Unit1 Education
TEXT A
The revolution that turned education sentimental
At some point in the mid-1960s the picture of the classroom in the national imagination changed. Before, it consisted of ranks of traditional, slope-surfaced wooden desks at which sat uniformed children, their heads bowed, before an authoritarian and perhaps eccentric teacher. After, there were tables organized into groups, no uniforms and a nice, friendly teacher who probably liked the same pop music as his pupils.
This is a cartoon view, but it depicts a real change. It was an educational revolution that was well-meant, benignly inspired by concern for children and apparently, endorsed by some of greatest minds of our age. Its ideal was to help children grow and its politics were egalitarian. With Shirley Williams’ abolition of most grammar schools and the introduction of comprehensives, the plan was in place.
It was, as we and the Prince of Wales now know, an unmitigated disaster. Understanding why we did it and it fails is a gloomy but necessary business.
Perhaps it was simply because it seems like a nice thing to do. Of course teachers should help children to grow up; of course comprehensives should break down class divisions; of course grim authority should give away to happy enthusiasm. These were simple ideals, but they were created by a thought process and it is this that now has to be dismantled.
The first point is not to be confused by the politics. Today’s teachers are not the raging extremists of Tory and tabloid mythology. Indeed, more than 50% of them, according to one estimate, vote conservative.
The real root of the problem is inadequately understood and misapplied theory. Take, for example, the specific issue raised by the prince—why Shakespeare was not being widely and enthusiastically taught. The immediate reason is that educationists and teachers have colluded on a view that contemporary and multicultural work is more relevant and that Shakespeare, indeed all pre 1990 literature, is left to be inaccessible to less able pupils.
At one level this is a result of the “child-centered” philosophy defined by the Plowden report in the 1960s. Lady Plowden’s committee led us all into unstructured classroom and the accompanying glorification of childish ignorance. It effectively wrote the script for the liberal education establishment that has dominated our schools ever since.
Keeping the Plowden faith alive now is the wildly misguided figure of Frank Smith, preacher of the “real books”approach to reading. This is the liberal theory in its most decadent phase: children are expected to read almost solely by being in the presence of books. Some benign osmosis is supposed to function. What smith and his followers cannot see is that reading is an artificial activity, an arbitrary code demanded by our culture.
Emerging from ill-digested Fred, which, in turn, was modified Nietzsche, and a corrupted version of Rousseau, the beliefs of these people aspired to turn education into a process whereby the child dictated the pace. The whole educational emphasis swung from transmitting a culture to nurturing individual development. It encouraged sentimentality, the primary emotional evil of our day, and a sort of caring blandness. More alarmingly, it
offered teachers the chance to be social engineers.
In practical terms, it undermined the authority of what was being taught. It is not necessary, indeed it is impossible, for a primary school child to understand the principle behind the eight times table. Numbers of theorists over the world would dearly like to know that principle for themselves. But child-centeredness demands understanding rather than learning, so tables are not taught properly and children are severed from a culture which depends for its coherence on the simple, authoritative certainty that seven times eight is 56.
Literature in schools was specifically compromised by other cases of remote high-intellectual theories trickling down into the classroom. In the late 1960s and the early 1970s, structuralism swept through British universities to be followed later by post-structuralism. A whole generation of French thinkers- Derrida, Barthes, Lacan, Levi-Strauss, Foucault -appeared to have discovered that literature was dead.
All that was left was “the text”. Great authors and their intensions were exposed as elaborate delusion. Meaning was unconsciously embodied in the text, any text. Hamlet, from this perspective, has no greater intrinsic worth than the list of ingredients on a can of beans.
Barthes and Derrida were brilliant and Rousseau and Freud, the cultural grandfathers of the 1960s revolution, were geniuses. The average teacher has probably never read any of them, but without knowing, he has absorbed an intellectual tradition that had distorted their thought into cheap sentimentality. Handing such tradition to a low-grade educational establishment is like giving a Kalashnikov to a four-year old.
There is one final layer of intellectual corruption that needs to be exposed---cultural relativism. This is the most deeply hidden of all because it is the most pervasive. In essence, it is the deadening conviction that all cultures are equal and that, therefore, ours is of no special value. It can even be glimpsed in the current moronic Nationwide Building Society television advertisement in which dancing natives carrying spears are unquestioningly characterized as springing from an “older, wiser” culture. Hamlet and the eight times table are cast aside. Anything can be taught.
Why do we feel the need to believe this? Why have we lost the power to celebrate what we are?
Yet cultural relativism is the instinctive belief of our entire educational establishment and, consequently, of their pupils. It explains all the supposedly “relevant”material that makes its ways into classrooms as well as the abject “multiculturalism” that destroys our ability to assert that hamlet is better than either a baked bean can or the latest rap star.
Prince Charles began to see the point when he read of a speech delivered by George Walden, the Tory MP, in June 1990. Walden is the Jonathan swift of our age, hurling dangerously literate abuse at the tat and trash of our culture.
The speech, ostensibly on the subject of diplomacy, veered into a withering evocation of a culturally depraved nation---whose economic recovery is as recent as it is likely to change, whose educational and culture levels remain lamentably low, and whose main conurbations---which already include some of the most desolating cityscapes in Europe---are becoming environmentally suffocated. He spoke of “a trashed society, trashy broadcasting, trashy newspapers, trashy values, a national past trashed by a trashy
education system”. We were “the thick man of Europe”.
It is difficult to imagine anybody wishing to be king of such a place. So Walden, who is very clever, met Charles, who is not, and helped to steer him in the direction of education as the root of the malaise.
As with architecture, it was a potentially explosive populist issue. People seemed unable to get what they wanted from a band of haughty professionals. And, as with architecture, throwing the prince into this morass was to play a highly risky wild card.
The key to what the prince, and therefore Walden, is saying is bewilderment. After 12 years of radical Tory rule and in a climate of popular conviction that the state education system has been a disastrous failure, why are our schools still so bad? And why do they still seem so vulnerable to the kind of ideas that have proved so disastrous for so long?
The political problem was that schools never made Margaret Thatcher angry in the same way as unions or nationalized industries. She felt that people ought to look after themselves and bad schools become, in this context, a kind of bracing, self-improving hazard of life.
It was a terrible, tragic mistake. Of all the failed establishments of post-war Britain, education was the one most urgently in need of a Thatcher revolution. But her ministers, with their children at private schools, never did enough to force her to re-examine her prejudices.
So the bewilderment of the prince is inspired both by a political failure and by deeply-embedded intellectual corruption. The hope must be that his intervention will focus the popular conviction that something is badly wrong and force the issue out of the wilderness to which Thatcher consigned it.
Unfortunately taking on the liberal educational establishment is like trying to disperse a fog with hand grenades. To discuss the issue with them is to run into a damp barrier of terrifying complacency. They will focus on “resources”, on the specialist expertise of teachers or on the availability of Shakespeare on video. What they will not do is to accept the bad and violent failure of the education system to transmit the most glorious cultural heritage in the world. This is, of course, because they themselves are substantially ignorant of that culture.
The prince is aspiring to exalted company. Apart from Walden, in this country the historian, Correlli Barnett, has damned the education system for producing “a segregated, subliterate, unskilled, unhealthy and institutionalized proletariat hanging on the nipple of state maternalism”. And in America, Allan Bloom with his book, the closing of the American mind, has indicated liberal educationists for the almost total destruction of the nation’s culture.
