IFITC Chapter_4_2012
浙江金兰教育合作组织2024学年高考英语全真模拟密押卷(含解析)
浙江金兰教育合作组织2024学年高考英语全真模拟密押卷注意事项:1.答题前,考生先将自己的姓名、准考证号填写清楚,将条形码准确粘贴在考生信息条形码粘贴区。
2.选择题必须使用2B铅笔填涂;非选择题必须使用0.5毫米黑色字迹的签字笔书写,字体工整、笔迹清楚。
3.请按照题号顺序在各题目的答题区域内作答,超出答题区域书写的答案无效;在草稿纸、试题卷上答题无效。
4.保持卡面清洁,不要折叠,不要弄破、弄皱,不准使用涂改液、修正带、刮纸刀。
第一部分(共20小题,每小题1.5分,满分30分)1.When the organization ______ in March, 2019, there was almost no money in the bank and more than $1 million of debt.A.folded B.boomed C.registered D.sprang2.We __________back in the hotel now if you didn’t lose the map.A.are B.wereC.would be D.will be3.— He made an apology be blamed what he had done.— It's really wise of him.A.so as to not; of B.in order to not; forC.so as not to; for D.in order not to; of4.People expect Shanghai Disneyland Park to offer better service than ________ of Tokyo’s.A.this B.it C.one D.that5.The language in the company’s statement is highly ________, thus making its staff confused.A.ambiguous B.apparentC.appropriate D.aggressive6.—This is the first time I ________ my picture with my own hands.—It is time that you ________ a picture for me.A.have taken; took B.took; should takeC.took; will take D.will take; have taken7.—How did you like John’s exhibition of paintings last weekend?—To tell you the truth, his paintings didn’t ________ m e much.A. refer to B.appeal to C.belong to D.occur to8.You can’t use the computer now, ________ the upgrade of the system is under way.A.until B.unlessC.as D.after9.he law is equally applied to everyone. No one _______ be above it.A.shall B.mustC.may D.need10.As is often the case, there are always some obstacles in the way,something ________ before we realize the real goal of education.A.to be got through B.got throughC.getting through D.having been got through11.--- Y ou look happy today. Is there anything good?--- I’m very delighted ______ as one of the exchange students.A.to choose B.to have been chosenC.choosing D.having been chosen12.—I spend two weeks in Beijing last year.—Then you must have visited the Great Wall during your stay, ________ you?A.mustn’t B.didn’tC.haven’t D.hadn’t13.We’d better go now, ______ we’ll miss the train.A.but B.so C.otherwise D.therefore14.—I don’t care for baseball.—How can you say you don’t like something you’ve never even tried it!A.till B.after C.unless D.when15.We firmly believe that ______ the new examination system comes into existence, completely new situations will arise. A.considering B.supposed C.providing D.given16.If you ________ come to our villa ge, I’ll show you around.A.will B.shall C.must D.should17.The room ______ 10 metres across is large enough for a single man to live in.A.measuring B.measures C.to be measured D.measured18.________ an increase in foreign legal conflicts,China is expected to see the number continue to rise.A.To witness B.Being witnessedC.Witnessed D.Having witnessed19.Good food,good sleep,no exercise.That's he gained weight.A.how B.when C.what D.whether20.A man can fail many times, he is a real failure when he begins to blame someone else.A.but B.or C.and D.so第二部分阅读理解(满分40分)阅读下列短文,从每题所给的A、B、C、D四个选项中,选出最佳选项。
埃登斯尔奎尔(Edexcel)等级4基本技能威尔士在信息和通信技术(ITC)规格说明书
Extract from SpecificationEdexcel Level 4 Essential Skills Wales inInformation and Communication Technology (ICT)This document has been extracted from – and should be used inconjunction with – the Edexcel Entry Levels 1-4 Essential Skills Wales in Information and Communication Technology (ICT) Specification, the most up to date version of which can be found on the Edexcel website /eswEdexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide.We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment.References to third party material made in this extract from the specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)Publications Code ES026740All the material in this publication is copyright© Edexcel Limited 2011ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and Communication Technology (ICT) – Issue 1 – February 2011 © Edexcel Limited 2011 1Level 4 Essential Skills Wales in ICTLevel: 4Credit value: 6Guided learning hours: 60About this qualificationThis is about demonstrating your skills in:•developing a strategy for using ICT skills (ICT4.1)•monitoring your progress and adapting your strategy as necessary (ICT4.2) •presenting the outcomes of your work (ICT4.3)•evaluating your overall strategy (ICT4.3).Amplification of evidence requirementsNotes1 Each level of the skill incorporates and builds on the previous levels. You musttherefore ensure that you are familiar with all the requirements of ICT Level 3 which, in turn, incorporates the requirements of the lower levels.2 You must provide evidence of your ICT skills, as they are specified in the firstcolumn of the component grid. Your evidence must be in the form described in the third column (Evidence requirements). In order to provide this evidence, you will need to have the skills that are listed in the second column.3 The guidance within the qualification supports the requirements of the threecolumns of the component areas and is intended to advise and help you and your teacher/tutor/trainer in your work. It provides explanations of some of therequirements of the standards that may be useful when you are developing the skill of ICT at Level 4 and producing evidence of your work. It is not a mandatory part of the standards.4 The Mandatory Definitions (Annexe A) give the exact meaning of certain words inthe document. You must always refer to them when you are developing your skills, gathering evidence, and preparing for assessment.5 Witness statements may be used to support written evidence (for example of adiscussion) but must not be the only form of evidence that you provide.ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and CommunicationTechnology (ICT) – Issue 1 – February 2011 © Edexcel Limited 20112EvidenceAt Level 4, you will be assessed via a portfolio of evidence. The term ‘evidence’ is used in this document to refer to the work you produce for final assessment. Your evidence must show the processes you have used to identify and describe the task you have undertaken, to select, enter and develop information, and to develop the presentation of your work. The development process will normally involvedrafting, revising, correcting, redrafting or reformatting your work, so the evidence you submit for assessment must include at least one complete draft with notes,annotations, highlighting, alterations etc. Your final printouts, presentations etc are not, on their own, sufficient as evidence, though they must of course be included in your portfolio.Evidence of some parts of the process might include a signed statement, providing enough detail, from the person (for example manager, teacher, trainer) who has witnessed your work. Where such a witness statement is used, there should normally be supporting evidence in the form of your notes or plans, or evidence that your assessor has discussed the detail of the process with you.You must produce evidence of meeting the requirements of ICT4.1, ICT4.2 and ICT4.3 in the context of one activity.You may present your evidence in electronic format, in hard copy, or in a combination of these.There must be evidence that all your work has been assessed and authenticated, for example there must be records/notes, written by a competent assessor, confirming that your work is your own and that it has achieved the required standard. Where the standards refer to ‘information’, this can take the form of text and/or images and/or numbers. Skill requirementsIn order to achieve this qualification, the evidence that you present for assessment needs to demonstrate that you can meet all of the skills requirements of thequalification for each of the component areas. A piece of work submitted could give assessment evidence for more than one skill.E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20113C o m p o n e n t : I C T 4.1D e v e l o p i n g a s t r a t e g yY o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o :E v i d e n c e r e q u i r e m e n t sI C T 4.1.1D e v e l o p a s t r a t e g y f o r u s i n g I C T s k i l l s o v e r a n e x t e n d e d p e r i o d o f t i m e .• e s t a b l i s h o p p o r t u n i t i e s t o u s e I C T s k i l l s• c l e a r l y i d e n t i f y t h e o u t c o m e s y o u h o p e t o a c h i e v e• p l a n y o u r u s e o f I C T s k i l l s o v e r a n e x t e n d e d p e r i o d o f t i m e t a k i n g i n t o a c c o u n t f a c t o r s t h a t m a y a f f e c t y o u r p l a n s • m a k e a r e a s o n e d c h o i c e o f m e t h o d s f o r a c h i e v i n g t h e q u a l i t y o f o u t c o m e s r e q u i r e d • i d e n t i f y r e l e v a n t s o u r c e s o f i n f o r m a t i o n ,i n c l u d i n g p e o p l e a n d r e f e r e n c e m a t e r i a l , a n d r e s e a r c h t h e i n f o r m a t i o n y o u n e e d .E v i d e n c e m u s t b e w r i t t e n a n d m a y b e i n v a r i o u s f o r m s , i n c l u d i n g e n t r i e s i n a p e r s o n a l d e v e l o p m e n t p l a n o r p r o g r e s s f i l e , o r a p r o j e c t p r o p o s a l .E v i d e n c e m u s t i n c l u d e : • r e a s o n s f o r t h e c h o i c e o f m e t h o d s • a n n o t a t e d r e f e r e n c e s o f s o u r c e s u s e d f o r r e s e a r c h i n g i n f o r m a t i o n .E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20114C o m p o n e n t : I C T 4.2 M o n i t o r i n g p r o g r e s sY o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o :E v i d e n c e r e q u i r e m e n t sI C T 4.2.1M o n i t o r p r o g r e s s a n d a d a p t y o u r s t r a t e g y , a s n e c e s s a r y , t o a c h i e v e t h e q u a l i t y o f o u t c o m e s r e q u i r e d i n w o r k i n v o l v i n g t h e u s e o f I C T f o r t w o d i f f e r e n t , c o m p l e x p u r p o s e s .• p r e p a r e a n d u s e I C T t o a i d :- e f f i c i e n t s e a r c h i n g , e v a l u a t i o n a n d s e l e c t i o n o f i n f o r m a t i o n- e x p l o r a t i o n o f a l t e r n a t i v e l i n e s o f e n q u i r y• d e v e l o p a n d e x c h a n g e r e l e v a n t i n f o r m a t i o n t o m e e t y o u r p u r p o s e• d e r i v e n e w i n f o r m a t i o n , i n c l u d i n g i n t e g r a t i o n o f t e x t , i m a g e a n d n u m b e r• m o n i t o r a n d c r i t i c a l l y r e f l e c t o n y o u r u s e o f I C T s k i l l s , i n c l u d i n g :- o b t a i n i n g f e e d b a c k f r o m o t h e r s- n o t i n g c h o i c e s m a d e a n d j u d g i n g t h e i r e f f e c t i v e n e s s• a d a p t y o u r s t r a t e g y a s n e c e s s a r y t o o v e r c o m e d i f f i c u l t i e s a n d p r o d u c e t h e q u a l i t y o f o u t c o m e s r e q u i r e d .E v i d e n c e o f m o n i t o r i n g p r o g r e s s a n d a d a p t i n g s t r a t e g y m a y b e t h r o u g h :• w r i t t e n r e c o r d s o f t h e l e a r n e r ’s r e f l e c t i o n s o n t h e p r o g r e s s o f t h e w o r k a n d o f f e e d b a c k o b t a i n e d a n d /o r• w r i t t e n n o t e s o f d i s c u s s i o n s w i t h a p p r o p r i a t e p e r s o n s , s u p p o r t e d b y w i t n e s s s t a t e m e n t s .E v i d e n c e m u s t d e s c r i b e c h o i c e s m a d e , r e a s o n s f o r t h e s e , a n d j u d g e m e n t s o f t h e i r e f f e c t i v e n e s s .E v i d e n c e m u s t i n c l u d e :• n o t e s o f p l a n n i n g• a t l e a s t o n e d r a f t , w i t h e v i d e n c e o f c h e c k i n g• f u l l r e f e r e n c e s f o r a l l s o u r c e s u s e d .E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20115C o m p o n e n t : I C T 4.3 P r e s e n t i n g o u t c o m e s a n d e v a l u a t i n g s t r a t e g yY o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o : E v i d e n c e r e q u i r e m e n t sI C T 4.3.1 P r e s e n t t h e o u t c o m e s o f y o u r w o r k .