Linda Chen(music thought)

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山东省菏泽市单县2023-2024学年九年级上学期1月期末考试英语试题(含答案)

1. These monkeys are in danger. We must protect them.2. I bought an expensive dictionary in the bookstore half an hour ago, but I forgot to take it with me.3. What happened to your best friend on April fool’s day4. I think the camera is the most useful invention. We can use it to take photos.5. The children plan to have a picnic near the lake this Sunday.6. Have a good trip to Xinjiang, Dale.7. Excuse me, may I borrow your eraser8. I’m so sorry that I regret talking back to you, dad.9. Thank you for helping me to work out the problem.10. How far is it from your home to school11. W: When is your father leaving for New York, EdM: He is leaving on New Year’s day.12. W: Hi, Tony, it’s father’s day tomorrow. What would you like to get for your fatherM: I’d like to buy him a tie.W: No, he has too many ties. What about a shirtM: Okay, thanks.13. W: You look worried, Sam, whyM: I’ve lost the key to my bike.W: That’s too bad.14. M: What happenedW: This morning I overslept. When I got to the bus stop, the bus had left. So I wanted to ride my bike. Then I realized it had broken down two days before. Finally, I rushed to school on foot.15. W: Did you see the football match yesterday evening, David M: Oh, I missed it, Alice. By the time I turned on the TV, it had already finished.W: Never mind, it’s just a waste of time.16. Thomas Edison lost his first job. For the next five years, he went around the country from job to job. Finally, Edison went to New York and found a job of fixing machines there. He also made new ones. The owner of the factory liked Edison’s new machines. He gave Edison 40,000 dollars for them. Edison used the money to build a shop in New Jersey. There were many people working for him. But he worked harder than any of them.In 1876 Alexander Bell made a telephone, but it could carry voices only a short way. Later, Edison made a better telephone. It could carry voices a long way.九年级英语参考答案（参考答案仅供参考，不当之处请老师们自行处理）一、听力部分1-5 BCBCA 6-10 BABCC 11-15 ABBCB 16-20 CBBBA（每小题1.5分，满分30分）二、英语知识运用第一节选择填空21-25. BBBCB 26-30. ACBAC（每小题1分，满分10分）第二节完形填空31-35. ABACC 36-40. BACBC（每小题1分，满分10分）三、阅读理解（每小题2分，满分30分）41-45. CBCBA 46-50. CCABC 51-55. ACCCA任务型阅读56. No, he doesn’t.57. He suggested students not to be shy, but brave enough to try.58. 但是我怕在同学面前犯错误。

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三年级新概念英语下册阅读理解专项复习

三年级新概念英语下册阅读理解专项复习班级：__________ 姓名：__________1. 阅读短文，回答问题。

Be quietIt is a rainy Day. Bill and Amy are at home. They are making a cake for their parents. Dad is writing a letter (信).Mum is working. 'There is big noise. Dad and Mum can''t work.' They say, 'Please be quiet. Please go to your room.' Now Bill and Amy are in their room. Oh, Bill is playing the violin. Amy is playing the flute. The noise is bigger (更大了).Their parents can''t work. So they say, 'Go and make a cake instead.'What are Bill, Amy and their parents doing?（1）Bill is.（2）Amy is.（3）Mum is.（4）Dad is.2. 阅读。

Hello! I’m Jack. I’m ten. I like dogs , cats , pandas and elephants. I like blue. My dog is black，but（但是)my pencil box is blue. My eraser is yellow. I like bread, eggs, and milk. I don’t like cake.根据短文内容选择正确答案。

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初一英语人称代词试题

初一英语人称代词试题1.一Is this jacket?一No, it’s not . I think it’s .A．your; my; his B．yours; my; hisC．yours; mine; his D．your; mine; his【答案】D【解析】your人称代词，你的，你们的；my人称代词，我的；his形容词性和名词性物主代词，他的；yours名词性物主代词，你的，你们的；mine名词性物主代词，我的。