But the truth is that, both in the United States and Britain, these prophets are surveying a defeat. The damage has been done. As a result, both countries have resigned themselves to living with a swelling, disaffected, subliterate underclass.
Teaching Shakespeare or tables has nothing to do with such vast social problems, the liberals will say. The horror is that they still believe it.
TEXT B Engineer schools neglect innovation
An engineering school that merely imparts information is an expensive waste. So began “Education for Innovation”, an article by Daniel V. De Simone questioning the relevance of standard engineering education. A staff member of the U.S. Department of Commence, De Simone maintained that real-life problems were losing out to mysterious scientific discovery.
His fear was that the business of engineering, defined as the synthesis of invention and innovation for the extension of man’s capabilities, was being subverted by a lack of creative design courses in U.S. engineering schools. He expressed alarm that Ph.D. candidates often focused on science, not on likely uses for their work.
This situation was, he felt, the fallout of a shift in the philosophy of academia. Though engineering schools still taught the fundamentals well, he said, they had failed their students—and society as a whole—by emphasizing the “knowledge and skills of analysis to the virtual exclusion of all else”. Remarking on U.S. engineering schools’ reaction to the launch of Sputnik by the USSR, he reminded readers that “this spectacular feat of engineering innovation…was hailed…as a scientific miracle, and the educational reforms thereby generated…were science-oriented.” In his view, this emphasis had caused the art of creative engineering to be orphaned by the schools.
De Simone insisted that skills and attitudes essential to innovation can be nurtured in an environment where their elements are taught and divergent thinking is both encouraged and required. He felt the problems of modern society would not be solved under the system in place in 1968 because “original or unconventional approaches to problems were discouraged and their proponents often penalized.”
Sensing that U.S. society was being shaped increasingly by the technologies of communication and information processing, foresaw its being “at the center of an electrically contracted global village.” A possibility he imagined was the erosion of boundaries between formal disciplines.
He also mentioned a benefit computers would provide freedom from the chore of managing masses of data. As he saw it, computers would perform many of computational and analytical functions that preoccupied students, freeing them to devise creative solutions to social problems. De Simone hoped that universities would respond to this shift by basing grades on ingenuity rather than retentive skills or abilities.
According to the man from commerce, the philosophical realignment needed to change engineering students’ view of their profession and the methods schools used to train them would come only at the insistence of industrial and governmental agencies. To the complaint by industry and government that innovators were in short supply, he responded that they could change things—they could supply universities with money and personnel for programs designed to stimulate innovation.
He listed several ways of getting the educational climate to warm to creative and entrepreneurial processes. One was to bring celebrated inventors to universities as “masters” to work with students on engineering projects. The mentoring would exist within
a program designed to melt the barrier between student inventors and end-users. Companies would take part in hope of benefiting from new technology; students would learn first hand about the importance of entrepreneurship to innovation.
Greater cooperation among universities, government, industry, foundation, and professional associations could have other consequences. One was the endowment of traveling fellowships. At schools nationwide, specialists could instruct students in creative problem-solving techniques and demonstrate their methods to other teacher. Each school would keep the system going by asking faculty members to incorporate the teaching methods into existing programs of study.
De Simone also called for on-campus design laboratories: knowledge and creativity should be easier to synthesize in a quasi-real-life environment embracing economic and social concerns familiar to a practicing engineer, as well as the triumphs and failures of invention.
Some of De Simone’s predictions have come true, in ways he might not even have dreamed of. Today, the world is often called a global village because of the immediacy of communication and relative ease of data transmission and international commerce brought on by computers. Computers have also changed the way research is done, making exhaustive searches possible in a very short time. Web search engines and servers enable anyone to pull up information on a topic from any discipline reporting on the subject.
Pressures on engineering from other fields of study have increased the need for the synthesis of science with problem-solving shrewdness. “During the past 5-10 years there has been a marked increase in the number of engineers hired by companies not engaged in traditional engineering activities,”commented Lyle Feisel, dean of the School of Engineering at the State University of New York at Binghamton and president of the American Society of Engineering Educators.”“This will expand the horizons of engineering students by marking the potential for opportunity greater and placing increased pressure on schools to provide the flexibility these extremely large number of opportunities demand.”
Suggestions for fostering innovation among engineers made by De Simone 30 years ago are just beginning to catch on. Most U.S. engineering schools still judge a student by his or her ability to repeat data without thinking from lectures and lab sessions. According to Jerry Yeargan, a professor at the University of Arkansas, Fayetteville and vice president of the IEEE Educational Activities board: “ There has been a lingering perception on the part of engineering faculty that creativity has been stifled by ABET”—Accreditation Board for Engineering and Technology, based in Baltimore, MD. , that watches over engineering programs of U.S. colleges and universities.
Yeargan indicated that the correlation between official approval standards and the absence of classes on creativity may not be as direct as administrators and professors make it out to be. Although official approval standards now focus more on creativity, he has yet to detect a corresponding change in curricula. There are other reasons schools have been slow in adopting new methods, Yeargan maintains, among them: the feeling that the current system is successful and needs no overhauling; increased pressure to include technology within the four-year curriculum; and the conservatism of university faculties.
Even if they exist, creativity and entrepreneurship courses tend to be elective. An
example is Vanderbilt University, Nashville, Tenn., which has an undergraduate minor in Management of Technology. Its 15 credit-hours include two required course: an introduction to all facets of technology-based businesses, and the impact of law, public policy, and regulatory standards on technology. Others are principles and management of technological innovation, and technology marketing.
Only 40-50 of each year’s 250 BE graduates complete this minor. ”I would like the courses to be taken by more students, but the university dose not have the space or faculty,”said David V. Kerns, professor of electrical engineering and program director. Students find it hard to fit the full minor into their four-year program.
Scripts for listening comprehension
Part A
Though simply completing high school improves earnings outlook, the average high school graduate will earn an estimated average annual income of $30,109 and $1.2million in a life time.
The average college graduate stands to net nearly twice as much, with a $51,097 average annual income adding up over 40 years of earning potential to more than $2.04 million.
Linder herself became a good example of how an education can help the bottom line. She ended up making a decent salary -$42,000-working as a field anthropologist in Thailand trying to help women find alternatives to prostitution. And, her compensation rose when she became an AIDS researcher with the Centers for Disease Control and Prevention in Atlanta.
She has since managed to parlay her field experience into a successful career at a New York City public relations firm where she earns approximately triple her starting salary.
“All the skills I learned out there-including trying to persuade married men to use condoms when they are with prostitutes-have helped a lot,”she says. “When it really comes down to it, learning how to speak in another person’s language is what P.R. people do with their clients”
Today a college degree is as essential to a successful career as a high school diploma was years ago. Experts say a bachelor’s degree makes sense whether prospective students covet the corner office or just a comfortable life.
Ranking among the most popular, and most profitable undergraduate majors, would be any business, technology and health-related course of study-management, accounting, computer science, nursing and biology. The more liberal arts based majors, like English, communications and education, are also in high demand, but tend to be harder to quantify.
Add an MBA, JD or MD into the mix, and an individual’s marketability rises. An MBA, for instance, can help the right person become even more successful by teaching a complete business vocabulary, offering access to new career opportunities, developing leadership skills and greatly enhancing professional networks.
A higher level of education not only tends to make finding a job easier, it helps retain a job, especially in trying economic times. Someone who finishes a degree is more likely
to have job security and find jobs more easily.
In fact, EPF data shows that the demand for highly skilled personnel has grown by half a million people in 2001, despite the mild recession. And, the unemployment rate for all degree holders has stayed under 3 percent, far lower than the 5.9 percent national average.
