全国英语等级考试（三级）
问答题Practice 1 Directions: Read five students’ talks about traveling around Europe using an Inter-Rail ticket. The ticket allows people under the age of twenty-six to travel wherever they want within Europe for one month. For questions 1 to 5, match the n
题目
问答题
Practice 1 Directions: Read five students’ talks about traveling around Europe using an Inter-Rail ticket. The ticket allows people under the age of twenty-six to travel wherever they want within Europe for one month. For questions 1 to 5, match the name of each student (1 to 5) to one of the statements (A to G) given below. Mark your answers on ANSWER SHEET. Patrlcia: I went by Inter-Rail this summer with a group of friends from university. I think it worked very well, although a few of them said they’d never do it again--I guess it wasn’t quite like they thought it was going to be--not as comfortable probably. We usually slept in hostels or on the train so we were completely exhausted but I think we had a great time. Next year 1’11 see if I can perhaps visit fewer places and not get so worn out. Davis: I traveled about 6,000 kilometers in four weeks with a couple of friends from college. We spent weeks planning out the route and all the places we were intending to go to. Would I do it again? Well, I’d have to think carefully about that but, on the whole the trip was good for me as I was the official translator, which was great as I’m normally a bit shy of talking to people I don’t know. On the last night of the holiday they treated me to a really expensive meal for helping them out. It was terrific! Jenise: Well, I guess I had a good time now” when I look back on it, and I saw eight countries in four weeks. Everything went well but I think that from now on I’ll probably choose to do something else. I want to meet local people rather than just people who work for the train service! I did get to know quite a few other English and American students and they were great but it didn’t do much for my French and German. Nigel: I think it’s definitely the best way of getting around Europe even though you have to spend money on the Inter-Rail ticket before you leave. I have a friend who hitch-hikes and he says that’s the only way to travel because it’s free and you see more interesting places. But I knew I could jump on a train wherever I wanted in the morning, while he would still be standing in the rain hoping for a lift. So all in all I think I got the better deal, especially as I could take the night train and save on hotel bills. Hawk: I’ve done it quite a few times now and I’m used to the kind of problems that arise-like having to sleep in a park because the train arrived too late for me to get a hostel bed, and trying to keep to a tight budget. The mistake people often make is to just get off at the tourist spots. Try getting off the train at the little villages, like I do. They’re usually fascinating and the people are friendlier, too. Even if they don’t understand your miserable attempt at their language they still smile and nod. Now match each of the students (1 to 5) to the appropriate statement. Note: there are two extra statements. Statements
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相似问题和答案
第1题：
In societies with low power distance power is distributed more equally and people want that no one gains too much power. Central and northern Europe such as Germany and Anglo-Saxon countries such as () are typical such societies.
正确答案：Great Britain
解析：本句参考译文：在权力距离程度低的国家，权力分布更加平均，人们期望没有人获得太多权力。中欧和北欧(例如：德国)、盎格鲁-萨克逊国家(例如：__________)就是典型的这一类国家。
解析：本句参考译文：在权力距离程度低的国家，权力分布更加平均，人们期望没有人获得太多权力。中欧和北欧(例如：德国)、盎格鲁-萨克逊国家(例如：__________)就是典型的这一类国家。
第2题：
二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master the content about hobbies.
Ability aim: Students can improve their writing ability about hobbies, such as drawing.
Emotional aim: Students will foster a hobby and know how to keep it.
Teaching Key Points:
Students know the content about hobbies and can improve their writing ability about hobbies.
Teaching Difficult Points:
Students can learn how to write, basing on their hobbies..
Teaching Methods:
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up
1.Greetings
2. Show two pictures about hobbies , ask all students to observe and describe.
Step 2: Pre-writing
1. Divide students into two groups, group A and group B and ask them to read the the dialogue.
2. Lead students to summary the main idea.
3.Read the dialogue by themselves again, then ask them some questions to get details.
(1) What are they fond of?
(2) How about drawing, what can it teach you?
(3) Where will they go?
4. Ask students to work in groups and discuss, do a survey on hobbies and reason, collecting key points.
Step 3: While-writing
Students write an article within 20 minutes.
Step 4: Post-writing
1.Self editing: students work in pairs to check if there are faults in spelling and grammar.
2.Sharing: choose 1-2 writing and show it on the screen.
