C2 Practice Paper A2 mark scheme
Chemistry_paper_2__HL_markscheme
[1]
[2]
(iii) (d)
1.44 105 (mol) ;
[1]
IO3 : 3C6H8O6 / 1:3 mole ratio;
(1.44 105 mol 3 ) 4.32 105 (mol) ;
Award [2] for the correct final answer. Award [1 max] for “4.80 x 106 (mol)” obtained from reversed ratio, 3:1. [2]
N15/4/CHEMI/HP2/ENG/TZ0/XX/M
Markscheme
vember 2015
Chemistry
Higher level
Paper 2
16 pages
–2–
N15/4/CHEMI/HP2/ENG/TZ0/XX/M
This markscheme is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Assessment Centre.
HOOC (CH2 )4 COOH ; Accept COOH(CH2)4COOH but not COOH(CH2)4HOOC or HOOC(CH2)4HOOC. H2N(CH2 )6 NH2 ;
(b)
[3]
4.
(a)
[2]
Accept NH2(CH2)6NH2 but not H2N(CH2)6H2N or NH2(CH2)6H2N. Accept full or condensed structural formulas. (b) (c) Type: condensation (polymerization); Structural feature: two functional groups on each monomer; [2]
埃德克斯尔（Edexcel）和BTEC资格系统 说明书
Mark Scheme (Results) Summer 2016Pearson Edexcel GCE in Mechanics 1 (6677_01)Edexcel and BTEC QualificationsEdexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at /contactus.Pearson: helping people progress, everywherePearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in educati on for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: /ukSummer 2016Publications Code 6677_01_1606_MSAll the material in this publication is copyright© Pearson Education Ltd 2016General Marking Guidance∙All candidates must receive the same treatment. Examinersmust mark the first candidate in exactly the same way as they markthe last.∙Mark schemes should be applied positively. Candidates must berewarded for what they have shown they can do rather thanpenalised for omissions.∙Examiners should mark according to the mark scheme notaccording to their perception of where the grade boundaries may lie.∙There is no ceiling on achievement. All marks on the markscheme should be used appropriately.∙All the marks on the mark scheme are designed to be awarded.Examiners should always award full marks if deserved, i.e. if theanswer matches the mark scheme. Examiners should also beprepared to award zero marks if the candidate’s response is notworthy of credit according to the mark scheme.∙Where some judgement is required, mark schemes will providethe principles by which marks will be awarded and exemplificationmay be limited.∙Crossed out work should be marked UNLESS the candidatehas replaced it with an alternative response.PEARSON EDEXCEL GCE MATHEMATICSGeneral Instructions for Marking1.The total number of marks for the paper is 75.2.The Edexcel Mathematics mark schemes use the following types of marks:‘M’ marksThese are marks given for a correct method or an attempt at a correct method. In Mechanics they are usually awarded for the application of some mechanical principle to produce an equation.e.g. resolving in a particular direction, taking moments about a point, applying a suvat equation, applying the conservation of momentum principle etc.The following criteria are usually applied to the equation.To earn the M mark, the equation(i) should have the correct number of terms(ii) be dimensionally correct i.e. all the terms need to be dimensionally correcte.g. in a moments equation, every term must be a ‘force x distance’term or ‘mass x distance’, if we allow them to cancel ‘g’ s.For a resolution, all terms that need to be resolved (multiplied by sin or cos) must be resolved to earn the M mark.M marks are sometimes dependent (DM) on previous M marks having been earned.e.g. when two simultaneous equations have been set up by, for example, resolving in two directions and there is then an M mark for solving the equations to find a particular quantity – this M mark is often dependent on the two previous M marks having been earned.‘A’ marksThese are dependent accuracy (or sometimes answer) marks and can only be awarded if the previous M mark has been earned. E.g. M0 A1 is impossible.‘B’ marksThese are independent accuracy marks where there is no method (e.g. often given for a comment or for a graph)A few of the A andB marks may be f.t. – follow through – marks.3.General AbbreviationsThese are some of the traditional marking abbreviations that will appear in the mark schemes.