A Brief History of English Language Teaching in China
Joseph Boyle
Among the many different aspects of China which have fascinated the West are the sheer size of its population, its remote and mysterious culture, and the intricate difficulty of its language. Equally, the West has always intrigued China, with its technological advancement despite its "barbarity", its cultural diversity within a small space, and the way in which one of its languages - English - has managed to become the lingua franca of the world.
China originally felt no need of the West, in fact deliberately avoided all contact, for fear of cultural contamination. The bombing of the Chinese embassy during the Kosovo war was a terrible setback in relations which had been steadily improving. However, despite this, partly because of its desire to join the World Trade Organisation (WTO), China has welcomed and listened politely to leaders of Western countries as they gave their views on democracy and human rights. The language in which President Clinton spoke, during his visit to China, was of course English. President Jiang Zemin made his replies in Chinese. But each was backed up by a team of first-class interpreters, who made smooth communication possible.
Formal training in interpretation is comparatively recent in China. It was only in 1978 that the first programme for Translators and Interpreters started at the Beijing Foreign Language Institute. The programme subsequently developed into the prestigious school of translation in the Beijing Foreign Studies University.
The learning of English in China, however, has a longer history and now occupies the attention of millions of its people. How many million is hard to say, since much depends on the level of proficiency one takes as the norm (Crystal, 1985). But there are probably in the region of three hundred million actively engaged in the job of learning English.
China's reasons for learning English were well summed up twenty years ago by a team from the U.S. International Communication Agency after visiting five cities and many educational institutions in China: "The Chinese view English primarily as a necessary tool which can facilitate access to modem scientific and technological advances, and secondarily as a vehicle to promote commerce and understanding between the People's Republic of China and countries where English is a major language" (Cowan et al., 1979).
This basic motivation has not changed, as can be seen from the Report of the English 2000 Conference in Beijing, sponsored jointly by the British Council and the State Education Commis-sion of the People's Republic of China, in which reasons for the learning of English by Chinese were summarised: "They learn English because it is the language of science, specifically perhaps of the majority of research journals. They learn it because it is the neutral language of commerce, the standard currency of international travel and communication. They learn it because you find more software in English than in all other languages put together" (Bowers, 1996:3). The story of English language learning is not uniform throughout China. Maley (1995:7) warns anyone embarking on a
study of contemporary China about the difficulty of "making sensible generalisations about it, since China is not one place geographically, but many". The learning of English in the mountainous provinces near Tibet is very different from the way it is studied in the cities of Nanjing, Shanghai or Beijing. Nevertheless, there are sufficient general characteristics about the history of the learning of English in different parts of China to justify a brief review, if only to remind us of the pendulum swings of China's history this century. Those who wish to find the story more fully told may consult Dzau (1990) and Cortazzi and Jin (1996). Although there is mention of English language teaching (ELT) in China in the mid nineteenth century during the Ching Dynasty, it first figured in the syllabus of schools in 1902 in "His Majesty's Teaching Standards for Primary and Secondary Institutions". In those early days the model for education in China was that of Japan. The method of ELT was traditional, with emphasis on reading and translation. There was much grammar and vocabulary learning, with pronunciation learned by imitation and repetition. This was the norm for about the first twenty years of the century.
In 1922 there was a change of direction, with a swing away from the Japanese system of education, and towards more Western models. Schools were obliged to follow the "Outlines for School Syllabuses of the New Teaching System". These put more emphasis on listening and speaking skills. There was more use of the target language and of the new teaching resources offered by the mass media. The best schools tended to be Christian missionary schools, which gave more class-hours to English than other schools.
1949 was a crucial date in the history of China - the founding of the People's Republic of China. Education had now to serve the proletarian purpose. All textbooks became vehicles for government propaganda, loaded with messages of service to the people and the motherland. The Ministry of Education issued a new "Scheme for English Instruction in Secondary Schools" in which the goal of English language learning was clearly stated as being to serve the New Republic. All capitalist thinking, especially educational ideas from the United States and Britain, were condemned as unpatriotic. The place of English was taken in school syllabuses by Russian and by 1954 Russian had become the only foreign language taught in Chinese schools.
This phase did not last long, however, since China was already trying to extend her markets throughout the world and immediately felt its lack of English. Accordingly, in 1955 the Ministry of Education announced that-English teaching should be restarted in secondary schools. In big cities, like Shanghai, it was also reintroduced at primary level. Initially the textbooks were based on the former Russian models, which, like their Japanese predecessors, were very traditional. Methodology too was backward:
the teacher was seen as the provider of knowledge and the students dutifully assimilated the teacher's words of wisdom, working their way ploddingly through the textbook.
However, in the late 1950s and early 1960s, a minor revolution in education took place in China, as the need to open up to the international scene became more urgent. The importance of English was accepted and a significant step was taken in 1962 when English became part of the entrance examination for colleges and universities. New teaching materials appeared, with listening and speaking again given prominence. The Ministry of Education issued guidelines for textbook writers,
recommending that English textbooks should include material on the culture of the English speaking countries. It began to look as though better days had come for ELT in China (Price, 1971).
But it was not to be. With distressing inevitability. The Chinese pendulum swung, and the progress made in the early 1960s was swept aside by the Cultural Revolution, which began in 1966 and lasted for ten dreadful years. English was .again banned from schools. Foreign language teachers were branded as spies. Some universities were closed, others were subjected to re-education visits. Dow (1975:254) describes the situation thus: "During the Cultural Revolution, when workers' propaganda teams for the spreading of Mao Tse-Tung's thoughts came to China's colleges, classes were stopped altogether, and the students travelled instead all over the country in order to take part in criticism and debate and to exchange revolutionary experiences".
By 1977 the Cultural Revolution had exhausted itself and the country with it. There is an old Yorkshire saying: "There's nowt like religion when it's bent". Those who lived through the Cultural Revolution in China would challenge that saying, maintaining that distorted political ideology can be much worse than bent religion.
However, happier times were ahead for China and for ELT in China.
In 1978 the Ministry of Education held an important conference on foreign language teaching. English was given prominence again in schools, on a par with Chinese and Maths. By the early 1980s it had been restored as a compulsory subject in the college entrance exam. It has not looked back since then (Kang, 1999) and the fervour for learning English has been fanned by Teach Yourself English programmes on television, watched by hundreds of millions of people.
As China opened up more and Chinese scholars were allowed abroad, the need for both social and academic English became apparent. As markets also opened up and more foreigners were allowed into the country to do business, the appetite for Business English among all levels of Chinese people has become insatiable. The Chinese are a diligent and intelligent race and are surely destined to make a significant mark on the history of the twenty-first century.
On a personal note, one of my first ELT jobs, in 1979, was teaching a small group of excellent Chinese students on an intensive summer course in England. They were the pick of the Chinese crop - scholars who had suffered under the Cultural Revolution, but who were now being given the chance of graduate studies in British universities. I have never had keener, more hard-working students, and teaching them was one of the most memorable experiences of my life (Boyle, 1980). We have seen, then, in this brief review how English has twice come and gone in China in the course of the twentieth century. To us now it seems unlikely that such swings will happen again and on present evidence the continued popularity of English seems assured. However, history is full of examples of the unpredictable.
For one thing, China's own language is liable to become of more global importance in the future. As Graddol (1997:3) advises:
"We may find the hegemony of English replaced by an oligarchy of languages, including Spanish and Chinese". Machine translation will also undoubtedly increase in sophistication and perhaps make the learning of English' less essential. English may not be as inevitably the lingua franca of the world as some may like to think.
Nevertheless, at this stage in the last few years of the millennium, it does looks as if China will continue to want English, and want it badly. As Maley (1995:47) says: "China is in a phase of industrial, scientific and commercial expansion which will make it the world's largest economy by the early years of the next century. In order to function efficiently in this role, it needs to bring large numbers of its people to high levels of proficiency in the use of English for a wide variety of functions". English looks set to flourish in China - at least for the next ten or twenty years. But anyone who knows anything about the history of China would be slow to predict much beyond that. References
Bowers, R. 1996. English in the world. In, English in China. The British Council.
Boyle, J. 1980. Teaching English as communication to Mainland Chinese. English Language Teaching Journal 24, 4, 298-301.
Cortazzi, M. and Jin, L. 1996. English teaching and learning in China. Language Teaching 29, 61-80.
Cowan, J., Light, R., Mathews, B. and Tucker, G. 1979. English teaching in China: a recent survey. TESOL Quarterly 12,4,465-482.
Crystal, D. 1985. How many millions? The statistics of English today. English Today 1, 7-9.
Dow, M. 1975. The influence of the cultural revolution on the teaching of English in the People's Republic of China. English Language Teaching Journal 29, 3, 253-263.
Dzau, Y. 1990. English in China. Hong Kong: API Press. Graddol, D. 1997. The Future of English. The British Council.
Kang, Jianxiu. 1999. English everywhere in China. English Today 58, 2, 46-48.
Maley, A. 1995. Landmark Review of English in China. The British Council.
Price, R. 1971. English teaching in China: changes in teaching methods from 1960-66. English Language Teaching Journal 26, 1,71-83.
