2012IB(1)工商Tang(学生版)

东城区普通高中示范校高三综合练习（一）高三英语2011.12学校：班级：姓名：成绩：本试卷共150分，考试时间120分钟。

注意事项：1. 考生务必将答案答在答题纸上, 在试卷上作答无效。

2. 答题前考生务必将答题纸上的姓名、准考证号用黑色字迹的签字笔填写。

3. 答题纸选择题必须用2B铅笔作答, 将选中项涂满涂黑, 黑度以盖住框内字母为准, 修改时用橡皮擦除干净。

4. 答题纸非选择题必须用黑色字迹的签字笔按照题号顺序在各题目的答题区域内作答, 未在对应的答题区域内作答或超出答题区域作答均不得分。

第一部分：听力理解（共三节，30分）第一节（共5小题；每小题1.5分，共7.5分）听下面5段对话。

每段对话后有一道小题，从每题所给的A、B、C 三个选项中选出最佳选项。

听完每段对话后，你将有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话你将听一遍。

例：What is the man going to read?A. A newspaper.B. A magazine.C. A book.答案是A。

1.Whom did the man buy the books for?A. His father.B. His mother.C. His sister.2.Where is Linda now?A. In the classroom.B. In the office.C. In the library.3.What will the speakers do tomorrow morning?A. Have a trip to Washington.B. Attend a staff meeting.C. Meet Mr. Smith.4.When will they get there for the lecture?A. At 9:00.B. At 10:00.C. At 10:30.5.What do we learn about Shawn?A. He cares little about his appearance.B. He changes jobs frequently.C. He shaves every other day.第二节（共10小题；每小题1.5分，共15分）听下面4段对话或独白。

