河海大学函授2010级水利水电工程、工程管理专业《英语BI》教学计划 week time content assignment 1 2/21——2/27 Book I Unit 1 1) Copy all of new 2 2/28——3/6 Unit 2 words and phrases & 3 3/7——3/13 Unit 3 expressions 4 3/14——3/20 Unit 4 2) Finish all of - 5 3/21 ——3/27 Unit 5 exercises of Part II & 6 3/28 ——4/3 Unit 6 Part III 7 4/4 ——4//10 Unit 7 3) Listen to Unit 3,6, 8 4/11——4/17 Unit 8 9,12 Book I; 9 4/18——4/24 Unit 9 Unit 3 Book II 10 4/ 25——5/1 Unit 10 11 5/ 2——5/8 Unit 11 12 5/ 9——5/15 Unit 12 13 5/ 16——5/22 Book II Unit 1 14 5/23——5/29 Unit 2 15 5/30——6/5 Unit 3 [ 注意 ] Assignments作业在教科书上完成。有困难可以参考《学习指南》。 课本交给面授老师评价，算总成绩的20%。请面授老师务必给出函授学生的成绩，直接以20分记，无作业为零分，有作业为10——15分，正确，书写认真，卷面整洁为17分以上。成绩评定表和面授考勤成绩和期末考试卷一起寄交河海大学函授部。
如果没有平时作业成绩和面授考勤，总成绩要打折。
[自学重点]： 积累词汇；练习听说；训练阅读；学习英语应用文写作；了解英美文化。
[辅导建议]
1 安排至少18课时面授辅导。 1-3课时 Unit 1,2,3 4-6课时 Unit 4,5,6 7-9 课时 Unit 7,8,9 10-12课时 Unit 10,11,12
13-16课时 Unit 1,2,3 17-18 课时 Reading Skill and Writing
2 讲读Text A，分析多重难、长句，检查学生对文章大意的了解，可利用Part II阅读理解练习提问，以达到练习口语能力的目的。 3 辅导Part III作业，帮助完成较难的翻译练习。认真检查学生的各单元书面作业。
4 介绍一些自学英语的方法，工具书，有条件的函授站可组织学员看一、两部英文电影，以了解英美文化。 以下是测试作业，在面授期间完成，由函授站集体收交，函寄河海大学函授部转交田舒黎老师批改。
河海大学函授2010级土木工程专业《英语BI》教学计划
课程名称：大学英语 I 2010学年第1学期 教材版本：《新发展英语》（外研社 年级：2010级土木工程专业 学时4/周 周次日期 第 1 周 第 2 周 第 3 周 第 4 周 第 5 周 第 6 周 第 7 周 第 8 周 第 9 周 第 10 周 第 11 周 第 12 周 章 节 内 容 提 要 Unit 1 English Language Unit 2 My Computer 教学环节和方法 精讲 Part I 写作：简单句和并列句 精讲 Part I 写作：留言 周学时 4 4 4 4 4 4 4 4 4 4 4 4 备 注 课后练习：Part II Part III Part IV 课后练习：Part II Part III Part IV 元音字母再开音节中的读音规则及如何表达想解释或曾认识的人 课后练习：Part II Part III Part IV 课后练习：Part II Part III Part IV 元音字母在闭音节中的读音规则及如何表示打算和计划 课后练习：Part II Part III Part IV 课后练习：Part II Part III Part IV 重音r音节ar, or,er,ir以及ur的发音以及如何建议，劝告及答复 课后练习：Part II Part III Part IV 课后练习：Part II Part III Part IV re音节与字母组合在重读应节中的发音及如何表达兴趣喜欢或不感兴趣 Unit 3 Getting to Know New 听说练习 People 精讲 Part I Unit 4 Animals 写作：复合从句（名词从句） 精讲 Part I Unit 5 Our Parents 写作：请假条 Unit 6 Making Plans Unit 7 Men and Women Unit 8 Love and Marriage Unit 9 Giving Suggestions Unit 10 Growing Up Unit 11 Education 听说练习 精讲 Part I 写作：复合句式（定语从句） 精讲 Part I 写作：借条 听说练习 精讲 Part I 写作：复合句式(状语从句） 精讲 Part I 写作：收条 Unit 12 Expressing Likes and 听说练习 Dislikes 任课教师： 孙晓凌
函授站要求：
1、测验卷做好后务必于集中上课的第一天直接交给函授站,由函授站统一集中寄给河海大学老师批改。测验不交或迟交者无平时成绩，考试无效！
2、各位函授生要克服一切困难，排除各种干扰，自我约束，按照各门课程教学周历的要求，抓紧平时自学。大学的关键就是自学，以平时自学为主，仅仅靠集中上课的学习是完不成学业的。
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河海大学函授2010级水利水电工程、工程管理、土木工程、机械工程及自动
化专业《英语BI》测验作业答题页
站名：安徽水院站 专业： 姓名 学号 成绩 （告示：请各位同学一定要把姓名、学号和专业写清、写对，出现错误者作零分处理，特此告示）
Part I Basic Knowledge
1-5 ____________________ 6-10______________________
11-15___________________ 16-20_____________________
21-25___________________ 26-30_____________________
Part II Reading Comprehension:
31-35___________________ 36-40_____________________
41-45___________________
Part III Cloze
46-50___________________ 51-55______________________
Part IV Practical Capacity （二选一） Anwser:
Writing: Requests For Leave
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河海大学函授2010级水利水电工程、工程管理、土木工程、机械工程及自动
化专业《英语BI》测验作业
站名：安徽水院站 专业： 姓名 学号 成绩 （告示：请各位同学一定要把姓名、学号和专业写清、写对，出现错误者作零分处理，特此告示）
Part I Basic Knowledge
1. You should not ________ too much from him.
a. expose b. expect c. express d. experience
2. The novel ended happily, and the young couple were married in the ________.
a. final b. closing c. end d. conclusion 3. The desert was regarded as _______ for settlement.