句意：这是……的夹克吗？——不，不是……的。

我认为是……的。

结合语境可知第一空用形容词性物主代词作定语，第二空用名词性物主代词做表语，第三空也用名词性物主代词作表语，故选D。

【考点】考查代词辨析2. I enjoyed at his birthday party last night.A．my B．I C．myself D．mine【答案】C【解析】句意: 我昨天晚上在他的生日晚会上玩得很愉快。

enjoy oneself是固定词组，玩得愉快，据句意，故选C。

【考点】考查代词。

3. Miss Zhang teaches ________ Chinese.A．we B．us C．our D．ours【答案】 B【解析】句意：张老师教我们汉语。

A. we我们，主格；B. us我们，宾格；C. our我们的，形容词性物主代词；D. ours我们的，名词性物主代词。

动词teach带双宾语，这里需要用“我们”的宾格做宾语。

故选B。

考点: 考查代词的用法。

4. Mr Wang teaches ____English and we all like him very much.A. weB. ourC. us【答案】C【解析】we人称代词主格，我们；our形容词性物主代词，我们的；us人称代词宾格，我们。

句意：王老师教我们英语，我们都非常喜欢他。

结合语境可知选C。

【考点】考查代词5. He is a good boy. He often helps .A. ourB. usC. we【答案】B【解析】句意:他是一个好孩子。

浙江省四校联考2024-2025学年高一上学期10月月考英语试题

浙江省四校联考2024-2025学年高一上学期10月月考英语试题一、听力选择题1．What did Jenny do recently?A．She bought some clothes.B．She stopped exercising.C．She changed her diet.2．Why hasn’t the man taken a photo of the temple?A．The fog is thick.B．The camera is broken.C．The temple is too far. 3．What is the man?A．An architect.B．A fireman.C．A policeman.4．What are the speakers doing?A．Making a schedule.B．Planning for a meeting.C．Waiting for a train. 5．What are the speakers talking about?A．A hotel.B．A hospital.C．An airport.听下面一段较长对话，回答以下小题。

6．Why does the woman call the man?A．To tell him about an email.B．To change the time to meet.C．To invite him to attend a lecture.7．When does the conversation take place?A．On Thursday.B．On Wednesday.C．On Tuesday.听下面一段较长对话，回答以下小题。

8．What does the woman think of developing a web page?A．Difficult.B．Boring.C．Annoying.9．What will the man do tonight?A．Get all the information online.B．Have pizza with the woman.C．Make a phone call to his cousin.听下面一段较长对话，回答以下小题。

英语教研组活动会议记录(3篇)

