0  0  6  10  16  18  22  28  30  36  42  46  48  52  58  60  66  70  72  76  78  82  84  86  87  88  90  91  92  94  96  100  102  106  108  112  118  120  126  130  132  136  142  148  150  156  160  162  168  172  178  186  3099 

两个基本原理

试题详情

N次独立重复试验恰有K次发生的概率

例1变式

甲乙丙三人各射击一次,三人击中目标的概率都是0.6,求其中恰有一人击中目标的概

率和目标被击中的概率。          (0.288)       (0.936)

例2变式1

如图,每个开关闭合的概率都为0.7,计算这段时间内线路正常工作的概率。    0.6811

 

                                                    

                                                   

                                                    

                                             

变式2

如图,每个开关闭合的概率都是0.7,计算这段时间内线路正常工作的概率。 

  (提示:反向思考较为简单。(0.847))

                                             

                                             

                                             

                                           

                                            

3、甲乙两战士向同一目标各射击一次

   设A={甲战士射中目标}  B={乙战士射中目标}

(1)       甲乙两战士同时射中;

(2)       甲乙两战士中至少有一人射中;

(3)       甲乙两战士中恰有一个射中。

强化训练

1、一袋中有8个白球,4个红球,另一袋中有6个白球,6个红球,从每袋中任取一个球,问取得颜色相同的球的概率是多少?     (1/2)

 

2、从甲乙丙三种零件中各取1件组成某产品所有三零件必须都是正品,所得产品才是合格品,已知三种零件的次品率分别是2%、3%、5%,求产品的次品率?(结果保留四位有效数字)          (0.0969)

 

3、某战士射击中靶的概率为0.99,若连续射击两次,求:

(1)       两次都中靶的概率;           (0.9801)

(2)       至少有一次中靶的概率;        (0.9999)

(3)       至多有一次中靶的概率。        (0.0199)

4、甲乙两高射炮同时向一架敌机射击,已知甲击中敌机的概率是0.6,乙击中敌机的概率为0.5,求

    (1)求敌机被击中的概率;           (0.8)

     (2)已知甲乙两炮都击中敌机时,敌机才坠毁,求敌机坠毁的概率。        (0.3)

5、甲厂生产的脱粒机,每台连续使用不少于10年的概率是2/5,乙厂生产的脱柴油机,每台连续使用不少于10年的概率是3/5,将一台脱粒机与一台柴泪机配套使用,求下列各事件的概率:

(1)       A(脱粒机与柴油机的连续使用期都不少于10年);   6/25

(2)       B(只有脱粒机的连续使用期不少于10年)         4/25

(3)       C(至少有一台机器的连续使用期不少于10年        19/25

6、有4名学生参加体育达标测验,4人各自合格的概率分别是1/3,1/4,1/5,1/6,求以下的概率:

   (1)四人中至少有二人合格的概率;         43/180

   (2)四人中恰好只有二人合格的概率。       71/360

 

 

 

 

 

