be mad anymore. Daniel: No, don’t tell them anything. Anyhow they didn’t trust me. They don’t deserve an explanation. Let them think what they want. Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic--- Daniel: And that we spent all of yesterday waiting there for him and that is why we had no time to clean the house --- but no, Eric, why didn’t they ask me what happened instead of shouting at me? Act two, scene two Mom: Do you think we were too hard on Daniel? Perhaps there is a reason why the house is a mess… Dad: Maybe, but now that he has been so rude to us, I feel like we have to punish him or he
236条高考英语高频短语及固定搭配大汇总！ 236条核心高频搭配精讲，超级好的资源，同学们一定要充分利用哦! 1.abide by(=be faithful to ; obey)忠于;遵守。 2. be absent from…. 缺席，不在 3. absence of mind(=being absent-minded) 心不在焉 4. absorb(=take up the attention of)吸引…的注意力(被动语态)be absorbed in 全神贯注于…近义：be engrossed ; be lost in ; be rapt in ;be concentrated on ; be focused on ; be centered on 5. (be) abundant in(be rich in; be well supplied with) 富于,富有 6. access(to) (不可数名词) 能接近,进入,了解 7. by accident(=by chance, accidentally)偶然地,意外. Without accident(=safely) 安全地, 8. of one’s own accord(=without being asked; willingly; freely)自愿地,主动地 9. in accord with 与…一致. out of one’s accord with 同….不一致 10. with one accord (=with everybody agreeing)一致地 11. in accordance with (=in agreement with) 依照,根据 12. on one’s own account 1) 为了某人的缘故, 为了某人自己的利益2) (=at one’s own risk) 自行负责3) (=by oneself)依靠自己on account 赊账; on account of 因为; on no account不论什么原因也不;of …account 有…..重要性. 13. take…into account(=consider)把...考虑进去 14. give sb. an account of 说明, 解释(理由) 15. account for (=give an explanation or reason for) 解释, 说明. 16. on account of (=because of) 由于,因为. 17. on no account(=in no case, for no reason)绝不要,无论如何不要(放句首时句子要倒装) 18. accuse…of…(=charge…with; blame sb. for sth. ; blame sth. on sb. ; complain about) 指控,控告 19. be accustomed to (=be in the habit of, be used to)习惯于. 20. be acquainted with(=to have knowledge of) 了解; (=to have met socially ) 熟悉 21. act on 奉行,按照…行动; act as 扮演; act for 代理 22. adapt oneself to(=adjust oneself to) 使自己适应于 23. adapt…(for) (=make sth. Suitable for a new need) 改编, 改写(以适应新的需要) 24. in addition (=besides) 此外, 又, 加之 25. in addition to(=as well as, besides, other than)除…外 26. adhere to (=abide by, conform to, comply with, cling to, insist on, pe rsist in, observe, opinion, belief ) 粘附; 坚持, 遵循 27. adjacent(=next to, close to) 毗邻的, 临近的 28. adjust..(to) (=change slightly)调节; 适应; 29. admit of (=be capable of, leave room for) …的可能，留有…的余地. 30. in advance (before in time) 预告, 事先. 31. to advantage 有利的,使优点更加突出地. 32. have an advantage over 胜过. have the advantage of 由于…处于有利条件have the advantage of sb.知道某人所不知道的事 33. take advantage of (=make the best of, utilize, make use of, profit from, harness)利用.