Examiners’ ReportJanuary 2012GCE English Language 6EN01 012GCE English Language 6EN01 01Edexcel and BTEC QualificationsEdexcel and BTEC qualifications come from Pearson, the world’s leading learning company. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please call our GCE line on ***********,ourGCSEteamon08445760027,orvisitourqualificationswebsiteat . For information about our BTEC qualifications, please call 0844 576 0026, or visit our website at .If you have any subject specific questions about this specification that require the help of a subject specialist, you may find our Ask The Expert email service helpful.Ask The Expert can be accessed online at the following link: /Aboutus/contact-us/Alternatively, you can speak directly to the subject team at Pearson about Edexcel qualifications. Their contact details can be found on this link:/teachingservicesGet more from your exam results…and now your mock results too!ResultsPlus is Edexcel’s free online service giving instant and detailed analysis of your students’ exam and mock performance, helping you to help them more effectively.•See your students’ scores for every exam question •Spot topics, skills and types of question where they need to improve their learning •Understand how your students’ performance compares with Edexcel national averages • Track progress against target grades and focus revision more effectively with NEW Mock AnalysisFor more information on ResultsPlus, or to log in, visit /resultsplus . To set up your ResultsPlus account, call 0844 576 0024Pearson: helping people progress, everywhereOur aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for raising achievement through innovation in education. Find out more about how we can help you and your students at: /uk .January 2012Publications Code US030394All the material in this publication is copyright© Pearson Education Ltd 2012IntroductionThe paper has two sections, which invites candidates to demonstrate their knowledge and understanding of linguistic concepts across all ability ranges. Section A is progressive. It allows candidates to test the range of their skills by building on concepts and language features over four questions. Section B offers an opportunity for extended analysis and discussion in a longer single question.The January 2012 series has proven to be a very successful paper for candidates, showing a wide range of abilities.Centres are asked to be aware that the amount of space provided in the booklet is morethan ample for an effective answer. It is, however, not a recommendation of the amountthat candidates should write. Candidates are not advantaged by over-writing and shouldaim to contain their answers within the booklet. However, candidates should write enoughto make sure that they can be effectively assessed over three assessment objectives.The purpose of this report is to guide centres on the ways by which this examination hasbeen assessed. An approach to each individual question can be gleaned from the outline of candidate performance within this report.Before starting to write, candidates should not only read all the texts, but also read through the five questions. They should have a clear understanding of how the questions differbefore tackling the question.Question 1: candidates must focus only on the underlined material. There are no marksfor observing what is outside the highlighted area. Also the example must be from thesource booklet and not be an example drawn from the candidates' existing knowledge or understanding.Question 2: candidates should consider the over-arching contextual factors of film taglines(or whatever the genre the series focuses on). The recommended factors are field,function, tenor and mode. However, we are very open to alternative systems e.g. audience and purpose and embrace innovative teaching and learning.Question 3: the focus for this question moves to particular sub-groups for more detailed comment.Question 4: this question is synoptic to Section A. Candidates should note the content oftheir investigations for the previous questions and switch their attention to the sub-group which has not been tackled.Question 5: candidates should note that AO2 marks are for presentation of self andlanguage issues and AO3 marks are for their exploration of contextual factors and key constituents. There should be balance to the exploration of each text and also thecontextual factors and key constituents.GCE English Language 6EN01 013This question aims to test the candidates' knowledge and understanding of linguisticterminology.There are 15 marks drawn from AO1.AO1: Select and apply a range of linguistic methods to communicate relevant knowledge using appropriate terminology and coherent accurate written expression.Bold font is used to illustrate the language feature that the candidates are required tocomment on.For this series the expected responses were as follows:a) verbs / balanced list of three / semantic contrastb) ellipsis / minor sentence / verb omitted / subject omittedc) adjective / superlative / positive connotationd) pronouns / deictic or context bounde) word play / allusion to idiom or cliché/ similar phonology of ‘air/hair’ (credit for usingIPA).Mostly this question was very well answered. There was clear evidence that candidates are exploring a wealth of experiences to equip them well for this examination. Centres are clearly taking advantage of the training and publications offered by Edexcel. In addition to this, it was also refreshing to see a range of different approaches to teaching and learning as candidates got to grips with the structure of English.a) Candidates identified the use of verbs, listing and semantic contrasts and quotedrelevant examples. There were, however, some responses that used a one word response, ‘struggle’ for example. This response is not appropriate, as ‘struggle’ is used as a noun and as the infinitive in the taglines. The ambiguous nature of this response was enough to question the candidate's understanding of their response. Please could centres encourage their candidates to write enough to make themselves clear.b) This was the least successful element. A few candidates identified minor sentences.However, most misunderstood this construct and answered declarative or simple sentence.One or two identified the noun phrase or the infinitive in the non-finite clause but without terminology for the latter.c) Candidates spotted the use of the intensifier, superlative and the modification. Theexamples were good.d) Most candidates identified the pronoun but there was an equal split between thenaming of 2nd and 3rd person. There were lots of examples where candidates lost theopportunity to gain a mark for quoting an example that already used ‘she’.e) Here, there was a two way split between candidates responding with pun / parody andothers using a word class approach identifying prepositional phrase/ adverbial. Candidates who identified individual world classes within the phrase were given some reward depending on what they identified and how it was supported in the example. Centres are reminded that candidates should identify the complete phrase.This successful question was slightly hampered by candidates repeating responses (they are only awarded once). Also, candidates quoting out of the bold area did not gain marks.4GCE English Language 6EN01 01GCE English Language 6EN01 015This question draws marks for AO3.AO3: Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language.Most students used the mode, field, function and audience format, and achievement fell usually into middle band awarding. There were a few candidates who were confused by the requirements of the question and who did not manage to refer to the text at all. In contrast, some candidates were aware of the tagline’s need to work beyond the written mode of a film poster and as multi-media text in audio. Whilst most responses covered the differences in semantic field and noticed differing techniques such as puns in comedy and ellipsis in horror , generally this tended to happen at a descriptive level. Had candidatesrelated this to audience consumption and the tenor this would have attracted more marks.Here the candidate has a limited understanding of the mode and function. However the candidate's awareness of audience shows some development. This operates on a descriptive level.Examiner Comments Should the candidate develop the three contextual factors in a systematic way, whilst referring to the text, it would be possible to move this response into band 2.Examiner Tip6GCE English Language 6EN01 01GCE English Language 6EN01 017The candidate is clearly aware that taglines are adverts. There is understanding that the genre needs to work in a range of multi mediums. The knowledge of how taglines are displayed is linked to form. A clear understanding of target audience and complex functions, to entertain and entice, allows the candidate to develop an implicit understanding of tenor .Examiner CommentsCandidates writing in band 3 should feel confident to abandon the formulaic chart of the contextual factors and respond to the question by sharing their understanding. An understanding of contextual factors can be implicit.Examiner Tip8GCE English Language 6EN01 01Question 3Here candidates pick up an extra assessment objective and are marked for AO2 and AO3. There are 5 marks for each assessment objective.AO2: Demonstrate a critical understanding of a range of concepts and issues related to the construction of meanings in spoken and written language, using knowledge of linguistic approaches.AO3: Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language.Many scripts discussed convergence and the use of direct address to develop a rapport with the audience. Some good answers noticed the difference in function between romance and horror taglines (to engage and to scare). Some responses applied gender theories to describe the difference in language use, which worked well in some cases but was mishandled in others.However , despite a demonstration of terminology in question 1, so many candidates missed the hints and tips picked out for them when tackling this question. It is possible to use the highlighted features of question 1 as a guide to plan for questions 3 and 4. Sadly lots of candidates missed out on an opportunity to analyse the text’s use of ellipsis, pun, lists of verbs, premodification etc.In addition to this, simple, minor and complex sentences seemed to be misunderstood. Similarly verbs, adjectives and nouns were often confused (and these were identified well in question 1). Whereas sentence moods were well represented, they often were not linked to the language issues or concepts. Also ellipsis and elision were well noted but not always used to evidence a point.If the successes of question 1 could be harnessed and used as evidence to support languageissues and concepts then answers to this question would attract more marks.GCE English Language 6EN01 019This script related audience involvement to the use of pronouns. The analysis of the semantic field was idiosyncratic and imaginative.Examiner CommentsThe discussion of gender is stereotypical and could have been more critical through the use of the key constituents. This would have taken the candidate into band 3 for AO3.Examiner TipQuestion 4Again there are two assessment objectives: AO2 and AO3. There are 5 marks for AO2 and10 for AO3.AO2: Demonstrate a critical understanding of a range of concepts and issues related to the construction of meanings in spoken and written language, using knowledge of linguistic approaches.AO3: Analyse and evaluate the influence of contextual factors on the production andreception of spoken and written language, showing knowledge of the key constituents of language.This question was the weakest question answered. Most candidates focused on the obvious lexical choices but ignored the grammatical points. To gain higher scores the candidates need to engage in discussion about grammar and discourse points.Many candidates were able to describe the contradictions / juxtapositions / puns but few reached higher bands. The few high scoring responses understood the relevance ofwordplay and pathos in comedy.The key to the question is the strength of the interrogation. It could be any text, it does not matter. Could centres please emphasise this point to their candidates and underline theimportance of the exploration of possibly using contextual factors and key constituents.10GCE English Language 6EN01 01GCE English Language 6EN01 0111This script starts very well. The point about simple sentences used for dramatic effect was very good, although minor sentences would have been a better choice. There was also a general understanding of the juxtaposition of the tag question. The discussion of lexis is also potentially strong. However , the interrogation then loses shape abruptly.Examiner CommentsThe answer had great potential but the decision to move into audience reception and theories was mishandled. Had the candidate continued with the language analysis and related this to tenor rather than stereotypical groups it had the potential to be placed towards the top of band 3.Examiner TipQuestion 5Here three assessment objectives are assessed. AO1 has 10 marks, AO2 15 and AO3 25.AO1: Select and apply a range of linguistic methods to communicate relevant knowledge using appropriate terminology and coherent accurate written expression.AO2: Demonstrate a critical understanding of a range of concepts and issues related to the construction of meanings in spoken and written language, using knowledge of linguistic approaches.AO3: Analyse and evaluate the influence of contextual factors on the production andreception of spoken and written language, showing knowledge of the key constituents of language.Throughout the paper candidates were able to demonstrate a thorough, wide rangingunderstanding of terms and terminology. This was illustrated throughout the ability range.This question seemed to engage the candidates well. They wrote extensively, charting the discourse of each text. Candidates managed to compare both texts and wove in discussion of the means by which participants presented themselves in successful ways.Many candidates used theories. They were mentioned but seldom discussed. Those that did critique the relevance of the theory were rewarded. Candidates should be encouraged to support observations about theory with reference to key constituents to clarify the points they are making. The main theories were gender theories, Goffman’s footing, politenessstrategies and Brown and Levison’s face theory.12GCE English Language 6EN01 01GCE English Language 6EN01 0113Here language and power is discussed well. There is an awareness that the family friend alters the dynamics of the usual speech community. The function of the tag questions is handled well, as is the observed interruption discussed as negative face.Examiner CommentsHad the candidate been explicit about the ways that the father used 'overpoliteness' through the key constituents, this would have attracted more marks. There is no evidence that S or A attempt to use slang or colloquial language, so evidencing the analysis with language features can be a useful way of keeping the argument on track.Examiner TipPaper SummaryThere were some very pleasing scripts produced by candidates this series. This report has tried to give an overview of how candidates performed and illustrate the types of challenges that they face in moving forward.The main areas that centres could consider for the future are:1) Train candidates to write enough for question 1 to make themselves clear.2) Encourage candidates to refer to the text for question 2 and cover the contextual factorswithout a formulaic system.3) Concentrate more on the key constituents in their analysis.4) Use the content of questions 1, 2 and 3 as a basis for question 4.5) Focus less on theorists and spend more time analysing the key constituents.14GCE English Language 6EN01 01Grade BoundariesGrade boundaries for this, and all other papers, can be found on the website on this link:/iwantto/Pages/grade-boundaries.aspxGCE English Language 6EN01 0115Further copies of this publication are available fromEdexcel Publications, Adamsway, Mansfield, Notts, NG18 4FNTelephone 01623 467467Fax 01623 450481Email ******************************Order Code US030394 January 2012For more information on Edexcel qualifications, please visit/qualsPearson Education Limited. Registered company number 872828 with its registered office at Edinburgh Gate, Harlow, Essex CM20 2JE。