a. uncertain b. unable c. unfit d. unlike
4. I ______ watching this program because it is very interesting.
a. amuse b. please c. delight d. enjoy
5. Living here at the top of the mountain with no one else near you must be very _______.
a. lonely b. alone c. single d. sole
6. It was a good game, and at the end the _______ was Argentina 3, Germany 2.
a. account b. mark c. score d. record
7. I didn’t know what to do but then an idea suddenly _______ to me.
a. occurred b. happened c. appeared d. lighted 8. Is there anyone who _______ the plan put forward by the committee?
a. differs b. disagrees c. objects d. opposes
9. Our public transportation system is not _______ for the needs of the people.
a. complete b. adequate c. normal d. perfect 10. Tom and I are _______ seeing you, so don’t disappoint us!
a. looking for b. looking forward to c. looking to d. looking after 11. Smoking in bed ________ 1000 fires a year.
a. burns b. catches c. keeps d. causes 12. The United States _______ a population of over 200 million.
a. possesses b. contains c. owns d. has
13. Solar cells have been developed primarily to _______ electric power for spacecraft.
a. seek b. provide c. apply d. ensure
14. I don’t think I could ________ another night without sleep.
a. put up b. endeavor c. stand d. last 15. Good ________! I hope you win the race.
a. fortune b. luck c. chance d. fate 16. He is the most _______ singer in his country.
a. public b. popular c. populous d. referred 17. He’s far _______ of the others in mathematics.
a. advanced b. forward c. progressive d. ahead 18. He stood waving until the train was out of ________. a. scene b. sight c. look d. reach
19. What you say is, in a ________, true; but I should express it differently.
a. sense b. meaning c. concept d. significance 20. The police took drastic ________ to crack down the criminals.
a. ways b. methods c. procedures d. steps
21. We regret to inform you that the materials you ordered are _________.
a. out of work b. out of reach c. out of stock d. out of practice 22. The teacher explained the lesson ______ to the students.
a. at all b. at length c. at leisure d. at large 23. The neighbor’s windows _______ our garden.
a. overhear b. overtake c. overlook d. oversee 24. She did not study hard, so she had to take the _______.
a. consequences b. effects c. sequences d. outcome
25. _______ student with a little common sense should be able to answer the question.
a. Each b. Either c. Any d. One
26. Modern industry ________ in opportunities for young men with imagination.
a. rests b. develops c. abounds d. competes
27. The coming of the railways in the 1830s ________ our society and economic life.
a. transformed b. translated c. transcended d. transplanted
28. Frankfurt, Germany, is one of the most _______ populated regions of Western Europe.
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a. densely b. vastly c. enormously d. largely
29. While in London, we paid a visit to the hospital founded ________ the nurse Florence Nightingale.
a. in place of b. in honor of c. in favor of d. in line with 30. I want to buy a new tie to _______ this brown suit.
a. go into b. go after c. go with d. go by Part II Reading Comprehension
Questions 31 to 45 are based on the following passages: Passage I
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in steaming(把…按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both bright and not-so-bright children. After all, it can be very discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one of their total personalities. We are concerned to develop the ability of all our pupils into the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them opportunities to learn to co-operate, to share and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignment, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the libraries, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does no matter what age this child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
31.In this passage the author’s attitude towards “mixed-ability teaching” is _______. a. critical b. questioning c. approving d. objective 32.By “held back” (Para. 1) the author means “_________”.
a. made to remain in the same classes b. forced to study in the lower classes c. drawn to their studies d. prevented from advancing
33.The author argues that a teacher’s chief concern should be the development of the student’s _________.
a. personal qualities and social skills b. total personality c. learning ability and communicative skills d. intellectual ability 34.Which of the following is NOT MENTIONED in the third paragraph?
a. Group work gives pupils the opportunity to learn to work together with others. b. Pupils also learn to develop their reasoning abilities.
c. Group work provides pupils with the opportunity to learn to be capable organizers. d. Pupil also learn how to participate in teaching activities. 35.The author’s purpose in writing this passage is to ________.
a. argue for teaching bright and not-so-bright children in the same class b. recommend pair work and group work for classroom activities c. offer advice on the proper use of library
d. emphasize the importance of appropriate formal classroom teaching
passage II
One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950’s and 1960’s on the schools. In the 1920’s, but especially in the Depression conditions of the 1930’s, the United States experienced a declining birth rare—every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the ideas of the family also helps to explain this rise in birth rate. The baby boomers began streaming into the first grade by the mid 1940’s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of school children rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and the boom times that followed, large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.
Therefore in the 1950’s and 1960’s, the baby boom hit an antiquated and inadequate school system. Consequently, the “custodial rhetoric” of the 1930’s and early 1940’s no longer made sense that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic acade-mic skills and discipline. The system no longer had much
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