【正文】 是在段 1 和段 3種分別闡述的。因此，它應(yīng)該是文章的第二段。 最好找的是段 1 和段 3的關(guān)系，因?yàn)槲覀兛吹搅嗽诙?3的第一句話(huà)中有 work in quite a different way。 you must be a clear speaker, with a good, strong, pleasing voice which is fully under your control, and you must be able to act what you are teaching, in order to make its meaning clear. 1. The fact that good teachers have some of the gifts of good actors does not mean that they will indeed be able to act well on the stage: There are very important differences between the teachers? work and the actors?. Actors have to speak words which they have learnt by heart: they have to repeat exactly the same words each time they play a certain part, even their movement and the ways in which they use their voices are usually fixed before. What they have to do is to make 2. I have known many teachers who were fine actors in class but were unable to take a part in a stage play becaus 3. Good teachers work in quite a different way. Their audience take an active part in the play: They ask and answer questions。即全文的中心，要對(duì)得起自己的良心，要 “慎獨(dú) ”。 7. still 過(guò)去了很多，這段話(huà)對(duì)我仍起作用。 4. Instead 沒(méi)有問(wèn)話(huà)，也沒(méi)有責(zé)備，這些常規(guī)的舉動(dòng)都沒(méi)有，而是在黑板上寫(xiě)了一段話(huà)。 ●Integrated exercises（綜合題） Ⅳ . Choose the correct words from the box to plete the following passage.（從方框中選出適當(dāng)?shù)脑~填入空格，完成短文。 aiming not to 9. keeping。 3. keep up with 4. For lack of lack 這里作名詞。 Ⅱ . Fill in each blank according to the meaning of the Chinese.（根據(jù)漢語(yǔ)意思填空。 A. swell B. simplify C. spit D. select 答案： D 7. In most countries, do A. qualification B. drill C. status D. devotion 答案： C 有很高的地位。比如有網(wǎng)絡(luò)服務(wù)，我們才能有 access to the Inter，而具體上網(wǎng)的 approach 就是輸入網(wǎng)址等步驟。 再接再厲 （課后鞏固類(lèi)訓(xùn)練） ●Elementary exercises（基礎(chǔ)題） Ⅰ . Multiple choice（單項(xiàng)選擇） A. appreciation B. assumption C. assignment D. acquirement 答案： C 作業(yè)、任務(wù)。 approach 指做某事的具體方法。 A. secure B. slight C. blank D. beneficial 答案： A 只有兩個(gè)門(mén)都鎖了，才覺(jué)得安全。 10. ____ A. Accustomed to B. Aside from C. According to D. Approved of 答案： B aside from“除了 ”，相當(dāng)于 besides， apart from。 2. in reward for in reward for sth. “作為對(duì) …… 的報(bào)酬 ”。 8. from time to time。從句與過(guò)去事實(shí)相反，主句與現(xiàn)在事實(shí)相反。 3. and 兩個(gè)并列分句，又是順接關(guān)系，用 and 連接。對(duì)于別的和我一起留下并抄了這段話(huà)的同學(xué)，我不清楚他們是否受到了啟發(fā)，就我自己而言，我很受震動(dòng)。 10. But 這些情形下，你是否誠(chéng)實(shí)只有你自己知道，好像可以隱瞞，但是你的良心和你在一起，它清楚你是否是個(gè)值得尊敬的人。） To be a good teacher, you need some of the gifts of the good actor: You must be able to hold the attention and interest of your audience。利用文中的連接詞和副詞，不難發(fā)現(xiàn)各段之間的聯(lián)系。從段意看，它是承接了開(kāi)篇段的內(nèi)容，說(shuō)一位好的教師上課的樣子，以及像是演員的種種表現(xiàn)。段 2中說(shuō)好老師作不了好演員，因?yàn)樗麄儽巢幌屡_(tái)詞。也就是說(shuō)，段 2 在最后。 3. （ 遼寧， 30） __________ makes this shop different is that it offers more personal services. A. What B. Who C. Whatever 答案： A 引導(dǎo)主語(yǔ)從句，又在從句中作主語(yǔ)，表示事物，因此用 what。 