Joe Boyle teaches at the Chinese University of Hong Kong. He can be reached at jpboyle@https://www.doczj.com/doc/9812731985.html,.hk
IATEFL Issues 155, June - July 2000
英语作文常用短语汇总by accident 偶然 on account of 因为，由于，为了…的缘故 in addition 另外，加之 in addition to 除…之外(还) in the air 流传中 on (the / an) average 通常，按平均值 on the basis of 根据，在…的基础上 at best 充其量，至多 for the better 好转，向好的方向发展 on board 在船(车或飞机)上 out of breath 喘不过气来 on business 因公，因事 in any case 无论如何，不管怎样 in case of 假如，如果发生;防备 in case 假使，以防(万一) in no case 决不，无论如何不 by chance 偶然，碰巧 in charge (of) 负责，管理 (a) round the clock 日夜不停地 in common 共用的，共有的 in conclusion 最后，总之 on condition (that) 如果 in confidence 私下地，秘密地 in connection with 关于，与…有关 in consequence 因此，结果 in consequence of 由于…的缘故，因为 on the contrary 正相反 in contrast with/to 与…对比起来，与…形成对比 out of control 失去控制 under control 处于控制之下 at all costs 不惜任何代价，无论如何 at the cost of以…为代价 in the course of 在…过程中，在…期间 of course 当然，自然 in danger 在危险中，垂危 out of danger 脱离危险 out of date 过时的，不用的 up to date 现代化的，切合目前情况的 in demand 非常需要的，受欢迎的
小学语文阅读理解专项练习题 1、种辣椒 常识课上，老师对植物的讲解，把我带到植物世界里。听完课，我动了心，决心种点什么，仔细观察它的生长过程。 回到家，我找到了两个花盆，满心欢喜地种下了辣椒籽。下种后，我每天都要给它浇些水，盼望种子早些发芽。一天中午，弟弟告诉我花盆里出小苗了，我飞一样地跑到窗台前，只见一棵小嫩芽拱出土，又过了两天，好几棵小芽出来了。小芽越来越多，我给小辣椒间苗，把太密的小苗小心翼翼地拔掉了一些。 到了盛夏，每株辣椒已有半尺多高了，它们的茎上都缀满了欲放的花苞，几天后，一朵朵雪白的小花，先后开放了。大约又过了四五天，辣椒就开始结果了，出现了青绿的椭圆形的小辣椒，一个个缀在茎上，真惹人喜爱。 秋风吹进窗来，带进一股香气，辣椒开始由青变红，看上去更让人喜爱。一个个两寸多长的小辣椒挂在枝头对我微笑，感谢我对它们的辛勤培育。收获的时节到了，我满怀欣喜地把成熟的辣椒一个一个摘下，竟收了小半筐。 我看着筐里的辣椒，心想：这多有意思呀！知识来源于实践，而实践又必须付出辛勤的劳动，这难道不是真理吗？ 1．找出文章中点明中心的句子，在下面画横线。 2．把文章分成三段，在段尾用“‖”表示，并写出段意。 3．读下面句子，在括号里写出各运用了什么修辞手法。 ①小辣椒挂在枝头对我微笑，感谢我对它们的辛勤培育。（） ②我飞一样地跑到窗台前。（） 2、蒙蒙的小雨 蒙蒙的小雨正落着，陈红骑着自行车悠然于柏油路上。她没有穿雨衣，因为她觉得在这样细雨中骑车很浪漫。她望着路两边来去匆匆的行人，心想：这些人真是的，干嘛要东躲西藏的。 忽然迎面一辆的士飞驰而来她猛地拐向路边但车把挂在树干上她摔倒了小妹妹没事吧一个小伙子站在她身边问道陈红白了他一眼，没有理他。心想：谁是你的小妹妹？她一翻身想站起来，可左腿的剧痛却使她不得不重新坐在地上，她接连两次试图站起来，都没成功。最后，只好放弃了努力。小伙子一笑，“别逞强了，还是送你上医院吧。”接着，拉起陈红的车子，又扶陈红坐到车架上，推起车子向医院走去。温柔如丝的春雨淅淅沥沥地落着。陈红已不再潇洒，只感到沉重。她坐在车上，望着前面推车的小伙子，不知该说些什么。 她发现小伙子走路不太自然，仔细观察，只见小伙子左腿的袜端与裤腿之间不时地露出一段刺目的棕色。那是什么？啊，他装着一只假腿。陈红想问问他的腿，却不愿张嘴。这时，只听到小伙子自言自语地说：“三年前，我也喜欢在细雨中骑车，那的确很潇洒，可是我却重重地跌倒了，像你一样。不，还不如你。”“噢，你的左腿——？”停了一会儿，小伙子说：“就在那次跌倒时被后面的汽车轧断了。”听了这话，陈红陷入了沉思?? 医院到了，小伙子搀着陈红进了急诊室。“我去通知你父母，你知道他们的电话吗？”陈红把号码告诉了他。不一会儿，陈红的父母风风火火地赶来了。见到女儿腿上雪白的绷带，忙问这问那。陈红把经过告诉了他们，又说，“要不是那位大哥哥，我真不知该怎么办好，哎，他呢？”这时，只听护土小姐说：“那个小伙子，看见你爸妈来后，他就离开医院了。”陈红怔住了：“我还不知他叫什么呢！” 父亲背起陈红，母亲在旁边扶着，一家人走出医院的时候，他们多么希望在人流中再次寻到那小伙子的身影。 1．给第二自然段中没有标点的地方加上标点。 2．联系上下文解释加粗词的意思。
一、单项选择题。本大题共40个小题，每小题2.5 分，共100.0分。在每小题给出的选项中，只有一项是符合题目要求的。 1. —What a poor job I’ve done! —_______ 2. ( D ) 1. Do it again. 2. 3. You can do it. 4. 5. Do your best! 6. 7. Don’t be upset. No one can do it better than you. 8. 3. —Are you doing anything special on Friday, Bill? —_______ —Oh, what a pity! 4. ( B ) 1. No, nothing special 2. 3. Yes, I have promised to call on some friends 4. 5. Yes, of course 6. 7. No, I’m not sure. Why? 8. 1. —I’d like to make an appointment with Mr. White. —_______ 2. ( C ) 1.
Sorry, he is busy at the moment. 2. 3. Why didn’t you call earlier? 4. 5. Certainly. May I know your name? 6. 7. Sorry. He doesn’t want to see you. 8. 1. —This is the worst film ever produced. Do you think so? —_______ 2. ( B ) 1. You’re wrong 2. 3. I don’t think so, I’m afraid 4. 5. Not at all 6. 7. No, that’s not real 8. 1. —My dear! I made a mistake again. —_______ 2. ( B ) 1. Be careful. 2. 3. Don’t w orry. We can do something to make up for it. 4. 5. What a pity!
