高中英语学情分析范文.doc
高一 基础班英语学情分析范文
高一基础班英语学情分析范文English:After analyzing the learning situation of the basic English class in first year of high school, it can be observed that the students have a weak foundation in grammar, vocabulary, and listening and speaking skills. In addition, their motivation to learn English is low, which affects their learning progress.Specifically, many students have difficulty understanding and using different tenses and verb forms, which hinders their ability to express themselves. They also lack sufficient vocabulary, which limits their ability to comprehend and communicate effectively. Moreover, students tend to struggle with listening and speaking skills, partly due to limited exposure to English in their daily lives.Furthermore, the low level of motivation among students is attributed to the fact that English is often viewed as a difficult subject that requires significant effort to master. Due to this negativeperception, students are often not engaged in class and show minimal interest in learning.To address these challenges, it is essential to provide students with targeted support to improve their language skills and build their confidence. This can be achieved by adopting teaching approaches that are interactive and engaging, such as incorporating games and other fun activities into the curriculum. Additionally, it is important to provide students with regular opportunities to practice their language skills in real-life situations, such as role-playing exercises.Overall, by addressing the weaknesses in grammar, vocabulary, and listening and speaking skills, and by increasing student motivation through engaging and enjoyable methods, it is possible to improve the performance of the basic English class in first year of high school.Translated content:经过分析高一基础英语班的学习情况，可以发现学生在语法、词汇、听说方面都存在薄弱的基础。
高中英语教案模板学情分析
一、学情分析1. 学生背景本单元针对的是高中一年级学生，他们刚刚步入高中生活，对英语学习充满好奇和热情。
然而，由于初中阶段英语学习的基础参差不齐，部分学生在语法、词汇、阅读和写作等方面存在一定困难。
2. 学生特点（1）学习兴趣较高，但缺乏系统学习方法。
学生普遍对英语学习感兴趣，但缺乏科学的学习方法和策略。
（2）英语基础薄弱。
部分学生在初中阶段英语学习过程中，由于种种原因导致英语基础薄弱，难以跟上高中英语教学进度。
（3）学习态度不端正。
部分学生对英语学习缺乏信心，遇到困难时容易放弃。
3. 教学难点（1）词汇积累。
本单元涉及较多与健康生活相关的词汇，学生需要掌握并运用。
（2）语法知识。
本单元涉及一般现在时和现在进行时，学生需要正确运用。
（3）阅读理解。
本单元阅读材料较长，学生需要抓住文章主旨，理解文章细节。
（4）写作能力。
本单元要求学生撰写一篇关于健康生活的短文，学生需要具备一定的写作技巧。
二、教学目标1. 知识目标（1）掌握本单元的词汇和语法知识。
（2）提高阅读理解能力。
（3）提高写作能力。
2. 能力目标（1）培养学生自主学习、合作学习的能力。
（2）提高学生运用英语进行交流的能力。
3. 情感目标（1）激发学生学习英语的兴趣。
（2）培养学生关爱健康、关注生活的意识。
三、教学重难点1. 教学重点（1）词汇和语法知识的掌握。
（2）阅读理解和写作能力的提高。
2. 教学难点（1）词汇的积累和应用。
（2）语法知识的灵活运用。
（3）阅读理解中的细节把握。
（4）写作技巧的掌握。
四、教学方法1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习英语。
2. 合作学习法：通过小组合作，培养学生的团队协作能力。
3. 情境教学法：创设真实情境，提高学生的英语实际应用能力。
4. 互动式教学法：通过师生互动、生生互动，激发学生的学习兴趣。
五、教学过程1. 导入（1）展示健康生活的图片，引导学生思考健康的重要性。
高中英语学情分析
高中英语学情分析1. 引言为了更好地指导高中英语教学，提高教学质量和学生的英语水平，我们对高中英语学情进行了全面的分析。
本分析报告旨在了解学生的英语学习现状，发现存在的问题，并提出针对性的改进措施。
2. 学生英语学习现状2.1 学生的英语基础知识通过对学生的英语基础知识进行测试和评估，我们发现大部分学生的英语基础知识相对扎实，掌握了一定的词汇、语法和阅读技巧。
但在听力和口语方面，部分学生存在一定的困难。
2.2 学生的英语学习兴趣调查显示，大部分学生对英语学习保持积极的态度，认为英语学习对个人发展和未来就业有重要意义。
但仍有部分学生对英语学习缺乏兴趣，认为学习英语较为枯燥。
2.3 学生的英语学习方法在学习方法上，部分学生存在一定的问题。
一些学生过于依赖死记硬背，缺乏有效的学习策略和技巧。
另外，部分学生在学习英语时，缺乏自主学习和合作学习的机会，导致学习效果不佳。
3. 存在的问题3.1 听力和口语能力较弱部分学生的听力和口语能力相对较弱，这在一定程度上影响了他们的英语综合运用能力。
3.2 学习兴趣不足部分学生对英语学习缺乏兴趣，这可能导致他们学习英语的积极性和主动性不高。
3.3 学习方法不当部分学生过于依赖死记硬背，缺乏有效的学习策略和技巧，这可能影响他们的学习效果。
4. 改进措施4.1 提高听力和口语教学水平学校应加强对听力和口语教学的重视，提高教师的专业水平，采用更多的实践性教学活动，提高学生的听力和口语能力。
4.2 激发学生学习兴趣教师应注重激发学生的学习兴趣，通过丰富的教学手段和活动，提高英语学习的趣味性。
