内容发布更新时间 : 2024/5/12 8:31:43星期一 下面是文章的全部内容请认真阅读。

《高时》共4篇阅读篇章。 文章篇幅平均400字/篇

两门试题中各有一篇选自教材，其余选自课外

课外的篇章中生僻单词标注了中文含义，课内的文章没有任何中文注解

关于选自课内的文章，下面列举的页码必须搞懂搞透彻（不仅仅为了阅读题，也为了听力、口试和写作题积累语言！）：

高职：P77；P103；P210；P222（注意对应听力材料） 高时：P7（Mass Media定义）；P201；P263；P284

阅读题题型分析和答题建议：

1）事实题：题干里提到什么，就到原文里含有这些文字的句子周围找答案，这样做快且准；

2） 词汇题：利用上下文语境、定义解释，如that is, namely, which is, ?is called; 标点，常识，举例，同义词、反义词、同位语、词缀等；

3）判断题：要求理解文中未被直接表达的观点、内容，e.g.作者的态度、情绪。 Tips： 作者的态度与文章的中心思想是一致的。 注意：

A. 题目表述中有无all, never 等绝对意义的词，因为这种说法往往都是错误的； B 事实题注意细节：究竟多少？具体在什么地方？

C当心题干中否定或排他意义的词，以免回答反了，如not, except, but,

D 注意not mentioned（在要求判断的10个句子中，属于这种的一般不多，应在数量上控制。） 4）主旨题： 要求概括出文章的中心思想，题干中往往有关键词如main idea, major point, mainly deals with, purpose of the article, the best title等。

Tips: 建议把各小段的主题合起来；注意表转折、让步的专承连词及句式，因为专承、让步的主句通常是作者要强调的部分；通过具体的例子、统计数字及引语等论据进行判断。

5)简答题: 注意言简意赅，同时必须给的几个点或因素也不能少。 一定不要只是机械地把文中文字抄下来，要总结核心意思。

6) 排序题

段落排顺对很多同学而言都是非常棘手的题项。

该题主要考察对篇章结构和内部逻辑的判断和领悟能力。所以在做这类考题时，一定要先仔细地阅读全文，特别要关注每个段落的起始句和终结句，因为它们往往起着承上启下的作用，从中可以判断与该段相关的上一段落和下一段落的大致内容。

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另外，英语文章一般会遵从一定的逻辑关系，如时间顺序、空间顺序、因果顺序等等。考试中出现最多的是论述文，此类文章的内部逻辑往往是指出问题、描述问题、分析原因、提出建议或得出结论。只要按照某种逻辑关系去排列段落，你一定会感到原先棘手的题项也变得迎刃而解了。

为了提高对文章逻辑关系的领悟与把握，建议在平时的学习中可以做如下练习：复印或打印一篇未读的英语文章，用剪刀按照段落将其剪开，并将顺序打乱，然后在规定的时间内将段落重新拼接在一起，最后与原文对照。文章的字数、难度和完成的时间可以参考该门课程终结考试的样题。

3. Section III. Writing：满分： 25分 评分标准：书写2；语言13；内容10

写作考试的题目或与课程中某一个单元主题相关，或与某一单元中写作练习的体裁相关，所以认真对待每单元的写作作业和老师的评语就显得尤其重要。

就学生以往考试中的表现来看，主要问题依然集中在内容和语言两方面。

虽然题项说明中已经提示了作文应包括的要点，有些同学也按照要求逐点分段来写，但在每段的论述中，内容空洞单薄，缺乏具体的实例支持论点。段落内部的语句之间也缺乏清楚的逻辑关系。

语言层面的问题主要为： 1） 选词不当： 例如，“引人注意”的英语对应词可以是“to catch people’s attention”, 但如果用 “to arouse public concern”就不合适了，因为它的中文含义是“引起公众的关注或担忧”。同样，“炫耀”用 “to show off”来对应就比用 “to promote”更合适； 2） 句型混乱：

主要表现在各个从句之间仅用逗号连接，而没有按照语法规则使用恰当的连词或关系代词衔接。

针对上述问题，建议同学们在进行英文写作时，要按照英语的行文习惯来组织内容，即每个段落用主题句指明论点，用例子支持或解释阐明论点，并以结论句结尾，回应或强调段首的论点。还有就是在平时的学习中留心单词和短语的用法和新颖的句型，避免作文时感到“巧妇难为无米之炊”。