• d e v e l o p t h e s t r u c t u r e f o r p r e s e n t i n g y o u r w o r k , i n t e g r a t i n g d i f f e r e n t t y p e s o f i n f o r m a t i o n t o e n s u r e c o n s i s t e n c y i n t h e d i s p l a y o f t e x t , n u m b e r s a n d i m a g e s• u s e t h e v i e w s o f o t h e r s t o g u i d e r e f i n e m e n t s t o c o n t e n t a n d d e s i g n• p r e s e n t i n f o r m a t i o n e f f e c t i v e l y , u s i n g a f o r m a t a n d s t y l e t o s u i t y o u r p u r p o s e , s u b j e c t a n d a u d i e n c e , a n d e n s u r e t h a t : - i t i s a c c u r a t e i n t e r m s o f c o n t e n t a n d c o n v e n t i o n s- i t m a k e s s e n s e . E v i d e n c e m a y b e p r e s e n t e d e l e c t r o n i c a l l y , i n h a r d c o p y , i n a n o r a l p r e s e n t a t i o n , o r i n a c o m b i n a t i o n o f t h e s e .I f a n y p a r t o f t h e e v i d e n c e i s p r e s e n t e d o r a l l y :• E v i d e n c e m u s t i n c l u d e t h e l e a r n e r ’s p r e p a r a t o r y n o t e s f o r t h e p r e s e n t a t i o n .• T h e r e m u s t b e a d d i t i o n a l e v i d e n c e w h i c h m a y b e i n t h e f o r m o f : - a u d i o /v i s u a l c l i p s o f t h e p r e s e n t a t i o n a n d /o r - w i t n e s s s t a t e m e n t s .• B r i e f n o t e s m a y b e u s e d a s a p r o m p t , b u t t h el e a r n e r m u s t n o t r e a d t h e s e o u t .A s s e s s o r s m u s t l o o k f o r :• c l a r i t y o f e x p r e s s i o n• a p p r o p r i a t e u s e o f v o c a b u l a r y• t h e u s e o f a v a r i e t y o f v e r b a l , v i s u a l a n d o t h e r t e c h n i q u e s• e v i d e n c e t h a t t h e p r e s e n t a t i o n i s w e l l s t r u c t u r e d , w i t h e x a m p l e s t h a t a r e r e l e v a n t t o t h e a u d i e n c e• e v i d e n c e t h a t t h e a u d i e n c e h a s r e s p o n d e d a p p r o p r i a t e l y .E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20116Y o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o :E v i d e n c e r e q u i r e m e n t sI C T 4.3.2E v a l u a t e t h e e f f e c t i v e n e s s o f y o u r s t r a t e g y , a n d i d e n t i f y w a y s t o f u r t h e r d e v e l o p y o u r I C T s k i l l s .• e v a l u a t e t h e e f f e c t i v e n e s s o f y o u r s t r a t e g y , i d e n t i f y i n g f a c t o r s t h a t h a d a n i m p a c t o n t h e o u t c o m e s• i d e n t i f y w a y s t o f u r t h e r d e v e l o p y o u r I C T s k i l l s .E v i d e n c e m u s t b e w r i t t e n b u t m a y b e s u p p o r t e d b y a r e c o r d e d d i s c u s s i o n w i t h a n a p p r o p r i a t e p e r s o n .ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and Communication Technology (ICT) – Issue 1 – February 2011 © Edexcel Limited 2011 7Guidance for ICT Level 4The guidance below supports the requirements of the three columns of the component areas and is intended to advise and help you and yourteacher/tutor/trainer in your work. It provides explanations of some of the requirements of the standards that may be useful when you are developing the skill of ICT at Level 4 and producing evidence of your work. It is not a mandatory part of the standards.ICT4.1.1Establish opportunities to use ICT skillsYou must spend some time researching and exploring work activities in order to identify where and how you can use ICT to aid efficient searching, development, exchange and presentation of information, including text, images and numbers. Identify the outcomesAn intended outcome is a statement of what you want or need to achieve (for example a computer-based conferencing system to support team working). You may need to negotiate these outcomes with other people who are involved in the work. You must identify and write down outcomes that are specific, so you will be able to tell if they have been achieved. This will help later when you are monitoring and evaluating your work.Plan your use of ICT skillsYou must take stock of the skills you will need to achieve your intended outcomes, and plan your use of ICT skills so you can make the most of your work activities. You must be able to identify opportunities and constraints (for example your own expertise, resources, work patterns, health and safety issues, and social and ethical concerns). You must set realistic targets and deadlines over the coming months. Make a reasoned choice of methodsYou must be familiar with the strengths and weaknesses of ICT methods for handling, processing and presenting different types of information (for example specific software facilities).Identify relevant sources of informationYou must check a range of different sources, including people who may be able to support you in developing your skills and completing the work. You must know how to access help and gain access to the internet, databases on CD ROM or online, a library, or specialist publications. In using a web browser, you must know how to bookmark relevant web pages, and how to download and save information. You must know how to use appropriate referencing and filing systems, and keep records of the sources you use.ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and CommunicationTechnology (ICT) – Issue 1 – February 2011 © Edexcel Limited 20118ICT4.2.1Prepare and use ICTYou must be able to set up and use:• style-sheets, templates, and macros to handle repeated operations • database structures• queries using search engines, and be able to refine your search. You must be able to:• establish criteria (for example by date, author, subject, organisation, type andformat) to help select the information you require • set up different search strategies and criteria to explore alternative lines ofenquiry, (for example use a financial model on a spreadsheet to explore and predict possible consequences of cost and pricing changes on sales and profits). Evaluation and selection of informationYou must develop a ‘critical eye’ for assessing the quality and reliability of information from different sources, taking into account commercial, political, academic or personal interests that may influence content and presentation. You must check facts, research other sources, and ask additional questions. Develop and exchange relevant informationYou must be able to identify methods of exchanging information (for example email, computer conferencing, video conferencing, web pages, sharing documents) and understand how they affect the development of information and ways of working. You must be able to take into account organisational factors such as version control, document retrieval, transaction monitoring, security, archiving and backup. Derive new informationYou must identify and, where appropriate, make use of information that is generated as your work progresses (for example different ideas, interpretations, improvisations, plans).Monitor and critically reflectYou must know how to track, record, reflect on and evaluate your progress, including any ICT problems and what you did about them. You must identify reliable sources of feedback and use feedback constructively to help you monitor your performance and make decisions, (for example on whether to adapt your overall strategy).ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and Communication Technology (ICT) – Issue 1 – February 2011 © Edexcel Limited 2011 9ICT4.3.1Present information effectivelyYou must know how to develop appropriate structures for integrating different types of information, (for example to ensure that fonts, layout, number formats, sizes and shapes of graphs, images and tables are consistent). You must ensure that conventions of format, language and style are used as agreed, and obtain feedback from others. You must check spelling, punctuation and grammar, and check that graphs, diagrams and charts are correctly labelled and any specific requirements (for example word length, types of binding, paper size) have been met.ICT4.3.2Evaluate the effectiveness of your strategyYou must be able to identify how your decisions, and the resources and people involved in your work, have influenced how you have tackled the activity and its outcomes. You must also take into account the effect of your own strengths and weaknesses in ICT.Identify ways to further develop your ICT skillsYou must reflect on your overall level of ICT skills and suggest areas where you need to improve, based on the experience you have gained in this activity. You must be able to identify opportunities that are available to you (for example for training, for changing working practices, or for tackling new kinds of tasks). You must discuss with a line manager, colleague or mentor how you might improve working methods, take advantage of new opportunities, and further develop your skills.Seb020211 Z:\LT\PD\ESW\Extracts\ ESW ICT L1-4 Individuals\Essential Skills Wales ICT L4 Spec.doc.1–12/1February 2011For more information on Edexcel and BTEC qualificationsplease visit our website: Edexcel Limited. Registered in England and Wales No. 4496750Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07。
九年级英语Chapter 4 Tom Sawyer paints the fence Reading
