题目内容
The written record of our conversation doesn’t ________ what was actually said. There are a lot of mistakes.
A. correspond with B. relate to C. look into D. refer to
A
【解析】
试题分析：考查词组：A. correspond with和…一致，B. relate to和…有关，C. look into调查，D. refer to所指，谈及，句意：我们谈话的书面记录和实际上说的不一致。有很多错误。选A。
考点：考查词组
举一反三期末百分冲刺卷系列答案请在表格中的空格里填入最恰当的单词，每个空格只限填1个单词。
Chinese, unlike many other languages, has a large family of dialects and written forms. Spoken Chinese is specially complex with more than five recognized dialect groups, even the written language with two recognized characters.
The written forms of Chinese include a traditional system of characters and a simplified one. The simplified version of characters came into use in 1949.
Traditional Chinese characters are still widely used throughout Asia and among Chinese people around the world, while the simplified characters are only found in the People’s Republic of China.
It is usually accepted that there are five major dialect groups within the Chinese language group. These are Mandarin, Wu, Min, Cantonese and Hakka.
Mandarin is the official language on the Chinese mainland and Chinese Taiwan. It is also one of the four official languages of Singapore.
Wu is spoken around the lower Yangtze River and its tributaies(支流). Shanghai is a well-known dialect of Wu.
Min is commonly spoken by people in Taiwan, Fujian and Hainan. Cantonese is mainly spoken in the province of Guangdong. Cantonese is also spoken in many parts of the Chinese Diaspra(移居地), particularly Hong Kong and overseas Chinese settlements in the United States, Europe and Southeast Asia. Hakka is the least well-known dialect group inside China compared to the above four. Most of the Hakka dialect group is scattered(散居) throughout southeastern China in Guangxi Province. Historically, the Hakka people were northerners who moved south over several hundred years. Their name Hakka means “guest” indicaing their immigrant(移民) status in the southern areas to which they moved.
| Title | Chinese Language | ||
| Theme | Chinese differs from many other languages in that it has many written forms and dialects. | ||
| Two (1)______ forms | Traditional characters | Still in wide (2)_______ throughout Asia and among Chinese all over the world. | |
| Simplified characters | ●Used after the People’s Republic of China was (3)_______. ●Commonly used on the mainland. | ||
| Five Major Chinese dialect Groups | Mandarin | The official language of the PRC, known as Putonghua in mainland China. | |
| Wu | ●Spoken around the (4)_______Yangtze River and its tributaries. ●One famous dialect is Shanghaiese. | ||
| Min | Commonly spoken by people in Taiwan, Fujian and Hainan. | ||
| Cantonese | ●Mainly spoken in Guangdong and Hong Kong. ●The language of Guangzhou is also known as Canton.. | ||
| Hakka | ●Compared to the four above, it is the (5)_______well-known. ●Spoken in Guangxi and it means “guest”. | ||
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
【小题1】 It can be inferred from the story that in 1974 ________________.
| A．the writer became an optimistic person |
| B．the writer was very happy about her new job |
| C．it was rather difficult to get a job in the USA |
| D．it was easy to get a teaching job in New Jersey |
| A．She had blind trust in what she learnt at college. |
| B．She didn’t ask experienced teachers for advice. |
| C．She took too much time off to eat and sleep. |
| D．She didn’t like teaching English literature. |
| A．She might lose her teaching job. |
| B．She might lose her students’ respect. |
| C．She couldn’t teach the same class any more. |
| D．She couldn’t ignore her students’ bad behavior any more. |
| A．Her talk about symbolism sounded convincing. |
| B．Her students behaved a little better than usual. |
| C．She managed to finish the class without crying. |
| D．She was invited for a talk by her boss after class. |
| A．They were eager to embarrass her. |
| B．She didn’t really understand them. |
| C．They didn’t regard her as a good teacher. |
| D．She didn’t have a good command of English. |
| A．cruel but encouraging | B．fierce but forgiving |
| C．sincere and supportive | D．angry and aggressive |
Dear Teresa Silva,
The official of the university has reported to us that you are an English major who meets the high standards for membership in Sigma Tau Delta. As is known, Sigma Tau Delta was founded in 1924 at Dakota Wesleyan University. It is an international collegiate honor society for students of English. It presently has over 850 chapters in the United States, Europe, the Middle East, and the Caribbean. Over 9,000 new members are admitted into the organization annually.
Sigma Tau Delta’s purpose is to promote literature and writing and to advance the study of the written word. Members gather annually in the spring at the international meeting to present papers and share experiences and ideas within the English subject. The Society offers tens of thousands of dollars in scholarships, awards, as well as publication chances in its journals The Rectangle and The Sigma Tau Delta Review.
It is our pleasure if you can complete the application for Sigma Tau Delta membership. If you would like to be included in this spring’s induction (入会) ceremony, please complete the application form, and include amount to cover both local and international fees. Your completed form must be received by date to be considered for the upcoming induction ceremony.
We congratulate you on your outstanding academic record and hope you will join us as a Sigma Tau Delta member. If you want to get more information, please visit our website www.sigmataudelta.org, or give us a call. The phone number is 583-2864.
Sincerely,
Emily Lister
1.According to the passage, Sigma Tau Delta ______.
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A．deals with language learning |
|
B．opens its door to all the students of English |
|
C．changes its members every year |
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D．mainly takes charge of scientific publications |
2.At the annual meeting, members of Sigma Tau Delta have the chance to ______.
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A．meet all the chapter leaders |
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B．receive tens of thousands of dollars |
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C．share experiences and views |
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D．choose a particular subject as a major |
3.This passage is basically a letter of _____.
|
A．introduction |
B．congratulation |
C．thanks |
D．invitation |
The written record of our conversation doesn’t ______ what was actually said. There are a lot of mistakes.
|
A．correspond with |
B．relate to |
C．look into |
D．compare with |