Research on Modal Verb＂Can＂ --A Perspective from the Fuzzy-set Model Theory
2011年专业英语八级真题试卷(题后含答案及解析)
2011年专业英语八级真题试卷(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Classifications of Cultures Good morning everyone. Today we’ll look at culture, or rather, classifications of cultures. Usually when we deal with different people we deal with them as if we were all members of the same culture. However, it’s possible that people from different cultures have different assumptions about the world. Regarding such important and basic ideas of time, personal space and this is the view of Edward Hall. And Edward Hall is an anthropologist who spent a large part of his life studying American Indians, their culture, their language, but he was different from a lot of other anthropologists who just study one culture. He was interested in the relations between cultures, how cultures interact. What Hall believed is that cultures can be classified by placing them on a continuum, ranging from what he called “high-context” to “low-context”. Okay, what is a high-context culture?A high-context culture is a culture in which the context of the message, or the action, or an event carries a large part of its meaning and significance. (1)What this means is that in a high-context culture more attention is paid to what’s happening in and around the message than to the message itself. (2)Now, let me give you examples. First, in terms of personal space, generally speaking in a high context culture, because there’s greater dependency on group thinking, people lean toward heavier sensory involvement or closeness to people and they have less respect for privacy, for personal space. (3) If you go into that culture people might stand closer when they’re talking to you, they might touch more and if they’re jostled in a crowd they won’t feel violated. And also, people from a high-context culture pay attention to body language, (4)because remember what I said, the definition of a high-context culture is that more attention is paid to the context of the message than to the message itself, and part of the context is body language. Second, in terms of time, people in high-context cultures are considered to have what is called a polychronic attitude toward time. Here “poly”means multiple and “chronic”means time. What this means is that they believe people, things, events, have their own time and there can’t be a standard system of time for everything. (5) What this leads them to believe is that you can’temphasize punctuality; things happen when they’re supposed to happen. So there’s a different attitude toward time. There’s no set standard of time. You can’t control time. Everything has its own sense of time. So it’s a culture that pays little attention to time, to clock time. Now, let’s move on to low-context culture. A low-context culture is just the opposite. A low-context culture is one in which the message, the event, or the action is of separate entity, having meaning unto itself, regardless of the surroundings or the context. (6)The message, the event, the action have meaning in itself. So what this means in a low-context culture is that people pay more attention to the event itself, rather than to the context which surrounds the event or the message. For example, in terms of personal space again, there’s more emphasis on individuality, so the concept of privacy is very, very important, whereas before as I said in high-context culture they might not even be concerned with privacy or personal space. But, in a low-context culture, there’s a feeling that we each have our own personal space. If you get too close, if you don’t knock on doors before entering, that’s an invasion of privacy. People feel violated. There’s a respect and a desire for privacy. And, you will also see that people might pay less attention to body language, because, as I said, the message is, the message is everything. They’re not going to worry about all the details around it. What you say is the important thing, or what you do is the important thing.(7)Another example of a low-context culture is people’s attitude towards time. In terms of time, I said before there was a “polychronic” sense of time in a high-context culture. What do you think there would be in a low-context culture? “Monochrome,”right. A monochrome sense of time, and by that we mean there is one time, and that concept means that people in a low-context culture believe that there’s one standard of time, and that should be for everything. (8)And so, I’m not willing to hear, “Oh, the traffic was heavy, that’s why I’m late,” or “Oh, 1 slept late. “ People in a low-context culture will be much more upset with lateness, because they feel that everyone should follow the same time. (9)There shouldn’t be all this flexibility with time, and they expect punctuality. And, they look at time as almost a commodity that they use expressions like, “use time,”“to waste time,”“to spend time,” or “time is money.” All of these expressions reinforce the concept that time is actually something you can hold on to. So, what this is all about is that, Hall stresses that, people need to be aware of these different assumptions or concepts about reality. And, he thinks that this has all kind of relevance no matter what you are doing. If you’re in business, negotiations, interpersonal relations, if you’re dealing with people from different cultures in any way, it’s going to affect every part of your life. In any multi-cultural situation, these assumptions need to be taken into account for successful interaction. (10) Okay, today we’ve taken a brief look at Edward Hall’s view of culture, mainly his classification of high or low-context culture with some examples. Next week, we’ll look at some more examples of culture on the continuum between high-context and low-context cultures.Classifications of Cultures According to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures. I . High-context culture A.feature—context: more important than the message—meaning 【1】______ 【1】______i. e. moreattention paid to 【2】______than 【2】______to the message itself B. examples—personal space—preference for 【3】______ 【3】______—less respect for privacy/personal space—attention to 【4】______ 【4】______—concept of time —belief in 【5】______interpretations of time 【5】______—no concern for punctuality—no control over time II. Low-context cultureA. feature—message: separate form context—meaning 【6】______ 【6】______B. examples—personal space—desire/respect for individuality/privacy—less attention to body language—more concern for 【7】______ 【7】______—attitude toward time—concept of time: 【8】______ 【8】______—dislike of 【9】______ 【9】______—time seen as commodity III. Conclusionawareness of different cultural assumptions—relevance in work and life e.g. business, negotiation, etc.—【10】______in successful communication 【10】______1．正确答案：in(the)context／surroundings／environment。