九年级英语Chapter 4 Tom Sawyer paints the fence Reading,language and writing某某牛津版【本讲教育信息】一. 教学内容:Chapter 4 Tom Sawyer paints the fence Reading, language and writing(一)课文语言知识讲解(二)课文阅读理解(三)语法:定语从句(四)写作练习二. 知识总结与归纳(一)课文语言知识讲解1. encourage v. 鼓励I have made great progress in English because my English teacher always encourages me.2. dip v. 蘸The little boy dipped his finger into the plate and then put it into his mouth and enjoyed it. 3. section n. 部分The answer to this question is in section A.4. depressed adj. 沮丧He felt depressed because he failed in the exam.5. ignore v. 忽略The young man is very proud, and he always ignores others.6. properly adv. 正常地、正确地The girl is very careful and she does her homework properly.7. gain v. 获得The young man gained the first prize yesterday.8. beg v. 请求The boy broke his neighbour’s window yesterday, and he is begging the owner to forgive him.9. joy n. 快乐To my great joy, I passed the English test.10. make fun of 捉弄As a student, you shouldn’t make fun of your classmates.11. and so on 等等12. … with a bucket of white paint and a brush with a long handle in his handwith prep.1) Egypt is a country with a long history.2) Smith is a man with a lot of money.3) Our English teacher came with good news.4) He entered the classroom with a recorder in his hand.5) I will spend the holiday in Beijing with some friends.6) I’m with you.13. Ben was watching Tom every move.move n. 动作、易懂、步骤1) What’s your next move?2) One careless move loses the whole game.3) a clever move4) know a move or two5) make a move(二)课文阅读理解P46. B Find the factsP48 C Find the meanings(三)语法:定语从句定语从句及相关术语1、定语从句:修饰一个名词或代词的从句称为定语从句,一般紧跟在它所修饰的先行词后面。
考研英语2012text4
考研英语2012text4
考研英语2012Text4的文章主要讨论了美国公务员union 的变化。
以下是文章的主要内容和答案:
1. 文章主题:探讨美国公务员union 的演变及其对政治和政策的影响。
2. 文章结构:
a. 首段:引入话题,说明美国公务员union 的历史悠久,但现在面临挑战。
b. 第二段:描述1960 年代,公务员union 力量的壮大,以及Jimmy Hoffa 这位工会领袖的影响。
c. 第三段:讲述Hoffa 去世后,公务员union 的衰落及其原因,如腐败、内部矛盾等。
d. 第四段:分析公务员union 现在的地位和挑战,如组织力量薄弱、成员流失等。
e. 结尾:指出公务员union 仍具有重要地位,呼吁改革和创新以适应现代社会。
3. 答案:
a. 问题37:第二段描述了1960 年代公务员union 的壮大,故答案为True。
b. 问题38:第四段提到公务员union 的收入差距,但未给出具体数据,故无法给出答案。
c. 问题39:根据第四段,公务员union 面临挑战,需要改革和创新,故答案为改革。
4. 建议参考资料:
a. 红宝书考研英语词汇:根据最新考研英语大纲,对词汇进行分类和深入解析,有助于备考。
b. 红宝书考研英语10 年真题:系统精析历年真题,提供解题思路和方法,适合复习。
c. 红宝书考研写作:以图画和话题为特色,符合最新考研英语写作命题要求,推荐参考。
请注意,以上答案仅供参考,具体问题可能因考试题目和语境而有所不同。
人教版英语八年级下册单元检测卷 Unit 4 (测基础)
Unit 4 Why don't you talk to your parents?(测基础)一、单选题(共15小题;每小题1分,满分15分)1. He finds ______ hard to learn English well.A. thisB. itC. itsD. that2. I need some money to buy ______ original T-shirt. Do you have______ advice?A. a; someB. an; aC. a; aD. an; some3.—It's useful for the deaf people to learn sign language.—Yes, it's a way of ________ for them.A. meaningB. vacationC. instructionD. communication4. The children from Beijing will ________ with the children from Shanghai in tomorrow's soccer match.A. disagreeB. competeC. discussD. complain5. The work is ______ hard and the children can't finish it themselves.A. much tooB. too muchC. many tooD. too many6.—Be_______! The baby is sleeping.—OK. I will.A. quietB. quickC. quite7. If your brother is older than you, he is your ________ brother.A. littleB. youngerC. elder8. English is ________ difficult for me to learn than Chinese.A. much moreB. more muchC. very moreD. very much9. I'd love to go to the English evening. But I'm a little ________, because I will be asked to sing an English song in front of the whole school.A. tiredB. sadC. nervousD. pleased10.—My cousin always takes my things without asking.—________, I think.A. It's rightB. It's not a big dealC. It's not a good idea11. Tina will give me______ to eat.A. someB. anythingC. something elseD. anything else12. You _____ play music so loud at night.A. shouldB. shouldn'tC. couldD. couldn't13. The pool is _____ to swim in.A. deep enoughB. enough deepC. enough deeplyD. deeply enough14. The girl ________ a beautiful picture of a flower from a newspaper and put it in her bag.A. cut intoB. work outC. cut outD. hand out15. My little cat didn't ________ home last night.A. returnB. return backC. returnedD. returned back二、完形填空(共10小题;每小题1.5分,满分15分)A few days ago, I sat on the sofa watching TV. Just then, I got a(n) 1 from a friend of mine. I haven't seen him 2 a very long time. We talked about our schooldays on the phone; then he started talking about his 3 .His mother was badly ill in hospital. She couldn't sleep at night andoften 4 to herself. My friend was angry 5 her and asked hismother 6 talking. Since then, his mother didn't say anything. The doctor said she had a kind of mental disease(心理疾病). She couldn't look after herself like a normal person. My friend was very sad. He thought it was his fault(过错). Myfriend 7 like a baby on the telephone. He said that he could do 8 if his mother became better.Do you know 9 our parents love us and care for us all the time? I think we should 10 love our parents and take care of them. A good relationship with your parents can make you be a better and happier person. It is worth having a try!1. A. letter B. e-mail C. call D. message2. A. in B. for C. at D. of3. A. mother B. father C. brother D. sister4. A. talked B. talk C. to talk D. talking5. A. to B. about C. for D. with6. A. stop B. to stop C. stopped D. not to stop7. A. cried B. shouted C. laughed D. heard8. A. something B. anything C. nothing D. none9. A. what B. whom C. where D. that10. A. too B. either C. also D. else三、阅读理解(共10小题;每小题2分,满分20分)ASome people think only school children do not agree with their parents. However, it is not true.Communication is a problem for parents and children of all ages. If it's hard for you to communicate with your parents, don't worry about it. Here is some advice for you to bridge the generation gap(消除代沟). Don't argue(争辩) with your parents. Don't get to your parents when you are angry. Your parents probably won't consider your ideas if you are shouting at them. And you can't express yourself well if you are angry. Go to someplace to cool off. Make sure you understand why you are unhappy. Then think about what you want to say to your parents. If you don't think you can speak to them at the moment, try writing a letter.Try to reach a compromise(和解). Perhaps you and your parents disagree on something. You can keep your disagreement and try your best to accept each other. Michael's mother didn't agree with him about buying a motorcycle. They argued over it. But they finally came to a compromise. Michael bought the motorcycle, but only drove it on certain days.Of course, your parents might refuse(拒绝) to compromise on something. In these situations, it is especially important to show love and respect(尊敬) to them. Showing respect will keep your relationship strong.Talk about your values. The values of your parents are probably different from those of your own. Tell your parents what you care about, and why. Understanding your values might help them see your purposes in life.A good relationship with your parents can make you a better and happier person. It is worth having a try!1. The passage tells us have a communication problem.A. parents and other peopleB. school kids and their friendsC. teachers and their studentsD. parents and children2.Your parents probably won't consider your ideas if you .A. don't get to them oftenB. write a letter to themC .don't speak to them politely D. express yourself well3.The underlined phrase "cool off" in the passage means " " .A.冷静下来B.远离C.冷却D.凉爽4.If there's really a generation gap between you and your parents, you'd better .A. have a talk with them oftenB. keep away from themC. agree with them all the timeD. tell them your values5.From the passage we can learn that .A. parents and children should not have a generation gapB. parents should show love and respect to their childrenC. there are some good ways to bridge the generation gapD. there are so many serious problems in families todayBDo you always focus on studying and getting "A" grades in school? Most Chinese students work really hard. But in the United States, you might be considered a bookworm(书呆子)if you cannot socialize(社交). Socializing is as important as your grades. If you just study all the time and don't socialize, your life won't be complete. So, how does one socialize with students in the US?Lots of high schools often have soccer games during the autumn term. I didn't know anything about soccer, but I joined some of the soccer games in order to have fun with my friends. I thought I could learn the rules from others. However, to my surprise, some American students don't even know the rules but still go to the games in order to socialize. They cheer for the soccer players and have fun together.The other common way to socialize is to join after-school clubs. You can choose clubs that you are interested in and make a lot of new friends. For example, one of my friends started a sketch(素描) club. I was interested in sketching, so I joined the club. There I met lots of students who were also interested in sketching. We soon became friends with each other.Socializing is an important thing in the US. But grades are still important, too. An all-around student should have the ability to balance(平衡) his or her studying and socializing.1. You might be considered _____ if you cannot socialize in the United States.A. a good studentB. a bookwormC. a lazy studentD. a hard-working student2. When do lots of high schools have soccer games in the US?A. During the autumn term.B. During the summer term.C. During the spring term.D. During the winter term.3. How many ways to socialize are mentioned in the passage?A. Five.B. Four.C. Three.D. Two.4. Which of the following is NOT TRUE according to the passage?A. Most Chinese students work really hard.B. Not all American students who go to the soccer games know the rules.C. The writer joined some of the soccer games in order to play soccer.D. If you want to make lots of new friends, you can join clubs that you are interested in.5. What is the best title of the passage?A. How to make new friendsB. Balance studying and socializingC. Socializing is not as important as your gradesD. Socializing is the most important thing in the US四、任务型阅读(共5小题;每小题2分,满分10分)Most American families are smaller than the families in other countries. Most American families have one or two parents and one or two children.Children in the USA will leave their parents' home when they grow up. They usually live far from their parents because they want to find good jobs. They often write to their parents or telephone them. And they often go to visit their parents on holiday.Parents usually let their children choose their own jobs. Americans think it important for young people to decide on their lives by themselves.Children are asked to do some work around their houses. And in many families, children are paid for doing some housework so that they learn how to make money for their own use.1. How many children are there in most American families? (根据短文内容回答问题) _________________________________________________________2. Why do the children in the USA live far from their parents when they grow up? (根据短文内容回答问题)_________________________________________________________3. 把文章中画线的句子翻译成中文。
chapter 4 principle
Case study
LOGO
Open window
服装摊位
D. Objective criteria
Separate people from problem
LOGO
在心情愉快、感觉良好的心理状态下,人们会更 乐于助人,乐于关心他人利益,乐于做出让步, 使谈判进行的更顺利、更有效。 如果谈判双方意气用事、相互指责、抱怨,甚至 尖酸刻薄、充满敌意,谈判就很难有个好效果。
Separate people from problem
胡安的朋友玛丽亚 是一家大计算机公司 的经理, 的经理,她及其同事 都认为胡安的想法不 错,但只能提供给他 1万美元。胡安需要 万美元。 万美元 花个月来设计游戏, 花个月来设计游戏, 虽然1万美元能够维 虽然 万美元能够维 持生活, 持生活,但作为报酬 是不够的。 是不够的。
LOGO
What can we learn from this case?
