濰坊市2006―2007學年度上學期10月份段考
高一化學試題
注意事項:
1、時間：90分鐘，滿分：100分。
2、本試題分第Ⅰ卷（選擇題）和第Ⅱ卷（非選擇題）兩部分（請把Ⅰ卷答案涂在答案卡上）。第Ⅰ卷1――4頁，第Ⅱ卷5――8頁。
3、答第Ⅰ卷前，考生務(wù)必將自己的姓名、考號、考試科目、試卷類型用鉛筆涂寫在答案卡上。
4、每小題選出答案后，用鉛筆把答案卡上對應(yīng)題目的答案標號涂黑，如需改動，用橡皮擦干凈后，再選涂其他答案。
可能用到的相對原子質(zhì)量：H:1 O:16 S:32 Na:23 Cu:64 C:12 Mg:24
第Ⅰ卷（選擇題，共48分）
元素及其化合物知識復習思路
高考化學總復習一般分三輪展開：第一輪復習的主要內(nèi)容是學科內(nèi)主干知識的復習與學科能力的培養(yǎng)（一般安排在先年9月至次年3月），第二輪復習的主要內(nèi)容是熱點（或?qū)ｎ}）復習與綜合能力的培養(yǎng)（一般安排在次年3月至4月），第三輪復習的主要內(nèi)容是套題訓練與查漏補缺（一般安排在次年5月）。元素化合物知識是中學化學的重要組成部分，是其它版塊研究的具體對象。從備考復習角度講這部分知識也是高考命題的重要熱點之一，況且化學實驗、化學計算、化學原理等也常把元素化合物作為背景和載體。因此，復習中應(yīng)把這部分內(nèi)容放在必須導深、導活、導透的戰(zhàn)略高度來認識。
由于元素化合物涉及到的知識點太多，且許多都是描述性的，內(nèi)容繁雜零碎，需要理解和記憶的東西分散、不系統(tǒng)，因此復習使用起來不太容易。鑒于這些特點，在進行專題復習時應(yīng)著重抓好如下幾點。
思想政治課教學要轉(zhuǎn)入素質(zhì)教育的軌道
在社會主義市場經(jīng)濟條件下，中學生的思想狀況有許多新的變化，他們關(guān)心國內(nèi)外大事，渴望了解我國改 革開放、建設(shè)有中國特色社會主義的重大方針政策；他們思維活躍，面對社會上一些腐敗現(xiàn)象和拜金主義問題 ，在人生價值方面產(chǎn)生諸多疑慮；他們對思想政治課的教學要求甚高，不滿足于背條條、考條條，希望教師能 在理論和實踐的結(jié)合上，情理交融地解除自己的思想疑惑。思想政治課的教學改革必須適應(yīng)我國社會主義市場 經(jīng)濟發(fā)展的形勢，針對中學生的思想實際，圍繞思想政治課的教學任務(wù)，切實貫徹理論聯(lián)系實際的方針，徹底 改變應(yīng)試教育的模式，把教學真正轉(zhuǎn)入素質(zhì)教育的軌道。具體地說，思想政治課教學改革應(yīng)注意下列四個問題 ：
[初中地理論文]中學地理學科能力層次問題探討
普及初中教育而帶來的“兩極分化”現(xiàn)象是實施素質(zhì)教育所必須正視的一個問題。為使每一處學校中的每 一個學生都能主動地學習，學科教學必須“因材施教”，實行“分層次教學”。“分層次教學”所面對的首要 問題是如何劃分教學內(nèi)容和學科能力的層次。本文僅就中學地理學科能力層次問題談?wù)勎覀兊拇譁\認識。
能力是人們成功地完成某種活動所必須的個性心理特征。它是身體的生理機制與心理機制的綜合體，包括 體力、智力和心力（非智力因素）。其中，智力是能力的靈魂，因而成為學科能力的核心。根據(jù)現(xiàn)行課程方案 和中學地理教學大綱對中學地理教學的要求，以及學生心智（心力和智力）發(fā)展（階段性）特點，我們認為中 學地理學科能力可分為下列三個層次。
The Use of Body Language in Middle Schools
【Thesis】: With the continual reform of language teaching and learning methods, teachers are in great demand to organize the classes in English and create English-learning circumstances. However, with the limitation of students' vocabulary, teachers have to simplify their teaching language with the help of facial expressions and body movements. In this article, the possibility and the effect of using body language in listening, speaking, reading and writing will be further discussed.
【Key words】: English teaching in middle schools, body language
I. Introduction
As everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English teaching in the middle schools is concerned, teachers have to arouse the students' interest so that they may learn better. There are many ways to arouse the students' interest and help them to learn better, body language used in English teaching is one of them.
Body language is an important media through which people communicate with each other. It refers to the patterns of facial expressions and gestures that people use to express their feelings in communication. The specialist on body language research, Fen. Lafle. Angles, once said: "Once it was lost, a baby couldn't have grown into a normal person". It's also true to the juveniles. In school education, body language plays a positive role in cultivating the students' characters. For, teachers are usually respected, and factually, what or how the teachers say and do will be possibly imitated by the students (sometimes subconsciously). In a word, teachers' graceful body language helps to improve the students' artistic-appreciation and moral character. If the students develop a wonderful body language, which will possibly leads them to form an optimistic and active feelings, they will surely have a more smooth interpersonal relation.
The affection of teachers' body language on the students is reflected not only by establishing a good example, but also shortening the teacher-student estrangement by which a more harmonious studying atmosphere is created. As a matter of fact, teachers' friendly appearance can greatly encourage the students' studying enthusiasm. Furthermore, the characteristics of theoretic and abstraction of knowledge also requires the vivid, dramatic and an accessible gestures to make it specific and figurative. As a result, the students' interest is motivated and the effect of teaching is greatly improved.
II. The necessity and importance of using body language in English teaching
English teaching is a key part of the school education. With the English teaching methods reform, more and more English teachers organize the teaching process in English so that they may realize the Communicated English. The Communicated English means that teachers instruct the students and explain questions basically in English, and the students are also required to use English in class. Contemporarily, however, the students in the middle school can't speak very well; neither can they understand why they should use different tones in different time or situation; their&nb sp;vocabulary and expressive ability are limited too. These limitations made it difficult to realize the Communicated English in the classes. According to the students' present level and practical situation, body language is required. For example, when a teacher gives an instruction: "You two, please come to the blackboard." The students can easily understand it if the teacher looks at (or points to) some two students. Then, the teacher points to the blackboard. The students will carry out the order without obstacle even if they don't hear the key words "blackboard" clearly. Furthermore, teachers usually have to explain some language points, and at this time, they have to differentiate the classroom expressions and the examples. Take it for example, we ought to use the form 'have done' such as 'Have you finished that job jet?'" To make the students understand clearly, a teacher has lots of ways. To do it by speed, he uses a common speed when reading "we ought to use the form 'have done'", and reads slowly when giving examples; he can also get the effect by repeating&n bsp;the example 'Have you finished that job jet'; a more frequent way is to use gestures to lay emphasis on the key points when he said "have done"(emphasizing it in voice at the same time), he reaches out his index finger, pauses in the air, and then gives out the example. This action will usually give the students a deep impression. From the above we can learn, the use of body language in English teaching is necessary and practical. In the English teaching in middle schools, body language is frequently used to improve the teach ing effect and the students' ability.
III. The concrete application of the body language in listening, speaking, reading and writing
1. Body language helps to improve listening
The Greek philosopher Epictetus ever wittily said: "Nature has given man one tongue and two ears that he may hear twice as much as he speaks." From the saying we can learn how important the listening is in our daily life. To understand others is a basic purpose in English teaching, and teachers often train the students' listening accordingly. In this process, if the body language is used, the effect will be better. When beginning a new lesson, the teacher narrates the story outline in English. The body language may help. For example, a&n bsp;teacher can stretch his arms slowly when he says "She is in a very big room"; he can open his eyes widely with mouth opened when he says "She is so beautiful a lady". As a result, the students will have such an impression: She is very beautiful indeed; a teacher who imitates the crying or the movement of the animals under the premise of teaching order will surely achieve a better effect.
2. Body language helps to improve speaking
The spoken language is one of the important ways to communicate, so we should try to develop the students' ability of speaking. Factually they are helped to reach the aim in a certain degree by their teacher's body language.
The contemporary emphasis is gradually laid on spoken English teaching. The first lesson of every unit in Senior English begins with dialogue. The teaching programs require the teachers to organize the class to practice English according to the characteristics of dialogue. Generally speaking, the body language can arouse and sustain the students' interest of learning and using English. In the English class, the teachers should not only use body languages themselves, but also ask the students to use them according to the different situation. Take it for example, the f irst lesson in Unit one, Book one is about the time when the new students first meet, and they don't know each other. So a teacher can introduce himself first, such as: "Hello, everyone, nice to meet you here. Now I'll introduce myself to you. My name is Arthur. I like playing basketball, for, it makes me much stronger; I like playing chess, for, it makes me more clever; and I like reading books, for, 'reading makes one perfect'". During the introduction, the teacher should use the new vocabularies and sentence structures together& nbsp;with a vivid expression and mating gestures as possibly as he can. He smiles when he says hello to the class; he shakes hands with some students saying "Nice to meet you"; he writes name down on the blackboard; he imitates the action of dribbling and shooting at the basketball, playing chess and turning pages to explain his hobby. After his introduction, the teacher can create a circumstance for the students to practice: "Mary and Jack are new classmates. They are walking together in the street, and they meet one of Jack's old f riends, Yangpei. Then Yangpei and Mary are introduced to each other by Jack." After the students' practice the dialogue is introduced naturally from it. Usually, the application of body language in different situations will result in an attracting and successful lesson.
3. Body language helps to improve reading
The purpose of Senior English teaching is to train the
students' preliminary ability of using spoken and written English. In the
senior school, we lay emphasis one the reading ability that serves the
students' further study. Here we mainly mention the helpfulness for reading
aloud(朗讀).
When reading the sentences, attention should be paid to where to speak softly, emphasize, and raise or lower our tone. To make it clear, we can imitate the strong or soft pats that are used in music teaching, which means to use the arcs to represent different tones. Generally speaking, we use falling tones in declarative and special interrogative sentence, first rising tones and then falling tones in the choosing interrogative sentence. The students in the middle school are not often accustomed to and always confuse them, however, with the help of body&nbs p;language, they can solve the problem much more easily. For example, they use gestures. As they read the choosing interrogative sentence, they raise their hands in rising tones and lower in falling tones. After training for some times, as soon as they read the sentences, they will remind themselves of the gestures. As a result, there will be no problems in rightly reading the sentences at all.
In a word, the vivid gesture together with the fluent English can create a good circumstance of learning, which will surely play an active part in improving the students' reading ability.
4. Body language helps to improve writing.
Writing is one of the four basic skills of learning language, and it is so important a skill that we can even say without it, people can't communicate with others. Not only should the students get some English knowledge and vocabularies, but also the ability to communicate in spoken and written English as what is mentioned in the teaching programs. To some extent, writing is much more important than speaking, for it can spread without the limitation of space and time. Since the students learn English as a media for communication, they should have& nbsp;the ability of writing.
To get rid of the students' feelings of being dull and tiring, an English teacher has to use every possible method. This is the same to the writing. Teachers use different method in order to improve the students' ability of writing, among which, the application of body language can deepen the object impression, such is magnificent in developing the students' writing ability.
The linguist Franklin ever said, "Tell me, I'll forget; teach me, I'll remember; involve me and I'll learn." If we asked the students to write an unfamiliar composition, they would probably be unable to and feel discouraged. However, the students can write excellent articles if they have the experience. In and out of class, we should ask the students to participate some English-related activities, and then ask them to write it down. Take "The First Snow in Winter" for example, having enjoyed themselves in the beautiful snowing and been giv en some hints, the students can write much better a composition. For contrast to their complete imagination, the students are deeply impressed by the body movement of the teachers and themselves, which surely leads to a better article.
IV. Conclusion
Learning English needs practice. The 45 minutes in class is very precious and should be cherished, during which the students should practice as much as possible. To exert the limited time, teachers are required to adopt some effective methods. The use of body language can not only attract the students' attention, but also deepen their impression and imagination. The use of body language is completely up to the standard of audio-visual teaching principle, so teachers should try to teach in English from the beginning to the end, together with the corresponding&nbs p;body language. In the end, the students' ability of English will be certainly and greatly improved.
Bibliography:
1. He Guangkeng, The Basis
of English Teaching and Learning Methods, Ji
2. Shen Minxian,
The Use of the Body Language in Elementary School,
3. Gu Xueliang,
The Basic Technical Training in English Teaching,
4. Hu Chundiao, The English Teaching and Learning Methods, Higher Education Press, 1990
5. Liu Yongfa, Liu Xuan'en, The Practical Body Language, Hua Wen Press, 1997
6. Wu Zongjie,
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