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试题详情

Saving The Earth

October 16,2000
  By Zhaoxiang Zhou
  I.  Teaching focus
  1.Realize the damage caused to the world and figure out the reasons.
  2.Find ways to stop the earth from being polluted by discussing in groups.
  II.Teaching approaches
  Elicitation, Mutual Interaction
  III.Teaching aid
  Interactive multimedia teaching
  IV.Teaching process
  Step  1   Revision
  1.  Check note-making
  Earth: not enough rain, too many cattle, cutting down trees, strong winds
  Air:  smoke from factories, power stations, cars, chemical rain, accidents at power stations and factories
  Water: waste from factories and cities
  Step  2   Presentation
  1. Present a series of images depicting the natural beauty of the earth, then the pollution. Highlight the sharp contrast between them. Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.
  2. Study the map on the textbook, then scan the passages to figure out where on the world atlas the damage has happened. Encourage the students to give out their point of view toward the pollution issue.   
  Step  3   Audiovisual Learning
  The students watch a video on the text, then do the following true or false questions.
  1.     Many parts of the world with large population and plenty of crops have become deserts.   T
  2.  Land may become poor if farmers do not limit the numbers of their cattle.   T
  3.  Good soil is gradually lost these days as trees are being cut down.    T
  4.  Air pollution and water pollution are the two causes of the problem that many parts of the world have become deserts.   F
  5.  Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain.    F
  6.  After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged. F
  7.  The writer to explain how water is polluted uses the examples of the accidents in both India and Russian.   F
  8.  Once oceans are polluted, they are not able to clean themselves.  F
  Step  4   Intensive Reading
  Read the passages again for some detailed information
  1.       To say something about the damage that is caused to the world by pollution, using the information from the text. Try to present possible ways to help solve the problems.
  Phenomena
  Causes
  Suggestions
  E
  A
  R
  T
  H
  The area of desert is growing every year.
  Cattle eat grass.
  Limit the number of the cattle.
  Good soil is gradually lost.
  Trees being cut down; strong winds blowing the valuable soil away.
  Plant more trees and try to protect them.
  A
  I
  R
  Air is being polluted.
  Factories, power stations and cars produce a lot of waste.
  A lot of things have to be done to reduce pollution. New laws should be passed and people should realize how serious the problem is.
  A lot of people died from polluted air in both Russia and India.
  There were serious accidents that polluted the air.
  Trees in the forest are destroyed and fish in the lakes are killed.
  Chemical rain.
  W
  A
  T
  E
  R
  In some places it’s no longer safe for swimming, nor is it safe to eat the fish.
  Factories and cities produce a lot of waste.
  Same as above.
  Lake Baikal, which used to be cleanest I the world, s now polluted.
  Waste produced from a chemical factory.
  2.to summarize the text by giving the main idea of each passage.
  Earth:
  The area of desert is growing and good soil is gradually lost.
  Air:
  Chemicals in the smoke cause a lot of damage and serious accidents took place
  from time to time.
  Water:
  Water pollution is caused by man’s waste.  The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil.
  Step  5   Discussion
  Appoint one student to host the discussion. The rest of the class fall into groups of 4, changing ideas on the following question.  
  (1)What kind of pollution can you think of?
  (2)Why trees are important?
  (3)What are the causes of water pollution?
  (4) What can be done to stop land from becoming into desert?
  (5) What else do we know about the problems that the earth is facing?
  (6) What steps should we take to save the earth?
  Step   6   Role play
  The students take turns to play the role of a newspaper reporter, making interviews with heads of factories (e.g. A papermaking factory) which are seriously polluting air and/or water. Record the interviews and compose a report.
  Step   7  Assignment
  (1)Read the additional materials about pollution and do the reading comprehension exercises.
  (2)Finish the report.
  Thanks for attending this class!
  _____________________________________________________________________________--__
  资料    我国环境污染现状令人担忧
  据专家估计,中国每年因环境污染造成的损失达到二千八百三十亿元人民币,其中,仅水污染一项,估计一年造成经济损失约五百亿元。
  据香港《东方日报》报导,自六十年代至今,中国有环境监测的四百三十二条大小河流中,八成受到不同程度的水体污染,其中大江河经过城镇河段的占二成,支流受污染的占六成,全中国二千八百多个湖泊,凡能接纳城镇污水的,大多出现水体负氧化现象。由于地下水过度开采,京津沪大面积出现土地沉降一点五公尺至二公尺,桂林溶岩区三十米地下水重金属超标十至二十倍。
  大气污染造成的经济损失约为二百亿元,由于城市燃煤、工厂排放废气及汽车死气污染,大气中二氧化硫、一氧化碳等有毒悬浮微粒弥漫在城市上空,空气污染导致许多城市肺癌死亡率增至万分之二,全国酸雨覆盖面积已达百分之三十,所有这些损失加起来也等于二百亿元。
  而生态环境破坏和自然灾害造成的损失估计高达二千亿元,森林覆盖率由四九年的三成左右,现已下降至不足一成四,草原的严重退化,水土流失面积达一百五十五万平方公里,占国土面积的百分之十六。
  同时,城镇建设却仍以每年侵占一百五十万公顷土地的速度发展,破坏自然生态平衡,加上自然灾害带来的损失,每年至少损失二百亿元。
  其他污染如固体废物排放、噪音污染等造成的损失也高达一百三十亿元。
  专家分析表示,造成环境污染引起的经济损失原因众多,但国家工业规划布局失误,调控措施不力和公民环保意识不强是主要原因。

试题详情

American English

 

教学目标

1. vocabulary:

difficulty, pronounce, fall(n.), ask...for, pardon, medicine, however, British, a great many, store, and so on, the same as, more or less, reason, Europe, cent, Indian, cookbook, change...into,  explain

2. Oral English:

      1) Would you please say that again more slowly ? 你能慢慢地再说一遍吗?

      2) Pardon ? 你说什么?

3) I'm sorry . I know only a little English / I don't quite follow you.抱歉,我英语懂得很少,我不太明白你的意思。

      4) How do you pronounce / spell ... ? 你怎么读/拼......

      5) I have some difficulty in doing sth. 我在做...方面有困难.

      6) What does ... mean ? ... 是什么意思?

3. 语法:学习直接引语和间接引语

            

教学建议

对话分析

The dialogue is quite simple, so the teacher can encourage the Ss to

act it out in class. Also the students can make up some related

dialogues. when it comes to the text, the content is quite dull.

    To make it more interesting, the teacher can tell a joke in the

    beginning. When dealing with the content of the text, the teacher

    can focus on some exercises, such as Choose and Fill in blanks.

重点知识讲解

1.difficulty n.困难,艰难,难事;有可数名词和不可数名词两种用法?

①用作不可数名词,意为"困难、艰难",常用在以下句型中

have no/find(some, any, much) difficulty with sth./(in) doing sth.

    There is no (some, any, much) difficulty (in) doing sth.

    I had no difficulty in learning English.

    There was much difficulty (in) explaining it to him.

    ②用作可数名词,表示具体的困难,意为"难事,难点,困境,难处"。

    This book is full of difficulties.

    In face of so many difficulties, we never appeared to be afraid.

2. come about

      这是一个不及物动词短语,其意思是(happen)“发生”,“造成”。与happen一样,没有被动语态。

     (1)You failed the exam. How did it come about? 这次考试你怎么不及格?

     (2)Sometimes it is hard to tell how a quarrel (争吵) comes about.

     有时候很难说出口角是怎么引起的。

△联想 come 构成的短语有:

       come across偶然遇到;come to do 开始做……; come along一道去、快点、过来;come true 变成现实;come from 来自、出生于;come near 临近;come to an end 结束;come down 下来、流传下来;come into use 开始使用;come back 回来、回想;come into power 上台;come out 出来、长出、被出版;come into being 产生;come on 进行、进展、赶快、来!加油;come to oneself 苏醒;come up 发生、被提出、长出、发芽。

3. And so on

 该词组用于列举事物,一般放在句末(但是不完全列举。)意为“等等”,“如此等等”。如:

      (1)Vegetables are potatoes, beas, cabbages and so on.蔬来有土豆、豆子、白莱等等。

      (2)They asked what my name was, where I lived, who my parents were, and so on..

