2022年第二学期级本科英语期末试题B

Part A

Directions: You will hear 10 short dialogues. For each dialogue, there is one question and four possible answers. Choose the correct answer ― A, B, C or D, and mark it in your test booklet. You will have 15 seconds to answer the question and you will hear each dialogue ONLY ONCE.

听力原文：M: I had a very strange dream last night. I dreamt I won a competition.

W: Oh, really? What did you win? Money? A new car?

M: I won a holiday on a desert island. I hope it will come true.

What did the man win in his dream?

A．A holiday.

B．A new ear.

C．Some money.

D．A desert.


正确答案：A
解析：男士说他梦到的是赢得一场比赛，比赛的奖励是到一个荒岛上去度假。

Section A

Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer.

听力原文：M: Let me clean your windshield and check your water and you will be all set. They look so dirty and it's dangerous for you to drive the car.

W: Oh, thank you. How much of them?

Q: Where does this conversation take place?

(12)

A．At a hamburger shop.

B．At a parking lot.

C．At a laundry.

D．At a gas station.


正确答案：D
解析：场景推断题。对话中男士说清理一下挡风玻璃和检查一下水箱就一切妥当了，对话中关键词windshield和water表明这段对话可能发生在加油站。故答案为D。

Which of the following statements are examples of the nonverbal behavior. of the job interview?

A.In what style. you choose to speak (e.g. begin with a story or a question) in the conversation.

B.In what way you behave (e.g. behave appropriately or not) in the conversation.

C.In what manner you speak (e.g. speak fast, short or aloud) in the conversation.

D.What body language you use (e.g. speak with or without eye contact) in the conversation.


参考答案：B、C、D

请教:2009年6月大学英语三级考试A级真题第2大题第1小题如何解答?

【题目描述】

Directions: This part is to test your ability to construct grammatically correct sentences. It consists of 2 sections.

Section A

Directions: In this section, there are 10 incomplete sentences. You are required to complete each one by deciding on the most appropriate word or words from the 4 choices marked A), B), C) and D). Then you should mark the corresponding letter on the Answer Sheet with a single line through the center.

16. By the end of this year Mr. Smith ________in our company for exactly three years.

A) is working

B) has worked

C) will work

D) will have worked

 


正确答案：D

请教:2009年12月大学英语六级考试全真模拟试题(1)第1大题第1小题如何解答?

【题目描述】

第1题：Directions: For this part, you are allowed 30 minutes to write a short essay entitled MyView on On-campus College Students’ Marriage. You should write at least 150 words following the outline given below.1.      国家允许在校大学生结婚

2.      有些人持反对意见，有些人表示支持

3.      你的观点

 


【参考答案分析】：范文：

My View on On-campus College Students’ Marriage

  It is a new thing thatChinese on-campus college students are legally allowed to get married before they complete their courses. Many peopleapplaudthis new developmentwhileothers haveexpressedtheir concern about this.

  Those whodisapprove ofthis new trend believe that college stundents will inevitably have less time and energy for their academic life. One common argument,however, for on-compus college students’ marriageis thata number of students do have a desire for an ideal marriage. Now that they havecome of age, theyare entitled tosuch happiness.

  Of the two views discussed above,I’m in favor ofthe former. My reason is that on-campus students areladen with academic tasks.If one gets married now, he or she has to work much harder than other students because they have to solve their financial problems at the same time. As a married couple, for instance, theyare supposed torent a room in or outside the university, which will naturallyadd to their spending.

-第二学期级本科英语期末试题（）Part Listening Comprehension(0.520=10)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the center.1. A. Sarahs elder brother was with her mother. B. Sarahs mother and her elder brother are at home. C. Sarah is going to see her mother. D. Sarahs elder brother is in Paris. 2. A. To wash the dishes. B. To ring the doorbell. C. To answer the door. D. To prepare the dish. 3. A. Customer and salesman. B. Husband and wife. C. Policeman and passerby. D. Teacher and student. 4. A. In a school. B. At a theater. C. In a restaurant. D. In a bank. 5. A. She may be driving at 7 oclock. B. She may be going to the party. C. She may be seeing her friends. D. She may be going to the theater. 6. A. 9:00 a.m. B. 9:10 a.m. C. 10:00 a.m. D. 10:20 a.m. 7. A. Yes, he likes it very much. B. Yes, he finds it interesting. C. No, he finds it very boring. D. No, he finds it very hard. 8. A. Doing his homework. B. Playing with his dog. C. Watching TV. D. Calling his girlfriend.Questions 9 to 12 are based on the conversation you have just heard. 9. A. Her kids will arrive home after school. B. She is too exhausted to work. C. She has finished her work. D. The man does not ask her to go back to the office.10. A. It is weird. B. It is exhausting. C. It is convenient. D. It is comfortable.11. A. It is produced by weird people. B. The woman does not like it. C. One can see a lot of strange things in it. D. The man is determined to watch it tonight.12. A. The woman will record tonights program. B. He will be having a meeting with his boss at that time. C. His boss might ask him to stay up late. D. He may have to prepare for tomorrows business trip.Questions 13 to 15 are based on the conversation you have just heard.13. A. He is doing a survey. B. He is introducing himself. C. He is talking with a friend. D. He is making an appointment.14. A. Over the telephone. B. On the street. C. In the travel agency. D. In the classroom.15. A. The husband earns less now than in the past. B. The wife stopped working after she had a baby. C. The living cost has increased rapidly. D. The family is saving money for the childs education.Section BDirections: In this section, you will hear 2 short passages. At the end of each passage, you will hear some question、s. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D. Then mark the corresponding letter on the Answer Sheet with a single line through the center.Passage OneQuestions 16 to 18 are based 、on the passage you have just heard.16. A. He forgot to leave the store. B. He was locked in a store by accident. C. He was drunk and locked in a store. D. He was sent to prison.17. A. He made himself at home in the store. B. He stayed asleep for 2 days. C. He broke in through the window. D. He damag

请教:2008年6月大学英语三级考试A级真题第2大题第1小题如何解答?

【题目描述】

Directions: This part is to test your ability to construct grammatically correct sentences. It consists of 2 sections.

Section A

Directions: In this section, there are 10 incomplete sentences. You are required to complete each one by deciding on the most appropriate word or words from the 4 choices marked A), B), C) and D). Then you should mark the corresponding letter on the Answer Sheet with a single line through the center.

16. Most of the retired people are happy ________ their quiet life in the country- side.

A) to

B) of

C) with

D) on

 


正确答案：C

根据PEP小学英语三年级下第二单元Section B内容设计一节课的教案。


答案：
解析：
略

教学设计题：根据PEP小学英语三年级下第二单元Section B内容设计一节课的教案。


正确答案:参考设计：
Ⅰ.Teaching Objectives：
（1）Objective of cognition：listen and speak correctly：Who′S this boy／girl？He′S my…／She’S my…：Understand correctly and use interjections：Cool，Great，Wow；and spoken English：Really？
（2）Objective of ability：apply correctly the sentence structure：Who′S this boy／girl？and answer correctly；Introduce one′S family members smoothly.
（3）Objective of emotion：increase the ability of communication，cooperation，and acting among students；learn about the family members of other students.
Ⅱ.Key points and Difficulty： Key points：to be familiar with and master the sentence structure：Who′S this boy／girl？ Difficulty：to apply correctly oral words：Come on！Really？and brother，really，watch and pronounce them correctly.
Ⅲ.Preparations before class
（1）Radio taps，pictures，headwear，wall map of teaching which are related to this class
（2）A picture of one’S family members drawn by oneself
（3）Four invitation lists
（4）CAI courseware
Ⅳ.Teaching Process Step l Warm up
（1）Teacher and students say and do together as followed which they have learned in the last class：Let，s chant： A B C D E F G， Father mother and me， C D E F G A B， Sing and dance under the tree.
（2）Everyday spoken dialogue Hello，How are you？ How old are you？ Where are you from？ Nice to meet you. Purpose of design:create a relaxed and happy teaching atmosphere， grasp students'concentration， attract students to take part in activities.Greetings and dialogues between students can both shorten the distance between students and the teacher， and cultivate students' communication ability.
Step 2 Presentation
（1）After spoken dialogue ，the teacher pastes“全家福”on the blackboard. The teacher introduces :This is my dad/mum/sister...on the picture. Ss （students） introduce their family members : This is my father （dad）/mother （mum）/sist'er/brother...
Game 1 :sit in the right seat The teacher shows word cards， for example:father（ dad）， the students find out corresponding picture immediately.Let the fastest student paste his picture on the correct place on the blackboard， and shout loudly:I'm...This is my dad.Students with better ability of expressions can further introduce with the teacher's help， for example:He's from China.He's a teacher. Purpose of design:make students have a happy experience from the very beginning by this game， so that they can forget they are learning English， and absorb the language used in the game unconsciously.
（1）Sentence structure:Who's this boy/girl？ The teacher pays attention on the pronunciation of "this"， let students notice the difference between this and that. T:（cite the old sentence structure） Who's that woman？ Ss : She's my mother. T:Who's that man？ Ss : He's my father. （cite the new sentence structure，stress the difference between this and that） T:Who's this boy？ （notice the tone of the speech sounds） Ss : He's my brother. T : Who's this girl？ Ss : She's my sister. Then students practise by follow:Who's this boy/girl？ Boys and girls ask and answer with each other，present the result. Purpose of design : by the function of pictures， guide the new knowledge.Using sentence as a unit has advantageto develop students' ability of applying English directly.Intimating the practice of reading language is to cultivate students' language skills and habits.
（2）Sentence structure Come on！ Let's watch TV. The teacher draws the frame of TV on the frame of the picture. T:Come on！ （gesture） Boys and girls.Let's watch TV.（make an act as TV） Students understand ，the teacher noticesthe pronunciation of "watch". Guide students to speak out the corresponding answer. Ss : Good ！ Great ！ Wonderful ！
Game 2 : dating A student invites his friend to watch TV with a inviting list.As long as his friend answers one of words among Good！ Great！ Wonderful， his fiend can go with him.Require students to act out. S1 :Come on！ XXX.Let's watch TV. S2 : Great ！ Purpose of design:integrate pictures again， use circumstances to lead in the new sentence structure.Cultivate students' ability of inviting in English， and expression in process of communication.
Step 3 Practice
Game 3 :practice of reorganization and reading Let students recognize and read the words on the family tree in groups， the group which reads correctly most is the winner.
Game 4 : Guess who he is？ Let one student draw anyone （family member or friend） on the blackboard， the teacher reminds students of main characteristics of the person.In the game of "Let's practice" " ，the teacher points the person in the picture and asks : Is she/he your mom/dad/brother/sister....？ When asking， Teacher reminds students using "Yes， No" to answer.Notice the pronunciation of brother， sister. Example :S1 :Who's that girl？ S2 :Guess ！ S1 :Is she your sister？ S2 : No， she's my morn. Play the radio tape， make students listen to the tape， see the wall map， and learn about some contents of the dialogue. Notice the teaching of modal particle， for example : Great ！ Cool ！ Really？ Wow， how funny ！
Step4 Assignments
（1）Understand the meaning of the picture The teacher guide students to understand the meaning through guessing the meaning of picture and creating dialogue. T: Let's make dialogue A :Who's this boy？ B : He's my ... Who's this boy/girl？ He's my.../She's my ...
（2）Teach the topic requirements，and guide operating method. Require students to label the order number of corresponding icon according to the radio contents and order. Play the radio，guide students to label the number.

教学设计题：根据PEP小学英语三年级下第二单元Section B内容设计一节课的教案。


正确答案:参考设计：
Ⅰ.Teaching Objectives：
（1）Objective of cognition：listen and speak correctly：Who′S this boy／girl？He′S my…／She’S my…：Understand correctly and use interjections：Cool，Great，Wow；and spoken English：Really？
（2）Objective of ability：apply correctly the sentence structure：Who′S this boy／girl？and answer correctly；Introduce one′S family members smoothly.
（3）Objective of emotion：increase the ability of communication，cooperation，and acting among students；learn about the family members of other students.
Ⅱ.Key points and Difficulty： Key points：to be familiar with and master the sentence structure：Who′S this boy／girl？ Difficulty：to apply correctly oral words：Come on！Really？and brother，really，watch and pronounce them correctly.
Ⅲ.Preparations before class
（1）Radio taps，pictures，headwear，wall map of teaching which are related to this class
（2）A picture of one’S family members drawn by oneself
（3）Four invitation lists
（4）CAI courseware
Ⅳ.Teaching Process Step l Warm up
（1）Teacher and students say and do together as followed which they have learned in the last class：Let，s chant： A B C D E F G， Father mother and me， C D E F G A B， Sing and dance under the tree.
（2）Everyday spoken dialogue Hello，How are you？ How old are you？ Where are you from？ Nice to meet you. Purpose of design:create a relaxed and happy teaching atmosphere， grasp students'concentration， attract students to take part in activities.Greetings and dialogues between students can both shorten the distance between students and the teacher， and cultivate students' communication ability.
Step 2 Presentation
（1）After spoken dialogue ，the teacher pastes“全家福”on the blackboard. The teacher introduces :This is my dad/mum/sister...on the picture. Ss （students） introduce their family members : This is my father （dad）/mother （mum）/sist'er/brother...
Game 1 :sit in the right seat The teacher shows word cards， for example:father（ dad）， the students find out corresponding picture immediately.Let the fastest student paste his picture on the correct place on the blackboard， and shout loudly:I'm...This is my dad.Students with better ability of expressions can further introduce with the teacher's help， for example:He's from China.He's a teacher. Purpose of design:make students have a happy experience from the very beginning by this game， so that they can forget they are learning English， and absorb the language used in the game unconsciously.
（1）Sentence structure:Who's this boy/girl？ The teacher pays attention on the pronunciation of "this"， let students notice the difference between this and that. T:（cite the old sentence structure） Who's that woman？ Ss : She's my mother. T:Who's that man？ Ss : He's my father. （cite the new sentence structure，stress the difference between this and that） T:Who's this boy？ （notice the tone of the speech sounds） Ss : He's my brother. T : Who's this girl？ Ss : She's my sister. Then students practise by follow:Who's this boy/girl？ Boys and girls ask and answer with each other，present the result. Purpose of design : by the function of pictures， guide the new knowledge.Using sentence as a unit has advantageto develop students' ability of applying English directly.Intimating the practice of reading language is to cultivate students' language skills and habits.
（2）Sentence structure Come on！ Let's watch TV. The teacher draws the frame of TV on the frame of the picture. T:Come on！ （gesture） Boys and girls.Let's watch TV.（make an act as TV） Students understand ，the teacher noticesthe pronunciation of "watch". Guide students to speak out the corresponding answer. Ss : Good ！ Great ！ Wonderful ！
Game 2 : dating A student invites his friend to watch TV with a inviting list.As long as his friend answers one of words among Good！ Great！ Wonderful， his fiend can go with him.Require students to act out. S1 :Come on！ XXX.Let's watch TV. S2 : Great ！ Purpose of design:integrate pictures again， use circumstances to lead in the new sentence structure.Cultivate students' ability of inviting in English， and expression in process of communication.
Step 3 Practice
Game 3 :practice of reorganization and reading Let students recognize and read the words on the family tree in groups， the group which reads correctly most is the winner.
Game 4 : Guess who he is？ Let one student draw anyone （family member or friend） on the blackboard， the teacher reminds students of main characteristics of the person.In the game of "Let's practice" " ，the teacher points the person in the picture and asks : Is she/he your mom/dad/brother/sister....？ When asking， Teacher reminds students using "Yes， No" to answer.Notice the pronunciation of brother， sister. Example :S1 :Who's that girl？ S2 :Guess ！ S1 :Is she your sister？ S2 : No， she's my morn. Play the radio tape， make students listen to the tape， see the wall map， and learn about some contents of the dialogue. Notice the teaching of modal particle， for example : Great ！ Cool ！ Really？ Wow， how funny ！
Step4 Assignments
（1）Understand the meaning of the picture The teacher guide students to understand the meaning through guessing the meaning of picture and creating dialogue. T: Let's make dialogue A :Who's this boy？ B : He's my ... Who's this boy/girl？ He's my.../She's my ...
（2）Teach the topic requirements，and guide operating method. Require students to label the order number of corresponding icon according to the radio contents and order. Play the radio，guide students to label the number.

教学设计题: 根据PEP小学英语三年级下第二单元Section B内容设计一节课的教案。


正确答案:1．Teaching Objectives：
1．Objective of cognition：listen and speak correctly：Who′S this boy／girl?He′S my…／She’S my…：Understand correctly and use interjections：Cool，Great，Wow；and spoken English：Really?
2．Objective of ability：apply correctly the sentence structure：Who′S this boy／girl?and answer correctly；Introduce one′S family members smoothly．
3．Objective of emotion：increase the ability of communication，cooperation，and acting among students；learn about the family members of other students．
11．Key points and Difficulty：
Key points：to be familiar with and master the sentence structure：Who′’S this boy／girl?
Difficulty：to apply correctly oral words：Come on!Really?and brother，really，watch and pronounce them correctly．
Ⅲ．Preparations before class
1．Radio taps，pictures，headwear，wall map of teaching which are related to this class
2．A picture of one’S family members drawn by oneself
3．Four invitation lists
4．CAI courseware
Ⅳ．Teaching Process
Step l Warm up
1．Teacher and students say and do together as followed which they have learned in the last class：Let，s chant：
A B C D E F G，
Father mother and me，
C D E F G A B，
Sing and dance under the tree．
2．Everyday spoken dialogue
Hello,How are you? How old are you?
Where are you from? Nice to meet you.
Purpose of design:create a relaxed and happy teaching atmosphere, grasp students'concentration, attract students to take part in activities. Greetings and dialogues between students can both shorten the distance between students and the teacher, and cultivate students' communication ability.
Step 2 Presentation
1. After spoken dialogue ,the teacher pastes“全家福”on the blackboard.
The teacher introduces :This is my dad/mum/sister...on the picture.
Ss (students) introduce their family members :
This is my father (dad)/mother (mum)/sist'er/brother...
Game 1 :sit in the right seat
The teacher shows word cards, for example:father( dad), the students find out corresponding picture immediately. Let the fastest student paste his picture on the correct place on the blackboard, and shout loudly:I'm...This is my dad. Students with better ability of expressions can further introduce with the teacher's help, for example:He's from China. He's a teacher.
Purpose of design:make students have a happy experience from the very beginning by this game, so that they can forget they are learning English, and absorb the language used in the game unconsciously.
1. Sentence structure:Who's this boy/girl?
The teacher pays attention on the pronunciation of "this", let students notice the difference between this and that.
T: (cite the old sentence structure) Who's that woman?
Ss : She's my mother.
T:Who's that man?
Ss : He's my father.
(cite the new sentence structure,stress the difference between this and that)
T:Who's this boy? (notice the tone of the speech sounds)
Ss : He's my brother.
T : Who's this girl?
Ss : She's my sister.
Then students practise by follow:Who's this boy/girl? Boys and girls ask and answer with each other,present the result.
Purpose of design : by the function of pictures, guide the new knowledge. Using sentence as a unit has advantageto develop students' ability of applying English directly. Intimating the practice of reading language is to cultivate students' language skills and habits.
2. Sentence structure Come on! Let's watch TV.
The teacher draws the frame of TV on the frame of the picture.
T:Come on! (gesture) Boys and girls. Let's watch TV. (make an act as TV)
Students understand ,the teacher noticesthe pronunciation of "watch".
Guide students to speak out the corresponding answer.
Ss : Good ! Great ! Wonderful !
Game 2 : dating
A student invites his friend to watch TV with a inviting list. As long as his friend answers one of words among Good! Great! Wonderful, his fiend can go with him. Require students to act out.
S1 :Come on! XXX. Let's watch TV.
S2 : Great !
Purpose of design:integrate pictures again, use circumstances to lead in the new sentence structure. Cultivate students' ability of inviting in English, and expression in process of communication.
Step 3 Practice
Game 3 :practice of reorganization and reading
Let students recognize and read the words on the family tree in groups, the group which reads correctly most is the winner.
Game 4 : Guess who he is?
Let one student draw anyone (family member or friend) on the blackboard, the teacher reminds students of main characteristics of the person. In the game of "Let's practice" " ,the teacher points the person in the picture and asks : Is she/he your mom/dad/brother/sister....？ When asking, Teacher reminds students using "Yes, No" to answer. Notice the pronunciation of brother, sister.
Example :S1 :Who's that girl?
S2 : Guess !
S1 :Is she your sister?
S2 : No, she's my morn.
Play the radio tape, make students listen to the tape, see the wall map, and learn about some contents of the dialogue.
Notice the teaching of modal particle, for example : Great ! Cool ! Really? Wow, how funny !
Step4 Assignments
1. Understand the meaning of the picture
The teacher guide students to understand the meaning through guessing the meaning of picture and creating dialogue.
T: Let's make dialogue
A :Who's this boy?
B : He's my ...
Who's this boy/girl? He's my.../She's my ...
2. Teach the topic requirements, and guide operating method.
Require students to label the order number of corresponding icon according to the radio contents and order.
Play the radio, guide students to label the number.

相关考题：

考题 问答题Practice 4　 Listen to the following passage. Write in English a short summary of around 150-200 words of what you have heard. You will hear the passage only once and then you will have 25 minutes to finish your summary. This part of the test carries 20 points. You may need to scribble a few notes to write your summary. _____________________________________________________________________________________________________________________________________________________________________________________________正确答案： 【参考答案】 综述内容应包括5个主要点信息和9个次要点信息中的5个。下划线部分为主要点, 斜体部分为次要点。 Writing gives you unique ways to think through ideas deeply, come to know subjects well, and absorb those subjects into your lifelong store of knowledge. Even thirty years later, many people can recall details about the topics and content of essays they wrote in college, but far fewer people can recall specifics of a classroom lecture or a textbook chapter.1 By writing, you activate brain processes that help you make connections among your thoughts.2 Such connecting gives you potential access to the pleasures of shocks of recognition, moments when suddenly your mind leaps from what you know to what you did not ‘‘see” before. This access to new insights and increased knowledge are usually unavailable until the physical act of writing begins. Writing helps you clarify your ideas by having to think about them and put them into words. The ability to “think about thinking” belongs uniquely to human beings. Such reflective thinking permits you to look back at your ideas, reconsider and perhaps rearrange them, and then perhaps revise them in writing each time getting closer to what you want to say.3The writer E. M. Forster said this about writing, thinking, and reflecting: “How can I know what I mean until I've seen what I said?” Your writing teaches others about your subject. Through writing, you create a permanent record of your ideas for others to read and think about. Reading informs and shapes human thought. In an open, free, democratic society, every person is welcome to write and thereby create reading for others.4 For such freedom of idea exchange to thrive, writing and reading skills cannot be concentrated in only a select group of people. All of us need access to the power of the written word. In college, you can exercise that power by writing many different types of assignments. Doing so prepares you for today’s highly technological workplace, in which jobs demand reading with understanding and writing with skill when creating documents that range from letters to formal reports. Also, the ability to write well identifies you as all educated person,5 someone who is well-informed and up-to-date and can be depended on to use language clearly and effectively. Four elements define writing: writing is a way of communicating a message for a purpose to readers. Communicating in writing means sending a message that has a destination.6The message of the writing is its content, which originates in your engaging in one or more of the processes of observing, remembering, reporting, explaining, exploring, interpreting, speculating and evaluating. Purpose for writing can be many, as will be discussed later. Readers, also called your audience, are the destination your writing must reach. Taking readers into account as your write is crucial to your success as a communicator. Purposes for writing concern a writer’s goals, sometimes called aims of writing or writing intentions. Purpose for writing originates from the motivating forces behind what is being written. The purposes of writing to express yourself and to create a literary work contribute importantly to human thought and culture.7 These purposes offer you the pleasure of writing for yourself as audience and of creatively composing a work of literature for others to read. I concentrate on the two purposes most prominent and practical in your academic life: to inform a reader and to persuade a reader.8 In the service of these purposes, writers can choose among and even combine many effective writing strategies.9 These strategies include narrating, describing, illustrating, defining, analyzing and classifying, comparing and contrasting, drawing an analogy, and considering cause and effect. 【录音原文】 Writing gives you unique ways to think through ideas deeply, come to know subjects well, and absorb those subjects into your lifelong store of knowledge. Even thirty years later, many people can recall details about the topics and content of essays they wrote in college, but far fewer people can recall specifics of a classroom lecture or a textbook chapter. By writing, you activate brain processes that help you make connections among your thoughts. Such connecting gives you potential access to the pleasures of shocks of recognition, moments when suddenly your mind leaps from what you know to what you did not ‘‘see” before. This access to new insights and increased knowledge are usually unavailable until the physical act of writing begins. Writing helps you clarify your ideas by having to think about them and put them into words. The ability to “think about thinking” belongs uniquely to human beings. Such reflective thinking permits you to look back at your ideas, reconsider and perhaps rearrange them, and then perhaps revise them in writing each time getting closer to what you want to say. The writer E. M. Forster said this about writing, thinking, and reflecting: “How can I know what I mean until I've seen what I said?” Your writing teaches others about your subject. Through writing, you create a permanent record of your ideas for others to read and think about. Reading informs and shapes human thought. In an open, free, democratic society, every person is welcome to write and thereby create reading for others. For such freedom of idea exchange to thrive, writing and reading skills cannot be concentrated in only a select group of people. All of us need access to the power of the written word. In college, you can exercise that power by writing many different types of assignments. Doing so prepares you for today’s highly technological workplace, in which jobs demand reading with understanding and writing with skill when creating documents that range from letters to formal reports. Als0, the ability to write well identifies you as all educated person, someone who is well-informed and up-to-date and can be depended on to use language clearly and effectively. Four elements define writing: writing is a way of communicating a message for a purpose to readers. Communicating in writing means sending a message that has a destination. The message of the writing is its content, which originates in your engaging in one or more of the processes of observing, remembering, reporting, explaining, exploring, interpreting, speculating and evaluating. Purpose for writing can be many, as will be discussed later. Readers, also called your audience, are the destination your writing must reach. Taking readers into account as your write is crucial to your success as a communicator. Purposes for writing concern a writer’s goals, sometimes called aims of writing or writing intentions. Purpose for writing originates from the motivating forces behind what is being written. The purposes of writing to express yourself and to create a literary work contribute importantly to human thought and culture. These purposes offer you the pleasure of writing for yourself as audience and of creatively composing a work of literature for others to read. I concentrate on the two purposes most prominent and practical in your academic life: to inform a reader and to persuade a reader. In the service of these purposes, writers can choose among and even combine many effective writing strategies. These strategies include narrating, describing, illustrating, defining, analyzing and classifying, comparing and contrasting, drawing an analogy, and considering cause and effect.解析： 暂无解析
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考题 问答题Directions：For this part, you are allowed 30 minutes to write a short essay entitled On Qualification-obtaining Fever. You should write at least 140 words.正确答案： On Qualification-obtaining Fever Recently, there is a fever of obtaining a variety of qualifications among college students. Many students spend their spare time in preparing for tests on English, Law and Computer Science. Even after their graduation, some of them are still having full enthusiasm on it.Qualifications are evidences to confirm students’ abilities. Work-related or competence-based qualifications may even help graduates find a satisfactory job, such credentials are equal to opportunities for their future to some extent. However, obtaining qualifications also brings negative influences. Firstly, some vocational qualifications are obtained at the expense of the basic discipline study or major learning. Secondly, it takes at least 300 Yuan to go in for a certain certificate, which leads to great financial burden.In my opinion, what matters most in job hunting is relevant experience or skill, not the number of credentials you have obtained. 点评:文章首段概述高校出现“考证热”,很多学生忙于考证。第二、三段阐述大学生忙考证的利弊:利在于能得到更多工作机会;弊在于荒废学业,造成经济负担。第四段是作者的观点,认为求职过程中相关的经验和技术比证书更重要。解析： 暂无解析
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考题 单选题You are underway in fog and you hear one prolonged blast followed by two short blasts.This is a vessel（）.ATowingBEngaged on pilotage dutyCAground in a fairwayDStopped and making no way through the water正确答案： A解析： 暂无解析
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考题 单选题If your vessel is underway in fog and you hear one prolonged and three short blasts，this indicates a（）.Avessel not under commandBsailing vesselCvessel in distressDvessel being towed正确答案： D解析： 暂无解析
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考题 问答题Directions：For this part，you are allowed 30 minutes to write a short essay entitled Internet Games：Good or Evil. You should write at least 140 words.正确答案： Internet Games: Good or Evil With the rapid development of computer technology,great changes have taken place in our way of spending leisure time. We can see more and more young people spend much of their time on Internet games. Some people think that playing Internet games is a good way for entertainment. One can play different roles in this virtual Internet community which is interesting and exciting. Besides,playing Internet games can help people cultivate some desirable qualities,such as perseverance.However, some others believe that playing Internet games can distract people from their work and study. Too much indulgence can do harm to one’s physical health. They also hold that Internet games should take the blame of increasing teenager misbehavior. In my view, Internet game is bad. Young people, especially students, should play less Internet games because it wastes too much of their precious time. 点评:文章第一段指出人们休闲方式发生变化,越来越多的年轻人热衷玩网络游戏。第二、三段是阐述了针对这一现象的两种截然相反的观点。最后一段作者表明自己的看法,认为玩网络游戏浪费太多宝贵时间,年轻人应该少玩。解析： 暂无解析
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考题 填空题What do you do in the first part of the conversation?We ____ and tell each other our names or exchange name cards.正确答案： greet each other解析： 提示信息中所缺内容为动词。根据常识也可判断朋友相见首先应先打招呼，其次才是自我介绍。
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考题 问答题Practice 1　 Listen to the following passage. Write in English a short summary of around 150-200 words of what you have heard. You will hear the passage only once, and then you will have 25 minutes to finish your summary. This part of the test carries 20 points. You may need to scribble a few notes to write your summary. _____________________________________________________________________________________________________________________________________________________________________________________________正确答案： 【文章梗概】 本文主要讨论英语语言。文章认为英语是目前在全球范围内最为广泛使用的语言之一,运用该语言的人数之多, 前所未有。英语在人类生活的各方面广为运用。原因主要有三个,即英语在科学、技术和商业中的运用、英语吸收其它语言词汇的能力及英语接纳不同方言的能力。随着世界的变化,英语也会随之而变,将有新的形式出现。英语不是世界上少数几个国家的财产,它属于所有需要它、使用它的人。 【参考答案】 综述内容应包括5个主要点信息和9个次要点信息中的5个。下划线部分为主要点, 斜体部分为次要点。 The global spread of English over the last 40 years is remarkable. It is unprecedented in several ways: by the increasing number of users of the language, by its depth of penetration into societies and by its range of functions. Worldwide over 1.4 billion people live in countries where English has official status. One out of five of the world’s population speaks English with some degree of competence. Over 70% of the world’s scientists read English. About 85% of the world’s mail is written in English. By 2010, the number of people who speak English as a second or foreign language will exceed the number of native speakers. English is used for more purposes than ever before. Vocabularies, grammatical forms, and ways of speaking and writing have emerged influenced by technological and scientific developments, economics and management, literature and entertainment genres. What began some 1,500 years ago as a rude language, originally spoken by obscure Germanic tribes who invaded England, now encompasses the globe. Three factors continue to contribute to this spread of English: English usage in science, technology and commerce, the ability to incorporate vocabulary from other languages, and the acceptability of various English dialects. In science, English replaced German after World War Ⅱ. With this technical and scientific dominance came the beginning of overall linguistic dominance, first in Europe and then globally. Today, the information age has replaced the industrial age and has compressed time and distance. This is transforming world economics from industrial production to information-based goods and services. Ignoring geography and borders, the information revolution is redefining our world. In less then 20 years, information processing, once limited to the printed word, has given way to computers and the Internet. Computer-mediated communication is closing the gap between spoken and written English. It encourages more informal conversational language and a tolerance for diversity and individual style, and has resulted in Internet English replacing the authority of language institutes and practices. English, like many languages, uses a phonetic alphabet and fairly basic syntax. But most importantly, it has a large and extensive vocabulary, of which about 80%is foreign. Therefore, it has cognates from virtually every language in Europe and has borrowed and continues to borrow words from Spanish and French, Hebrew and Arabic, Hindi-Urdu and Bengali, Malay and Chinese, as well as languages from West Africa and Polynesia. This language characteristic makes it unique in history. And there is no English language central authority to guard the purity of the language, therefore, many dialects have developed: American, British, Canadian, Indian, and Australian, to name a few. There is no standard pronunciation. But within this diversity is a unity of grammar and one set of core vocabulary. Thus, each country that speaks the language can inject aspects of its own culture into the usage and vocabulary. The world is in transition, and the English language will take new forms. The language and how it is used will change, reflecting patterns of contact with other languages and the changing communication needs of people. English is divesting itself of its political and cultural connotations as more people realize that English is not the property of only a few countries. Instead, it is a vehicle that is used globally and will lead to more opportunities. It belongs to whoever uses it for whatever purpose or need. 【解 析】 一、主干内容表达部分: 这部分内容为文章的主干内容,是综述的主要点信息。 1. The global spread of English over the last 40 years is remarkable. It is unprecedented. [分析]该句为开篇第一句,确定全篇话题,是全文框架性内容。 2. English is used for more purposes than ever before. [分析]该句为段落首句,为全段中心句,也是全文话题下讨论的主要内容之一,因此是全文框架性内容。 3. Three factors continue to contribute to this spread of English: English usage in science, technology and commerce, the ability to incorporate vocabulary from other languages, and the acceptability of various English dialects. [分析]从通篇结构判断,本句是全文讨论的重点内容,后面诸段都围绕该句中各关键表达进行,因此该句是全文框架性内容。 4. The world is in transition, and the English language will take new forms. [分析]该句为段落首句,为全段中心句,也是全文话题下讨论的主要内容之一,因此是全文框架性内容。 5. It belongs to whoever uses it for whatever purpose or need. [分析]本部分为全文最后一段最后一句,在对全文总结的基础上提出了对英语的展望,是全文框架性内容。 二、支持性细节表达部分 这部分内容为主要点的重要支持性细节,是综述的次要点信息。 1. In science, English replaced German after World War II. With this technical and scientific dominance came the beginning of overall linguistic dominance, first in Europe and then globally. [分析]本句从历史角度具体阐释英语发展科技方面的原因, 有力支持了原文主要观点,因此是重要的支持性细节。 2. Computer-mediated communication encourages more informal conversational language and a tolerance for diversity and individual style, and has resulted in Internet English replacing the authority of language institutes and practices. [分析]本句从目前科技发展的状况具体阐释了英语发展的原因,有力支持了原文主要观点,因此是重要的支持性细节。 3. English, like many languages, uses a phonetic alphabet and fairly basic syntax. But most importantly, it has a large and extensive vocabulary. [分析]本句从语言特质角度分析了英语发展的原因,有力支持了原文主要观点,因此是重要的支持性细节。 4. It has cognates from virtually every language in Europe and has borrowed and continues to borrow words from other languages. This language characteristic makes it unique in history. [分析]本句有理有据地分析了全文框架性内容中英语从其它语言吸收词汇的观点,内容概括适度,结论具有说服力,是重要的支持性细节。 5. And there is no English language central authority to guard the purity of the language, therefore, many dialects have developed. [分析]本句位于段首,是本段中心句,亦概括解释了方言对英语发展的推动作用,因此是重要的支持性细节。 6. Thus, each country that speaks the language can inject aspects of its own culture into the usage and vocabulary. [分析]本句位于段尾,通过信号词Thus可判断,本句是该段的总结句,概括全段内容,因此是重要的支持性细节。 7. The language and how it is used will change, reflecting patterns of contact with other languages and the changing communication needs of people. [分析]本句紧接段落中心句,是对该句的进一步解释和阐述,而该段中心句内容也是全文框架性内容之一,因此本句是重要的支持性细节。 8. English is divesting itself of its political and cultural connotations. [分析]本句位于最后一段段首,简明扼要说明了英语未来发展趋势的原因,因此是重 要的支持性细节。 9. It is a vehicle that is used globally and will lead to more opportunities. [分析]本句简单说明了英语未来发展的趋势,为全文结论的得出提供了有力证据,因此是重要的支持性细节。 【录音原文】 The global spread of English over the last 40 years is remarkable. It is unprecedented in several ways: by the increasing number of users of the language, by its depth of penetration into societies and by its range of functions. Worldwide over 1.4 billion people live in countries where English has official status. One out of five of the world’s population speaks English with some degree of competence. Over 70% of the world’s scientists read English. About 85%of the world’s mail is written in English. By 2010, the number of people who speak English as a second or foreign language will exceed the number of native speakers. English is used for more purposes than ever before. Vocabularies, grammatical forms, and ways of speaking and writing have emerged influenced by technological and scientific developments, economics and management, literature and entertainment genres. What began some 1,500 years ago as a rude language, originally spoken by obscure Germanic tribes who invaded England, now encompasses the globe. Three factors continue to contribute to this spread of English: English usage in science, technology and commerce, the ability to incorporate vocabulary from other languages, and the acceptability of various English dialects. In science, English replaced German after World War Ⅱ. With this technical and scientific dominance came the beginning of overall linguistic dominance, first in Europe and then globally. Today, the information age has replaced the industrial age and has compressed time and distance. This is transforming world economics from industrial production to information-based goods and services. Ignoring geography and borders, the information revolution is redefining our world. In less than 20 years, information processing, once limited to the printed word, has given way to computers and the Internet. Computer-mediated communication is closing the gap between spoken and written English. It encourages more informal conversational language and a tolerance for diversity and individual style, and has resulted in Internet English replacing the authority of language institutes and practices. English, like many languages, uses a phonetic alphabet and fairly basic syntax. But most importantly, it has a large and extensive vocabulary, of which about 80% is foreign. Therefore, it has cognates from virtually every language in Europe and has borrowed and continues to borrow words from Spanish and French, Hebrew and Arabic, Hindi-Urdu and Bengali, Malay and Chinese, as well as languages from West Africa and Polynesia. This language characteristic makes it unique in history. And there is no English language central authority to guard the purity of the language, therefore, many dialects have developed: American, British, Canadian, Indian, and Australian, to name a few. There is no standard pronunciation. But within this diversity is a unity of grammar and one set of core vocabulary. Thus, each country that speaks the language can inject aspects of its own culture into the usage and vocabulary. The word is in transition, and the English language will take new forms. The language and how it is used will change, reflecting patterns of contact with other languages and the changing communication needs of people. English is divesting itself of its political and cultural connotations as more people realize that English is not the property of only a few countries. Instead, it is a vehicle that is used globally and will lead to more opportunities. It belongs to whoever uses it for whatever purpose or need.解析： 暂无解析
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考题 填空题What do you do in the first part of the conversation?We ____ and tell each other our names or exchange name cards.正确答案： greet each other解析： 提示信息中所缺内容为动词。根据常识也可判断朋友相见首先应先打招呼，其次才是自我介绍。
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考题 问答题Practice 6　 Listen to the following passage. Write in English a short summary of around 150-200 words of what you have heard. You will hear the passage only once and then you will have 25 minutes to finish your summary. This part of the test carries 20 points. You may need to scribble a few notes to write your summary. _____________________________________________________________________________________________________________________________________________________________________________________________正确答案： 【参考答案】 综述内容应包括5个主要点信息和10个次要点信息中的5个。下划线部分为主要点, 斜体部分为次要点。 Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices. Secretaries, business men and women, military and federal workers. Moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror.1 The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have filled us with indignation and resolution. 2 These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong.A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America.3 These acts shatter steel, but they cannot dent the steel of American resolve. America was targeted for attack because we’re the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil, the very worst of human nature, and we responded with the best of America, with the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could.4 Immediately following the first attack, I implemented our government’s emergency response plans.5 Our military is powerful, and it’s prepared.6 Our emergency teams are working in New York City and Washington, D.C., to help with local rescue efforts. Our first priority is to get help to those who have been injured and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption.7 Federal agencies in Washington, which had to be evacuated today, are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong,8 and the American economy will be open for business as well. The search is under way for those who are behind these evil acts. I've directed the full resources for our intelligence and law enforcement communities to find those responsible and bring them to justice.We will make no distinction between the terrorists who committed these acts and those who harbor them.9 I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance. America and our friends and allies join with all those who want peace and security in the world and we stand together to win the war against terrorism.10 Tonight I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than any of us spoken through the ages in Psalm 23: “Even though I walk through the valley of the shadow of death, I fear no evil for you are with me.” This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world. Thank you. 【录音原文】 Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices. Secretaries, business men and women, military and federal workers. Moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror. The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have filled us with indignation and resolution. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong. A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent the steel of American resolve. America was targeted for attack because we’re the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil, the very worst of human nature, and we responded with the best of America, with the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government’s emergency response plans. Our military is powerful, and it’s prepared. Our emergency teams are working in New York City and Washington, D.C., to help with local rescue efforts. Our first priority is to get help to those who have been injured and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington, which had to be evacuated today, are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business as well. The search is under way for those who are behind these evil acts. I've directed the full resources for our intelligence and law enforcement communities to find those responsible and bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor them. I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance. America and our friends and allies join with all those who want peace and security in the world and we stand together to win the war against terrorism. Tonight I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than any of us spoken through the ages in Psalm 23: “Even though I walk through the valley of the shadow of death, I fear no evil for you are with me.” This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world. Thank you.解析： 暂无解析
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考题 单选题You’ve just finished your listening exam. Please get yourself ready for the next part,______?Ashall weBwill youCdo youDare you正确答案： C解析： 句意：你刚完成了考试的听力部分，请为下面的考试做好准备，做好准备了吗？反意疑问句的用法。祈使句的反意疑问部分是will you，因此选A项。
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