Modal Verbs 情态动词
Modal VerbsCanCan is an auxiliary verb, a modal auxiliary verb. We use can to:∙talk about possibility and ability∙make requests∙ask for or give permissioncan: Possibility and AbilityWe use can to talk about what is possible, what we are able or free to do:∙She can drive a car.∙John can speak Spanish.∙I cannot hear you. (I can't hear you.)∙Can you hear me?Normally, we use can for the present. But it is possible to use can when we make present decisions about future ability.A.Can you help me with my homework? (present)B.Sorry. I'm busy today. But I can help you tomorrow. (future)can: Requests and OrdersWe often use can in a question to ask somebody to do something. This is not a real question - we do not really want to know if the person is able to do something, we want them to do it! The use of can in this way is informal (mainly between friends and family):∙Can you make a cup of coffee, please.∙Can you put the TV on.∙Can you come here a minute.∙Can you be quiet!can: PermissionWe sometimes use can to ask or give permission for something:A.Can I smoke in this room?B.You can't smoke here, but you can smoke in the garden.(Note that we also use could, may, might for permission. The use of can for permission is informal.)CouldCould is an auxiliary verb, a modal auxiliary verb. We use could to: ∙talk about past possibility or ability∙make requestsNotice that:∙Could is invariable. There is only one form of could.∙The main verb is always the bare infinitive.could: Past Possibility or AbilityWe use could to talk about what was possible in the past, what we were able or free to do:∙I could swim when I was 5 years old.∙My grandmother could speak seven languages.∙When we arrived home, we could not open the door. (...couldn't open the door.) ∙Could you understand what he was saying?We use could(positive) and couldn't(negative) for general ability in the past. But when we talk about one special occasion in the past, we use be able to (positive) and couldn't (negative). Look at these examples:could: RequestsWe often use could in a question to ask somebody to do something. The use of could in this way is fairly polite (formal):∙Could you tell me where the bank is, please?∙Could you send me a catalogue, please?Be able toAlthough we look at be able to here, it is not a modal verb. It is simply the verb be plus an adjective (able) followed by the infinitive. We look at be able to here because we sometimes use it instead of can and could. We use be able to:∙to talk about abilityNotice that be able to is possible in all tenses, for example:∙I was able to drive...∙I will be able to drive...∙I have been able to drive...Notice too that be able to has an infinitive form:∙I would like to be able to speak Chinese.be able to: abilityWe use be able to to express ability. "Able" is an adjective meaning: having the power, skill or means to do something. We sometimes use "be able to" instead of "can" or "could" for ability. "Be able to" is possible in all tenses—but "can" is possible only in the present and "could" is possible only in the past for ability. In addition, "can" and "could" have no infinitive form. So we use "be able to" when we want to use other tenses or the infinitive. Look at these examples:∙I have been able to swim since I was five. (present perfect)∙You will be able to speak perfect English very soon. (future simple)∙I would like to be able to fly an airplane. (infinitive)Have to (objective obligation)We often use have to to say that something is obligatory. In general, have to expresses impersonal obligation. The subject of have to is obliged or forced to act by a separate, external power (for example, the Law or school rules). Have to is objective. Look at these examples:∙Children have to go to school.∙In France, you have to drive on the right.∙In England, most schoolchildren have to wear a uniform.∙John has to wear a tie at work.We can use have to in all tenses, and also with modal auxiliaries. We conjugate it just like any other main verb. Here are some examples:Must (subjective obligation)We often use must to say that something is essential or necessary. In general, must expresses personal obligation. Must expresses what the speaker thinks is necessary. Must is subjective. Look at these examples:∙I must go.∙I must stop smoking.∙You must visit us soon.∙He must work harder.In each of the above cases, the "obligation" is the opinion or idea of the person speaking. In fact, it is not a real obligation. It is not imposed from outside.*It is sometimes possible to use "must" for real obligation, for example a rule or a law. But generally we use "have to" for this.We can use must to talk about the present or the future. Look at these examples:∙I must go now. (present)∙I must call my mother tomorrow. (future)There is no past tense for must. We use have to to talk about the past.Must not (prohibition)We use must not to say that something is not permitted or allowed. Must not expresses prohibition - something that is not permitted, not allowed. The prohibition can be subjective (the speaker's opinion) or objective (a real law or rule). Must not is often contracted to mustn't. Look at these examples:∙Passengers must not talk to the driver.∙I mustn't eat so much sugar. (subjective)∙You mustn't watch so much television. (subjective)∙Students must not leave bicycles here. (objective)∙Policemen must not drink on duty. (objective)We use must not to talk about the present or the future:∙Visitors must not smoke. (present)∙I mustn't forget Tara's birthday. (future)We cannot use must not for the past. We use another structure to talk about the past, for example:∙We were not allowed to enter.∙I couldn't park outside the shop.Shall and WillPeople may sometimes tell you that there is no difference between shall and will, or even that today nobody uses shall(except in offers such as "Shall I call a taxi?"). This is not really true. The difference between shall and will is often hidden by the fact that we usually contract them in speaking with 'll. But the difference does exist.The truth is that there are two conjugations for the verb will:It is true that this difference is not universally recognized. However, let those who make assertions such as "Americans never use 'shall'" peruse a good American English dictionary, or many American legal documents, which often contain phrases such as:∙Each party shall give one month's notice in writing in the event of termination.Note that exactly the same rule applies in the case of should and would. It is perfectly normal, and somewhat more elegant, to write, for example:∙I should be grateful if you would kindly send me your latest catalogue.。