4.3 引导学生采用有效的学习方法教师应引导学生采用有效的学习方法，如自主学习、合作学习等，帮助他们形成良好的学习习惯和策略。
5. 总结通过对高中英语学情的全面分析，我们发现学生的英语学习现状存在一定的问题，但也有改进的空间。
学校和教师应针对存在的问题，采取有效的改进措施，提高学生的英语水平。
学情分析高中教案范文模板
一、课程名称：高中英语二、学情分析1. 学生基本情况本班共有学生50人，其中男生25人，女生25人。
学生年龄在15-17岁之间，整体学习态度认真，但学习基础参差不齐。
大部分学生对英语学习有一定的兴趣，但部分学生对英语学习存在恐惧心理。
2. 学生英语学习现状（1）基础知识掌握情况：部分学生对英语基础知识掌握较好，能够熟练运用语法、词汇等基本知识。
但部分学生基础知识薄弱，对语法、词汇掌握不牢固。
（2）听说读写能力：学生在听说读写能力方面存在明显差异。
部分学生听说能力较好，能够流利地进行口语交流；但部分学生听说能力较弱，表达不流畅，语法错误较多。
在读写方面，部分学生阅读理解能力较强，能够准确把握文章大意；但部分学生阅读理解能力较弱，对文章细节把握不准确。
写作能力方面，部分学生写作水平较高，能够写出结构清晰、语言流畅的短文；但部分学生写作水平较低，文章结构混乱，语言表达不准确。
（3）学习习惯：部分学生具有良好的学习习惯，能够按时完成作业，主动预习、复习；但部分学生学习习惯较差，依赖性强，缺乏自主学习能力。
3. 影响学生英语学习的因素（1）家庭环境：部分学生家庭英语氛围较好，家长重视英语学习，为学生提供良好的学习条件；但部分学生家庭英语氛围较差，家长对英语学习重视程度不高。
（2）教师教学：部分教师教学方法得当，能够激发学生的学习兴趣；但部分教师教学方法单一，缺乏针对性，导致学生学习效果不佳。
（3）学生自身因素：部分学生缺乏学习动力，对英语学习失去信心；部分学生心理素质较差，遇到困难容易产生焦虑情绪。
三、教学目标1. 知识目标：掌握本单元的词汇、语法知识，提高学生的英语阅读理解能力。
2. 能力目标：提高学生的听说读写能力，培养学生运用英语进行交流的能力。
3. 情感目标：激发学生学习英语的兴趣，增强学生的自信心，培养学生积极向上的学习态度。
四、教学重难点1. 重点：词汇、语法知识的掌握，阅读理解能力的提高。
2. 难点：听说读写能力的综合运用，培养学生运用英语进行交流的能力。
高三英语学情分析
高三英语学情分析
简介
本文对高三学生的英语学情进行分析，旨在了解其研究状况和存在的问题，为制定有效的教学计划提供参考。
研究状况
1. 研究成绩：高三学生在英语学科中整体表现一般。
部分学生成绩优秀，但绝大多数学生成绩中等或稍差。
2. 研究动力：高三学生普遍具有较强的研究动力，主要是由于英语的重要性和升学压力的影响。
3. 研究时间：学生在英语研究中花费的时间较少，大部分学生只在课堂上研究，缺乏自主研究的时间和机会。
存在问题
1. 词汇量不足：部分学生的词汇量较为有限，导致理解和表达能力不足。
2. 语法掌握不牢固：有些学生在语法运用上存在困难，经常出现错误。
3. 阅读能力有限：学生阅读理解能力相对较弱，对长篇阅读理
解的理解和把握能力有待提高。
4. 写作能力不强：部分学生在写作方面缺乏实践和指导，写作
能力较差。
教学建议
1. 增加词汇研究：加强学生对词汇的研究和积累，通过记单词、做词汇练等方式提高词汇量。
2. 加强语法训练：利用课堂教学和练册等资源，加强语法的理
论研究和实际运用。
3. 拓宽阅读资源：提供更多的阅读材料，培养学生的阅读兴趣
和能力，同时进行相关的阅读训练和讨论。
4. 提升写作技巧：通过写作指导和练，培养学生的写作能力，
帮助他们掌握不同类型的写作表达方式。
结论
通过对高三学生英语学情的分析，我们发现学生在词汇量、语
法掌握、阅读能力和写作能力等方面存在一定的问题。
因此，在教
学中需要采取相应的措施和教学策略，帮助学生提高英语水平，取
得更好的学习成绩。
高一 基础班英语学情分析范文
高一基础班英语学情分析范文As an English teacher in a high school grade 1 basic class, I have had the opportunity to closely observe and analyze the learning situation of my students. This analysis aims to provide a comprehensive understanding of the current state of English learning within this specific classroom context.The grade 1 basic class is often composed of students who have faced various challenges in their previous academic endeavors. These students may have struggled with the foundational concepts of the English language or encountered difficulties in keeping up with the pace of instruction in regular classes. Consequently, they have been placed in the basic class to receive more personalized attention and targeted support.One of the most prominent observations in this class is the wide range of English proficiency levels among the students. While some students have a relatively strong grasp of the language, others exhibit significant gaps in their knowledge and skills. This disparity can be attributed to a variety of factors, including their prioreducational experiences, exposure to the language outside the classroom, and individual learning abilities.To address this heterogeneity, the teaching approach in the basic class must be tailored to cater to the diverse needs of the students. The curriculum and lesson plans are carefully designed to provide a solid foundation in the core areas of English language learning, such as grammar, vocabulary, reading comprehension, and written expression.In terms of grammar, many students in the basic class demonstrate a limited understanding of basic grammatical structures, such as subject-verb agreement, tense usage, and sentence construction. This deficiency often hinders their ability to