兩個基本原理

試題詳情

N次獨立重復試驗恰有K次發(fā)生的概率

例1變式

甲乙丙三人各射擊一次，三人擊中目標的概率都是0.6，求其中恰有一人擊中目標的概

率和目標被擊中的概率。          （0.288）       （0.936）

例2變式1

如圖，每個開關閉合的概率都為0.7，計算這段時間內線路正常工作的概率。    0.6811

變式2

如圖，每個開關閉合的概率都是0.7，計算這段時間內線路正常工作的概率。 

  (提示：反向思考較為簡單。（0.847）)

3、甲乙兩戰(zhàn)士向同一目標各射擊一次

   設A={甲戰(zhàn)士射中目標}  B={乙戰(zhàn)士射中目標}

（1）       甲乙兩戰(zhàn)士同時射中；

（2）       甲乙兩戰(zhàn)士中至少有一人射中；

（3）       甲乙兩戰(zhàn)士中恰有一個射中。

強化訓練

1、一袋中有8個白球，4個紅球，另一袋中有6個白球，6個紅球，從每袋中任取一個球，問取得顏色相同的球的概率是多少？     （1/2）

2、從甲乙丙三種零件中各取1件組成某產(chǎn)品所有三零件必須都是正品，所得產(chǎn)品才是合格品，已知三種零件的次品率分別是2%、3%、5%，求產(chǎn)品的次品率？（結果保留四位有效數(shù)字）          （0.0969）

3、某戰(zhàn)士射擊中靶的概率為0.99，若連續(xù)射擊兩次，求：

（1）       兩次都中靶的概率；           （0.9801）

（2）       至少有一次中靶的概率；        (0.9999)

（3）       至多有一次中靶的概率。        (0.0199)

4、甲乙兩高射炮同時向一架敵機射擊，已知甲擊中敵機的概率是0.6，乙擊中敵機的概率為0.5，求

    （1）求敵機被擊中的概率；           （0.8）

     （2）已知甲乙兩炮都擊中敵機時，敵機才墜毀，求敵機墜毀的概率。        （0.3）

5、甲廠生產(chǎn)的脫粒機，每臺連續(xù)使用不少于10年的概率是2/5，乙廠生產(chǎn)的脫柴油機，每臺連續(xù)使用不少于10年的概率是3/5，將一臺脫粒機與一臺柴淚機配套使用，求下列各事件的概率：

（1）       A（脫粒機與柴油機的連續(xù)使用期都不少于10年）；   6/25

（2）       B（只有脫粒機的連續(xù)使用期不少于10年）         4/25

（3）       C（至少有一臺機器的連續(xù)使用期不少于10年        19/25

6、有4名學生參加體育達標測驗，4人各自合格的概率分別是1/3，1/4，1/5，1/6，求以下的概率：

   （1）四人中至少有二人合格的概率；         43/180

   （2）四人中恰好只有二人合格的概率。       71/360

歡迎您訪問“俊秀之家”