∙bod – benefit of doubt∙ft – follow through∙the symbol will be used for correct ft∙cao – correct answer only∙cso - correct solution only. There must be no errors in this part of the question to obtain this mark∙isw – ignore subsequent working∙awrt – answers which round to∙SC: special case∙oe – or equivalent (and appropriate)∙dep – dependent∙indep – independent∙dp decimal places∙sf significant figures∙ The answer is printed on the paper∙ The second mark is dependent on gaining the first mark4.A ll A marks are ‘correct answer only’ (cao.), unless shown, for example, as A1 ft toindicate that previous wrong working is to be followed through. After a misreadhowever, the subsequent A marks affected are treated as A ft, but manifestly absurd answers should never be awarded A marks.5.For misreading which does not alter the character of a question or materially simplifyit, deduct two from any A or B marks gained, in that part of the question affected.6.If a candidate makes more than one attempt at any question:∙If all but one attempt is crossed out, mark the attempt which is NOT crossed out.∙If either all attempts are crossed out or none are crossed out, mark all the attempts and score the highest single attempt.7.Ignore wrong working or incorrect statements following a correct answer.General Principles for Mechanics Marking(But note that specific mark schemes may sometimes override these general principles)∙Rules for M marks: correct no. of terms; dimensionally correct; all terms that need resolving (i.e. multiplied by cos or sin) are resolved.∙Omission or extra g in a resolution is an accuracy error not method error.∙Omission of mass from a resolution is a method error.∙Omission of a length from a moments equation is a method error.∙Omission of units or incorrect units is not (usually) counted as an accuracy error.∙DM indicates a dependent method mark i.e. one that can only be awarded if a previous specified method mark has been awarded.∙Any numerical answer which comes from use of g = 9.8 should be given to 2 or 3 SF.∙Use of g = 9.81 should be penalised once per (complete) question.N.B. Over-accuracy or under-accuracy of correct answers should only be penalised once per complete question. However, premature approximation should be penalised every time it occurs.∙Marks must be entered in the same order as they appear on the mark scheme.∙In all cases, if the candidate clearly labels their working under a particular part of a question i.e. (a) or (b) or (c),……th en that working can only score marks for that part of the question.∙Accept column vectors in all cases.∙Misreads – if a misread does not alter the character of a question or materially simplify it, deduct two from any A or B marks gained, bearing in mind that after a misread, the subsequent A marks affected are treated as A ft∙Mechanics AbbreviationsM(A) Taking moments about A.N2L Newton’s Second Law (Equation of Motion)NEL Newton’s Experimental Law (Newton’s Law of Impact)HL Hooke’s LawSHM Simple harmonic motionPCLM Principle of conservation of linear momentumRHS, LHS Right hand side, left hand side.Pearson Education Limited. Registered company number 872828with its registered office at 80 Strand, London, WC2R 0RL, United Kingdom。
英语二作文答题卡模板
英语二作文答题卡模板Answer Sheet。
Write your answer in the space below. Please do not write on the question paper.Question: Write an essay about your favorite hobby.Write your answer here:My favorite hobby is painting. I love the feeling of freedom and creativity that comes with putting brush to canvas. The colors and textures I can create are endless, and I find it incredibly therapeutic to lose myself in the process of painting.I started painting when I was a child, and it has beena constant source of joy and relaxation for me ever since.I love experimenting with different techniques and styles, and I find that each painting I create is a reflection ofmy mood and emotions