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英语2011上学期期末试题

英语2011上学期期末试题
英语2011上学期期末试题

江西财经大学现代经济管理学院

2011-2012第一学期期末考试试卷

Part II Reading Comprehension (Skimming and Scanning) (10%)Directions:

For questions 1-7, mark

Y (for YES) if the statement agrees with the information given in the passage;

N (for NO) if the statement contradicts the information given in the passage;

NG (for NOT GIVEN) if the information is not given in the passage.

For questions 8-10, complete the sentences with the information given in the passage.

Wildfires

In just seconds, a spark or even the sun’s heat alone sets off an extremely large fire. The wildfire quickly spreads, consuming the thick, dried-out plants and almost everything else in its path. What was once a forest becomes a virtual powder keg of untapped fuel. In a seemingly instantaneous burst, the wildfire overtakes thousands of acres of surrounding land , threatening the homes and lives of many in the vicinity. Fire Starters . On a hot summer day , when drought conditions peak , something as small as a spark from a train car’s wheel striking the track can ignite a raging wildfire. Sometimes, fires occur naturally, ignited by heat from the sun or a lightning strike . However, the majority of wildfires are the result of human carelessness. Common causes for wildfires include: Arson(故意)放火,纵火. Campfires

Discarding lit cigarettes. Improperly burning debris Playing with matches or fireworks

Prescribed fires - Everything has a temperature at which it will burst into flames. This temperature is called a material’s flash point. Woods flash point is 572 degrees Fahrenheit (300 ) . When wood is heated to this temperature, it releases hydrocarbon gases that mix with oxygen in the air, combust and create fire.

There are three components needed for ignition and combustion to occur. A fire requires fuel to burn, air to supply oxygen, and a heat source to bring the fuel up to ignition temperature. Heat, oxygen and fuel form the fire triangle. Firefighters often talk about the fire triangle when they are trying to put out a blaze. The idea is that if they can take away any one of the pillars of the triangle,

they can control and ultimately extinguish the fire. After combustion occurs and a fire begins to burn, there are several factors that determine how the fire spreads. These three factors include fuel, weather and topography. Depending on these factors, a fire can quickly fizzle or turn into a raging blaze that scorches thousands of acres. Fueling the Flames Wildfires spread based on the type and quantity of fuel that surrounds it. Fuel can include everything from trees, underbrush and dry grassy fields to homes. The amount of flammable material that surrounds a fire is referred to as the fuel load. Fuel load is measured by the amount of available fuel per unit area, usually tons per acre .

A small fuel load will cause a fire to burn and spread, with a low intensity. If there a lot of fuel, the fire will burn more intensely, causing it to spread faster. The faster it heats up the material around it, the faster those materials can ignite. The dryness of the fuel can also affect the behavior of the fire. When the fuel is very dry, it is consumed much faster and creates a fire that is much more difficult to contain. Here are the basic fuel characteristics that decide how it affects a fire: Size and shape Arrangement

Moisture content Small fuel materials , also called flashy fuels , such as dry grass , pine needles , dry leaves, twigs and other dead brush , burn faster than large logs or stumps (this is why you start a fire with kindling rather than logs). On a chemical level, different fuel materials take longer to ignite than others. But in a wildfire, where most of the fuel is made of the same sort of material, the main variable in ignition time is the ratio of the fuel’s total surface area to its volume. Since a twig’s surface area is much larger than its volume, it ignites quickly. By comparison, a tree’s surface area is much smaller than its volume, so it needs more time /to heat up before it ignites. As the fire progresses, it dries out the material just beyond it. Heat and smoke approaching potential fuel causes the fuel’s moisture to evaporate. This makes the fuel easier to ignite when the fire finally reaches it. Fuels that are somewhat spaced out will also dry out faster than fuels that are packed tightly together, because more oxygen is available to the thinned-out fuel. More tightly-packed fuels also retain more moisture, which absorbs the fire’s heat. Wind and Rain - .Weather plays a major role in the birth, growth and death of a wildfire. Drought leads to extremely favorable conditions for wildfires, and winds aid a wildfire’s progress. Weather can spur the fire to move faster and engulf more land. It can also make the job of fighting the fire even more difficult. There are three weather ingredients that can affect wildfires: Temperature