Traditional Concept
LOGO
Win-lose model
utmost firm
1,Determie each party’s own interests and stance 2,Defend one’s own interests and stance
Very difficult to make
3,Discuss the possibilities of making concession 4,Reach an agreement of compromising or, 5,Declare failure of negotiation
TA Instruments – 蛋白质 蛋白质交互抑制剂探测与特征分析的ITC方法说明书
TA Instruments – Application Note__________________________________________________________________________________ Discovery and Characterization of Inhibitors of Protein/ProteinInteractions by ITC.Arne Schön, PhD and Ernesto Freire, PhDDepartment of Biology, Johns Hopkins UniversityThe inhibition of protein-protein interactions is a major goal in the therapy of different pathological conditions including cancer, inflammation, autoimmune diseases, diabetes, osteoporosis, infection, etc. Since protein-protein interactions play a critical role in biological signaling, the identification and optimization of molecules that inhibit those interactions is a major research objective in the pharmaceutical industry. The number of targets of interest is continuously increasing and range from a vast number of cell surface receptors, such as EGFr, TNFr, and IGFr to other proteins involved in signaling and regulation (1, 2). In the case of HIV infection, for example, the first event is the binding of the viral envelope glycoprotein gp120 to the cell surface receptor CD4 (3, 4). Until now, biologics, i.e. monoclonal antibodies or recombinant versions of ligand proteins and/or soluble regions of the receptors, have defined the therapeutic arsenal aimed at targeting protein/protein interactions. The identification of small molecules that accomplish the same goals has become a new frontier in drug research.Isothermal Titration Calorimetry (ITC) plays a critical role in the identification and characterization of inhibitors of protein/protein interactions (PPI). The identification of PPI inhibitors is fundamentally different to the identification of enzyme inhibitors for which inhibition assays are relatively easy to implement using a variety of approach. For PPI, functional or cell based assays do not reveal the molecular target(s) of molecules identified as active. On the other hand, binding assays alone cannot tell if a binder is also a PPI inhibitor. For PPI inhibitors it is necessary to implement an assay that measures directly the association between the two proteins and its inhibition by the inhibitor candidates. This is the assay where ITC excels.The identification of PPI inhibitors by ITC requires:1. Measuring the binding of the two proteins. This experiment is performed onceand serves as the reference.2. Measuring the binding of the two proteins in the presence of a fixedconcentration of the inhibitor candidates.TA Instruments – Application Note__________________________________________________________________________________3. The characterization of those molecules that score favorably in the PPI inhibitorsscreen is performed by directly measuring the binding of the selected compounds to the target proteins.Measuring Protein/Protein BindingIn this Application Note we will use the binding of the envelope glycoprotein of HIV-1gp120 to the soluble form of the cell surface receptor sCD4 as an example.The reaction cell of the Nano ITC Low Volume (LV) (TA Instruments, New Castle, DE) is filled with 0.17 mL of 4.5 µM of gp120. The injection syringe is filled with a 45 µM solution of sCD4. These protein solutions are equivalent to 0.25 and 2.0 mg/mL respectively. Injection volumes are 2µL in all experiments presented here. In general, with the current instrument precision the protein concentrations can be reduced 3-fold and still obtain accurate results.All protein solutions are in PBS (Roche Diagnostics GmbH, Mannheim, Germany), pH 7.4 with 2 % DMSO. Figure 1 shows the titration of sCD4 into gp120. It is consistent with an association constant, K a, of 1.2 × 108 M-1 or equivalently a dissociation constant K d = 1/K a of 8.3 nM. Furthermore, the binding enthalpy, ΔH, is -38.0 kcal/mol and the entropy contribution to the binding Gibbs energy, –TΔS, is 27.0 kcal/mol (1 cal = 4.184 joules). The thermodynamic signature in the inset provides a visual representation of the magnitude of those contributions to binding. Figure 1. ITC titration of sCD4 into gp120TA Instruments – Application Note__________________________________________________________________________________ The binding of sCD4 to gp120 is characterized by large favorable enthalpy and large unfavorable entropy changes, indicative of a binding reaction associated with a large structuring process. In this case, the binding of sCD4 triggers the folding of intrinsically disordered domains in gp120 (5, 6). Protein/protein binding not associated with large refolding processes are characterized by favorable enthalpy and entropy changes.Screening for InhibitorsThe identification of PPI inhibitors is accomplished by performing the same experiment shown in Figure 1 except that the reaction cell also contains a fixed concentration of an inhibitor candidate. Since initial leads are usually active in the low micromolar range, a good concentration is in the hundreds micromolar range. If a compound inhibits the protein/protein interaction, it will be observed as a decrease in the observed or apparent binding affinity, K app. The magnitude of the decrease can be expressed in terms of the ratio A = K app/K a. If A = 1, then the compound has no effect on the protein/protein interaction. If A<1, then the compound has an inhibitory effect. If all the compounds are screened at the same concentration, then the parameter A suffices to rank them in terms of their inhibitory potency. Sometimes a compound is found that exhibits an A value greater than one. This compound actually increases the binding affinity acting as an agonist of the protein/protein interaction. While most of the time drug developers are searching for inhibitors, we should emphasize that this technology also allows for the identification of PPI agonists.Figure 2 shows a titration similar to the one shown in Figure 1 except that the reaction cell also contains 200µM of NBD-556, a small molecular weight (MW = 337.84) low affinity sCD4/gp120 inhibitor (5, 6). This experiment is consistent with an apparent association constant, K app, of 7.7 × 106 M-1 or equivalently an apparent dissociation constant K d,app = 1/K app of 130 nM, indicating that the presence of the compound significantly reduces the affinity of sCD4 for gp120. The apparent binding enthalpy is -23.0 kcal/mol and the apparent entropy contribution to binding is 13.6 kcal/mol. The thermodynamic signature for this experiment is also displayed in the inset. Most importantly, the A value is 0.064 indicating that this compound is a PPI inhibitor.TA Instruments – Application Note__________________________________________________________________________________ Figure 2. ITC titration of sCD4 into gp120 in the presence of 200µM NBD-556Characterization of PPI InhibitorThe experiments in Figures 1 and 2 identify a compound as a PPI inhibitor. A more complete characterization of the compound is obtained by measuring its binding thermodynamics to the target protein. If the target protein is not known, separate ITC experiments with each of the two proteins need to be performed. The A parameter is related to the affinity of the inhibitor to the target by the following equation:(1)where β is the degree of competitiveness of the inhibitor. If β = 0 the inhibitor is absolutely competitive, i.e. either the inhibitor or the protein is bound but not both. If β = 1 the compound does not affect the binding affinity of the protein. This situation can be observed for allosteric inhibitors of protein signaling in which binding of the inhibitor does not affect the binding of the two proteins. For small molecular weightTA Instruments – Application Note__________________________________________________________________________________ compounds β can assume a value between 0 and 1 (7). This situation is possible because the binding footprint of a small molecule is very small when compared to the entire protein/protein interface which can make it possible for both molecules to bind simultaneously. The presence of the small molecule can be thought off as a mutation that lowers the affinity but not abolishes the binding of the protein for its partner. The parameter β can be calculated from the ITC da ta by rearranging equation 1:(2)where A is obtained for the experiments in Figures 1 and 2 and K I from the ITC titration of the inhibitor into the target protein.Figure 3 shows the ITC titration of NBD-556 into gp120 which is the target protein in this particular example. In this experiment, the reaction cell contained 5 uM gp120 and was titrated with 2 µL injections of a 300 µM NBD-556 in the syringe. This experiment is consistent with an association constant, K I, of 3.3 × 105 M-1 or equivalently a dissociation constant K d,I = 1/K I of 3.0 µM. The binding enthalpy is -20.4 kcal/mol and the entropy contribution to binding is 12.9 kcal/mol. The thermodynamic signature for this inhibitor is also displayed in the inset. Equation 2 indicates that the binding of NBD-556 is characterized by a β value of 0.05 which is characteristic for a moderately competitive inhibitor. The optimization of protein/protein inhibitors requires maximization of the binding affinity and modulation of the degree of competitiveness, β, in order to develop more or less competitive inhibitors according to the specific design needs. The results presented here demonstrate the unique capability of ITC to guide the optimization of protein/protein inhibitors.TA Instruments – Application Note__________________________________________________________________________________ Figure 3. ITC titration of the small molecular weight inhibitor NBD-556 into gp120.ConclusionsThe inhibition of protein/protein interactions is a major frontier in the pharmaceutical and biotechnological industries. The identification and optimization of protein/protein inhibitors require accurate measurements of their binding affinity as well as the efficiency with which they compete with the target protein. ITC is uniquely suited to perform this task as it can provide both the binding affinity and the degree of competitiveness of an inhibitor. Contrary to traditional enzyme inhibitors in which the degree of inhibition is proportional to binding affinity, for protein/protein inhibitors binding affinity is not sufficient. Due to the large size of the protein/protein binding footprint when compared to the size of a ~500 MW molecule, inhibitor optimization also requires tracking of the degree of competitiveness since binding affinity alone does not reflect inhibitor potency. The experiments presented here demonstrate the critical role of the Nano ITC LV in the development of protein/protein interaction inhibitors.TA Instruments – Application Note__________________________________________________________________________________ References1. Wells, J. A., and McClendon, C. L. (2007) Reaching for high-hanging fruit in drugdiscovery at protein-protein interfaces, Nature450, 1001-1009.2. Zinzalla, G., and Thurston, D. E. (2009) Targeting protein-protein interactions fortherapeutic intervention: a challenge for the future, Future Med Chem1, 65-93.3. Dalgleish, A. G., Beverley, P. C., Clapham, P. R., Crawford, D. H., Greaves, M.F., and Weiss, R. A. (1984) The CD4 (T4) antigen is an essential component ofthe receptor for the AIDS retrovirus, Nature312, 763-767.4. Klatzmann, D., Champagne, E., Chamaret, S., Gruest, J., Guetard, D., Hercend,T., Gluckman, J. C., and Montagnier, L. (1984) T-lymphocyte T4 moleculebehaves as the receptor for human retrovirus LAV, Nature312, 767-768.5. Schӧn, A., Madani, N., Klein, J. C., Hubicki, A., Ng, D., Yang, X., Smith, A. B.,3rd, Sodroski, J., and Freire, E. (2006) Thermodynamics of binding of a low-molecular-weight CD4 mimetic to HIV-1 gp120, Biochemistry45, 10973-10980.6. Zhao, Q., Ma, L., Jiang, S., Lu, H., Liu, S., He, Y., Strick, N., Neamati, N., andDebnath, A. K. (2005) Identification of N-phenyl-N'-(2,2,6,6-tetramethyl-piperidin-4-yl)-oxalamides as a new class of HIV-1 entry inhibitors that prevent gp120binding to CD4, Virology339, 213-225.7. Schӧn, A., Lam, S. Y., and Freire, E. (2011) Thermodynamics-based drugdesign: strategies for inhibiting protein-protein interactions, Future Med Chem3, 1129-1137.。
上海格致中学初中英语八年级下册Unit 4知识点复习(专题培优)
一、选择题1.—I ________ my best friend yesterday morning.—Why not call her up and say sorry to her?A.argued with B.looked after C.hung out with D.depended on A解析:A【解析】句意:——昨天上午我和我最好的朋友争吵。
——你为什么不给她打电话说对不起呢?arguewith和……争吵;look after 照顾;hung out with和…...一起闲逛;depend on依靠。
根据Why not call her up and say sorry to her?可知此处表示对朋友说对不起,应是表示和朋友争吵了,故选A。
2.If you don’t understand, it’s best to say so and get things ______.A.enjoyable B.clearC.fair D.necessary B解析:B【解析】句意:如果你不明白,最好这么说,把事情弄清楚。
考查形容词辨析题。
A. enjoyable高兴的;B. clear清楚的;C. fair公平的;D. necessary需要的。
understand理解;根据句意结构,可知ACD三个选项意思都与句意不符,故选B。
3.I feel too sick to ______. I have to take a break.A.appear B.agreeC.rest D.continue D解析:D【解析】句意:我觉得太恶心了,不能继续了。
我得休息一下。
考查动词辨析题。
A. appear出现;B. agree同意;C. rest休息;D. continue继续。
too…to…太……而不能……;sick不舒服的;take a break休息一会;根据句意结构,可知选D。
4.“A white elephant” means something that is useless,________ it may cost a lot of money. A.unless B.until C.although C解析:C【解析】句意:“白象”指的是无用的东西,尽管它可能要花很多钱。
OSHA现场作业手册说明书
DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。
牛津上海版中考复习语法阅读Lesson4讲义