at the time.I often lose track of time when I'm painting, and I love the feeling of satisfaction that comes with completing a piece of art. Whether I'm painting a landscape, a portrait, or an abstract piece, I always feel a sense of accomplishment when I step back and look at the finished product.In addition to being a source of relaxation and creativity, painting has also allowed me to connect with others who share my passion. I have made many friends through art classes and workshops, and I love the sense of community that comes with being part of the art world.Overall, painting is an essential part of my life, and I can't imagine a world without it. It brings me joy, relaxation, and a sense of fulfillment, and I am grateful for the opportunity to express myself through art.。
Pearson Edexcel Mathematics Awards 产品说明书
The Pearson Edexcel Mathematics Awards (Level 1, Level 2 and Level 3)Frequently Asked Questions1. What are the Pearson Edexcel Mathematics Awards?The Pearson Edexcel Mathematics Awards are a suite of stand-alone academicqualifications in mathematics which support the GCSE, International GCSE, BTEC and GCE qualifications that are offered in schools and colleges.Each award:•takes approximately 60-70 hours to deliver as a stand-alone (roughly the size of halfa GCSE)•is assessed externally through written papers•is awarded pass or unclassified•is available at different levels (Level 1, Level 2 or Level 3)2. What Pearson Edexcel Mathematics Awards are available?The following Awards have been accredited:•Pearson Edexcel Level 1 Award in Number and Measure•Pearson Edexcel Level 2 Award in Number and Measure•Pearson Edexcel Level 2 Award in Algebra•Pearson Edexcel Level 3 Award in Algebra3. Which students are these qualifications aimed at?These qualifications are aimed at students who:•need to develop their mathematical skills in a particular area (e.g. number and measure or algebra) and build confidence in the subject before progressing to GCSE or GCE mathematics or further study•want to gain a qualification which demonstrates their mathematical ability.4. Do these qualifications attract performance table points?None of the qualifications receive performance table points.5. How are the Pearson Edexcel Mathematics Awards assessed?The Pearson Edexcel Mathematics Awards are externally assessed. The table below shows the structure of the written papers.More information can be accessed via our dedicated webpage at /edexcelmathsaward.6. Do the level 3 awards get UCAS points?Yes the Level 3 Award in Algebra does attach a total of 3 UCAS points. More information can be found on page 143 of the UCAS Tariff Table document.7. When are the examinations available for students to take?The Pearson Edexcel Awards suite is available in January and May every year.8. How and when are results published?Students will be awarded pass or unclassified. Results from Level 1 and Level 2examinations taken in May will be published on GCSE results day in August. Results from Level 3 examinations taken in May/June will be published on GCE results day in August.Results from examinations taken in January will be published mid-March.9. When can I start teaching these qualifications?The Pearson Edexcel Awards in Number and Measure have been available for firstteaching from September 2011 and the Pearson Edexcel Awards in Algebra have been available for first teaching from October 2012. The content and assessment of thequalifications have been designed to fit flexibly in to the programme of delivery forschools and colleges and because each Award only takes 60-70 guided learning hours you can start straight away or wait until later in the year.10. Do I need approval to offer these qualifications at my centre?If you already run any GCSE or GCE qualifications in your centre then you do not need any additional approval to run these qualifications. If you are not an approved Pearson Edexcel centre, you can apply for approval athttps:///content/demo/en/support/support-topics/centre-administration/becoming-a-centre.html11. How do I make entries for these qualifications?Entries should be made in the same way as entries are made for other qualifications.Our information manual contains all the practical information you need to deliver our qualifications.The table below shows details of the entry codes.More information can be accessed via our dedicated webpage at /edexcelmathsaward.12. What are the entry fees for these qualifications?Entry fees are available on our website here.13. What support is available for these qualifications?