communicate effectively in both spoken and written English. To address this, the teacher dedicates a significant portion of class time to reinforcing grammatical concepts through various interactive activities, exercises, and targeted feedback.Vocabulary development is another area of focus in the basic class. Many students struggle with building a robust and versatile vocabulary, which can impede their reading comprehension, writing skills, and overall language proficiency. The teacher employs a range of strategies to enhance vocabulary acquisition, including introducing thematic word groups, encouraging the use of contextclues, and providing opportunities for vocabulary practice and application.Reading comprehension is a crucial skill that poses challenges for some students in the basic class. While they may be able to decode the words on the page, they often struggle to grasp the deeper meaning and nuances of the text. To address this, the teacher incorporates a variety of reading materials, from simplified passages to more complex authentic texts, and guides the students through active reading strategies, such as predicting, questioning, and summarizing.In the domain of written expression, many students in the basic class exhibit difficulties in organizing their thoughts, constructing coherent sentences, and developing well-structured paragraphs and essays. The teacher works extensively on the writing process, providing explicit instruction on the elements of effective writing, such as topic sentences, supporting details, and logical flow. Additionally, the teacher offers regular feedback and opportunities for revision to help students improve their written communication skills.Alongside the academic challenges, the basic class also presents unique social and emotional dynamics that the teacher must navigate. Some students may feel a sense of frustration or lack of confidence due to their perceived "lower" academic standing, whichcan impact their engagement and motivation in the classroom. The teacher employs various strategies to foster a supportive and inclusive learning environment, such as encouraging peer collaboration, providing positive reinforcement, and addressing individual emotional needs.Furthermore, the basic class often requires a more personalized approach to instruction and assessment. The teacher must be attuned to the unique learning styles, paces, and needs of each student, and adapt the teaching methods accordingly. This may involve the use of differentiated instruction, targeted interventions, and alternative assessment techniques to ensure that all students have the opportunity to demonstrate their progress and growth.Despite the challenges faced in the basic class, there are also numerous opportunities for growth and success. Many students in this setting have the potential to make significant strides in their English language proficiency, given the dedicated support and tailored instruction they receive. The teacher's role becomes pivotal in identifying and nurturing the strengths of each student, while also addressing their areas of weakness.In conclusion, the analysis of the English learning situation in a high school grade 1 basic class reveals a complex and multifaceted landscape. The diversity of student profiles, the range of proficiencylevels, and the unique social and emotional dynamics within the classroom require a comprehensive and adaptable approach to instruction. By addressing the specific needs of these students and employing effective teaching strategies, educators can empower them to overcome their challenges and unlock their full potential in English language learning.。