L4Part 1 Intensive ReadingXinhua Dictionary, 50 Years On“I killed the wrong goose,” a man plained in his letter to the editors of the Xinhua Dictionary.It was the 1970s. The man, a goose farmer, wanted to kill a male goose. He didn't know the difference between male and female geese.so he turned to the dictionary for help.“Goose: a kind of poultry (家禽).”it read.“The males have a yellow bump(突起物) on their head.”The man chose a goose that matched the description. But when he opened its stomach, many eggs poured out onto the counter, and the man was angry.The dictionary entry (词条) wasn't totally wrong. However, it didn't make it clear that all geese have a yellow bump on their head.Males just have bigger ones. The dictionary 's editors corrected the error in the next edition (版次).Since its birth in 1953, the Xinhua Dictionary has been used as an encyclopedia by people across China. More than 600 million copies have been sold. Few books have remained so popular for so many years.When the dictionary was first published, the name Xinhua bore the hope of a country reborn. In 1949, about 80 percent of China's population was illiterate (不识字的). Although one of its early editions failed the goose farmer, Xinhua succeeded in opening up knowledge and opportunities 一to millions of Chinese people. “I got my first dictionary in 1971 and I still treasure it," said a woman in her 50s. “I had no education when I was little. The dictionary helped me get into high school."Over the past 50 years, the dictionary has been revised (修正)many times.“鲟(sturgeon)”was once explained as“edible(可食用的)." Later editions made it clear that it was “an animal in danger.Similarly,“豹(leopards)”are no longer“wild animals whose fur can be made into clothes.”Recent editions have included many new explanations. The character “晒”(to dry something under the sun),for example, now has a second meaning: to share. Popular expressions like“初心”(original intention) and “点赞”(to give somebody a thumbs up) have also been added to the dictionary.In a way, Xinhua hasn’t just explained words; it has shaped the way Chinese people think.“Primary school positions across China are similar,”read a 2010 article in Southern Weekly (《南方周末》).“When children write about a spring outing, the sky is always ‘cloudless for tenthousand miles.’They will always “sing and dance’on the way.”“Both sentences, the article added, “are based on examples in the Xinhua Dictionary.Part2 Choose1. Yesterday I saw ______ action film ______ Cheng Long.A. a; starringB. an; starredC. an; starringD. a; starred2. —Must we get there before six?—No, you ______.A. mustn'tB. may notC. can'tD. don't have to3. His mother's ______ was a great blow to him.A. diedB. deadC. deathD. die4. There is ______ food in the fridge. Let's go to the supermarket.A. a bitB. a bit ofC. littleD. a little of5. —Would you mind ______ care of our child?—______.I'd love to.A. to take; Of courseB. taking; CertainlyC. to take; Certainly notD. taking; Of course not6. I don't know if she ______ tomorrow. If it ______, perhaps she'll e.A. will e; stops rainingB. es; will stop rainingC. will e; won't rainD. es; doesn't rain7. I found John was very careful. He ______ everything ______ than I did.A. plans; betterB. planed; bestC. planned; betterD. planned; well8. Hainan is a good place ______ for touring ______ for surfing. It has the best beaches and waves all the year round.A. neither; norB. not only; but alsoC. either; orD. both; and9. He couldn't decide ______.A. which sweater he boughtB. which sweater did he buyC. which sweater will I buyD. which sweater to buy10. She asked ______.A. who was he talking withB. who he is talking withC. who he was talking withD. who is he talking with11. He had a bad cough. The doctor advised him to give up ______.A. smokeB. smokingC. to smokeD. smoked12. He is ______ at English than Kate.A. betterB. bestC. goodD. well13. If he does the work ______, he will make ______ mistakes.A. more carefully; fewerB. more careful; lessC. more carefully; fewD. carefully; less14. Hawaii is ______ island that it attracts ______ many tourists.A. so beautiful; soB. such beautiful; suchC. quite a beautiful; suchD. such a beautiful; so15. ______ were sitting at the supper table when I knocked at the door.A. WhiteB. The WhiteC. The WhitesD. Whites16. It's ______ now. Let's go home.A. fifty past fourB. four past fiftyC. fifty to fiveD. ten to five17. —______ do you watch TV, Lin Feng?—Twice a week.A. How oftenB. How longC. How soonD. How much18. The bus ticket from Nanjing to Shanghai ______ about 80 yuan.A. costsB. takesC. spendsD. pays19. My father can't e to the parents' meeting. He ______ to Beijing on business this morning.A. has goneB. has beenC. wentD. would go20. I ______ to answer the question in English. But as you know, I'm not so good at English.A. toldB. was toldC. have toldD. was telling21. Would you please ______ him up? He is too tired and let him have a good rest.A. not to wakeB. not wakeC. don't wakeD. to not wake22. —What a day! It is quite hot today.—______.A. So it isB. So is itC. So it doesD. So does it23. Beethoven heard someone playing ______ piano while he was walking in the street.A. aB. anC. theD. /24. My uncle can speak German. He can make friends with ______.A. GermanB. GermenC. GermansD. Germens25. There is no ______ in this boat, so we have to wait for another one.A. seatsB. roomC. roomsD. a seat26. The wind is blowing more and more strongly. Why not ______ the windows ______?A. to keep; closeB. to keep; openC. keep; openedD. keep; closed27. There are a lot of new buildings on ______ side of the street.A. everyB. eitherC. bothD. all28. It was a very long day for Jackson. He didn't get home from school ______ six o'clock.A. sinceB. afterC. untilD. by29. Li Lei looks happy, ______ he's ______ his English exam.A. because; pastB. when; pastC. since; passedD. because; passed30. No matter ______, we should not change our plan.A. what does it happensB. happens whatC. what is happenedD. what happens31. Mr. Green and Mr. King ______ at this school ______ they came to China two years ago.A. taught; whenB. have taught; sinceC. have taught; becauseD. taught; until32. Nobody except Li Ping and Liu Ying ______ at school this time yesterday.A. wereB. has beenC. wasD. had been33. Those foreign friends have already ______ Nanjing for about two weeks.A. reachedB. arrived inC. got toD. been in34. I think traveling by train is much cheaper and ______ a rushed trip by air.A. far more enjoyable thanB. very much enjoyable thanC. so much enjoyable thanD. much more enjoyable as35. —Will you please ______ him the pictures as soon as he ______ back tomorrow?—With pleasure.A. to give; will eB. give; esC. gave; will eD. giving; e36. The teacher has done his best ______ their studies.A. help his students to improveB. to help his students improveC. helps his students improvingD. helped his students to improve37. She feels like ______ TV.A. watchesB. watchC. watchingD. to watch38. Our teacher, Miss Chen, ______ English on the radio the day before yesterday.A. teachesB. taughtC. teachD. had taught39. Hello, Mr. Green! I want to see you right now. Can you e as ______ as possible?A. manyB. lateC. muchD. soon40. I must return the camera to Li Lei. I ______ it for two weeks.A. have boughtB. have borrowedC. have keptD. have lent41. The black bag ______ be Anna's. She has a blue one.A. shouldB. can'tC. wouldn'tD. could42. ______ the morning of July the 5th, we finally ______ the town by train.A. At; reachB. On; arrived atC. In; got toD. On; arrived in43. My watch doesn't work. I have to ______ it ______ right now.A. make; repairB. have; repairedC. make; to repairD. have; repair44. We prefer ______ at the party rather than ______.A. to sing; danceB. to sing; dancingC. sing; to danceD. sing; dance45. —May I speak to Mr. Black, please?—Sorry, he's ______ Beijing for about three days.A. been toB. gone toC. been inD. gone in46. Parents are more worried about their children's lessons. In fact, it's not necessary for them to watch their children ______ every night.A. studyB. to studyC. studiesD. studying47. —Have you sent your grandparents an email telling them you arrived already?—No. ______ of them can use a puter.A. NoneB. BothC. NeitherD. All48. ______ interesting work it is!A. HowB. What anC. How anD. What49. ______ the bike isn't expensive, the young man can't afford it.A. BecauseB. ThoughC. IfD. While50. ______ of the students in Class 7 are League members.A. Three fifthsB. Three fifthC. Third fivesD. Thirds fivePart3 ReadingANow students’ English handwriting (书法)gets worse and worse. That makes their teachers feel w__1__. Is your English handwriting beautiful? If not, here are four steps that really work!◆Use paper with linesUsing paper with lines can keep you writing straight instead of up or down when you write English words or sentences. Those lines on the paper can help you to write words in the r__2__ size. Be sure to fill the lined space pletely. And make sure those capital letters (大写字母) are written properly.◆Slow downIf your writing is hard to read, try slowing down a little. For some kids, going slower makes the handwriting clear. If you write too fast, it’s hard for you to stop where you should, and even w__3__,you may make more mistakes.◆Hold your pencil rightWhen you hold your pencil in a correct way,writing is much easier. Some kids press down really hard when they write. That makes the handwriting not nice. Try to be relaxed and don’t hold the pencil so hard. Let your writing appear nice and clean. If you do so, people will guess you area student with a good h__4___.◆Draw more picturesDrawing can improve your handwriting. You need to use the skills to c__ 5__ your pencil better when you are drawing pictures.Even though you have no chance to draw at school, you can practice by y__6___at home.Handwriting is very important. Imagine you are a worldfamous movie star or a wellknown sports player, what do you do when your f__7__ run up to you? Give them your autographs(亲笔签名), of course.BThe night was dark, though sometimes the moving clouds allowed a star or two to be seen in the sky. Mr Brown and his friends held on to any bit of wood they could find in the water. They called to the Marie, a ship, for h1. _____ , but she was far beyond the reach of the human voice. At one o'clock in the morning, the water seemed to get c2. _____ and a strong wind had begun to blow. Suddenly lights were seen in the distance — another ship! The shouts of the swimmers were heard on board, and willing hands pulled them out of the water. The n3. _____ of the ship that had so fortunately arrived on the scene in time to save their lives was the Ellen. What had brought her to the exact spot through the d4. _____ and the pathless sea? Her captain knew n5. _____ about the wreck (沉船), but indeed attempted to arrive at the spot. Let him speak for himself.“I was forced by the wind,”he said long afterwards,“to change my course (航道). Just as I did so, a small bird flew across the ship once or twice and then flew at my face. I took good care of this until exactly the same thing happened a second time, which I thought rather u6. _____. While I was thus expect the matter, the same bird for the third time, made its appearance and flew about in the same way as before. I was then p7. _____ to change my course back to the original one. I had not gone far when I heard strange noises; and when I tried to make sure where they came from, I found I was in the middle of people who had been shipwrecked. I immediately did my best to save them.”CEach year on December 10, the Alfred Nobel Foundation presents six prizes. These prizes are n1. _____ after Alfred Nobel, the man who invented dynamite (炸药). It was Mr Nobel's idea to create the prize. During his life, Mr Nobel m2. _____ a lot of money from his invention. He put the money in a bank, and the money earned more money through interest from the bank. The money grew to be a very large amount.Mr Nobel d3. _____ that he wanted to use his money to help scientists, artists and people who worked to help others around the world. He created the Noble Prize to do this.The prizes set up by Mr Nobel i4. _____ physics, medicine, chemistry, literature and peace. These five Nobel Prizes were first given out in 1901. Later, the Central Bank of Sweden made the Alfred Nobel Memorial Prize in Economic Sciences in 1968 to celebrate the bank's 300th year ofbusiness. All of the prizes are handed out in Stockholm except for the Peace Prize, which is presented in Oslo.Each person who r5. _____ a Nobel Prize is given a cash prize, a medal and a special paper which explains the prize the person won. The amount of money that each person receives is calculated from the interest earned from all of Mr Nobel's money which is still in the bank. This interest is divided e6. _____among the five prize winners in physics, medicine, chemistry, literature and peace. The Central Bank of Sweden then pays an equal amount to the winner of the prize in economics.The most Nobel Prizes awarded to one person or group have gone to the International mittee of the Red Cross. This o7. _____has received three Peace Prizes.。
新视野商务英语视听说(第二版)(上)教案
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高级职业英语听说教程until 2 Planning your career
arrangement n. 安排,布置 bookkeeper n. 簿记员,记账员 considering prep. 鉴于,考虑到 diploma n. 文凭 field n. 领域;田地 immediate a. 直接的;最接近的 internship n. 实习期;实习生职位 professional a. 专业的,职业的
SSecetciotinon1 B1efBoerefo-crlea-scslaAscstivAitcietisv:itGieestt:inGgeTthtiinnggsTRheinagdys Ready Task 2 Prepare a short speech to be presented in class according to the information
2. We should choose a career according to our interests and motivation.
3. Work experience and skills are more important than knowledge when hunting for a job.
motivation n. 动机;动力 promotion n. 晋升;促销 qualified a. 有资格的 required a. 必需的 hunt for 寻找,搜寻 inquire about 询问,查
Unit 2 Planning Your Career
SSecetciotinon1 B1efBoerefo-crlea-scslaAscstivAitcietisv:itGieestt:inGgeTthtiinnggsTRheinagdys Ready Task 2 Listen to the following sentences and then repeat them after the recording. 1. What’s your ideal job?