建议：

1）首先看清体裁：书信、简历、叙述、继续、议论文？ 2) 书信、简历：注意格式

3）议论体裁的作文一定要写thesis statement，表明自己的立场、观点，这样结构显得较清晰。

注意： 规定使用的词汇少于8个的每个扣0.5分。

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四、单元重点汇总

复习之前，建议先把握这门课程的单元重点，因为课程终结考试就是围绕这些要点来出题的。这个复习要点资源提炼出了课程各个单元的重点词汇、词组/句型和文化知识点，强烈建议你结合上下文来掌握这些词汇、句型结构的用法，而不是孤立地、机械地去背单词、记短语。

Focal Points Course: English at Work Unit 1: Jobs Part I. Language Analysis Location Content (Activity/Task) Warming-up profession, line of business, occupation occupational terms: pharmacist, dietitian, surgeon, entrepreneur, solicitor, detective, clerk, receptionist, tailor, accountant physicist, greengrocer, astronomer, sculptor, milkman, druggist, attorney, imaginative, adventurous, sociable, diligent, original, observant, A1/T7 intrepid, optimistic, ambitious, thoughtful, even-tempered, reliable, outgoing, responsible, economical Vocabulary A2/T2 wear out, servant, tease, feel depressed, shift, get absorbed in, grateful, devil, geometry, a bunch of, household chores, run around, exhaust, be on one's feet, moan, feel envious of, envy, go off to, take up, look on the bright side A3/T1 domestic, vacuum, catering certificate, hygiene, mature, work on own initiative, polish, irrespective of, security, nightwatch sort, get the hang of, deal with, keep track of, accompany, pop down, run/go through, keep … up to date, pick up, routine, domineering, talkative, scatter-brained, sensible, efficient, be quick on the uptake, traditional A1/T1 A1/T4 A4/T1 A4/T4 8 / 20

take on, trainee manager, turn down, on the grounds that..., deputy, bachelor, retail, expand, shop floor, stationery, end up doing …, A5/T2 permanent, pursue, diploma, stock, mortgage, shift manager, secretarial, obligatory, paramedic, (all) round the clock, in a row, diagnose, stabilise,medication,allocate, unpredictability,cope with, crew A6/T1 resume, curriculum vitae/cv, referee, tertiary, the way to define an occupation: A(n) _________ is a person A1/T3 &T5 Sentence Structure A2/T2 A4/T1 A5/T2 Discourse A6/T4 who …; A(n) ______ is a person whose job is to …; A(n) ____' job involves …; A(n) occupation verb (stem -s) … There are times when…, There is no harm in doing … I'd like to…; I hope to … when …/until… The sequence markers and conjunctions used to make a text flow Part II. Knowledge Analysis Location Knowledge Focuses Content (Activity/Task) A1/T4 A6/T2 Compare the occupational terms between American and British English Know the layout of a resume/cv Focal Points Course: English at Work Unit 2: Teaching Part I. Language Analysis Location Content (Activity/Task) comprehensive (school), caretaker, accommodate, overlook, link, outskirt, (four)-storey, landscape (verb), facility; (components of a Vocabulary Warming-up school:) cafeteria, bicycle shed, football pitch/field, laborotary block, assembly hall, gymnasium/gym, car park, tennis court, sports center, athletics track, main building 9 / 20

A1/T4 specialise in, in particular, corridor, cookery, apart from, cloakroom, tiny, prefect, administrative, catch sb. doing…, option/optional, semester, acquisition, distribute, preparatory, take… A4/T1 into consideration, account for, session, duration, aspect, relevant, relate…to…, implication, approach (noun), in (more/greater) detail, conduct (a course), attendance, essential, A5/T1 qualification (for), night shift, elective, tailor-made, tuition, excursion, places of interest, council, modular, intermediate, intensive, situated, catalogue, a variety of, appropriate, supplement, authentic, false A6/T1 beginner, accuracy, thought-provoking, alternative, interaction, feature (verb), (level of English:) elementary, (lower/upper) intermediate, advanced, blurb, ...-oriented, multi-level, thoroughly, integrated, photocopiable, A6/T4 entry, brochure, exploit, concise, invaluable, consolidation, syllabus, methodology/methodological, (expressions used to describe the location:) … are/is Warming-up accomodated/located/housed in…, … are/is in/to/behind…, there is/are… (expressions used to describe responsibilities:) … make sure that…, Sentence Structure A2/T2 are/is in charge of, take up the responsibilities for…, are/is concerned with, are/is responsible for…, …'s job involves …, …'s job includes… (structures used to describe the features of a book) It concentrates A6/T1 on…, it aims at…, It supplements/stresses/provides/involves/creates…; it can be used as…, it is designed for…; It is designed to help … improve/use/extend ... Part II. Knowledge Analysis Location A1/T4 Content (Activity/Task) Get to know British secondary education Knowledge Focuses

Focal Points Course: English at Work Unit 3: Food Part I. Language Analysis 10 / 20