Wind , Moisture

As mentioned before, temperature has a direct effect on the sparking of wildfires, because heat is one of the three pillars of the fire triangle. The sticks, trees and underbrush on the ground receive radiant heat from the sun, which heats and dries potential fuels. Warmer temperatures allow for fuels to ignite and burn faster, adding to the rate at which a wildfire spreads. For this reason, wildfires tend to rage in the afternoon, when temperatures are at their hottest . Wind probably has the biggest impact on a wildfire’s behavior. It’s also the most unpredictable

factor. Winds supply the fire with additional oxygen, further dry potential fuel and push the fire across the land at a faster rate. The stronger the wind blows , the faster the fire spreads . The fire generates winds of its own that are as many as 10 times faster than the wind of surrounding area. It can even throw embers into the air and create additional fires, an occurrence called spotting. Wind can also change the direction of the fire, and gusts can raise the fire into the trees, creating a crown fire.

While wind can help the fire to spread , moisture works against the fire. Moisture, in the form of humidity and precipitation, can slow the fire down and reduce its intensity. Potential fuels can be hard to ignite if they have high levels of moisture, because the moisture absorbs the fires heat. When the humidity is low, meaning that there is a low amount of water vapor in the air, wildfires are more likely to start; the higher the humidity, the less likely the fuel is to dry and ignite. Since moisture can lower the chances of a wildfire igniting, precipitation has a direct impact on fire prevention. When the air becomes saturated with moisture, it releases the moisture in the form of rain. Rain and other precipitation raise the amount of moisture in fuels, which suppresses any potential wildfires from breaking out. Fire on the Mountain The third big influence on wildfire behavior is the lay of the land, or topography. Although it remains virtually unchanged, unlike fuel and weather, topography can either aid or hinder wildfire progression . The most important factor in topography as it relates to wildfire is slope. Unlike humans, fires usually travel uphill much faster than downhill. The steeper the slope, the faster the fire travels . Fires travel in the direction of the ambient wind, which usually flows uphill. Additionally, the fire is able to preheat the fuel further up the hill because the smoke and heat are rising in that direction. Conversely, once the fire has reached the top of a hill, it must struggle to come back down because it is not able to preheat the downhill fuel as well as the uphill. In addition to the damage that fires cause as they burn , they can also leave behind disastrous problems , the effects of which might not be felt for months after the fire burns out . When fires destroy all the vegetation on a hill or mountain, it can also weaken the organic material in the soil and prevent water from penetrating the soil. One problem that results from this is extremely dangerous erosion that can lead to debris flows. While we often look at wildfires as being destructive , many wildfires are actually beneficial . Some wildfires burn the underbrush of a forest, which can prevent a larger fire that might result if the brush were allowed to accumulate for a long time. Wildfires can also benefit plant growth by reducing disease spread, releasing nutrients from burned plants into the ground and encouraging new growth.

1 . This passage explores how wildfires are born and live.

2 . Wood will burst into flames at 300 degrees Fahrenheit. .

3 . Wildfires are mainly caused by people, not by nature.

4 . In most situations, we measure fuel load by tons per hectare. .

5 . The winds generated by the fire itself are a little slower than the wind of the surrounding area.

6 . Fires are like humans in that they usually travel downhill much faster than uphill.

7 . In fact , the effects of fires might not be felt for months .

8. There are three components needed for ignition and combustion to occur: fuel, air and___________________.

9 . In a wildfire, the main variable in ignition time is the ratio of the fuel’s total surface

area__________________.

10 . As far as a fire’s behavior is concerned , the most unpredictable factor

is_______________________.

Part III Reading Comprehension(Reading in Depth)(30%)

Passage One

Questions 11 to15 are based on the following passage.