試題詳情

Saving The Earth

October 16,2000
　　By Zhaoxiang Zhou
　　I.  Teaching focus
　　1.Realize the damage caused to the world and figure out the reasons.
　　2.Find ways to stop the earth from being polluted by discussing in groups.
　　II.Teaching approaches
　　Elicitation, Mutual Interaction
　　III.Teaching aid
　　Interactive multimedia teaching
　　IV.Teaching process
　　Step  1   Revision
　　1.  Check note-making
　　Earth: not enough rain, too many cattle, cutting down trees, strong winds
　　Air:  smoke from factories, power stations, cars, chemical rain, accidents at power stations and factories
　　Water: waste from factories and cities
　　Step  2   Presentation
　　1． Present a series of images depicting the natural beauty of the earth, then the pollution. Highlight the sharp contrast between them. Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.
　　2． Study the map on the textbook, then scan the passages to figure out where on the world atlas the damage has happened. Encourage the students to give out their point of view toward the pollution issue.   
　　Step  3   Audiovisual Learning
　　The students watch a video on the text, then do the following true or false questions.
　　1.     Many parts of the world with large population and plenty of crops have become deserts.   T
　　2.  Land may become poor if farmers do not limit the numbers of their cattle.   T
　　3.  Good soil is gradually lost these days as trees are being cut down.    T
　　4.  Air pollution and water pollution are the two causes of the problem that many parts of the world have become deserts.   F
　　5.  Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain.    F
　　6.  After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged. F
　　7.  The writer to explain how water is polluted uses the examples of the accidents in both India and Russian.   F
　　8.  Once oceans are polluted, they are not able to clean themselves.  F
　　Step  4   Intensive Reading
　　Read the passages again for some detailed information
　　1.       To say something about the damage that is caused to the world by pollution, using the information from the text. Try to present possible ways to help solve the problems.
　　Phenomena
　　Causes
　　Suggestions
　　E
　　A
　　R
　　T
　　H
　　The area of desert is growing every year.
　　Cattle eat grass.
　　Limit the number of the cattle.
　　Good soil is gradually lost.
　　Trees being cut down; strong winds blowing the valuable soil away.
　　Plant more trees and try to protect them.
　　A
　　I
　　R
　　Air is being polluted.
　　Factories, power stations and cars produce a lot of waste.
　　A lot of things have to be done to reduce pollution. New laws should be passed and people should realize how serious the problem is.
　　A lot of people died from polluted air in both Russia and India.
　　There were serious accidents that polluted the air.
　　Trees in the forest are destroyed and fish in the lakes are killed.
　　Chemical rain.
　　W
　　A
　　T
　　E
　　R
　　In some places it’s no longer safe for swimming, nor is it safe to eat the fish.
　　Factories and cities produce a lot of waste.
　　Same as above.
　　Lake Baikal, which used to be cleanest I the world, s now polluted.
　　Waste produced from a chemical factory.
　　2.to summarize the text by giving the main idea of each passage.
　　Earth:
　　The area of desert is growing and good soil is gradually lost.
　　Air:
　　Chemicals in the smoke cause a lot of damage and serious accidents took place
　　from time to time.
　　Water:
　　Water pollution is caused by man’s waste.  The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil.
　　Step  5   Discussion
　　Appoint one student to host the discussion. The rest of the class fall into groups of 4, changing ideas on the following question.  
　　(1)What kind of pollution can you think of?
　　(2)Why trees are important?
　　(3)What are the causes of water pollution?
　　(4) What can be done to stop land from becoming into desert?
　　(5) What else do we know about the problems that the earth is facing?
　　(6) What steps should we take to save the earth?
　　Step   6   Role play
　　The students take turns to play the role of a newspaper reporter, making interviews with heads of factories (e.g. A papermaking factory) which are seriously polluting air and/or water. Record the interviews and compose a report.
　　Step   7  Assignment
　�。�1）Read the additional materials about pollution and do the reading comprehension exercises.
　�。�2）Finish the report.
　　Thanks for attending this class!
　　_____________________________________________________________________________--__
　　資料    我國環(huán)境污染現(xiàn)狀令人擔憂
　　據(jù)專家估計，中國每年因環(huán)境污染造成的損失達到二千八百三十億元人民幣，其中，僅水污染一項，估計一年造成經(jīng)濟損失約五百億元。
　　據(jù)香港《東方日報》報導，自六十年代至今，中國有環(huán)境監(jiān)測的四百三十二條大小河流中，八成受到不同程度的水體污染，其中大江河經(jīng)過城鎮(zhèn)河段的占二成，支流受污染的占六成，全中國二千八百多個湖泊，凡能接納城鎮(zhèn)污水的，大多出現(xiàn)水體負氧化現(xiàn)象。由于地下水過度開采，京津滬大面積出現(xiàn)土地沉降一點五公尺至二公尺，桂林溶巖區(qū)三十米地下水重金屬超標十至二十倍。
　　大氣污染造成的經(jīng)濟損失約為二百億元，由于城市燃煤、工廠排放廢氣及汽車死氣污染，大氣中二氧化硫、一氧化碳等有毒懸浮微粒彌漫在城市上空，空氣污染導致許多城市肺癌死亡率增至萬分之二，全國酸雨覆蓋面積已達百分之三十，所有這些損失加起來也等于二百億元。
　　而生態(tài)環(huán)境破壞和自然災害造成的損失估計高達二千億元，森林覆蓋率由四九年的三成左右，現(xiàn)已下降至不足一成四，草原的嚴重退化，水土流失面積達一百五十五萬平方公里，占國土面積的百分之十六。
　　同時，城鎮(zhèn)建設卻仍以每年侵占一百五十萬公頃土地的速度發(fā)展，破壞自然生態(tài)平衡，加上自然災害帶來的損失，每年至少損失二百億元。
　　其他污染如固體廢物排放、噪音污染等造成的損失也高達一百三十億元。
　　專家分析表示，造成環(huán)境污染引起的經(jīng)濟損失原因眾多，但國家工業(yè)規(guī)劃布局失誤，調控措施不力和公民環(huán)保意識不強是主要原因。

試題詳情

American English

教學目標

1. vocabulary:

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

2. Oral English:

      1) Would you please say that again more slowly ? 你能慢慢地再說一遍嗎?

      2) Pardon ? 你說什么?

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

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

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

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

3. 語法：學習直接引語和間接引語

教學建議

對話分析

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

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

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

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

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

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

重點知識講解

1.difficulty n.困難，艱難，難事；有可數(shù)名詞和不可數(shù)名詞兩種用法?

①用作不可數(shù)名詞，意為"困難、艱難"，常用在以下句型中

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

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

    I had no difficulty in learning English.

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

    ②用作可數(shù)名詞，表示具體的困難，意為"難事，難點，困境，難處"。

    This book is full of difficulties.

