2021新理念外语网络教学平台第四册Unit1测试答案

Ⅱ. Vocabulary and Structure (15 points)

Directions: There are 15 incomplete sentences in this section. For each sentence there are four choices marked A, B, C and D. Choose one answer that best completes the sentence and blacken the corresponding letter on the Answer Sheet.

6. I ______ my work by this time yesterday evening.

A. did

B. would do

C. had done

正确答案：C

6．答案为C 指到过去某叫为止的事情。

Ⅱ. Vocabulary and Structure (15 points)

Directions, There are 15 incomplete sentences in this section. For each sentence there are four choices marked A, B, C and D. Choose one answer that best completes the sentence and blacken the corresponding letter on the answer sheet.

6. I know the difference between these two words. So ______ they.

A. know

B. will

C. do

D. does

正确答案：C

6．答案为C 我知道这两个词的区别，他们也知道。so表示“也...”，句型为so+助动词+主语，根据前一句的谓语动词，得知应选C。

在XF86Config配置文件中，哪个段用来设置字体文件()。

A.The Fonts section.

B.The Files section.

C.The xfsCodes section.

D.The Graphics section.

正确答案：B

The persistent configuration settings for RMAN have default for all parameters.Identify four RMAN commands that produce a multi－section backup.()

A. BACKUP TABLESPACE SYSTEM SECTION SIZE 100M;

B. BACKUP AS COPY TABLESPACE SYSTEM SECTION SIZE 100M;

C. BACKUP ARCHIVELOG ALL SECTION SIZE 25M;

D. BACKUP TABLESPACE "TEMP" SECTION SIZE 10M;

E. BACKUP TABLESPACE "UNDO" INCLUDE CURRENT CONTROLFILE SECTION SIZE 100M;

F. BACKUP SPFILE SECTION SIZE 1M;

G. BACKUP INCREMENTAL LEVEL 0 TABLESPACE SYSAUX SECTION SIZE 100M;

参考答案：A, B, C, G

The statement of cash flows consists of an operating section, an income section, and an equity section.()

正确答案：错

新理念外语网络教学平台第四册Unit1测试答案全新版第二版综合B4U1-APart I Listening Comprehension ( 15 minutes )Section ADirections: In this section, you will hear ten statements. Numbers 1 to 6 are based on Text A while the rest are based on Text B. Each statement will be read ONLY ONCE. Listen carefully and decide whether each statement is true or false.1.A) TB) FScript: When the Grand Army led by Napoleon attacked Russia, the Russians fought bitterly against them.正确答案：B2.A) TB) FScript: The battle at Smolensk was a decisive victory for Napoleon.正确答案：B3.A) TB) FScript: The Russian czar refused Napoleons truce offer because he knew that the severe Russian winter would defeat Nap oleons army.正确答案：A4.A) TB) FScript: Napoleon ordered his Grand Army to retreat from Moscow only because the weather there was too cold.正确答案：B5.A) TB) FScript: Hitler expected to conquer the Soviet Union in five weeks.正确答案：B6.A) TB) FScript: In answer to the call of the “scorch the earth” by Stalin, the Russians burned or destroyed their farms and factories.正确答案：A7.A) TB) FScript: In order to open up a second front in Europe, British, American and Canadian forces did a lot of careful preparations for more than a year.正确答案：A8.A) TB) FScript: The days of 5, 6 and 7 June were chosen for D-Day because moonlight and tide of these days were favorable to landing.正确答案：A9.A) TB) FScript: When the assault on Normandy began on the midnight of 6 June, the German troops were on high alert.正确答案：B10.A) TB) FScript: Thanks to a southerly current, the landing at the new sector of Utah Beach was quite正确答案：ASection BDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.The Winter War was a military conflict between the Soviet Union and Finland. It began with a Soviet (11)_ on 30 November 1939 and ended on 13 March 1940 with the Moscow Peace (12)_ . The League of Nations deemed the attack (13)_ and expelled the Soviet Union from the League on 14 December 1939.The Soviet forces had three times as many soldiers as the Finns, 30 times as many aircraft, and a hundred times as many tanks. The Red Army, however, had been (14)_ by Soviet leader Joseph Stalins Great Purge of 1937, reducing the armys (15)_ and efficiency shortly before the outbreak of the fighting. With more than 30,000 of its army officers (16)_ or imprisoned, including most of those of the highest ranks, the Red Army in 1939 had many (17)_ senior、 officers. Because of these factors, and (18)_ and morale in the Finnish forces, Finland was able to resist the Soviet invasion for far longer than the Soviets expected.Hostilities ceased in March 1940 with the signing of the Moscow Peace Treaty. Finland ceded 11% of its pre-war territory and 30% of its economic assets to the Soviet Union. Soviet losses on the front were heavy, and the countrys (19)_ . The Soviet forces did not accomplish their objective of the total conquest of Finland, but did (20)_ along Lake

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

Shop assistant:______, Sir?

Customer. I am looking for the men's wear section.

正确答案：H

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。

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.

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