Statuses are marvelous human inventions that enable us to get along with one another and to determine where we "fit" in society. As we go about our everyday lives, we mentally attempt to place people in terms of their statuses. For example, we must judge whether the person in the library is a reader or a librarian, whether the telephone caller is a friend or a salesman, whether the unfamiliar person on our property is a thief or a meter reader, and so on.

The statuses we assume often vary with the people we encounter, and change throughout life. Most of us can, at very high speed, assume the statuses that various situations require. Much of social interaction consists of identifying and selecting among appropriate statuses and allowing other people to assume them in relation to us. This means that we fit our actions to those of other people based on a constant mental process of appraisal and interpretation. Although some of us find the task more difficult than others, most of us perform it rather effortlessly.

A status has been compared to ready-made clothes. Within certain limits, the buyer can choose style and fabric. But an American is not free to choose the costume (服装) of a Chinese peasant or that of a Hindu prince. We must choose from among the clothing presented by our society. Furthermore, our choice is limited to a size that will fit, as well as by our pocketbook(钱包). Having made a choice within these limits we can have certain alterations made, but apart from minor adjustments, we tend to be limited to what the stores have on their racks. Statuses too come ready-made, and the range of choice among them is limited.

11. In the first paragraph, the writer tells us that statuses can help us

A) determine whether a person is fit for a certain job

B) behave appropriately in relation to other people

C) protect ourselves in unfamiliar situations

D) make friends with other people

12. According to the writer, people often assume different statuses

A)in order to identify themselves with others

B) in order to better identify others

C)as their mental processes change

D) as the situation changes

13. The word "appraisal" (Line5, Para. 2 ) most probably means ___________

A) involvement B) appreciation C) assessment D) presentation

14.In the last sentence of the second paragraph, the pronoun “it” refers to “”

A) fitting our actions to those of other people appropriately

B) identification of other people's statuses

C) selecting one's own statuses

D) constant mental process

15.By saying that “an American is not free to choose the costume of a Chinese peasant or

that of a Hindu prince” (lines 2--3, Para. 3), the writer means ___________

A) different people have different styles of clothes

B) ready---made clothes may need alterations

C) statuses come ready made just like clothes

D) our choice of statuses is limited

Passage Two

Questions16 to20 are based on the following passage.

Last week, on a flight to Wshington, I met a self-assured businessman who asked me about my profession when sitting himself down comfortable next to me. I told him that I am an educator, and for twelve years I have been trying to develop and promote critical thinking about learning in mainstream education.

“Good gracious, that must be the most difficult task in the world!” He thought for a moment. “Why do you do this?”

I talked about how I had started teaching geography. I told him about the struggles of being a headmaster. And then I told him what I have since come to regard as my real turning-point experience.

It was back in 1984, when I visited what was known at the time as one of the most outstanding high schools on the Eastern seaboard. After two days there I was totally amazed. I had never met such a fine collection of young people, every one of them apparently confident, enthusiastic, sensitive and well able to manage their futures. I asked the principal how this had been a chieved and he grinned. “We believe in functional literacy for all young people; that is, the ability to feel confident that you can handle the challenges of modern society. That confidence comes when you know that you are able to manage

your own learning and will be able to handle that throughout a lifetime. And that,”he concluded, “requires the highest possible skills in thinking, communicating, collaborating and decision-making.”

“But, for goodness’ sake, those are just the skills I’m looking for among my employees,” exclaimed my companion. “That’s just what industry’s been trying to tell the academic world for years. Instead of listening, you continue to perpetuate(使永久) a set of practices which are counter-productive to those very skills needed in employment. you teachers think that life is about working alone on some piece of academic research in an ivory tower far removed from the daily routines and the need to consult other people. You just don’t understant about working with muddle, nor do you accept the importance of rule-or-thumb calculations or even plain guesswork! This is the real world. There are real issues. What are you or anyone else going to do about just that!”