高一英语学情分析范文（精选3篇）
高一英语学情分析范文（精选3篇）【范文大全】学习情境分析是指对学生的学习特点、学习方法、习惯、兴趣、成绩等进行分析。
设计理念包括教学方法和学习指导，以及教学理念的分析。
以下是为大家整理的关于高一英语学情分析的文章3篇 ,欢迎品鉴！高一英语学情分析篇1这次考试试题难度适中，符合我校学生现有知识和认知水平，考试成绩基本体现学生真实学习情况。
试卷满分120分，年组最高分105分，最低分不足30分，平均分为51分，学生两极分化较明显。
分析原因，给出整改措施：1.知识基础薄弱：零星知识多反复，及时巩固练习;系统知识面向全体，零起点讲授；知识分层次，要求有梯度。
2.学习不主动：课上小组合作，扩大参与；课下留预习、巩固作业，课前检查；假期作业及时上交、批改，严格要求。
3.学习状态不稳定，阶段性波动：课上多关注，多提问，课后针对性单独谈话，了解情况，力所能及给予正确引导和帮助。
4.学习不够刻苦，惰性强；信心不足，困难和压力面前易退缩:①知识归纳详细，结构清晰，层次分明，精益求精。
力求做到最易懂、最典型、最精炼，并印成规范单页纸下发，以备随时复习、查阅。
用自身努力助学生事半功倍。
②重理解、轻记忆；重思维与技能养成、轻大量信息涌入式记忆；力争最大程度提高技能，促一劳永逸，减轻学习压力。
③给学生成长和进步的时间与空间，不急于求成，让学生在轻松、愉悦的氛围里学习，不知不觉中获得知识与技能的积累。
我始终坚信，好教育是润物无声+春风化雨。
好教师是不动声色+潜移默化。
高一英语学情分析篇2一、问题分析1．学生的目标高远，但动力不足。
大部分学生有考上重点高校的愿望，但是学习动力和自信却严重不足。
这一反差很大的现象值得我们认真思考和研究：学习动力和自信是由哪些因素决定的？怎样帮助学生树立自信，增强学习的动力？2．高中学习适应性比较差。
高二学生认为新课程进度快，不能适应，对所学内容不能及时做到消化理解。
高二年级学生认为高二课程难度又上了一个台阶，也感到不适应。
高三英语学生学情分析报告范文
高三英语学生学情分析报告范文English Learning Analysis Report for Senior High School StudentsIn the educational landscape, the final year of highschool is a critical period for students preparing for university entrance exams. This report aims to provide an in-depth analysis of the English learning situation among senior high school students, focusing on their strengths, weaknesses, and areas for improvement.Strengths:1. Proficiency in Core Skills: Most students have a solid foundation in the basic skills of English, including reading, writing, and listening. They are able to comprehend and respond to a variety of texts and can construct sentenceswith relative ease.2. Motivation for Learning: A significant number of students exhibit a high level of motivation to learn English. This is often driven by the recognition of its importance in both academic and professional settings.3. Use of Technology: Students are adept at using technology to enhance their learning experience. They utilize online resources, language learning apps, and social media platforms to practice and improve their English skills.Weaknesses:1. Limited Speaking Skills: Despite their proficiency in other areas, many students struggle with spoken English. This is often due to a lack of opportunities to practice speaking in real-life situations or with native speakers.2. Vocabulary Range: While students have a good grasp of basic vocabulary, they often lack the advanced vocabulary necessary for higher-level academic and professional discourse.3. Test Anxiety: The pressure of exams and the fear of underperforming can lead to test anxiety, which affects students' ability to demonstrate their true English proficiency during assessments.Areas for Improvement:1. Oral Proficiency: Encouraging more speaking activities in class and providing opportunities for students to engagein conversations with native speakers can help improve their oral skills.2. Vocabulary Expansion: Implementing vocabulary-building exercises and encouraging students to read a wider range of materials can help expand their vocabulary.3. Coping with Test Anxiety: Providing strategies for managing test anxiety and creating a less stressful testingenvironment can help students perform better.4. Cultural Understanding: Integrating cultural elements into English lessons can enhance students' understanding of the language and make learning more engaging.5. Feedback Mechanisms: Establishing effective feedback mechanisms can help students understand their mistakes and learn from them, thus improving their overall performance.In conclusion, while senior high school students possess a strong foundation in English, there is room for improvement in areas such as speaking skills, vocabulary, and test-taking strategies. By addressing these areas, educators can help students achieve a higher level of English proficiency and prepare them for the challenges of university and beyond.。
高二学生英语教学计划学情分析
高二学生英语教学计划学情分析As a high school English teacher, it is important to develop a comprehensive teaching plan that takes into consideration the unique learning needs and characteristics of high school students. In this document, I will analyze the learning situation of high school sophomores (or second-year students) to create an effective English teaching plan.High school sophomores are typically around 16-17 years old and are at a critical stage in their academic and personal development. They are transitioning from being freshmen to becoming more independent learners, and this transition can have a significant impact on their English language learning. Understanding the learning situation of high school sophomores is crucial in designing a successful English teaching plan.One key aspect of the learning situation of high school sophomores is their increasing workload and academicdemands. As students progress through high school, they are expected to take on more challenging courses and assignments, which can sometimes lead to stress and time management issues. In the context of English language learning, it is important to consider these factors and create a teaching plan that balances academic rigor with student well-being.Another important aspect of the learning situation of high school sophomores is their social and emotional development. At this stage, students are navigating complex social dynamics and facing peer pressure, which can impact their motivation and engagement in the classroom. In designing an English teaching plan, it is essential to create a supportive and inclusive learning environment that fosters positive relationships and encourages students to take risks and participate actively in their own learning.Furthermore, high school sophomores are at a stage where they are developing their critical thinking and analytical skills. They are beginning to question andevaluate information independently, which presents an opportunity to engage them in meaningful discussions and activities that promote higher-order thinking skills. Inthe English classroom, it is important to provide students with opportunities to explore diverse perspectives, analyze complex texts, and develop their own arguments and interpretations.In light of these considerations, the English teaching plan for high school sophomores should focus on thefollowing key areas:1. Building a strong foundation in English language skills, including reading, writing, speaking, and listening.2. Incorporating a variety of engaging and interactive activities that cater to different learning styles and preferences.3. Integrating technology and multimedia resources to enhance learning and provide real-world context to languageskills.4. Promoting critical thinking, creativity, and problem-solving skills through challenging and thought-provoking tasks.5. Providing regular feedback and opportunities for reflection to support student growth and development.6. Creating a positive and inclusive classroom environment that values diversity, empathy, and mutual respect.By addressing these key areas in the English teaching plan, high school sophomores can develop their English language proficiency, critical thinking skills, and overall academic success. It is important to continuously assess and adjust the teaching plan based on student feedback and performance to ensure that it meets the evolving needs of high school sophomores. Ultimately, the goal of the English teaching plan is to empower students to become confident,competent, and lifelong learners who are well-equipped to succeed in their academic and personal pursuits.。
教案高中英语学情分析万能模板
一、班级概况1. 班级人数：______人2. 性别比例：男生______人，女生______人3. 年龄范围：______岁-______岁4. 家庭背景：城市家庭______户，农村家庭______户二、学生英语学习现状1. 学习成绩：（1）优秀生：______人，占比____%（2）中等生：______人，占比____%（3）后进生：______人，占比____%2. 学习态度：（1）积极主动：______人，占比____%（2）一般：______人，占比____%（3）被动：______人，占比____%3. 学习方法：（1）自主学习：______人，占比____%（2）合作学习：______人，占比____%（3）传统学习：______人，占比____%4. 学习兴趣：（1）浓厚：______人，占比____%（2）一般：______人，占比____%（3）缺乏：______人，占比____%三、学生英语学习存在的问题1. 学习基础薄弱：（1）词汇量不足：______人，占比____%（2）语法知识掌握不牢固：______人，占比____%（3）阅读理解能力差：______人，占比____%2. 学习习惯不良：（1）上课注意力不集中：______人，占比____%（2）作业完成不及时：______人，占比____%（3）缺乏复习巩固意识：______人，占比____% 3. 学习动力不足：（1）对英语学习失去兴趣：______人，占比____%（2）缺乏学习目标：______人，占比____%（3）自信心不足：______人，占比____%四、改进措施1. 针对学习基础薄弱的学生：（1）加强词汇教学，提高学生词汇量；（2）加强语法知识讲解，帮助学生掌握语法规则；（3）开展阅读训练，提高学生阅读理解能力。
2. 针对学习习惯不良的学生：（1）培养学生良好的学习态度，提高课堂注意力；（2）加强作业管理，确保学生按时完成作业；（3）引导学生树立学习目标，增强自信心。
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高中英语学情分析范文高中英语学情分析范文2016年5月23日，我校进行了全校范围的2015-2016学年度下学期期中考试。
基于本次考试的检验结果和这学期以来学生学习的具体情况，总结如下：这次考试试题难度适中，符合我校学生现有知识和认知水平，考试成绩基本体现学生真实学习情况。
试卷满分120分，年组最高分105分，最低分不足30分，平均分为51分，学生两极分化较明显。
分析原因，给出整改措施：1. 知识基础薄弱：零星知识多反复，及时巩固练习; 系统知识面向全体，零起点讲授;知识分层次，要求有梯度。
2. 学习不主动：课上小组合作，扩大参与;课下留预习、巩固作业，课前检查;假期作业及时上交、批改，严格要求。
3. 学习状态不稳定，阶段性波动：课上多关注，多提问，课后针对性单独谈话，了解情况，力所能及给予正确引导和帮助。
4. 学习不够刻苦，惰性强;信心不足，困难和压力面前易退缩:①知识归纳详细，结构清晰，层次分明，精益求精。
力求做到最易懂、最典型、最精炼，并印成规范单页纸下发，以备随时复习、查阅。
用自身努力助学生事半功倍。
②重理解、轻记忆;重思维与技能养成、轻大量信息涌入式记忆;力争最大程度提高技能，促一劳永逸，减轻学习压力。
③给学生成长和进步的时间与空间，不急于求成，让学生在轻松、愉悦的氛围里学习，不知不觉中获得知识与技能的积累。
我始终坚信，好教育是润物无声+春风化雨。
好教师是不动声色+潜移默化。
高三年级英语学情调研试卷第一部分：听力(共两节，满分20分)第一节(共5小题，每小题1分，满分5分)请听下面5段对话，每段对话后有一个小题，从题中所给的A，B，C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What s the woman?A. A restaurant cook.B. An experienced baker.C. A hotel waitress.2. What s the man getting his English teacher for her birthday?A. A scarfB. FlowersC. A dictionary3. How many people visited Mr. Lee s office this morning?A. OneB. FourC. None4. Which book has the man s brother bought?A. A history book.B. An English textbook.C. A Chinese textbook.5. What should the man do according to the woman?A. Look in the study group area.B. Join the study group.C. Look in the lounge for the study group.第二节(共15小题;每小题1分，满分15分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A，B，C三个选项中选出最佳选项，并标在试卷相应位置。
听每段对话或独白前，你将有时间阅读每个小题，每小题5秒钟;听完后，个个小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
请听第6段材料，回答第6至8题。
6. Where does the conversation take place?A. At the nurse s station.B. At a hospital ward.C. At the doctor s office.7. Which of the following is mentioned in the conversation?A. The bill.B. Visiting hours.C. Meal hours.8. What can we learn from the conversation?A. The woman is a new doctor.B. The man doesn t think very highly of the woman.C. The man is new here.请听第7段材料，回答第9至11题。
9. When did the man plan to meet Cathy?A. At 7:00.B. At 7:30.C. At 9:00.10. What did the man finally buy?A. A shirt and a coat.B. A shirt.C. Nothing.11. What do we learn about Cathy?A. She first went to the east entrance to meet the man.B. She hoped to meet the man at 7:30.C. She met the man at 9:30 at the main entrance.请听第8段材料，回答第12至14题。
12. How does the man know Bill has a baby girl?A. From his colleague.B. From his schoolmate.C. From his neighbour.13. What happened to Mark this morning?A. He smoked too much and coughed a lot.B. He had an accident on the way to work.C. He felt terrible when he woke up.14. What will the two speakers do tomorrow?A. Hold a farewell party for David.B. Have a celebration for Bill.C. Visit Bill s wife in the hospital.请听第9段材料，回答第15 至17题。
15. Where will the man have Thanksgiving?A. At his own home.B. At the woman s.C. At his parents .16. What do people eat at the woman s home on Thanksgiving?A. Turkey, sweet potatoes and apple pie.B. Turkey, salty potatoes and pumpkin pie.C. Turkey, sweet potatoes and pumpkin pie.17. What are the men doing while the women are cooking?A. Helping the women with the cooking.B. Doing some exercise.C. Watching football games.请听第10段材料，回答第18至20题。
18. In how many countries has Avatar been shown besides North America according to the talk?A. 4.B. 5.C. 6.19. When is the movie Avatar set?A. 2145.B. 2154.C. 2159.20. What can we learn from the talk?A. Avatar s budget was over $400 million.B. It took 6 years to make Avatar.C. Avatar has won Oscar awards.第二部分英语知识运用(共两节，满分35分)第一节单项填空(共15小题;每小题1分，满分15分)请认真阅读下面各题，从题中所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
21. It s ______ good feeling for people to admire the Shanghai World Expo that gives them ______ pleasure.A. /; aB. a; /C. the; aD. a; the22. Unless ______ , we ll have to shut down some branch companies for lack of money.A. discussedB. financedC. encouragedD. renamed23. With your help, there is no doubt ______ our plan is meant for will work out successfully.A. that whatB. whether thatC. what thatD. that whether24.When electric cars become ______ , we ll need to build more charging stations.A. availableB. accessibleC. attractiveD.alternative25. A scientist who can speak English is in closer touch with those of other countries than ______ who doesn t.A. thatB. thoseC. /D. one26. He doesn t spend any more money on clothing than I do, but ______ he manages to look so stylish.A.thereforeB. somehowC. furthermoreD. otherwise27. Buses have routes. They ________ and ________ people at different places on the routes.A. take on, get offB. pick up, drop offC. take up; take offD. pick out; drop out28. Green economy offers a new model ______ people could both protect the climate and develop the economy, according to what Li said at the International Cooperative Conference on Green Economy and Climate Change.A. howB. whyC. whereD. which29. How do you find the town you visited yesterday?The town has changed out of all ______ in the past 20 years, a completely new one in front of me.A. realizationB. descriptionC. expressionD.recognition30. ______, but the idea of having to work more than ten hours a day without weekends discouraged me.A. Wanting to be a teacherB. Although I wanted to be a teacherC. I had wanted to be a teacherD. To want to be a teacher。