            他们问我姓什名谁,家住哪里,父母是何人,等等。

4. more or less这是个固定词组,意为( about, almost, nearly) 大约,或多或少,大体上。在句中作状语,可放在修饰词之前,也可放在句末,用逗号与句子分开。例如:

   (1)The work is more or less finished. 这项工作大体完成了。

   (2)The trip will take ten days more or less. 这次旅行约需十天时间。

(3)I hope my advice will be more or less helpful to you.希望我的建议对你多少有些帮助。

5. When do you take your next exams?

    1) 注意exam / examination 同动词的搭配:

    take / have an exam (学生参加考试);give(students)an exam 老师考学生;

            hold an exam 举行考试;          pass an exam 考试合格;

            fail (in ) an exam 考试不合格

    2) 注意本句中用一般现在时表示一般将来时。有这种用法的动词有:take, begin, get, go, start, leave等,表示按计划或时刻表将要发生的事情。如:

            When does the winter holiday begin? 寒假什么时候开始?

            The plane takes off at 9:30 a. m. 飞机上午九点三十分起飞。

6. I have some difficulty in pronouncing some of the words in English。

  I have some difficulties with pronunciation.

difficulty即可作不可数名词,又可作可数名词,意为“困难”,用于下列句式:

a. have + difficulty + (in) doing sth.

其中介词in可省略。它表示“在做某事时有困难”、“在……方面费劲”。difficulty前可用some, great, much, little, no等词饰饰。例如:

            You' ll have no difficulty ( in ) finding his house, for he is well

            known in this area.

b. have + difficulty/difficulties + with sth. 名词前用介词with,不用in, 且with不可省略。例如:

            I'm having some difficulty with my daughter's maths homework.

            c. There is no (some, much, any) difficulty (in) doing sth.

            d. do sth. with/without any difficulty

            e .find difficulty (in) doing sth.

例如:

  (1)There was much difficulty (in) explaining it to him.

                 要给他解释清楚真费了不少劲。

  (2)I find some difficulty (in) learning Russian. 我觉得学俄语有些困难。

  (3)He finished his homework without (any) difficulty.他毫不费力地完成了家庭作业。

  (4)His English was very bad and he spoke with difficulty.他的英语很差,说起来很吃力。

7. At first, the language stayed the same as th language used in Britain. 起初这种语言同在英国使用的语言仍然相同。

    But Americans still talk about “fall” just as people do in some parts of western English. 但是美国人还是说 “fall” , 就像英格兰西部有些地区的人说 “fall”一样。

    1)stay

      在句中相当于连系动词,意为“保持某种状态”;相当于keep的意思,通常接形容词作表语,无被动语态。它还可以用作不及物动词,表示“停留”等,例如:

    The shop stayed open till 6 o’clock. 这家商店一直营业到六点。

    句式一:stay + 形,维持(……的状态)。如:

       The windows stayed open all the night.

   句式二:stay(+副),停留(在某处)。如:

       You should stay in bed.

   句式三:stay (+ 副),留宿,客居,暂住。如:

    How long did you stay in New York?

   2)the same as / the same …as 是“和……一样”的意思。在same之前总要加定冠词the。 as 是关系代词,引导限制性定语从句,as 在定语从句中作主语、宾语或表语。as 从句可用省略形式。如:

    This is the same material as is used in building the bridge.

  这和建那座桥所用的材料一样。(as 作主语)

    3)just as 意为“正如,恰似”,as 是连词,引导一个方式状语从句,有时也可引导表语从句。如:

    She loves singing just as her mother did. 她喜欢唱歌,正像她妈妈过去喜欢唱歌一样。

    Jack didn’t feel just as his wife did. 汤姆并不像他妻子感受的那样。(引导表语从句。)

8.Would you please say that again more slowly? = Will you please say that again more slowly? = Please say that again more slowly.

“Would/will you please. . . ?”是婉转提出要求时的礼貌用语,用would比用will更加礼貌,多用于对陌生人或长辈说话的场合。注意该句型后接动词原形,肯定回答:Yes,  I will. / Sure, / All right. Certainly. / Yes, please. 否定回答:No, I won’t. / I’m sorry, but I can’t. / No, thank you.

9.In China about seven people in ten speak putonghua.

in 作介词,表示比例、比率,例如:

One in ten students could solve the problem.

10.I know only a little English. 我只懂一点英语.

      little 作"少"解,有否定的意味,即"少得几乎没有"(almost no)的意思,a

      little虽然也作"少"解,但有肯定的意味,"即虽少但还有一点"的意思.而only a little 却是否定的.和little 同义,在非正式文体中一般用only a little来代替little.

 

试比较下列对话:

     A:I'm thirsty. Can you give me some water to drink? 我渴了,给我一点水喝好吗?

     B:Sure. There is a little water in the bottle. Take  it.好的,瓶里还有一点水,拿去吧。

     A:I'm thirsty. Can you give me some water to drink?我渴了,给我一点水喝好吗?