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

2. come about

      這是一個不及物動詞短語，其意思是（happen）“發(fā)生”，“造成”。與happen一樣，沒有被動語態(tài)。

     （１）You failed the exam. How did it come about? 這次考試你怎么不及格？

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

     有時候很難說出口角是怎么引起的。

△聯(lián)想 come 構成的短語有：

       come across偶然遇到；come to do 開始做……； come along一道去、快點、過來；come true 變成現(xiàn)實；come from 來自、出生于；come near 臨近；come to an end 結束；come down 下來、流傳下來；come into use 開始使用；come back 回來、回想；come into power 上臺；come out 出來、長出、被出版；come into being 產(chǎn)生；come on 進行、進展、趕快、來！加油；come to oneself 蘇醒；come up 發(fā)生、被提出、長出、發(fā)芽。

３. And so on

 該詞組用于列舉事物，一般放在句末（但是不完全列舉。）意為“等等”，“如此等等”。如：

      （1）Vegetables are potatoes, beas, cabbages and so on.蔬來有土豆、豆子、白萊等等。

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

            他們問我姓什名誰，家住哪里，父母是何人，等等。

4. more or less這是個固定詞組，意為( about, almost, nearly) 大約，或多或少，大體上。在句中作狀語，可放在修飾詞之前，也可放在句末，用逗號與句子分開。例如：

   （1）The work is more or less finished.　這項工作大體完成了。

   （2）The trip will take ten days more or less. 這次旅行約需十天時間。

（3）I hope my advice will be more or less helpful to you.希望我的建議對你多少有些幫助。

5. When do you take your next exams?

    1) 注意exam / examination 同動詞的搭配：

    take / have an exam (學生參加考試)；give（students）an exam 老師考學生；

            hold an exam 舉行考試；          pass an exam 考試合格；

            fail (in ) an exam 考試不合格

    2) 注意本句中用一般現(xiàn)在時表示一般將來時。有這種用法的動詞有：take, begin, get, go, start, leave等，表示按計劃或時刻表將要發(fā)生的事情。如：

            When does the winter holiday begin? 寒假什么時候開始？

            The plane takes off at 9:30 a. m. 飛機上午九點三十分起飛。

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

  I have some difficulties with pronunciation.

difficulty即可作不可數(shù)名詞，又可作可數(shù)名詞，意為“困難”，用于下列句式：

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

其中介詞in可省略。它表示“在做某事時有困難”、“在……方面費勁”。difficulty前可用some, great, much, little, no等詞飾飾。例如：

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

            known in this area.

b. have + difficulty/difficulties + with sth. 名詞前用介詞with,不用in, 且with不可省略。例如：

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

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

            d. do sth. with/without any difficulty

            e .find difficulty (in) doing sth.

例如：

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

                 要給他解釋清楚真費了不少勁。

  （2）I find some difficulty (in) learning Russian. 我覺得學俄語有些困難。

  （3）He finished his homework without (any) difficulty.他毫不費力地完成了家庭作業(yè)。

  （4）His English was very bad and he spoke with difficulty.他的英語很差，說起來很吃力。

7. At first, the language stayed the same as th language used in Britain. 起初這種語言同在英國使用的語言仍然相同。

    But Americans still talk about “fall” just as people do in some parts of western English. 但是美國人還是說 “fall” , 就像英格蘭西部有些地區(qū)的人說 “fall”一樣。

    1）stay

      在句中相當于連系動詞，意為“保持某種狀態(tài)”；相當于keep的意思，通常接形容詞作表語，無被動語態(tài)。它還可以用作不及物動詞，表示“停留”等，例如：

    The shop stayed open till 6 o’clock. 這家商店一直營業(yè)到六點。

    句式一：stay + 形，維持（……的狀態(tài)）。如：

       The windows stayed open all the night.

   句式二：stay(+副)，停留（在某處）。如：

       You should stay in bed.

   句式三：stay (+ 副)，留宿，客居，暫住。如：

    How long did you stay in New York?

   2）the same as / the same …as 是“和……一樣”的意思。在same之前總要加定冠詞the。 as 是關系代詞，引導限制性定語從句，as 在定語從句中作主語、賓語或表語。as 從句可用省略形式。如：

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

  這和建那座橋所用的材料一樣。（as 作主語）

    3）just as 意為“正如，恰似”，as 是連詞，引導一個方式狀語從句，有時也可引導表語從句。如：

    She loves singing just as her mother did. 她喜歡唱歌，正像她媽媽過去喜歡唱歌一樣。

    Jack didn’t feel just as his wife did. 湯姆并不像他妻子感受的那樣。（引導表語從句。）

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

“Would/will you please. . . ?”是婉轉提出要求時的禮貌用語，用would比用will更加禮貌，多用于對陌生人或長輩說話的場合。注意該句型后接動詞原形，肯定回答：Yes,  I will. / Sure, / All right. Certainly. / Yes, please. 否定回答：No, I won’t. / I’m sorry, but I can’t. / No, thank you.