2012年普通高等学校招生全国统一考试英语第Ⅰ卷第一部分英语知识运用(满分50分)第一节语音知识(共5小题；每小题1分，满分5分)从A、B、C、D四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项，并在答题卡上将该项涂黑。

例：have A．gave B．save C．hat D．made答案是C。

⒈theater A．treasure B．wheat C．season D．realize⒉persuade A．usual B．insist C．sugar D．treasure⒊company A．alone B．carrot C．money D．knock⒋opposite A．service B．outside C．pioneer D．police⒌society A．official B．recent C．chocolate D．difficult第二节语法和词汇知识(共15小题；每小题1分，满分15分)从A、B、C、D四个选项中，选出可以入空白处的最佳选项，并在答题卡上将该项涂黑。

例：It is generally considered unwise to give a child ___ he or she wants.A．however B．whatever C．whichever D．whenever答案是B。

⒍–What shall we do tonight then?–___ –whatever you want.A．Help yourself B．It's a deal C．No problem D．It's up to you⒎He missed ___ gold in the high jump, but will get ___ second chance in the long jump.A．the; the B．不填; a C．the; a D．a; 不填⒏That evening, ___ I will tell you more about later, I ended up working very late.A．that B．which C．what D．when⒐Sarah made ___ to the airport just in time to catch her plane this morning.A．herself B．this C．that D．it⒑Tony lent me the money, ___ that I'd do as much for him.A．hoping B．to hope C．hoped D．having hoped⒒I had hardly got to the office ___ my wife phone me to go back home at once.A．when B．than C．until D．after⒓We ___ to paint the whole house but finished only the front part that day.A．set about B．set up C．set out D．set down⒔Next to biology, I like physics ___ .A．better B．best C．the better D．very well⒕–Did you ask Sophia for help?–I ___ need to –I managed perfectly well on my own.A．wouldn't B．don't C．didn't D．won't⒖The old man sat in front of the television every evening, happy ___ anything that happened to be on.A．to watch B．watching C．watched D．to have watched⒗100℃is the temperature ___ which water will boil.A．for B．at C．on D．of⒘I'm going to Europe on vacation together with John if I ___ find the money.A．can B．might C．would D．need⒙The manager ___ the workers how to improve the program since 9 a.m.A．has told B．is telling C．has been telling D．will have told⒚The Harry Potter books are quite popular; they are in great ___ in this city.A．quality B．progress C．production D．demand⒛–Try not to work yourself too hard．Take it easy.–Thanks．___A．So what? B．No way. C．What for? D．You, too第三节完形填空(每小题1．5分)阅读下面短文，从短文后各题所给的四个选项(A、B、C和D) 中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

月盈员辰(r yu ng z£,爱育黎首 ngqi ° ng) (xi ae ry, t 1)宿列张 寒(ch e n xi u li e zh a ng)臣伏戎羌来暑往秋(h a nl a i sh u w a ng) 遐迩一体 ingf egz izh O, (b a ij u sh收冬藏闰 余成岁 律(r ft y °ch ng su ), (I u I u t 吕调阳云 a oo a ng) (y O n t e ng 腾致雨露 zh^yu) (I ft ji ewe ishu°a 结为霜 金 ng) (j i nsh e ngli ,hu 1) (y 生丽水 玉 ft ch u k u ngang) (ji nil coj 出昆冈佥！1 ftu£),号巨阙珠(zh u ch e ngy e gu a ng)ch a ng) (hu i b e ic a鸣凤在竹 omft) (I i ij i wi nf. a ng) (g 白驹食场 i ic 1 sh e,f i) (s i d i wu ch 化被草木 an g) (g on gwe ij u ya ng) 赖及万方(q 1 g a nhu 1 sh 。

ng) (n u 盖止匕身发mft zh e nj, e) (n fiixi icaii 四大五常ng)。

恭惟鞠养(zh i gu o b i, a i) (d 的 岂敢毁伤 cngmowing)。

女慕贞洁(wa ngtanb 1 du 3 a n) (mi 男效才良 sh i j 1 ch o ng) (x i nsh 1 知过必改kef ft) (q y tn cnli ng)。

得能莫忘(mo b e is i, a n) (sh i z i 罔谈彼短 ng a oya ng) (j 1 ngx i千字文天周发殷汤 Oh dowendco), (chu i g o地玄黄宇(ti a n d i xu a n h ，a ng)坐朝问道 ngp i ngzha ng) (i iy ft I i 宙洪荒 日(y u zh o u h o ng hu 。

国家开放大学电大专科《现代汉语（1）》综合分析应用题题库及答案（试卷号：2405） 盗传必究 综合分析应用题1.纠正下列不符合拼写规则的音节。

①wurnhuaC攵化〉 失 IQ）yu^lidnu（月亮 > 0）fdnu0i（妨 6导）0闭yigg《太阳） 答：①wenhu4 V文化,OI3hi（i< 夫）0）yu^ltang（ /!充）G）ldiydnQ（2 .指出下列词是单纯词还是合成词。

①葡萄单纯词②普通合成词③围困合成词④骏马合成词⑤罗马单纯词3.分析下列同义词的主要差别，并分别造句加以说明。

①害怕一恐惧语体色彩不同，“害怕”具有口语色彩，“恐惧”具有书面语色彩。

例如：他感到很害怕。

这种恐惧心理人人都有。

②玉照一照片适用对象不同，“照片”用于一般人，“玉照”只能用于女性。

例如：她的玉照传得到处都是。

大家的照片我负责冲洗。

4.下列成语中如有错别字，请纠正。

茶毒生灵天涯海角灸手可热虎视眈眈茶毒生灵：改为“荼毒生灵”。

灸手可热：改为“炙手可热” o变本加厉完璧归赵穿流不息朝三暮四穿流不息：改为“川流不息”。

既往不咎咄咄逼人器宇轩昂 不径而走不径而走：改为“不胫而走”。

好高鸯远刚愎自用惨绝人圜苦心孤诣惨绝人圜：改为“惨绝人寰”。

5.改正下列句子中使用不正确的词语。

①听到他受伤的噩耗，我们都非常吃惊。

“噩耗"改为“消息”。

②他苦心经营的旅店，一夜之间毁于一旦。

“毁于一旦"改为“全毁了”。

③这一决定遭致全体工人的支持。

“遭致”改为“得到” ”。

④我们这次比赛，囊括了八块金牌中的六块。

“囊括”改为“夺取”。

⑤这家遐迩远近的酒店，每天都是顾客盈门。

“远近”改为“闻名”。

6.指出下面古诗中韵脚字，写出它们的韵母并分析其异同。

朝辞白帝彩云间，千里江陵一日还。

两岸猿声啼不住，轻舟已过万重山。

答：①这首诗的韵脚字是“间、还、山”，韵母分别是ian、uan> an。

②这几个韵脚字的韵母相同点是韵腹和韵尾相同，不同点是韵头不同。

2012National English Contestfor College Students(Level D-Preliminary)参考答案及评分标准Part I Listening Comprehension（30marks）Section A(5marks)1—5BCACCSection B(10marks)6—10CACBC11—15CBAABSection C(5marks)16—20BCACCSection D(10marks)21.employment opportunities22.adapt to23.considerably24.personality25.suspicious of 26.measure the effects27.beliefs and values28.distort29.made positive choices30.culture shockPart II Vocabulary and Structure(15marks)31—35ACCDB36—40BDBBA41—45BCCADPart陨陨陨Cloze(10marks)46.countless47.improve48.suffering49.resignation50.innovative 51.contributing52.dedication53.existing54.that55.toPart IV Reading Comprehension(40marks)Section A(10marks)56.B57.C58.State championships59.participate60.pioneering spiritSection B(10marks)61.Without a leader,there is nobody to keep the goals clear.62.They should be sensitive,sociable and be able to get on with a wide range of people.63.T64.F65.FSection C(10marks)66.The ability to understand other people.67.They worry that the theory suggests that one gender is better than the other and a theory like this may create gender stereotypes.68.A study carried out in Cambridge University shows that newborn girls look longer at a face,and newborn boys look longer at a mechanical mobile,which suggests that certain differences between male and female brains are biological.69.女性更有可能选择与时尚、浪漫故事、美容、咨询服务和养育子女相关的杂志；而男性则更可能选择以1--计算机、汽车、摄影、体育和户外活动为特色的杂志。