高考英语作文中常用的替换词 1.individuals, characters, folks 替换（ people, persons） 2.positive, favorable, rosy （美好的） ,promising（有希望的） ,perfect, pleasurable , excellent, outstanding, superior 替换 good 3.dreadful, unfavorable, poor, adverse, ill （有害的）替换 bad 如果 bad 做表语 ,可以有 be less impressive替换 eg.An army of college students indulge themselves in playing games, enjoying romance with girls/boys or killing time passively in their dorms. When it approaches to graduation , as a result, they find their academic records are less impressive. 4.（ an army of, an ocean of, a sea of, a multitude of, a host of, many, if not most）替 换 many. 注：用 many, if not most 一定要小心， many 后一定要有词。 most， if not all ，Eg. Many individuals ，if not most ，harbor the idea that同理?用. 替换 most. 5.a slice of, quiet a few, several替换 some 6.harbor the idea that, take the attitude that, hold the view that,it is widely shared that, it is universally acknowledged that）替 think （因为是书面语，所以要加 that） 7.affair, business, matter替换 thing 8.shared 替换 common 9.reap huge fruits 替换 get many benefits 10.for my part, from my own perspective 替换 in my opinion 11.Increasing（ly ）, growing 替换 more and more（注意没有 growingly 这种形式。所以当修饰名词时用 increasing/growing。修饰形容词，副词用 increasingly. Eg.sth has gained growing popularity. Sth is increasingly popular with the advancement of sth. 12.little if anything, 或 little or nothing 替换 hardly 13. ?? beneficial, rewarding替换 helpful 14.shopper,client, consumer, purchaser替换 customer 15.exceedingly, extremely, intensely替换 very 16.hardly necessary, hardly inevitable替换unnecessary,??avoidable
阅读理解练习题大全 飞人——刘翔 小时候的刘翔是个顽皮的男孩，“胆子大”是很多人对他的评价。正是因为看到他比别的孩子更顽皮，家长才把他送到少年体校。体校的道路走得并不很顺利，他几乎决定放弃，但一件事情改变了年少的刘翔的决定。 他七八岁的时候，他的爷爷已经70岁了，此前老人家是不会骑自行车的，但70岁那年突然就想学，而且学会了，老人说自己学会了去哪儿都方便。刘翔就想，爷爷70岁都能学会骑自行车，自己为什么要放弃呢？现在回想起来，刘翔还在感叹，如果没有爷爷这个行动的刺激，也许就没有现在的他了。 开始的时候，刘翔练的是跳高，他很自信地说：“如果我的身高能够达到两米，我在跳高项目上将会很有作为。”他当时已经拿过上海市少年跳高冠军了，的确是一个很不错的跳高人才。但是就是那一年，他现在的跨栏教练孙海平看上他了。用孙海平的话说，跨栏选手需要胆量，很多人看到1米多高的栏横在眼前就不敢过，而刘翔有这样的胆量，再就是从他练跳高看，他的速度和爆发力很好。 2000年11月，法国里昂的一次室内田径大奖赛，6名选手进入60米栏的决赛，刘翔站在第五道，其中有3个美国选手，他旁边的第六道也是一名美国选手。发令枪响过了，没想到第六道的那个美国选手在跨第二个栏的时候就摔倒了，刘翔则是第三个冲过终点，这样的兴奋仅保存了2秒钟，裁判和大屏幕宣布：第五道中国刘翔没有成绩。怎么会这样呢？刘翔和他的教练感到很气愤，就去找裁判理论。原来裁判误将那个摔倒的美国选手当成刘翔了，因为在他们看来，中国人是不会在这个项目上跑出好成绩的。那是一次没有电视转播的比赛，幸好刘翔的教练用自己的微型摄像机将全部过程拍下来，这是孙海平的习惯，刘翔的每一次比赛他都会用摄像机拍下来，而这成了那次证明刘翔没有摔倒的唯一证据，录像十分清楚地显示，中国刘翔第三。终于还了刘翔一个清白，也给国际田径界的裁判提了个醒：中国人是可以在短距离的项目上有所作为的。 正是这样的一次偶然事故，给了刘翔师徒很大的刺激，也让他们的训练更加有了动力。真正让世界知道刘翔是2002年7月份瑞士洛桑的一次国际田联大奖赛。19岁的他跑出了13秒12的个人最好成绩，并打破了美国人保持了24年之久的世界青年纪录和中国人李彤保持了8年的亚洲纪录。 真正让世界瞩目刘翔的是2004年雅典奥运会他一举夺得奥运金牌并打破奥运会纪录、
2019春大学英语三第二次在线作业单选题 (共40道题) 1.（ 2.5分）– Is it going to rain? -- _________. ?A、Thank you. ?B、I like the rain. ?C、I love sunshine. ?D、I think so. 我的答案：D 此题得分：2.5分 2.（2.5分）– what does the weather forecast say? －－___________. ?A、It says I’m fine. ?B、It says it is going to snow. ?C、It says the traffic will turn better. ?D、It says OK. 我的答案：B 此题得分：2.5分 3.（2.5分）– Excuse me, are you free tomorrow evening? --___________. ?A、You’re welcome. ?B、I’m glad to see you. ?C、It doesn’t m atter. ?D、I think so. 我的答案：D 此题得分：2.5分 4.（2.5分）– Do you enjoy your food? --___________. ?A、Thank you. ?B、I’d like a cup of tea. ?C、Yes, they’re delicious.