第1篇Date: March 15, 2023Time: 2:00 PM - 5:00 PMLocation: School of English, Main BuildingParticipants:- Ms. Lily Zhang, Group Leader- Mr. Tom Green, Deputy Group Leader- Ms. Jane Doe, Teacher of Grade 7- Mr. John Smith, Teacher of Grade 9- Ms. Sarah Lee, Teacher of Grade 11- Ms. Emily Wang, Teacher of ESL- Ms. Linda Chen, Teacher of Advanced Placement English---I. Opening RemarksThe meeting was called to order by Ms. Lily Zhang, the Group Leader. She welcomed all members and expressed her gratitude for their dedication to the English department.---II. Approval of Previous Meeting MinutesMs. Zhang presented the minutes of the previous meeting held on February 1, 2023. After a brief review, the minutes were approved by consensus.---III. Review of Current Syllabus and CurriculumMr. Tom Green, the Deputy Group Leader, led the discussion on the current syllabus and curriculum. He highlighted the following points:- Grade 7 Curriculum: The group discussed the need for more interactive and engaging activities to enhance student participation. Ms. Jane Doe suggested incorporating more group projects and role-playing exercises.- Grade 9 Curriculum: Mr. John Smith pointed out that the current curriculum is heavily focused on grammar and vocabulary. He proposed integrating more literature and cultural studies to provide a well-rounded education.- Grade 11 Curriculum: Ms. Sarah Lee expressed concerns about the pacing of the course. She suggested revising the syllabus to include more in-depth analysis of texts and more opportunities for student discussion.- ESL Curriculum: Ms. Emily Wang discussed the challenges faced by non-native speakers. She recommended providing additional support through one-on-one tutoring sessions and more frequent feedback on written assignments.---IV. Introduction of New Teaching ResourcesMs. Lily Zhang introduced several new teaching resources that the department had recently acquired:- Online Learning Platform: The group discussed the benefits of using an online platform for supplementary learning materials. Ms. Wang suggested exploring how this could be integrated into the ESL curriculum.- Interactive Whiteboards: Mr. Smith proposed using interactive whiteboards to create more dynamic and engaging lessons, especially for grammar and vocabulary lessons.- Literature Collections: The department had purchased a new collection of contemporary literature. Ms. Lee suggested incorporating these books into the Grade 11 curriculum to provide students with diverse perspectives.---V. Professional Development OpportunitiesMs. Chen, the Teacher of Advanced Placement English, informed the group about several upcoming professional development opportunities:- Workshop on Teaching Grammar: A two-day workshop on innovative methods of teaching grammar will be held on April 10-11, 2023. The group agreed to send two teachers to attend.- Summer Institute on English Literature: A summer institute focusing on English literature and its application in the classroom will be held from June 15 to July 1, 2023. Several members expressed interest in attending.---VI. Assessment and EvaluationMs. Zhang led a discussion on the assessment and evaluation process. The group agreed on the following points:- Formative Assessments: More emphasis should be placed on formative assessments to provide ongoing feedback to students. Ms. Doe suggested incorporating quizzes and short writing assignments into weekly lessons.- Summative Assessments: The group discussed the need for clear guidelines and rubrics for summative assessments. Mr. Smith recommended conducting a workshop on assessment techniques for new teachers.- Student Feedback: Ms. Wang proposed collecting student feedback on the assessment process to identify areas for improvement.---VII. AdjournmentThe meeting concluded with a brief review of the main points discussed. Ms. Lily Zhang thanked everyone for their contributions and reminded them of the upcoming deadlines and responsibilities. The meeting was adjourned at 5:00 PM.---Minutes submitted by:Ms. Lily ZhangGroup LeaderSchool of English第2篇Date: March 15, 2023Time: 2:00 PM - 5:00 PMLocation: School of English, Main BuildingChairperson: Dr. Emily ZhangSecretary: Mr. John SmithAttendees: All members of the English Research and Teaching Group---I. Opening RemarksDr. Emily Zhang began the meeting with a brief welcome and introduced the agenda for the day. She emphasized the importance of collaborative efforts in enhancing the quality of English language education within our school.---II. Approval of Previous Meeting MinutesMr. John Smith, the secretary, presented the minutes of the previous meeting held on February 15, 2023. The minutes were reviewed, and all members present agreed to approve them without any amendments.---III. Reports from SubgroupsA. Curriculum Development SubgroupMs. Lisa Wang, the leader of the Curriculum Development Subgroup, reported on the progress made since the last meeting. The subgroup has been working on revising the English curriculum to align with the new national standards. They have completed a draft of the revised curriculum and are currently seeking feedback from faculty members. Ms. Wang requested additional resources to support the implementation of the new curriculum, such as updated textbooks and technology tools.B. Assessment and Evaluation SubgroupMr. Michael Chen, the leader of the Assessment and Evaluation Subgroup, provided an update on the development of new assessment methods. The subgroup has been exploring alternative assessment techniques, including project-based learning and formative assessments, to provide a more comprehensive evaluation of student learning. Mr. Chen highlighted the need for professional development opportunities for teachers to effectively utilize these new methods.C. Technology Integration SubgroupMs. Sarah Liu, the leader of the Technology Integration Subgroup, reported on the progress of integrating technology into English language teaching. The subgroup has successfully piloted a new online learning platform that allows students to access course materials, submit assignments, and participate in discussions. Ms. Liu encouraged all members to explore the platform and provide feedback to improve its functionality.---IV. Main Agenda: Enhancing Student Engagement in English Language LearningDr. Zhang introduced the main agenda for the meeting, which focused on enhancing student engagement in English language learning. She presented a brief overview of current trends in student engagement and highlighted the importance of creating an interactive and student-centered learning environment.A. Discussion on Interactive Teaching MethodsThe group engaged in a lively discussion on various interactive teaching methods that could be implemented in the classroom. Suggestions included:- Flipped Classroom: Encouraging students to watch instructional videos at home and using class time for activities and discussions.- Group Work: Assigning collaborative projects that require students to work together to achieve a common goal.- Gamification: Incorporating game elements into lessons to make learning more enjoyable and competitive.B. Student Feedback and SurveysMr. Smith presented the results of a recent student survey on English language learning. The survey revealed that students preferred more interactive and practical learning activities. The group discussed ways to incorporate student feedback into teaching practices, such as creating a student feedback loop and conducting regular surveys.C. Professional Development OpportunitiesDr. Zhang suggested organizing a series of professional development workshops to enhance the skills of English language teachers. These workshops could focus on topics such as student engagement, technology integration, and assessment techniques. The group agreed to form a committee to plan and execute these workshops.---V. Open ForumMembers were given the opportunity to raise any issues or concerns related to English language education. Several topics were discussed, including:- Resource Allocation: Concerns were raised about the availability of resources, such as textbooks and classroom materials, for English language teaching.- Teacher Support: Suggestions were made to provide more support for teachers, including mentoring programs and regular training sessions.- Parental Involvement: The importance of involving parents in the English language learning process was emphasized.---VI. Next Steps and Action ItemsDr. Zhang summarized the key points discussed during the meeting and outlined the next steps and action items:- Curriculum Development Subgroup: Finalize the revised curriculum and submit it for approval.- Assessment and Evaluation Subgroup: Develop a plan for professional development workshops on alternative assessment methods.- Technology Integration Subgroup: Continue to refine the online learning platform and provide training for teachers.- All Members: Share the meeting minutes and action items with their respective departments and collaborate on implementing the proposed changes.---VII. AdjournmentDr. Zhang thanked all members for their participation and contributions to the meeting. The meeting was adjourned at 5:00 PM, with the understanding that the group would continue its efforts to improve English language education at our school.---End of Meeting MinutesSignature: Dr. Emily ZhangDate: March 15, 2023第3篇Date: [Insert Date]Time: [Insert Time]Location: [Insert Location]Attendees: [List all attendees, including names and positions]Chairperson: [Name of the chairperson]Minutes Taker: [Name of the person taking the minutes]---I. IntroductionThe meeting was called to order at [Insert Time] by the chairperson, [Name of the chairperson]. All attendees were present and the meeting agenda was reviewed.II. Approval of Previous MinutesThe minutes from the previous meeting held on [Insert Date] were reviewed. [Name of the minutes taker] read the highlights of the previous minutes. After a brief discussion, the group voted to approve the minutes with a unanimous consent.III. Welcome and Introductions[Name of the chairperson] welcomed everyone to the meeting and requested each attendee to introduce themselves. The introductions were brief, allowing everyone to become more familiar with the group members.IV. Presentation on Current Curriculum Trends[Name of the presenter] presented on the latest trends in English language teaching and curriculum development. The presentation covered the following key points:1. Technology Integration: The importance of incorporating technology into English language teaching was emphasized. The presenter showcasedvarious online platforms and tools that can enhance classroom learning experiences.2. Flipped Classroom Model: The benefits of the flipped classroom model, where students engage with content outside of the classroom and spend class time on interactive activities, were discussed.3. Globalization and Cultural Competence: The increasing importance of global perspectives in English language teaching was highlighted, with a focus on developing cultural competence in students.4. Assessment and Evaluation: The presenter shared insights on new assessment methods and evaluation techniques that promote critical thinking and authentic learning.V. Group Discussion on Curriculum DevelopmentFollowing the presentation, the group engaged in a lively discussion on curriculum development. The following points were raised:- Need for Continual Updating: The group acknowledged the need to regularly update the curriculum to reflect current trends and changes in the field of English language teaching.- Balancing Traditional and Innovative Methods: Members discussed how to effectively balance traditional teaching methods with innovative approaches to keep students engaged and motivated.- Inclusive Curriculum: The importance of creating an inclusive curriculum that caters to the diverse needs of students was emphasized.- Professional Development: The need for ongoing professional development for teachers to stay abreast of the latest teaching strategies and techniques was highlighted.VI. Report on Student Progress and Challenges[Name of the teacher] reported on the progress of students in various English language courses. The following points were discussed:- Student Performance: The group analyzed student performance data, identifying areas where students are excelling and areas that require additional support.- Challenges: Challenges such as limited access to technology and diverse language backgrounds were discussed.- Intervention Strategies: Potential intervention strategies were proposed to address the challenges faced by students.VII. Planning for Upcoming Events and ActivitiesThe group discussed upcoming events and activities that the English教研组 could participate in or organize. The following were highlighted:- Workshops and Seminars: The possibility of hosting workshops and seminars on current teaching methods and technology integration was discussed.- Student Events: The planning for upcoming student events, such as English language competitions and cultural festivals, was reviewed.- Collaboration with Other Departments: The potential for collaboration with other departments to offer interdisciplinary courses was explored.VIII. AdjournmentThe meeting was adjourned at [Insert Time]. The chairperson thanked everyone for their participation and encouraged continued collaboration and communication among the group members.IX. Action Items- [Name of the responsible person] will coordinate with [Name of the person] to organize a workshop on technology integration in English language teaching.- [Name of the responsible person] will gather information on upcoming student events and report back to the group.- [Name of the responsible person] will compile a list of potential intervention strategies for student challenges and present it at the next meeting.End of Minutes[Name of the minutes taker][Date]---Note: This is a sample meeting minutes template and should be adapted to fit the specific details and needs of the English教研组.。

A Theory of Adaptation. By Linda Hutcheon

discourse whose “literariness” can be studied (18). Several chapters are stunning in the scope and development of their argument—most notably, to my mind, the ﬁ nal four chapters dealing with “Critical Practices.” Beyond the stellar quality of the book in general, I particularly enjoy Culler’s commitment to a position—for instance, his anxiety about studying the notion of omniscience “while observing a president who . . . manifestly thinks he has nothing to learn from anyone, and is convinced of the infallibility of his judgment of evil in its accordance with God’s” (184), and, elsewhere, his dismissal of Denis Dutton’s simple-minded thinking with which I’ll conclude this review. Dutton, an analytic philosopher, edits Philosophy and Literature , which annually conducts its Bad Writing Contest, an award based on “a sentence or two” and given to a published work that obfuscates ideas through “jargon-laden prose” which “sug-gests but never delivers genuine insight” (208). Culler properly turns the screw: “I think this is complete rubbish, actually. I wonder who it is who has failed to do serious intellectual work” (208). Culler’s book works wonders, indeed.John DolisPenn State University, ScrantonA Theory of Adaptation . By Linda Hutcheon. New York: Routledge, 2006. xvi + 232 pp. $22.95.Linda Hutcheon’s new book on adaptation begins with the statement, “[a]dapting is a bit like redecorating,” which is an apt description of what is happening across the media landscape today. Interior design shows have revitalized countless homes with new paint and selective staging, bestselling novels have revisited familiar characters and settings without their original authors, ﬁ lm narratives move from the screen to the stage then back to the screen in a few short years, and video games extend classic ﬁ lms and television programs in order to allow gamers to navigate (and often shoot their way) through familiar cinematic environments. With an understanding of this new terrain, A Theory of Adaptation supplements comparative adaptation theory with a critical overview of the entire process of adaptation—the what, who, why, how, where, and when of media incarnations based on previous works. comparative literature studies, vol. 45, no. 3, 2008.Copyright © 2008. The Pennsylvania State University, University Park, PA.C O M P A R A T I V E L I T E R A T U R E S T UD IE S404405B O O K R E V I E W SIn doing so, Hutcheon stages a new approach to evaluating the adaptation that considers not only narrative strategies, but also the mediums in which they are presented.The structure of the book provides a concise overview of the exchanges that occur during the process of adaptation across various media forms. Following the lead of Robert Stam, Hutcheon moves the argument about adaptation beyond ﬁ delity, which seems primarily invested in chasing loss, into far more productive critical territory. The ﬁ rst section of the book addresses issues of audience reception related to adapted works. What makes this approach unique is that Hutcheon is interested in understanding the experience of adaptation. She notes: “Part of this pleasure, I want to argue, comes simply from repetition with variation, from the comfort of ritual combined with the piquancy of surprise” (4). Hutcheon identiﬁ es a primary industrial imperative within the contemporary entertainment industry, which is a pattern of repetitive media consumption across a range of forms. For this reason, adaptations dominate the media landscape from video games to television spin-offs to webisodes, establishing what producers hope will be an ongoing entertainment experience without boundaries. Hutcheon draws us into a study of the “politics of intertextuality” (xii) in order to understand that adaptations exist not in a hierarchy of source material and recreation, but rather as works that are in dialogue.Chapter 2 covers the exchanges between telling and showing in r elation to media speciﬁ city. Hutcheon gives special attention to the aspects of per-formance, speciﬁ cally interpretations encompassing gesture, dialogue, and the voice—areas of media studies that have often been neglected in the past. She even extends this analysis of gesture into the area of video games, which is highly relevant to this emerging entertainment form and new media theory. Subsequently, chapter 3 deals with the “who” and “why” of the adaptation, speciﬁ cally considering authorship as “interpretation” with the understanding that media production is collaborative on every level. Hutcheon presents this analysis against the backdrop of intellectual property concerns, speciﬁ cally the legal constraints related to availability of rights, even with works in the public domain. The “why” of adaptation is expanded to consider the nature of cultural capital. For example, media producers must constantly evaluate the viability of an adaptation through an understanding of the audience’s previous awareness of a story and often match this with the institutional imperatives of the distributors, whether that might be PBS or a speciﬁ c theatrical company, which caters to speciﬁ c demographics or audiences. The ﬁ nal chapters of the book address the how, when, and where of the adaptation process, in which Hutcheon connects adaptation to the larger cultural ﬁ eld, speciﬁ cally to celebrity, current events,406C O M P A R A T I V E L I T E R A T U R E S T UD IE Sand transcultural considerations of race and gender. This analysis becomes p articularly important as Hollywood reaches beyond its borders to borrow stories from other nations to create ﬁ lms like The Departed and V anilla Sky.Hutcheon avoids extended case studies, opting instead for examples drawn from many sources in a form of meta-analysis. This approach is simultaneously a strength and weakness. Overall, the author demonstrates an extensive com-mand of examples from novels, the stage, ﬁ lm, and even radio and theme parks, but an extended examination of one or two of these areas might have served as a model for future analysis by students and scholars. The attention paid to this range of works will undoubtedly provoke dynamic and shifting debates within seminars at both the undergraduate and graduate level. For the general reader, The Theory of Adaptation asks audiences to think not just about which was better, the book or the ﬁ lm (or the video game or the theme park ride), but rather what is this process saying about “the human imagination” (177).William WhittingtonUniversity of Southern CaliforniaRomantic Theory: Forms of Reﬂ exivity in the Revolutionary Era. By Leon Chai. Baltimore: Johns Hopkins University Press, 2006. xx + 283 pp. $55.00.The nine chapters of this thoughtful portrait of the Romantic period survey key transformations in European thought in the wake of the French Revolu-tion. According to Leon Chai, the writing as well as the scientiﬁ c research of the period are best understood through their explicitly articulated rela-tionship with the process of thinking, or with a mode of reﬂ exivity that can be associated with “theory.” However, because his paradigm is broad, Chai identiﬁ es several tendencies unique to the “revolutionary era,” writing, for example, that “the dominant topoi” of high Romantic theory include “the spatial treatment of concepts, the primacy of development over concepts, and, ﬁ nally, the creation of metatheory” (xiv). These are taken as symptoms of the Romantic turn and as the deﬁ ning foundations of contemporarycomparative literature studies,vol.45, no.3, 2008.Copyright © 2008. The Pennsylvania State University, University Park, PA.。

小学六年级下册英语综合能力测试题及答案

小学六年级下册英语综合能力测试题及答案一、语音找出划线部分发音不同的一项(每小题1分，共5分)( ) 1 A .sun B .but C. student D. unhappy ( ) 2 A .school B .fool C.look D .afternoon( ) 3 A .pair B .dear C .near D .hear ( ) 4 A .read B. peach C. bread D. season( ) 5 A. young B.house C .mouth D. count二、词汇(共15分)A 找出不同类的一项(5分)( ) 1 A .excited B. classroom C. happy D. angry ( ) 2 A .flew B. toothache C. cold D. fever( ) 3 A. swimming B. having C. fishing D. thing ( ) 4 A .bigger B.brother C .smaller D .funnier( ) 5 A. cleaned B. went C .tired D. sang ( ) 6 A .longer B. shorter C. her D. heavier( ) 7 A .class B. feet C. fingers D .ears ( ) 8 A .bus B .climb C .subway D. train( ) 9 A.his B.its C.them D.mine ( ) 10 A. orange B .coffee C. water D. hamburgerB.根据要求写单词(5分)1. tall 的反义词___________2. make 的过去式________3. peach 的复数形式________4. heavy的比较级________5. five 改成序数词__________C. 根据所给词的适当形式填空(5分)1 Look at those ,they are so lovely.(child)2 Look! Some people are __________ in the river.(swim)3 My mother bananas very much,but I don’t like bananas. .(like)4 He can English very well,because he studies hard(努力学习) . (speak)5 She _______ to a park to fly kites with her friends last weekend.(go)三、选择填空(每小题1分，共15分)( ) 1 The little girl can many beautiful songs. A sing B sings C sang D.singing( ) 2-- will the party on July 20? –Yes,Miss Wang will come to it. A.is B.am C. was D. be( ) 3 ChenJie listening to music,but she doesn’t ____ singing.A like;likesB likes;likeC liked;like D. liked;like( ) 4 –Our new English teacher is Nanjing. -- I hear Nanjing is a big city in China.A .at B. of C. from D. to( ) 5-- It’s 5:00 p.m.. It’s time go home. --OK,let’s go. A for B to C at D. on( ) 6 --I Chinese hard last year. --But you are not studying hard now.A .study B. am studying C. was studying D. studied( ) 7 --I hope you will feel soon. –Thank you. A well B better C good D.best( ) 8 Who are you going to Beijing? A. for B. with C on D.and( ) 9 Your brother is younger,but he is much___. A. weaker B.older C. happy D. stronger( ) 10 We some sweet dumplings yesterday evening. A eat B eats C ate D.were eating( ) 11 She didn’t any vegetables. She had some fruit .A .have B. has C .had D.haves( ) 12 There a strong wind last night. Ais B. are C .was D.were( ) 13He is going to Shanghai this weekend . A .visits B visiting C visited D. visit( ) 14 My brother often ___a bus to school,but yesterday he ____ to to school by bike.A. take; goB. takes; goesC. took; wentD. takes; went( ) 15 –Listen!Who ____ in the next room? -- My parents.A. talkB. talksC. are talkingD. is talking四、从方框中选出合适的句子填入下面的对话中。

新视野大学英语读写教程(第三版)第二册课文语法讲解Unit4

新视野三版读写B2U4T e x t AC o ll e g e s w ee t h ea r t s1 I smile at my two lovely daughters and they seem so much more mature than we, their parents, when we were college sweethearts. Linda, who's 21, had a boyfriend in her freshman year she thought she would marry, but they're not together anymore. Melissa, who's 19, hasn't had a steady boyfriend yet. My daughters wonder when they will meet "The One", their great love. They think their father and I had a classic fairy-tale romance heading for marriage from the outset. Perhaps, they're right but it didn't seem so at the time. In a way, love just happens when you least expect it. Who would have thought that Butch and I would end up getting married to each other? He became my boyfriend because of my shallow agenda: I wanted a cute boyfriend!2 We met through my college roommate at the university cafeteria. That fatefulnight, I was merely curious, but for him I think it was love at first sight. "You have beautiful eyes", he said as he gazed at my face. He kept staring at me all night long. I really wasn't that interested for two reasons. First, he looked like he was a really wild boy, maybe even dangerous. Second, although he was very cute, he seemed a little weird.3 Riding on his bicycle, he'd ride past my dorm as if "by accident" and pretendto be surprised to see me. I liked the attention but was cautious about his wild, dynamic personality. He had a charming way with words which would charm any girl. Fear came over me when I started to fall in love. His exciting "bad boy image" was just too tempting to resist. What was it that attracted me? I always had an excellent reputation. My concentration was solely on my studies to get superior grades. But for what? College is supposedto be a time of great learning and also some fun. I had nearly achieved a greateducation, and graduation was just one semester away. But I hadn't had any fun; my life was stale with no component of fun! I needed a boyfriend.Not just any boyfriend.He had to be cute. My goal that semester became: Be ambitious and grab the cutest boyfriend I can find.4 I worried what he'd think of me. True, we lived in a time when a dramatic shiftin sexual attitudes was taking place, but I was a traditional girl who wasn't ready for the new ways that seemed common on campus. Butch looked superb! I was not immune to his personality, but I was scared. The night when he announced to the world that I was his girlfriend, I went alongwith him. And then I suddenly thought: "Oh my gosh! Am I his girlfriend? How did that happen?" Then he whispered sweet words in my ear and said, "I'm going to marry you one day and I will be a lawyer. You will see."5 I was laughing inside and said to myself, "I'd never marry this guy. He's a rebel without a good future. He's my boyfriend because I hate my boring student life. I just want to have fun."6 Sure enough, the following month, I found out he had failed all hiscourses. Consequently, he was going to be expelled from the university. To my disgust, he seemed resigned to his fate. I knew there was hope, so I led him to the college secretary for reconsideration.7 "You are going to graduate with a BA in politicalsciencefrom UPenn and proceed to the College of Law," I told him, lodging an appeal on his behalf, which was approved. Butch was granted reconsideration. And, once we became steadies, he coordinated his studies and social life, passingall of his classes. He eventually studied law.8 Despite Butch's somewhat wild character, at his core, he is always a perfect gentleman and deserves a lot of credit for that.True, he'd sometimes take the liberty of displaying his love by planting a kiss on my lips right in front of my astonished friends who watched and disapproved. But the truth is we had a pure and responsiblerelationship for seven full years. Sitting by the palm trees, hand in hand, we would listen to romantic songs, watch the sunset, and weave dreams of being together with children of our own, forever.9 Two years passed in a blur. One day, Butch took me by surprise ashe knelt down and proposed marriage holding a dozen red roses! Filled with deep emotion, I confessed my love for him, "How roooomaaaantic!!" Then my brain woke up from fantasy land. I cried out, "Good heavens. No! We're too young to tie the knot. We haven't even graduated from college yet!" I really loved him but was pessimistic about our chances for success.10 We married five years later.11 Our faithful journey of love and learning took us down rocky roads of hardship and on smooth easy-going highways. It is a long, romantic, sometimes crazy, love story that sums up a 29-year long honeymoon togetheras a couple who are still madly in love with each other. Our love commenced with a casual attraction but bloomed into a mature love and rich life.L a ngu a g e P o i n t s:1I s m il e a t m y t w o l o v e l y d a ugh t e r s a nd t h e y s ee m s o m u c h m o r e m a t u r e t h a n w e, t h e i r p a r e n t s,w h e n w e w e r e c o ll e g e s w ee t h ea r t s.(Pa r a.1)Mea n i ng b e y ond w o r d s:Married to her college sweetheart,the author now is happy with her family and two grown daughters.N o t e:College sweethearts refer to someone with whom one is in love and by whom oneis loved at college;sweetheart is equivalent to lover,darling,beloved,or dear.For example:Well done,sweetheart,we are all so proud of you.做得好，宝贝，我们以你为荣。

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Linda Chen
Mr.Kramer
Christian thought
13 September

Am I Wrong
- Christian thought

In my opinion, this is a song which is talking about dreams and faith.
As humans in this world, there must be some troubles sometimes. Some people may think that
life is boring. Every day looks like the same. People’s thoughts never change day after day. They
don’t even know their value. This world is always full of confusion. The singer asked whether it is
wrong to change the situation, whether others will compare him.
But on the other hand, there is nothing absolute.Every cloud has a silver lining.
When I'm standing in the dark, I'll still believe, someone's still watching over me. Faith is the
lighthouse that guides us whenever we need it. Faith is the listener. God knows how to cheer us up
when we are down.Faith is the sunshine. We can’t touch it, but it is necessary in the daily life.
Once one has their faith, they will have their clear views about the world. The world is
different everyday. Faith helps us to make friends, while communicating with others, most of us can
be enlightened, and figure out the problem that puzzles us.
If we love ourselves, nothing can defeat us. What destroys us at last, usually is our timidity.
We shouldn’t care about others’ voices, just follow our heart. Nothing is wrong. Although it’s not
the best way, the experience we have will also be the wealth.Thus,love ourselves, love the world.
“So am I wrong for thinking that we could be something for real?”
“Am I wrong for trying to reach the things that I can't see?”
No,you are not wrong.
The most important thing is that the mind likes to cling to things that don't have an
essence.We can make it real. We can be the person who touches the highest sky.The truth is always
hard to understand.So are dreams, so is faith. Trying one’s best should be the most important
way.We don’t need to look back.God is always behind us.
How can we define what’s wrong and what’s right? Change the way that we look at the world.
How we live depends on how we feel. Let ourselves enjoy the life which is full of love, passion,
dreams, happiness, faith. That’s will be perfect.
God helps us to be true.God gives us support,God won’t leave us alone.I can feel this. We
cannot give up our faith.We should love ourselves,we should have our dreams. We can find the way
that is different from others.
We can be unique, it’s not wrong.