16.What was the turning point in the author’s teaching career?

A)His encounter with a self-assured businessman.

B)His visit to a high school on the Eastern seaboard.

C)His appointment as a headmaster.

D)His teaching of geography.

17.What impressed the writer most when he visited a high school on the Eastern seaboard?

A)The confidence of the students in managing their own future.

B)The enthusiasm of the principal in experimenting with new methods.

C)The students’ critical attitude toward traditional education.

D)The quality of teaching and the intelligence of the students.

18.What does the principal mean by “functional literacy”?

A)The ability to read, write and make calculations.

B)The ability to do every assignment on one’s own.

C)The ability to communicate and collaborate with others.

D)The ability to feel confident in the face of challenges.

19.What qualities does the businessman prefer to see in his employees?

A)The willingness to work alone on academic research.

B)The ability to do simple calculations and plain guesswork.

C)The willingness to take business risks.

D)The ability to solve problems in the real world.

20.We can infer from the passage that the businessman____.

A)is critical of the way students are taught in schools

B)attaches great importance to work experience

C)thinks highly of the teaching profession

D)is not satisfied with the performance of his employees

Passage Three

Many a young person tells me he wants to be a writer. I always encourage such people, but I also explain that there’ s a big difference between “being a writer” and writing. In most cases these individuals are dreaming of wealth and fame, not the long hours alone at a typewriter. “You’ve got to want to write,” I say to them, “not want to be a writer.”

The reality is that writing is a lonely, private and poor-paying affair. For every writer kissed by fortune there are thousands more whose longing is never rewarded. When I left a 20-year career in the U.S. Coast Guard to become a freelance writer ( 自由撰稿者), I had no prospects at all. What I did have was a friend who found me my room in a New York a partment building. It didn’ t even matter that it was cold and had no bathroom. I immediately bought a used manual typewriter and felt like a genuine writer.

After a year or so, however, I still hadn't gotten a break and began to doubt myself. It was so hard to sell a story that barely made enough to eat. But I knew I wanted to write. I had dreamed about it for years. I wasn't going to be one of those people who die wondering. What if? I would keep putting my dream to the test--even though it meant living with uncertainty and fear of failure, this is the Shadowland of hope, and anyone with a dream must learn to live there.

21. The passage is meant to

A) warn young people of the hardships that a successful writer has to experience

B) advise young people to give up their idea of becoming a professional writer

C) show young people it' s unrealistic for a writer to pursue wealth and fame

D) encourage young people to pursue a writing career

22. What can be concluded from the passage?

A) Genuine writers often find their work interesting and rewarding.

B) A writer's success depends on luck rather than on effort.

C) Famous writers usually live in poverty and isolation.

D) The chances for a writer to become successful are small.

23. Why did the author begin to doubt himself after the first year of his writing career?

A) He wasn't able to produce a single book.

B) He hadn’t seen a change for the better.

C) He wasn’ t able to have a rest for a whole year.

D) He found his dream would never come true.

24. “... people who die wondering. What if?” (Line 3, para. 3) refers to “those .”.

A) who think too much of the dark side of life

B) who regret giving up their career halfway

C) who think a lot without making a decision

D) who are full of imagination even upon death

25. “Shadowland” in the last sentence refers to___________

A) tile wonderland one often dreams about

B) the bright future that one is looking forward to

C) the state of uncertainty before one's final goal is reached

D) a world that exists only in one's imagination

Part IV Cloze (10%)

New York can be 26 kind of state the visitor wants it to be. There 27 speed, glitter, excitement in the city; moccasined (软拖鞋般的) quite in the Adirondack woods; Fishing in the Finger Lakes, and skiing 28 white face Mountain.

New York is the only state 29 both the Atlantic Ocean and the Great Lakes. It has a

127-mile Atlantic coastline. 30 are important means of transportation 31 New York. The Hudson and the Mohawk are the chief rivers, followed 32 the Genesee and Oswego. 33 more than 8, 000 lakes, the best 34 are the Finger lakes, 35 make central New York a major water-recreation area.

