（0161）《中学英语教学法》复习思考题
一、判断正误题（8分）
The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ).
( ) 1. Role play and improvisation are social interaction activities.
( ) 2. Discovering missing information and discovering differences and following directions are all functional communicative activities.
( ) 3. Stress in pronunciation is sometimes as important as grammar.
( ) 4. Students need to be able to write phonetic transcripts of words.
( ) 5. Adult learners need to focus on pronunciation, but young learners don’t.
( ) 6. Students need to know phonetics in order to learn English.
( ) 7. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.
( ) 8. If the students get enough chance to practise using a foreign language, they do not need to learn grammar.
( ) 9. Teaching and learning grammar should focus on practice rather than the study of grammar itself.
( ) 10. Grammar should be taught an practised in context.
( ) 11. The best way to explain vocabulary is to translate.
( ) 12. Words must be learned in language contexts.
( ) 13. Knowing a word means that you know the pronunciation and meaning of it.
( ) 14. Students’ errors are a very useful way of showing what they have and have not learnt. So instead of seeing errors negatively, as a sign of failure, we see them
positively as an indication of what we still need to teach.
( ) 15. Testing implies evaluation based on a collection of information about what students know and can do.
( ) 16. Classroom climate is strongly affected by the teachers’ attitude and behaviour.
( ) 17. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.
( ) 18. The students’native language has no particular role in the Communicative Approach. The target language should be used not only during communicative
activities, but also in explaining the activities to the students or in assigning
homework.
( ) 19. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.
( ) 20. Students’ errors are a sign of failure, so we must correct every mistake they make.
( ) 21. Culture is received greater attention in the Communicative Approach.
( ) 22. Spoken language is generally produced in informal, simple or common
vocabulary.
() 23. All new words in a lesson are equally important.
( ) 24.Classroom climate is strongly affected by both the teachers’ attitude and the
students’ behavior.
( ) 25. Vocabulary can be divided into productive and receptive.
( ) 26. Communicative competence refers to knowledge of the grammar and vocabulary of the language.
( ) 27. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.
( ) 28. Written language is generally produced in fairly simple sentence structures. ( ) 29. In the Communicative Approach, both teachers and students have multiple roles. ( ) 30. Spoken language is sometimes produced in incomplete sentences.
( )31. The skill practised in the pre-reading stage is anticipation.
( ) 32. Communicative activities can be divided into functional communicative activities and social interaction activities.
( ) 33. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading
strategies.
( ) 34. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the
context to work out the usage of the structure. This is called the inductive method. ( ) 35. Reading is an active process, during which the reader tries to understand the meaning of a given text.
( )36. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or
the activity will lose its point.
( ) 37. The skill practised in the pre-reading stage is inference.
( ) 38. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.
( ) 39. The typical example of functional communication activities is role play.
( ) 40. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.
( ) 41. You glance quickly through a text in order to find a specific piece of information, this skill is called scanning.
( ) 42. Types of mistakes are slips, errors and attempts.
( ) 43. The language you are learning is called target language.
( ) 44. There is an important difference between assessment and testing.
( ) 45. In many cases the term “materials” is used in place of “textbooks”, which refers to anything that is used by teachers or students to facilitate the learning of a
language.
( ) 46. It’s unnecessary for teachers to know how to evaluate, select and adapt textbooks. ( ) 47. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.
( ) 48. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws
of foreign language teaching.
( ) 49. According to the Grammar Translation Methods, the spoken form of language is
the most important aspect of language.
( ) 50. Interactional view sees language as a linguistic system but also as a means for doing things.
( ) 51. Functional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.
( ) 52. Students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the
dialogue presented in the first stage. This stage is intended to develop accuracy
skills. This describes the presentation stage.
( ) 53. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really
what the writer means. Sometimes I go the other way round. That’s to say, I
combine the above 2 ways in my reading. This is the interactive model.
( ) 54. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing
fluency skills. This refers to the production stage.
( ) 55. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get
meaning from the text. This is the top-down model.
( ) 56. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning
from the text as a whole. This is the bottom-up model.
( ) 57. Structural view sees language as a linguistic system made up of various subsystems.
To learn a language means to learn these structural items so as to be able to
understand and produce language.
( ) 58. 语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用能力。
( ) 59. 听、说、读、写是英语学习的手段。
( ) 60. 语言和文化是密不可分的，学习语言就必须学习与之相联系的文化。
二、填空题（12分）
Fill in the blanks so as to complete the descriptions of different theories of language learning. 1. In real life, there are two ways in which we often listen, they are______________ and
_______________.
2. A good speaking syllabus should include topics, ___________, ________, functions and
____________________.
3.One way to help students use natural intonation is to practise saying the sentence in sections,
starting with the end of the sentence and gradually working backwards to the beginning. This technique is known as ____________.
4.Teaching is a three-way relationship between ___________, the materials he or she is using,
and _______________.
5.The teacher divides the whole class into pairs. Every student works with his or her partner,
and all the pairs work at the same time, it is sometimes call __________________. With pairs of students speaking in turn in front of the class is called ________________.
6.The background knowledge needed to interpret a given text is called ___________ .
7. _____________ usually contributes to the development of all the language skills and may involve using other skills than just reading.
8. Activities that are truly communicative have three features: ____________, choice, and ________.
9. Some factors will influence our lesson planning, they are ______________,_____________, curriculum and ____________.
10. Basic question types are________, _________ and _________.
11. When we write a comment on observation, we can follow the SSSS+S process: sympathise,
__________, ________,________ and _________.
12. Controlled practice can be divided into two types, they are mechanical practice and
________________.
13. The grammar rule is given first and explained. The students then have to apply the rule to
given situations. This is called _______________.
14. In real life, language is used to perform certain _______________________; in traditional
pedagogy, the teaching focus is on_________ rather than functions.
15. James Asher was the founder of_____________.
16.The skill practised in the pre-reading stage is ____________.
17.A lesson should involve the__________, and ____________ of both learners and teachers. It
can be regarded as a process of ________________
18. Three approaches towards reading and listening are _________________,
_________________ and ________________________.
19. There are a variety of elements that contribute to the qualities of a good language teacher.
These elements can be categorized into three groups: ethic devotion, ______________________ and ___________________.
20. In the past half century, language teaching and learning practice has been influenced by three
different views of language , namely, the structural view, ___________________ and _____________________.
21. Reading is an ________ process, during which the reader tries to understand the meaning of a
given text.
22.Lesson planning should be done at two levels: _______________ and _______________.
23. The process of writing is generating ideas, _________, ___________ and ____________.
24. Role play is a way of bringing situations from real life into the classroom. When we do it, we
ask students to imagine. They may imagine:__________, _____________or both.
25. The teacher divides the class into small groups to work together, it is called _____________.
26. Littlewood (1981) proposed two main categories of communicative activities, namely: _____________________ and ________________________.
27. V ocabulary can be divided into two kinds, they are______________ and _____________.
https://www.doczj.com/doc/7c15174576.html,municative competence is the ability not only to apply the grammatical rules of a
language in order to form grammatically correct sentences but also to know _______ and ________ to use these sentences and to ________.
29. Knowing a word means that you know_________, __________, ___________ and
_____________.
30. An important feature of today’s language classroom is that students do not always study as
one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are_______, ________,________, and__________.
31. The realistic goals of teaching pronunciation should be__________, __________
and____________.
32. A close study on the assessment purposes will make it clear that all the people involved in
education have some reasons to consider assessment necessary. They are ___________, ____________, __________ and _____________.