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

in 作介詞，表示比例、比率，例如：

One in ten students could solve the problem.

10．I know only a little English. 我只懂一點英語.

      little 作"少"解，有否定的意味，即"少得幾乎沒有"（almost no）的意思，a

      little雖然也作"少"解，但有肯定的意味，"即雖少但還有一點"的意思.而only a little 卻是否定的.和little 同義,在非正式文體中一般用only a little來代替little.

試比較下列對話：

     A：I'm thirsty. Can you give me some water to drink? 我渴了，給我一點水喝好嗎？

     B：Sure. There is a little water in the bottle. Take  it.好的，瓶里還有一點水，拿去吧。

     A：I'm thirsty. Can you give me some water to drink?我渴了，給我一點水喝好嗎？

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

1．no longer 與no more

  這是一對近義詞，都作“不再”、“再也不”（for no further period of time ）解，一般可通用。

１）no more一般位于句末或句首，而no longer則可用于實義動詞之前，助動詞或連系動詞之后，或者位于句尾。例如：

     （1）He still smoked, but he drank no more. 他還在吸煙，但不再喝酒了。

     （2）They are no longer staying with us.  他們不再跟我們住在一起。

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

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

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

3）no more (not. ..any more)

     強調數(shù)量和程度，表示動作不再重復，一般指把現(xiàn)在的情況將來對比，即“現(xiàn)在如何如何，將來不再這樣(now, but not in the future)”. no longer(not. . .any longer)

     強調時間，表示動作不再延緩，一般是現(xiàn)在的情況同過去對比，即“過去如何如何，現(xiàn)在不再這樣(once, but not now) 。”

   例如：

    （1）She is not a child any longer.

            = She is no longer a child. 她再也不是個孩子了。

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

            = I'll do such stupid things no more.  我（今后）再也不干這種蠢事了。

2. 辨析  however / but / while

     從詞義上看，三詞相近，均表示上下文之間語氣的轉折，其中but語氣強烈，譯作“但是”；從詞性上看，however作“然而、可是”解時是副詞，而but與while是連詞，用于連接并列分句；從句子位置看，but與while一般位于兩個并列分句的中間，however位置靈活，可位于可首，句中或句尾，而且必須用“，”與句子分開。例如：

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

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

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

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

            Later, however, he decided to go. 可后來他決定去了。

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

    英語中表“許多”的詞組有很多，一般可按其用法分為以下三類：

    修飾可名詞：many; a great (good, large ) number of; quite a few; numbers of; many a ; a great (good) many; scores of 等。many a ,其意近似于many , 但many a 后邊接可數(shù)名詞單數(shù)，如：

     Many a student has such a question.

     修飾不可數(shù)名詞：much; a great (good ) deal of; a large amount of; large amounts of

     既可修飾可數(shù)名詞，也可修飾不可數(shù)名詞：a lot of (lots of ); plenty of; a large quantity

of; large quantities of 等。

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

     Today I haven’t much work to do. 今天我沒有許多事做。

4. Now ask your partner for the answers.

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

     He asked his parents for a motorcycle.

     比較下列句式：

     句式一：ask +for+名，向……要，例如：

After dinner I asked for coffee.

句式二：ask +名(+ for/to+ 名),　請……，例如：

I have been asked for (to) dinner tonight.

句式三：ask + 名（人）＋副詞＋for / to + 名，請……，例如：

He asked me in for a cup of coffee.

I asked her out to lunch.

句式四：ask for + 人，要求（人）來（接電話），例如：

A Mr Simpson from Sydney is asking for the manager.

5．a(chǎn)s用法小結

１）as用作介詞，意為“作為”，“如同”。as引導的介詞短語大多作狀語，有時也可用作定語、定語補足語等。例如：

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

            and he never forgot it.

        （2）Don't treat me as a child. 別把我當小孩看待。

        （3）He is well-known as a writer. 作為一名作家他很出名。

２）as作連詞，有以下幾種不同含義：

          a. 引導時間狀語從句，意為“當……時候”，“隨著……”“一邊……一邊……”。如：

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

           他下車看見了他的女兒。（兩個短暫動作幾乎同時發(fā)生）

           b. 引導原因狀語從句，意為“因為”，“既然”，as = since（語氣比because弱）。as原因狀語從句多位于主句前。如：

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

            　　　既然你不太舒服，你就留在家里吧。

           （2）As he was ill, I went without him. 因為他有病，我獨自去了。

            　　c. 引導比較狀語從句，“像……一樣。”常用于as(副詞)…as和not as …as結構中。如：

            （3）The book is not so easy as you imagine.　這本書不像你想象的那么容易。

           d. 引導方式狀語從句，意為“按照”、“如同”。

             She loves singing just as her mother did.她正像她母親一樣喜歡唱歌。

3）as用作關系代詞，引導定語從句，意為“像……的人／物”，“如……那樣。”主要用于such …as, the same …as

            結構中，在從句中作主語、賓語、表語。例如：

            Such books as you bought yesterday are helpful to

            children.像你昨天買的那些書對孩子們有益。

直接引語和間接引語的區(qū)別

1.下列情況中，直接引語變間接引語時，時態(tài)不變：

1)直接引語中的過去完（進行）時在間接引語中時態(tài)不變

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

            came here.”