?D、OK. 我的答案：C 此题得分：2.5分 5.（2.5分）– What can I do for you? --__________. ?A、Hello. ?B、I want to buy this book. ?C、Thank you. ?D、Nice to meet you. 我的答案：B 此题得分：2.5分 6.（2.5分） Iron expands when____ . ?A、heat ?B、hot ?C、heated ?D、is hot 我的答案：C 此题得分：2.5分 7.（2.5分）— What did you think of Bellow’s new book? — I enjoyed ________ it. ?A、to read ?B、reading ?C、to have read ?D、the reading of 我的答案：B 此题得分：2.5分 8.（2.5分）—May I help you with some shoes, sir? — Yes. I’ d lik e to try on those brown __________. ?A、one ?B、ones ?C、two ?D、pair
Fail to do sth. 没能做… Enable sb. to do sth. 使能做… Make sb. unable to do sth. 使不能做… Help do sth. 有助于做…,帮助做… Facilitate sth. Lack sth. 缺乏…动词短语 A lack of sth. 缺乏…名词短语 A shortage of sth.缺乏…名词短语 Run out of sth.用完… Exhaust sth.耗尽（资源） Confronted with sth. Be confronted with sth. 面临…; 面对…. Faced with sth. Be faced with sth.面临…; 面对…. In the face of面临…; 面对…. In the long run 长远来看 Long-term benefit 长期利益 Short-sighted 只顾眼前利益的，目光短浅的 Make remarkable achievement 做出杰出成就remarkable 可换Make outstanding contribution 做出杰出的贡献 Achieve something Achieve nothing 一事无成 Achieve success 取得成功 Achieve our goal达到目标
Hit our goal 达到目标 Contribute to our success 有助于我们的成功 Contribute to the development of society 对社会的发展作出贡献Enrich our experience/life 丰富我们的经历/生活 Add color/variety to our college life 为我们的大学生活增添色彩/多样性 Broaden our horizon开拓视野 Widen our scope of knowledge 拓宽知识面 Fierce/severe competition 激烈的竞争 Sharpen our competitive edge 增加我们的竞争优势 Take advantage of /make full use of 利用 Lay a solid foundation for 为…打下坚实的基础 Develop our interest发展兴趣 Offer the chance/opportunity to do sth.提供机会做… Offer help 提供帮助offer courses 开课 Afford sth. 支付得起时间金钱等 Afford to do sth. Pursue a better life追求更好的生活 Pursue one’s study求学 Enhance/improve/increase your ability 增强你的能力 Enhance/strengthen the relationship 改善/加强关系 Boost
小学语文阅读理解专项练习题、种辣椒1常识课上，老师对植物的讲解，把我带到植物世界里。听完课，我动了心，决心种点什么，仔细观察 它的生长过程。回到家，我找到了两个花盆，满心欢喜地种下了辣椒籽。下种后，我每天都要给它浇些水，盼望种子 早些发芽。一天中午，弟弟告诉我花盆里出小苗了，我飞一样地跑到窗台前，只见一棵小嫩芽拱出土，又过了两天，好几棵小芽出来了。小芽越来越多，我给小辣椒间苗，把太密的小苗小心翼翼地拔掉了一些。一朵朵雪白的小花，几天后，每株辣椒已有半尺多高了，它们的茎上都缀满了欲放的花苞，到了盛夏，先后开放了。大约又过了四五天，辣椒就开始结果了，出现了青绿的椭圆形的小辣椒，一个个缀在茎上，真惹人喜爱。秋风吹进窗来，带进一股香气，辣椒开始由青变红，看上去更让人喜爱。一个个两寸多长的小辣椒挂 我满怀欣喜地把成熟的辣椒一个一个摘下，收获的时节到了，在枝头对我微笑，感谢我对它们的辛勤培育。竟收了小半筐。我看着筐里的辣椒，心想：这多有意思呀！知识来源于实践，而实践又必须付出辛勤的劳动，这难道 不是真理吗？．找出文章中点明中心的句子，在下面画横线。1 2．把文章分成三段，在段尾用“‖”表示，并写出段意。 3．读下面句子，在括号里写出各运用了什么修辞手法。 ）①小辣椒挂在枝头对我微笑，感谢我对它们的辛勤培育。（ ）我飞一样地跑到窗台前。（② 、蒙蒙的小雨2蒙蒙的小雨正落着，陈红骑着自行车悠然于柏油路上。她没有穿雨衣，因为她觉得在这样细雨中骑车 很浪漫。她望着路两边来去匆匆的行人，心想：这些人真是的，干嘛要东躲西藏的。一个没事吧小妹妹她摔倒了飞驰而来忽然迎面一辆的士她猛地拐向路边但车把挂在树干上 陈红白了他一眼，没有理他。心想：谁是你的小妹妹？她一翻身想站起来，可左小伙子站在她身边问道 腿的剧痛却使她不得不重新坐在地上，她接连两次试图站起来，都没成功。最后，只好放弃了努力。小伙”接着，拉起陈红的车子，又扶陈红坐到车架上，推起车子向医子一笑，“别逞强了，还是送你上医院吧。院走去。温柔如丝的春雨淅淅沥沥地落着。陈红已不再潇洒，只感到沉重。她坐在车上，望着前面推车的小伙子，不知该说些什么。她发现小伙子走路不太自然，仔细观察，只见小伙子左腿的袜端与裤腿之间不时地露出一段刺目的棕 色。那是什么？啊，他装着一只假腿。陈红想问问他的腿，却不愿张嘴。这时，只听到小伙子自言自语地“三年前，我也喜欢在细雨中骑车，那的确很潇洒，可是我却重重地跌倒了，像你一样。不，还不如说：”听了这话，“就在那次跌倒时被后面的汽车轧断了。你。”“噢，你的左腿——？”停了一会儿，小伙子说：?? 陈红陷入了沉思“我去通知你父母，你知道他们的电话吗？”陈红把号码告医院到了，小伙子搀着陈红进了急诊室。 诉了他。不一会儿，陈红的父母风风火火地赶来了。见到女儿腿上雪白的绷带，忙问这问那。陈红把经过“那这时，只听护土小姐说：“要不是那位大哥哥，我真不知该怎么办好，哎，他呢？”告诉了他们，又说，”个小伙子，看见你爸妈来后，他就离开医院了。”陈红怔住了：“我还不知他叫什么呢！父亲背起陈红，母亲在旁边扶着，一家人走出医院的时候，他们多么希望在人流中再次寻到那小伙子
