初高中英语教学衔接.doc

初高中英语教学衔接教学导语：高中英语的教学内容，词汇量较初中时急剧加大。让初入高中的学生很难适应。做好教学衔接能帮助学生很快适应繁重的学习任务，调整学习方法，进入学习状态。要使初高中两者“无缝对接”“平稳过渡”，在这一阶段应做好以下几点：1.认识上的衔接 在以往的教学中，高一新生及家长对高中的学习成绩总感到很郁闷。他们认为自己（的孩子）在初中的时候英语学习成绩还挺不错的，但是到高中以后，每次考试都达不到初中时的好成绩。因此，非常必要在教学中向学生指出并明确高中课程要求及初高中的差异。高中的知识点多，难度大，课程相对增多，学生的学习任务繁重，而对其他科目精力的分散也是导致学生成绩相对下降的一个原因。还要学生明白，高中教学的主要任务是为高等教育输送人才和培养社会需要的劳动者。学生必须在老师的指导下学会自主学习，合作探究。并利用课余时间，借助工具书及网络等学习资源，充分发挥自己的积极主动性来解决问题。教师在教学中是引领作用，为学生适时点拨疑难，培养他们自主学习和创新的能力，改变初中生学习上的依赖性，形成有效的学习策略，从而顺利过渡。2.知识上的衔接 初中底子差导致高中英语学习步履艰难。看到高中教材中的大篇幅的阅读文章和单词表中密密麻麻的新单词，有些学生就望而生畏，兴趣大减。读英语书就像是“瞎子看照片”，太没感觉了。因此，做好知识衔接，“摔在哪里就从哪里爬起”，复习初中知识，巩固语音，词汇，句子结构等基本知识是学习中很重要的环节。初高中英语教学衔接教学导语：高中英语的教学内容，词汇量较初中时急剧加大。让初入高中的学生很难适应。做好教学衔接能帮助学生很快适应繁重的学习任务，调整学习方法，进入学习状态。要使初高中两者“无缝对接”“平稳过渡”，在这一阶段应做好以下几点：1.认识上的衔接 在以往的教学中，高一新生及家长对高中的学习成绩总感到很郁闷。他们认为自己（的孩子）在初中的时候英语学习成绩还挺不错的，但是到高中以后，每次考试都达不到初中时的好成绩。因此，非常必要在教学中向学生指出并明确高中课程要求及初高中的差异。高中的知识点多，难度大，课程相对增多，学生的学习任务繁重，而对其他科目精力的分散也是导致学生成绩相对下降的一个原因。还要学生明白，高中教学的主要任务是为高等教育输送人才和培养社会需要的劳动者。学生必须在老师的指导下学会自主学习，合作探究。并利用课余时间，借助工具书及网络等学习资源，充分发挥自己的积极主动性来解决问题。教师在教学中是引领作用，为学生适时点拨疑难，培养他们自主学习和创新的能力，改变初中生学习上的依赖性，形成有效的学习策略，从而顺利过渡。2.知识上的衔接 初中底子差导致高中英语学习步履艰难。看到高中教材中的大篇幅的阅读文章和单词表中密密麻麻的新单词，有些学生就望而生畏，兴趣大减。读英语书就像是“瞎子看照片”，太没感觉了。因此，做好知识衔接，“摔在哪里就从哪里爬起”，复习初中知识，巩固语音，词汇，句子结构等基本知识是学习中很重要的环节。实施（一）一语音教学衔接 高中英语是初中英语学习的延续和提高。初中英语注重口语及交际教学，教学重点在于英语口语及句型的运用。口头的东西多，而书写的少。所以学生能模仿出发音，但是不懂语音知识。48个国际音标的概念很模糊。记忆单词还是处于记忆字母的状况。很难应对高中英语词汇量加大的要求。学生不会自己拼读单词，不会运用读音记单词，给老师的英语教学带来很多的负担。就是单词的教学花掉的时间太多，影响英语教学的进程。我们知道，语音是读的基础。根据我校学生的实际，从48个国际音标入手，教会学生读，拼单词，同时加上音节，辅音连缀，失去爆破，重音，清辅音浊化等读音规则，反复练习，在练习中通过观察，归纳总结单词的发音及拼写规则，打破哑巴英语，提高单词记忆的速度和质量，为进一步学习打好基础。48个英语音标犹如60个汉语拼音，只要学生熟练地掌握了它们，对学习英语的作用是相当大的。国际音标目的：系统、熟练地掌握英语音标。这个掌握，就是要达到能读、能默写，为后面学单词时随时用，随时拿得出作准备。教学过程：1、元音（1）单元音：i:u:a:uei（2）双元音：aieiauuiiu2、辅音（1）辅音总数：b、p、m、f、v、d、t、n、l、g、k、h、d、t、v、dr、ts、s、w、z、l、j、w、dr、tr、r（2）辅音的分类清浊成对的：清：ptkfswttstr浊：bdgvzddzdr单干户（即不成对的辅音）mnlrhjw分类的作用：1、记住清辅音，对名词变复数，动词变第三人称单数，动词的过去式的读音规则有极好的分辨作用。2、了解爆破音，对读英语的失去爆破很有帮助。拼读单词目的：运用英语音标拼读单词，教学生自己拼读，并要拼得准确。英语语音练习题 比较下划线部分的发音1. honest A. heart B. hire C. hour D .human2. huntA. finger B. thinkC. language D. recognize3. sorrow A. notebook B. rope C. fond D .seldom4. desert A. honest B. survive C. error D. brave5. shareA. fire B. glare C. inspire D. desire6.experience A. exercise B.explanation C .experiment D. extra7. nature A. natural B. native C .international D. adventure8. considerA. combine B. poison C. total D. movement9. questionA.emotion B. situation C .suggestion D. information10. means A. wise B. seize C. swallow D. simply11. creatureA. culture