     B:I'm sorry, but there is little / only a little water in the bottle.对不起,瓶里没有什么水了。

1.no longer 与no more

  这是一对近义词,都作“不再”、“再也不”(for no further period of time )解,一般可通用。

1)no more一般位于句末或句首,而no longer则可用于实义动词之前,助动词或连系动词之后,或者位于句尾。例如:

     (1)He still smoked, but he drank no more. 他还在吸烟,但不再喝酒了。

     (2)They are no longer staying with us.  他们不再跟我们住在一起。

2) no more = not. . . any more, no longer = not. . . any longer. no  more/ longer 是正式用法,not. . . any more/longer 比较自然。如:

(1)I do not see him any more/any longer.我不能再看到他了。

      (2)I did not feel sick any more. 我不再感到恶心了。

3)no more (not. ..any more)

     强调数量和程度,表示动作不再重复,一般指把现在的情况将来对比,即“现在如何如何,将来不再这样(now, but not in the future)”. no longer(not. . .any longer)

     强调时间,表示动作不再延缓,一般是现在的情况同过去对比,即“过去如何如何,现在不再这样(once, but not now) 。”

   例如:

    (1)She is not a child any longer.

            = She is no longer a child. 她再也不是个孩子了。

(2)I won't do such stupid things any more.

            = I'll do such stupid things no more.  我(今后)再也不干这种蠢事了。

2. 辨析  however / but / while

     从词义上看,三词相近,均表示上下文之间语气的转折,其中but语气强烈,译作“但是”;从词性上看,however作“然而、可是”解时是副词,而but与while是连词,用于连接并列分句;从句子位置看,but与while一般位于两个并列分句的中间,however位置灵活,可位于可首,句中或句尾,而且必须用“,”与句子分开。例如:

            We love peace, but we are not afraid of war.

            This plan is all right; however, it can be made better.

            I’m interested in sports while my brother is fond of music.

               He is young, but he knows a lot. 他尚年幼,但懂得却多。

            Later, however, he decided to go. 可后来他决定去了。

3.A great many words and expressions have come into the language from American English…

    英语中表“许多”的词组有很多,一般可按其用法分为以下三类:

    修饰可名词:many; a great (good, large ) number of; quite a few; numbers of; many a ; a great (good) many; scores of 等。many a ,其意近似于many , 但many a 后边接可数名词单数,如:

     Many a student has such a question.

     修饰不可数名词:much; a great (good ) deal of; a large amount of; large amounts of

     既可修饰可数名词,也可修饰不可数名词:a lot of (lots of ); plenty of; a large quantity

of; large quantities of 等。

     plenty of, a lot of / lots of常用在肯定句中,否定句中多用many或much 。如:

     Today I haven’t much work to do. 今天我没有许多事做。

4. Now ask your partner for the answers.

     句式“ask + 名(人)+ for +名”意为“向(某人)请求……”;“向(某人)要求……”,例如:

     He asked his parents for a motorcycle.

     比较下列句式:

     句式一:ask +for+名,向……要,例如:

After dinner I asked for coffee.

句式二:ask +名(+ for/to+ 名), 请……,例如:

I have been asked for (to) dinner tonight.

句式三:ask + 名(人)+副词+for / to + 名,请……,例如:

He asked me in for a cup of coffee.

I asked her out to lunch.

句式四:ask for + 人,要求(人)来(接电话),例如:

A Mr Simpson from Sydney is asking for the manager.

5.as用法小结

1)as用作介词,意为“作为”,“如同”。as引导的介词短语大多作状语,有时也可用作定语、定语补足语等。例如:

(1)It was Paul’s first important lesson as a student of Chemistry

            and he never forgot it.

        (2)Don't treat me as a child. 别把我当小孩看待。

        (3)He is well-known as a writer. 作为一名作家他很出名。

2)as作连词,有以下几种不同含义:

          a. 引导时间状语从句,意为“当……时候”,“随着……”“一边……一边……”。如:

           He saw his daughter as he was getting off the bus.

           他下车看见了他的女儿。(两个短暂动作几乎同时发生)

           b. 引导原因状语从句,意为“因为”,“既然”,as = since(语气比because弱)。as原因状语从句多位于主句前。如:

           (1)As (Since) you are not feeling well, you may stay home.

               既然你不太舒服,你就留在家里吧。

           (2)As he was ill, I went without him. 因为他有病,我独自去了。

              c. 引导比较状语从句,“像……一样。”常用于as(副词)…as和not as …as结构中。如:

            (3)The book is not so easy as you imagine. 这本书不像你想象的那么容易。

           d. 引导方式状语从句,意为“按照”、“如同”。

             She loves singing just as her mother did.她正像她母亲一样喜欢唱歌。

3)as用作关系代词,引导定语从句,意为“像……的人/物”,“如……那样。”主要用于such …as, the same …as

            结构中,在从句中作主语、宾语、表语。例如:

            Such books as you bought yesterday are helpful to

            children.像你昨天买的那些书对孩子们有益。

直接引语和间接引语的区别

1.下列情况中,直接引语变间接引语时,时态不变:

1)直接引语中的过去完(进行)时在间接引语中时态不变

            例如:Tom said, “My brother had been a worker for two years before he

            came here.”

            Tom said that his brother had been a worker for two years before he

            came here.

2) 间接引语中动词所表示的动作或状态说话时仍继续进行或存在进,其时态不变。

            例如:”I am eight.” the boy said.   The boy said that he is eight.

3) 直接引语中,如果表示过去的时间状语用来表示事态发生或存在的具体时间,变间接引语时,其谓语动词仍用一般过去时。

4)转述习惯性动作、客观事实或科学真理时,其时态不变。

5)引述动词为现在时,间接引语中的动词可保持原来时态。

            例如:He says, “I have accepted her invitation.”   He says that he has

            accepted her invitation.

6).如果直接引语用虚拟语气,变间接引语时,仍用原来的动词形式。

            例如:’I insist that you give up smoking,’ said the doctor.

            The doctor insisted that he give up smoking.