•Web support – our dedicated qualification webpages at /edexcelawardnumber and /edexcelawardalgebra. Genericinformation about the suite can be found at /edexcelmathsaward •Mathematics Emporium – sign up for the mailing list to ensure you have all the relevant information and support when you need it. Also register for an account at for access to over 6,000 documents relating to all ourmathematics qualifications and follow us on twitter @EmporiumMaths for all thelatest news and updates from our subject partners.•Teacher support materials and resources – The following teaching and learning support is available for the Edexcel Awards qualifications:- content mappings to the reformed GCSE and GCE qualifications- scheme of work- practice paper and mark schemes- past papers, mark schemes and grade boundaries- paid-for workbooksAll of this support is available under ‘course material’s on each of the qualificationwebpages.•ResultsPlus – as with our GCSE and GCE mathematics qualifications, our free online results analysis tool gives teachers a detailed breakdown of your students’performance in the Awards. More information about ResultsPlus services can befound at /ResultsPlus14. How long will these qualification continue to be offered?These qualifications will continue to be offered indefinitely. If this changes at any time, you will be updated accordingly.15. How can I find information regarding funding for this qualification?All information regarding funding can be found on our website here.More information can be accessed via our dedicated webpage at /edexcelmathsaward.。
学术英语作文视听说2第二版课后答案
学术英语作文视听说2第二版课后答案I'm sorry, but I cannot provide verbatim excerpts from copyrighted material. However, I can offer some general guidance and tips for studying academic English writing using the "Academic English Writing Second Edition" textbook.1. Practice writing essays on various topics covered in the textbook and aim to include relevant examples and evidence to support your arguments.2. Work on improving your grammar and vocabulary by regularly reviewing and practicing the exercises provided in the book.3. Pay attention to the structure and organization of academic essays, including the introduction, body, and conclusion.4. Develop your critical thinking skills by analyzing and evaluating different perspectives on the topics discussed in the textbook.5. Seek feedback from teachers, peers, or online resources to help you improve your academic writing skills.6. Take notes while reading the assigned texts to help you remember key points and ideas for your writing assignments.7. Practice your listening and speaking skills by participating in group discussions, presentations, and debates related to the topics covered in the textbook.8. Utilize online resources, such as academic writing guides and tutorials, to supplement your learning from the textbook.By following these tips and actively engaging with the material in the "Academic English Writing Second Edition" textbook, you can enhance your skills in academic English writing and communication.。
3D视觉表面匹配技术在曲轴毛坯无序抓取中的应用
3D视觉表面匹配技术在曲轴毛坯无序抓取中的应用作者：陆贤辉申红森来源：《时代汽车》2022年第09期摘要：本文主要研究对无序排列曲轴毛坯的自动抓取，通过3D视觉技术实现空间位置搜索，并转换为机器人抓取坐标，在实际运行过程中，为解决3D算法在速度、可靠性、稳定性等方面的不足，视觉识别成功率低，机器人抓取发生碰撞的问题，利用全局模型局部匹配的算法优化基于PPF特征的投票原理，最终实现高效稳定的3D物体匹配识别，并实现了无序排列曲轴毛坯稳定、可靠、快速的抓取，满足了现实生产过程的需求。