B. desert C. actor D. spirit12. clothA. breathe B .breath C. clothes D. worthy13. custom A. industryB.studio C. cruelty D .unfold14. silverA .director B .prize C. icy D. advice15. peaceA. leader B. breast C. peasant D. pleasant16. include A. pollution B. publish C. gun D. hunt17. representA. medal B. prepare C .effect D. complete18. pointA. rank B. think C .final D .ink19. ancient A. custom B. scene C. actress D. official20. weightA. height B. seize C. ceiling D. eight21. succeed A. coffee B. electricity C. agreeD. skip22. measureA. pleasure B. peace C. pleased D. breathe23. obeyA. official B. office C. organize D. common24. reduce A. rebuild B.valuable C.particular D. opportunity25. packageA. apology B. struggle C. globe D. argue26. musicalA. whisper B. slave C. desire D. universal27. instrumentA. industry B. dust C. unhappy D. stupid28. character A. chance B. headache C. choice D. match29. shoulder A. should B. could C. would D. chose30. village A. character B. variety C. valuable D. habit31. opinionA. conclusion B. stomach C. nod D. soft32. balance A. pace B. major C. national D. nation33. chemical A. Chinese B.character C. cheek D. choose34. unit A. unite B. mixture C. island D. diet35. cycle A. joy B. plenty C. young D. July36. surely A. conclusion B. shock C. beside D. positive37. although A. salt B. chalk C. walk D. ball38. handkerchief A. handsome B. standard C. splendid D. president39. view A. build B. ruin C. refuse D. although40. foot A. blood B. cool C. pool D. cook41. spare A. admire B. fire C. declare D. desire42. mean A. meant B. pleasant C. dead D. seaside43. surface A. voyage B. face C. paragraph D. relation44. agriculture A. future B. centre C. dormitory D. debt45. honest A. hardship B. forehead C. handkerchief D. heaven46. method A. wisdom B. golden C. discovery D. soil47. couple A. doubt B. mouth C. double D. mountain48. certainA .daughter B. persuade C. percent D. perfectly49. phraseA.practice B.houses C. exist D. pleasure50. existA. exercise B. explain C .excuse D. example51.unfair A. unless B. uncle C. unite D. unusual52.manage A. message B. crazy C. translate D. narrow53.gently A. garage B. general C. grasp D. group54.anger A. answer B. handbag C. announce D. anxious55.occur A. office B. offer C. obey D. operation二词汇教学衔接初高中教材对词汇的要求不同，初中阶段英语教学要求学生掌握约1500生词，而进入高中以后，要求词汇量达到3500-4500，因此巩固扩大词汇量是完成初高中衔接的关键一步。首先要突破语音关，增强词汇学习能力。不少学生不具备自学词汇的能力，根本就不懂音节和字母组合读音规则，所以要从26个字母的发音开始，系统地复习语音规则。其次，为了扩大和巩固词汇量，在日常学习中除了坚持每周配合老师对每一个单元的生词和短语进行听写外，还应做到以构词法为主线，拓宽词汇；以词义辨析为主线，新旧结合，广泛联想；收集在学习过程中遇到的生词并通过查词典、查资料等方式弄懂意思加以记忆我们在教学中要对一些词或词组进行有效的联系，通过分析、综合、对比、归纳等方法形成便于记忆的具有一定规律性的知识系统，从而保证走好学习单词这一步，很快适应高中的英语学习 、运用构词法。构词法通常有转化、派生、后缀等。构词法可帮助大家掌握和扩充单词,如:rebuild, rewrite, reread, reunite, recover, dislike, discover, disappear, beautiful, successful, careful, useful, wireless, hopeless, homeless等许多单词。转化法则可以帮助大家扩大词汇的使用功能,如map, inch, head, dirty, warm, cool等名词、形容词均可以转化为动词使用。合成法也可以帮助大家掌握诸如classmate, classroom, football, volleyball, baseball等大量单词。为此,在词汇学习中,我们逐步掌握构词法的基本知识。、 同族词联系 同族词又称同根同源词，是指词根相同的一类词。不论从形式上还是从意义上，它们之间都有一定的联系。只要先掌握词根，加以对比，既能提高记忆单词的效率，又能进一步构成新词，扩大词汇量。掌握了词根就等于掌握了打开整个英语词汇库的金钥匙！词义相关联系即由一个词而联想到它在意义上有关联的其它词。这种由此及彼，由表及里的延伸或扩散能活跃思维，激发学习兴趣，展开想象的翅膀，达到复习巩固并扩大英语词汇的目的。、采用对比法进行词汇学习 英语中有许多词形、词义相近的单词,学习过程中对词形相近的词进行对比对于正确使用单词很有好处。如form, from; advice, advise; hard, hardly; invent, invite; decide, divide; choose, choice等许多单词常被混淆,及时加以对比就可以加深认识它们之间的差别,避免用错写错单词。对常用的同义词或词组,如divide, separate, tell; say, speak, tell, talk; join, take part in; run out, run out of等应该及时弄清楚它们之间的异同点,以便在实际运用中能正确使用。 、在语境中进行词汇学习，所谓语境指的是上下文,即词,短语,语句或篇章及其前后关系。要有效地掌握词汇,就应该将词汇与句子、语篇结合起来。我们都明白学习词汇的目的是要掌握词义,词的搭配和用法,用词语造句表达思想。从使用词汇的角度看,词语连成句子或连成话语,才能实现其表达思想的交流功能。在课文学习过程中,把词汇与句子,语境结合起来,应该多自己造句,掌握词的用法。在词汇与句子结合的基础上,我们还应该将词汇、句子与语篇相结合,进一步扩大词汇的交流功能。将词汇与句子,语篇相结合,不仅能巩固词汇,而且能提高学习词汇的兴趣,发展运用语言的能力,达到学好英语的目的。、及时复习,及时巩固。在词汇教学中,要及时复习,以便及时强化,加深理解,巩固所学单词。复习要注意经常性复习形式多样化如通过归类复习,同义、反义复习,采用听写、单词游戏、单词竞赛、讲故事、唱英语歌曲等等。实施（二）三句子结构教学：鉴于初中英语英语要求，在教学中对于句子结构的分析较浅进入高中后大家都不能认清句子结构尤其是模块1和2的重点语法是定语从句。定语从句的考点是先行词。决定先行词的重点之一是它在从句中所作的成分。由于句子结构知识的缺乏致使学生在高一英语起始阶段没办法奠定好基础。相当多的学生就此对英语丧失兴趣，“一蹶不振”。学生记住了单词却不懂词性，找不到先行词，也很难判断先行词在从句中的成分提起分析句子成分，大家感到很困难据调查，学生困难的主要原因是句子成分概念在母语中就没有建立起来，对于主谓宾定状补根本不懂。相当多的学生甚至还问：名词能作主语？因此，做好句子成分学习，形成定语，状语，补语及其在句子中位置的概念。从简单的分析起步，逐步复习并列句，状语从句及宾语从句等。为学习定语从句打下基础。并且做好句子结构的分析练习也是是搞好初高中英语教学衔接的关键一步。英语句子成分和英语句子结构讲解及练习：1.主语（subject）: 句子说明的人或事物。The sun rises in the east. （名词）He likes dancing. （代词）Twenty years is a short time in history. (数词)Seeing is believing. （动名词）To see is to believe. （不定式）What he needs is a book. （主语从句）It is very clear that the elephant is round and tall like a tree. （It形式主语，主语从句是真正主语）2.谓语（predicate）: 说明主语的动作、状态和特征。We study English.He is asleep.3.表语（predicative）: 系动词之后的成分，表示主语的性质、状态和特征。He is a teacher. （名词） Seventy-four! You dont look it. （代词）Five and five is ten. （数词）He is asleep. （形容词）His father is in. （副词）The picture is on the wall. ( 介词短语)My watch is gone / missing / lost. （形容词化的分词）To wear a flower is to say “Im poor, I cant buy a ring. （不定式）The question is whether they will come. （表语从句）（常见的系动词有: be, sound（听起来）, look（看起来）, feel(摸起来，smell（闻起来）, taste（尝、吃起来）, remain（保持，仍是）, feel（感觉） .It sounds a good idea.The sound sounds strange.Her voice sounds sweet.Tom looks thin.The food smells delicious.The food tastes good.The door remains open.Now I feel tired.4.宾语：1）动作的承受者-动宾I like China. （名词） He hates you. （代词）How many do you need? We need two. （数词）I enjoy working with you. （动名词）I hope to see you again. （不定式）Did you write down what he said? （宾语从句）2） 介词后的名词、代词和动名词-介宾Are you afraid of the snake?Under the snow, there are many rocks.3） 双宾语-间宾（指人）和直宾（指物）He gave me a book yesterday.Give the poor man some money.5.宾补：对宾语的补充，全称为宾语补足语。We elected him monitor. （名词）We all think it a pity that she didnt come here. （名）We will make them happy. （形容词）We found nobody in. ( 副词 )Please make yourself at home. 介词短语）Dont let him do that. （省to不定式）His father advised him to teach the lazy boy a lesson. （带to不定式）Dont keep the lights burning. （现在分词）Ill have my bike repaired. （过去分词）定语：修饰或限制名词或代词的词、词组或句子。Ai Yanling is a chemistry teacher.（名词）He is our friend. （代词）We belong to the third world. （数词）He was advised to teach the lazy boy a lesson.（形容词）The man over there is my old friend.(副词)The woman with a baby in her arms is my sister. (介词)The boys playing football are in Class 2. （现在分词）The trees planted last year are growing well now. （过去分词）I have an idea to do it well. （不定式）You should do everything that I do. （定语从句）7.状语：用来修饰v., adj., adv., or 句子。表示时间、地点、原因、目的、结果、程度、条件、方式和让步。（以下例句按上述顺序排列）I will go there tomorrow.The meeting will be held in the meeting room.The meat went bad because of the hot weather.He studies hard to learn English well.He didnt study hard so that he failed in the exam.I like some of you very much.If you study hard, you will pass the exam.He goes to school by bike.Though he is young, he can do it well. 句子结构：简单句的五个基本句型1、主语不及物动词 She came/ My head aches.2、主语及物动词宾语 She likes English.3、主语 系动词 表语 She is happy4、主语双宾动词间接宾语直接宾语She gave John a bookShe bought a book for me.5、主语 宾补动词 宾语 宾语补语She makes her mother angryThe teacher asked me to read the passage.6、（ There +be 结构）There lies a book on the desk.Exercises：分析下列句子成分1. Our school is not far from my home.2. It is a great pleasure to talk with you.3. All of us considered him honest.4. My grandfather bought me a pair of sports shoes.5. He broke a piece of glass.6. He made it clear that he would leave the city7. I love you more than her，child8. Trees turn green when spring comes.9. They pushed the door open.10. Grandma told me an interesting story last night.11. He wrote carefully some letters to his friends.12. All the students think highly of his teaching.13. We need a place twice larger than this one.14. He asked us to sing an English song.15. Dont get nervous，help yourself to what you like.16.We will make our school more beautiful.17. He didnt comeThat is why he didnt know18. She showed us her many of her pictures.19. The old man lives a lonely life.20. Luckily the 1989 earthquake did not happen in the center of town.21. The cars made in Japan are better than those in Germany22. There are so many people in the hall that its hard for me to find him23. No matter how difficult the task may be, we must fulfil it this month.24. Go back where you came from.25. We must do whatever the people want us to do.26. At last he got home, tired and hungry.27. Would you please pass me the cup?28 Mary handed her homework to the teacher.29. Do you know the latest news about him?30. Ill get my hair cut tomorrow.翻 译 练 习：主谓结构 （ 主语 不及物动词 ）1你应当努力学习。2她昨天回家很晚。 3那天早上我们谈了很多。4会议将持续两个小时。5在过去的十年里，我的家乡已经发生了巨大的变化。6这种事情全世界各地每天都在发生。71919年，在北京爆发了“五.四”运动。8每天八时开始上课。9这个盒子重五公斤。10.五年前我住在北京。主谓宾结构 （主语 及物动词 宾语 ）1昨晚我写了一封信。 2今天下午我想同你谈谈。3这本书他读过多次了。4他们成功地完成了计划。5你们必须在两周内看完这些书。6那位先生能流利地说三种语言。7我收到了笔友从澳大利亚寄来的信。8Jim 还不会自己穿衣服。9我们大家都相信Jack 是一个诚实男孩。10他不知道说什么好。主系表结构 （主语 系动词表语 ）1我的兄弟都是大学生。2 冬季白天短，夜晚长。3布朗夫人看起来很健康。 4十五岁时他就成为有名的钢琴家了。5孩子们，请保持安静。6 这本书是有关美国历史的书。7她的工作是在幼儿园里照看儿童。8他失业了。9树叶已经变黄了。10这个报告听起来很有意思。双宾语结构（主语双宾动词间接宾语直接宾语 ）1Johnson 先生去年教我们德语。2 奶奶昨晚给我们讲了一个有趣的故事。3Mary把钱包交给校长了。4请把那本字典递给我好吗？5他把车票给列车员看。 6 这个学期我已经给父母写过三封信了。7 我父亲已经给我买了一辆新自行车。8Robinson Crusoe 给自己做了一只小船。9请你给我弄一本新的，好吗？10我替你叫辆出租汽车好吗？复合宾语结构 （主语动词宾语 宾语补足语 ）1我们叫她Alice.2他的父母给他取名为John.3我们大家都认为他是诚实的。4他们把门推开了。5他们把小偷释放了。6我们要使学校变得更美丽。7他请我们参加做游戏。8我要你把真相告诉我。9卫兵命令我们立即离开。10明天我要找人来修理机器。11每天早晨我们都听到他大声朗读英语。12痛苦使得他叫喊起来。13我们不会让她在晚上外出的。14他每个月理一次发。15我要请人把我的录音机修理一下。16那可怕的声音把孩子们吓坏了17她正在听人家讲故事。18男孩子们都在看士兵们操练。19我从来没看见这个字这样用过。20他感到很难跟你交谈。21我想乘船去那里更舒服些。22我认为有可能用另一种方法解题。23学校定了一条规则，开始上课时学生要起立。24我认为与那个人谈话是无益的。There be 句型1今晚没有会。2这个村子过去只有一口井。3 这个学校有一名音乐老师和一名美术老师。4 客人当中有两名美国人和两名法国人。5天气预报说下午有大风。6灯亮着，办公室里肯定有人。7战前这儿一直有家电影院的。8 恰好那时房里没人。9从前，在海边的一个村子里住着一位老渔夫。10公共汽车来了。11就只剩下二十八美元了。12在这个山洞前面长着一棵高大的松树。13铃响了。14二月份有二十八天。实施（三）四阅读衔接教学:在初中，由于课时较充足，教师对于课文和阅读材料有时间进行透彻讲解，反复强调重难点。在进行阅读检测时，所选材料相对较简单，且所占分值也不是很多。因此，学生不注重独立思考和对规律的归纳总结。到了高中，因为内容多，时间少，教师不可能对课文或阅读材料讲全讲细，只能讲一些具有典型性的题目。因此，高中学习要求学生勤于思考，善于归纳。为了使学生尽快从初中应试英语转到高中实用英语上来，高中英语阅读教学不仅要教会学生理解所学的阅读材料，而且还要教会学生怎样理解阅读材料，即对学生进行阅读方法的指导和阅读技能的训练，既重视对学生基础语言知识、基本语言技能的培养，更关注处理信息的过程和发展相关信息的能力，从而逐步培养学生阅读理解的能力。学习过程中重视解决文章中词汇、句法的障碍，以及对篇章结构、主旨大意把握的困难，从东西方文化对比的角度分析一些具有文化内涵的词、句和典故等，以增加文化背景知识，达到提高阅读能力的目的。因此，必须多掌握以下阅读技巧：1鼓励大胆猜词，培养猜测词义的能力。高考试题允许有3不注汉语的生词，这就要求平时学习中如遇到生词，切勿惊慌，只要抓住一定的线索，运用一定的方法，就可以猜出并加以理解。猜词的方法多种多样，可根据构词法知识、定义或解释说明来猜测词义，也可根据对比关系、因果关系以及上下文暗示来猜测词义。2. 理清难句、长句结构，巧解深层次题目。近几年，高考阅读理解的趋势之一就是难句增多。难句一般是长句和省略句，长句一般是并列句、复合句。难句和长句往往令考生望而生畏。因此，平时要注意逐步学会如何剖析难句结构，培养理清基本结构和各语段之间关系的能力，在分层理解内容的基础上整合全句词义，理解全文。3把握结构脉络，理解文章寓意。把握文章的结构脉络，就是根据文体的特点，理清作者的行文线索，抓住线索串联的主要事实，归纳概况文章的主旨大意。在进行语篇理解阅读的过程中，要根据字面意思或隐含信息去推敲作者的言外之意，理解文章的整体寓意。高中英语教材侧重培养学生的阅读理解能力，这是我国基础教育阶段英语教学的重要目的之一。再者，阅读理解试题在历年高考英语试卷中占很大比例，分值约占总分的三分之一。因此，做好初、高中英语阅读衔接的有效学习就是借助课文来提高学生的阅读速度、阅读理解能力和语言水平。练习题：一、阅读下面短文，从文后各题的四个选项中选出最佳答案。Why do we count things in group of ten? The reason (原因) is that we have ten fingers. Long 1)_, when people had to count a lot of things, they matched them against their (2)_. First they counted out enough objects to match the fingers of (3)_ and then put them (4)_ in one group. (5)_ there were more than ten, they formed more groups. We can call our numbers “two-handed” numbers, because they developed from the (6)_ that people counted things on two (7)_.Some people had “(8)_ numbers”, too. Because there are five fingers on one hand, they counted things out in groups of five. It was (9)_ by Romans (罗马人) who lived in Italy over 2000 years ago. We call their (10)_ numbers Roman numerals and we use them even today. In Roman numerals, “” stands for one, and “V” stands for five. Six, the Romans wrote “VI”.(12)_ people counted objects in groups of 12. We 13)_ use the 12-in-one-group system(系统) for telling time with a clock. We count the (14)_ from one to twelve and then start 15)_ one again.1. A. time B. ago C. beforeD. time before2. A. numbers B. hands C. findersD. feet3. A. all hands B. both hands C. each hand D. either hand4. A. up B. down C. away D. aside5. A. If B. As C. Because D. Finally6. A. idea B. rule C. factD. reason7. A. ways B. means C. groups D. hands8. A. one-handB. two-handedC. ten-in-all D. half9. A. discovered B. made C. takenD. used10. A. old B. written C.countingD. one-to-ten11. A. Count B. Counting C. To count D. In order to write12. A. Few B. Many C. Sometimes D. Very often13. A. still B. seldom C. used to D. have stopped to14. A. numbers B. hours C. minutes D. time15. A. with B. by C. out D. them二、阅读下面短文，根据书信内容，判断下列各句正（T）误（F）。Dear sir,Just over six months ago, I saw an advertisement in a morning newspaper for a set of the complete works (全集) of William Shakespeare. Your company offered this set at a low price: 15 pounds and 50 pence. I had wanted a set of Shakespeares plays and poems or some time, so I sent for them. Two weeks later, the books arrived, together with a set of the works of Charles Dickens which I had notwanted. So I returned the Dickens books to you. Two more weeks passed. Then there arrived a second set of the works of Shakespeare, the same set of Dickens books and a set of the plays of Moliere, in French. I do not read French, and they were not useful at all, so I wrote to you. You did not answer that letter. Instead you sent me a bill for 42 pounds and a set of the plays of Schiller, in German. I have no room for any more books, and I have no time to read them all. Please send no more books, no more bills and no more angry letters for payment. Just send one large truck and take all the books away, leaving me only with the one set of the works of Shakespearefor which I have paid. Yours, Simon Walker根据书信内容，判断下列各句正（T）误（F）。16. The advertisement in the morning newspaper was for a set of the complete works of William Shakespeare.17. Mr. Walker wanted to order Dickens books.18. Two weeks later, he got the works of Schiller.19. The company wanted Simon to pay for all the books.20. Mr. Walker told them to take away all the forks except Shakespeares books.三、根据短文内容，选择正确答案。CATVCATV is a short way saying “community antenna (公用天线) television”. But “ cabletelevision” is the name most people use. Cable television allows viewers(观众)to receive TV programs that they can not pick up with their ordinary antenna.Television signals (信号) do not follow the curve(曲线) of the earth. They travel in straight lines in all directions. Signals from a TV station move towards the horizon(水平线) and then go into space. If you live only a few miles from a TV station, you may get a good picture on your set. But if you live more than 50 miles from a station, you may not get any pictured at all.CATV began in 1948. People in places far from TV stations had to pay for putting up high antennas. A community antenna was usually placed on a hill, a mountain or on a high tower. The antenna picked up TV signals and fed them into a small local(当地的) station. From the station, thick wires called cable ran out to nearby homes. Each person using the cable paid a monthly charge(费用).CATV worked well, and soon new uses were found for it. Local stations could feed programs into empty channels that were not in use. People along the cable could have local news, weather report, and farm and school news at no extra charge. Today, cable television has moved into cities. It brings in