6. （ 北京， 29） — —It depends on __________ it A. which B. whichever C. what 答案： C 引導(dǎo) on 的賓語(yǔ)從句，代指事物，因此用 what。此題中沒(méi)有虛擬選項(xiàng)（ were to rain, should rain），就選沒(méi)有虛擬的 B項(xiàng)。 had to do C. shouldn?t have done。 should have done 表示本應(yīng)該做某事。 wouldn?t 答案： A 比較級(jí)和否定時(shí)連用表示最高級(jí)，句意為： “吉姆的禮物？他不可能給我更好的禮物了 。 15. （ 湖北黃岡模擬， 30） He has learned __________, no matter what happens and how bad A. that。 that 答案： A 主句是 He has learned__________ life goes on and it will be better tomorrow, 顯然， that引導(dǎo) learn的賓語(yǔ)從句。在第一段中可找到答案：他們可以既在實(shí)驗(yàn)室工作也在野外工作，這使得他們的工作與眾不同、變化多樣。從第三段里的描述可知答案。 1. A. protect B. protest 2. A. better B. battle 3. A. insist B. instead 4. A. lay B. lie 5. A. skin B. keen C. skiny 答案： 1. We should protect our environment. 2. It is one of the most important battles in the whole war. 3. The little girl was frightened of the insect. 4. He lay in the bed awake. 5. The creature is very frightening with its yellow, wrinkled skin. 答案： 1～ 5 ABCAA 二、單句理解，請(qǐng)根據(jù)你所聽(tīng)到的內(nèi)容，選擇正確的答案。 17. It is a ____ A. rule B. practice C. measurement 答案： B 抱孩子的婦女優(yōu)先就座，這是一種社會(huì)道德的約定俗成，不是硬性的規(guī)矩。 funny 是形容詞， “滑稽的；可笑的 ”，意思不對(duì)。 in D. in。從句與過(guò)去時(shí)相反，主句與現(xiàn)在時(shí)相反，而相對(duì)于過(guò)去而言又是將來(lái)時(shí)，因此用過(guò)去將來(lái)時(shí)。 A. if he didn?t get a flat tire C. had he not had a flat tire D. had the tire not flattened 答案： B 意思是 “若不是爆了胎，喬治肯定參加了游行 ”。 illustrate 用圖解說(shuō)明，舉例說(shuō)明。而suspects（懷疑）； understands（理解，明白）； convinces（讓人相信）與題意不符。 assist 幫助，援助。 42. A independently 獨(dú)立地； repeatedly 再三，重復(fù)地； logically 合乎邏輯地； generally 大體上，一般地。因?yàn)橹挥谐姓J(rèn)這種困難才能提出克服困難的方法 ”。 47. D 克服困難用 overe difficulty。 strategy 策略，方案。 52. D 短文第二段第二、三句說(shuō) “It is found that half the hospitals in England which admit children have no teacher. A further quarter have only a parttime teacher． ”由此可知，一半的醫(yī)院沒(méi)有老師，四分之一的醫(yī)院有兼職老師，那么剩余的四分之一的醫(yī)院就有全職老師了。 B Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the “l(fā)ooksay” or “wholeword” method of teaching beginning reading is perhaps the most The wholeword approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the selfdirected, “l(fā)earning how to learn” activities remended by advocates（倡導(dǎo)者） of “open” classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these “RunSpotRu However, in 1955, Rudolf Flesch touched off what has been called “the great debate” in beginning reading. In his bestseller Why Johnny Can?t Read, Flesch indicted（控訴） the nation?s public schools for miseducating students by using the looksay method. He said— and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed—that another approach to beginning reading, founded on phonics（語(yǔ)音學(xué)） Systematic phonics first teachers children to associate letters and letter binations with sounds