关键词：3D视觉无序抓取 Point Pair Feature （PPF）投票原理Abstract：This paper researched the robot loading system for the free-form crankshaft. It was applied with 3D visual camera to search the object in a big steel case， and it would communicate with the robot and sent the coordinate of the specific character in the whole crankshaft. In the practice， the paper propound a new algorithm to improve the Voting Scheme based on PPF and more efficiently matched objects in the point clouds The method was met the production requirement and achieved the stability， reliability and high efficiency in the robot loading system for the free-form crankshaft.Key words：3D visual camera， free-form， Point Pair Feature （PPF）， Voting Scheme在工厂自动化、智能化的发展进程中，机器视觉技术扮演着一个重要的角色。
研究生入学考试 英语二
研究生入学考试英语二In the journey towards academic excellence, the Postgraduate Entrance Exam (PGEE) looms as a significant milestone. Among the various subjects tested, English II stands out as a challenging yet crucial component. Conquering this section requires a meticulous understanding of its components, a strategic approach, and relentless practice.**Understanding the Exam Format**The first step in preparing for English II is to familiarize oneself with its format. The exam typically comprises reading comprehension, vocabulary and grammar, and writing sections. Each section requires a different set of skills and strategies.**Reading Comprehension**Reading comprehension tests your ability to understand and interpret written material. To excel in this section, practice reading a wide range of materials, including academic articles, newspapers, and novels. This will help you familiarize yourself with different writing styles andimprove your vocabulary. Additionally, learn to skim and scan texts efficiently to find relevant information quickly. **Vocabulary and Grammar**Vocabulary and grammar are the building blocks of effective writing. A rich vocabulary and correct grammarare essential for expressing ideas clearly and accurately. Regularly revise and expand your vocabulary by reading, listening, and practicing. Grammar rules should be understood and applied consistently to avoid common errors. **Writing Section**The writing section assesses your ability to convey ideas and arguments coherently. Practice writing essays on various topics, focusing on clear organization, logical flow, and precise language. Seek feedback from teachers or peers to identify areas for improvement.**Strategic Approach**Apart from individual skills, a strategic approach is crucial for success. Develop a study plan that allocates sufficient time to each section, focusing on areas of weakness. Regular practice sessions, timed mocks, andrevision of past exams will help familiarize yourself with the exam format and improve your speed and accuracy.**Maintaining a Positive Mindset**The PGEE can be stressful, but maintaining a positive mindset is essential. Believe in your abilities and stay focused on your goals. Take breaks when needed, stay healthy, and maintain a balance between study and relaxation.In conclusion, conquering the PGEE English II requiresa combination of skills, strategies, and hard work. By understanding the exam format, developing individual skills, and adopting a strategic approach, you can overcome this challenge and achieve your academic goals.**研究生入学考试英语二：策略与实战**在学术卓越的道路上，研究生入学考试（PGEE）被视为一个重要的里程碑。
同等学力样卷二英语作文
同等学力样卷二英语作文In the tapestry of human civilization, intellectual prowess and academic achievements have long been esteemed as hallmarks of societal progress. Education, the catalyst for unlocking the potential of the human mind, serves as a cornerstone for individual empowerment and the advancement of societies. As such, the recognition of educational qualifications has become paramount in various facets of life, including professional development, social mobility, and international collaboration.Among the different routes to obtaining higher education, the concept of "same-level academic qualifications" has emerged as a means of bridging the gap between formal degree programs and alternative educational pathways. This framework acknowledges that knowledge and skills acquired through non-traditional