7).时间状语从句中的一般过去时或过去进行时,在间接引语中保持不变。

8).如果直接引语是以would like 作谓语的特殊疑问句,间接引语中would like 不变;如果直接引语是一般疑问句,like 之后接动名词或名词作宾语,间接引语中would like也不变。

2.直接引语是祈使句变间接引语,通常将say 改为ask 或tell, order等词,构成ask (tell, order) sb. to do sth.结构。原祈使句如果是否定的,要在不定式结构前加not,原祈使句中如果带有please一词,间接引语也不再使用。

例如:‘Please open the second window,’ he said.    He asked me to open

          the second window.

3.直接引语是感叹句,变间接引语时,谓语动词应用一个能表达原意的词语。

例如:She said, “What a lovely day.”  She remarked with joy that it was

          such a lovely day.

试题详情

The  Summer  Holiday

1. The students should master the following important vocabulary:

   introduce, practice, vacation, employ, regards, expression,  physics, chemistry, biology, geography, go away, in one's opinion, general idea, go on doing, as a result

2. The students should know the meaning of the following useful expressions and besides that they should know how to use them in their daily life.

  (1) I must be off now./ I must be leaving. / I must go now.

  (2) Nice to meet you. / Nice meeting you.

  (3) I'll introduce you ( to my friends ).

  (4) Give one's regards / best wishes / love to sb.

  (5) That's nice/ kind of you.

  (6) See you soon. / See you later. / See you tomorrow.

2. The students must grasp the following sentence structure.

  (1) So + be/ have/ 助动词/情态动词+ 主语

  (2) prefer的用法

  It's one's turn to do sth.

 

 教学教法:

The students are supposed to talk about their summer holidays with  the beginning of introducing themselves. Then they can make a survey to get to know what they all have done in the holiday in the form of group ( which contains 4-6 students).

    This lesson is the first lesson of the new term. And the most important point is that it is the first time that the students have met each other. So this is a good chance to get to know each other by introducing themselves. Meanwhile, the teacher can also get to know the students' ability to speak English. The teacher may teach the students how to greet and how to let others know you. Also, the students must have a lot of different experiences during the long summer holiday. Therefore, it is a good chance for them to understand what they each do during the holiday. The teacher can ask the students some general questions about their summer holidays. Such as, Did you enjoy your summer holidays? What did you do during your summer holidays? Where did you go in the holidays? Then the students can have group work or pair work---- they exchange their ideas about their summer holidays. The students ( in the form of group )can make a survey about their experiences. And then each group may choose one group leader to give the whole class a report about their group's summer holidays. The group leader may introduce it by using the third person. For example:

    "Mary went to Shanghai during the summer holidays. She went to many places of great interests, such as …… She thought the most interesting part in her summer holidays was ……"

    The survey is based on the questions of Part Two of the first lesson. The students can also ask some other questions if like. Or the teacher may ask the students to bring some photos that they took in the summer holidays and them show the photos to other students and explain what the photos were about. The teacher may set an example to the students first by showing her/his photos to the students and them the students may know what they are supposed to do.

After the introduction the students may play a game--- who can recall the other students' names and the student who can name the most students' names is the winner.

 

词汇辨析

1.区别Nice to meet you 和 Nice meeting you这两个词组的意思都是“很高兴见到你”。

区别是Nice to meet you用的是一个不定式。而不定式的作用是表示将要做的事情,所以这个词组常常在刚一见面时说。

    Nice meeting you用了一个现在分词在此表示完成的动作,所以它常常用在谈话结束时或分手之前。同样我们也可以说:

刚见面:          分手前:

Nice to talk with you.     Nice talking with you.

Glad to have you here.      Glad having you here.

2。So+ be/ have/ 助动词/情态动词+主语 与so+ 主语+ be/ have/助动词/情态

动词的辨析

前者表示“某人也”的意思。而后者表示“对第一个人说的话的认可”。

Example: So+ be/ have/ 助动词/情态动词+主语

    (1)--- He is a good student.---- So is my brother Bob. (我弟弟Bob也是一个好学生)

    (2) ----She lives in Shanghai. ----So do I . (我也住在上海)

(3)---They have done the work ----So has she. (她也已经做了)

    (4)---John can sing songs very well.--- So can I . (我也能唱的很好)

 (5)--- She went to the party yesterday.---- So did Mike. (Mike昨天也去了)

     Example : so + 主语+ be/ have/助动词/情态动词

                ---I think she is a good student.

                --- So she is. (是的,她是个好学生)

She always studies very hard and helps others with their homework.

 (1) --- I guess the book must be borrowe by John.

    --- So it must. (是的,那书肯定是被John借走的) I remember that he came to you yesterday and took the book away from you.

 (2) --- She did the job successfully.

--- So she did. 是的,她的确做地很成功)And she was praised by the others in her company.

    如果表示某种情况也同样不适用于另外一个人或物, 要用“Neither / Nor + be/ have / 助动词 / 情态动词 +

主语” 这个结构。

Example:

 (1) --- He has never been to Beijing.--- Neither / Nor have I . 我也没有去过)

I really wish to go there some day in future.

 (2) --- I can't swim across the wide river.--- Neither / Nor can my sister. (我妹妹也不能)

3.辨析too much & much too

too much + uncountable noun

much too + adj. / adv

Example:

There was too much rain last year, as a result, the farmers could

have a good harvest.

The coat is much too expensive. I can't afford to buy it.