33. Besides testing, there are many other ways to gather information, such as ____________,
____________, ____________ and____________.
34. In practice, to develop students’communicative compentence means to develop their
_____________, _____________, _______________, _____________, and ____________ through effective classroom activities in listening, speaking, reading and writing.
35. According to socio-constructivist theory, learning is best achieved through the dynamic
____________ between the teacher and the learner and between learners.
36. Socio-constructivist theory emphasises interaction and engagement with the target language in
a social context based on the concept of ‘Zone of Proximal Development’and
___________.
37. The ___________________ theory believes that learning is a process in which the learner
constructs meaning based on his/her own experiences and what he/she already knows.
38. The term ________________ is often used in general to describe methods in which students
are asked to think rather than repeat.
39. Clark, Scarino and Brownell believe that a task has four components: a ___________, a
_________, a ___________ and a _____________.
40. Read through the following items and decide which belong to macro planning and which
belong to micro planning.
1)Write down lesson notes to guide teaching.
2)Decide on the overall aims of a course or program.
3)Design activities and procedures for a lesson.
4)Study the textbooks and syllabus chosen by the institute.
5)Decide which skills are to be practised.
6)Prepare teaching aids.
7)Allocate time for activities.
8)Prepare games or songs for a lesson.
9)Prepare supplementary materials.
10)Decide which language points to cover in a lesson.
41.《英语课程标准》采用国际通用的_________，将英语课程目标按照能力水平设为
________。课标要求从________开设英语课程。第二级为________结束时应达到的要求；第五级为_________结束时应达到的要求；第八级为高中毕业的基本要求；
_________为外国语学校和外语特色学校高中毕业课程目标的指导级。
42. 基础教育阶段英语课程的总体目标是培养学生的___________。综合语言运用能力的
形成建立在学生_________、__________、__________、__________和_________等素养整体发展的基础上。
43. 语言知识包括_______、________、________、________和_________等五方面的内容。
44. 学习策略指学生为了有效地学习和发展而采取的各种行动和步骤。英语学习的策略包
括_________、_________、_________和_________等。
45. 《英语课程标准》倡导____________。
46. 英语课程的评价体系采用___________与___________相结合的方式，既关注结果，又
关注过程，使对学习过程和对学习结果的评价达到和谐的统一。
三、配对题（5分）
Read and match.
Part I
a. Active vocabulary
b. Structural view
c. Interactional view
d. Passive vocabulary
e. The bottom-up model
f. Functional view
g. The top-down model h. The interactive model i. In the production stage
j. In the presentation stage k. In the practice stage
( ) 1. Words which we want students to understand, but which they will not need to use themselves.
( ) 2.This view sees language as a linguistic system but also as a means for doing things.
( ) 3. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing
fluency skills.
( ) 4. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really
what the writer means. Sometimes I go the other way round. That’s to say, I
combine the above 2 ways in my reading.
( ) 5. This view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.
( ) 6. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get
meaning from the text
( ) 7. This view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to
understand and produce language.
( ) 8. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning
from the text as a whole.
( ) 9. Students are given the opportunities to use the newly presented language items in
a controlled framework. This may be done by drills, or by repeating parts of the
dialogue presented in the first stage. This stage is intended to develop accuracy
skills.
( ) 10. Words which students will need to understand and also use themselves.
Part 2
The following are things that teachers often do in the language classroom. Decide what role the teacher is playing in each activity. Put number 1-6 in the brackets. When you have
finished, work in groups and compare your answers.
1. controller
2. assessor
3. organiser
4. prompter
5. participant
6. resource-provider
( ) a. The teacher gives students two minutes to skim a text, and when time is up, he/she asks students to stop and answer some questions.
( ) b. T: Do you have any hobbies?
S: Yes, I like singing and dancing.
T: Uhm, and…?
S: I also collect coins.
( ) c. The teacher writes one of five numbers (1 —5) on a number of cards(the same number as the students). Each student draws one card. Those who have drawn
number 1 will form group 1, and those who have drawn number 2 will form group 2.
Thus the students are put into five groups in a random way.
( ) d. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper”.
( ) e. The teacher asks the students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to revise.
( ) f. While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.
( ) g. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a
shirt without…” and points to the buttons on his own shirt or jacket.
( ) h. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.
( ) i. When students are doing a group-work task, the teacher joins one or two groups for a short period of time.
( ) j. The teacher asks the students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.
四、简答题（20分）
Answer the following questions.
1.Why do teachers ask questions in class?
2. What are the causes of mistakes?
3. What does ‘knowing a word’ mean?
4.How could you write something onto the blackboard but still keep the attention of the
class?
5. How to develop your self-evaluation?
6. There are different types of frameworks for planning a lesson. What are they?
7. Here are some ways of practicing the structure: substitution, free substitution,
repetition, picture prompts and single word prompts. Put them in order of difficulty and
give your reasons.
8. What is a successful speaking activity?
9. How to present a structure?
10. Describe the following questioning strategies.
11. What does a lesson plan consist of?
12. What are the advantages of using pairwork and groupwork? What problems might there
be?
13. Why are stage 1 and stage 2 interrelated by a double arrow line? Why are practice and
reflection connected by a circle?
14. Write down five important characteristics of good teaching and bad teaching. Then
evaluate yourself. How far are these five characteristics true of your own teaching?
15. How to organize pairwork?
16. What are the basic principles of positive error correction?
17. How to analyze the aims of a lesson?
18. Why do people listen?
19. List five types of activities done in the while-reading stage.
20. List five types of activities done in the post-reading stage.
21. There are five steps in the teaching of JEFC. What are they?
22. List eight vocabulary consolidation activities that can be done in class.
23. What is linguistic competence? What is communicative competence?
24. What are principles for good lesson planning?
25. What are the principles for teaching listening?
26. What are assessment methods?
27. What are the possible advantages and disadvantages of of assessment methods?
28. How can one become a good language teacher?
29. Reflect on your experiences of learning/teaching English in middle school. Which
method did your teacher/you use most often to teach grammar? How effective was it?
30. Why is the Grammar-Translation Method still popular in the world?
31. What do you think will be the trend of FLT in China in the next century?
32. Why do we use English songs in class?
33. What are the basic procedures of designing free writing tasks?
34. What are the advantages and disadvantages of whole class work and individual study
35. What’s the implication of each commponent(linguistic competence, pragmatic
competence, discourse competence, strategic competence, fluency) of communicative competence to langauge teaching and learning?
36. How do you design tasks?
37. What are the differences between reading aloud and silent reading with regard to
“manner”, “speed”, “purpose”, “skilled involved”, “form of activity”and “level of difficulty in classroom management”. Use the following table to note down your views.
39. Faced with the new curriculum, in what ways are English teachers expected to change?
40. 基础教育阶段英语课程的任务是什么？
41.《英语课程标准》中提出的“基本理念”是什么？
42. 什么是“情感态度”？根据教学实际谈谈如何在英语教学中实现这一教学目标。
43. 什么是“学习策略”？
44. 如何在英语教学中渗透学习策略的培养？
五、教学目标分析和活动设计（25分）
1.Present and practise the structure “so …that”, following the stages
1)Situations and example to show meaning;
2)Model the structure;
3)Model the example on the board and
4) Other examples. Then practise it meaningfully.
2. Draw two pictures that fit the dialogue. Then present and practice the reflexive pronouns.
A: Look at this photo of Shelley! Shelley is falling off her bike.