实用文档 CjFsbB-QWDQ5244126 004406您的本次作7475774757分词汇结构业分数为：100In the early days everyone __________ have a good time indeed. 【Unit Two (2)】1. A was used B used to C uses to D got used to :B 正确答案7475274752词汇结构 Judged _________ her appearance, she can't be over 30. 【2.Unit Two (2)】 A in B with C to D by :D 正确答案7476274762词汇结构You will learn that I can be a better friend to you than ________ sent Unit Two (2)】【3.you here. A those people B people
C who 实用文档 D those who :D 正确答案7476574765词汇结构We have followed the trail of these people ________ find that they 【4.Unit Two (2)】have moved. A only B also C only to D also to :C 正确答案7476474764词汇结构Today there is more awareness of the ____________ between food Unit Two (2)5.【】and health. A value B connection C agreement D difference :B 正确答案7475174751词汇结构 The rain was ___________ we could hardly move forward. 】【6.Unit Two (2) A so heavy that B such a heavy that
英语作文常用动词锦集 1解决: Solve, deal with, cope with, handle, resolve, address, tackle 2损害： Damage, hurt, injure, harm, impair, undermine, jeopardize 3给与：Give, offer, render, impart, provide, supply, afford 4培养：：Develop, cultivate, foster 5优势：Advantage, merit, virtue, benefit, upside, strength 6 缺陷：Disadvantage, demerit, drawback, downside, weakness 7 使迷惑：Puzzle, bewilder, perplex, baffle 8 重要的：Key, crucial, critical, important, significant, vital, substantial, indispensable, imperative 9 认为：Think, believe, insist, maintain, assert, conclude, deem, hold, argue, be convinced, be firmly convinced, be fully convinced 10 保护：Protect, conserve, preserve 11确保：Assure, ensure, guarantee, pledge 12 有害的： Bad, baneful evil, harmful, detrimental 13 要求：Request, demand, needs, requisition 14 消除：Eliminate, clear, remove, clear up, take away, smooth away 15 导致： Lead to, bring about, result in, cause, spark off, conduce to, procure, induce, generate
【部编语文】阅读理解练习题(含答案)经典 一、二年级语文下册阅读理解练习 1．阅读下文，回答问题 拔萝卜 一天，小兔子来拔萝卜，它拔啊拔，就剩下一个大大的萝卜没有拔完，它就去拔那根大 萝卜。可是它怎么拔也拔不上来，它急得转圈跑。小狗看见了，对它说：“我来帮你拔萝卜吧。”它们俩一起拔呀拔，还是拔不上来，这时候小熊来了，它们俩一起说：“小熊的力气大，你来帮我们拔萝卜吧。”小熊说：“好吧。”它们又一起拔啊拔，还是拔不出来，，最后 小象来了，对它们说：“我来帮你们拔萝卜吧”。于是，小象就用长鼻子把一些萝卜叶子卷 上，使劲拔。终于把大萝卜拔上来了。小兔高兴地说：“小狗，小熊，小象，谢谢你们帮我 拔萝卜，我们晚上一起吃蜜汁大萝卜吧！” 到了晚上，小狗，小象，还有小熊都来了，小象先把大萝卜用鼻子卷到了桌子上，小狗 负责把皮刮掉，小兔把大萝卜切开，小熊往上边抹了很多很多的蜜汁。这下，大萝卜成了 又香又脆的蜜汁大萝卜。它们每人都咬一口，呀！这个蜜汁大萝卜实在是太甜了！ （1）这篇短文共________个自然段。 （2）小兔子在拔萝卜，最后一个大萝卜拔不动，________、________、________来帮小兔子拔萝卜。 （3）这个故事告诉我们什么道理？________ A. 团结的力量大。 B. 小象的力气最大了。 C. 蜜汁大萝卜真好吃。 【答案】（1）2 （2）小狗 ；熊 ；小象 （3）A 【解析】 2．读短文，完成练习。 两只小鸟 雨，哗哗哗地下着，树叶、树干全被淋湿了。飞禽走兽都在寻找避雨的地方。 有两只聪明的小鸟，飞到草地上，躲进蘑菇伞下。蘑菇伞摇晃晃地支撑着。 一只小鸟说：“我的左边淋雨了，你往右边靠一靠！” 另一只小鸟说：“我的右边淋湿了，你往左边靠一靠！” 你争我吵，你拥我挤，谁也不往外边靠一靠。挤着，挤着，“咔嚓”一声，蘑菇伞断了……两只小鸟红着脸蛋儿，你看看我，我看看你，不知说什么好！ 雨，仍在哗哗哗地下着…… （1）这篇短文共有________个自然段。 （2）在文中找出下列词语的近义词或反义词。 ①近义词：争——________
视窗 × loading... 大学英语三第二次在线作业 单选题(共40道题) 展开 收起 1.（ 2.5分）–Is it going to rain? -- _________. ? A、Thank you. ?B、I like the rain. ?C、I love sunshine. ?D、I think so. 我的答案：D此题得分：2.5分
2.（2.5分）–what does the weather forecast say? －－ ___________. ?A、It says I’m fine. ?B、It says it is going to snow. ?C、It says the traffic will turn better. ?D、It says OK. 我的答案：B此题得分：2.5分 3.（2.5分）–Excuse me, are you free tomorrow evening? --___________. ?A、You’re welcome. ?B、I’m glad to see you. ?C、It doesn’t matter. ?D、I think so. 我的答案：D此题得分：2.5分 4.（2.5分）–Do you enjoy your food? --___________. ?A、Thank you. ?B、I’d like a cup of tea. ?C、Yes, they’re delicious. ?D、OK.
我的答案：C此题得分：2.5分 5.（2.5分）–What can I do for you? --__________. ?A、Hello. ?B、I want to buy this book. ?C、Thank you. ?D、Nice to meet you. 我的答案：B此题得分：2.5分 6.（2.5分）Iron expands when____ . ?A、heat ?B、hot ?C、heated ?D、is hot 我的答案：C此题得分：2.5分 7.（2.5分）—What did you think of Bellow’s new book? — I enjoyed ________ it. ?A、to read ?B、reading ?C、to have read
（冒号前面的是我们习惯想到的词，考试中尽量少用！一定要用后面的词去替换前面）We, everyone: any reasonable/sensitive soul/mind, talented minds, elite minds, versatile minds, personality, figures, celebrity, idiots, philosophic minds, genius More and more: increasingly, Big: enormous, tremendous, gigantic, titanic, astronomical, vast, boundless, Very: extremely, overwhelmingly, undeniably, remarkably, voluminously, excessively, exceedingly, tangibly, impressively, shockingly, Famous: renowned, celebrated, accomplished, distinguished, prominent, eminent, outstanding, preeminent, Good: spectacular, amazing, unbelievable, incredible, magnificent, adorable, fantastic, fascinating, admirable, respectable, cherishable, adorable, awesome, terrific, majestic, Bad: nightmarish, disgusting, despicable, monstrous, appalling, abhorring, repelling, repulsive, Important: significant, essential, basic, fundamental, indispensable, crucial, critical, decisive, determinant, dominant, predominant, infallible, Say, Believe，think: suppose, hold, claim, maintain, presume, assume, contend, argue, declare, I am convinced, conclude, Improve, better: further, promote, enhance, reinforce, strengthen, consolidate, cement, nurture, relieve, recover, Everyone knows: it’s a truth universally acknowledged t hat, It can never be denied, it is undeniable that，It goes without saying that，It is self evident that，It is highly advisably, imperative, remarkable that，It comforts one to know that… ◆常见替代词汇解释 1. accelerate: 后面接名词，表示“加速”，中性词，好事坏事都能用。 2. adequate: “足够的”，用来替代经常被使用的enough。 3. advance: 名词，“进步，发展”，用来替代文章开头经常使用的development，progress。 4. advisable / sensible / rational: “合理的”，都可以替代reasonable。 5. cannot afford to: “不应当做”，不是我们说的“负担不起”。 6. be alert to something: “对…保持警惕”，后面接消极概念。 7. alternative: “其他的选择或办法”，比如an alternative is that… 相当于in addition（除此之外）。 8. applicable / feasible / workable: 都表示“可行的”，用在政策、法令、手段等词前面做修饰语，既可增加字长，又可以提高词汇水平。 9. approach / channel: “方法，手段”，用来替代我们经常使用的一些简单词汇，如method 等。 10. approve of something: “批准，同意”，注意不要忘记介词of。 11. attach importance to something: 表示“重视，强调”，替代pay attention to。
（一）猫 猫是捉老鼠的能手。它的耳朵很灵敏，能转来转去，哪怕是极小的声音，它也能及时辨出。猫有一双明亮的眼睛，狡猾的老鼠逃不过它的眼睛。猫的胡须像把尺，能测出各个洞的大小。猫的脚趾上有锋利的爪子，能爬树、跳墙、追捕老鼠。 1、短文有＿＿＿＿＿＿句话。 2、短文写了猫的＿＿＿＿＿＿、＿＿＿＿＿＿、＿＿＿＿＿＿和＿＿＿＿＿＿。 3、用“＿＿”划出描写猫的耳朵的句子。 4、这篇文章主要写：（选择正确的“√”） ①猫的耳朵很灵敏。……………………………………（） ②猫有一双明亮的眼睛。………………………………（） ③猫的脚趾上有锋利的爪子。…………………………（） （二）蚂蚁 蚂蚁整天辛勤的劳动，没有一个偷懒的。它们很团结，见了面就相互摇着触角打招呼。我很喜欢它们，有时候捉虫子给它们吃。 1．这段话中的“它们”指的是_____________ 。 2．“我”喜欢它们的原因：一是它们_______ ；二是它们__________ 。3．“我”喜欢它们表现在：___________________________________ 。
我有一支心爱的铅笔，是爸爸妈妈给我买的。 这支铅笔花花绿绿，很美丽。铅笔上画着一支大白鹅，红嘴巴，高额头，浑身雪白。它在池塘里快活地游来游去，可爱极了。水面上有一片片的荷叶，好像漂着一顶顶帽子。水早缓缓地流着，好像在说：“小朋友，你要好好学习呀！” 1、这篇短文＿＿＿＿＿＿节。 2、第二节有＿＿＿＿＿＿句话。 3、用“＿＿＿＿”划出描写铅笔头上大白鹅的句子。 4、这篇短文主要写了：（用“√”） ①这支铅笔是爸爸妈妈给我买的。………………（） ②水要小朋友好好学习。…………………………（） ③这支铅笔很美丽。………………………………（） （二）春天的田野 春天的田野真美啊！柳树发芽了。桃树开了花。青青的小草悄悄地从泥土里钻出来，地上像插遍了密密的松针。金黄的油菜花，引得蜜蜂来回地飞舞。 1、这段话主要写了（）的景色。 2、这段话中表示颜色的词有（） 3、把这段话中比喻的句子画出来。