怀尔德《会计学原理》Chapter-12
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IBM
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25 5.9%
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Bond market values are expressed as a percent
of their par value.
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discountinthe sellingprice raises the effectiveinterestrate thatthe investorswillearnto 10%. Let’s look at the accountingfor these bonds.
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9下 Unit 4 Life on Mars【刷易错】(易错题综合练)
2022-2023学年九年级英语下册单元模块满分必刷题(牛津译林版)Unit 4 Life on Mars【刷易错】(易错题综合练)一、单项选择1.I don’t doubt ____________ she can do it well, but I doubt _________ she is willing to do it. A.that; if B.that; that C.if; if D.if; that2.About 70% of the earth with water.A.is covered B.is covering C.are covered D.are covering3.Director Huang has made ________ TV plays and films.A.the number of B.number of C.large numbers D.a number of4.It’s kind of you ________ so much useful information ________ me.A.to provide; for B.providing; for C.to provide; with D.providing; with5.By using a telescope, you’ll see ________.A.what is the Moon like B.what the Moon looks likeC.what the Moon likes D.what does the Moon look like6.The exam was so difficult that only ________ of the students passed it.A.two fives B.two fifth C.two fifths D.second fives7.Food on Mars will not be as ________ as they are on the Earth.A.taste B.tastier C.tasty D.tastes8.Simon thought impossible to move to Mars.A.that B.it C.its D.that is9.It’s very difficult for us ________ Mars in the near future.A.to live B.to live in C.living on D.to live on10.Maybe in the future, people will be able to travel ________ and live on other planets.A.in space B.in a space C.in the space D.in spaces11.—Are you feeling tired after the game? —________.In fact, I feel quite relaxed.A.Not a bit B.Not a little C.Not little D.Not bit12.—Simon, do you like playing ________ guitar?—Oh no. But I like playing ________ tennis very much.A.the; a B.a; the C./; the D.the; /13.— What brought joy to Jack just now?— -________.A.Receiving a gift B.She received a giftC.Receive a gift D.Because she received a gift.14.What a day! The car I just now seems to go wrong again.A.have repaired B.have it repairedC.had repaired D.had it repaired15.— How are you going, buddy?—________. A little busy, though.A.Not too bad B.Can’t be worse C.On my own D.By train16.About of the earth covered with water,but we have less and less available fresh water. A.three-fourth;is B.three-fourths;isC.three-fourth;are D.three-fourths;are17.—A number of students ________ in the dining hall.—Let me count. The number of the students ________ about 400.A.are; is B.is; are C.are; are D.is; is18.Life on Mars will be better than ________ on Earth _________ many ways.A.the one; on B.that; onC.that; in D.the one; in19.Now we have a computer at home ________ the Internet.A.connected on B.connects to C.is connected to D.connected to 20.Eddie can’t get ________ his food ________ his helmet.A.to; because B./; because C.to; because of D./; for21.—Could you tell me ________?—At the end of July.A.how often he heard from his penfriend B.how soon he would be hereC.that he went on vacation D.when you will start your vacation22.I know he hasn’t finished yet. ________, he is busy. I can understand.A.After all B.Above all C.First of all D.In all23.— What a pleasant surprise to see you here! I ________ you ________ Hong Kong.— Me too. But I ________ there next Friday.A.think;have gone to;am going B.thought;had gone to;will goC.thought;had been to;would go D.think;have been to;am going24.At present, ________ have great difficulty ________ large numbers of people to Mars. A.spacecrafts; to carry B.spacecraft; carrying C.spacecraft; to carry D.spacecrafts; carrying 25.Just like the sea, life ________ be calm and beautiful all the time.A.mustn’t B.can’t C.needn’t D.wouldn’t26.Tom is considering ______ his job because he ______ getting up so early.A.changing, isn’t used to B.not changing, doesn’t use toC.not to change, didn’t use to D.to change, isn’t used to27.The road conditions there ________ to be very good, which was better than we had expected. A.turned out B.worked out C.picked out D.made out28.Great changes have taken place in China. Who can tell ________ it would be like _____five years? A.how; other B.what; more C.how; another D.what; another 29.—Do you know why Li Jian ________ ‘Poetic(诗意的)Musician’?—Because of his quiet songs on stage of the TV show I Am a Singer 3.A.praises for B.praises asC.is praised for D.is praised as30.—I have some big news for you. You’ve been accepted as a member of our club.—________ That’s great!A.Have I?B.Pardon?C.Congratulations!D.Good idea! 31.—What was Marc doing when his mother got home yesterday?—He was playing ________ guitar.A.the B.a C.an D./32.I think we’ll ________ by robots in the future.A.care for B.be cared for C.care about D.be cared about33.He often drives his car ________ 150km/h. That’s too dangerous.A.on B.in C.at D.by34.I can use my ________ to take high-quality images.A.radio B.watchC.television D.camera35.—________ I borrow your e-dictionary, Lily?—No, you ________. I will use it right now.A.Might; can’t B.Could; needn’t C.Can; can’t D.May; mustn’t 36.________ the students in this primary school is about four hundred, ________ of them are girls. A.A number of; two thirdB.The number of; two thirdC.Large numbers of; two thirdsD.The number of; two thirds37.The book is very valuable, so it is well ________ again and again.A.worth to reading B.worth reading C.worth to read D.worth of reading 38.I am not sure ________ he will come here. ________ he comes here, please let me know. A.that; When B.that; If C.if; Whether D.whether; If 39.Who’s that boy reading in the garden? Is it David?----It______be David. I saw him in the classroom just now.A.must B.can’t C.may D.shouldn’t 40.—What I had hoped at last ________.—Congratulations!A.come up B.come out C.come on D.come true 41.There seemed ________ little water in the bottle, ________ ?A.being; did there B.to be; did there C.to be; didn’t there D.was; did there 42.—Would you like to ________ my birthday party this Saturday?—Sorry, I have an important meeting to ________.A.attend; join B.take part in; attend C.join; take part in D.attend; join in 43.—Mum, I’ll go to the supermarket. What about buying some milk?—Oh, dear. There is still some ________ in the fridge.A.leave B.to leave C.leaving D.left44.Now that you are so eager (渴望的) to join the school football team, why not ________ for it?A.get through B.make up C.turn away D.try out45.They want their daughter to go to university, but they also want her to get summer job.A.不填;a B.the ;a C.an ;a D.a; the46.You can ask me for help ________ you are in trouble.A.whenever B.as soon as C.although D.since47.Dad forced himself ________ up drinking because of his poor health.A.to giving B.to give C.give D.giving48.I’ll go to visit my aunt in England _______ the summer holiday starts.A.while B.since C.until D.as soon as49.Maybe bamboo has more uses than ________ in the world.A.any plant B.all the plants C.other plant D.any other plant 50.—Jack, is Maths difficult to learn in high school?—Sure. No subject can be learned well hard work.A.without B.through C.by D.With51.Please don’t stand up in class until you ________.A.are told B.will be told C.are told to D.will tell52.―What's the matter him?―He's worrying about his job. The job more him than anything else.A.with; matters; with B.with; matters; toC.to; matter; with D.to; mattered; to53.—________ did you leave the classroom?—________ I saw my daughter sit down and read her book.A.How long; After B.When; After C.How long; Until D.When; Until54.We are ______the people in need are helped in time.A.proud to B.pride of C.proud of D.proud that55.—Would you mind telling me something about the two __________?—________. They are exchange students from Germany.A.Frenchmen; Of course B.Frenchmans; That’s all rightC.Germans; Not at all D.German; All right二、用所给单词的正确形式填空56.It’s more ________ (enjoy) to travel by train than by car.57.He didn’t act ________ (normal) yesterday and he had few words the whole afternoon.58.There is some ________ (dry) food in my backpack. You can eat it.59.All of us felt very ________ (comfortable) because of the long journey.60.People who live on Mars should wear special ________ (boot) to keep their balance.61.This morning, the Greens ______ (clean) the house, but I’m not sure if they have completed it. 62.The children ________ (teach) to skate last year and now they can skate very well.63.He didn’t even mention the difficulty he had at that time_________(control) the moving train. 64.The doors and windows ________ (remain) closed when I came back again.65.Do you still remember which book ________ (mention) in his speech?66.Britain was the first country in the world _________ (have) a free health system.67.If it rains tomorrow, the football match ________ (cancel).68.The place ________ (develop) from a small village into a tourist centre in the past few years.69.I think they ________ (plan) the warm-up part for the party. Let’s join them.70.He doesn’t feel like ________ (go) there on the bus. It takes too much time.71.People near the river often get ill because they drink the ________ (pollute) water from the river. 72.I’m ready to do all those things which are more ________ (challenge).73.Today I would like to ________ (special) mention the boy, Tom.74.Did they reach an ________ (agree) at the end of the meeting?75.We must accept the _________ (possible) that we might be wrong.76.— Here comes the bus! Where is Nancy?— She can’t go with us. She ________ (show) some visitors around our school.77.When Kobe Bryant ________ (ask) why he was so successful, he replied, “Have you ever seen the view in Los Angeles at four o’clock in the morning?”78.—Do you think if John will go jogging with us tomorrow?—John? Impossible! He ________ (hate) outdoor activities.79.Will you be kind enough to hold the door open for me as I ________ (carry) too many things to spare a hand?80.— Dad, what did the doctor suggest yesterday?— ________ (take) more exercise every day.81.Though there’s enough time, I prefer ________ (complete) the task quickly first to spend more time on my hobbies.82.—Are you going to Shanghai for further study after graduation?—Well, I ________ (not decide). I may make some other choices.83.This is our first product in China and of course there ________ (be) more to come.84.She wondered whether he ________ (accept) the plan or refuse it.85.He doesn’t know what he should pay attention to __________ (reduce) the pollution.参考答案:1.A【详解】句意:我不怀疑她能做好这件事,但是我怀疑她是否愿意做这件事。
Review_Ph.D._Thesis