If there are no jobs in banking, for instance, an MBA will also help a person get a job in government, non-profit work, etc. Moreover, it is reported that in good times and bad, MBA alum s’ professional and personal networks- often built while getting degrees- are key to finding jobs.
As important is the ability for students to get a taste of there career options through internship. An internship is a great way to figure out whether a person will be able to make a career out of his course of study. Think of how much time and money a person can save by finding out either that he loves his area of study, he should find a different interest or that he should go to graduate school to hone in his talents.
Part B
1.
In helping to educate a student for adult work and adult life, America schools strive, above all, to be practical. John Dewey’s philosophy, which claims that the only worthwhile knowledge is knowledge that can be used, has greatly influenced America educators. They do not want to teach useless facts which will quickly be forgotten; they want to teach attitudes and skills which will help produce useful, responsible, happy adults. Schools consider it their job to educate the whole child, his mind, and his body, his intellect and his emotions, to cope successfully with adult responsibilities as wage earners, parents, and citizens.
Dewey also influenced teaching techniques. Education must be meaningful and children learn best by doing, thus science is taught largely through student experimentations; the study of music involves making music; democratic principles are put into practice in the student council; group projects involving student leadership encourage creativity, individual initiative, and teamwork.
2.
Many people think school is just about teaching children what are often called “the Rs”, “reading, writing and arithmetic”, that is, reading, writing and arithmetic. But the purpose of the British education system is also to socialize children. Children are taught practical skills; but in school they also learn the rules and values they need to be good citizens, to participate in the community, and to contribute to the economic prosperity of an advanced industrial economy.
It is no surprise, then, that the state is heavily involved in deciding when, where, how and what children are taught. It is also no surprise that these decisions are often very controversial. Should naught pupils be punished physically? What sort of English should children learn to speak? Should children be taught to speak in a standardized way rather than with regional accents and idioms? Or do local variations in the way people talk contribute to the richness of British culture?
Such controversies are not just about education. They reflect the deeper division in
British society as a whole. Britain is a society in which social class is still important: class inequality can be erased or continued according to educational policy.
The enduring feature of British education is the continuing debate over how “equal”educational opportunity should be. Sociologists have found that 51 per cent British people are working class and 49 per cent are middle class. While the split about half and half, the opportunities for working class and middle class people can be very different. In Britain, the accent you speak with, the clothes you wear, the schools you attend are all markers that identify your social class.
The school is a clear marker of social class. Even on informal occasions you will sometimes see men wearing their attendance at a certain school. To have attended the “right”schools and the “right”universities is still the single best way to guarantee a successful career. In 1994, 46% of Conservative Party members of Parliament were graduates of Oxbridge, as were three-quarters of the Government executive. Most senior civil servants are also Oxbridge graduates. When people in Britain talk about “the old boys network”, they mean this elite group of men who went to school and university together. Not only do they dominate government, but they are also very influential in banking, the media, the art and education. In Britain, where you are educated is still important to your future.
Part C