https://www.doczj.com/doc/e13877750.html, 职业中学英语教学论文题目 一、最新职业中学英语教学论文选题参考 1、职业高中英语教学的几点尝试 2、将德育渗透在职业中学英语教学中 3、职业高中英语教学反思 4、论述在职业中学英语教学中有效的教学方式 5、浅论职业中学英语教学 6、论职业中学英语教学中的合作学习 7、浅谈目前职业中学英语教学存在的问题及对措研究 8、浅谈分层教学法在职业高中英语教学中的实施 9、职业高中英语教学之我见 10、浅谈职业高中英语教学中的愉快教学 11、职业高中英语教学改革初探 12、如何搞好职业高中英语教学 13、影响职业中学英语教学的诸种因素 14、探讨职业高中英语教学的方法 15、职业高中英语教学课堂互动问题探讨 16、合作学习在职业中学英语教学中的效用研究 17、职业高中英语教学中学习动机的激发策略探析 18、合作学习模式在农村职业中学英语教学中的渗透应用 19、对当前职业高中英语教学的思考 20、农村职业中学英语教学之我见
https://www.doczj.com/doc/e13877750.html, 二、职业中学英语教学论文题目大全 1、如何在职业高中英语教学中实施分层教学法 2、职业高中英语教学的现状及应对策略 3、情境教学法在职业高中英语教学中的应用浅析 4、探究新课改下职业高中英语教学策略 5、素质教育创新方式在职业高中英语教学中的运用 6、分层次教学在职业高中英语教学中的实践与应用 7、职业高中英语教学改革之我见 8、当前职业高中英语教学中存在的问题及对策 9、职业高中英语教学中存在的问题及对策 10、新课标理念下职业中学英语教学改革初探 11、初中与职业高中英语教学衔接问题研究 12、合作学习在职业高中英语教学中的效用研究 13、职业高中英语教学中如何对待学生 14、浅谈改进职业中学英语教学的几点建议 15、职业高中英语教学存在问题与应对策略探析 16、影响职业高中英语教学的不利因素及相应对策 17、合作学习在职业高中英语教学中的应用 18、职业高中英语教学中存在的问题及对策 19、提高职业中学英语教学效果的策略 20、当前职业中学英语教学存在的问题分析及防治对策 三、热门职业中学英语教学专业论文题目推荐
高中英语高频精华短语 1. be absent from…. 缺席，不在 2. absence of mind(=being absent-minded) 心不在焉 3. absorb(=take up the attention of)吸引…的注意力(被动语态):be absorbed in 全神贯注于…近:be engrossed in ; be lost in ; be rapt in ;be concentrated on ; be focused on ; be centered on 4. (be) abundant in(be rich in; be well supplied with) 富于,富有 5. access(to) (不可数名词) 能接近,进入,了解 6. by accident(=by chance, accidentally)偶然地,意外. Without accident(=safely) 安全地, 7. of one’s own accord(=without being asked; willingly; freely)自愿地 ,主动地 8. in accord with 与…一致. out of one’s accord with 同….不一致 9. with one accord (=with everybody agreeing)一致地 10. in accordance with (=in agreement with) 依照,根据 11. on one’s own account 1) 为了某人的缘故, 为了某人自己的利益 2) (=at one’s own risk) 自行负责 3) (=by oneself)依靠自己 on account 赊账; on account of 因为; on no account不论什么原因也不;of …account 有…..重要性. 12. take…into account(=consider)把...考虑进去 13. give sb. an account of 说明, 解释 (理由) 14. account for (=give an explanation or reason for) 解释, 说明.
淮安市范集中学高一年级英语学科作业 班级________学号_________姓名__________得分________编号_001__ 单项填空 1. He is old, so his son will _________ the farm. A. take charge of B. in charge of C. charge D. be in the charge of 2. Hay, I _________ to meet you here. How long have you been here? A. don’t expect B didn’t expect C. haven’t expect D. wouldn’t expect 3. I _________ you, but I was busy all the time yesterday afternoon. A. could help B. had helped C. helped D. could have helped 4. As ________ , they were waiting for us at the airport. A. plan B. planning C. being planned D. planned 5. The murderer stood before the policeman, his hands ________ on his back, trembling. A. tie B. tied C. tying D. to tie 6. She is not herself today, so she doesn’t feel like _______ food. A. eating B. to eat C. eats D. and eat 7. Though there are many beautiful dresses in the shop, yet none could ________ her. A. suit B. go with C. match D. meet 8. Many things were stolen and the theft _________ unreported. A. became B. left C. got D. went 9. She advised us _____ carefully in her class. A. listen B. listening C. to listen D. listened 10. Would you explain _____? A. the meaning to us B. us the meaning C. us to the meaning D. the meaning us 阅读理解 (A) BRITAIN is a popular tourist place. But tours of the country have pros and cons. Good news Free museums: No charge for outstanding collections of art and antiquities(古董). Pop music: Britain is the only country to rival(与……比敌)the US on this score. Black cabs: London taxi drivers know where they are going even if there are never enough of them at weekends or night. Choice of food: Visitors can find everything from Ethiopian to Swedish restaurants. Fashion: Not only do fashion junkies love deeply and respect highly brand names such as Vivienne Westwood, Alexander McQueen; street styles are justly loved, too. Bad news Poor service: “It’s part of the image of the place. People can dine out on the rudeness they have experienced,” says Professor Tony Seaton of Luton University’s International Tourism Research Center. Poor public transport: Trains and buses are promised to defeat the keenest tourists, although the over-crowded London tube is inexplicably(不可解的) popular. Lack of language: Speaking slowly and clearly may not get many foreign visitors very far, even in the tourist traps. Rain: Still in the number one complaint). No air-conditioning: So that even splendidly hot summer become as unbearable as the downpours. Overpriced hotels: The only European country with a higher rate of tax on hotel rooms is Denmark. Licensing hours: Alcohol is in short supply after 11 p.m. even in 24-hour cities. 11. What do tourists complain most? A. Poor service. B. Poor public transport. C. Rain. D. Overpriced hotels. 课题 M3U1 日 期 2010/02/22 主备人 许凤英 牛淮苏 审核人 孔翠平 书写评价
职高英语教学计划 开设英语课是当代社会发展的需要，可以有效地提高我国英语水平。开设英语可以发挥学生们的学习语言潜力并使学生了解其他国家和民族的优秀文化传统，开阔眼界，扩展他们的知识，提高他们的思想品德修养，树立国际意识。下面是我整理的职高英语教学计划，希望对大家有所帮助! 职高英语教学计划(一) 在20xx年新的学期里我继续担任二年级高考班英语教学工作。为切实有效的做好英语教学工作，顺利完成本学期的教学任务，使学生达到最佳的学习效果，特制定新学期英语教学工作计划如下： 一、本学期的指导思想 以学校工作计划为指导思想，以培养学生自主学习和自主管理能力为主线，针对我校二年级学生普遍英语底子差，基础薄的实际，坚持"夯实基础，狠抓双基，改进学法，激发兴趣，提高能力"的指导思想。在本学期的英语教学中，要坚持以下理念的应用： 1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。 2、突出学生主体，尊重个体差异，让学生在老师的指导下构
建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野。 3、让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。职高二年级英语既注重基础知识的考查，又强调能力的灵活运用。为了适应这一趋势，提高二年级英语的教学质量，在本学期教学中我将常抓基础知识，有梯度地拓宽词汇，提高课堂效率，从而努力提高学生学习的自觉性、主动性与积极性，通过师生互动，更进一步提高英语成绩。 二、学生情况分析 本学期我依然担任高考班1,2两个班的英语教学工作，从学生上学期期末考试情况来看，存在以下三方面问题： ①在思想上、态度上放松或放弃的现象有所表露，读,不会读，就谈不上听得懂,看得懂,从而导致破罐子破摔的现象。 ②基础知识不够扎实，灵活运用语言的技能相对薄弱。 ③运用能力不够强实。学生的阅读能力、理解能力、分析能力、判断能力、应变能力等均不能较好地适应考查要求。语言学习的关键在于语言知识的积累，只有通过学习者亲身的体验和摸索，才能学会并掌握语言知识，从而达到在交际中灵活使用语言的目的。 三、本学期的教学目标及措施 职高二年级是高中的重要阶段，又是高中三年的承上启下阶