Category Archives: E&S

The boy’s name was Santiago. Dusk was falling as the boy arrived with his herd at an abandoned church. The roof had fallen in long ago, and an enormous sycamore had grown on the spot where the sacristy had once … Continue reading →

40 Cohesion-tension Theory 　　 　　Atmospheric pressure can support a column of water up to 10 　　meters high. But plants can move water much higher; the 　　sequoia tree can pump water to its very top more than 100 　　meters above the … Continue reading →

30 The origin of Refrigerators 　　 　　By the mid-nineteenth century, the term “icebox” had entered the 　　American language, but ice was still only beginning to affect the 　　diet of ordinary citizens in the United States. The ice trade grew 　　with … Continue reading →

11 Archaeology 　　 　　Archaeology is a source of history, not just a bumble auxiliary 　　discipline. Archaeological data are historical documents in their 　　own right, not mere illustrations to written texts, Just as much 　　as any other historian, an archaeologist studies … Continue reading →

02 Schooling and Education 　　 　　It is commonly believed in United States that school is where 　　people go to get an education. Nevertheless, it has been said 　　that today children interrupt their education to go to school. The 　　distinction between … Continue reading →

20 The Historical Significance of American Revolution 　　 　　The ways of history are so intricate and the motivations of 　　human actions so complex that it is always hazardous to attempt 　　 　　 　　to represent events covering a number of years, … Continue reading →

07 Andrew Carnegie 　　 　　Andrew Carnegie, known as the King of Steel, built the steel 　　industry in the United States, and, in the process, became one of 　　the wealthiest men in America. His success resulted in part from 　　his ability … Continue reading →

　01 The Language of Music 　　 　　A painter hangs his or her finished pictures on a wall, and everyone can see it. A composer writes a work, but no one can hear it until it is performed. Professional singers and … Continue reading →

Part II Reading Comprehension (35 minutes) 　　Passage One 　　Questions 21 to 25 are based on the following passage. 　　“Humans should not try to avoid stress any more than they would shun food, love or exercise.” Said Dr. Hans Selye, the … Continue reading →

阅读是增长知识获取信息的主要途径，阅读能力是英语教学的重点。近年来，注重对初中生阅读理解能力的考核已成为中考的一大趋势。阅读理解能力影响并制约听、的说、的读、的写能力的形成和发展，中学英语教学大纲也把培养阅读能力作为一个主要的教学目标。要做好阅读理解，应从以下几方面入手。 分门别类识别文体 随着信息时代的到来，阅读内容更趋于信息化、的时代化，突破了单一的故事、的寓言等题材，内容涉及新闻、的广告、的科普、的医疗、的教育等，文章的体裁也从记叙扩大到产品说明、的逻辑推理及实际应用等文体。不同的文体阅读的要求与方法不尽相同。 记叙文阅读主要抓四大要素，即时间、的地点、的人物和事件的起因、的发展和结果，以及人物之间的关系、的表现，从中分析他们思想品质、的性格特征等；议论文是阐明作者对人或事的好坏的立场观点，因此在阅读时必须正确把握文章的论点和论据，理清论证思路，再进行逻辑推理得出结论；应用文是最贴近日常生活的文体，它包括通知、的广告、的便条、的申请书、的个人简历，形式多样，题材各异，如图示、的表格、的地址、的网址等，对这类文体的阅读应简明扼要地抓住所需信息，理解文章内容。 统览全篇摘录要点 阅读理解是对整个文章的目的、的意图、的观点、的立场、的态度以及内在的逻辑关系的理解，而不是断章取义的一孔之见，所以统览全篇和问题是很有必要的，这些问题会给你提供信息或暗示文章中的一些重要细节。 如2002年本市中考试卷C篇阅读并回答问题中，通过对全篇的布局谋篇以及问题的设置看到的不是片言只语，而从中感悟到人文思想的体现，人类和自然界生态相辅相成的关系，从而得出第6小题：From the passage，we learn that＿＿＿.答案为B： The rainforest people have done some- thing to protect their home.www.51test.net 在统览全篇的同时要注意要点的摘录，因为一些显性的答案是可以从要点中直接回答，而隐性的答案则是要通过对全篇的理解才能得出。统览全篇，摘录要点亦有利于检查时节省时间。 开动脑筋推测词意 初中英语学科教学基本要求规定，学生能根据上下文推测词义，并能不借助词典读懂含有3%生词的语言材料，换言之，这就是促使学生的知识内化的过程，学生要通过知识内化将内隐的心理活动转换为外显的行为，可以借助以下的几种方法完成内化过程： 根据上下文猜测词意 如闸北区2003年中考模拟题，阅读B篇中p assed away，根据上文的An illness had kept the boy home和下文写给Rick的信中可以猜测出意为“去世”。 根据构词法猜测词意 前缀un-表反义词，如happy、的unhappy，fair、的unfair，important、的unimportant等。 后缀- ment表名词，如develop、的development，state、的statement，argue、的argument等。 后缀-er、的-or或-ist表同源名词，如c … Continue reading →