One aspect of American higher education that has drawn world’s attention is the community college and the role it plays. In the early 1900s, this kind of two-year colleges emerged to meet the immediate need of the economic expansion and rapid rise in immigrants of the times. Since then, is has undergone a rapid growth. By 1990, there were over 1,300 community colleges in the United States, two-thirds of which were public. These colleges, which grant associate degrees, make up 38.4 percent of the total student enrollment in American higher education and over 50 percent of all college freshmen enrollment.
The community college calls for education to serve the good of both the individual and society. It embodies Thomas Jefferson’s belief that an education should be practical as well as liberal. It provides general and liberal education, career and vocational education and adult and continuing education. It performs five main functions. First it prepares students for transferring to a BA program at a four-year institution. Second, it provides vocational training for people who are already working or expect to be working in the near future. Third, it gives remedial instruction to higher school students who are underprepared for college academically and adults who did not learn basic skills in elementary or secondary school. Fourth, it offers recreational, cultural activities for adults who are not seeking regular vocational or academia skills. Fifth, it absorbs students in a four-year program who are not qualified into a lower-status vocational program.
Among the reasons for the rapid growth of community college are their open admission policies, cheap tuition and fees, wide geographic distribution, convenient locations, flexible curriculum structures, and availability of financial aid through government loans and grants and private scholarships. And, though each four-year institution has its own policy for acceptance of transferred students, credits and courses taken at these two-year institutions are normally applicable to requirement for a four-year bachelor’s degree.
The guiding principle of community college is higher education for everyone and the philosophy that equality must mean equal opportunity for self-realization and for the recognition of individual difference.
The community college as an institution is one of the most important innovations in the history of American higher education. It has supported not only many high school students who would not otherwise have able to pursue a university education, but individuals capable of postsecondary education to gain the necessary basic skills and abilities to succeed. In this sense, the community college has played an important role in making higher education more accessible and in meeting the needs of educated adults, employees of local business, professionals requiring certification as well as community organizations.
大学英语（A）考试大纲 (2010年修订版) 试点高校网络教育部分公共基础课全国统一考试，旨在遵循网络教育应用型人才的培养目标，针对从业人员继续教育的特点，重在检验学生掌握英语基础知识的水平及应用能力，全面提高现代远程高等学历教育的教学质量。“大学英语”课程是现代远程教育试点高校网络教育实行全国统一考试的部分公共基础课之一。该课程的考试是一种基础水平检测性考试，考试合格者应达到与成人高等教育本科相应的大学英语课程要求的水平。 考试对象 教育部批准的现代远程教育试点高校网络教育学院和中央广播电视大学“人才培养模式改革和开放教育试点”项目中自2004年3月1日（含3月1日）以后入学的本科层次学历教育的学生，应参加网络教育部分公共基础课全国统一考试。 “大学英语（A）”考试大纲适用于英语类专业的高中起点与专科起点本科学生。 考试目标 本考试旨在全面检查现代远程教育英语专业学生综合运用英语听、说、读、写、译各项基本技能的能力。考生应扎实地掌握基本的语法知识和词汇，具备运用不同的阅读和听力技巧获取信息的能力以及用英语进行口头和笔头交际的能力。 听说能力考核暂不列入全国统考范围之内，由各学校自行组织。相关要求参见本大纲。 考试内容与要求 【语法】考生应扎实地掌握基本的英语语法知识，并能在交际中正确地加以运用。
【词汇】考生应认知5000个单词，并熟练掌握其中的2300个词及其基本的搭配。 【阅读】考生应能读懂与日常生活和社会生活相关的不同类型的文字材料，包括应用文、描述文、记叙文、说明文和议论文等不同文体，阅读速度为每分钟80个单词。考生应能： 1．理解主旨要义； 2．理解文中具体信息； 3．根据上下文推测生词词义； 4．进行有关的判断、推理和引申； 5．理解文中的概括性含义； 6．理解文章的结构及单句之间、段落之间的关系； 7．理解作者的意图、观点或态度； 8．区分观点、论点和论据。 【翻译】考生应能在规定的时间内将2个难度适中的中文句子翻译成英语。考生应能： 1．用正确的语法、词汇、拼写、标点等进行表达； 2．做到译文通顺、达意。 【写作】考生应能在30分钟内写出长度不少于150词的常见应用文及一般的描述文、记叙文、说明文和议论文。考生应能： 1．用正确的语法、词汇、拼写、标点进行表达；内容切题，结构严谨，条理清楚； 2．遵循文章的一般文体格式； 3．根据不同的写作目的进行有针对性的写作。 【听力】考生应能听懂日常生活以及社会生活中的一般性谈话，平均语速为每分钟140个单词。考生应能： 1．理解主旨要义； 2．获取事实性的具体信息
五年级上册词汇 人教版小学英语五年级上册单词表Unit 1 young：[j??]年轻的funny：['f?ni]滑稽可笑的tall：[t?:l]高的strong：[str??]强壮的 kind：[kaind]和蔼的，亲切的old：[?uld]年老的short：[??:t]矮的thin：[θin]瘦的 Mr 先生like：[laik]像……一样；喜欢strict：[strikt]严格的smart：[smɑ:t]聪明的，巧妙的active：['?ktiv]积极的，活跃的quiet：['kwai?t]安静的，文静的very：['veri]很，非常but：[b?t]但是 Who’s your English teacher?谁是你的英语老师？Mr Carter.卡特先生。 What’s he like?他长什么样？He is tall and strong.他又高又壮。 Is she quiet?她很安静吗？No，she isn’t.She’s very active.不，她不是。她非常活泼。 Is she strict?她很严厉吗？Yes,she is,but she’s very kind。是的，她是。但是她很和蔼。 人教版小学英语五年级上册单词表Unit 2 Mondy 星期一Tuesday 星期二Wednesday星期三Thursday 星期四 Friday 星期五Saturday 星期六Sunday 星期天day：[dei]天 have：[h?v]有；吃on ：[?n]在……时候do homework ：[du:]['h?umw?:k]做作业watch TV 看电视：[w?t?] read books：[ri:d][buk]读书 What day ia it today?今天星期几？It’s Wednesday.今天星期三。What do you have on Thursdays.你们在周四有什么课？ We have English,math and science on Thursday.我们周四有英语课、数学课和科学课。 What do you do on Saturdays? 周日你要干什么？ I watch TV on Saturdays. 我在周日看电视。 What about you? 你呢？I do my homework,too. 我也做我的作业。人教版小学英语五年级上册单词表Unit 3 eggplant：['egplɑ:nt]茄子fish：[fi?]鱼 green beans：[gri:n][bi:n]青豆tofu ：['t?ufu:]豆腐 potato：[p?'teit?u]土豆tomato：[t?'meit?u]西红柿 for：[f?:]为lunch：[l?nt?]中餐 we：[wi:]我们tasty：['teisti]好吃的 sweet：[swi:t]甜的sour：['sau?]酸的 fresh：[fre?]新鲜的salty：['s?:lti]咸的 favourite 最喜欢的they are：[eei][ɑ:]他们是 fruit：[fru:t]水果grape：[greip]葡萄 What do you have for lunch on Monday?你周一午餐吃什么？ We have tomatoes,tofu and fish.我们吃西红柿豆腐和鱼。 What’s your favourite fruit？什么是你最喜欢的水果？ I like apples.They’re aweet.我喜欢苹果，他们是甜的。 I like fruit.But I d on’t like grapes.They’re sour.喜欢水果，但是我不喜 欢葡萄，它们是酸的。 人教版小学英语五年级上册单词表Unit 4 cook the meals：[kuk][e?][mi:l]煮饭water the flowers 浇花：['w?:t?][e?]['flau?]sweep the floor： [swi:p][e?][fl?:]扫地clean the bedroom：[kli:n][e?]['bedrum] 打扫卧室make the bed：[meik][e?][bed]铺床 set the table：[set][e?]['teibl]摆饭桌 wash the clothes 洗碗碟do the dishes 收拾衣服use a computer 使用计算机 What can you do？你可以做什么？I can sweep the floor.我会扫地。 I can cook the meals.我会做饭。I can water the flowers!我会浇花！ Can you make the bed?你会铺床吗？No,I can’t.不，我不会。 Can you use a computer?你会使用电脑吗？Yes,I can.是的，我会。 人教版小学英语五年级上册单词表（三会）Unit 5 curtain：['k?:tn]窗帘trash bin：[tr??][bin]垃圾箱 closet：['kl?zit]壁橱mirror：['mir?]镜子 bed table：[bed]['teibl]床头柜bedroom：['bedrum]卧室 kitchen ：['kit?in]厨房bathroom：['b?θrum]卫生间 living room：['livi?][ru:m]客厅in：[in]在……里面 on 在……上面under：['?nd?]在……下面 near：[ni?]在……旁边behind：[bi'haind]在……后边 clothes：[kl?uez]衣服 There are two bedroom,a kitchen,a bathroom and a living room.这有 两个卧室，一个厨房，一个卫生间和一个客厅。 There is a mirror,a bea and a big closet.----这有一面镜子，一张床和 一个大衣柜。 The closet is near the table . 衣柜在桌子旁边。 Many clothes are in the closet. 许多衣服在衣柜里。 The trash bin is behind the door. 垃圾桶在门后面。 人教版小学英语五年级上册单词表Unit 6 river：['riv?]河流flower：['flau?]花 grass：[grɑ:s]草lake：[grɑ:s]湖泊 forest：['f?rist]森林path：[pɑ:θ]路 park：[pɑ:k]公园picture：['pikt??]照片 house：[haus]房子bridge：[brid?]桥 tree：[tri:]树road：[r?ud]公路 building：['bildi?]建筑物clean：[kli:n]干净的 Is there a forest in the park? 公园理由森林吗？Yes，there is.是的， 这有。 Is there a river? 这有一条小河吗？No,there isn’t. 不，这没有。 Are there any pandas in the mountanins？山里有熊猫吗？ No,there aren’t.不，没有。Yes,there are.是的，有。 1
考试大纲 课程名称大学英语（21世纪）课程负责人关淑云 开课系部外国语学院 教研室大学英语教研室 二〇一二年七月十日
《大学英语》考试大纲（21世纪） 一、课程基本信息 课程编号：AJX034001/ AJX034002/ AJX034003/ AJX034004 中文名称：大学英语 英文名称：College English 适用专业：非英语专业本科 考试对象：非英语专业本科生 课程性质：公共基础课 总学时：280 总学分：16 二、课程简介 本课程是非英语专业本科生的一门必修基础课，选用教材为高等教育“十一五”国家级规划教材《21世纪大学英语》，是一门以外语教学理论为指导，以英语语言知识与应用技能、跨文化交际和学习策略为主要容，以培养学生较强的英语综合应用能力，增强自主学习能力和综合文化素养，从而适应今后工作、进一步学习和进行国际交流的需要为目的，集多种教学模式和教学手段为一体的课程。 三、考试目标 1、考察学生能掌握英语会话中心大意，抓住要点和相关细节的听力能力。 2、考察学生运用基本词汇和短语的能力。 3、考察学生运用基本语法结构以及多种句型结构的能力。 4、考察学生通过阅读获取信息的能力。 5．考察学生的翻译能力和书面表达思想的能力。 四、考试依据 1、考试容所依据的教材 [1] 汪榕培、文好、邹申. 《21世纪大学英语应用型综合教程》（1-4册）. ： 复旦大学. 2011年8月. （1-4册）. ： [2] 汪榕培、文好、邹申. 《21世纪大学英语应用型视听说教程》
复旦大学. 2011年8月. 2、考试容所依据的教学大纲 《大学英语》教学大纲 3、考试容所依据的基本阅读素材 [1] 振才. 英语常见问题解答大词典[M]. ：世界图书出版公司, 2010. [2] 薄冰. 薄冰大学英语语法[M]. ：开明, 2010. [3] 道真. 《现代英语用法词典》. ：外语教学与研究. 2009 五、考试方法与考试时间 1、考核形式：闭卷 2、考试题型、题量及分值 试卷可以含以下题型： 1)听力（短对话；长对话；复合式听写等多种形式）；20’-30’ 2)多项选择（包括语法、语序、句型、连接词、形近词等）；10’-20’ 3)十五选十；10’ 4)完型填空；10’-15’ 5)翻译（包括补全句子、整句翻译、段落翻译）；5’-15’ 6)阅读理解（阅读理解可以是选择题、正误判断题或者回答问题）；30’ 7)写作（应用文类型、四六级类型）；15’ 试卷包含四至六道大题，主观题占30%左右，客观题占70%左右。 3、成绩评定方式：考试满分为100分 4、考试时间：110分钟 六、考试容与考试要求细目 考试容： 第一册 第一单元Section A A Day in the Life of a College Student; Section B Does Your GPA Really Matter? Section C Interpreting, Writing, Workshop, Consonants: Plosives and Tense (1) Listening and Speaking: College Life 第二单元 Section A Can’t Forget Your First Love; Section B College Dating Tips for Student Couples; Section C Interpreting, Writing, Workshop, Consonants: Fricatives
大学英语课程考试大纲 根据教育部《大学英语课程教学要求》的规定，大学英语的教学是“以英语语言知识与应用技能，学习策略和跨文化交际为主要内容，培养学生的英语综合应用能力，特别是听说能力”。“考试应以评价学生的英语综合应用能力为主”。 根据上述的规定，本大纲规定以下原则及考试内容。 一、考试目的 1．检查大纲执行情况，特别是大纲所要达到的综合语言技能和交际能力，籍以促进大纲的进一步贯彻落实，从而提高教学质量。 2．选拔优秀学生继续深造学习。 二、命题要求 为了较好地考核学生运用技能的综合能力，既照顾到科学性，客观性，又考虑到英语测试的特点，本考试的形式采取客观试题与主观试题相结合，单项技能测试与综合技能测试相结合的方法。从总体来说，客观试题占总分的百分之六十，主观试题占总分的百分之四十。 三、考试内容 本考试包括五个部分：听力理解、阅读理解、词汇与结构、翻译或完型填空、写作。 1、听力理解（Part I: Listening Comprehension） 1）测试要求
a.能力听懂交际场合中各种英语会话。 b.能听懂VOA特别节目中有关政治、历史、文化教育 新闻时事等报到。 c.能基本听懂外国专家用英语讲授的课程。 2）题型 听力理解部分包括二或三个项目：Section A，Section B/C。考试时间为：20分钟。 Section A: Short Conversation Section B: Passages/Dialogues Section C: Compound Dictation 2、阅读理解(Part 2: Reading Comprehension) 1) 测试要求 a、能读懂一般题材的英文文章。 b、能读懂国内外英文报刊，掌握中心意思，理解主要事实和有关细节。 c、能读懂工作，生活中常见的应用文件和材料。 2）题型 阅读理解部分由四篇短文组成，其后共20道题，要求学生根据短文内容，隐含意义，在40分钟内完成。 3、词汇与结构(Part 3: V ocabulary and Structure) 1）测试要求 a、掌握4500个词汇和700个词组，其中2000个词汇为积
“浙江大学英语水平考试”大纲 一．概述 “浙江大学英语水平考试”大纲由浙江大学外国语言文化与国际交流学院大学英语教学中心和浙江大学本科生院制定。本考试考核学生掌握和运用英语的能力，尤其是英语的输出能力。该考试为1 个学分，所要求的词汇量约6500个单词和1200个词组，其中约2200个单词为积极词汇。该学分为必修学分。 二．考试方法 “浙江大学英语水平考试”为标准化考试，包含听力和阅读、写作以及口语三个部分。听力和阅读部分以及写作部分均采用机考形式。听力部分和阅读部分各占总分的30%，写作和口语部分各占20%。 听力和阅读、写作这两项将先后进行机考，通过这两项者方可参加口语考试。听力和阅读、写作考试和口语考试这三项均设及格线，即听力和阅读36分，写作考试12分，口语考试12分。学生通过所有单项考试才能视为通过浙江大学英语水平考试，否则要重新参加未通过的那项考试。 该考试每年举行两次，分别在4月和10月，由外国语言文化与国际交流学院和本科生院负责实施。学生可从第三学期开始报名参加“浙江大学英语水平考试”。次数不限，合格为止，合格后不可再考。 三．考试内容
1.听力和阅读考试 听力和阅读考试部分包括听力理解和阅读理解，旨在测试学生通过听力和阅读获取信息的能力，既要求准确，也要求有一定的速度。 听力理解分三个部分，共30题,考试时间约30分钟，每题一分。第一部分含10个短对话，每个短对话后有一个问题。第二部分含一篇长对话，后面有五个问题。第三部分含三篇听力短文或长对话，每篇短文或长对话后有五个问题。每个问题后有约15秒的间隙，要求考生从试卷所给出的四个选择项中选出一个最佳答案。录音的语速为每分钟150-180词，对话或短文以及题目只念一遍。 阅读理解的考试时间为25分钟。阅读理解共分两部分。第一部分要求考生阅读两篇短文。每篇短文的长度约350字。每篇短文后有五道题目。考生应根据短文内容从每题四个选择项中选出一个最佳答案。每题2分。第二部分要求考生阅读一篇300词左右的文章，文章中有10个空。考生从15个备选项中选择正确答案补全短文。每题1分。 听力和阅读考试采用机器自动评分。每题只能选择一个答案，多选作答错处理。 2. 写作考试 写作考试共1题，考试时间为30分钟。要求考生写出一篇不少于160词的短文，试卷上或给出题目，或规定情景，或要求看图作文，或给出段首句要求续写;或给出关键词要求写成短文。要求内容完整，观点明确，条理清楚，语句通顺。
五年级英语课文 第一单元 第1课 1、刘老师：你们好，孩子们。我们班来了两个新朋友。鲍勃和周培，到 这儿来。到前面来。 2、鲍勃：大家好！我是鲍勃。我11岁。我来自英国。 3、周：上午好！我是周培。我10岁了。我来自北京。 4、同学们：欢迎来到我们班！ 5、两人：谢谢你们！ 6、刘老师：鲍勃和周培，请你们回到座位。现在，让我们开始上课吧。
第2课 1、我是鲍勃。我11岁。我来自英国。 2、我是本，10岁。来自英国。 3、贝蒂，11岁，来自澳大利亚。 4、比尔，12岁，来自新西兰 5、
1、周：你好，我叫周培。你叫什么名字？ 2、帕特里克：我叫格林。帕特里克。 3、周：你在哪班？ 4、帕特里克：我再五年三班。你呢？ 5、周：我再五年一班。 6、帕特里克：哦，我们在同一年级。让我们成为朋友吧。 7、周：好的！你住哪？ 8、帕特里克：我住在格林路。 9、周：格林路？你家门牌号是多少？ 10、帕特里克：23号。你呢？ 11、周：噢，我们住在紫色大街46号。 12、帕特里克：噢，我们彼此住的很近！让我们一起回家吧。 13、周：好的。我们走吧！
1、你叫什么名字？ 2、我叫周培。 3、你在几班？ 4、我在五年一班。 5、你住哪儿？ 6、我住在格林路。 7、我住在紫色大街46号。 8、我叫鲍勃。 9、我在五年一班。 10、我住格林路34号 11、我叫琳达。 12、我在五年二班。 13、我住苹果大街48号。 14、你呢？
1、妈妈：凯特，那个女孩是谁？ 2、凯特：她是我的新朋友。 3、妈妈：她叫什么名字？ 4、凯特：她的名字叫周培。 5、妈妈：她多大了？ 6、凯特：她十岁。她是个漂亮的女孩。他长着漂亮的长头发和明亮的大 眼睛。他既聪明又活泼。 7、妈妈：她的功课好吗？ 8、凯特：是的，她擅长语文，数学和科学。
大学英语四级考试大纲 大学英语四级考试大纲（Syllabus for College English Test —Band Four(CET-4)—）由全国大学四、六级考试组委会制定。 1总则 国家教委在印发理工科本科和文理科本科用的两种《大学英语教学大纲》的通知中指出，大纲执行两年后，开始对结束四、六级学习的学生进行统一的标准化测试。大学英语四级考试(CET-4)就是根据这一规定而设计的。考试的目的在于全面考核已修完大学英语四级的学生是否达到教学大纲所确定的各项目标。这种考试属于尺度相关常模参照性考试(criterion-related norm-referenced test)。 教学大纲指出：大学英语教学的目的是培养学生具有较强的阅读能力、一定的听的能力(理工科适用的大纲还规定一定的译的能力)以及初步的写和说的能力，使学生能以英语为工具，获取专业所需要的信息，并为进一步提高英语水平打下较好的基础。为此，本考试主要考核学生运用语言的能力，同时也考核学生对语法结构和词语用法的掌握程度。 本考试是一种标准化考试。由于如今尚不具备口试的条件，暂时只进行笔试。考试范围主要是教学大纲所规定的一级至四级的全部内容(说与译的内容除外)。为保证试卷的信度，除短文写作是主观性试题外，其余试题都采用客观性的多项选择题形式。短文写作部分旨在较好地考核学生运用语言的能力，从而提高试卷的效度。 本考试于每学期结束前后举行，由大学英语四、六级标准考试设计组负责和实施。每年举行两次。 2考试内容 本考试包括四个部分：写作，听力理解，阅读理解，翻译。全部题目按顺序统一编号。 第一部分：写作 (Part Ⅴ：Writing)：共1题，考试时间30分钟。要求考生写出一篇不少于120词的短文，试卷上可能给出题目，或规定情景，或要求看图作文，或给出段首句要求续写;或给出关键词要求写成短文。要求能够正确表达思想，意义连贯，无重大语法错误。写作的内容包括日常生活和一般常识。 短文写作部分的目的是测试学生运用英语书面表达思想的初步能力。 第二部分：听力理解 (Part 1：Listening Comprehension)：共30题，考试时间30分钟。这一部分包括两节：A节(Section A)听力对话,有10题，每题含一组对话，对话后有一个问
大学英语A考试大纲 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】
大学英语（A）考试大纲 (2010年修订版) 试点高校网络教育部分公共基础课全国统一考试，旨在遵循网络教育应用型人才的培养目标，针对从业人员继续教育的特点，重在检验学生掌握英语基础知识的水平及应用能力，全面提高现代远程高等学历教育的教学质量。“大学英语”课程是现代远程教育试点高校网络教育实行全国统一考试的部分公共基础课之一。该课程的考试是一种基础水平检测性考试，考试合格者应达到与成人 高等教育本科相应的大学英语课程要求的水平。 考试对象 教育部批准的现代远程教育试点高校网络教育学院和中央广播电视大学“人才培养模式改革和开放教育试点”项目中自2004年3月1日（含3月1日）以后入学的本科层次学历教育的学生，应参加网络教育部分公共基础课全国统一考试。 “大学英语（A）”考试大纲适用于英语类专业的高中起点与专科起点本科学生。 考试目标 本考试旨在全面检查现代远程教育英语专业学生综合运用英语听、说、读、写、译各项基本技能的能力。考生应扎实地掌握基本的语法知识和词汇，具备运用不同的阅读和听力技巧获取信息的能力以及用英语进行口头和笔头交际的能力。 听说能力考核暂不列入全国统考范围之内，由各学校自行组织。相关要求参见本大纲。 考试内容与要求 【语法】考生应扎实地掌握基本的英语语法知识，并能在交际中正确地加以运用。 【词汇】考生应认知5000个单词，并熟练掌握其中的2300个词及其基本的搭配。 【阅读】考生应能读懂与日常生活和社会生活相关的不同类型的文字材料，包括应用文、描述文、记叙文、说明文和议论文等不同文体，阅读速度为每分钟80个单词。考生应能： 1．理解主旨要义； 2．理解文中具体信息；
《大学英语》考试大纲 《大学英语》（B）考试大纲 [2013年修订版] 试点高校网络教育部分公共基础课全国统一考试，旨在遵循网络教育应用型人才的培养目标，针对从业人员继续教育的特点，重在检验学生掌握英语基础知识的水平及应用能力，全面提高现代远程高等学历教育的教学质量。 “大学英语”课程是现代远程教育试点高校网络教育实行全国统一考试的部分公共基础课之一。该课程的考试是一种基础水平检测性考试，考试合格者应达到与成人高等教育本科相应的大学英语课程要求的水平。 考试对象 教育部批准的现代远程教育试点高校网络教育学院和中央广播电视大学“人才培养模式改革和开放教育试点”项目中自2004年3月1日（含3月1日）以后入学的本科层次学历教育的学生，应参加网络教育部分公共基础课全国统一考试。 “大学英语（B）”考试大纲适用于除英语类和艺术类专业以外的其他专业高中起点与专科起点本科学生。 考试目标
本考试旨在考查现代远程教育所有专业（除英语类和艺术类专业）的学生掌握英语基础知识的水平及应用能力。考生应掌握基本的英语语法知识和词汇，具备运用不同语言技能进行交际的基本能力。 考试内容与要求 【语法】考生应较好地掌握基本的英语语法知识，并能在交际中较 正确地加以运用。 【词汇】考生应认知3000个单词，并熟练掌握其中的1 800个单 词及其基本的搭配。 【交际能力】考生应掌握日常生活常见情景中的基本交际用语。 【阅读】考生应能基本读懂与日常生活和社会活动相关的不同类型 的文字材料，阅读速度为每分钟50个单词。考生应能： 1．理解主旨要义； 2．理解文中具体信息； 3．根据上下文推测生词词义； 4．进行有关的判断、推理和引申，理解作者的意图、观点或 态度。 【翻译】考生应能在规定时间内将难度适中的英文句子翻译成中文。考生应能： 1. 对英语原文有准确的理解； 2. 做到译文通顺、达意。 【写作】考生应能在规定时间内写出长度不少于80词的短文。考
人教版小学五年级英语试题 Class___________ Name ___________________ No. __________ 一、Read and judge. (读一读，判断划线部分发音是否相同，相同打“√”，不同打“×”。) 6% ( )1. please class ( )2. lunch school ( )3. when watch ( )4. math those ( )5. eat breakfast ( )6. library brother 二、Read and choose. （按要求写单词。）8% 1.leaf( 复数形式)_________________ 2.dance( ing形式) _________________ 3. September (缩写形式) ___________ 4. first ( 基数词)________________ 5.run (现在分词) ________________ 6.to (同音词) ___________________ 7. I’ll (完全形式) _______________ 8.my（名词性物主代词）_____________ 三、Read and choose. （读一读，选不出同类的项。）12% （）1. A. spring B. season C. winter D. summer （）2. A. his B. yours C. my D. ours （）3. A. China B. Spain C. American D. Canada （）4. A. writing B. jumping C. eating D. reading （）5 .A. when B. why C. white D. what （）6. A. first B. twenty C. fifth D. eighth （）7. A. May B. July C. Monday D. March （）8. A. usually B. always C. often D. time 四、Read and choose.（选择填空。）20% （）1. ----- When do you get up? ----- I usually get up ______6:30 ______the morning. A. at, on B. at, in C. on, at （）2. ----- Whose book is this? ----- It’s ______ . A. you B. yours C. your （）3. I like winter best, because I can ____________. A. fly a kite B. pick apples C. make a snowman （）4. ----- When is China’s National Day? ----- It’s on __________ . A. Oct.1st B. Aug.1st C. July 1st
大学英语六级考试大纲 Syllabus for College English Test —Band Six（CET-6）— 总则 国家教委在批转理工科本科和文理科本科用的两份《大学英语教学大纲》的通知中规定：对结束四、六级学习的学生进行统一的标准考试。大学英语六级考试（CET-6）就是根据这一规定而设计的。考试的目的在于全面考核已修完大学英语六级的学生是否达到教学大纲所确定的各项目标。这种考试属于尺度相关常模参照性考试（criterion-related norm-referenced test），即以教学大纲为考试的依据，但同时又反映考生总体的正态分布情况。 教学大纲指出：大学英语教学的目的是培养学生具有较强的阅读能力、一定的听的能力（理工科适用的大纲还规定一定的译的能力）以及初步的写和说的能力，使学生能以英语为工具，获取专业所需要的信息，并为进一步提高英语水平打下较好的基础。为此，本考试主要考核学生运用语言的能力，同时也考核学生对词语用法和语法结构的掌握程度。 鉴于两份《大学英语教学大纲》“是平行的，两者在教学目的、教学要求、教学安排等主要方面基本相同”，为了使考试便于实施，大学英语六级考试采用一个考试大纲的统一的试卷，考试内容包括两个教学大纲中的共同部分。 本考试是一种标准化考试。由于目前尚不具备口试的条件，暂时只进行笔试。考试范围主要是教学大纲所规定的基础阶段（较高要求）的全部内容（说与译的内容除外）。 为保证试卷的信度，大部分试题都采用客观性的多项选择题形式。但是，为了较好地考核学生运用语言的能力，提高试卷的效度，试卷中还包含综合该错合短文写作两部分。 本考试于学期结束前定期举行，由大学英语四、六级标准考试设计组负责和
福建省高校专升本统一招生考试 英语水平测试大纲 （非英语专业） 二、考试内容 本考试包括五个部分：听力理解、阅读理解、词语用法与语法结构、完形填空或英译汉、短文写作。全部题目按顺序统一编号。 第一部分：听力理解（PartⅠ: Listening Comprehension）。共20题，考试时间为30分钟。这一部分共有四种形式，每次考试选择其中的三种形式。第一种形式为单句（statement），共10题，每题一个句子。录音只放一遍。每题0.5分；第二种形式为对话（conversation），共10题，每题一组对话，对话后有一个问句。录音只放一遍。每题1分；第三种形式为短文（passage）。一篇约150至200词的短文和5个问题。问题在试卷册上印出。录音放两遍。每题1分；第四种形式为听写填空（spot dictation）。一篇约150词的短文，其中空出10个空格，要求考生填入正确的词或词组，录音放三遍。每一空格0.5分。 听力部分的每题约有15秒的间隙，要求考生从试卷所给的每题4个选择项中选出一个最佳答案，或补全句子。录音的语速为每分钟120词。 选材原则： 1、福建省教育厅组织编写的《英语基础教程》（高职高专版）系列教材所提供的话题。对话与单句部分均为日常生活或交际场合中的一般用语与对话。 2、短篇听力材料为题材熟悉的讲话、故事、叙述、解说等。 3、所用词语不超出《基本要求》中所规定的A级词汇。 第二部分：阅读理解（PartⅡ：Reading Comprehension）。共20题，考试时间为50分钟。要求考生阅读若干篇短文，总阅读量不超过1000词。这一部分共有两种形式。第一种形式为3篇短文，每篇短文后有5个问题，考生应根据文章内容从每题的4个选择项中选出一个最佳的答案；第二种形式为一篇短文，短文后有5个问题，考生应根据文章内容，用自己的话简短回答问题。（一般每题答案不超过10个词） 选材原则： 1、阅读文章题材广泛，包括社会、文化、日常生活知识、科普常识等方面。但所涉及的文章以学生所熟悉的背景知识为主。 2、体裁多样，包括议论文、说明文、叙述文等。 3、文章的语言难度以《基本要求》所规定的A级要求为标准，如有个别超纲的词或无法猜测而又影响理解的关键词，则用汉语注明词义。 阅读理解部分主要测试考生下列能力： 1、理解所读文章的主旨和大意，理解事实与细节； 2、理解句子的意义以及上下文的逻辑关系； 3、根据文章进行一定的判断和推论； 4、根据上下文推测、判断生词的意思； 5、理解文章的写作意图，作者的见解与态度。 阅读理解主要测试学生通过阅读较准确地查找与获取信息的能力。阅读要求有一定的
最新人教版小学英语五年级下册 名师精品教案 Unit1 This is my day 第一课时 一、教学目标 1．能够听、说、读、写以下动词短语：eat breakfast, do morning exercises, have English class, play sports, eat dinner. 2．能够听懂问句：When do you do morning exercises / …? 并能用所学动词短语替换句型“I usually … at …”中的关键词回答问句。 3．能理解并说唱Le t’s chant部分的歌谣。 4．能够了解Good to know 部分的内容。 二、教学重、难点 1．本课时的教学重点是掌握A部分Let’s learn中的五个动词短语，并能用这五个短语回答询问作息时间的问题。 2．本课时的教学难点是掌握五个四会短语和单词exercise, usually的正确发音。 三、教学过程 1．热身（Warm-up） （1）教师站在黑板上的钟前面，张开手臂演示一个时间，比如：9：30，注意演示时将一只手臂略缩短一些表示时针，另一只手臂表示分针。然后教师提问学生：What time is it? 学生回答：It’s … 教师请几名学生来演示并提问：What time is it? 其他学生回答。 （2）教师播放五年级第二单元B部分的歌谣，复习巩固句型：“What do you do on Saturdays?” 2．预习（Preview） 游戏：“梦想剧场” 教师将全班分成四组，出示动词卡片：play ping-pong / football, paint, watch TV, read books, play computer games, do homework / housework等，每组派一名学生看词卡表演这一系一动作，该组其他学生猜测他/ 她表演的动作名称，猜对次数多的一组为胜。最后评出两名表演最出色的学生为“梦想剧场”的“今日之星”。
2010年12月大学英语四级/六级（CET-4/CET-6）考试大纲 （笔试考试部分大纲） 为适应我国高等教育发展的新形势，深化教育教学改革，提高教学质量，满足新时期国家和社会对人才培养的新要求，教育部高等教育司于2004年1月颁布了指导高等院校大学英语课程教学的纲领性文件《大学英语课程教学要求（试行）》（以下简称《教学要求》）。作为大学英语教学改革一个组成部分，大学英语四、六级考试改革也正在稳步推进。这次大学英语四、六级考试改革的目的是更加全面地测量大学生英语综合应用能力，为新的《教学要求》的贯彻执行情况提供一个准确的评估依据，以适应我国大学英语课程教学的需要。 2004年在教育部高教司领导下，成立了大学英语四、六级考试改革项目组。该项目组和全国大学英语四、六级考试委员会广泛听取了大学英语教师和学生的意见，经过反复研讨和论证，制定了四、六级考试改革方案。2005年6月四、六级考试开始采用新的计分体制和成绩报道方式，同年9月项目组和考试委员会公布了改革后四级考试的样题，2006年6月进行了全国范围的试点，并在此基础上完成了对大学英语四级考试大纲的修订。 公布《大学英语四级考试大纲（2006修订版）》的目的是使广大师生了解改革后四级考试的考试目的、考试内容、考试形式、考核的语言技能与要求，以及新的成绩报道体系和分数解释。 在试卷构成上，对四级考试进行的改革主要体现在以下方面： 一、听力理解部分的分值比例从原来的20％提高至35％；增加了长对话听力理解测试，复合式听写由原来的备选题型改为必考题型。 二、阅读理解部分增加了快速阅读技能测试。 三、词汇和语法知识不再单独列为考项，而融入了其他备部分试题中进行考核。 四、增加了句子层面的汉译英测试。 五、增加了构建型试题的比例，减少了多项选择题的比例。 根据对考试改革进程的要求，2007年1月将全面实施改革后的四级考试，同年6月将全面实施改革后的六级考试。鉴于口语能力在国际交流中的重要性，考试委员会正在现行的大学英语四、六级口语考试（CET—SET）的基础上积极研究开发适用于大规模实施的口语考试的新形式。 大学四、六级考试的改革是～项复杂的系统工程，也是一个不断完善的过程。考试委员会将不断研究和开发既能检测大学生英语综合应用能力、又适合大规模标准化考试的新题型，研究四、六级考试对教学的影响，使其更好地为大学英语教学服务。 一、总则
《大学英语》（B）考试大纲 [2013年修订版] 试点高校网络教育部分公共基础课全国统一考试，旨在遵循网络教育应用型人才的培养目标，针对从业人员继续教育的特点，重在检验学生掌握英语基础知识的水平及应用能力，全面提高现代远程高等学历教育的教学质量。 “大学英语”课程是现代远程教育试点高校网络教育实行全国统一考试的部分公共基础课之一。该课程的考试是一种基础水平检测性考试，考试合格者应达到与成人高等教育本科相应的大学英语课程要求的水平。 考试对象 教育部批准的现代远程教育试点高校网络教育学院和中央广播电视大学“人才培养模式改革和开放教育试点”项目中自2004年3月1日（含3月1日）以后入学的本科层次学历教育的学生，应参加网络教育部分公共基础课全国统一考试。 “大学英语（B）”考试大纲适用于除英语类和艺术类专业以外的其他专业高中起点与专科起点本科学生。 考试目标 本考试旨在考查现代远程教育所有专业（除英语类和艺术类专业）的学生掌握英语基础知识的水平及应用能力。考生应掌握基本的英语语法知识和词汇，具备运用不同语言技能进行交际的基本能力。 考试内容与要求 【语法】考生应较好地掌握基本的英语语法知识，并能在交际中较正确地加以运用。
【词汇】考生应认知3000个单词，并熟练掌握其中的1 800个单词及其基本的搭配。 【交际能力】考生应掌握日常生活常见情景中的基本交际用语。 【阅读】考生应能基本读懂与日常生活和社会活动相关的不同类型的文字材料，阅读速度为每分钟50个单词。考生应能： 1．理解主旨要义； 2．理解文中具体信息； 3．根据上下文推测生词词义； 4．进行有关的判断、推理和引申，理解作者的意图、观点或态度。 【翻译】考生应能在规定时间内将难度适中的英文句子翻译成中文。考生应能： 1. 对英语原文有准确的理解； 2. 做到译文通顺、达意。 【写作】考生应能在规定时间内写出长度不少于80词的短文。考生应能： 1．用较正确的语法、词汇、拼写、标点进行表达； 2．基本做到内容切题，条理清楚； 3．根据不同的写作目的进行有针对性的写作。 试卷结构与题型
Vocabulary人教版英语5年级（上） (1n.) bike /‘baik/ 自行车；脚踏车 bottle /‘b?tl / 瓶子 bridge /brid? / 桥 building /‘bildi? / 建筑物；房子；楼房 cartoon /ka:‘tu:n/ 漫画 clock /kl?k/ 时钟，钟点 cooking /‘kuki? / 烹饪 day / dei/ 一天；一日 email /‘i:meil/ 电子邮件 everywhere /‘evriwe?/ 到处；处处 flower /‘flau?/ 花朵；花 food /fu:d / 食物 forest /‘f?rist / 森林；林区 front /fr?nt / 正面 friday /‘fraidiei 周五 grandparent /‘gr?npear?nt / 祖父；祖母；外祖父；外祖母 hamburger /‘h?mb?:g/ floor 汉堡包 hill / hil / 山丘；小山 house / haus/ 房屋；房子；住宅 ice cream / ，ais‘ kri:m / 冰激凌 kung fu / ，k??‘fu: / 功夫 lake / leik / 湖；湖泊 monday /‘m?ndei / 周一 mountain /‘maunt?n / 高山；山岳 mouse / maus / 老鼠 Ms /miz/ 女士（未知婚否） nature /‘neit?? / 自然界；大自然 onion /‘?nj?n/ 洋葱；葱头 park /pa:k/ 公园 party /‘pa:ti/ 聚会；派对 photo / ‘f?ut?u/ 照片；相片 ping-pong /‘pi?p?? / 乒乓球 plant /pla:nt / 植物 problem /‘pr?bl?m/ 问题 rabbit /‘r?bit / 兔；野兔 river /‘riv? / 江；河 robot /‘r?ub?t / 机器人 salad / ‘??l?d / 沙拉 sandwich /‘s?nwit? / 三明治 1/ 3
人教版英语五年级下学期期末考试 等级：一、读一读，选出不同类的单词。 （）1.A. spring B. summer C. fall D. season （）2.A. fly B. swim C. north D. make （）3.A. best B. always C. usually D. often （）4.A. first B. second C. with D. ninth （）5.A. Apr. B. Mar. C. Mr. D. Sept. 二、选择填空。 （）1. —— ______do you eat dinner ? ——At 6:00. A. What B. Where C. When （）2. I often play_____football and play_____piano on Sundays. A. the , the B. The , / C. / , the （）3. ——Why do you like winter? ——Because I can _____ a long time. A. swim B. sleeping C. sleep （）4. What do you do ______the weekend? A. on B.to C . in （）5. Which _____do you like best? A . season B .seasons C . a season
（）6. ——What’s the date today? —— _____ A. May 21th B. Monday C. October （）7. ——When is your birthday? —— ______is in May. A. His birthday B. Her birthday C. My birthday （）8. Thank you______ telling me about your day. A. about B. for C. in ( ) 9.Can I speak _____Chen Jie ,please ? A.to B. with C. at ( )10. A rabbit is ______on the grass(草地). A. running B . run C. runing 三、选择正确的单词填空。 what what’s why which when 1. _______season do you like best? Winter. 2. _______are you doing? I am doing my homework. 3. _______do you like summer? Because I can swim. 4. _______do you go to school? At 7；40. 5. _______your favourite season? Spring. 四、读一读，选出划线部分发音不同的单词。 （）1. A. hair B. chair C. May （）2. A. exercise B. evening C. February （）3. A. swim B. winter C. hiking