            

Teaching Plan for Lesson One

Step 1 Lead in questions

Introduce yourself to the class by saying " Hello everyone. I'm very happy to be your new English teacher this term. Do you like English? I am sure that we can become good friends and I will try my best to help you speak English well. Do you want to speak English as well as the native speakers? So you must study hard and do what I will tell you to do. Now I'd love to introduce myself to you so that we can become friends very quickly. My name is ……and it is really nice to see you. Now I would love you to introduce yourselves to us. In your introduction you have to tell us what your name is and what middle school you come from and then tell us what you are interested in or what you are good at. (The students can do this task one by one in a very short time.)

Step 2. Listen to the dialogue

    Do you want to make new friends when you come to a new school? Suppose you and a classmate of yours meet at the school gate for the first time at the beginning of the new term. But you don't know each other. So you will have a talk with each other in order to go to the classroom together. And maybe you and her/him will become very good friends later on.

Ask the students to listen to a dialogue that happens in such a case in order that they can know what they should say for the first time two people meet.

    The students should find out the answers to some questions that the teacher shows them:

 (1) Were Bill and Harry at the same school last year? ( No)

 (2) Did Harry know Bob? ( Yes )

 (3) How do you know it? ( They were in the same class )

 

Step 3. Listen to the second dialogue

    Ask two students to come to the front of the class. Get to know their names by asking " What is your name ? " Then the teacher will point to these two students and speak to the whole class, " I am very glad to introduce you my new friends. This is Mary and this is John. "The students are then supposed to ask these two students some questions to get more information about them. Then let the students listen to the second dialogue which teaches the students how to make an introduction.

 

Step 4. Practice

The students are supposed to do group work---- four students make a group and each of them give a brief introduction about themselves. After they get to know each other they are supposed to ask and answer some questions about their summer vacation. The teacher may set an example----the teacher may let the students to then ask them some questions about her/ his summer holidays.   

The questions can be:

What did you do during your summer holidays?

Did you enjoy your summer holidays?

Where did you go and who went with you ?

Then the teacher may answer these questions and put the above questions on the blackboard for the students. Then it is the students ‘ turn to practise.

    The teacher may give the students five minutes for this task. The students are supposed to make a survey----every group chooses a leader who may write down all the answers and then in the end the group leader is asked to give a talk about the group members’ summer holidays.

 “Mary stayed at home the whole summer holidays because she had to look after her mother. John went to some places of great interests and he enjoyed his summer holidays. Mike ┅┅”

 

Step 5. Useful expressions

Step 6. Practice

The students are supposed to do an exercise of their work books. P

57 Exercises 2 & 3

Step 7. Homework

 Finish the exercise of workbook.

  Review the new text.

试题详情

Charlie Chaplin

教学目标

  Teaching aims and requirements
  在本单元的教学过程,通过对话课的学习,学生进一步掌握英语中有关表示打算和意愿的用语,课文的学习,使学生了解卓别林一生的概况。学生用自己的语言组强他的作品及不同时期一些重要活动。学习理解非限制定语从句。
  Teaching important and difficult points
  1.Words and phrases
  Appearance, film, correction, line, set, storm, mouthful, theatre, director, stage, bury, actress, setoff, in the air, in a short while, as if, in a hurry, be uncertain about, (one’s)search for, intend to do, put on
  2.Daily expressions
  Intentions and wishes
  What do you plan to do next? We intend to work hard next January?
  I hope it will be very successful. It will certainly be very ….
  What are your plans for the future?
  3. Grammar
  Revise the Non-restrictive Attributive Clause

教学建议

能力训练
  1. 通过以对话练习,了解采访问题的设置及问答。
  2. 练习人物传记的基本写法。

德育教学
  通过课文学习,了解查理?卓别林对电影事业的伟大贡献和敬业精神,激励学生刻苦努力学习。

师生互动
  Lesson 17: 学生两人一组,分别扮演记者和导演的角色进行采访。
  Lesson 18: 通过做笔记掌握课文内容。
  Lesson 19: 通过Part3和Part4的练习归纳非限定性定语从句的特点。
  Lesson 20: 笔头练习:学写简单的人物传记。

语法建议
  教师在教学生们复习和理解非限制定语从句时,要反复强调哪些引导词可用于非限制定语从句,同时教师可用限制定语与非限制定语从句的对比和区分,如:which, that ,as ,who, whose等引导词,在练习和举例中让学生们弄清楚。

教材分析
  本单元的对话主要是简单地介绍自己的表达语如:I’m…,I do及询问对方意愿What do you plan to next? 和表达自己意愿及希望 I plan….., I wish that….的交际用语。阅读课主要是了解电影喜剧大师查理?卓别林的生平和他的电影。本单元使用的词汇较为丰富如:direct, act, set off, appearance, bring up ,honor, as if, intend。非限制性定语从句中关系代(副)词的使用,是本单元的重点语法项目。