INTERNATIONAL BACCALAUREATE ORGANIZATIONDIPLOMA PROGRAMMELanguage A1For first examinations in 2001Language A1April 1999Copyright © 1999 International Baccalaureate International Baccalaureate OrganisationRoute des Morillons 151218 Grand-SaconnexGeneva, SWITZERLANDCONTENTSPage INTRODUCTION 1 GROUP 1 3 NATURE OF THE SUBJECT 4 AIMS 5 OBJECTIVES 6 SYLLABUS OUTLINE 8 SYLLABUS DETAILS 14 ASSESSMENT OUTLINE 20 ASSESSMENT DETAILS 26 ASSESSMENT CRITERIA: GENERAL 41 ASSESSMENT CRITERIA HL 43 ASSESSMENT CRITERIA SL 61IB Language A1, April 1999INTRODUCTIONThe International Baccalaureate Diploma Programme is a rigorous pre-university course of studies, leading to examinations, that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfil requirements of various national education systems, the Diploma model is based on the pattern of no single country but incorporates the best elements of many. The programme is available in English, French and Spanish.The curriculum is displayed in the shape of a hexagon with six academic areas surrounding the core. Subjects are studied concurrently and students are exposed to the two great traditions of learning: the humanities and the sciences.1IB Language A1, April 1999INTRODUCTIONDiploma students are required to select one subject from each of the six subject groups. At least three and not more than four are taken at Higher Level (HL), the others at Standard Level (SL). HL courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period; this is a deliberate compromise between the early specialization preferred in some national systems and the breadth found in others.Distribution requirements ensure that the science-orientated student is challenged to learn a foreign language and that the natural linguist becomes familiar with laboratory procedures. While overall balance is maintained, flexibility in choosing Higher Level concentrations allows the student to pursue areas of personal interest and to meet special requirements for university entrance. Successful Diploma candidates meet three requirements in addition to the six subjects. The interdisciplinary Theory of Knowledge (TOK) course is designed to develop a coherent approach to learning which transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The Extended Essay of some 4000 words offers the opportunity to investigate a topic of special interest and acquaints candidates with the independent research and writing skills expected at university. Participation in the school’s Creativity, Action, Service (CAS) programme encourages candidates to be involved in artistic pursuits, sports, and community service work.For first examinations in 20012IB Language A1, April 1999GROUP 1To fulfil the requirements for the International Baccalaureate (IB) Diploma, all students must study a Group 1 subject, that is, a Language A1.The Language A1 programme is a literature course studied in the ‘first language’ of the student or the language in which the student is most competent. This will normally be the language of the environment to which the student has been exposed from an early age or for an extended period. (Related terms are ‘mother tongue’, ‘native language’, and ‘home language’.)Over eighty different Languages A1 have been offered for examination through the International Baccalaureate Organisation (IBO) policy of mother tongue entitlement for its international candidature. This policy promotes oral and written communication skills, and respect for the literary heritage of the student’s first language, while providing complementary international perspectives through the study of World Literature.To this end, even though the Language A1 programme is restricted to only those languages with adequate printed literature, it also allows for the study of oral art forms. This is to ensure that students whose Language A1 contains a substantial amount of oral literature are not unduly disadvantaged. Such students are allowed to include texts of oral literature in their courses provided the works chosen are of merit and are available in reliable transcription and/or in other recording.Language A1 is offered at both Higher Level (HL) and Standard Level (SL). Where no teacher is available, a student may be allowed to study his/her particular Language A1 as a self-taught candidate at SL only.The number of works studied and skills assessed are comparable across all Languages A1. The teaching and assessment of any particular Language A1 will be conducted in that language.3IB Language A1, April 1999NATURE OF THE SUBJECTThe Language A1 programme is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level. The former would normally follow the Higher Level (HL) programme and the latter the Standard Level (SL).Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking. It also promotes a healthy respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. The discussion of literature is itself an art which requires the clear expression of ideas both orally and in writing.The Language A1 programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on a number of levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme.The flexibility of the programme allows teachers to choose challenging works from their own sources to suit the particular needs and interests of their students. It also allows teachers to participate significantly, through the internally assessed oral component, in the overall assessment of their students. World Literature‘One of the most effective and humanizing ways that people of different culturescan have access to each other’s experiences and concerns is through works ofliterary merit.’(Salma Jayyusi, The Literature of Modern Arabia) In view of the international nature of the IBO, the Language A1 programme does not limit the study of literature to the achievements of one culture or the cultures covered by any one language. The study of World Literature is important to IB students because of its global perspective. It can play a strong role in promoting a ‘world spirit’ through the unique opportunities it offers for the appreciation of the various ways in which cultures influence and shape the experiences of life common to all humanity.The World Literature element of the Language A1 programme does not aim to cover the history of literature or the so-called ‘great works’ of humanity. It does not aim to equip students with a ‘mastery’ of other cultures. It is envisaged as having the potential to enrich the international awareness of IB students and to develop in them the attitudes of tolerance, empathy and a genuine respect for perspectives different from their own.4IB Language A1, April 1999AIMSThe aims of the Language A1 programme at both Higher and Standard Levels are to: !encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism!develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practising and developing the skills involved inwriting and speaking in a variety of styles and situations!introduce students to a range of literary works of different periods, genres, styles and contexts!broaden the students’ perspective through the study of works from other cultures and languages!introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships betweendifferent works!develop the ability to engage in close, detailed analysis of written text!promote in students an enjoyment of, and lifelong interest in, literature.5IB Language A1, April 1999OBJECTIVESHigher LevelHaving followed the Language A1 programme at Higher Level (HL) candidates will be expected to demonstrate:!an ability to engage in independent literary criticism in a manner which reveals a personal response to literature!an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication! a command of the language appropriate for the study of literature and a discriminating appreciation of the need for an effective choice of register and style inboth written and oral communication! a sound approach to literature through consideration of the works studied! a thorough knowledge both of the individual works studied and of the relationships between groups of works studied!an appreciation of the similarities and differences between literary works from different ages and/or cultures!an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing! a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader!an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevantexamples.6IB Language A1, April 1999OBJECTIVESStandard LevelHaving followed the Language A1 programme at Standard Level (SL) candidates will be expected to demonstrate:!an ability to approach works in an independent manner which reveals a personal response to literature!an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication! a command of the language appropriate for the study of literature and an appreciation of the need for an effective choice of register and style in both writtenand oral communication! a sound approach to literature through consideration of the works studied! a thorough knowledge both of the individual works studied and of the relationships between groups of works studied!an appreciation of the similarities and differences between literary works from different ages and/or cultures!an ability to comment on the language, content, structure, meaning and significance of both familiar and unfamiliar pieces of writing!an awareness of the effects of structure, technique and style as employed by authors !an ability to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples.7IB Language A1, April 1999SYLLABUS OUTLINEHigher LevelThe Higher Level (HL) syllabus is divided into four compulsory parts.Total number of works: 15Part 1 World Literature 3 works !Three World Literature works studied as a group.!Each work chosen from the IB Prescribed World Literature List (PWL) only.!All works linked by one or more aspects such as culture, genre, theme, period, style, type of literary study, methodology.!Each work originally written in a language different from the Language A1 studied.!Each work written by a different author.Part 2 Detailed Study 4 works !Four Language A1 works studied in detail.!Each work chosen from a different genre category on the IB Prescribed Book List (PBL) for the Language A1 studied.!Each work written by a different author.Part 3 Groups of Works 4 works !Three Language A1 works and one World Literature work studied as a group.!All four works chosen from the same genre category.!All three Language A1 works chosen from the PBL for the Language A1 studied.!World Literature work ‘chosen freely’ and linked at least by genre to Language A1 works.!Each work written by a different author.Part 4 School’s Free Choice 4 works !Three Language A1 works and one World Literature work studied as a group.!All four works ‘chosen freely’.!World Literature work linked to Language A1 works by one or more aspects such as culture, genre, theme, period, style, type of literary study, methodology.!Each work written by a different author.SYLLABUS OUTLINE HLRequirements and General Notes RequirementsAuthors and Works•Some PBLs, either wholly or in certain parts, do not specify works but give the names of authors. In such cases the works chosen are at the discretion of the teacher.•Authors must not be repeated within any part of the syllabus but the same author may be studied in two different parts of the syllabus.•Fifteen different works must be studied in total, that is, no work may be repeated.Genres•At least four of the genres represented on the relevant PBL for the particular Language A1 must be studied in the whole syllabus.Period•Each PBL lists works from different periods. The school’s syllabus should include works from at least two or three periods, depending on the specific instructions given on therelevant PBL.‘Place’•Some PBLs do not identify works by ‘place’, therefore there is no ‘place’ requirement.•If the relevant PBL does indicate ‘place’, at least two of the ‘places’ must be represented in the whole syllabus.Language•Language A1: All works must have been originally written in the Language A1 studied and be chosen from the relevant PBL.•World Literature Part 1: All works must have been originally written in a language different from the Language A1 and normally studied in translation. All works must bechosen from the PWL.•World Literature Part 3 and Part 4: If the relevant PBL does not identify works by ‘place’, the above Part 1 language requirement applies. If the relevant PBL does identifyworks by ‘place’, either or both of the works for Part 3 and Part 4 may have beenoriginally written in the Language A1 studied, provided the choice(s) are made from a‘place’ not represented by any of the Language A1 works selected.General Notes•Exceptions to any of the requirements for a particular Language A1 will be indicated on the relevant PBL.•‘Chosen freely’ means chosen from the PBL or the PWL, or elsewhere.•‘Place’ is broadly defined as a geocultural region such as a province, country, continent.For Languages A1 which span a culturally varied area, different ‘places’ have beenidentified to reflect the broad cultural differences.•Languages A1 without PBLs: The school must submit to IBCA lists of works chosen from their own sources. (See Vade Mecum for details.)•Self-taught candidates may not offer Language A1 at Higher Level.SYLLABUS OUTLINEStandard LevelThe Standard Level (SL) syllabus is divided into four compulsory parts.Total number of works: 11Part 1 World Literature 3 works !Three World Literature works studied as a group.!Each work chosen from the IB Prescribed World Literature list (PWL) only.!All works linked by one or more aspects such as culture, genre, theme, period, style, type of literary study, methodology.!Each work originally written in a language different from the Language A1 studied.!Each work written by a different author.Part 2 Detailed Study 2 works !Two Language A1 works studied in detail.!Each work chosen from a different genre category on the IB Prescribed Book List (PBL) for the Language A1 studied.!Each work written by a different author.Part 3 Groups of Works 3 works !Two Language A1 works and one World Literature work studied as a group.!All three works chosen from the same genre category.!Both Language A1 works chosen from the PBL for the Language A1 studied.!World Literature work ‘chosen freely’ and linked at least by genre to Language A1 works.!Each work written by a different author.Part 4 School’s Free Choice 3 works !Two Language A1 works and one World Literature work studied as a group or three Language A1 works studied as a group.!All three works ‘chosen freely’.!World Literature work linked to Language A1 works by one or more aspects such as culture, genre, theme, period, style, type of literary study, methodology.!Each work written by a different author.SYLLABUS OUTLINE SLRequirements and General Notes RequirementsAuthors and Works•Some PBLs, either wholly or in certain parts, do not specify works but give the names of authors. In such cases the works chosen are at the discretion of the teacher.•Authors must not be repeated within any part of the syllabus but the same author may be studied in two different parts of the syllabus.•Eleven different works must be studied in total, that is, no work may be repeated.Genres•At least three of the genres represented on the relevant PBL for the particular Language A1 must be studied in the whole syllabus.Period•Each PBL lists works from different periods. The school’s syllabus should include works from at least two or three periods, depending on the specific instructions given on therelevant PBL.‘Place’•Some PBLs do not identify works by ‘place’, therefore there is no ‘place’ requirement.•If the relevant PBL does indicate ‘place’, at least two of the ‘places’ must be represented in the whole syllabus.Language•Language A1: All works must have been originally written in the Language A1 studied and be chosen from the relevant PBL.•World Literature Part 1: All works must have been originally written in a language different from the Language A1 and normally studied in translation. All works must bechosen from the PWL.•World Literature Part 3 and Part 4: If the relevant PBL does not identify works by ‘place’, the above Part 1 language requirement applies. If the relevant PBL does identifyworks by ‘place’, either or both of the works for Part 3 and Part 4 may have beenoriginally written in the Language A1 studied, provided the choice(s) are made from a‘place’ not represented by any of the Language A1 works selected.•Language A1 substitution for World Literature Part 4: The Part 4 World Literature work may be substituted by a Language A1 work ‘chosen freely’ from any ‘place’. Thismay include a ‘place’ already represented by any of the other Language A1 work(s). General Notes•Exceptions to any of the requirements for a particular Language A1 will be indicated on the relevant PBL.•‘Chosen freely’ means chosen from the PBL or the PWL, or elsewhere.•‘Place’ is broadly defined as a geocultural region such as a province, country, continent.For Languages A1 which span a culturally varied area, different ‘places’ have beenidentified to reflect the broad cultural differences.•Languages A1 without PBLs: The school must submit to IBCA lists of works chosen from their own sources. (See Vade Mecum for details.)SYLLABUS OUTLINEStandard Level (Self-taught Candidates) The Standard Level (SL) syllabus for self-taught candidates is divided into four compulsory parts.Total number of works: 11Part 1 World Literature 3 works !Three World Literature works studied as a group.!Each work chosen from the IB Prescribed World Literature List (PWL) only.!All works linked by one or more aspects such as culture, genre, theme, period, style, type of literary study, methodology.!Each work originally written in a language different from the Language A1 studied.!Each work written by a different author.Part 2 Detailed Study 2 works !Two Language A1 works studied in detail.!Each work chosen from a different genre category on the IB Prescribed Book List (PBL) for the Language A1 studied.!Each work written by a different author.Part 3 Groups of Works 3 works !Two Language A1 works and one World Literature work studied as a group.!All three works chosen from the same genre category.!Both Language A1 works chosen from the PBL for the Language A1 studied.!World Literature work chosen from the PWL.!World Literature work linked at least by genre to Language A1 works.!Each work written by a different author.Part 4 School’s Free Choice 3 works !Two Language A1 works and one World Literature work studied.!Each work chosen from either the PBL for the Language A1 studied or the PWL.!World Literature work linked to Language A1 works by one or more aspects such as culture, genre, theme, period, style, type of literary study, methodology.!Each work written by a different author.SYLLABUS OUTLINE SL (SELF-TAUGHT)Requirements and General Notes RequirementsAuthors and Works•Some PBLs, either wholly or in certain parts, do not specify works but give the names of authors. In such cases the works chosen are at the discretion of the school.•Authors must not be repeated within any part of the syllabus but the same author may be studied in two different parts of the syllabus.•Eleven different works must be studied in total, that is, no work may be repeated.Genres•At least three of the genres represented on the relevant PBL for the particular Language A1 must be studied in the whole syllabus.Period•Each PBL lists works from different periods. The school’s syllabus should include works from at least two or three periods, depending on the specific instructions given on therelevant PBL.‘Place’•Some PBLs do not identify works by ‘place’, therefore there is no ‘place’ requirement.•If the relevant PBL does indicate ‘place’, at least two of the ‘places’ must be represented in the whole syllabus.Language•Language A1: All works must have been originally written in the Language A1 studied and be chosen from the relevant PBL.•World Literature Part 1: All works must have been originally written in a language different from the Language A1 and normally studied in translation.All works must bechosen from the Prescribed World Literature List (PWL).•World Literature Part 3 and Part 4: If the relevant PBL does not identify works by ‘place’, the above Part 1 language requirement applies. If the relevant PBL does identifyworks by ‘place’, either or both of the works for Part 3 and Part 4 may have beenoriginally written in the Language A1 studied, provided the choice(s) are made from a‘place’ not represented by any of the Language A1 works selected.General Notes•Exceptions to any of the requirements for a particular Language A1 will be indicated on the relevant PBL.•There is no ‘free choice’ for self-taught candidates. All works must be chosen from the PBL for the Language A1 studied and from the PWL according to the instructions forself-taught candidates.•‘Place’ is broadly defined as a geocultural region such as a province, country, continent.For Languages A1 which span a culturally varied area, different ‘places’ have beenidentified to reflect the broad cultural differences.•Languages A1 without PBLs: The school must submit to IBCA lists of works chosen from their own sources. (See Vade Mecum for details.)SYLLABUS DETAILSThe following details refer to Higher Level (HL) and Standard Level (SL) syllabuses.Specific information about self-taught candidates is given at the end of this section. Choosing WorksA ‘Work’In the Language A1 programme, a ‘work’ is broadly defined and includes items such as: ! a single major text!two or more shorter texts! a selection of short stories! a selection of poems! a selection of essays! a selection of letters.The number of texts considered to constitute a ‘work’, for genres such as short stories, poems, essays and letters, is indicated on the relevant Prescribed Book List (PBL).Where more than one text is studied as a ‘work’, the undertaking for the student must be comparable to studying a full-length play or novel. Teachers will be aware of the complexity and difficulty of individual texts and should use their expertise when deciding whether or not the choice constitutes a ‘work’.PBLs and PWLFor each part of the syllabus the Syllabus Outline indicates from where the works to be studied must be selected:!IB Prescribed Book List (PBL) for the particular Language A1 studied!IB Prescribed World Literature List (PWL)!PBL, PWL, or elsewhere, in the case of free choice.Prescribed Book Lists (PBLs)The PBL for any Language A1 consists only of works originally written in that language.Teachers are normally required to select works from the relevant PBL to construct courses for their students.Some PBLs, either wholly or in certain parts, consist only of authors. With such PBLs, teachers select the author(s) to be studied as well as the particular work by each author.If a Language A1 does not have a PBL, teachers must submit to IBCA a list of works chosen from their own sources in accordance with the syllabus requirements. (See Vade Mecum for details.)SYLLABUS DETAILSPrescribed World Literature List (PWL)The PWL, common to all Languages A1, consists of a wide variety of works categorized by language and genre. Each work is available in translation in at least one of the IB service languages, English, French and Spanish.The PWL prescribes works, not authors. Only the specified works listed for an author may be studied; other works by the same author may not be chosen.Free ChoiceWhere the syllabus allows works to be ‘chosen freely’ teachers may select from the PBLs, from the PWL or from other sources. In all cases the selection must be worthy of serious study and must meet the requirements specified for that part of the syllabus.Single Author ChoicesAlthough authors may not normally be repeated within a part of the syllabus the same author may be studied in two different parts of the syllabus. Any exception to these rules will be indicated on the relevant PBL. However, teachers should bear in mind that it would not be in keeping with the spirit of the Language A1 programme to restrict the total number of authors studied by their students.Constructing a CourseTeachers should aim to construct a course which is well balanced and cohesive. They should give consideration to the possibility of links within each part and, to some extent, within the course as a whole. Teachers may adopt different approaches in designing the programme of study most appropriate to the needs of their particular students. However, whatever the rationale used to select the works, the choices should be such that students should be able to discuss, compare and contrast, appropriately, aspects such as:!the content of works!themes!styles and techniques!approaches of different authors.Teachers must comply with the requirements regarding genres, periods and ‘place’, for each part of the syllabus, when constructing courses for their students.GenresOn the PBLs and the PWL the works have been organized according to genre. These are major categories such as drama, poetry, and the novel, which can be applied to most literary traditions.The organization into genres provides a framework within which ideas about aspects such as theme, style and technique, can be explored. This approach is designed to encourage the study of literary texts as works of art and allows for a variety of approaches to literature.A Higher Level (HL) course must include works selected from at least four genres; aStandard Level (SL) course at least three.。

《工商导论》课程实训报告可口可乐公司商业计划书（撰写参考）公司名称地址电话可口可乐目录（说明：目录中用自动生成的方式标注页码）第一部分公司基本情况………………………………第二部分公司管理层…………………………………第三部分产品介绍…………………………………第四部分行业及市场情况4.1 市场容量分析4.2 市场竞争地位分析第五部分营销策略……………………………………市场细分-目标市场-市场定位5.1 产品策略5.2 价格策略5.3 渠道策略5.4 促销策略第六部分企业竞争6.1 竞争对手的选择及其营销策略市场细分-目标市场-市场定位6.1.1产品策略6.1.2 价格策略6.1.3渠道策略6.1.4促销策略6.2 企业竞争行动与反应6.3 企业竞争对抗的后果第七部分企业经营与管理7.1 企业组织结构………………7.2 公司部门使命及职能介绍第八部分公司融资情况8.1融资方式8.2 公司融资投向第九部分财务9.1 财务报表（近三年的资产负债表、利润表）9.2 财务指标分析（近三年的偿债能力、资产管理水平、盈利能力分析）第一部分公司基本情况Coca-Cola,或者称Coke，由美国可口可乐公司（The Coca-Cola Company）生产的一类含有咖啡因的汽水饮料，中文译为“可口可乐”〈译自蒋彝〉，饮料有一种特殊风味，这种风味来自原料中可乐种子（cola Seed）。

可口可乐不仅是全球销量排名第一的汽水饮料[1]，而且也是全球最著名的软饮料品牌，在全球拥有高至48%的市场占有率。

可口可乐早期在中国的译名作“蝌蝌啃蜡”，但因销路不佳，后改名为“可口可乐”。

可口可乐在世界各地市场皆处领导地位，其销量远远超越其主要竞争对手百事可乐，被列入吉尼斯世界纪录。

1979年，在中美建交之后的第三个星期，第一批可口可乐产品从香港经广州运到了北京。

可口可乐再度返回了中国大陆市场。

如今，可口可乐融入了中国人的生活，同时也见证了中国融入世界的过程。