learning experiences can be comparable to those obtained through conventional university coursework, thus providing opportunities for individuals to demonstrate their academicabilities and pursue further studies or career advancement.The recognition of same-level academic qualifications has gained significant traction in recent years,particularly in the context of globalization and the increasing interconnectedness of the world. Asinternational boundaries become more fluid and the global labor market expands, the need for a harmonized approach to educational credentialing has become imperative. By establishing clear equivalency standards, individuals can more easily pursue educational and professionalopportunities across borders, facilitating the exchange of ideas, expertise, and innovation on a global scale.Moreover, the recognition of same-level academic qualifications promotes equity and inclusivity in education. It provides pathways for individuals who may have not had the opportunity to pursue traditional degree programs, such as those with work or family commitments, to demonstrate their academic abilities and gain access to highereducation and career advancement. By recognizing diverse educational experiences, this approach fosters a moreinclusive and just society that values the contributions of all individuals.In the European Union (EU), the Bologna Process serves as a notable example of the successful implementation of same-level academic qualifications. The Bologna Process has facilitated the creation of a European Higher EducationArea (EHEA) that promotes comparability and recognition of qualifications across member states. Under the Bologna framework, higher education institutions offer degrees that are classified into three cycles: bachelor's, master's, and doctoral degrees, ensuring comparability and facilitating student mobility and employability within the EHEA.Within the United Kingdom, the Qualifications and Curriculum Authority (QCA) is responsible for establishing and maintaining the National Qualifications Framework (NQF). The NQF provides a comprehensive framework for recognizing and comparing qualifications obtained through different routes, including traditional university degrees,vocational qualifications, and apprenticeships. Byproviding a clear and transparent equivalency mechanism,the NQF promotes lifelong learning, career progression, and the development of a skilled workforce that meets the demands of the modern economy.In the United States, the Council for Higher Education Accreditation (CHEA) serves as the recognized authority for accrediting postsecondary educational institutions and programs. CHEA works with accrediting organizations to develop and maintain standards for quality assurance and educational rigor. By recognizing the accreditation status of institutions and programs, CHEA provides a framework for evaluating the comparability of qualifications and ensuring the integrity of the higher education system.While significant progress has been made in the recognition of same-level academic qualifications, challenges remain. One of the key challenges lies in the lack of universal standards and criteria for assessing the equivalency of qualifications across different countries and educational systems. This can lead to discrepancies in the recognition of qualifications and create barriers for individuals seeking to pursue higher education or careeropportunities abroad.Another challenge lies in the potential for fraud and misrepresentation. As the demand for same-level academic qualifications increases, unscrupulous individuals may attempt to obtain fraudulent or counterfeit qualifications, undermining the integrity of the educational system. Combating fraud and ensuring the authenticity of qualifications requires robust verification mechanisms and collaboration among educational institutions and regulatory authorities.To address these challenges and ensure the continued success of the same-level academic qualifications framework, several