重点知识讲解
  1. be known for, be known as 和 be known to
  be known for=be famous for意为“因……而出名”,介词for表示原因。
  Guilin is known for its beautiful scenery.
  be known as=be famous as 意为“作为……而出名”,介词as指主语的身份或名称。
  Mr. Zhang is known as an English teacher.
  be known to 意为“为(某人)所知或熟悉”,介词to后接人。
  As is known to all, she is always ready to help others. 众所周知,她总是乐于助人。
  2. search, search for 和 in (one’s) search for/ of
  search= try to find by looking, 意为“搜寻”、“搜查”。search的宾语一般是被搜查的人或某一场所,而不是所要寻找的东西。
  The policeman searched the thief to see what he had in his pockets.那个警察对小偷搜身,看他口袋里有什么东西。
  search for相当于look for。search for的宾语一般为要找的东西,而不是被搜查的人或场所。
  The villagers were searching for the missing boy. 村民们正在寻找那失踪的男孩。
  注意:I search a place for a person= search a person in a place, 意为“在某地搜寻某人”。
  in (one’s) search for 和 in search of都意为“寻找”、“寻求”,在句中既可作状语,也可作表语。注意两个短语介词的搭配,如果名词search前带有限定词a,the或one’s,后面一般用介词for,如果search前不带限定词,后面一般用介词of。
  The husband joined the wife in her search for the unknown element(元素).
  Some birds fly south in search of winter sun.
  Could you explain exactly what to do? 你能确切地解释一下你的工作吗?
  explains解释,说明(单宾语动词)。例如:
  He explained to us how the machine was used. 他给我们讲解这机器怎么使用。
  双宾语动词与单宾语动词的区别:双宾语动词后面,同时可接间接宾语(一般指人)和直接宾语(一般指物)。如:
  He gave me a pen. ( = He gave a pen to me. )
  He bought me a pen. ( = He bought a pen for me. )
  单宾语动词后只接一个宾语,如果接指人的宾语则需用介词“to”来连接。如:
  He explained the matter to me. (正)=He explained to me the matter.
  He explained me the matter. (误)
常用的单宾语动词有:
  announce宣布,communicate传达,describe描述,explain解释,express表达, introduce介绍,mention提及,point out指出,report报告,repeat重述,say说,shout喊,叫;suggest建议。

  At the end of this period we put the play on in a theatre.排练一结束,我们就在剧院上演这出戏。
  put on
  1) 上演,演出
  The new play will be put on next week. 这出新戏将于下周上演。
  They put on a concert for us. 他们为我们举行了音乐会。
  2) 穿上,戴上
  He put on his cap and went out他戴上帽子出去了。
  3) 打开(灯、收音机等)(= turn on)
  Let’s put the light / radio on.
  4)其他常见的词组:
  put on airs 摆架子 put on the air 播送put on the clock one hour 把钟拨快一小时

  The timing is very important, not only for the movements but also for the lines of the dialogue.时间的安排非常重要.这不仅对于剧情的变化,而且对于对白也是如此。
  not only…but also…是连词词组,连接两个相同的结构。
1) 连接主语
  Not only you but also Jack has been to Hangzhou.不仅你,还有杰克去过杭州。
  注意:连接主语时,句子谓语动词单复数采取就近原则。如:
  Not only Tom but also I am an engineer.不仅汤姆,我也是工程师。
2)连接谓语动词
  Tom can not only sing, but also dance. 汤姆不仅会唱歌,而且能跳舞。
3)连接宾语
  I saw not only Tom but also Jack in the park.我去公园里不仅见到了汤姆,还见到了杰克。
4)连接状语
  We study English not only at school but also at home, not only in class but also after class.我们不仅在学校,而且在家里也学英语;不仅在课堂上,而且在课后也学英语。
5)连接表语
  Lu Xun was not only a writer but also a thinker. 鲁迅不仅是个作家,而且是个思想家。
6)连接补足语
  Zhou Lan was elected not only monitor, but also League branch secretary. 周兰不仅当选为班长,还当选为团支部书记。
  not only …but also还可连接两个分句,但第一个分句的主语和谓语要倒装。如:
  Not only did the teachers take part in the English evening party, but    also they sang songs at the party. 老师们不仅出席了英语晚会,而且还在晚会上唱了歌。

  At the age of eight, be joined a group of child dancers, and at seventeen he set off for the USA with a group of comedy actors. 8岁时,他参加了儿童舞剧团;17岁时,他跟一些喜剧演员去了美国。
1) 年龄表达方式:
  He was a boy of sixteen.
  When he was sixteen, he went to college.
  By the time he was ten, he had built himself a chemistry lab. 十岁时,他已建成了自己的化学实验室。
  At (the age of ) twelve he began to sell newspapers on the train. 十二岁时,他开始在火车上卖报。
  When he was in his early / middle / late thirties, he began to learn   Russian. 他三十出头/三十五六/年近四十时开始学俄语。
2) set off = set out, start, leave动身,出发;类似的表达有:
  start for A 动身前往A地 leave B for A 离开B地前往A地
  set out for A出发前往 A地 set off for A 动身前往 A地
  sail for A 起航前往 A地 head for A 向 A地进发
  make way for A向A地移动
  以set为中心构成的常见短语还有:
  set about着手做,set up 搭起,建起,set sb. free释放, set out 出发;着手,set an example to sb. 给……树立榜样, set fire to 放火
3) child儿童舞蹈员child名词作定语,修饰另一个名词时须用单数。如:two book  stores 两家书店 three shoe shops三家鞋店 their boy friends 他们的男性朋友
  注意:two men doctors 两位男医生 three women teachers 三名女教师

  As early as his second film, Chaplin had developed his own manner of acting, the one that was too become world famous. 早在他拍第二部影片时,卓别林就形成了自己的表演风格,就是闻名于世的那种风格。
  1) his own manner of acting = his own acting style他自己的表演风格.
  manner (n.) 指文艺上的“风格”或“手法”。
  2) the one是不定代词,在句中作his own manner of acting的同位语,而that引导的从句是定语从句,修饰the one.
  3) was too become 意为“就要成为”。这种由[be+动词不定式]的结构相当于be going to do sth., 常用来表示“按计划或安排将要发生的动作”。如:
  All these things are to be answered for. 所有这一切都是要偿还的。
  We are to meet at the school gate at six in the morning. 我们定于早上六点在校门口集合。