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

            came here.

2) 間接引語中動詞所表示的動作或狀態(tài)說話時仍繼續(xù)進行或存在進，其時態(tài)不變。

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

3) 直接引語中,如果表示過去的時間狀語用來表示事態(tài)發(fā)生或存在的具體時間,變間接引語時,其謂語動詞仍用一般過去時。

4）轉述習慣性動作、客觀事實或科學真理時,其時態(tài)不變。

5）引述動詞為現(xiàn)在時,間接引語中的動詞可保持原來時態(tài)。

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

            accepted her invitation.

6).如果直接引語用虛擬語氣，變間接引語時，仍用原來的動詞形式。

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

            The doctor insisted that he give up smoking.

7).時間狀語從句中的一般過去時或過去進行時，在間接引語中保持不變。

8).如果直接引語是以would like 作謂語的特殊疑問句，間接引語中would like 不變；如果直接引語是一般疑問句，like 之后接動名詞或名詞作賓語，間接引語中would like也不變。

2.直接引語是祈使句變間接引語，通常將say 改為ask 或tell, order等詞，構成ask (tell, order) sb. to do sth.結構。原祈使句如果是否定的，要在不定式結構前加not，原祈使句中如果帶有please一詞，間接引語也不再使用。

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

          the second window.

3.直接引語是感嘆句，變間接引語時，謂語動詞應用一個能表達原意的詞語。

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

          such a lovely day.

試題詳情

The  Summer  Holiday

1. The students should master the following important vocabulary:

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

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

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

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

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

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

  (5) That's nice/ kind of you.

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

2. The students must grasp the following sentence structure.

  (1) So + be/ have/ 助動詞/情態(tài)動詞+ 主語

  (2) prefer的用法

  It's one's turn to do sth.

 教學教法：

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

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

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

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

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

詞匯辨析

1．區(qū)別Nice to meet you 和 Nice meeting you這兩個詞組的意思都是“很高興見到你”。

區(qū)別是Nice to meet you用的是一個不定式。而不定式的作用是表示將要做的事情，所以這個詞組常常在剛一見面時說。

    Nice meeting you用了一個現(xiàn)在分詞在此表示完成的動作，所以它常常用在談話結束時或分手之前。同樣我們也可以說：

剛見面：　　　　　　　　　 分手前：

Nice to talk with you.　　　　　Nice talking with you.

Glad to have you here.　　　　　 Glad having you here.

2。So+ be/ have/ 助動詞/情態(tài)動詞+主語 與so+ 主語+ be/ have/助動詞/情態(tài)

動詞的辨析

前者表示“某人也”的意思。而后者表示“對第一個人說的話的認可”。

Example: So+ be/ have/ 助動詞/情態(tài)動詞+主語

    (1)--- He is a good student.---- So is my brother Bob. (我弟弟Bob也是一個好學生)

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

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

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

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

     Example : so + 主語+ be/ have/助動詞/情態(tài)動詞

            　　　　---I think she is a good student.

            　　　　--- So she is. (是的，她是個好學生)

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

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

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

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

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

    如果表示某種情況也同樣不適用于另外一個人或物， 要用“Neither / Nor + be/ have / 助動詞 / 情態(tài)動詞 +

主語” 這個結構。

Example:

 (1) --- He has never been to Beijing.--- Neither / Nor have I . 我也沒有去過）

I really wish to go there some day in future.

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

3．辨析too much & much too

too much + uncountable noun

much too + adj. / adv

Example:

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

have a good harvest.

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

Teaching Plan for Lesson One

Step 1 Lead in questions

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

Step 2. Listen to the dialogue

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

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

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

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

 (2) Did Harry know Bob? ( Yes )

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

Step 3. Listen to the second dialogue

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

Step 4. Practice

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

The questions can be:

What did you do during your summer holidays?

Did you enjoy your summer holidays?

Where did you go and who went with you ?

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

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

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

Step 5. Useful expressions

Step 6. Practice

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

57 Exercises 2 & 3

Step 7. Homework

 Finish the exercise of workbook.

  Review the new text.

試題詳情

Charlie Chaplin

教學目標

　　Teaching aims and requirements
　　在本單元的教學過程，通過對話課的學習，學生進一步掌握英語中有關表示打算和意愿的用語，課文的學習，使學生了解卓別林一生的概況。學生用自己的語言組強他的作品及不同時期一些重要活動。學習理解非限制定語從句。
　　Teaching important and difficult points
　　1.Words and phrases
　　Appearance, film, correction, line, set, storm, mouthful, theatre, director, stage, bury, actress, setoff, in the air, in a short while, as if, in a hurry, be uncertain about, (one’s)search for, intend to do, put on
　　2.Daily expressions
　　Intentions and wishes
　　What do you plan to do next? We intend to work hard next January?
　　I hope it will be very successful. It will certainly be very ….
　　What are your plans for the future?
　　3. Grammar
　　Revise the Non-restrictive Attributive Clause

教學建議

能力訓練
　　1. 通過以對話練習，了解采訪問題的設置及問答。
　　2. 練習人物傳記的基本寫法。

德育教學
　　通過課文學習，了解查理?卓別林對電影事業(yè)的偉大貢獻和敬業(yè)精神，激勵學生刻苦努力學習。

師生互動
　　Lesson 17: 學生兩人一組，分別扮演記者和導演的角色進行采訪。
　　Lesson 18: 通過做筆記掌握課文內容。
　　Lesson 19: 通過Part3和Part4的練習歸納非限定性定語從句的特點。
　　Lesson 20: 筆頭練習：學寫簡單的人物傳記。

語法建議
　　教師在教學生們復習和理解非限制定語從句時，要反復強調哪些引導詞可用于非限制定語從句，同時教師可用限制定語與非限制定語從句的對比和區(qū)分，如：which, that ,as ,who, whose等引導詞，在練習和舉例中讓學生們弄清楚。

教材分析
　　本單元的對話主要是簡單地介紹自己的表達語如：I’m…,I do及詢問對方意愿What do you plan to next? 和表達自己意愿及希望 I plan….., I wish that….的交際用語。閱讀課主要是了解電影喜劇大師查理?卓別林的生平和他的電影。本單元使用的詞匯較為豐富如：direct, act, set off, appearance, bring up ,honor, as if, intend。非限制性定語從句中關系代（副）詞的使用，是本單元的重點語法項目。

重點知識講解
　　1. be known for, be known as 和 be known to
　　be known for=be famous for意為“因……而出名”，介詞for表示原因。
　　Guilin is known for its beautiful scenery.
　　be known as=be famous as 意為“作為……而出名”，介詞as指主語的身份或名稱。
　　Mr. Zhang is known as an English teacher.
　　be known to 意為“為（某人）所知或熟悉”，介詞to后接人。
　　As is known to all, she is always ready to help others. 眾所周知，她總是樂于助人。
　　2. search, search for 和 in (one’s) search for/ of
　　search= try to find by looking, 意為“搜尋”、“搜查”。search的賓語一般是被搜查的人或某一場所，而不是所要尋找的東西。
　　The policeman searched the thief to see what he had in his pockets.那個警察對小偷搜身，看他口袋里有什么東西。
　　search for相當于look for。search for的賓語一般為要找的東西，而不是被搜查的人或場所。
　　The villagers were searching for the missing boy. 村民們正在尋找那失蹤的男孩。
　　注意：I search a place for a person= search a person in a place, 意為“在某地搜尋某人”。
　　in (one’s) search for 和 in search of都意為“尋找”、“尋求”，在句中既可作狀語，也可作表語。注意兩個短語介詞的搭配，如果名詞search前帶有限定詞a，the或one’s，后面一般用介詞for，如果search前不帶限定詞，后面一般用介詞of。
　　The husband joined the wife in her search for the unknown element(元素).
　　Some birds fly south in search of winter sun.
　　Could you explain exactly what to do? 你能確切地解釋一下你的工作嗎？
　　explains解釋，說明（單賓語動詞）。例如：
　　He explained to us how the machine was used. 他給我們講解這機器怎么使用。
　　雙賓語動詞與單賓語動詞的區(qū)別：雙賓語動詞后面，同時可接間接賓語（一般指人）和直接賓語（一般指物）。如：
　　He gave me a pen. ( = He gave a pen to me. )
　　He bought me a pen. ( = He bought a pen for me. )
　　單賓語動詞后只接一個賓語，如果接指人的賓語則需用介詞“to”來連接。如：
　　He explained the matter to me. (正)=He explained to me the matter.
　　He explained me the matter. (誤)
常用的單賓語動詞有：
　　announce宣布，communicate傳達，describe描述，explain解釋，express表達，　introduce介紹，mention提及，point out指出，report報告，repeat重述，say說，shout喊，叫；suggest建議。

　　At the end of this period we put the play on in a theatre.排練一結束，我們就在劇院上演這出戲。
　　put on
　　1) 上演，演出
　　The new play will be put on next week. 這出新戲將于下周上演。
　　They put on a concert for us. 他們?yōu)槲覀兣e行了音樂會。
　　2) 穿上，戴上
　　He put on his cap and went out他戴上帽子出去了。
　　3) 打開（燈、收音機等）(= turn on)
　　Let’s put the light / radio on.
　　4）其他常見的詞組：
　　put on airs 擺架子 put on the air 播送put on the clock one hour 把鐘撥快一小時

　　The timing is very important, not only for the movements but also for the lines of the dialogue.時間的安排非常重要．這不僅對于劇情的變化，而且對于對白也是如此。
　　not only…but also…是連詞詞組，連接兩個相同的結構。
1) 連接主語
　　Not only you but also Jack has been to Hangzhou.不僅你，還有杰克去過杭州。
　　注意：連接主語時，句子謂語動詞單復數(shù)采取就近原則。如：
　　Not only Tom but also I am an engineer.不僅湯姆，我也是工程師。
2）連接謂語動詞
　　Tom can not only sing, but also dance. 湯姆不僅會唱歌，而且能跳舞。
3）連接賓語
　　I saw not only Tom but also Jack in the park.我去公園里不僅見到了湯姆，還見到了杰克。
4）連接狀語
　　We study English not only at school but also at home, not only in class but also after class.我們不僅在學校，而且在家里也學英語；不僅在課堂上，而且在課后也學英語。
5）連接表語
　　Lu Xun was not only a writer but also a thinker. 魯迅不僅是個作家，而且是個思想家。
6）連接補足語
　　Zhou Lan was elected not only monitor, but also League branch secretary. 周蘭不僅當選為班長，還當選為團支部書記。
　　not only …but also還可連接兩個分句，但第一個分句的主語和謂語要倒裝。如：
　　Not only did the teachers take part in the English evening party, but 　　　also they sang songs at the party. 老師們不僅出席了英語晚會，而且還在晚會上唱了歌。

　　At the age of eight, be joined a group of child dancers, and at seventeen he set off for the USA with a group of comedy actors. 8歲時，他參加了兒童舞劇團；17歲時，他跟一些喜劇演員去了美國。
1) 年齡表達方式：
　　He was a boy of sixteen.
　　When he was sixteen, he went to college.
　　By the time he was ten, he had built himself a chemistry lab. 十歲時，他已建成了自己的化學實驗室。
　　At (the age of ) twelve he began to sell newspapers on the train. 十二歲時，他開始在火車上賣報。
　　When he was in his early / middle / late thirties, he began to learn 　　Russian. 他三十出頭／三十五六／年近四十時開始學俄語。
2) set off = set out, start, leave動身，出發(fā)；類似的表達有：
　　start for A 動身前往A地 leave B for A 離開B地前往A地
　　set out for A出發(fā)前往 A地 set off for A 動身前往 A地
　　sail for A 起航前往 A地 head for A 向 A地進發(fā)
　　make way for A向A地移動
　　以set為中心構成的常見短語還有：
　　set about著手做，set up 搭起，建起,set sb. free釋放, set out 出發(fā)；著手,set　an example to sb. 給……樹立榜樣, set fire to 放火
3) child兒童舞蹈員child名詞作定語，修飾另一個名詞時須用單數(shù)。如：two book 　stores 兩家書店 three shoe shops三家鞋店 their boy friends 他們的男性朋友
　　注意：two men doctors 兩位男醫(yī)生 three women teachers 三名女教師

　　As early as his second film, Chaplin had developed his own manner of acting, the one that was too become world famous. 早在他拍第二部影片時，卓別林就形成了自己的表演風格，就是聞名于世的那種風格。
　　1) his own manner of acting = his own acting style他自己的表演風格．
　　manner (n.) 指文藝上的“風格”或“手法”。
　　2) the one是不定代詞，在句中作his own manner of acting的同位語，而that引導的從句是定語從句，修飾the one.
　　3) was too become 意為“就要成為”。這種由[be+動詞不定式]的結構相當于be going to do sth., 常用來表示“按計劃或安排將要發(fā)生的動作”。如：
　　All these things are to be answered for. 所有這一切都是要償還的。
　　We are to meet at the school gate at six in the morning. 我們定于早上六點在校門口集合。

　　Because the equipment for adding sound to films had not yet been developed.給電影配音的設備還沒有研制出來。
　　1) add vt. 增加，增添；補充說。如：
　　If you add 5 to 5, you get 10. 五加五得十。
　　If the tea is too strong, add some water. 要是茶太濃，加點兒水。
　　“I am sorry,” he added, “I didn’t realize it.” “抱歉，”他補充說，“我不明白。”
　　2) add to 增加，增進
　　The trip adds greatly to our understanding of your country.
　　這次旅行大大地增進了我們對貴國的了解．
　　3) add…to…在……增加．如：
　　Please add these names to your list.請在你的名單上增加這幾個名字
　　4) add up to加起來（達到）……．如：
　　The figures add up to 180.這些數(shù)字加起來是180。

　　People said gold could easily picked up by washing sand from the river in a pan of water.據(jù)說用一個水盆淘洗河里的砂子可以很容易地把金子篩選出來。
　　1）pick up 收集到；撿起；接；接收（節(jié)目）
　　The child picked up a wallet outside the school.
　　He picked up a little French during his visit to Paris.在訪問巴黎期間他學到點兒法語。
　　We use a radio to pick up English programmes. 我們用收音機收聽英語節(jié)目。
　　2) by是介詞，意為“以……方法”、“以……手段”。如：by bus, by air. 后跟動詞-ing形式時，表示“以……動作、做……事”。如：
We can learn English well by listening, speaking, reading and writing.通過聽說讀寫我們就可以學好英語。

　　So far they have been unlucky in their search for gold.到那時為止，他們找金子的運氣一直不好。
　　1) so far到目前為止；到這個地步；到這種程度。如：
　　Our lives have been easy so far. 到目前為止，我們的日子過得不錯。
　　I can only trust him so far. 我只能相信他到這種程度。
　　2) be lucky / unlucky in 在……方面很幸運／運氣不佳
　　He was unlucky in business last year. 去年他生意不景氣。
　　3) In one’s search for = in search of / looking for后接名詞或代詞，通常用作狀語．如：
　　Mr. Smith came in his search for her.史密斯先生來找她．
　　They all went out in search of food.他們都出去尋找食物。

　　He makes it seem as if this is one of the most delicious meals that he has ever enjoyed.他把吃皮鞋的情景演得就像是他吃過的最香的一頓飯似的。
　　1) make +賓語+賓補（賓語可由形容詞、不帶to的動詞不定式，過去分詞、介詞短語及名詞充當。）如：
　　The teacher made him repeat it. 老師要他重述一遍。
　　I will make me happy if you can help me. 如你能幫助我，我將感到高興。
　　What made you so frightened? 什么使你這么害怕？
　　All work and no play makes Jack a dull boy. 只學習不玩耍，聰明孩子會變傻。
　　We were asked to make ourselves at home. 我們被要求呆在家里
　　 語法---非限制性定語從句
　　1）概念：非限制性定語從句只是對先行詞作些附加說明與主句關系不十分密切，即使去掉，主句意思仍然明了；主句與從句間用逗號分開，一般不用that引導。
而限制性定語從句則是先行詞在意義上不可缺少的定語，若省掉，主句的意思就會不完全或失去意義，主句和從句關系密切，不用逗號分開。
　　2）which和as都可以引導非限制性定語從句，區(qū)別在于：
　�、傥恢貌煌�：which引導的從句只能位于句后，而as引導的從句可放在句首、句中或句末。
　�、诤�義不同：as表示“正如……”；當限制性定語從句謂語是be expected、be said．be known、be reported、be announced等時，則多用as引導。which表示“因果”關系。
　　3）非限制性定語從句不可用關系代詞that引導，而使用關系代詞who、whom、whose、as、which和關系副詞when、where、why均能引導非限制性定語從句，與限制性定語從句不同的是，在非限制性定語從句中，作賓語的關系代詞不可省略。

試題詳情

2005學年第二學期期中杭州地區(qū)七校聯(lián)考試卷

高二年級數(shù)學學科

試題詳情

2005學年第二學期期中杭州地區(qū)七校聯(lián)考試卷

高一年級 數(shù)學學科

（卷Ⅰ）

注意事項：1、考試時間為90分鐘，滿分100分；

2、將卷Ⅰ答案做在卷Ⅱ上，交卷時僅交卷Ⅱ。

試題詳情

2006福建安溪一中高三文科數(shù)學模擬試卷

試題詳情

2006年佛山市高考模擬考試

數(shù)    學

本試卷分第Ⅰ卷（選擇題）和第Ⅱ卷（非選擇題）兩部分，共4頁.滿分150分.考試用時120分鐘.

注意事項：

1． 答卷前，考生務必用黑色字跡的鋼筆或簽字筆將自己的姓名和考生號填寫在答題

卡上.用2B鉛筆將答題卡試卷類型（A）填涂在答題卡上.在答題卡右上角的“試

室號”和“座位號”欄填寫試室號、座位號，并用2B鉛筆將相應的試室號、座

位號信息點涂黑.

2． 選擇題每小題選出答案后，用2B鉛筆把答題卡上對應題目的答案標號涂黑，如

需改動，用橡皮擦干凈后，再選涂其他答案，答案不能答在試卷上.

3． 非選擇題必須用黑色字跡鋼筆或簽字筆作答，答案必須寫在答題卡各題目指定區(qū)

域內相應位置上；如需改動，先劃掉原來的答案，然后再寫上新的答案；不準使

用鉛筆和涂改液.不按以上要求作答的答案無效.

4． 考生必須保持答題卡的整潔，考試結束后，將試卷和答題卡一并交回.

參考公式：

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

              如果事件A、B相互獨立，那么P(A?B)=P(A)?P(B).

第Ⅰ卷   選擇題(共50分)

試題詳情