Advances in Historical Studies2013. Vol.2, No.1, 17-18Published Online March 2013 in SciRes (/journal/ahs) DOI:10.4236/ahs.2013.21005 Review Ph.D. Thesis: Psyco-Education Factors ofApplying Visualisation in Science Education.Šiauliai University, Lithuania*Raffaele Pisano1,21Sciences, Sociétés, Cultures dans leurs Evolutions, University of Lille 1, Lille, France2Research Center for Theory and History of Science, University of West Bohemia, Plzen, Czech RepublicReceived December 23rd, 2012; revised January 26th, 2013; accepted February 8th, 2013This paper presents a review of a Ph.D. Thesis by Renata Bilbokaitė, Natural Science Education ResearchCentre, Šiauliai University, Lithuania.Keywords: History of Science and Science Education; Science and Society; Economy; I.T.On the AuthorRenata Bilbokaitė, already busy with research as junior worker at the Natural Science Education Research Centre at Šiauliai University, defends her Ph.D. Thesis at the same Uni-versity in November 2012: Psycho-Educational Factors of Applying Visualisation in Science Education. Language: Li- thuanian/English. Research supervisor: Prof. Dr. Vincentas La- manauskas (Šiauliai University, Lithuania). The location of the defense is the Academic Council of Education Studies of Ši-auliai University. The committee is composed of a distinguish- ed and international members and opponents. Her doctoral studies involved 2009-2012 period. She prepared and published over 100 scientific articles in scientific journals, and presented over 80 works in international as well as national scientific and practical conferences, giving lectures for teachers, in the sphere of science education particularly focusing on applying visuali-sation in science education, management & quality in the higher education, image of pedagogues.On the General Description and Topicality The thesis is organized by an Introduction and three main chapters. 1) Visualisation in science education: psycho-educa- tional context concerning a state of art on the main objects and interactions of cognitive and socio-educational aspects; 2) Empiric psycho-educational factors of applying visualisation in science education on Epistemic-Exploratory-Diagnostic-Veri- fication methodologies and related results; 3) Psycho-educa- tional model of applying visualisation within science education, the nucleus of the thesis on this new modelling approach in science education studies. Passionate and interesting Discussion and Conclusions included Recommendations for different kind of readers and an international and updated list of References close the volume of this notable doctoral research under an excellent and proficient supervision. A CD-Rom is annexed, too. The results of the dissertation research are illustrated by 72 figures and 31 tables.The author has performed good orientation and wide educa-tional and scientific knowledge of different parts of theory of science education considered in the thesis: epistemic analyses, analytical approach, and experimental approach included anal-ysis of data.The topic of thesis is contemporary and relevant in the con-text of up-to-date research in the sphere of science education, science and society. Particularly, a useful relevance of the Ph.D. thesis is[...] is supposed by the complex assimilation of knowl-edge in Biology, Chemistry, Physics, Geography and Ma- thematics in comprehensive schools, which is affected by many factors, linked with conditions of the information representation within educational reality (p. 9).The Introduction focus on the role played by the contempo-rary society, its transformations and technological progress related to science education and ITC.The chapter one is mainly focused on Application of aids in lessons of past, present and future and aspects of learning- genders (9 paragraphs).The chapter two ascribes on Attention and memory within structures of mental models’ formation and related motivations within the educational contexts (7 paragraphs).The chapter three is dedicated to study the methodology and results applied to epistemic and exploratory procedures of visu-alization in science education. It is composed of Discussion, Conclusions and Recommendations.On the Aims, Methods and BenefitsThe aims and methods are performed in the Introduction as well as the hypothesis and methods of the research. Thanks to the using of different fonts and structure of the text is proper and helps the reader to better orientation in the text.One of the greatest problems within the reality of the science education is the inappropriate understanding of conceptions, phenomenon, topics and other elements of the content. Learners*Short review.In the running text of this paper some quotations are cited. The pages refers her Ph.D. thesis.R. PISANOunderstand conceptions individually, constructing the own epis-temic (p. 10).Based on the well-declared Researches Hypothese s the main objective is psycho-educational factors of applying visualisa-tion in science education. Particularly it “[…] is to analyse psycho-educational factors of applying visualisation during lessons of Biology, Chemistry, Physics, Geography and Mathe- matics in 9 - 10 forms, reasons for their heterogeneity, and the model of named factors.” (p. 13). The author deeply precise the role played by theoretical and empirical sub-objectives con-cerning “[…] characteristics of visualisation within ontology of the image […]” (p. 14), and “[…] verify results of researches with empirical substantiation of attitude of Subjects of science education—teachers and students—towards reasons, affecting the higher need for externalised visual representations and their effect on heterogeneous groups of learners under aspects of gender and form.” (Ivi). On that account an original schema of research methodology (p. 17) is originally proposed by the author.The Ph.D. thesis ascribes two main methods: theoretical and empirical-practical. A data collection for exploring opinion of populations, e.g., “[...] Philosophical and social ontological aspect of the discourse of visualisation is revealed by analysing the meaning of externalised visual representations on aspects of postmodernism, globalisation, synergetics and innovations by supplementing with ontological importance for knowledge and information societies” is proposed (p. 18). The empirical-prac- tical method mainly concerns “[...] benefits of applying visu-alisation in science education on psycho-educational aspect were gained during the empirically based theoretical discourse analysis” (p. 19).From a methodological and pedagogical-scientific point of view I am also mostly appreciative of the clarity and precision of the exposition constantly paid attention both contents and understanding both for specialists and scientific and manage-ment readers, both Lithuanian and Western European scholars. On the Results and Author’s Recommendations The results and modelling presented by the author are crucial and the overall technical intensity of the thesis is significant and typically for a very much qualified Ph.D. thesis: Identifications of factors, Exploratory research, Diagnostic research, Verifi-cation of result s (Chapter 2, Section 2.2). “The Ph.D. thesis research results and the constructed model application of con-crete aids of visualisation should be verified during lessons by forming questions if the similar positive factors exist in differ-ent classes, groups of students with different skills as well as on heterogonous aspects of gender, learning needs, educational environments and activities.” (p. 32). Thus the results are very original and certainly considerable such as important classes of science education, history and science education items within an international panorama. In fact some modelling and outlines are already published in highly reputable conferences and jour-nals in science education and management & quality. Particularly, the Ph.D. thesis ascribes two main results: con-clusion within theoretical context and conclusions within em-pirical-practical context.When it come the former, according to the author visualisa-tion is indivisible from the image ontogenesis “[...] within the context of the psychological discourse, application of visualisa-tion could affect the management (stimulations) of cognitive processes of the Subject-together with the artefact of external multimodal and multidimensional externalised representations” (pp. 33-34).When it come the empirical-practical context: “[...] students in 9 - 10 forms experience learning difficulties in subjects of science education due to limitedness of activity of cognitive processes (perception, attention, memory and imagination)” [... and ...] attitude of teachers experts, it is identified that in disci-plines of science education, classical visualisation methods and ways, presenting educational information, dominate, the usage of which during the last five years had a tendency to decrease and as it is planned—it is about to decrease in future” (p. 35). The author close her results with a list of recommendations for different kind of readers: authors of manuals, software, managers of publishing houses, scientists and teachers (pp. 38-39 and correlated pages).ConclusionThe structure of thesis conforms to principles and requests to the structure of a scientific Ph.D. thesis. The author studied and used appropriate number of international references sources used and cited in the thesis. It is the largely evidence of the deep theoretical knowledge and extremely good orientation in the problem discussed in science education. The word process-ing of the thesis appears also adequate. The using of different fonts and structure of the text is proper and helps the reader to better orientation in the text. Thus the Ph.D. thesis is well writ-ten and swell organized, with a suitable Introduction to inter-esting contents-chapters and through international references to cited works.In my opinion, the author produced an urgent-emergency and a significant research and contribution of support for both sci-ence education readings, scientist-pedagogists and historians of science and natural science specialists.The thesis by Renata Bilbokaitė performed all the conditions for gaining the PhD. degree in Science Education. The volume composition makes for absorbing reading.。
高一英语必修4第二单元内容要点
�果后�成造�致导�2� 。马罗通路大条条 .emoR ot dael sdaor llA 向通 )1(】关过础基【 ot dael 七点识知 。式形 de 用音声�情表的人饰修。别区的 gniyfsitas 和 deifsitas 查识知 B】案答【 gniyfsitas ;htiw gniyfsitas .D gniyfsitas ;htiw deifsitas .C deifsitas ;htiw deifsitas .B deifsitas ;htiw gniyfsitas .A .kool ______ reh morf ti wenk eW.tluser eht ________ saw ehS 】题例型典【 。意满很客顾�了 决解题问.sremotsuc eht fo noitcafsitas eht ot delttes saw melborp ehT 意满人某使 noitcafsitas s’eno ot 足满 noitcafsitas n 。意满人令能不远的做所他.yrotcafsitas morf raf si did eh tahW �物饰修�的意满人令 yrotcafsitas =gniyfsitas jda .yfsitas ot drah yrev era elpoep emoS 意满„„使 yfsitas v 意满示表„„对 htiw tnetnoc eb 意满示表„„对 htiw desaelp eb】伸延展拓【 。意满不也点一状现于对我.noitautis tneserp eht htiw deifsitas ton ma I 意满示表„„对】关过础基【 htiw deifsitas eb 六点识知 hts htiw .bs piuqe 配搭定固及法用的 tseggus B】案答【 rof ;gnippiuqe .D rof ;piuqe ot .C htiw ;gnippiuqe .B htiw ;piuqe ot .A .snopaew nredom _________ ymra ruo__________ stseggus strepxe ehT 】题例型典【 。钱和间时的量大 了费花备设的室验实.yenom dna emit hcum koot bal eht rof tnempiuqe ehT 活生的好上过你 使够能育教的受你.gnivil doog a ekam ot uoy piuqe lliw noitacude ruoY 。灯前了上装车行自给他.thgil daeh a htiw ekib sih deppiuqe eH �数可不�备设�备装 tnempiuqe n 件条的事某做备具人某使 hts od ot/rof bs piuqe „„有配 htiw deppiuqe eb 物某备配人某给.hts htiw .bs piuqe】伸延展拓【 。力能的业 就备具你使就育教的定一受接.boj a rof eno piuqe lliw noitacude reporP 。装行备准行旅途长为他 .yenruoj gnol a rof flesmih deppiuqe eH 备装�备配】关过础基【 piuqe 五点识知 择选意句据根应处此。法用本基的 ecuder 查识知 A】案答【
2012年普通高等学校招生全国统一考试(陕西卷)英语试题含答案
2012年普通高等学校招生全国统一考试(陕西卷)英语试题含答案第一部分:英语知识运用(共四节,满分55分)第一节语音知识(共5小题;每小题1分,满分5分)从每小题的A、B、C、D四个选项中,找出其划线部分与所给单词的划线部分读音相同的选项,并在答题卡上将该选项涂黑。
1. regardA. designB. gentleC. collegeD.forget2. refuseA. discussB. rudeC. focusD.excuse3. chargeA. toothacheB. machineC. searchD.Christian4. fieldA. quietB. pieceC. friendD.experience5. tapesA. potatoesB. speechesC. cakesD.bridges第二节情景对话(共5小题;每小题1分,满分5分)根据对话情境和内容,从对话后所给的选项中选出能填入每一空白处的最佳选项,并在答题卡上将该选项涂黑。
选项中有两个为多余选项。
Repairman:Good afternoon. 6Customer: Hello. My mobile phone isn’t working. Could you repair it, please?Repairman: 7Customer: It worked well yesterday, but I simply couldn’t turn it on this morning. Repairman: 8Customer: Here you are.Repairman: Well, I think we’ll be able to fix it. You can pick it up this Friday.Customer: Oh, no. That’s too long. 9 I need it as soon as possible. Repairman: Let me see. How about Wednesday afternoon?Customer: 10 What time?Repairman: After five o’clock.Customer: Ok. Thank you.A. That’s great.B. I beg your pardon?C. Let me have a look.D. What’s the problem?E. I’m sorry to hear that.F. What can I do for you?G. I wonder if you could fix it earlier.第三节语法和词汇知识(共15小题;每小题1分,满分15分)从每小题的A、B、C、D四个选项中,选出可以填入空白处的最佳选项,并在答题卡上将该选项涂黑。
山东省青岛市城阳区2021-2022学年七年级下学期期末考试英语试题