Temperatures of New York very greatly 36 altitude and surface of the 37 , with the coastal areas 38 the hottest summers, mildest winters and least snow, and the Adirondack Hithlands receiving the 39 snows, coldest winters, and coolest summers.

Farming, 40 only 4 percent of the people are engaged in it, is a leading source of income.

41 the most important products are dairy and poultry, beef cattle, fruits. New York is second only 42Wisconsin43 milk production, and is a leader in production of butter and cheese.

New York turns 44 over $19 billion in manufactured products each year, leading all states in the 45 of manufactured goods.

26.A. any B. all C. one D. some

27.A. are B. was C. is D. were

28.A. in B. on C. over D. to

29.A. bordering B. closing C. between D. standing

30A. Highway B. Airline C. Waterways D. Railways

31.A. to B. within C. for D. of

32.A. with B. by C. of D. in

33.A. Between B. With C. In D. Of

34.A. knows B. know C. knew D. known

35.A. that B. which C. it D. they

36.A. to B. because C. following D. with

37.A. city B. water C. land D. mountain

38.A. having B. have C. is D. are

39.A. biggest B. largest C. heaviest D. lightest

40.A. since B. though C. but D. now

41.A. For B. With C. In D. Among

42.A. to B. after C. behind D. following

43.A. at B. with C. in D. of

44.A. on B. out C. upon D. up

45.A. value B. income C. valve D. amount

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学习先进的科学文化知识,传播中国文化,增进他们与各国青少年的相互沟通和理解,还能为他们提供更多的接受教育和职业发展的机会。学习英语能帮助他们形成开放、包容的性格,发展跨文化交流的意识与能力,促进思维发展,形成正确的人生观、价值观和良好的人文素养。学习英语能够为学生未来参与知识创新和科技创新储备能力,也能为他们未来更好地适应世界多极化、经济全球化以及信息化奠定基础。 一、课程性质 义务教育阶段的英语课程具有工具性和人文性双重性质。就工具性而言,英语课程承担着培养学生基本英语素养和发展学生思维能力的任务,即学生通过英语课程掌握基本的英语语言知识,发展基本的英语听、说、读、写技能,初步形成用英语与他人交流的能力,进一步促进思维能力的发展,为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。就人文性而言,英语课程承担着提高学生综合人文素养的任务,即学生通过英语课程能够开阔视野,丰富生活经历,形成晦文化意识,增强爱国主义精神,发展刨新能力,形成良好的品格和正确的人生观与价值观。工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。

2011年高考英语全国卷1:真题及答案(打印版)

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2011版《义务教育英语课程标准》

2011版《义务教育英语课程标准》

一、2011 版《义务教育英语课程标准》对听力和说的能力要求 (一)课标中对五级听、说目标的总体目标要求为: 听:能听懂教师有关熟悉话题的陈述并参与讨论。 说:能就日常生活的各种话题与他人交换信息并陈述自己的意见。 (二)课标在内容标准部分对五级听、说要求的具体描述是: 听: 1. 能根据语调和重音理解说话者的意图; 2. 能听懂有关熟悉话题的谈话,并能从中提取信息和观点; 3. 能借助语境可否生词障碍、理解大意; 4. 能听懂接近正常语速的故事和记叙文,理解故事的因果关系; 5. 能在听的过程中用适当方式做出反应; 6. 能针对所听语段的内容记录简单信息。

说: 1. 能就简单的话题提供信息,表达简单的观点和意见,参与讨论; 2. 能与他人沟通信息,合作完成任务; 3. 能在口头表达中进行适当的自我修正; 4. 能有效地询问信息和请求帮助; 5. 能根据话题进行情景对话; 6. 能用英语表演短剧; 7. 能在以上口语活动中语音、语调自然,语气恰当。 二、听、说技能内容 认真分析课标,可以看出听的技能包括:辨别语音,领会意思;听关键信息;听懂并执行指示语;听懂大意和主题;确定事物的发展顺序或逻辑关系;预测;理解说话人的意图和态度;评价所听内容;听懂语段的深层含义。 说的技能包括:模仿发音;引出话题;维持交谈;插话;转移话题;话轮转换;引起注意;澄清意思;请求澄清;利用语音、语调表达意思;

表示倾听和理解;预示和结束谈话。 三、听、说教学现状反思 1. 用听力测试代替听力训练 课堂观察中我们发现常见的听力教学的做法是:教师宣布听力课开始,播放录音1-3 遍不等,教师订正答案,学生有问题时老师可能再复听。就是说,教学当中老师按照语言学习规律对学生进行各种听力技能训练少,而用听力测试代替听力训练的情况普遍存在。 2. 缺少对学生听的过程性指导 在教学中老师一味地让学生盲目的听,为听而听,不注重对学生听的过程的指导,忽视学生的整篇理解。 3. 教学活动设计不符合学生水平 当听力材料出现比较难理解的背景知识和生词时,或者教学活动设计不符合学生水平时,老师没有进行恰当的处理,就直接播放录音,学生听不懂就放弃,等待老师给出答案。长期以往,学生只重视答案是否正确,学生的听力能力提高

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2011年普通高等学校招生全国统一考试(北京卷) 英语 本试卷共16页,共150分。考试时长120分钟。考生务必将答案答在答题卡上,在试卷上作答无效。考试结束后,将本试卷和答题卡一并交回。 第一部分:听力理解(共三节,30分) 第一节(共5小题:每小题1.5分,共7.5分) 听下面5段对话。每段对话后有一道小题,从每题所给的A、B、C三个选项中选出最佳选项。听完每段对话后,你将有10秒钟的时间来回答有关小题和阅读下一小题。每段对话你将听一遍。 例:What is the man going to read? A.A newspaper. B.A magazine. C.A book. 答案是A。 1.What color T-shirt does the man plan to order? A.Red. B.Blue. C.Green. 2.Which section does the man like to read? A.News. B.Sports. C.Entertainment. 3.What job will the man probably take in summer? A.Lifeguard. B.Tour guide. C.Swimming coach. 4.Where does the woman want to go on holiday? A.Turkey. B.Canada. C.Italy. 5.What are the two speakers talking about? A.Shark. B.Camera. C.Movie. 第二节(共10小题:每小题1.5分,共15分) 听下面4段对话或独白。每段对话或独白后有几道小题,从每题所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前,你将有5秒钟的时间阅读每小题。听完后,每小题将给出5秒钟的作答时间。每段对话或独白你将听两遍。 听第6段材料,回答第6至7题。 6.What test are the speakers going to take on Friday? A.Science. B.History. C.Music. 7.Why does the woman speaker make the phone call? A.To discuss her maths problems. B.To seek help with her English reading.

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2011年上海市初中毕业生统一学业考试 英语试卷 (满分150分,考试时间100分钟) 考生注意:本卷有9大题,共106小题。试题均采用连续编号,所有答案务必按照规定在答题纸上完成,做在试卷上不给分。 Part 1 Listening (第一部分听力) I. Listen and choose the right picture (根据你听到的内容,选出相应的图片): (共6分) II. Listen to the dialogue and choose the best answer to the question you hear (根据你听到的对话和问题,选出最恰当的答案): (共10分) 7. A) By underground. B) By car. C) By bike. D) By bus. 8. A) Never. B) Once. C) Twice. D) Three times. 9. A) Excited. B) Interested. C) Angry. D) Sad. 10. A) To go to the park. B) To visit Julia. C) To practice the piano. D) To hold a party. 11. A) 7:00. B) 8:00. C) 8:30. D) 9:00. 12. A) Her cousin. B) Her sister. C) Her brother. D) Her friend. 13. A) In a magazine. B) On the Internet. C) From a friend’s office. D) At the book shop. 14. A) Doctor and patient. B) Teacher and student. C) Husband and wife. D) Waiter and customer. 15. A) Because he is working on a problem. B) Because his mum is making a phone call. C) Because his brother is writing a programme. D) Because Grandma is complaining about the noise. 16. A) He has wasted money keeping pets. B) He doesn’t know how to keep pets. C) He has enough time to keep pets. D) He doesn’t want to k eep pets.

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2011年普通高等学校招生全国统一考试 英语 本试卷分第一卷(选择题)和第二卷(非选择题)两部分。第一卷1至14页,第二卷15至16,考试结束,将本试卷和答题卡一并交回。 第一卷 注意事项: 1.答题前,考生在答题卡上务必用直径0.5 毫米的黑色墨水签字笔将自己的姓、名准考证号填写清楚,并贴好条形码。请认真核对条形码上的准考证号、姓名和科目。 2.每小题选出答案后,用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动,用橡皮擦干净后,再选涂其他答案的标号。在试题卷上作答,答案无效。 第一卷(选择题部分满分115分) 第一部分,听力(共两节,满分30分) 做题时,先将答案标在试卷上,录音内容结束后,你将有两分钟的时间将你的答案转涂到客观题答题卡上。 一、听力(共5小题:每小题1.5分,满分7.5分) 听下面5段对话。每段对话后有一小题,从题中所给出的A.B.C三个选项中选出最佳选项,并标在试卷的相应位置。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题,每段对话仅读一遍。 例:How mony is the shirt? A. $19.15 B. $9.15 C. $9.18 答案是 B 1. What dose the man like about the play? A.The story B. The ending C. The actor 2.Which place are the speakers trying to find?

A.A hotel. B.A bank C.A reastnurant. 3.At what time will the two speakers meet? A.5:20. B.5:10. C.4:40. 4.What will the man do? A.Change the plan B.Wait for a phone call. C.Sort things out. 5.What does the woman want to do? A. See a film with the man. B. Offer the man some help. C.listen to some great music. 第二节(共15小题:每小题1.5分,满分22.5分) 听下面5段对话,每段对话后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。听每段对话前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题给出5秒钟的作答时间,每段对话读两遍。 听第6段材料,回答第6、7题。 6.Where is Ben? A.In the kitchen B.At school C.In the park 7.What will the children do in the afternoon? A.Help act the table. B.Have a part C.their homrwork. 听第7段材料,回答8、9题。 8.What are the two spcakers talking about? A.A family holiday B.A business trip C.A travel plan 9.where did Rachel go?

2011年成都市中考英语试题及答案

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小学英语新课程标准(2011版)

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三、设计思路 《标准》采用国际通用的分级方式,将英语课程目标按照能力水平设为九个级别。该设计遵循了语言学习的规律和不同年龄段学生生理和心理发展的需求和特点,也考虑到我国民族众多,地域辽阔,经济和教育发展不平衡的实际,旨在体现国家英语课程标准的整体性、灵活性和开放性。 国家英语课程要求从3年级起开设英语课程。《标准》第二级为6年级结束时应达到的基本要求;第五级为9年级结束时应达到的基本要求;第八级为高中毕业的基本要求。第三、四、六、七级为第二、五、八级之间的过渡级。过渡级别的设置既有利于对各层次教学的指导,又为课程的灵活性和开放性提供了依据。 第二部分课程目标 课程目标的级别不完全等同于基础教育阶段的各个年级。但是,分级目标对3~6年级、7~9年级和高中各学段或年级的教学和评价以及教材编写提供了循序渐进、稳步上升的指导性要求,有利于课程的整体实施。从3年级开设英语课程的学校,3、4年级应完成一级目标,5、6年级完成二级目标;7~9年级分别完成三、四、五级目标; 综合语言运用能力: 情感态度:动机兴趣,自信意志,合作精神,祖国意识,国际视野。 学习策略:谁知策略,调控策略,交际策略,资源策略。 语言技能:听说读写。

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