牛津译林版高中英语必修四《Unit 2 Sporting events》Grammar 教案1
牛津译林版高中英语必修四Unit 2教案（Grammar）Unit 2 Grammar and usageTeaching Aims:1、Show Ss that modal verbs can be used to talk about ability, obligation,certainty or permission, to make requests, suggestions, offers and to give advice.2、Enable students to understand that some modal verbs can be used with thecontinuous form and the perfect form to talk about current affairs or past actions.Teaching Important Points:1、Develop the students’ ability of using modal verbs.2、How to make students master the usage of modal verbs.Teaching Difficult Points:Develop the students’ ability of using modal verbs and how to make students master the usage of modal verbs.Teaching Methods:Explanation and exercise高考链接扫荡狂练：完形填空—夹叙夹议33.阅读下面短文，掌握其大意，从每题所给的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。
The trip to that city was eye-opening for everyone, and near its end, all the young people in our group began to reflect on what it had meant. We1the first night we had arrived. We had all gone into the markets of the city2the young people could experience its energy. But what we actually saw simply3us all—the rundown houses, the children in rags, the people begging for money. . . Walking home,4under a low bridge, we came across5families of homeless people seeking a bit of dry ground to sleep on for the night. We had to step over bodies as we found our way through the darkness.The poverty (贫困) was6than anything my young companions had ever imagined. Back in the hotel, an air of sadness settled over the group. Many7and cried. Spending time in this8moves a person to care about humanity.That evening, our group spent hours talking about what we had9. Gently, I encouraged everyone to talk about the difficult10that day’s discoveri es had inspired. Sitting together in a circle as everyone had a chance to speak, we all began to realize that none of us was alone in our struggle to cope with our reactions.Based on my11in poverty-stricken areas, I suggested that while the emotions we had were painful, they could also be important in helping us to move forward. We all12that we had seen things that should never be allowed to happen. 13, what could we do about it? Together, we began to brainstorm ways we could help to ease the14we had seen. As I encouraged group members to focus on what they could do, a sense of determination15the previous sadness. Instead of despair, these young people began to feel a call to action.1. A. put up withB. got back to C. looked back onD. made up for2. A. now thatB. so thatC. as ifD. even if3. A. puzzledB. annoyedC. embarrassedD. shocked4. A. marching B. runningC. passingD. moving5. A. entireB. normalC. averageD. general6. A. strongerB. deeperC. worseD. less7. A. gave upB. broke downC. set offD. held on8. A. environmentB. hotelC. houseD. background9. A. inspectedB. attemptedC. witnessedD. challenged10. A. feelingsB. decisionsC. thoughtsD. impressions11. A. experiencesB. schedulesC. dataD. positions12. A. supposedB. advisedC. confirmedD. agreed13. A. SurelyB. RatherC. NowD. Indeed14. A. burdenB. sufferingC. anxietyD. difficulty15. A. replacedB. changedC. coveredD. improved参考答案33.CBDCA CBACA ADCBA：Teaching Procedures:Step1 Warming upSay some sentences to warm up students:Now, man y of us can speak English quite well, but a few years ago, we couldn’t. Yes or no? If we talk about the ability someone has, we use the modal verb ‘can’.If we want to express that it is necessary for us to do something, what modal verb do we use? mustWhat other modal verbs can you think of?Step3 presentationShow the usage of the modal verbs on the screen.Modal verbscan/could表能力(1) I don’t think he can solve the problem without any help.(2) Can you help me to work out this maths problem?ought to/should1.表示义务，“应该”，用于各种人称You should respect your parents.You shouldn’t spend much time surfing the Internet.2.表示推测，“想必，估计”的意思。
modal verbs必修3 语法情态动词的用法
4. shall / should
1). shall 用于第一、第三人称时，表示征求对方的意愿或向 用于第一、第三人称时， 对方请求。 对方请求。 Shall we go for a picnic this weekend? 2). shall 用于第二、第三人称时，表示说话人给对方的命令、 用于第二、第三人称时，表示说话人给对方的命令、 警告、 警告、 允诺或威胁 You shall fail if you don’t work harder. 3). should 表示劝告、建议或命令 表示劝告、 You should obey the rule in any case. 4). should表示推测 表示推测 He should be at the reading room now.
5. must 和 can 的用法
1). must表示必须、必要或用以征求对方意见。回答 表示必须、 表示必须 必要或用以征求对方意见。回答must 引导的问句时，其否定回答要用needn’t 或don’t have to. 引导的问句时，其否定回答要用 --- Must we hand in our exercise books today? --- Yes, you must. / No, you don’t have to (you needn’t).
1. may / might 1). 表示许可 疑问句 。 表示许可(疑问句 疑问句)。 表示请求，允许时， 的语气委婉。否定回答时， 表示请求，允许时， might 比may 的语气委婉。否定回答时， 可用can 或 mustn’t, 表示“不可以，禁止，阻止”之意。 表示“不可以，禁止，阻止”之意。 可用 --- May I take this book out? --- Yes, you can. / No, you can’t (mustn’t). 2). 用于祈使句，表示祝愿 用于祈使句， May you succeed! 3). 表示推测，可能（不用于疑问句） 表示推测，可能（不用于疑问句） The bottle looks blue. There may / might be some ink in it.
Unit4ExploringliteratureGrammarandusageModalverbs情
用法
建议
才能/能力
suggestion ability
Suggestion 建议
Ability 能力
Necessity 职责
Possibility 可能推测
What shall I read? …you can get ideas from different sources… You could also read book reviews in newspapers in magazines or oTnealicnhee.rs in particular can provide suggestions for interesting reading materials that can be found in the library or bookshop easily. A book review can also tell you whether a book is worth reading or not.
• 2. 表请求，用于疑问句 Will/Would you please take a message for me?
• 3. 表习惯; 会... He would spend hours on the telephone.
• 4.表推测，“想必” This will be the house you are looking for.
3. will & would
高中英语学术研究单选题30题
高中英语学术研究单选题30题1.The research paper is highly ______.A.accurateB.exactC.preciseD.correct答案：C。
“accurate”侧重于准确无误，一般指数据等的准确性；“exact”强调精确、确切，丝毫不差；“precise”更强调细致、精确到细节，在学术语境中形容研究论文的严谨和精确性更合适；“correct”只是正确的意思，范围比较宽泛。
2.In academic research, we need to be ______ in our methods.A.thoroughpleteC.entireD.whole答案：A。
“thorough”表示彻底的、全面的，在学术研究中强调方法的全面性和细致性；“complete”侧重于完整，不缺任何部分；“entire”和“whole”都表示整个的，通常用于形容整体，不太适合形容方法。
3.The data analysis should be ______.A.meticulousB.carefulC.cautiousD.prudent答案：A。
“meticulous”强调极其细心、一丝不苟，在学术研究中的数据分析需要这种细致；“careful”只是一般的小心；“cautious”和“prudent”更多的是谨慎，不一定是在细心方面。
4.The scholar is known for his ______ research.A.intensiveB.extensiveC.expansiveprehensive答案：B。
“intensive”表示集中的、密集的；“extensive”强调广泛的，学者以广泛的研究出名比较符合语境；“expansive”有扩张的意思；“comprehensive”虽然也有全面的意思，但更多的是整体的全面，不如“extensive”在这个语境中合适。
GRAMMAR：MODALVERBS不详英语U日常专题训练H毙试题下载
GRAMMAR: MODAL VERBS试题预览Explanations and examples Practice exercisesAbility : can/ could/ be able to (=saying whether you are able to do something)If you want to say whether someone is able to carry out an action, use can.e.g. Guy can speak Russian.When you put these sentences into the past tense, use could.e.g. He was late for school because he couldn't find his bag.Use could if there are conditions controlling whether the event will take place.e.g. I could leave tomorrow, if I had the money.In general, we use be able to when we talk about a specific achievement (particularly if it is difficult, requiring some effort) rather than a general ability. Here be able to means succeed in doing something or manage to do something.e.g. He has now recovered from his injury and is able to drive again.However, we commonly use can or could , even when are talking about specific occasions, with verbs of the senses, feel, hear, see, s mell, taste, and verbs of ¨thinking〃, believe, decide, remember, understand.e.g. I canˇt decide where to go for my holiday.We donˇt use be able to冘 when we talk about something that is happening as we are speaking:冘 before be + past participle:e.g. This furniture can be assembled by anyone, with just ascrewdriver.We use be able to, not can or could, if the idea we want to express needs a to-infinitive, an-ing form, of a perfect tense, or if it follows another modal verb:e.g. We were very lucky to be able to live in the country during our childhood.We use will be able to, not can, to say that something will be possible in the future:e.g. f the snow carries on like this, very few people will able to get to the concert.have been able to do something to mean that someone has succeeded in doing something. could have done something to mean that someone was able to do something but did not do it.canˇt/ cannot to be unable to do something, because you do not have the ability, time equipment, etc; not be able to to be used mostly in past or future tenses. In the present tense, use canˇt/ cannot. 1. Two eyes KKK. see more than one. / The theatre KKK. seat 2, 000 people.2. Will you KKK. come tonight? / KKK. you come tonight?3. Iˇm sorry IKKK.( answer) your letter yet.4. Before liberation few workersKKK. support their families.5. My students have taught me much, usually by asking questions that I KKK. (not answer).6. Jenny KKK. leave the hospital only 6 hours after he baby was born.7. The fire spread through the hotel very quickly but everyone KKK. get out.8. I KKK. understand the speaker at all because what he said was beyond my understanding.9. It was awful, not KKK..see you for so long.10. Since he left, none of the team members KKK. match his enthusiasm.11. We may KKK. move some of the staff to a different department.12. Antia KKK. speak three languages before she was six.13. When the new road is built, I KKK. drive to work in under half an hour.Keys: 1. can; can 2. be able to; can 3. have nˇt been able to 4. could 5. couldnˇt answer 6. was able to 7. was able to 8. could not 9. being able to 10. have been able to 11. be able to 12. could 13. will be able toPermission: may/ might/ can/ could (=allowing someone to do something)If you want to give or ask for permission, use can or may. May is more polite or formal than can.e.g. You can leave when the bell rings.Customers may purchase extra copies at half price.Could is a polite way of asking for permission.e.g. Could I leave early today?Might is a very formal and old-fashioned way of asking for permission only.e.g. Might I borrow your umbrella?If we want to put extra pressure on someone to give a positive answer we can use can't or couldn't. For example, you might use couldn't where you expect that the answer is likely to be 'no', or where permission has been refused before:e.g. Can't/Couldn't we stay just a little bit longer? Please?To give and refuse permission we use can and can't:e.g. No, you can't have another chocolate.Notice that we prefer can/can't rather than could/couldn't togive or refuse permission.We use can (for the present or the future) and could (for the past) to report permission.e.g. Jim says that we can borrow his house as long as we leave it clean and tidy.To report that in the past someone had general permission to do something, that is, to do it at any time, we can use either could or was/were allowed to. However, to report permission for one particular past action, we use was/were allowed to, but not could:e.g. Last century, women were not allowed to/ couldnˇt vote.e.g. Although he didn't have a ticket, Ken was allowed to come in.In negative sentences, we can use either couldn't or wasn't/weren't allowed to to report that permission was not given in general or particular situations:e.g. We couldn't / weren't allowed to open the presents until Christmas.If we use the present perfect, past perfect or an infinitive, we use be allowed to, not can/ could.e.g. They have been allowed to keep the Roman coins they found in their garden. 1. He said we KKK. use the car, too.2. She is unlikely to KKK.travel on that airline again.3. KKK.I come in?4. This kind of thingKKK.(not ) happen.5. KKK.I trouble you with a question?6. ---KKK.I smoke here?--- No, youKKK./ Please donˇt./ Yes, please.7. You KKK. take this seat if you like.8. ----KKK. I ask for a photo of yours?--- What did he say?----He asked if heKKK. look at my photos?9. --- So you mean I have been too strict with you? --- Well, if you。
2024年教师资格考试高中学科知识与教学能力英语试题及解答参考
2024年教师资格考试高中英语学科知识与教学能力复习试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、The sentence “The book is so fascinating that it kept me__________for hours.” requires the correct form of the verb “keep.” Which option is correct?A. keptB. keepingC. keepD. kept meAnswer: B. keepingExplanation: The correct form of the verb “keep” in this context is the present participle “keeping,” which is used here to describe the continuous action of being kept engaged with the book. The sentence means that the book was so fascinating that it kept the speaker engaged for hours.2、Which of the following sentence structures is an example of a reported speech?A. “She said, ‘I will finish the project tomorrow.’”B. “She said that she will finish the project tomorrow.”C. “She was saying that she will finish the project tomorrow.”D. “She told me that she will finish the project tomorrow.”Answer: B. “She said that she will finish the project tomorrow.”Explanation: Reported speech involves changing a direct quote into an indirect one. In option B, the original direct quote “I will finish the project tomorrow” is changed to “she said that she will finish the project tomorrow,” which is a correct example of reported speech. Option A is the direct speech, C is a possible past continuous form of reported speech, and D is a different type of indirect speech where the speaker is telling the listener what was said.3、The following sentence is written in passive voice. Which word in the sentence indicates the agent (the person or thing doing the action)?A)is beingB)was beingC)has beenD)had beenAnswer: B) was beingExplanation: The word “was being” indicates the agent in a passive voice sentence. In this structure, the agent is often expressed by an infinitive phrase beginning with “by,” but it can also be understood from context. Without additional information, “was being” suggests that there is an agent involved in the action described by the sentence.4、Choose the sentence that correctly uses the past perfect tense to express an action that was completed before another past action.A)I had finished my homework when the bell rang.B)I finished my homework before I left.C)When I arrived at the party, it had already started.D)I was finishing my homework when I heard the phone ring.Answer: C) When I arrived at the party, it had already started.Explanation: The past perfect tense is used to describe an action that was completed before another past action. In option C, “it had already started” indicates an action that was completed be fore “I arrived,” making it the correct choice. Options A and B use the past perfect tense, but they do not correctly express the sequence of past events as required by the question. Option D uses the past continuous tense to describe an action in progress at a specific past time.5、What is the most appropriate tense to use in the following sentence to describe an event that happened in the past and is still relevant today?A)The students had successfully completed the project.B)The students are completing the project.C)The students will complete the project.D)The students were completing the project.Answer: AExplanation: The correct answer is “had successfully completed” because it indicates an action that was completed in the past (past perfect tense) and is still a relevant event in the present. The other options do not convey this past and ongoing relevance. “Are completing” is present continuous, “will complete” is future simple, and “were completing” is past continuous, none of which fit the context as well as the past perfect tense.6、In the sentence “The novel explores the psychological effects of social isolation,” which part of speech is “explores”?A)VerbB)NounC)AdverbD)AdjectiveAnswer: AExplanation: The word “explores” is a verb because it indicates an action or state that the subject of the sentence (the novel) is performing. It describes what the novel does, which isto explore a particular topic. The other options are nouns, adverbs, and adjectives, which do not fit the function of the word in this sentence.7、The sentence “The students’ enthusiasm for the project was palpable” is an example of using which of the following language feature?A)JargonB)ColloquialismC)SimileD)MetaphorAnswer: C) SimileExplanation: A simile is a figure of speech that compares two different things, typically by using “like” or “as.” In this sentence, “was palpable” compares the students’ enthusiasm to something that can be felt, which is a characteristic of a simile. Jargon is specialized language used in a particular field, colloquialism is informal language, and metaphor is a figure of speechthat directly compares two things without using “like” or “as.”8、In the following sentence, the word “pivotal” is used as an adjective. What is the most likely part of speech it modifies?A)NounB)VerbC)AdverbD)PrepositionAnswer: A) NounExplanation: The word “pivotal” means being a central or turning point. In the sentence, it modifies a noun to describe its importance or central role. For example, “The pivotal role of the teacher in the success of the project cannot be overstated.” Here, “pivotal” is an adjective modifying the noun “role.” Verbs are not modified by adjectives, adverbs modify verbs or adjectives, and prepositions are used to show relationships between nouns.9.What is the most appropriate strategy to use when teaching a new vocabulary word to students who are at the beginning level of English?A)Have students translate the word into their native language.B)Use pictures or realia to illustrate the meaning of the word.C)Ask students to define the word without any context.D)Provide a list of synonyms for the word.Answer: B) Use pictures or realia to illustrate the meaning of the word.Explanation: For beginning level students, using pictures or realia (objects or items) can help them understand the meaning of new vocabulary ina concrete and relatable way. Translating into a native language can lead to translation errors and may not help with understanding the word in an English context. Asking students to define the word without context can be challenging for beginners, and providing a list of synonyms might be too advanced for this level.10.Which of the following activities is most likely to engage students in critical thinking and analysis of a text?A)Repeating the main ideas of the text in their own words.B)Answering comprehension questions about the text.C)Creating a mind map of the text’s structure.D)Discussing the text’s themes and how they relate to current events.Answer: D) Discussing the text’s themes and how they relate to current events.Explanation: Discussing the text’s themes and their relevance to current events encourages students to think critically and analytically. It allows them to make connections between the text and their own world, fostering deeper understanding and engagement. While repeating main ideas, answering comprehension questions, and creating a mind map are valuable activities, they may not necessarily promote the same level of critical thinking and analysis.11.Th e sentence “The book is lying on the table” is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: A) SimpleExplanation: A simple sentence consists of a single independent clause with no dependent c lauses. In this case, “The book is lying on the table” contains only one independent clause, making it a simple sentence.12.Which of the following words is an adjective?A) GoB) RunsC) HappinessD) VeryAnswer: C) HappinessExplanation: An adjective is a word that describes or modifies a noun. “Happiness” describes the noun “happiness,” making it an adjective. The other options are verbs (“Go” and “Runs”) and an adverb (“Very”).13.The following sentence demonstrates the use of a conditional sentence. Which option completes the sentence correctly?A. If I were you, I would take a vacation next week.B. If I was you, I would take a vacation next week.C. If I be you, I would take a vacation next week.D. If I am you, I would take a vacation next week.Answer: AExplanation: The correct option is “If I were you, I would take a vacationnext week.” In conditional sentences, when the condition is hypothetical and not a real possibility, “were” is used instead of “was.” Since “If I were you” implies a hypothetical situation, “were” is the correct past tense form of “be.”14.Which of the following sentence structures is used to express a reason or cause?A. Subject + because + verbB. Subject + so + verbC. Subject + although + verbD. Subject + since + verbAnswer: AExplanation: The correct sentence structure to express a reason or cause is “Subject + because + verb.” This structure is used to introduce a dependent clause that explains the reason for the action in the main clause. The other options (B, C, and D) are used to express a result, contrast, or time, respectively.15.Which of the following is NOT a common approach to teaching vocabulary in high school English?A. Contextual cluesB. Use of flashcardsC. Direct translationD. Collaborative group activitiesAnswer: CExplanation: Direct translation is not typically used as a common approach to teaching vocabulary in high school English. Instead, teachers often rely on contextual clues, flashcards, and collaborative group activities to help students understand and remember new vocabulary. Direct translation can sometimes lead to misunderstandings and may not be effective in a second language learning context.16.What is the main purpose of using authentic materials in the classroom?A. To make the curriculum more interestingB. To provide real-life language use examplesC. To assess students’ language proficiencyD. To ensure that the curriculum is up-to-dateAnswer: BExplanation: The main purpose of using authentic materials in the classroom is to provide real-life language use examples. Authentic materials such as newspapers, magazines, and videos help students connect the language they are learning to the language used in the real world, making it more relatable and practical. While making the curriculum interesting, assessing students’ language proficiency, and ensuring the curriculum is up-to-date are also beneficial aspects of using authentic materials, the primary purpose is to provide real-life examples.17.The following sentence contains a complex sentence. Which one of thefollowing is the main clause?A. The students enjoyed the presentation.B. After the presentation, the students discussed the topic.C. The presentation, which was delivered by the guest speaker, was informative.D. The teacher, who was in charge of the class, was impressed.Answer: DExplanation: The main clause in a complex sentence is the independent clause that can stand alone as a complete sentence. In option D, “The teacher, who was in charge of the class, was impressed.” is an independent clause, making it the main clause. The other options contain dependent clauses that depend on the main clause to be complete sentences.18.In the context of teaching a lesson on Shakespearean sonnets, which of the following is the best approach to engage students in critical analysis?A. Provide a list of key themes and have students identify which sonnet they relate to most.B. Present the sonnets in chronological order and discuss the historical context of each.C. Ask students to read the sonnets aloud and note any words or phrases that seem unfamiliar.D. Divide the class into groups and assign each group a different sonnet to research and present to the class.Answer: DExplanation: Engaging students in critical analysis requires an interactive and collaborative approach. Option D encourages active learning, research skills, and presentation skills. By dividing the class into groups and assigning different sonnets, students are motivated to engage deeply with the text, research its context, and present their findings to their peers, fostering a dynamic and interactive learning environment. The other options, while informative, do not necessarily promote the same level of critical engagement.19.What is the main purpose of using a concordance in language teaching?A. To introduce new vocabulary to studentsB. To provide a comprehensive list of all the words in a textC. To help students identify the context in which a particular word is usedD. To enhance students’ listening skillsAnswer: CExplanation: The main purpose of using a concordance in language teaching is to help students identify the context in which a particular word is used. This tool allows students to see how a word is used in different sentences and understand its connotations and collocations.20.Which of the following teaching strategies is most effective for promoting critical thinking in students?A. Direct instructionB. Guided discoveryC. Cooperative learningD. Repetition and memorizationAnswer: BExplanation: Guided discovery is a teaching strategy that encourages students to explore and discover information on their own with the guidance of the teacher. This approach promotes critical thinking as students engage in the process of inquiry, analysis, and problem-solving.21.What is the main function of a pre-writing activity in English writing?A. To review grammar rulesB. To introduce new vocabularyC. To generate ideas and organize contentD. To assess students’ reading comprehensionAnswer: C. To generate ideas and organize contentExplanation: The main purpose of a pre-writing activity is to help students brainstorm ideas and organize their content before they start writing. This activity can include activities like brainstorming sessions, mind mapping, or free writing, which all aim to assist students in formulating a coherent structure for their writing.22.In the context of English language teaching, which of the following is NOT an effective strategy for promoting oral communication among students?A. Pair work activitiesB. Group discussionsC. Role-playing exercisesD. Providing written instructionsAnswer: D. Providing written instructionsExplanation: While providing written instructions can be an effective method for giving students clear guidelines or directions, it is not specifically an effective strategy for promoting oral communication. Pair work, group discussions, and role-playing exercises, on the other hand, encourage students to interact with each other and practice speaking, which are key components of oral communication.23.What is the main function of the imperative mood in English?A. To express polite requestsB. To express orders or commandsC. To express future actionsD. To express wishesAnswer: BExplanation: The imperative mood is primarily used to express orders, commands, or requests. It is characterized by the absence of the subject (you) and uses the base form of the verb.24.Which of the following phrases is an example of a simile?A. The cat is as black as coal.B. The cat is a creature.C. The cat is sleeping soundly.D. The cat has a sleek coat.Answer: AExplanation: A simile is a figure of speech that uses “like” or “as” to compare two different things. In the example, “as black as coal” compares the color of the cat to the color of coal.25.The following sentence is an example of which grammatical structure?A. Active voiceB. Passive voiceC. Future perfect tenseD. Present perfect continuous tenseAnswer: B. Passive voiceExplanation: T he sentence “The book was written by the student.” is an example of the passive voice. In the passive voice, the focus is on the action rather than the doer of the action.26.Which of the following phrases is used to express a cause and effect relationship?A. In order toB. Because ofC. Instead ofD. Regardless ofAnswer: B. Because ofExplanation: The phrase “because of” is used to express a cause and effectrelationship. For example, “The student was late because of the traffic.” indicates that the traffic caused the student to be late.27.In the following sentences, which one contains an error in the use of “therefore”?A. The weather was cold, therefore we decided to stay indoors.B. He was tired, therefore he decided to take a rest.C. The train was late, therefore they missed their appointment.D. She studied hard, therefore she got a good grade.Answer: DExplanation: The word “therefore” is used to indicate a cause-and-effect relationship. In option D, the sentence suggests that studying hard directly led to getting a good grade, which is not necessarily a cause-and-effect relationship. Therefore, option D contains an error in the use of “therefore.”28.Choose the cor rect word to complete the following sentence: “I was looking for a book about cooking, but I couldn’t find one. __________, I decided to borrow one from the library.”A. ThereforeB. HoweverC. MoreoverD. OtherwiseAnswer: DExplanation: The sentence requ ires a word that means “otherwise” or “inthat case.” Option D, “Otherwise,” fits this context, as it suggests an alternative action that the speaker took because the book was not found. Options A, B, and C do not convey the same meaning and would not be appropriate in this sentence.29.What is the primary purpose of the following sentence in a reading passage: “The novel explores the psychological impact of war on the characters.”A. To summarize the plot of the novel.B. To describe the historical context in which the novel is set.C. To analyze the psychological effects of war on the characters.D. To provide a direct quote from a character.Answer: CExplanation: The primary purpose of the sentence is to analyze the psychological effects of war on the ch aracters, which is an important element of the novel’s content and theme.30.In the following sentence, “The students’ engagement in group discussions improved significantly after the introduction of the new interactive whiteboard,” which part of speech is“improved”?A. VerbB. AdjectiveC. AdverbD. NounAnswer: AExplanation: “Improved” functions as a verb in the sentence, indicating a change or development in the students’ engagement. It is the action that has occurred due to the introduction of the new interactive whiteboard.二、简答题（20分）Question:What are the key principles and strategies for effective vocabulary teaching in secondary English language classrooms? Explain how these principles and strategies can be applied to support diverse learners.Answer:The key principles and strategies for effective vocabulary teaching in secondary English language classrooms include:1.Explicit Vocabulary Instruction: Teachers should provide explicit instruction on vocabulary, which involves defining words, explaining their meaning, and giving examples.2.Contextualization: Vocabulary should be taught within the context of authentic texts and real-life situations, as this helps students understand the meaning and usage of words.3.Multiple Meanings: Encourage students to explore words with multiple meanings, as this expands their vocabulary knowledge and enhances their language skills.4.Differentiated Instruction: Tailor instruction to meet the needs of diverse learners by providing varied resources and activities.5.Vocabulary Building Activities: Engage students in various activities that promote vocabulary learning, such as word games, word puzzles, and collaborative tasks.6.Spaced Repetition: Use spaced repetition to reinforce vocabulary learning over time, as this technique has been shown to improve long-term retention.7.Collaborative Learning: Encourage students to work in groups to share their knowledge and learn from each other, which can help reinforce vocabulary concepts.8.Metacognitive Strategies: Teach students to be aware of their learning processes and strategies, which can improve their overall vocabulary acquisition.Application to Support Diverse Learners:e of Visual Aids: Incorporate visual aids such as pictures, videos, and charts to support students with different learning styles, including those with visual or auditory preferences.nguage Simplification: For students with lower proficiency levels, simplify vocabulary by using synonyms, simpler sentence structures, and context clues.3.Peer-Assisted Learning: Pair students with different proficiency levels to help each other learn vocabulary and support each other in the learning process.4.Scaffolded Tasks: Design tasks with a gradual release of responsibility, providing students with support as they progress and gradually become moreindependent.5.Encourage Risk-Taking: Create a safe and supportive classroom environment that encourages students to experiment with new vocabulary without fear of making mistakes.6.Ongoing Assessment: Use formative assessments to monitor student progress and adjust instruction accordingly, ensuring that all learners are supported in their vocabulary development.By incorporating these principles and strategies, teachers can effectively support diverse learners in secondary English language classrooms and enhance their vocabulary skills.三、教学情境分析题（30分）Question: Teaching Scenario AnalysisScenario:A high school English teacher is planning a lesson on the theme of “Environmental Protection” for a class of 30 students, aged 16-17. The teacher has noticed that the students are quite engaged when discussing environmental issues but tend to struggle with writing essays on this topic. The class has an interactive whiteboard and a computer with internet access.Task:Based on the given scenario, analyze the teaching context and suggest a lesson plan that addresses the students’ needs and incorporates appropriate teachingmethods and techniques.Answer:Teaching Context Analysis:1.Students’ Needs:•Students are interested in environmental issues but struggle with writing essays.•There is a need for a balanced approach that engages students in discussions and provides them with writing skills.2.Classroom Resources:•Interactive whiteboard•Computer with internet accessLesson Plan:Objective:To help students develop their writing skills on the theme of “Environmental Protection” and improve their ability to organize and present their ideas effectively.Materials:•Handouts with essay prompts on environmental issues•Interactive whiteboard•Computer with internet access•ProjectorActivities:1.Introduction (10 minutes):•Start with a brief discussion on environmental issues, asking students to share their views and experiences.•Introduce the theme of the les son, “Environmental Protection.”2.Group Work (20 minutes):•Divide the class into small groups of 5 students.•Provide each group with a handout containing essay prompts on environmental issues.•Instruct the students to discuss the prompts and come up with a group essay on the chosen topic.3.Interactive Whiteboard Activity (15 minutes):•Project the essay prompts on the interactive whiteboard.•Ask each group to present their essay outline on the whiteboard. •Encourage other students to ask questions and provide feedback on the group’s essay outline.4.Writing Workshop (25 minutes):•Provide students with a structured outline for writing an essay on environmental issues.•Explain the steps of essay writing, including introduction, body paragraphs, and conclusion.•Assign each student a specific section to focus on, ensuring that the essay is well-structured.•Allow students to work individually or in pairs to write their essays.5.Peer Review (10 minutes):•Pair students up and ask them to exchange their essays for peer review.•Instruct them to provide constructive feedback on the content, organization, and grammar.6.Conclusion (5 minutes):•Conclude the lesson by discussing the key points of the essay.•Encourage students to reflect on what they have learned about writing essays on environmental issues.Explanation:The lesson plan addresses the students’ needs by incorporating various teaching methods and techniques:•Group Work: Encourages collaboration and active participation.•Interactive Whiteboard: Enhances engagement and visual learning.•Writing Workshop: Provides a structured approach to essay writing.•Peer Review: Fosters critical thinking and constructive feedback.By following this lesson plan, the teacher can help students develop their writing skills and improve their ability to express their ideas effectively on the theme of “Environmental Protection.”四、教学设计题（40分）Teaching Design QuestionQuestion:Design a 45-minute lesson plan for a high school English class focusing on thetopic of “Healthy Lifestyles.” The class consists of 30 students who are in their second year of learning English. The lesson aims to improve students’ speaking and listening skills, as well as their understanding of the importance of maintaining a healthy lifestyle. The classroom has a multimedia projector and a computer.Answer:Lesson Title:Healthy Lifestyles: A Journey to WellnessObjective:By the end of the lesson, students will be able to:1.Understand the importance of maintaining a healthy lifestyle.2.Express their opinions on healthy habits through speaking and listening activities.3.Summarize the key points of a presentation on healthy lifestyles.Materials:•Handouts on healthy habits•Worksheets for group activities•Multimedia projector and computer•Smartboard or whiteboard•TimerTeaching Procedure:1.Introduction (10 minutes)•Start the class by asking students about their daily routines and if theyhave any healthy habits.•Introduce t he topic “Healthy Lifestyles” and explain its importance.•Show a short video clip on the importance of maintaining a healthy lifestyle.•Divide the class into small groups and ask them to discuss the video and share their thoughts.2.Group Activity (15 minutes)•Provide each group with a handout on healthy habits.•Ask students to work in their groups to identify the most effective healthy habits.•Have each group present their findings to the class.•Use the smartboard or whiteboard to record the key points from each group’s presentation.3.Speaking and Listening Activity (15 minutes)•Divide the class into pairs and assign each pair a role: presenter and listener.•Provide students with a worksheet that includes questions about healthy habits.•The presenter will ask the questions, and the listener will respond ina complete sentence.•Monitor the activity and provide feedback and assistance as needed. •After the activity, ask students to share their experiences with the class.4.Conclusion (5 minutes)•Summarize the key points of the lesson, emphasizing the importance of maintaining a healthy lifestyle.•Ask students to reflect on their own healthy habits and set goals for improvement.•Provide additional resources, such as websites or books, for further reading on healthy lifestyles.Evaluation:•Assess students’ participation in group discussions and presentations.•Evaluate their speaking and listening skills during the speaking and listening activity.•Monitor their understanding of the lesson content through observations and feedback.Explanation:This lesson plan aims to provide students with a comprehensive understanding of the importance of maintaining a healthy lifestyle. By incorporating various activities, such as group discussions, presentations, and speaking and listening exercises, the lesson promotes active learning and encourages students to express their opinions on the topic. The use of multimedia tools, such as the projector and smartboard, enhances the learning experience and engages students in the lesson. The evaluation criteria ensure that students demonstrate their knowledge and skills in understanding and discussing healthy lifestyles.。
学术英语写作智慧树知到课后章节答案2023年下天津外国语大学
学术英语写作智慧树知到课后章节答案2023年下天津外国语大学天津外国语大学第一章测试1.What steps are involved in writing? （）A:PrewritingB:Revising and editingC:Writing the first draftD:Rewriting答案:Prewriting;Revising and editing;Writing the first draft2.The objectives of the course include （）A:To improve students’ thinking ability via choosing a topic, sourcinginformation, writing different parts of a project paper including introduction, literature review, methods, findings, discussions and conclusionB:To improve students’ writing and reading proficiency in EnglishC:To improve students’ capability of carrying out research by going through the process of writing a project paperD:To improve students’ cultural competence through learning western ways of thinking in English writing答案:To improve students’ thinking ability via choosing a topic,sourcing information, writing different parts of a project paperincluding introduction, literature review, methods, findings,discussions and conclusion;To im prove students’ writing and reading proficiency in English;To improve students’ capability of carrying out research by goingthrough the process of writing a project paper;To improve students’ cultural competence through learning westernways of thinking in English writing3.In freewriting, the writer needs to make everything perfect.（）A:错 B:对答案:错4.The relationship between reading and writing can be described as（）A:When you start learning writing, you will read differently.B:Reading is the input, while writing is the output of language.C:When you start learning writing, you will improve the awareness ofaccumulating language, information and idea for various topics, which will consequently change the way you read.D:Reading and writing are reciprocal activities; the outcome of a readingactivity can serve as input for writing, and writing can lead a student tofurther reading resources.答案:When you start learning writing, you will read differently.;Reading is the input, while writing is the output of language.;When you start learning writing, you will improve the awareness ofaccumulating language, information and idea for various topics, which will consequently change the way you read.;Reading and writing are reciprocal activities; the outcome of a reading activity can serve as input for writing, and writing can lead a student to further reading resources.5.The functions of writing include （）A:The discipline of writing will strengthen your skills as a reader and listener B:Writing will make you a strong thinker and writing allows you to organize your thoughts in clear and logical waysC:Writing encourages you to seek worthwhile questionsD:Writing helps you refine and enrich your ideas based on feedback fromreaders答案:The discipline of writing will strengthen your skills as a readerand listener;Writing will make you a strong thinker and writing allows you toorganize your thoughts in clear and logical ways;Writing encourages you to seek worthwhile questions;Writing helps you refine and enrich your ideas based on feedback fromreaders第二章测试1. A thesis statement should be one single sentence, including only one idea. ( ）A:对 B:错答案:对2.An essay should include at least three specific details to be well-developed. ( ）A:对 B:错答案:错3.The topic sentence for each body paragraph should be fairly specific becauseeach body paragraph deals with only one of the many things stated in thethesis statement. ( ）A:错 B:对答案:对4.Living with my ex-roommate was unbearable. First, she thought everythingshe owned was the best. Secondly, she possessed numerators filthy habits.Finally, she constantly exhibited immature behavior.Read this paragraph and decide which statement is NOT TRUE? （）。
modal
Categories
Single concept Modals Double Concept Modals Modals in Past
Will Might Should Ought to Had better
May Must Would Shall Could Can
Would have Could have Might have Should have May have Must have
Example
I would have bought the car, but I didn’t have money She could have taken the flight We may have passed the test, but it was in French You might have sold the house, if you really needed the money You should have listened to the doctor We must have been crazy!
happened in the past
MODAL + HAVE + verb in past participle
It must have been a difficult decision They should have invited her to their wedding
MODAL PERFECT
Single Concept Modal
Modal Will Might Should Ought to Had better Future Small probability Recommendation Formal recommendation Warning Concept Examples Joe will travel to NY next week I might move to Canada some day You should go to the doctor We ought to know about first aids I had better study or I will fail the test