山东省青岛市城阳区2021-2022学年七年级下学期期末考试英语试题学校:___________姓名:___________班级:___________考号:___________一、单项选择1.—What did you do last month?—I ________ cherry with my friends in Shuiyu.A.eat B.will eat C.am eating D.ate 2.There ________ a small river in our village ten years ago and we ________ so much fun. A.is; have B.are; had C.was; had D.were; had 3.The bus driver is ________ the bus and the bus is _________ the trees.A.in front of; in the front of B.in front of; in front ofC.in the front of; in front of D.in the front of; in the front of4.Joe _________ his father and his father ________ very handsome.A.looks like; looks like B.looks; looks C.looks; looks likeD.looks like; looks5.Would you like ________ to eat now? We have so many things here.A.anything delicious B.delicious anythingC.something delicious D.delicious something6.—Excuse me, is there a clothes store near here?—I know there is ________ in the neighborhood. Follow me. I can help you find ________. A.it; one B.one; it C.it; it D.one; one 7.—________? —She is of medium height.A.What does your cousin like?B.What did your cousin like?C.What does your cousin look like?D.What was your cousin like? 8.—What would you like ________ on weekends?—I’d like________ books in the library.A.doing; reading B.do; to read C.to do; to read D.do; reading 9.—Could you tell me ________ get to The Micx of Chengyang?—Just go along Zhengyang Road and it’s ________ the right.A.where; in B.how to; on C.what to; in D.where to; at 10.China ________ (发射) its Shenzhou 14 on June 5th, 2022 and the three taikonauts (太空人) will ________ 6 months on the space mission.A.launches; pay B.will launch; spend C.launched; spend D.launches; paid二、完形填空The lights go out and the candles on the cake are lit(点燃). It’s your birthday! It’s timeyou a song. Do you know which one? It’s Happy Birthday to You!Every English speaker 13 this song at a very young age. It is the most popular song in the English language, according to the Guinness World Records!It is thought that American sisters Patty and Mildred Hill 14 the song as a classroom greeting in the US. It was released(发行)in 1893. But the words were very 15 . Later, “Good Morning to all” was replaced(代替)by the 16 “Happy Birthday to you.”The two sisters, both teachers, made the changes 17 children could easily sing the song to one another. When a boy had a birthday, the class would sing to 18 .Today, the song is 19 across the English-speaking world, 20 the US and Canada, to the UK and Australia.11.A.cut down B.put out C.blow out D.take out 12.A.after B.at C.on D.before 13.A.learned B.learns C.will learn D.is learning 14.A.sang B.wrote C.watched D.sold 15.A.beautiful B.easy C.difficult D.different 16.A.lines B.songs C.words D.sentences 17.A.because B.and C.so D.but 18.A.his B.he C.her D.him 19.A.popular B.interesting C.friendly D.exciting 20.A.across B.from C.between D.among三、阅读判断Tony’s diaryFriday, August 2ndFine We had some bread for breakfast today. It was delicious. We went to Tian’anmen Square in the morning. How beautiful! In the afternoon, we went swimming. It was very hot. I enjoyed teaching some kids to swim.Saturday, August 3rdCool Today it was cool. We went to the Great Wall. It was very long and great. We were very tired and hungry in the evening. We ate a lot for dinner. I ate a large bowl of noodles, chicken, salad, and ice cream. The food was delicious.Sunday, August 4thRainy It was rainy today, so we stayed in the camp. I wrote letters to my family and friends. At noon we ate hamburgers and salad for lunch. After lunch, we watched an action movie. It was exciting.判断正(A) 误(B)21.Tony stayed in Tianjin for three days with his friends.22.Tony couldn’t swim, so he didn’t go swimming on Friday afternoon.23.Tony’s friends ate a lot because they were hungry after coming back from the Great Wall. 24.It was fine on Sunday and they stayed in the camp.25.Tony watched an exciting movie on Sunday evening.四、阅读单选I once read a story. An Australian woman lived in China for many years. Back in Australia, she used an umbrella to keep herself out of the sun. Suddenly, a man driving by shout to her: “It’s not raining, dear!”I’m sure this won’t happen(发生)in China. So why did he say this to the lady?In Australia, people like to sunbathe at the beach. They want their skin to get tanned(晒黑的). In general, Australians feel that having tanned skin shows that you are healthy and outgoing. This is a common idea across the Western world.But in China, it is the opposite. Many people don’t want to get tanned. They feel that the sun is bad for their skin and they want to have a lighter skin color. My Chinese friends havegive me an umbrella many times when I didn’t have one. But I just wanted to get some sunshine!So, it seems that this comes down to the culture of beauty. The truth is that all skin is beautiful. So, love your skin, whatever the color.26.Why did an Australian woman use an umbrella in a sunny day in Australia? A.Because the weather was rainy there.B.Because her umbrella is pretty. C.Because she didn’t want to be tanned.D.Because many Australians did so. 27.What’s the meaning of “sunbathe” in paragraph 3?A.play sports at the beach B.expose(暴露)yourself to the sun C.take a shower at the beach D.a kind of liquid(液体)28.Which of the following is TRUE?A.Many people want to get tanned in China.B.Australian like to use umbrellas in sunny days.C.People usually like a lighter skin in China.D.Australian don't like to sunbathe at the beach.29.What will happen if you are in the UK?A.People will give you umbrella in sunny days.B.People will not like your skin color if you got tanned.C.People will take you to sunbathe at the beach.D.People think your skin color is healthy if you have a lighter skin.30.What does the author want to tell us?A.Tanned skin is healthy and outgoing.B.Lighter skin color is beautiful.C.All colors of skin are beautiful.D.Use the umbrella when it’s sunny.Wonder, by United States writer R. J. Palacio, is a powerful story of transformation(改变).August Pullman was born with a different face. When he first started school at 10, everyone stared(盯着看)and made fun of him. The story shows all the ups and downs August faces at his new school. Students often bully(欺负)him for not looking normal(正常的). But at the same time, he makes true friends there and even wins an award at his graduation ceremony.This book has touched my heart. It’s not a fairy tale—life isn’t one. Instead, the story is very realistic, as it shows things that could really happen in middle school.I also like this book because it’s told from different points of view(视角). Along with August, we get chapters(章节)showing other characters’ points of view, including his sister. This gives readers a chance to understand different characters’ feelings and thoughts.I think we can all relate to(感同身受)August. In one way or another, we are all just like him. We each have our differences, and we shouldn’t try to change ourselves to fit in. We all experience(经历)ups and downs, but like August, we’ve all won. This book has also changed my attitude(态度)toward life. Despite all the brutality(残忍)in the world, there’s always a reason to smile.31.Why did the students make fun of August?A.Because he was new at school.B.Because he looked different from them. C.Because he didn’t have any friends.D.Because he won an award.32.What does the word “realistic” in Paragraph 2 mean?A.精彩的B.可行的C.真实的D.与众不同的33.The writer likes this book because ________.A.it brings readers into the story as August’s sister B.it tells the story from August’s point of viewC.it is made up of different chapters D.it shows how other characters feel 34.Which of the following is the writer’s idea?A.Young people should try their best to be different.B.Students should change themselves to fit in with others.C.We can always find something good in life.D.It doesn’t matter what you have experienced35.What will you do if you are August?A.Not like to go to school to study.B.Be afraid of showing the face to people. C.Try to change myself to fit in.D.Still be happy to face the life and theworld.五、阅读还原6选5根据短文内容,从选项中选出能填入文中空白处的最佳选项,选项中有一项为多余选项。
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12
Accounting Income to Net Business Income for Tax Purposes
Income from a business for tax purposes is equal to: Start with: ssec. 9(1) ADD: secs. 12 to 17 ssec. 18(1), 19 sec. 67 Accounting net income (“Profit”) Income inclusions not included in “profit” Disallowed expenses and reserves Unreasonable amounts Capital losses – book losses on the disposal of capital property MINUS: ssec. 20(1) Expenses specifically allowed but not allowed in “profit”
– – – – – Deductible using GAAP; Not a capital expenditure; Incurred to earn income for tax purposes; Not a personal expense or expenditure; and Reasonable in the circumstances.
6
Other Receipts or Benefits
• Profits from an illegal business • Profits from betting, gambling, and windfalls • Subsidies • Forgiveness of debt rules
Chapter 4
Income from Business: General Concepts and Rules
1
Business Income
• Income from a business (sec. 9)
– What is profit? – The role of GAAP
2
Business Income vs. Capital Receipt
• Must be paid within two years of the end of the taxation year in which it was declared payable or accrued • If unpaid after this time, included into income • Election available to have unpaid amount deemed paid
20(1)(n), 68
20(1)(l), (m), (n)
12(1)(c), (j), (k) Interest, Dividends
82(1), 84, 89 96 to 103
Partnership income
Inducement payments, reimbursements
12(1)(x)
• Expenditure of a capital nature • Personal and living expenses
19
Other Restrictions
• Accrued Expenses
– Unpaid amounts between non-arm’s length parties
15
Deductions
• Section 18 – disallowed or restricted deductions • Act does not specify all deductible expenses • Thus, expense is usually deductible for tax purposes if:
Deferred-income plan limitations
Recreational club dues
17
18(1)(l)
Prohibited Deductions Sec. 18
ITA Reference Description Related References
18(1)(n)
18(1)(r) 18(1)(t)
Capital expenditures Exempt income Reserves and contingent liabilities Payment on discounted bonds Personal or living expenses
67, 67.1
20(1), 14(5)(b)
67.1
– Unpaid remuneration and other amounts
9
Business Income or Property Income
• Important because:
– Most property income excluded from calculation of:
• maximum RRSP contribution limit • “earned income” used for eligibility of child care expenses
Political contributions
Certain automobile expenses Payments under the Act
127(3)
ITR: 7306
18(2) to 18(8)
18(9) 18(12)
18(13)
Interest expense limitation
Prepaid expenses Work space in home limitations Superficial loss
– Observable behavioural factors or “badges of trade”
3
Exhibit 4-1
4
5
Income vs. Capital
• Damages
– Non-performance of business contract – Cancellation of agency agreements – Loss of property
– Capital gain/loss; or – Income or loss from business or from property.
8
Business Income or Property Income
• Whether the source is property or business income depends on whether taxpayer has purchased “property” or inventory • Basic test of whether income is from business or property: Is income earned active or passive?
10
Inventory Valuation
Basis of Valuation: • or lower of cost or market • Specific identification • First in, first out (FIFO) • Note: adjustment required for amortization allocation to inventory in Absorption Accounting
20(1)(c)
18
Deductibility of Expenses
• General test: To gain or produce income
– An expense or outlay must:
• Be made or incurred by the taxpayer for the purpose of gaining, producing, or maintaining income; and • Be expected to generate income related to the taxpayer’s business or property.
12(1)(b)
12(1)(d), (e) 12(1)(f) 12(1)(g) 12(1)(i) 12(1)(l)
A/R for services rendered
Reserves – Bad debts and warranties Payments based on production or use Bad debts recovered Insurance proceeds – depreciable property
20(1)(hh)
14
Inclusions
• • • • • Amounts received or receivable Inducement payments or reimbursements Restrictive covenants Partnership income Barter transactions
11
Sole Proprietorship
• Generally, must report on a calendar basis • Election available for alternative fiscal year but additional rules for reporting business income apply
7
Business Income vs. Property Income
• Property held to earn income is either: