高中英語-高一英語必修3Unit1課堂實(shí)錄教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

高中英語必修3Unit1FestivalsAroundtheWorldEnglishCompositionWriting學(xué)案LearningAims:1.Howtodescribeafestival2.Autonomiclearning3.Discussionandcooperativelearning.Learningmethods：Task-basedmethod;CooperativelearningLearningprocedures：Step1:《2015年普通高等學(xué)校招生全國統(tǒng)一考試大綱的說明》英語部分英語寫作考綱要求：寫作是四項(xiàng)語言技能中不可分割的一個(gè)重要部分，更是語言生成能力的重要表現(xiàn)形式。該部分要求考生根據(jù)題示進(jìn)行書面表達(dá)?？忌鷳?yīng)能：（1）準(zhǔn)確使用語法和詞匯語言的準(zhǔn)確性是寫作中不可忽視的一個(gè)重要方面，因?yàn)樗苯踊騿柦拥赜绊懙叫畔⒌臏?zhǔn)確傳輸。應(yīng)用語法結(jié)構(gòu)和詞匯的準(zhǔn)確程度是寫作部分評(píng)分標(biāo)準(zhǔn)中的一項(xiàng)重要內(nèi)容。（2）使用一定的句型、詞匯，清楚、連貫地表達(dá)自己的意思任何一篇文章都需要有一個(gè)主題，作者應(yīng)該圍繞該主題，借助一些句型、詞組等的支持，清楚、連貫地表達(dá)自己的思想。Step2高考書面表達(dá)的基本寫作方法，在寫作時(shí)，應(yīng)抓住以下四個(gè)要點(diǎn)：(一)認(rèn)真審題（Carefullyreadthedirections.）明確要求。審題是做好書面表達(dá)的前提，題前應(yīng)先認(rèn)真閱讀提示/題示，理解和明確題目要求(二)抓住要點(diǎn)（Mainlycatchthepoints.）緊扣主題。是書面表達(dá)的評(píng)分依據(jù)之一，因此，弄清題意的基礎(chǔ)上，應(yīng)逐條地、完整地將內(nèi)容要點(diǎn)寫全，必要時(shí)在緊扣主題時(shí)可適當(dāng)發(fā)揮。(三)合理組織（Closelyorganizethepassage.）行文連貫。寫作中要點(diǎn)要寫全，合理安排，分清文章的層次，并使之連貫，過渡要自然，注意使用恰當(dāng)?shù)倪B接成分。（四)準(zhǔn)確表達(dá)（Accuratelyexpresstheideas），遣詞造句。一篇好的書面表達(dá)應(yīng)做到開門見山，切中題意，文章結(jié)尾應(yīng)起到畫龍點(diǎn)睛的作用，文章內(nèi)容的表達(dá)要甄酌用詞，做到表達(dá)準(zhǔn)確。Step3Practice【寫作任務(wù)】你接受了一項(xiàng)寫作任務(wù)，要為校英語報(bào)寫一篇有關(guān)節(jié)日慶祝的英語文章。請(qǐng)根據(jù)以下信息，介紹你去年慶祝中秋節(jié)的經(jīng)歷。參加人員高一學(xué)生、老師和教官活動(dòng)地點(diǎn)泰山軍事基地主要活動(dòng)(1)首先王校長簡短致辭，宣布活動(dòng)開始；(2)演唱與中秋節(jié)有關(guān)的歌曲；特別是老師的二胡表演《賽馬》，將活動(dòng)推向高潮；(3)坐在一起品嘗水果和月餅，賞明月，分享你我的故事，憧憬美好未來。感受(1)雖遠(yuǎn)離家人，但大家玩得很開心；(2)活動(dòng)給大家留下了深刻印象，我們從中找到了回家的感覺?！緦懽饕蟆?.詞數(shù)：100詞左右；2.可適當(dāng)增加細(xì)節(jié)，以使行文連貫。3.參考詞匯：《賽馬》HorseRace高潮climax課前預(yù)習(xí)Step1Trytotranslatethefollowingexpressions,youmaydiscussoruseyourdictionary詞句儲(chǔ)備:寫作中可能使用的詞語有：1.教官________________2.特殊的___________________3.中秋節(jié)_____________________4.基地__________________________5.做演講_____________________6.宣布_______________7.慶祝(n.)_____________________8.與……有關(guān)_____________________9.表演_____________________10.贊美；欣賞__________________11.分享__________12.期望；期待______________13.玩得開心________________14.給……留下深刻印象__________15.活動(dòng)____________16.像家一樣的___________課堂探究Step2Accordingtothefollowingpoints,makeanoutlineabouthowtodescribethecustomsoftheMid-autumnFestival.1．去年我們學(xué)校高一的學(xué)生、老師和教官們?cè)谔┥杰娪?xùn)基地度過一次特殊的中秋節(jié)。2.首先，王校長簡短致辭，宣布活動(dòng)開始。3.我們演唱了與中秋節(jié)有關(guān)的歌曲，特別是音樂老師們的二胡表演——《賽馬》，將活動(dòng)推向了高潮。4.我們坐在一起品嘗水果和月餅，賞明月，分享你我故事，憧憬美好未來。5.雖然遠(yuǎn)離家人，但我們玩得很開心，活動(dòng)不僅給我們留下了深刻的印象，而且從中也讓我們感覺到了家一般的溫暖。Step3OutlineoftheMid-autumnFestival.Paragraph1BriefintroductiontotheMid-autumnFestival._____________________________________________________________________________________________________________________________________________________Paragraph2HowtospendtheMid-autumnFestival._________________________________________________________________________________________________________________________________________Paragraph3summary_______________________________________________________________Step4Accordingtotheoutline,pleasefinishyourcompositionwhosetitleis“TheSpecialMid-autumnFestival”inyourexercisebooks.Step5Afterfinishingyourwriting,swapyourcompositionwithyourpartnersandcorrectmistakes.Step6ClassShowShowsomecompositions.Step7Polishthecompositionusingadvancedvocabulary&patterns1.運(yùn)用非限制性定語從句：…andourmusicteachersgavetheErhuperformance—HorseRaceforus,whichpushedtheactivitytoanexcitingclimax.2.運(yùn)用非謂語動(dòng)詞，簡化句子?！瓀esattogetherandatemooncakesandfruit,admiringthefullmoon,sharingourstoriesandlookingforwardtoourbrightfuture.3.運(yùn)用感嘆句式，豐富語言表達(dá)方式：Whataspecialfestivalwespenttogether!Step8Howtomakeyourcompositionleavetheteachersagoodimpression.1.如何算是一篇好文2.給閱卷人以好的第一直觀印象3.增強(qiáng)書面表達(dá)效果的技巧必須牢記：高考書面表達(dá)評(píng)分細(xì)則1．本題總分為25分，按5個(gè)檔次給分。2．評(píng)分時(shí)，先根據(jù)文章內(nèi)容和語言初步確定其所屬檔次，然后以該檔次的要求來衡量，確定或調(diào)整檔次，最后給分。3．詞數(shù)少于80和多于120的，從總分中減去2分。4．評(píng)分時(shí)，應(yīng)注意的主要內(nèi)容為：內(nèi)容要點(diǎn)、應(yīng)用詞匯和語法結(jié)構(gòu)的數(shù)量和準(zhǔn)確性及上下文的連貫性。5．拼寫與標(biāo)點(diǎn)符號(hào)是語言準(zhǔn)確性的一個(gè)方面，評(píng)分時(shí)，應(yīng)視其對(duì)交際的影響程度予以考慮。英、美拼寫及詞匯用法均可接受。6．如書寫較差，以至影響交際，將分?jǐn)?shù)降低一個(gè)檔次。Inshort五檔21-25分（精彩迭出），四檔16-20分（清清楚楚），三檔11-15分（馬馬虎虎），二檔6-10分（糊里糊涂），一檔1-5分（一塌糊涂）。課后總結(jié)Step9Pleaselearntoassessyourcomposition.書面表達(dá)評(píng)價(jià)表項(xiàng)目自評(píng)他評(píng)1.書寫工整嗎？有沒有亂涂亂劃?

2.句子開頭注意大小寫了嗎?

3.有沒有注意標(biāo)點(diǎn)符號(hào)?

4將文章分段了嗎?分成了幾段?

5有單詞拼寫錯(cuò)誤嗎?幾個(gè)?

6.有時(shí)態(tài)錯(cuò)誤嗎?誤用了哪種時(shí)態(tài)?

7.注意主謂一致了嗎?

8.有沒有語態(tài)的錯(cuò)誤?

9.有沒有使用關(guān)聯(lián)詞?使用得當(dāng)嗎?

10.有沒有詞性的錯(cuò)誤?哪一種?

11.簡單句表達(dá)正確嗎?

12.是否注意使用了復(fù)雜的句子結(jié)構(gòu)?

13.表達(dá)方式是否多樣化?注意長短句搭配了嗎?

14.有沒有用好詞好句?用了哪些?

Step10HomeworkApplytheabovewritingskillstorewritethecompositiononyourexercisebooks.高一英語學(xué)情分析在高中階段的英語教學(xué)中，分化現(xiàn)象往往十分突出，直接影響著學(xué)生在整個(gè)高中階段的英語成績，同時(shí)也阻礙了高中英語教學(xué)質(zhì)量的提高。因此，如何防止分化，大面積提高教學(xué)質(zhì)量，使學(xué)生在初中階段獲得較好的成績，是英語教師值得研究討論并著手解決的問題。一、及時(shí)幫助，以防為主高中英語的教學(xué)重點(diǎn)是基礎(chǔ)知識(shí)和基本技能，因此教學(xué)應(yīng)面向全體同學(xué)，爭(zhēng)取做到人人基本達(dá)標(biāo)。在教學(xué)過程中學(xué)生學(xué)習(xí)出現(xiàn)差距是不可避免的。一旦出現(xiàn)，就應(yīng)該及時(shí)找學(xué)生談，分析他們掉隊(duì)的原因，動(dòng)之以情，曉之以理，使學(xué)生從思想上認(rèn)識(shí)到學(xué)習(xí)外語的重要性。這學(xué)期開始就有的同學(xué)出現(xiàn)了向下滑的趨勢(shì)，下課及時(shí)找她們談話，了解她們的內(nèi)心想法，驅(qū)除她們的不正確的思想，同時(shí)給予學(xué)習(xí)方法的指導(dǎo)，耐心幫助他們補(bǔ)習(xí)功課。對(duì)于這些有可能掉隊(duì)的學(xué)生，及早指出，說明掉隊(duì)的嚴(yán)重后果，做到防患于未然。二、講究教法，因材施教外語教學(xué)和其他學(xué)科一樣，有嚴(yán)謹(jǐn)?shù)南到y(tǒng)性和連貫性。學(xué)生在高一階段所獲得的語言技能，能否在高二年級(jí)得到繼續(xù)發(fā)展，是防止分化的又一個(gè)問題。這就給英語教師提出了更高的要求，即力求把教學(xué)搞“實(shí)”、搞“活”。所謂“實(shí)”就是講究實(shí)際效果，把教學(xué)大綱化為具體的要求，落實(shí)到教和學(xué)上，對(duì)每課時(shí)的教學(xué)計(jì)劃逐項(xiàng)落實(shí)。課堂上，少講空話，多做實(shí)事，精講多練，以學(xué)生為主；對(duì)每個(gè)單元進(jìn)行考查、總結(jié)，分析存在問題，及時(shí)補(bǔ)遺，幫助學(xué)生過關(guān)。平時(shí)作業(yè)或測(cè)驗(yàn)得到好成績或有進(jìn)步的，一定在班上進(jìn)行表揚(yáng)，給予肯定；對(duì)作業(yè)錯(cuò)漏較多的當(dāng)面批改，及時(shí)訂正。通過這學(xué)期的實(shí)踐，我發(fā)現(xiàn)表揚(yáng)的效果遠(yuǎn)遠(yuǎn)大于我的預(yù)測(cè)，原先上課走神，做小動(dòng)作的同學(xué)都會(huì)很認(rèn)真的聽課，偶爾犯錯(cuò)我仍然鼓勵(lì)他們，在平時(shí)的課上能看出他們?cè)谂Φ馗淖?，我很欣喜看到他們的怒力，我?huì)再接再厲，堅(jiān)持下去。所謂“活”就是側(cè)重聽說訓(xùn)練，把外語課由“講演課”變成“實(shí)踐課”。采用展示性的直觀教學(xué)方法，使學(xué)生一上課就置身于一個(gè)講英語的環(huán)境中，在既緊張而又活潑的氣氛中學(xué)習(xí)英語。三、激發(fā)動(dòng)機(jī)，誘發(fā)興趣俗話說：“唯物辯證法認(rèn)為外因是變化的條件，內(nèi)因是變化的根據(jù)，外因通過內(nèi)因起作用。”因此怎樣激發(fā)學(xué)生的學(xué)習(xí)內(nèi)在動(dòng)力，使學(xué)生積極主動(dòng)地學(xué)習(xí)，也是防止分化的一個(gè)重要方面。我校的學(xué)生要是能聽懂老師和同學(xué)說的英語，自己能用英語表達(dá)簡單的思想，能讀懂簡易讀物，他們就會(huì)感到有收獲，興趣就會(huì)產(chǎn)生，所以每堂課我都注意讓學(xué)生有大量練的內(nèi)容，有大量練的時(shí)間。每次練習(xí)五分鐘左右，費(fèi)時(shí)不多收獲較大。另外，給學(xué)生留同步閱讀訓(xùn)練作業(yè)，以開闊學(xué)生眼界。異國他鄉(xiāng)的風(fēng)俗習(xí)慣、名人趣事，居然依靠自己的能力在英語閱讀中了解到，這會(huì)大大激發(fā)學(xué)生的學(xué)習(xí)熱情，增強(qiáng)學(xué)習(xí)興趣。例如我們?cè)谥v到西方的圣誕節(jié)時(shí)我給學(xué)生的作業(yè)是每組課下看一篇英語的介紹這個(gè)節(jié)日的文章，第二天課上看哪個(gè)組用英語介紹的全面，這樣學(xué)生們都很積極，也提高了他們的口語水平。教師應(yīng)不斷為學(xué)生創(chuàng)造成功的機(jī)會(huì)，讓他們更多地嘗到成功的喜悅。同時(shí)良好的師生關(guān)系對(duì)培養(yǎng)學(xué)生的興趣大有幫助，因此，英語教師要注意控制自己的情緒，普遍關(guān)心學(xué)生，尤其差生，同他們交朋友，不歧視他們，不動(dòng)輒斥他們，常鼓勵(lì)他們的學(xué)習(xí)自信心和學(xué)習(xí)熱情。高一英語必修3Uni1課后反思本節(jié)課主要采用過程教學(xué)法訓(xùn)練學(xué)生的寫作。包括寫作前階段，寫作階段和寫后修改編輯階段,寫作前已經(jīng)進(jìn)行了大量的語言輸入，有效的寫作指導(dǎo)，學(xué)生熟悉了必要的語言表達(dá)形式和語篇結(jié)構(gòu)；二是寫作的內(nèi)容和形式都較貼近學(xué)生的實(shí)際生活，貼近真實(shí)的交際行為，難度較小。在合作學(xué)習(xí)中促進(jìn)學(xué)生寫作能力的發(fā)展。劉道義教授曾指出“寫作不能僅僅理解成個(gè)人行為，因此在教學(xué)中不宜總是采取學(xué)生單獨(dú)寫出作文來讓教師批改的模式，而應(yīng)該提倡學(xué)生開展兩人或數(shù)人小組活動(dòng)，通過討論合作完成寫作”。傳統(tǒng)的英語寫作評(píng)價(jià)標(biāo)準(zhǔn)過多地注重學(xué)生語言的準(zhǔn)確性，而忽視了文章的整體性和流暢性。因此教師對(duì)學(xué)生寫作的評(píng)價(jià)應(yīng)該擴(kuò)大視野，從不同角度去評(píng)價(jià)學(xué)生的寫作成果。本文設(shè)置了一個(gè)寫作報(bào)告評(píng)價(jià)量表，簡單易操作，通過小組互評(píng)的形式，學(xué)生之間互相借鑒，取長補(bǔ)短，教師給予必要的指導(dǎo)。學(xué)生在聽取其他同學(xué)和教師的意見后進(jìn)行修改，使其寫作水平得到進(jìn)一步提高。注意體現(xiàn)新課程改革的精神。在時(shí)間安排充足的情況下，教師應(yīng)從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，創(chuàng)設(shè)生動(dòng)和逼真的情景，在輕松、民主的教學(xué)氛圍中，鼓勵(lì)和倡導(dǎo)學(xué)生積極參與、主動(dòng)思維、大膽實(shí)踐。教師的科學(xué)引導(dǎo)是前提，學(xué)生的有效參與是關(guān)鍵。只有在師生高效合作下，寫作課才能真正達(dá)到效果。任何一位教師不可能每一堂課都上得很成功,但敏感地把握教學(xué)中的機(jī)會(huì),適時(shí)地做些調(diào)整,并很好地去設(shè)計(jì)下節(jié)課,以求下節(jié)課達(dá)到最佳效果。

寫作能力的提高，應(yīng)該貫穿英語教學(xué)的始終，并非一朝一夕就能培養(yǎng)起來的。聽、說、讀、寫是有機(jī)統(tǒng)一體，是相互影響、相互作用的。寫作能力的提高，是一個(gè)漸進(jìn)的過程，不是一蹴而就的，但也不是高不可攀的。因此，作為教師，就必須長期堅(jiān)持不懈的對(duì)學(xué)生進(jìn)行全方位的訓(xùn)練，科學(xué)的指導(dǎo)，學(xué)生就一定能達(dá)到“下筆如有神”的境界。

通過日常教學(xué)案例的收集整理，在反思中不斷加強(qiáng)學(xué)習(xí)和研討，及時(shí)改進(jìn)和完善自己的教學(xué)，幫助并促進(jìn)學(xué)生在聽中學(xué)、做中學(xué)、想中學(xué)、說中學(xué)。使每一堂課成為提升個(gè)人教學(xué)智慧的實(shí)作平臺(tái)，修煉出一套實(shí)施新課程、服務(wù)學(xué)生的新本領(lǐng)、真功夫。高中英語Book3Unit1Festivalsaroundtheworld教材分析本單元以節(jié)日為話題，介紹古今中外節(jié)日的種類、由來、意義以及人們的活動(dòng)和習(xí)俗，旨在通過本單元的學(xué)習(xí)使學(xué)生不但了解我國的節(jié)日，而且對(duì)外國的節(jié)日也有所了解，進(jìn)而拓展社會(huì)文化背景、增加跨國文化知識(shí)；使學(xué)生復(fù)習(xí)和鞏固運(yùn)用請(qǐng)求和感謝的表達(dá)法，掌握情態(tài)動(dòng)詞的用法；并嘗試根據(jù)閱讀的文章寫一個(gè)不同的結(jié)局，能表達(dá)自己的觀點(diǎn)和想法。 1.1WarmingUp旨在通過表格引導(dǎo)學(xué)生討論并列舉出五個(gè)我國節(jié)日的日期、慶祝內(nèi)容和民俗?？梢詣倓傔^去的春節(jié)為話題導(dǎo)入對(duì)節(jié)日的討論；使他們由自己的經(jīng)歷談起，擴(kuò)展到別的節(jié)日以及外國的重要節(jié)日，激發(fā)學(xué)生的興趣，激活他們關(guān)于節(jié)日的背景知識(shí)，為本單元的學(xué)習(xí)做準(zhǔn)備。 1.2Pre-reading是Reading的熱身活動(dòng)。主要通過兩個(gè)問題引導(dǎo)學(xué)生思考并討論自己最喜歡的節(jié)日及歡度方式，進(jìn)而了解學(xué)生對(duì)節(jié)日的認(rèn)識(shí)，以便為閱讀作好鋪墊。 1.3Reading的五篇小短文分別介紹古代節(jié)日、亡靈節(jié)、紀(jì)念名人的節(jié)日、豐收節(jié)、春天的節(jié)日等，使學(xué)生了解各種節(jié)日的由來及其存在的意義。此部分載有Festivals的重要信息，還呈現(xiàn)了大量的詞匯和主要的語法---情態(tài)動(dòng)詞的用法。處理時(shí)應(yīng)作為重點(diǎn)、整體處理，通過上下文來教詞匯、語法，并引導(dǎo)學(xué)生分析長句、難句和復(fù)雜句。 1.4Comprehending是考察對(duì)閱讀內(nèi)容的進(jìn)一步理解,該部分設(shè)置了六項(xiàng)練習(xí)。 練習(xí)1：表格列出了四種類型的節(jié)日，要求學(xué)生依據(jù)課文內(nèi)容，填寫相應(yīng)的節(jié)日名稱和國家，主要檢查學(xué)生對(duì)課文整體內(nèi)容的理解情況。 練習(xí)2：要求學(xué)生根據(jù)課文內(nèi)容回答若干個(gè)問題。 練習(xí)3：表格填充練習(xí)，要學(xué)生先在兩人小組內(nèi)討論，然后按照課文內(nèi)容列出不同節(jié)日的共同點(diǎn)，以及節(jié)日對(duì)世界各地人民意義重要的原因。練習(xí)4：要求學(xué)生以兩人小組的形式討論“哪些節(jié)日最重要，哪些最有趣”，然后填寫表格，填充內(nèi)容是節(jié)日的類型，具體實(shí)例和選擇這些節(jié)日的個(gè)人理解，共同合作，完成任務(wù)。 1.5LearningaboutLanguage分詞匯學(xué)習(xí)和語法學(xué)習(xí)兩部分。其中Discoveringusefulwordsandexpressions是本單元單詞的英文釋義練習(xí)和用文章中的詞匯的適當(dāng)形式填空；Discoveringusefulstructures是以文章內(nèi)容為載體在語境中練習(xí)語法，掌握情態(tài)動(dòng)詞。由此可以看出本教材已明顯地由結(jié)構(gòu)為特征的傳統(tǒng)語法訓(xùn)練轉(zhuǎn)變到以交際功能為特征的功能語法訓(xùn)練，充分體現(xiàn)了新教材話題、功能、結(jié)構(gòu)相結(jié)合的特點(diǎn)。 1.6UsingLanguage是英語聽說讀寫的全面運(yùn)用的練習(xí)。 1.6①Listening是課文的延伸，通過聽?zhēng)孜粚W(xué)生參加TrinidadCarnival節(jié)日游行的兩段對(duì)話，使學(xué)生體會(huì)參加節(jié)日游行的真實(shí)情景，既訓(xùn)練聽力一通過問題訓(xùn)練了他們的分析能力。 1.6②Speaking分為兩步。第一步，通過電話突出交際用語功能的訓(xùn)練；第二步，讓學(xué)生編對(duì)話，可以按自己的想象、經(jīng)歷為內(nèi)容，訓(xùn)練思維和表達(dá)能力。 1.6③Reading是發(fā)生在情人節(jié)的一個(gè)令人傷心的愛情故事，其中又插入了一個(gè)“七巧節(jié)”的故事。閱讀后的討論不僅幫助學(xué)生理解文章主旨大意，更重要的是讓學(xué)生學(xué)會(huì)尋求解決問題的方法。 1.6④Writing的任務(wù)是寫一個(gè)與文章結(jié)尾不同的結(jié)局。旨在讓學(xué)生通過思考寫出自己的想法，嘗試自己解決問題。 總之，通過本單元的系統(tǒng)學(xué)習(xí)，讓學(xué)生了解世界各國的節(jié)日及民俗，學(xué)習(xí)有關(guān)節(jié)日的詞匯，并能夠豐富語言知識(shí)，提升用英語表達(dá)觀點(diǎn)的能力。高中英語Book3Unit1Festivalsaroundtheworld單元質(zhì)量評(píng)測(cè)練習(xí)(120分鐘150分)第一部分聽力(共兩節(jié),滿分30分)第一節(jié)(共5小題;每小題1.5分,滿分7.5分)聽下面5段對(duì)話。每段對(duì)話后有一個(gè)小題,從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng),并標(biāo)在試卷的相應(yīng)位置。聽完每段對(duì)話后,你都有10秒鐘的時(shí)間來回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。1.Whenwilltheplanearriveprobably?A.At7:30. B.At7:15. C.At7:45.2.Whataretheytalkingabout?A.Theradio. B.Theweather.C.Thetemperature.3.What’stheprobablerelationshipbetweenthetwospeakers?A.Friends.B.Strangers.C.Waiterandcustomer.4.Whatcanyoulearnfromthedialogue?A.Annawasinterestedinecology.B.Annaiskidding.C.Annadidn’twintheprize.5.WhatisDavidgoingtodo?A.Catchatrainhome. B.Dohishomework.C.Gotoapark.第二節(jié)(共15小題;每小題1.5分,滿分22.5分)聽下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題,從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng),并標(biāo)在試卷的相應(yīng)位置。聽每段對(duì)話或獨(dú)白前,你將有時(shí)間閱讀各個(gè)小題,每小題5秒鐘;聽完后,各小題給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。聽第6段材料,回答第6、7題。6.Whomarethespeakerstalkingabout?A.Theirdaughter. B.Theirstudent.C.Theirfriend.7.Whatisthemangoingtodo?A.CheckMaria’shomework.B.HaveatalkwithMaria.C.CallMaria’steacher.聽第7段材料,回答第8～10題。8.WhereisthePeopleHotel?A.Fourblocksawayfrom64thstreet.B.At64thstreet.C.Atthefirstturningontheleft.9.Howwillthewomangotoherhotel?A.Bybus. B.Bysubway. C.Onfoot.10.Whatisthecorrecttime?A.7:30 B.7:33 C.7:27聽第8段材料,回答第11～13題。11.WhywillthewomanmovetoBoswell?A.BecauseBoswellisanicertown.B.Becauseherhusbandhasfoundabetterjobthere.C.Becausetheywillstartanewcompanythere.12.WhatwillthewomanprobablyworkaswhentheyhavesettledinBoswell?A.Ateacher. B.Ahousewife. C.Aclerk.13.Whatistherelationshipbetweenthetwospeakers?A.Fatheranddaughter.B.Teacherandstudent.C.Friends.聽第9段材料,回答第14～16題。14.Whywouldthewomanstayinlineallnight?A.Forticketsforarockconcert.B.ForticketsforaBroadwaymusical.C.Forticketsforanopera.15.Whatdoesthemanthinkofopera?A.Itishardtounderstand.B.Ithasgoodsinging.C.Itisn’tasinterestingasaBroadwaymusical.16.WhatdothespeakersplantodoaftertheyseetheTerryJames’concert?A.Havedinner.B.Meetatthetheatre.C.Gotoanopera.聽第10段材料,回答第17～20題。17.Whatisthemantalkingabout?A.Thestoryofhisname.B.Hisparents’names.C.Hisgrandfather’sname.18.Whatdoesthemanknowaboutthename“Evans”?A.Ithasalotofmeanings.B.It’scommoninWalesandallaroundBritain.C.It’sverypopularamongfarmers.19.WhowasItzhakPerlman?A.Afamousmusician.B.Theman’sfather.C.Theman’sgrandfather.20.WhatdoesIsaacEvansdo?A.Aviolinist. B.Adoctor. C.Apainter.第二部分詞匯知識(shí)運(yùn)用(共兩節(jié),滿分30分)第一節(jié)多項(xiàng)選擇(共10小題;每小題1分,滿分10分)21.—Haveyouheardthestoryof“TheMerchantofVenice”?—No.Whenandwheredoesthestory?A.takeup B.takeonC.takeplace D.takeoff22.ThecompanywasnamedGatesHallamannamedJamesGates.A.inneedof B.insearchofC.inplaceof D.inmemoryof23.Ireallyyouforyourwayofmakingdecisions.A.accept B.absorb C.advise D.admire24.—Nomatterhowhardsheworked,shecouldn’therboss.—Isn’tthatthereasonwhyshedecidedtoresign?A.satisfy B.meet C.suit D.adapt25.Mywatchhasfiveminutes,andIshouldsetitback.A.gathered B.gainedC.lost D.remained26.I’msorry,butIdidn’tmeantokeepyouwaitinghereforalongtime.Canyou_______me?A.forgive B.satisfy C.apologize D.gain27.—Doyouthinkit’sagoodideatomakefriendswithyourstudents?—,Ido.Ithinkit’sagreatidea.A.Surprisingly B.ObviouslyC.Interestingly D.Gradually28.Thephotosonthewallmymotherofthosehappy,olddayswhenalargefamilylivedtogether.A.inform B.approveC.remind D.retell29.Thecampersforlackoffoodbeforerescuerscouldgettothem.A.starved B.gatheredC.drowned D.searched30.Andyhasn’tforworkthismorning—maybeheoughtn’thavedrunksomuchinthebarlastnight.A.madeup B.turnedupC.caughtup D.heldup第二節(jié)完形填空(共20小題;每小題1分,滿分20分)Therearemanykindsoffriends.Somearealways31you,butdon’tunderstandyou.Somesayonlyafewwordstoyou,butunderstandyou.Manypeoplewillstepinyourlife,butonly32friendsleavefootprints(腳印).Ishallalwaysrecall(回憶)theautumnandthegirlwiththe33.Shewillalwaysbringbackthefriendshipbetweenus.Iknowshewillalwaysbemybestfriend.Itwasthegoldenseason.Icouldseetheyellowleaves34inthecool35.Insuchaseason,Ilikedwalkingaloneintheleaves,36tothesoundofthem.Autumnisa37seasonbutlifeisuninteresting.Thefreedaysalwaysgetme38.Butoneday,thesoundofaomyearslikeastream(小溪)flowinginthemountains.IwassosurprisedthatIjumpedtoseewhatitwas.Ayounggirl,standinginthewind,was40inplayingtheviolin.Ihad41seenherbefore.ThemusicwassonicethatIlistenedquietly.Lostinthemusic,Ididn’tknowthatIhadbeen42thereforsolongbutmyexistence(存在)didnotseemtodisturbher.Leaveswerestillfalling.Everydaysheplayedtheviolininthecornerofthebuilding43Iwentdownstairstowatchherperformance.Iwastheonlylistener.Theautumnseemednolongerlonelyandlifebecame44.45wedidn’tknoweachother,Ithoughtwewerealreadygoodfriends.Ibelieveshealsolovedme.Autumnwasnearlyover.Oneday,whenIwaslisteningcarefully,thesoundsuddenly46.Tomyastonishment(驚訝),thegirlcameovertome.“Youmustlikeviolin.”shesaid.“Yes.Andyouplayverywell.Whydidyoustop?”Iasked.Suddenly,a47expressionappearedonherfaceandIcouldfeelsomethingunusual.“Icameheretoseemygrandmother,butnowImustleave.Ionceplayedverybadly.Itwasyourlisteningeverydaythat48me.”shesaid.“Infact,itwasyourplaying49gavemeameaningfulautumn,”Ianswered,“Let’sbefriends.”Thegirlsmiled,andsodidI.Ineverheardherplayagaininmylife.Inolongerwentdownstairstolistenlikebefore.Onlythickleaveswereleftbehind.ButIwillalwaysrememberthefinefigure(身影)ofthegirl.Sheislikea50—soshort,sobright,likeashootingstargivingoffsomuchlightthatitmakestheautumnbeautiful.31.A.with B.for C.against D.to32.A.good B.true C.new D.old33.A.sound B.song C.play D.violin34.A.shaking B.hanging C.falling D.floating35.A.wind B.snow C.air D.rain36.A.watching B.listeningC.seeing D.hearing37.A.lively B.lovely C.harvest D.lonely38.A.up B.off C.down D.over39.A.flowed B.grew C.entered D.ran40.A.lost B.activeC.busy D.interested41.A.once B.never C.often D.usually42.A.waiting B.stoppingC.standing D.hearing43.A.because B.so C.when D.but44.A.interesting B.movingC.encouraging D.exciting45.A.But B.HoweverC.Even D.Though46.A.stopped B.beganC.gone D.changed47.A.happy B.sad C.strange D.surprised48.A.surprised B.excitedC.encouraged D.interested49.A.that B.which C.it D.who50.A.song B.dream C.fire D.sister第三部分閱讀理解(共20小題;每小題2分,滿分40分)AAchemicalthatripensfruitandvegetablesdoesnoharmtohumanhealth,expertssaidfollowingrecentreportsaboutaripenerusedinseveralprovinces.“Thereisnoproblemwithusingethephon(乙烯磷)toripenfruit.Thisplantgrowthregulatoriscompletelythesameashormonesproducedbyplantsthemselveswhentheygetripe,”LuoYunbo,deanoftheCollegeofFoodScienceandNutritionalEngineeringunderChinaAgriculturalUniversityandanexpertofplantphysiology,toldChinaDailyonMonday.“Thechemicalissafeenoughthatthereisevennoneedfordetection,forithasbeenusedworldwidefordecades.”Luosaid.Thenationalstandardfortheamountofresidue(殘留)ofthechemicalistwomilligramsineverykilogramoffruit,andexpertssaidtheactualdosageisfarbelowthatlevel,asoverusebenefitsneitherfarmersnortheirfruit.“Overdosemaymakefruitripentoorapidlyandevenrot,andwillscorchtheskinoffruit,whichwillharmsalesforvendors,”Luosaid.ChinalearnedtheuseofthehormonefromtheUnitedStatesandJapan,whichisapioneerinresearchanduseofplantgrowthacceleratorsandregulators.Ethephon,anorganiccompound,isanagriculturalplantgrowthstimulantthatissprayedon70or80percentripefruitaftertheyhavebeenpicked.Itgivesoffethylenetofacilitateripening.Somefruit,suchasbananas,willrotinsteadofripenwithoutsucharipener,accordingtoexperts.“Thetraditionalwaytoripenbananasistoputthemtogetherwithmatureapples,whichcanreleaseethephontohelpbananasripen,orripenthembyfumingwithjosssticks.Butthesetwowaysmaygivebananasunevencolorwhentheyturnyellow,andthefruitwillneverhaveachievedmassproduction,”Luosaid.PeopleinterviewedbyChinaDailysaiditiseasytostirpanicaboutadditivesorgrowthaccelerators,asfoodsafetyisamajorconcern.51.Whatdoesthepassagemainlytellus?A.Expertssaidthefruitripenercausesnodanger.B.Howtousethefruitripener.C.Theharmofthefruitripener.D.Customersareworriedaboutthefruitripener.52.Theunderlinedword“dosage”inParagraph3probablymeans.A.thewaytousesomethingB.theamounttousesomethingC.theadvantageofusingsomethingD.thedisadvantageofusingsomething53.WhichofthefollowingstatementsisTRUEaccordingtothepassage?A.Ethephonisproducedbyplantsthemselveswhentheygetripe.B.Overdosewillhelpplantsripenbetter.C.Ethephonissprayedon70or80percentripefruitbeforetheyhavebeenpicked.D.ChinalearnedtheuseofthehormonefromtheUnitedStatesandJapan.54.Whatisthewriter’spurposeofwritingthepassage?A.Totellusthelatestdevelopmentinagriculture.B.Totellustheexperts’attitudetotheuseofthefruitripener.C.Tosharehisknowledgeabouthowtousethefruitripener.D.Towarnusoftheharmofthefruitripener.BBrownieandSpottywereneighbordogswhometeverydaytoplaytogether.Thesetwolovedeachotherandplayedtogethersooftenthattheyhadwornapaththroughthegrassofthefieldbetweentheirowners’houses.Oneevening,Brownie’sfamilynoticedthatBrowniehadn’treturnedhome.Theywentlookingforhimwithnosuccess.Browniedidn’tshowupthenextday,anddespitetheireffortstofindhim,bythenextweekhewasstillmissing.Curiously,SpottyshowedupatBrownie’shousealoneandkeptbarking(叫).Busywiththeirownlives,theyjustignoredthenervouslittleneighbordog.Finally,onemorningSpottyrefusedtotake“no”forananswer.Ted,Brownie’sowner,wastroubledbythelittledog.Acrossanemptylot,thelittledogledthemantoawildplaceahalfmilefromthehouse.ThereTedfoundhisBrowniealive,oneofhislegswascrushed(夾進(jìn))inasteelleg-holdtrap.Tednowwishedhe’dtakenSpotty’sbarkingseriously.ThenTednoticedsomethingunbelievable.SpottyhaddonemorethansimplyledTedtohistrappedfriend.Inacirclearoundtheinjureddog,Tedfoundthedogfoodwhichwaslaterconsideredtheremains(剩余)ofeverymealSpottyhadbeenfedthatweek!SpottyhadbeenvisitingBrownieregularly,inasinglemindtokeephisfriendalive.SpottyhadstayedwithBrownietoprotecthim,sleepingwithhimatnighttokeephimwarmandrubbingnoseswithhimtokeephisspiritsup.Brownie’slegwastreatedandherecoveredsoon.Inthefollowingmanyyears,thetwofamilieswatchedthetwofriendsplayingandrunningaftereachotherdownthatwornpathbetweentheirhouses.55.Wecaninferfromthesecondparagraphthat.A.Browniedidn’treturnhomethenextdayB.Brownie’sfamilypaidlittleattentiontotheirdogC.Brownie’sfamilydidn’tliketheirlostdogD.Brownie’sfamilywereveryworriedbecauseBrowniedidn’treturnhome56.ThereasonwhySpottyshowedupatBrownie’shouseandkeptbarkingwasprobablythat.A.hehadnothingtodobutbarkwithouthisfriendB.hefeltlonelywithouthisbestfriendalongC.hewantedtocallTed’sattentiontorescueBrownieD.hewasdogs’naturetobarkattimes57.WhatmadeTedsurprisedmostwasthat.A.hisdogwascaughtbyasteelleg-holdtrapB.SpottyledhimtotheplacewherehisdogwastrappedC.SpottyfoundwherehisdogwasD.Spottyfedhisdogforaweek58.WhichofthefollowingwordscanbeusedtodescribethedogSpotty?①clever ②selfless ③curious ④simple ⑤lovelyA.①②③ B.①②⑤C.②③⑤ D.③④⑤CWouldyoubelievethatthefirstoutstandingdeafteacherinAmericawasaFrenchman?HisnamewasLaurentClerc.HebecameafriendofThomasHopkinsGallaudetandtogethertheyfoundedAmerica’sfirstschoolforthedeaf.LaurentClercwasborninasmallvillagenearLyons,France,onDecember26,1785.Whenhewasoneyearold,hefellintoafire,losingbothhishearingandhissenseofsmell.At12,ClercenteredtheRoyalInstitutionfortheDeafinPariswhereheexcelled(突出)inhisstudies.Afterhegraduated,theschoolaskedhimtostayonasanassistantteacher.Meanwhile,inAmerica,ThomasHopkinsGallaudetwasstudyingtobeaminister.Hewasveryconcernedaboutthelackofeducationalopportunitiesforthedeaf.Therefore,in1815,GallaudetsailedtoLondon,Englandtoseekideasonhowtoteachdeafpeople.Whilehewasthere,hemetaFrencheducatorofthedeafwhoinvitedhimtogotoParistospendthreemonthslearningattheRoyalInstitutionfortheDeaf,theschoolwhereLaurentClercwasteaching.Gallaudetacceptedtheoffer.Thetwoworkedandstudiedwelltogether.WhenthetimecameforGallaudettoreturn,heaskedClerctocomewithhim.Clercacceptedononecondition—thathewouldstayinAmericaonlyashorttime.ThetwomensetsailonJune18,1816.ThevoyageacrosstheAtlanticOceantook52days;however,ClercandGallaudetputthetimetogooduse.ClercstudiedEnglish,andGallaudetstudiedsignlanguage.Theydiscussedtheschoolforthedeafwhichtheyplannedtoopen.Onthelongtrip,theyhadmanyconversationsabouteducationanddeafness.Theyearaftertheyarrived,theyfoundedaschoolforthedeafinHarford,Connecticut.Attheschool,Clercledabusylife.HetaughtsignstoPrincipalGallaudet;hetaughtthepupils;andhetaughthearingmenwhocametotheschooltostudydeafeducation.In1819,ClercmarriedElizaCrockerBoardman,oneofhispupils.Theyhadsixchildren.Heretiredfromteachingin1858.AlthoughhehadintendedtoreturntoFrance,heneverdid.HediedonJuly18,1869intheUnitedStates.59.WhydidThomasHopkinsGallaudetsailtoLondon?A.Heneededtofinishhisstudiestobecomeaminister.B.ItwastheeasiestwaytogettoFrance.C.Hewantedtostudytheirsystemofdeafeducation.D.HewantedtomarryElizainEngland.60.Fromthispassagewecaninferthat.A.ClercwasanintelligentmanB.ClerchaddifficultieslearninglanguageC.ClercmarriedElizainordertogethisGreenCardD.Clercwaspaidwellbecausehemadegreatcontributionstosociety61.OntheirtripfromParistoAmerica,ClercandGallaudet.A.playedchessandbridgeB.studiedanddiscussedtheirplansforadeafschoolC.foundedaschoolforthedeafD.GallaudetstudiedEnglishandClercstudiedsignlanguage62.What’sthepassagemainlyabout?A.Clercmanagedhistimewell,andwasabletoteachalotofinformationinashortperiodoftime.B.ThomasHopkinsGallaudetwasindebtedtoClercforallthathetaughthim.C.Clercpreferredteachingdeafstudentstohearingstudents.D.Clerc,aneducatedFrenchman,didalotforAmericanDeafEducation.DTykoonisanonlinewebsitethatallowsyoutoteachyourchildfinancialprinciplesthroughallowances,assignmentoftasksanddailychores.Astheparent,youcanassignacashvaluetothethingsyouwantyourchildtodo.Then,yourchildcangoin,acceptthetaskandaddtotheirwishlistofwhattheywouldliketobuywiththemoneythattheyearn.Let’sstartwiththeparentsideofthings.Theparentmustbetheonetosetuptheaccount.Yousimplyenteryourinformationandyourchild’sinformationtogetstarted.Youarethenabletoassignallowanceamountstoyourchild.Thenyoucanaddtasksforyourchildtoacceptandlinkthemtoeithertheirweeklyallowanceorapre-determinedamount.Yourchildisthenabletoacceptordeclinetheirtasks.Theycanseehowmucheachtaskearns,howoftentheyneedtodoitandwhattheywillgetiftheydo!Theycanadditemsthattheyareworkingtowardearningandcanevenearnnon-cashincentivessuchasextraTVtimeorstayinguplate!Tykoonisagreatwaytostartteachingyourchildaboutresponsibilityandfinancialprinciplesinfunandsafeway.Throughthecreationoftheirownprofileandtheabilitytoacceptordeclinetasks,theyaretaughttheskillsthattheywillneedlaterinlifewhentheyaremanagingtheirownbudgets!So,headoverandsignupforafreeaccounttodayandwatchyourchildgetexcitedaboutdoingtheirchores!Andrightnow,asaspecialreward,ifyoushareTykoonwithyourfriendsandhavefivefriendssignupandstayactiveformorethanamonth,you’llearna$25Agiftcard!Sogetyourchildenrolled(注冊(cè)),tellyourfriendsandlet’sstartteachingallourkidsabouttheimportantfinancialprinciplestoday!63.Thepurposeofthetextisto.A.makeanadvertisementB.shareteachingexperienceC.describeanonlinewebsiteD.presentawayofmakingmoney64.Theunderlinedword“incentives”inParagraph3isclosestinmeaningto“”.A.promises B.rewards C.gifts D.tasks65.Itcanbeinferredfromthelastparagraphthat.A.noparentswillresistthespecialrewardB.AmazonisaverypopularwebsiteC.TykoonwantstoattractmorevisitorsD.friendsshouldshareinformation66.Whatisthebesttitleofthetext?A.Tykoon—ASafeWaytoManageYourFinancialIssuesB.HowtoCreateFunnyTasksforYourKidontheWebsiteC.OpeninganOnlineAccountwiththeHelpofTykoonD.TeachingYourKidFinancialPrincipleswithTykoonEChickenfeathersareuseful,andnotjusttoachicken.Somegointopillows,coatsandotherproducts.Butcountlesschickenfeathersgotowaste.IntheUnitedStates,billionsofchickensareproducedyearly.Mostoftheirfeathersarethrownaway.Butinsteadofbeingburiedinland,somefeathersco