  Because the equipment for adding sound to films had not yet been developed.给电影配音的设备还没有研制出来。
  1) add vt. 增加,增添;补充说。如:
  If you add 5 to 5, you get 10. 五加五得十。
  If the tea is too strong, add some water. 要是茶太浓,加点儿水。
  “I am sorry,” he added, “I didn’t realize it.” “抱歉,”他补充说,“我不明白。”
  2) add to 增加,增进
  The trip adds greatly to our understanding of your country.
  这次旅行大大地增进了我们对贵国的了解.
  3) add…to…在……增加.如:
  Please add these names to your list.请在你的名单上增加这几个名字
  4) add up to加起来(达到)…….如:
  The figures add up to 180.这些数字加起来是180。

  People said gold could easily picked up by washing sand from the river in a pan of water.据说用一个水盆淘洗河里的砂子可以很容易地把金子筛选出来。
  1)pick up 收集到;捡起;接;接收(节目)
  The child picked up a wallet outside the school.
  He picked up a little French during his visit to Paris.在访问巴黎期间他学到点儿法语。
  We use a radio to pick up English programmes. 我们用收音机收听英语节目。
  2) by是介词,意为“以……方法”、“以……手段”。如:by bus, by air. 后跟动词-ing形式时,表示“以……动作、做……事”。如:
We can learn English well by listening, speaking, reading and writing.通过听说读写我们就可以学好英语。

  So far they have been unlucky in their search for gold.到那时为止,他们找金子的运气一直不好。
  1) so far到目前为止;到这个地步;到这种程度。如:
  Our lives have been easy so far. 到目前为止,我们的日子过得不错。
  I can only trust him so far. 我只能相信他到这种程度。
  2) be lucky / unlucky in 在……方面很幸运/运气不佳
  He was unlucky in business last year. 去年他生意不景气。
  3) In one’s search for = in search of / looking for后接名词或代词,通常用作状语.如:
  Mr. Smith came in his search for her.史密斯先生来找她.
  They all went out in search of food.他们都出去寻找食物。

  He makes it seem as if this is one of the most delicious meals that he has ever enjoyed.他把吃皮鞋的情景演得就像是他吃过的最香的一顿饭似的。
  1) make +宾语+宾补(宾语可由形容词、不带to的动词不定式,过去分词、介词短语及名词充当。)如:
  The teacher made him repeat it. 老师要他重述一遍。
  I will make me happy if you can help me. 如你能帮助我,我将感到高兴。
  What made you so frightened? 什么使你这么害怕?
  All work and no play makes Jack a dull boy. 只学习不玩耍,聪明孩子会变傻。
  We were asked to make ourselves at home. 我们被要求呆在家里
   语法---非限制性定语从句
  1)概念:非限制性定语从句只是对先行词作些附加说明与主句关系不十分密切,即使去掉,主句意思仍然明了;主句与从句间用逗号分开,一般不用that引导。
而限制性定语从句则是先行词在意义上不可缺少的定语,若省掉,主句的意思就会不完全或失去意义,主句和从句关系密切,不用逗号分开。
  2)which和as都可以引导非限制性定语从句,区别在于:
  ①位置不同:which引导的从句只能位于句后,而as引导的从句可放在句首、句中或句末。
  ②含义不同:as表示“正如……”;当限制性定语从句谓语是be expected、be said.be known、be reported、be announced等时,则多用as引导。which表示“因果”关系。
  3)非限制性定语从句不可用关系代词that引导,而使用关系代词who、whom、whose、as、which和关系副词when、where、why均能引导非限制性定语从句,与限制性定语从句不同的是,在非限制性定语从句中,作宾语的关系代词不可省略。

试题详情

2005学年第二学期期中杭州地区七校联考试卷

高二年级数学学科

 

试题详情

2005学年第二学期期中杭州地区七校联考试卷

高一年级 数学学科

(卷Ⅰ)

注意事项:1、考试时间为90分钟,满分100分;

2、将卷Ⅰ答案做在卷Ⅱ上,交卷时仅交卷Ⅱ。

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2006福建安溪一中高三文科数学模拟试卷

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2006年佛山市高考模拟考试

数    学

本试卷分第Ⅰ卷(选择题)和第Ⅱ卷(非选择题)两部分,共4页.满分150分.考试用时120分钟.

 

注意事项:

1. 答卷前,考生务必用黑色字迹的钢笔或签字笔将自己的姓名和考生号填写在答题

卡上.用2B铅笔将答题卡试卷类型(A)填涂在答题卡上.在答题卡右上角的“试

室号”和“座位号”栏填写试室号、座位号,并用2B铅笔将相应的试室号、座

位号信息点涂黑.

2. 选择题每小题选出答案后,用2B铅笔把答题卡上对应题目的答案标号涂黑,如

需改动,用橡皮擦干净后,再选涂其他答案,答案不能答在试卷上.

3. 非选择题必须用黑色字迹钢笔或签字笔作答,答案必须写在答题卡各题目指定区

域内相应位置上;如需改动,先划掉原来的答案,然后再写上新的答案;不准使

用铅笔和涂改液.不按以上要求作答的答案无效.

4. 考生必须保持答题卡的整洁,考试结束后,将试卷和答题卡一并交回.

 

参考公式:

              如果事件AB互斥,那么P(A+B)=P(A)+P(B).

 

              如果事件A、B相互独立,那么P(A?B)=P(A)?P(B).

 

第Ⅰ卷   选择题(共50分)

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