1.【Unit Two (2)】The rain was ___________ we could hardly move forward. A so heavy that 】In the early days everyone __________ have a good time indeed. Two (2)】We have followed the trail of these people ________ find that they have moved. 】If you'd seen me five or six years ago, you wouldn't ____________ me now. 】Within a few hours I noticed a large number of fish __________ at the water 】Judged _________ her appearance, she can't be over 30.D by 】Today there is more awareness of the ____________ between food and health. 】Energy is ____________ makes things work. 9.【Unit Two (2)】There were __________ in some of the distant fields which i thought to be 10.【Unit Two (2)】For all of us, to be able to talk in an ___________ of trust and support is the most important. (2)】He came to Peking University _________ a visiting scholar several years ago. 】Dad is a little _________ and needs a hearing aid. 13.【Unit Two (2)】You will learn that I can be a better friend to you than ________ sent you here. 】Did you have a word as well to describe __________ in that jungle? 】"Not particularly!" he said __________, as though it mattered very little. Two (2)】 - That's a real letdown! - My parents are not able to attend the graduation. - ___________ B That's too bad. But they'll feel happy for you. 把事情搞砸) again? - ____________. D I'm afraid we can't give you that position. 20.【Unit Two (2)】 - Is my illness serious? - ____________. B Don't worry. You will be well soon.
英语作文常用高级词汇 ★形容词： 1. 贫穷的：poor = needy = impoverished = poverty-stricken 2. 富裕的：rich = wealthy = affluent = well-to-do = well-off 3. 优秀的：excellent = eminent = top = outstanding 4. 积极的，好的：good = conducive = beneficial=advantageous 5. 消极的，不良的：bad = detrimental= baneful =undesirable 6. 明显的：obvious = apparent = evident =manifest 7. 健康的: healthy = robust = sound = wholesome 8. 惊人的：surprising = amazing = extraordinary = miraculous 9. 美丽的：beautiful = attractive = gorgeous = eye-catching 10. 有活力的：energetic = dynamic = vigorous =animated 11. 流行的： popular = prevailing = prevalent= pervasive ★动词： 1. 提高，加强：improve = enhance= promote = strengthen = optimize 2. 引起：cause = trigger = endanger 3. 解决：solve =resolve =address = tackle =cope with = deal with 4. 拆除：destroy = tear down = knock down = eradicate 5. 培养: develop = cultivate = foster = nurture 6. 激发，鼓励：encourage = motivate = stimulate = spur 7. 认为： think = assert= hold = claim = argue 8. 完成：complete = fulfill = accomplish= achieve 9. 保留：keep = preserve = retain = hold 10. 有害于：destroy = impair = undermine = jeopardize 11. 减轻: ease = alleviate = relieve = lighten ★名词： 1. 影响：influence= impact 2. 危险：danger = perils =hazard 3. 污染：pollution = contamination 4. 人类：human beings= mankind = human race 5. 老人： old people= the old = the elderly = the aged = senior citizens 6. 幸福：happiness = cheerfulness = well-being 7. 老师：teachers = instructors = educators = lecturers 8. 教育：education = schooling = family parenting = upbringing 9. 青少年：young people = youngsters = youths = adolescents