B: I hope she didn’t hurt herself.
A: No, she didn’t hurt herself. She was all right.
A: Here’s another photo of Shelley.
B: Look! She’s swimming very well. I didn’t know she could swim. Who taught her?
A: Nobody! She taught herself.
B: Did she learn all by herself? How clever!
3. Here is part of a first year lesson. Three different teachers are about to teach the lesson.
4. Design two tasks for each stage, pre-reading stage, while-reading stage and post-reading.
Qu-yuan was born around two thousand years age in China. His job was to give advice to the emperor. The emperor always took his advice. However, the emperor died and the emperor did not like listening to Qu-yuan. Qu-yuan finally lost his job. Qu-yuan was very good at writing poems. He became a famous poet.
However, he was always sad. He was sad because the new emperor did not take his advice and the country lost a battle. He jumped into a river and died. It was the fifth day of the fifth lunar month in that year.
Nowadays, people eat rice dumplings and have Dragon Boat races to celebrate this festival.
5. Design five reading tasks for pre-reading stage, while-reading stage and post reading-stage.
6. Look at the text below, which is taken from one of the school textbooks and try to work out
what is being taught here.
Dr Yang: What can I do for you, Sharon?
Sharon: Well, I couldn’t sleep last night.
Dr Yang: What was the matter?
Sharon: I’ve got a pain here. Just here. Ouch!
Dr Yang: Right. Let me examine you. Does it hurt here? Here? Here?
Sharon: Ouch!
Dr Yang: What did you eat yesterday?
Sharon: For lunch I had noodles, salad and later a peach. I didn’t have any supper, except a piece of bread, because I didn’t feel very well.
Dr Yang: Was the peach ripe or green?
Sharon: It was a bit green.
Dr Yang: I think that may be the problem. It’s nothing serious. You’d better have a good rest.
Take this medicine three times a day. You’ll be all right soon. And I advise you not
to eat fruit that isn’t ripe in future.
Sharon: OK. Thank you. Good-bye.
1 ) Read it and answer the questions below it.
A: Topic: _______________________
B: Vocabulary: ___________________
C: Structure: _____________________
D: Functions: _____________________
E: Skills: __________________________
2) How could you state the objectives of the lesson? You may start like this:
By the end of the lesson, the students should be able to_________________________________________________________________________ __________________________________________________________________________ 7. Design a chart to accompany text. Then design three tasks for each stage.(Pre-stage, while-stage
and post-stage)
Many children have a birthday cake with candles on their birthday. In some countries, like England and Scotland, there is another custom, too. There people spank or hit the child on his/her birthday. This may hurt a little, but they say it is very lucky for the child. The child must never cry. The custom says that if you cry, you will cry all year.
The reason for birthday spanks is to make the bad spirits go away. The harder you spank the better it is. In Belgium, another country in Europe, the custom is a little different. There a parent goes into the child’s bedroom early in the morning with a needle. As soon as the child wakes up, the parent pricks the child with the needle. This is for good luck!
As you grow older, you get more spanks. You usually get one for each year plus an extra one.
8. Write a lesson plan. The plan should include:
—the aim of the lesson;
—new vocabulary;
—the main stages of activity;
—detailed notes for each stage;
—any visual aids you need.
How Do They Go to Work
Shen Rui is a businessman in Guangzhou. He lives only 10 kilometers from his workplace, but it takes him about 40 minutes to drive to work because the streets are
often very busy. “But I enjoy driving,” says Shen Rui. “I don’t mind the bad traffic,
because my car is comfortable and I can listen to my favourite music on CDs!”
Sato Y uko is a teacher in Tokyo. Her home is 150 kilometers from Tokyo, but her school is in the middle of Tokyo. “ I don’t mind,” she says. “It takes me only one hour
to get to my school by train!” Why is it so fast? The train goes about 280 kilometers an
hour! Sato Yuko likes the train because it is good for the environment, and there are
never any traffic problems.
David Miller is a doctor in Los Angeles. Every morning he puts his work shoes in his bag and puts on his running shoes. “I want to keep fit, and running to work every
day is great exercise, “says David. He lives 2 kilometers from the hospital, so it takes
him only 20 minutes to run to work. “I hope more people will go to work on foot in the
future,” he says.
My Good Friends
I have three good friends. They are Li Lan, Jenny and Zhang Lei. Li Lan is twelve
years old. She is from Shanghai. She has two big eyes and long straight hair. She is
short and she always has a lovely smile on her face, She is very shy and quiet. I am
outgoing, but we are good friends. I can tell her anything because she can keep secrets.
She loves drawing and painting. She can draw very funny pictures. She wants to be a
cartoon artist when she grows up.
Jenny is from England. She is a black girl. She has short curly hair and big brown
eyes. She is always happy and outgoing. She loves to meet new people and make
friends. When I feel unhappy, I go to her and she can make me feel better. She loves
sports and music. She plays drums in the school band. Her dream is to become a
wonderful drummer in a famous band.
Zhang Lei is from Beijing. He is tall and strong. He has short black hair. He wears glasses and he looks smart. He is clever and hardworking. He has lots of new ideas
and he likes making things like radios and computers. Sometimes he works too hard
and forgets to eat or sleep, He always helps our classmates fix their radios, computers
and CD players. He wants to be a scientist like his father.
9. Write a lesson plan by using the following song.
—the aim of the lesson;
—new vocabulary;
—the main stages;
—three activities;
—any visual aids you need.
Que Sera, Sera
(Whatever Will Be, Will Be)
When I was just a little girl,
I asked my mother,
“What will I be?
Will I be pretty, will I be rich?” Here’s what she said to me:
“Que sera, sera.
Whatever will be, will be.
The future’s not ours to see.
Que sera, sera.
Whatever will be, will be.”
说明：在每期的教案批改中发现，老师们对教案的设计与课程标准的要求还有非常大的差距，有的甚至连基本的教学过程都不清楚，因此，附上两个教案供老师们参考，请大家认真仔细地阅读和思考。
附录一《新目标》初中英语教材详细教案一份
Teaching Notes
Teacher: Zhang Han
Class: C lass 2
Type of lesson: New presentation lesson
Material: S ection A 1a, 1b and 1c, U nit 3, Go for it新目标英语八年级下册
Contents: 1. Tense: Past continuous tense
2. Sentence structure:
What were you doing at 7 yesterday morning?
I was sleeping.
What was he/she doing when the U.F.O. arrived?
He/she was sleeping late.
3. New words and expressions: bathroom, barber shop, kitchen, get out of,
in front of, sleep late, smoothie
Aims: 1. St udents can talk about past event with teachers’ help.
2. Students can use vocabulary: bathroom, barber shop, kitchen, get out of.
3. Develop students’ listening, speaking, writing and reading skills (focus
on listening and speaking)
Focal points: Past continuous tense, when… clause, important words: barber shop…Difficult points: The understanding of the dialogue and sentence structure. The development of listening skills
Teaching Aids: C omputer, blackboard
Stage 1: Get ready for learning
Self-introduction and lead-in:
T: Good Morning, boys and girls! My name is Zhang Han. You can call me Tony.
Today，it’s my turn to give my first lesson. To my surprise, a special friend
called me up just now. Do you want to know him?
Ss: …
T: Yeah, he is David Beckham.
Stage 2: Introduce sentence structure: Where were you at specific time？Teach new words
Presentation:
T: Do you want to know what he said?
Ok, please look at this PPT.
这时在课件上显示与贝克汉姆之间的对话：
Presentation: T: Do you know the word---- Barber shop?
Well, please take a look at this picture. (Point the PPT.) This is a barber
shop.
Drill: Now read after me.
Practice: Ok, how to say: 我正坐在理发店里？
T: How about this word---- bathroom? Do you know its meaning?
No? Please look at the picture. What is it?
Drill: Yes, we call it “bathroom ”. Read after me ！
And how to say “他在浴室里洗手” ？
Practice: T: Excellent!
（在这一过程中将单词呈现并加以练习）
Stage 3 Present sentence structure ：What were you doing at specific time? and
complete task 1
Presentation: Drill:
在这期间稍微讲解一下过去进行时的概念并让学生对比过去进行时和
现在进行时，总结出：
I was + doing+ what
You were doing+ what
Practice: T: Now, please answer my question: What were you doing at 8 o ’clock
yesterday evening?
再抽好中差三类学生单独回答问题, 检查掌握情况
T: Well done!
Please make a conversation with your partner to talk about what you were
doing at these time yesterday evening. You have 5 minutes. (Activity 4)
T: Tom and Ann, please show your conversation!
…
T: Very good!
Stage 4 Lead in the sentence structure: Where were you when …? and practice. Presentation: T: This morning, Beckham also asked me to see a movie. The movie is about (Point to a UFO picture)
T: Good! It’s about UFO. One day, a UFO arrived in a city. (Look at the
picture on your book.) A reporter is asking 6 people----a, b, c, d, e:
Where were you when the UFO arrived? (简单提一下when引导的从
句)
Task 2: Now, match the statements with the people in the picture. You have two minutes.
T: Now, let’s check the answers. Number 1: I was in the bathroom. We
choose? (对答案的时候复习生单词)
Task 3: T: Well, now you have one minute to read the five statements in activity 1b Listen to the tape for the first time and circle the correct words. (顺带讲
解1b中的词组)
Practice: Please listen to the tape for the second time. I will stop at the end of each sentence. Please repeat it together. 重复完I was standing in front
of the library就问学生：What was the girl doing when the UFO
arrived?
Ss: She was standing in front of the library 在PPT打出这一问答引入第三人称：
讲解he\she\it + doing + what
之后与同学再做几个问答
T: All of you did a very good job!
Task 4: T: Now, talk with your partner about what people were doing when the UFO arrived. You can choose these six people to make the conversation.
(用第三人称问答) Here we go！
T: Very good!
Stage 5 Consolidation
T: Please do these exercises below:
Stage 6 Homework
1. 轻松练习: 1a, 1b, 1c 和完型填空
2. Preview the new words on Page 19
3.Make up dialogue according to the sample below: (Use the verbs and
expressions you’ve learned)
Sample:
附录二《仁爱》版初中英语教材详细教案各一份
UNIT 2 Keeping Healthy
Topic 1 How are you feeling today?
Section B
1. Listen, read and say.
Mr. Lee: Hey, Bruce. You look pale. What’s the matt er?
Bruce: Well, I have a headache and a cough.
Mr Lee: I’m sorry to hear that. Maybe you have the flu.
Bruce: Oh, I’m feeling terrible!
Mr Lee: You’d better go to see a doctor. Shall I take you to the hospital?
Bruce: No, thank you. I’ll take some medicin e and see how it goes.
2a Number the sentence to make a conversation. Then listen and check your answers.
( 1 ) How are you, Nick?
( ) I have a terrible cold. I cough day and
night.
( ) Not so well. I feel terrible.
( ) What’s wrong?
( ) Bad luck! You should go home and lie
down. You’d better not go to school today.
( ) OK, thank you.
2b Pair work
Practice the above conversation with your partner. Then act it out.
Teaching aims
1.Learn how to express feelings and pains and care for others.
2.Learn the usage of the modal verb of had better and revise should.
3.Learn the new words and phrases: pale, terrible, day and night, take some medicine, lie down
4.Learn to listen to some materials and get information.
Focal points:
Use of new words and phrases of this lesson, had better and should; improvement of four skills; mainly listening and speaking.
Difficult points
Use what they learn to express feelings and pains and care for others.
Aids
cards, medicine, computer, PPT, textbook and etc.
Teaching procedure and time allotment
Stage 1 Introduction(about 4 minutes)
Begin with an English song “How are you?” , the teacher greets students.
Hello, boys and girls. Nice to meet you. Today I want to make friends with you. Do you want to be my friends? OK, let me tell something about myself…Now I feel very happy, because I make so many new friends. How are you feeling today?...
T: Hey , boy! What’s your name, please? How are you feeling today?
B: ….
T: Hey, girl! How about you?
G: ....
Ask two students to do it like this, learn the new word hey.
Stage 2 Review and presentation (about 13 minutes)
Learn the new words (pale, terrible, day and night, take some medicine, lie down)
1.Learn take some medicine
T: OK, my friends, look here please. There are some phrases in the cards. What are they? Can you read them?
Show the cards. Students read the following phrases one by one.
see a doctor have a headache have a cough
have a cold have the flu take some medicine
T: Good job. Now let’s play games and see if you have good memories. The first, close your eyes, please. (remove one of cards) Open your eyes. What’s missing?
Do it like this three times. The last time, remove take some medicine.Then learn it. The teacher could use body language and say “I have the flu, I’d better take some medicine.”
Look at these men, they have some trouble, too.( show the pictures)
What’ wrong with them? ( have a headache, have a cold , have a cough)
T: What’s wrong with them?
S: ….
T: What should he do?
S: He’d better/ should take some medicine.( If students cannot answer, the teacher can help them)
2.Learn day and night
T: Do you like taking some medicine?
Ss: No.
T: Me, too. But I have the flu. I cough day and night, so I’d better take some medicine.
Teacher gives another example: Because I eat too many candies. I have a toothache day and night. I’d better take some medicine.
Showing some pictures,
Practice: He has a headache day and night
He has a backache day and night.
He has a stomachache day and night.
They’d better see a doctor and take some medicine.
3.Learn pale and terrible
T: Do you know if people are ill, how do they look? And how do they feel?
Now let’s listen to a dialogue between Jay and Jacky, you can find the answers.
Teacher shows the pictures. Students listen and learn the new words pale and terrible. A: Hey, Jay. You look so pale. What’s the matter?
B: I feel terrible. I cough day and night.
Ask students to look at Jay’s face. Teach He looks pale.
pale
Compare the pictures, learn terrible.
happy
第九章感觉器官的功能 【测试题】 一、名词解释 1．感受器（receptor） 2．感觉器官（sense organs） 3．感受器的适宜刺激（adequate stimulus of receptor） 4．感受器的换能作用（sensory transduction） 5．感受器电位（receptor potential） 6．感觉编码（sensory coding） 7．感受器的适应现象（adaptation of receptor） 8.本体感觉（propr ioception） 9．视敏度（visual acuity） 10．近点（near point of vision） 11．远点（far poin t of vision） 12．瞳孔对光反射（pupillary light reflex） 13．近视（myopia） 14．盲点（blind spot） 15．暗适应（dark adaptation） 16．明适应（light a daptation） 17．视野（visual field） 18．听阈（hearing threshold） 19．最大可听阈（maximal auditory thre shold） 20．听域（audible area） 21．气传导（air c onduction） 22．骨传导（bone conduction） 23．耳蜗微音器电位（microphonic potential） 二、填空题 24．感受器电位是一种过渡性电位，其大小在一定范围内与刺激强度呈，因此，不具有的性质。 25.快痛是一种“痛”，快痛由纤维传导；而慢痛是一种“_痛”，由_ 纤维传导 26．进入眼内的光线，在到达视网膜之前，须通过四种折射率不同的介质，依次为，，和。 27．简化眼模型，是由一个前后径为的单球面折光体组成，折光率为，此球面的曲率半径为。 28．视近物时，眼的调节包括、和。 29．视近物时晶状体，视远物时晶状体。 30．光照愈强，瞳孔愈；光照愈弱，瞳孔愈，称为反射，其反射中枢在。 31．老视眼的产生原因主要是，表现为近点移，所以看近物时需戴适
《结晶学与矿物学》思考题 绪论 1、什么是矿物？矿物与岩石、矿石的区别？ 2、什么是晶体？晶体与非晶体有何本质区别？ 3、判别下列物质中哪些是晶体，哪些是非晶体？哪些是矿物，哪些不是矿物？ 冰糖金刚石沥青水晶 玻璃水空气方解石 4、为什么要学习矿物学？ 第一篇 第一章 1、网面密度大的面网，其面网间距也大，这种说法对不对？试画简图加以定性的说明。 2、为什么晶体被面网密度较大的晶面所包围？ 3、为什么形态各异的同种晶体，其对应晶面夹角恒等? 4、为什么晶体具有均一性和异向性？ 5、为什么晶体具有一定的熔点？试举例说明之 6、从能量的角度说明晶体的稳定性 7、晶体与非晶体在内部结构和基本性质上的主要区别是什么？ 8、什么是晶体构造中的相当点？下图是石墨（C）晶体构造中的碳原子层，黑圆点代表碳 原子的中心位置。找出点m的所有相当点，并画出平行四边形（二维格子——面网）的形状。再找出点A的相当点，用另外的颜色画出平行四边形的形状。比较两次画出的平行四边形的形状和大小是否相同。 第二章 1、对称的概念？晶体的对称与其他物体的对称有何本质区别？ 2、什么是对称面、对称中心、对称轴及旋转反伸轴？ 3、为什么晶体上不可能存在L5及高于六次的对称轴？ 4、怎样划分晶族与晶系？下列对称型各属何晶族与晶系？ L2PC 3L23PC L44L25PC L66L27PC C 3L44L36L29PC L33L2L33L23PC 3L24L33PC
5、中级晶族的晶体上，若有L2与高次轴并存，一定是彼此垂直而不能斜交，为什么？ 第三章 1、为什么在实际晶体上，同一单形的各个晶面性质相同？在理想发育的晶体上同一单形的 各个晶面同形等大？ 2、怎样区别八面体、四方双锥、斜方双锥？ 3、五角十二面体和菱形十二面体与三根彼此垂直的L4（或L2）的空间交截关系有何异同？ 4、四角三八面体与三根彼此垂直的L4（或L2）相交的特点？ 5、菱面体与三方双锥都是六个晶面，他们之间的区别何在？ 6、在四十七种几何单形中，下列单形能否相聚 八面体与四方柱六方柱与菱面体五角十二面体与平行双面三方双锥与六方柱斜方柱与四方柱三方单锥与单面 第四章 1、晶体定向的定义？ 2、晶体定向的原则，各晶系晶体定向的方法及晶体常数特点？ 3、何谓晶面的米氏符号？某晶面与X、Y、Z轴上的截距系数分别为2、2、4，请写出此晶 面的米氏符号。 4、在某等轴晶系的晶体上，某晶面与X、Y、Z轴上的截距分别为2.5mm，5mm，∞，试 写出此晶面的米氏符号 5、为什么四方晶系及三、六方晶系晶体的轴单位具有a=b≠c的特征？ 6、下列晶面，哪些属于[001]晶带，哪些属于[010]晶带，哪些晶面为[001]与[010]二晶带共 有？ （100）、（010）、（001）、（001）、（100）、（010）、（110）、（110）、（011）、（011）、（101）、（101）、（110）、（110）、（101）、（101）、（011）、（011） 7、{111}在等轴、四方、斜方、单斜（L2PC对称型）和三斜晶系中分别代表什么单形？ 8、判断晶面与晶面、晶面与晶棱，晶棱与晶棱之间的空间关系（平行、垂直或斜交） （1）等轴晶系、四方晶系及斜方晶系： （001）与[001]；（010）与[001]；[001]与[110]；（110）与（010）。 （2）单斜晶系晶体 （001）与[001]；（001）与（100）；[100]与[001]；（100）与（010）。 （3）三、六方晶系晶体 （1010）与（0001）；（1010）与（1120）；（1010）与（1011）；（0001）与（1120）。 9、写出各晶系常见单形及形号，并总结、归纳以下形号在各晶系中各代表什么单形？ {100}、{110}、{111}、{1011} {1010} {1120} {1121} 第五章 1、双晶的定义。 2、双晶与平行连生的区别？ 3、双晶面、双晶轴、接合面的涵义及其空间方位的表示方法？ 4、双晶面为什么不能平行晶体的对称面？ 5、双晶轴为什么不能平行晶体的偶次对称轴？ 6、斜长石（C）可以有卡式律双晶和钠长石律双晶，为什么正长石（L2PC）只有卡式律双 晶，而没有钠长石律双晶？ 第二篇 第一章
词汇学考试题型 Ⅰ.Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement and put the letter in the bracket.（2×15=30%） 1.In Old English there was _______ agreement between sound form.（） A. more B. little C. less D. gradual 2.Both LDCE and CCELD are _______.（） A. general dictionaries B. monolingual dictionaries C. both A and B D. neither A and B 3.The word "MINISKIRT" is _______.（） A. morphologically motivated B. etymologically motivated C. semantically motivated D. none of the above 4.The most important way of vocabulary development in present-day English is _______.（） A. borrowing B. semantic change C. creation of new words D. all the above 5.Beneralization is a process by which a word that originally had a specialized meaning has now become ________.（） A. generalized B. expanded C. elevated D. degraded 6.Some morphemes have _______ as they are realized by more than one morph according to their position in word.（） A. alternative morphs B. single morphs C. abstract units D. discrete units 7.Old English vocabulary was essentially _______ with a number of borrowings from Latin and Scandinavian.（） A. Italic B. Germanic C. Celtic D. Hellenic https://www.doczj.com/doc/7c15174576.html,pounds are different from free phrases in all the following ways EXCEPT _______.（）
《预防医学》课程复习思考题及参考答案 （修改版） 一、名词解释 预防医学 是一门医学应用学科，从预防的观点出发，研究人群健康疾病与自然社会环境之间的关系，通过公共卫生的策略和措施，预防疾病，增进健康，提高人民的生活质量。对象是群体和个体，手段是三级预防策略，目的是维护和促进人民的健康，推进社会文明发展。矚慫润厲钐瘗睞枥庑赖。 健康危险因素评价 健康危险因素评价：是指从个体或群体健康信息咨询或调查、体检和实验室检查等过程中收集各种与健康的相关危险因素信息，为进一步开展有针对性的干预措施提供依据。聞創沟燴鐺險爱氇谴净。 健康促进 指一切能促使行为和生活条件向着有益于健康改变的教育和环境支持的综合体。
医源性感染 病人在接受医疗卫生服务的过程中因为医疗卫生服务场所的环境和医疗用品受到生物污染而感染疾病的现象称为医源性感染。残骛楼諍锩瀨濟溆塹籟。 职业病 当职业性有害因素作用于人体的强度与时间超过一定限度时，造成不能代偿的机体损害，从而导致一系列的功能性和（或）器质性的病理变化，出现相应的临床症状和体征，影响劳动能力，这类疾病统称为职业病。酽锕极額閉镇桧猪訣锥。 蛋白质的互补作用 将几种具有不同氨基酸组成特点的蛋白质食物混合食用，互相取长补短，提高蛋白质的生物利用率。 初级卫生保健：是一种基本的卫生保健，它依靠切实可行、学术上可靠又为社会所接受的方式和技术。是社区的个人与家庭通过积极参与普遍能够享受的，费用也是社区或国家在发展的各个时期本着自力更生及自决
精神能够负担得起的，它既是国家卫生系统的一个组成部分、也是社区整个社会经济发展的一个组成部分。彈贸摄尔霁毙攬砖卤庑。 医学模式：指在不同历史阶段，人们对于人类生命过程，健康和疾病的特点和本质的认识和概括，是人们观察、分析和处理医学有关问题的基本思想和主要方法。謀荞抟箧飆鐸怼类蒋薔。 健康状况评价：通过分析人群的健康水平及其变化，来探讨人群存在的健康问题，筛选影响人群健康的因素，评估各种健康计划、方案、措施的效果。厦礴恳蹒骈時盡继價骚。 高危人群：易受环境有害因素损害的人群称为高危人群。 物质蓄积：机体长期接触某些毒物后在某些组织和器官内逐渐积累从而量比较高的现象。是引起慢性中毒的物质基础。茕桢广鳓鯡选块网羈泪。 功能蓄积：毒物进入体内后，用现代检测技
结晶学与矿物学习题及答案[宝典] 习题1 一. 名词解释: 晶体 矿物 解理、断口 矿物的脆性与韧性 结构水 结核体 条痕 解理、断口 岛状硅酸盐 矿物的脆性与韧性 硅氧骨干 结晶习性 晶体常数和晶胞参数 对称型 晶面符号 类质同象 配位数与配位多面体 同质多象 单形与聚形 二. 填空题:
1. 晶体分类体系中，低级晶族包括晶系，中级晶族包括 晶系，高级晶族包括晶系。 2. 六方晶系晶体常数特点是，。 3(某晶体中的一个晶面在X，Y，U(负端)，Z轴的截距系数分别为2、2、1、0，该晶面符号为，该晶面与Z轴的位置关系为。 4(等轴晶系晶体定向时，选择晶轴的原则是。 5. 两个以上单形可以形成聚形，但是单形的聚合不是任意的，必须是属于的单形才能相聚。 6.晶体的基本性质有、、、、、。 7. 当配位数是6时，配位多面体的形状是。当配位数是8时，配位多面体的形状是。 8. 从布拉维法则可知，晶体常常被面网密度的晶面所包围。 9( 和是等大球最紧密堆积方式中最常见的两种堆积方式。 10(常见的特殊光泽有、、、。 12(可作宝石的氧化物类矿物、、。 13(硅酸盐类矿物的晶体结构可以看作是和组成，其他阳离子把这些联系在一起，形成一定的结构型。 14(普通辉石和普通角闪石的主要区别 是，、、。 15(橄榄石的晶体化学式为。 16(用简易刻划法测定矿物硬度时，指甲硬度为 ;小刀的硬度为 ;玻璃的硬度为。 17.红柱石的集合体形态常为。 18(一般来说，矿物的光泽分、、、。 19(可作宝石的硅酸盐类矿物有、、、。 20(黄铜矿和黄铁矿的主要区别是、。 21(刚玉和水晶的晶体化学式分别为、。 22(石英和方解石的主要区别
哈尔滨商业大学2009-2010学年第二学期《词汇学》期末考试试卷 装 题 订 线 内 不 答 要 一、单项选择题（本大题共40小题，每小题1分，共40 I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement. 1. Argot generally refers to the jargon of _______. Its use is confined to the sub-cultural groups and outsiders can hardly understand it. A. workers B. criminals C. any person D. policeman 2.________ are words used only by speakers of the dialect in question. A. Argot B. Slang C. Jargon D. Dialectal words 3. Archaisms are words or forms that were once in _________use but are now restricted only to specialized or limited use. A. common B. little C. slight D. great 4. Neologisms are newly-created words or expressions, or words that have taken on ______meanings. A. new B. old C. bad D. good 5. Content words denote clear notions and thus are known as_________ words. They include nouns, verbs, adjectives, adverbs and numerals. A. functional B. notional C. empty D. formal 6. In the Indo-Iranian we have Persian , Bengali, Hindi, Romany, the last three of which are derived from the dead language,_______. A. Sanskrit B. Latin C. Roman D. Greek 7. Greek is the modern language derived from _______. A. Latin B. Hellenic C. Indian D . Germanic 8. The five Romance languages , namely, Portuguese, Spanish, French, Italian, Romanian all belong to the Italic through an intermediate language called _______. A. Sanskrit B. Latin C. Celtic D. Anglo-Saxon 9. The ________family consists of the four Northern European Languages: Norwegian, Icelandic, Danish and Swedish, which are generally known as Scandinavian languages. A. Germanic B. Indo-European C. Albanian D. Hellenic 10. By the end of the _______century , virtually all of the people who held political or social power and many of those in powerful Church positions were of Norman French origin. A. 10th B.11th C.12th D. 13th 11. The prefixes in the words of ir resistible, non classical and a political are called _______. A. reversative prefixes B. negative prefixes C. pejorative prefixes D. locative prefixes 12. The prefixes contained in the following words are called ______: pseudo-friend, mal practice, mis trust. A. reversative prefixed B. negative prefixes C. pejorative prefixes D. locative prefixes 13. The prefixed contained in un wrap, de-compose and dis allow are _________. A. reversative prefixed B. negative prefixes C. pejorative prefixes D. locative prefixes 14. The prefixes in words extra-strong, overweight and arch bishop are _____ . A . negative prefixes B. prefixes of degree or size C. pejorative prefixes D. locative prefixes
复习思考题 一、绪论 1．什么是矿物？ 2．什么是晶体？晶体和非晶体有何本质区别？ 3．现代结晶学有哪几个分支? 4．判断下列物质中哪些是晶体，哪些是非晶体？哪些是矿物，哪些不是矿物？ 冰糖金刚石沥青水晶 玻璃水空气方解石 二、晶体的基本性质 1．什么是晶体结构中的等同点？ 2．面网密度大的面网，其面网间距也大，这种说法对不对？试画简图加以定性的说明。 3．为什么晶体被面网密度大的晶面所包围？ 4．晶体有哪些基本性质？ 5．为什么形态各异的同种晶体，其对应晶面夹角恒等？ 三、晶体的发生与成长 1．形成晶体有哪些方式？ 2．成核作用分为哪几种类型？ 3．在溶液中，过饱和度为低、中、高的情况下，晶体的生长分别以什么方式？ 4．为什么晶核一定要达到一个临界尺寸才可以继续生长？ 5．阐述布拉维法则的内容，并加以定性论证。 6．影响晶体生长的外部因素有哪些？ 四、晶体的宏观对称
1．对称的概念。晶体的对称和其它物质的对称有何本质区别？ 2．什么是晶体对称定律？证明之。 3．怎样划分晶族和晶系？下列对称型各属何晶族和晶系？ L2PC 3L2PC L 44L25PC L 66L27PC C 3L44L36L29PC L 33L 2 L 33L23PC 3L24L33PC 4．对称面、对称轴可能出露的位置。 5．中级晶族晶体中能否有或P与唯一的高次轴（、、）斜交？为什么？6．能否说，当晶体中有而无对称中心时，此必为，当晶体中有P与垂直时，此L3必为L i6？ 五、晶体定向和晶面符号 1．晶体定向的原则，各晶系晶体定向的方法和晶体几何常数的特点。 2．为什么四方晶系和三、六方晶系的晶体的轴单位具有a=b≠c的特征？ 3．{111}、{100}和{110}在等轴、四方、斜方、单斜（L2PC）和三斜晶系中分别代表什么单形？ 4．{10-11}、{11-20}和{11-21}在三方和六方晶系中各代表什么单形？ 5．简述整数定律的内容。 6．证明四轴定向的晶面符号中h+k+i=0。 7．晶面（）是否肯定在c轴上的截距最短？对于三个水平结晶轴来说，是否肯定在d轴上的截距最短？为什么？ 六、单形和聚形 1．单形和聚形的概念。 2．菱面体和三方双锥都是6个晶面，它们之间有什么区别？ 3．在47中几何单形中，下列单形能否相聚？
《心理学》（自考）同步练习 第三章感觉与知觉同步练习 一、名词解释 1．感觉P42 2．知觉P60 3．感受性P45 4．感觉阈限P45 5．绝对感觉阈限P45 6．差别感觉阈限P46 7．适应P50 8．明适应P52 9．暗适应P52-53 10．社会知觉P72 11．首因效应P74 12．晕轮效应P76 13．社会刻板印象P77 二、单项选择题 1．人脑对直接作用于感觉器官的客观事物的各种属性的整体反映是( )P60 A．感觉B．知觉C．感受性D．表象 2．人脑对直接作用于感觉器官的客观事物的个别属性的反映叫做( )P42 A．反映B．知觉C．感觉D．直觉 3．闻到苹果香味，看到苹果红色外表，触摸苹果光滑的果皮等所引起的心理活动是( )P42 A．感觉B．知觉C．感受性D．感觉阈限 4．能够把外界刺激的能量转换为神经冲动，即将感觉器官接受的各种适宜刺激能量转换为生物电能的器官是( )P44 A．感觉B．感觉器官C．感受器D．感受性 5．人感到某个刺激的存在或刺激变化的强度或强度变化所需要的量的临界值是( )P45 A．感觉B．感受性C．感觉阈限D．心理量 6．刚刚能够引起感觉的最小刺激量是( )P45 A．绝对感受性B．差别感受性C．差别感觉阈限D．绝对感觉阈限 7．刚刚能引起差别感觉的两个同类刺激物之间的最小差别量是( )P46 A．绝对感觉阈限B．差别感受性C．差别感觉阈限D．差别感觉能力 8．同一感受器在刺激物的持续作用下所发生的感受性的变化现象是( )P50 A．适应B．感觉对比C．感觉相互作用D．联觉 9．看见一株玫瑰花并能认识它，这时的心理活动是( )P60
英语词汇学复习题(五) I. Some of the following statements are true, and the others false. Mark your answer by writing T or F on your answer sheet. (10%) 1.The great majority of the basic word stock of the English language are native words, that is, words of Anglo-Saxon origin. 2.Suffixation is different from conversion in that it does not change the word-class of the base. 3.Words of a semantic field are synonymous. 4.Clipping involves the deletion of one or more syllables from a word, which is also available in its full form. 5.Content words have lexical meaning but no grammatical meaning. 6. A particular characteristic of componential analysis is that it attempts to treat components in terms of binary opposites. 7. A root is the basic unchangeable part of a word. 8.Many English words cannot be analyzed in terms of semantic features. 9.All words have antonyms. 10.The impact of context on meaning differs from one word to another and from one instance or passage to another. II. The following are multiple-choice questions. Mark your answer by writing A, B, C, or D on your answer sheet. (20%) 11.The English language from ______ to the present is called Modern English. (A) 450 (B) 1100 (C) 1500 (D) 1800 12.The sentence “John was fired for petty thieving.” Is stylistically ________. (A) literal (B) colloquial (C) archaic (D) neutral 13.Of the following words, _____ is an acronym. (A) OPEC (B) CIA (C) stylistic (D) affective 14.The definition of a word given in the dictionary is called its _____ meaning. (A) connotative (B) denotative (C) stylistic (D) affective 15.In terms of oppositeness of meaning, ________ is a pair of conversives. (A)“deep” and “shallow” (B)“present” and “absent” (C)“love” and “hate” (D)“above” and “below” 16.In the group of words “ride, run, walk, go, fly”, “go” is a ________. (A) superordinate term (B) hyponym (C) subordinate term (D) hyponymy 17. The word “success” used to mean “result, outcome”, now it means “a favorable outcome or result”. This is an example of __________ of meaning. (A) elevation (B) degeneration (C) extension (D) restriction
结晶学矿物学总复习题(含标准答案)
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《结晶学与矿物学》复习题 一、名词解释并举例： 1、晶体；晶体是内部质点(原子、离子或分子)在三维空间呈周期性平移重复排 列而形成格子构造的固体。 2、面角守恒定律；同种物质的所有晶体，其对应晶面的夹角恒等 3、晶面符号；晶体定向后，晶面在空间的相对位置就可以根据它与晶轴的关系 来确定，表示晶面空间方位的符号就叫晶面符号。 4、单形、单体；单形:由对称要素联系起来的一组晶面的总合。单体：矿物单晶 体的形态。 5、聚形及聚形相聚的原则；只有对称型相同的单形才能相聚在一起。 6、平行连生；同种晶体，彼此平行地连生在一起，连生着的每一个单晶体（单体）的相 对应的晶面和晶棱都彼此平行，这种连生称为平行连生。 7、双晶；是两个以上的同种晶体按一定的对称规律形成的规则连生。 8、空间格子；表示晶体内部结构中质点在三维空间作周期性平移重复排列规律的几何图 形。 8、点群与空间群；晶体形态中，全部对称要素的组合，称为该晶体形态的对称 型或点群。晶体内部结构的对称要素（操作）的组合称为空间群9、等效点系；等效点系是指：晶体结构中由一原始点经空间群中所有对称要 素操作所推导出来的规则点系。 10、类质同象:晶体结构中某种质点(原子、离子或分子)被其它种类似的质点所 代替，仅使晶格常数发生不大的变化，而结构型式并不改变，这种现 象称为类质同像。 11、同质多象；同种化学成分的物质，在不同的物理化学条件(温度、压力、介 质)下，形成不同结构的晶体的现象，称为同质多像。 12、矿物；矿物(mineral)是由地质作用或宇宙作用所形成的天然单质或化合物； 13、解理；矿物晶体在应力（敲打、挤压等）作用下，沿一定结晶学方向破裂 成一系列光滑平面的固有特性称为解理，这些光滑的平面称为解理面14、荧光与磷光；磷光：矿物在外加能量的激发下发光，当撤除激发源后，发光的持续 时间＞10-8秒；而持续发光时间＜10-8秒的发光称荧光。 15、假色与他色；假色是自然光照射在矿物表面或进入到矿物内部所产生的反射、 干涉、衍射、散射等物理光学效应而引起的矿物呈色。他色是矿物因含 外来带色的杂质、气液包裹体等所引起的颜色。 16、标型特征；能够反映矿物或地质体的一定成因特征的矿物学标志。 17、共生；同一成因、同一成矿期（或成矿阶段）所形成的不同矿物共存于同一空间的现 象。
系统解剖学 复习思考题 （供医学各专业使用） 大理学院人体解剖学教研室 前言 为了使学生能够在规定的学时内更好地掌握系统解剖学的基本知识，提高学习效率，我们根据教学大纲要求，编写了这本《系统解剖学复习思考题》，并附有参考答案。本书可供临床医学、医学检验、护理学、医学影像学及预防医学等本、专科学生用，也可作为报考硕士研究生、执业医师资格考试和教师教学的参考用书。 本书由大理学院解剖学教研室教师编写，仅供内部使用。 由于编者水平有限，错误和不足之处，敬请识者批评指正。 杨新文 2007年2月8日
目录 运动系统复习思考题----------------------------------------------4 内脏学复习思考题------------------------------------------------20 脉管系统复习思考题---------------------------------------------35 感觉器复习思考题------------------------------------------------47 周围神经系统复习思考题---------------------------------------62 中枢神经系统复习思考题---------------------------------------75 内分泌系统复习思考题------------------------------------------88 运动系统复习思考题参-------------------------------------------94 内脏学复习思考题参考答案----------------------------------- 108 脉管系统复习思考题参考答案--------------------------------119 感觉器复习思考题参考答案----------------------------------- 127 周围神经系统复习思考题参考答案---------------------------134 中枢神经系统复习思考题参考答案---------------------------143 内分泌系统复习思考题参考答案------------------------------154 运动系统复习思考题 一、名词解释： 1、解剖学姿势 2、骺线 3、翼点 4、胸骨角 5、椎间盘 6、肋弓 7、骨盆 8、鼻旁窦 9、足弓 10、腹股沟韧带 11、腹直肌鞘 12、板障 13、颅囟 14、肌腱袖 15、骶角 二、填空题： 1、运动系统由＿＿＿、＿＿＿、＿＿＿组成。
1.________ is traditionally used for the study of the origins and history of the form and meaning of words. A. Semantics B. Linguistics C. Etymology D. Stylistics 2.Stylistics is the study of style . It is concerned with the user’s choices of linguistic elements in a particular________ for special effects A. situation B. context C. time D. place 3.Lexicography shares with lexicology the same problems: the form , meaning, origins and usages of words, but they have a _______ difference. A . spelling B. semantic C. pronunciation D. pragmatic 4. Neologisms are newly-created words or expressions, or words that have taken on ______meanings. A. new B. old C. bad D. good 5The Normans invaded England from France in 1066. The Norman Conquest started a continual flow of ______ words into English. A. French B. Greek C. Roman D. Latin 6Greek is the modern language derived from _______. A. Latin B. Hellenic C. Indian D . Germanic 7The prefixes in the words of ir resistible, non classical and a political are called _______. A.reversative prefixes B. negative prefixes C. pejorative prefixes D. locative prefixes 8The prefixes contained in the following words are called ______: pseudo-friend, mal practice, mis trust. A. reversative prefixed B. negative prefixes C. pejorative prefixes D. locative prefixes 9The prefixed contained in un wrap, de-compose and dis allow are _________. A. reversative prefixed B. negative prefixes C. pejorative prefixes D. locative prefixes 10The prefixes in words extra-strong, overweight and arch bishop are _____ . A . negative prefixes B. prefixes of degree or size C. pejorative prefixes D. locative prefixes 11The prefixes in words bi lingual ,uni form and hemis phere are ________. A. number prefixes B. prefixes of degree or size C. pejorative prefixes D. locative prefixes 12.________ are contained in words trans-world, intra-party and fore head. A.Prefixes of orientation and attitude B. Prefixes of time and order C. Locative prefixes D. Prefixes of degree or size 13. Omega,Xerox and orlon are words from _________. https://www.doczj.com/doc/7c15174576.html,s of books B. names of places C. names of people D. tradenames 14.Ex-student, fore tell and post-election contain________. A.negative prefixes B. prefixes of degree or size C. prefixes of time and order D. locative prefixes 15Mackintosh, bloomers and cherub are from _______ A. names of books B. names of places C. names of people D. tradenames 16The prefixes in words new-Nazi, autobiography and pan-European are ________. B.negative prefixes B. prefixes of degree or size C. prefixes of time and order D. miscellaneous prefixes 17The prefixes in words anti-government , pro student and contra flow are _____-. C.prefixes of degree or size B. prefixes of orientation and attitude C. prefixes of time and order D. miscellaneous prefixes 18Utopia ,odyssey and Babbit are words from ________. https://www.doczj.com/doc/7c15174576.html,s of books B. names of places C. names of people D. tradenames 19The suffixes in words clockwise, homewards are ______.
填空： 1、单偏光下晶体光学性质的研究内容有、、和等四种。 （参考答案：矿物的形态、解理、颜色、突起） 2、突起正否确定的依据是。（参考答案：提升镜筒或下降镜筒时，贝克线的移动方向） 3、正交偏光下晶体光学性质的研究内容有和。（参考答案：消光和干涉现象） 4、斜长石按An值可分为、和等三类。其中，具有卡钠联晶和聚片双晶的斜长石为。 （参考答案：基性斜长石、中性斜长石、酸性斜长石。基性斜长石） 5、一轴晶垂直光轴的切面，是切面，其半径为，在正交镜下具的特点。 （参考答案：圆、No、全消光） 6、要准确测定普通辉石的消光角（Ng∧Z），必须选择的切面，这种切面在正交镜下的特征是具有。 （参考答案：平行光轴面、最高干涉色） 7、某二轴晶矿物的Y晶轴与光率体主轴Ng一致，其最大双折率为0.009，薄片厚度为0.03mm，在平行（010）的切 面上具有垂直Bxa切面的干涉图，此矿物应为光性，光轴面上的干涉色为。 （参考答案：正光性、I级灰白色） 8、在正交偏光镜下，矿片处于45°位加入石膏试板干涉色应当增加或减少；如果加入云母试板时，干涉 色应增加或减少。（参考答案：一个级序、一个色序） 9、岩石薄片由，和组成，连接它们的是，薄片的标准厚度 为，判别厚度的方法是。 （参考答案：载玻璃、矿片、盖玻璃、加拿大树胶、0.03 mm、石英的干涉色） 10、二轴晶垂直光轴切面干涉图的用途有，和。 （参考答案：确定轴性和切面方向、测定光性符号、估计光轴角大小） 11、矿物在薄片中的突起高低取决于，愈大，突起，愈小，突起。 （参考答案：矿物折射率与加拿大树胶折射率的差值大小、差值、愈高、差值、愈低） 12、二轴晶光率体有，，，和等主要切面。 （参考答案：垂直一根光轴、平行光轴面、垂直Bxa、垂直Bxo，斜交切面） 13、非均质矿物垂直光轴的切面在正交镜间为消光，而其他方向的切面则会出现消光。（参考答案：全消光、 四次消光） 14、判别下图矿物的轴性，光性正负和切面方向。并在图上出其光率体椭园切面半径的名称。 未加试板前干涉色为一级灰白。（参考答案：一轴晶、斜交光轴、负光性） 轴晶 方向的切面 光性 15、判别下图矿物的轴性，光性正负和切面方向。并在图上填出其光率体椭园切面的 半径名称。未加试板前干涉色为二级绿。（参考答案：二轴晶、垂直一根光轴、正光性）