3.Evaluating: appreciate and give comments.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students talk about their hobbies to their friends or parents.
Blackboard design:
答案：
解析：
暂无解析
第3题：
Some students take a year off their studies to____________.
A、travel around the world
B、become travel agents
C、visit family members
D、help other people
参考答案：D
第4题：
Directions: Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology. What′s your view about what subject university students should study? You are required to write a composition within 180 words, but no less than 150 words.
答案：
解析：
People have different views about what subject university students should study, whether the one they like or only the one that will be useful in the future. People who believe students should only study subjects that will be useful in the future list several reasons. First, university courses like medicine, engineering and information technology can provide more job opportunities, career progression, better salaries, and therefore an improved quality of life for students who take them. Second, those subjects play the major role in new inventions, economic growth, and the society' s greater future prosperity. As far as I am concerned, university students should be free to choose their preferred subjects. In my opinion, students can study well if the learning content caters to their interest. Besides, the creative thinking patterns behind some theoretical subjects have potential value. In this sense, more students of art, history and philosophy are needed. In conclusion, although it might seem sensible for students to focus only on the most useful subjects, I personally assert that they have the right to study whatever they like.
第5题：
高中英语?语法
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the grammatical point -- the appositive clause.
Ability aim:
Students can apply today’s grammar knowledge to daily communication.
Emotional aim:
Students will have the interest towards foreign cultures.
Key and difficult point:
Key Point: Students will be able to understand and use the appositive clause.
Difficult Point: Students can get to know more about foreign countries actively.
Teaching procedure:
Step 1: Warming-up
1. Daily greeting.
2. Show some pictures about Canada and let some students introduce the knowledge they know about this country.
Step 2: Presentation
1. Read the whole passage for students and ask them to fill in the blanks like this, then check the answers:
The they could cross the whole continent was exciting.
Some people have you can cross Canada in less than five days.
They forget Canada is 5,500kilometres from coast to coast.
2. Let students observe these sentences and work in pairs to find what they have in common.
3. Draw a conclusion that the appositive clause is used to explain the noun or pronoun in front of it, the word “that” often serves as a conjunction in this clause.
Step 3: Practice
1. Choose which one is an appositive clause.
The suggestion that we should participate in the competition is worth considering.
The suggestion that he gave is worth considering.
2. Fill in the blanks with proper conjunctions and then translate them.
a. The teacher is trying her best to reduce the fear of students they will fail the exam.
b. He always asks me the question those people are trustworthy.
Step4: Production
Ask students to take part in the group work. Imitate the passage to introduce a place that they are familiar with, try to use the appositive clause.
Invite some groups to share their introductions.
Step5: Summary and Homework
Summary: ask a student to conclude the grammatical rule and the main idea of the passage.
Homework: find more information about Canada and make a travel plan.
Blackboard design:
1.What other exercises can be used in the practice part?
2.Please introduce yourself.
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the grammatical point -- the appositive clause.
Ability aim:
Students can apply today’s grammar knowledge to daily communication.
Emotional aim:
Students will have the interest towards foreign cultures.
Key and difficult point:
Key Point: Students will be able to understand and use the appositive clause.
Difficult Point: Students can get to know more about foreign countries actively.
Teaching procedure:
Step 1: Warming-up
1. Daily greeting.
2. Show some pictures about Canada and let some students introduce the knowledge they know about this country.
Step 2: Presentation
1. Read the whole passage for students and ask them to fill in the blanks like this, then check the answers:
The they could cross the whole continent was exciting.
Some people have you can cross Canada in less than five days.
They forget Canada is 5,500kilometres from coast to coast.
2. Let students observe these sentences and work in pairs to find what they have in common.
3. Draw a conclusion that the appositive clause is used to explain the noun or pronoun in front of it, the word “that” often serves as a conjunction in this clause.
Step 3: Practice
1. Choose which one is an appositive clause.
The suggestion that we should participate in the competition is worth considering.
The suggestion that he gave is worth considering.
2. Fill in the blanks with proper conjunctions and then translate them.
a. The teacher is trying her best to reduce the fear of students they will fail the exam.
b. He always asks me the question those people are trustworthy.
Step4: Production
Ask students to take part in the group work. Imitate the passage to introduce a place that they are familiar with, try to use the appositive clause.
Invite some groups to share their introductions.
Step5: Summary and Homework
Summary: ask a student to conclude the grammatical rule and the main idea of the passage.
Homework: find more information about Canada and make a travel plan.
Blackboard design:
1.What other exercises can be used in the practice part?
2.Please introduce yourself.
答案：
解析：
1.In my teaching design, I mainly use two exercises to help students consolidate the grammar knowledge. One is distinguishing the appositive clause from other kinds of clauses, the other one is filling in the blanks. Aside from these two methods, I think I can also use making sentences or correcting the mistakes in clauses to train students’ understanding of the new knowledge. Anyway, we should make decisions according to the current status of our students.
2.I am very glad to stand here to make a short self-introduction. As a student who majoring in English, I possess a strong interest in English and the culture of English-speaking countries. Plus, I have been dreaming to become a teacher since I was in primary school. From my point of view, teaching English to students just like constructing a bridge between their little world and the broad outside space. That’s why I participate in this test and I truly hope to fulfill my dream. Thank you.
2.I am very glad to stand here to make a short self-introduction. As a student who majoring in English, I possess a strong interest in English and the culture of English-speaking countries. Plus, I have been dreaming to become a teacher since I was in primary school. From my point of view, teaching English to students just like constructing a bridge between their little world and the broad outside space. That’s why I participate in this test and I truly hope to fulfill my dream. Thank you.
第6题：
Which of the following is TRUE about the plan?（ ）
A． Ninety-five theatres have received funding.
B． Everyone will get at least one free ticket.
C． It may not benefit all the young people.
D． Free tickets are offered once every day.
正确答案：C
第7题：
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students can master the intonation of showing their attitudes.
Ability aim:
After this lesson, students can practice their listening and speaking ability through group work.
Emotional aim:
Students are able to love learning English after this lesson.
Key and difficult point:
Key Point: master the intonation of showing their attitudes.
Difficult Point: cultivate the interest of students’ learning English.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Play a video about a person who is shopping at a store and has a conversation with the shop assistant. And ask students to answer some questions: Does this customer want to buy the clothes? Give the reason
Step 2: Presentation
1.Ask students to listen the conversation carefully and the teacher reads the conversation that today needs to learn and ask students:
Which part does the male show the interest? Give the reason
And which part does the male show the uninterested? Give the reason
2.Then present the conversation on the PPT, and ask students to listen to the conversation again, pay attention to the intonation of male’s answers. And ask students to answer some questions:
When male shows the interest to the content of female’s saying, what kind of intonation does he use? Uninterested, what’s intonation?
3. Then lead the students to conclude the rules of intonations of showing their attitudes. At the same time, write the male’s words on the blackboard with the help of symbols of rising tone and falling tone.
Step 3: Practice
1.Ask students to read this conversation after the tape.
2.Role-play: Ask students to practice this conversation with their partner and after 5 minutes, invite some students to read this conversation for all the students.
3. Dubbing: Ask students to look at a short video about a conversation between a Chinese student and another foreign student. But this video only has the frames, but doesn’t have the sound, which needs students to finish dubbing with their deskmates in given 10 minutes. Then invite several students to show their conversation with all the students.
Step4: Production
Make stories: Ask students to use the knowledge of intonation to make a short story according to the chart. Before this, divide the students into several groups with different persons and ask the representatives to get their topic through the way of random draw.
1.What’s the teaching aims of this lesson?
2. What’s your major? Why do you want to be an English teacher?
答案：
解析：
1.
There are three aims: knowledge aim,ability aim and emotional aim.
Knowledge aim:
Students can master the intonation of showing their attitudes.
Ability aim:
After this lesson, students can practice their listening and speaking ability through group work.
Emotional aim:
Students are able to love learning English after this lesson.
2.
My major is medicine. But I like English. And my biggest hobby is learning and speaking English. In my daily life, I like to go abroad to travel and reading English novels. I think English is more useful and attracting for me than my major, medicine.
There are three aims: knowledge aim,ability aim and emotional aim.
Knowledge aim:
Students can master the intonation of showing their attitudes.
Ability aim:
After this lesson, students can practice their listening and speaking ability through group work.
Emotional aim:
Students are able to love learning English after this lesson.
2.
My major is medicine. But I like English. And my biggest hobby is learning and speaking English. In my daily life, I like to go abroad to travel and reading English novels. I think English is more useful and attracting for me than my major, medicine.
第8题：
We are planning to go on a trip to Europe next month.
参考答案：我们正计划下个月去欧洲旅行。
第9题：
高中英语?语音
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the basic knowledge of using intonation to express their own emotion.
Ability aim:
Students will express themselves with correct intonation naturally and fluently.
Emotional aim:
Students will be interested in and curious about unexplained things.
Key and difficult point:
Key Point: Students will master the pronunciation rules of intonation.
Difficult Point: Students can use rising and falling tones naturally in their daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show students a documentary clip about Mysterious World.
Step 2: Presentation
1. Let students listen to the tape, then repeat the dialogue, and answer the questions: What is the people’s attitude towards aliens? How can you feel it from the tone of their saying?
2. Give students more sentences and let them read by themselves. Guide them to find out the rule of intonation.
3. Conclude the rule of intonation:
General question: raising tone used to raise a question.
Rhetorical question:
The first part is spoken with a falling intonation, the second part with a rising intonation, which is used to raise doubt.
The first part is spoken with a falling intonation, the second part with a falling intonation, which is used to emphasize a point, just to get the audience think or ask deliberately.
Step 3: Practice
1. Read the conversation and example sentences loudly and feel the emotion.
2. Ask students give more disjunctive and rhetorical question sentences.
Step4: Production
1. Role-play: ask students to practice a new dialogue on the screen in pairs using proper intonation.
2. Dubbing game
Step5: Summary and Homework
Summary: ask a student to conclude the lesson and summarise for the whole class.
Homework: write a short play, rehearse in groups, and show us in the next class.
Blackboard design:
What is the purpose of your homework design?
What are your teaching aims?
一、考题回顾
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the basic knowledge of using intonation to express their own emotion.
Ability aim:
Students will express themselves with correct intonation naturally and fluently.
Emotional aim:
Students will be interested in and curious about unexplained things.
Key and difficult point:
Key Point: Students will master the pronunciation rules of intonation.
Difficult Point: Students can use rising and falling tones naturally in their daily life.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show students a documentary clip about Mysterious World.
Step 2: Presentation
1. Let students listen to the tape, then repeat the dialogue, and answer the questions: What is the people’s attitude towards aliens? How can you feel it from the tone of their saying?
2. Give students more sentences and let them read by themselves. Guide them to find out the rule of intonation.
3. Conclude the rule of intonation:
General question: raising tone used to raise a question.
Rhetorical question:
The first part is spoken with a falling intonation, the second part with a rising intonation, which is used to raise doubt.
The first part is spoken with a falling intonation, the second part with a falling intonation, which is used to emphasize a point, just to get the audience think or ask deliberately.
Step 3: Practice
1. Read the conversation and example sentences loudly and feel the emotion.
2. Ask students give more disjunctive and rhetorical question sentences.
Step4: Production
1. Role-play: ask students to practice a new dialogue on the screen in pairs using proper intonation.
2. Dubbing game
Step5: Summary and Homework
Summary: ask a student to conclude the lesson and summarise for the whole class.
Homework: write a short play, rehearse in groups, and show us in the next class.
Blackboard design:
What is the purpose of your homework design?
What are your teaching aims?
答案：
解析：
I designed my homework to help students consolidate what they learned in this class, so that students can learn independently at home and review the knowledge of the class. This class is about the pronunciation rule of rising tone and falling tone. The homework I assign is to let students compose a short drama, practice in the group, and ask students to perform in the next class. I hope that through practice, students can master the intonation knowledge, and use it natually. At the same time, this assignment also cultivates students' imagination and teamwork spirit.
Knowledge aim:
Students will master the basic knowledge of using intonation to express their own emotion.
Ability aim:
Students will express themselves with correct intonation naturally and fluently.
Emotional aim:
Students will be interested in and curious about unexplained things.
Knowledge aim:
Students will master the basic knowledge of using intonation to express their own emotion.
Ability aim:
Students will express themselves with correct intonation naturally and fluently.
Emotional aim:
Students will be interested in and curious about unexplained things.
第10题：
What kind of questions should we ask our students when we want to give them a reason to read?
The questions should have a good general idea of what the text is about, should be concerned with the general meaning or with the most important points of the text, and not focus on minor details, and should be fairly easy to answer and not too long.
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