key measures can be implemented. Firstly, there isa need for greater international cooperation and collaboration to establish harmonized standards andcriteria for assessing the equivalency of qualifications. This can be achieved through international agreements andthe establishment of joint accreditation and recognition mechanisms.Secondly, educational institutions and regulatory authorities must work together to combat fraud and misrepresentation. This can involve implementing strict verification procedures, sharing information, and cooperating in the investigation and prosecution of fraudulent activities.Thirdly, individuals seeking to obtain same-level academic qualifications must be aware of the potential for fraud and take steps to ensure the authenticity of their qualifications. This includes verifying the accreditation status of educational institutions and programs, and obtaining official transcripts and diplomas from recognized authorities.In conclusion, the recognition of same-level academic qualifications is essential for promoting educational equity, fostering global collaboration, and ensuring the integrity of the educational system. By establishing clear equivalency standards, providing pathways for non-traditional learners, and addressing challenges such as fraud and misrepresentation, we can unlock the potential ofindividuals and create a more just and equitable society. As the world continues to evolve and the demand for higher education and skilled professionals increases, the framework of same-level academic qualifications will play an increasingly vital role in shaping the future of education and employment.。
ig数学mark scheme解读
ig数学mark scheme解读全文共四篇示例，供读者参考第一篇示例：IG数学是一门国际通用的课程，对于很多学生来说，考试成绩是评定他们数学水平的重要依据。
而要想在IG数学考试中取得高分，除了掌握基本的数学知识之外，还需要了解并熟悉考试的评分标准，即Mark Scheme。
本文将对IG数学Mark Scheme进行解读，希望能帮助同学们更好地备考。
要了解Mark Scheme的含义。
Mark Scheme（评分标准）是考试主办方提供的对题目的详细评分标准，它包括每个题目的分值和解答要点。
考生在答题时要根据Mark Scheme中提供的要点来组织答案，以便让考官更容易理解并给予正确的评分。
在IG数学考试中，Mark Scheme通常包括以下几个方面的内容：1. 答案的正确性：这是最基本的评分标准。
只有答案正确，才能得到满分。
有些题目是多部分问题，每一部分都可能独立计分。
2. 解题思路：在某些题目中，考官还会根据学生的解题思路给予部分分数。
即使答案有一定偏差，只要解题思路正确，也可以得到一部分分数。
3. 清晰度和表达：有些题目可能需要学生进行解释或论证，这时考官也会考虑学生的表达能力和逻辑性来评分。
清晰明了的解答会得到更高的评分。
4. 数学语言和符号：数学是一门具有严格符号体系的学科，考生在答题时要遵循数学的语言规范，使用正确的数学符号和术语。
这也是Mark Scheme中的考核要点之一。
5. 精确性和准确性：在解答数学题目时，要特别注意计算过程的精确性和准确性。
一般来说，凡是能够对答案产生影响的错误，都会扣分。
通过对Mark Scheme的解读，我们可以得出几点备考建议：1. 仔细阅读题目和Mark Scheme：考生在开始做题之前，务必仔细阅读题目要求和Mark Scheme，了解题目的要点和解答标准。
2. 组织答案结构：在答题时要注意清晰地组织答案结构，突出重点，尽量将解答过程呈现出来。
这样既能让考官更容易看懂，也有利于自己的理解。
A2数字化教育资源获取与评价作业1-主题说明 (英语)
A2数字化教育资源获取与评价作业1-主题说明 (英语)本文档旨在为A2数字化教育资源获取与评价作业1提供主题说明。
下面将对主题进行阐述和解释。
1. 主题背景随着科技的迅猛发展，数字化教育资源的重要性日益突出。
数字化教育资源不仅能够丰富研究内容，提供多样化的研究形式，还能促进学生的自主研究和互动交流。
因此，本次作业将围绕数字化教育资源的获取和评价展开。
2. 主题目的本次作业的目的是让学生了解如何获取和评价数字化教育资源，并培养其对教育资源的综合能力。
通过这个主题的研究，学生将能够掌握以下几个方面的知识和技能：- 掌握数字化教育资源的获取渠道和途径；- 学会评估不同类型的数字化教育资源的质量和可靠性；- 培养对数字化教育资源的批判性思维和分析能力；- 学会合理选择和利用数字化教育资源，提升研究效果。
3. 主题内容主题的内容包括以下几个方面的内容：- 数字化教育资源的概念和定义；- 数字化教育资源的分类和特点；- 数字化教育资源的获取渠道和途径；- 数字化教育资源的评价标准和方法；- 数字化教育资源的选择和应用。
4. 参考资料以下是一些相关的参考资料，供学生在进行作业时参考和借鉴：- "Digital Education Resources: Definition and Types" - Education Week- "Evaluating Digital Learning Resources: What Do You Look For?" - Edutopia- "10 Tips for Choosing the Best Digital Education Resources" - TeachHUB学生可以根据自己的需要选择合适的资料进行研究和参考，以便更好地完成作业任务。
以上为A2数字化教育资源获取与评价作业1的主题说明。
希望学生能够通过这个主题的学习，提升自己的教育资源获取和评价能力，达到更好的学习效果。
A2在线教育资源获取与评价作业1-主题说明 (英语)
A2在线教育资源获取与评价作业1-主题
说明 (英语)
本文档旨在提供A2在线教育资源获取与评价作业1的主题说明。
以下是主题说明的要点：
1. 主题概述：
- 本作业的主题是在线教育资源的获取和评价。
- 在互联网的时代，越来越多的人倾向于使用在线教育资源进行研究。
- 本作业将探讨在线教育资源的获取方式和评价标准。
2. 在线教育资源的获取：
- 学生可以通过不同的途径获取在线教育资源，如在教育平台注册账号、自行搜索相关资源等。
- 本作业将就不同获取途径的优点和缺点进行分析。
3. 在线教育资源的评价：
- 在线教育资源的质量和有效性对研究成果至关重要。
- 本作业将探讨如何评价在线教育资源的质量和有效性，并提
供一些评价标准供参考。
4. 结论：
- 通过这项作业，学生将能够更好地了解在线教育资源的获取
方式和评价标准。
- 学生可以在实践中提升自己的在线教育资源获取和评价能力。
以上为A2在线教育资源获取与评价作业1的主题说明。
希望
本文档对您有所帮助！。
A2电子学习资源获取与评价作业1英语
A2电子学习资源获取与评价作业1英语介绍
本文档将介绍关于获取和评价A2英语研究的电子资源的方法和策略。
我们将探讨如何利用电子资源来辅助研究、选择可靠的资源以及评估其质量。
获取电子研究资源
获取电子研究资源有多种途径，以下是一些常见的方法：
1. 学术机构网站：许多大学和学术机构都提供免费的英语研究资源，包括课程材料、听力练和在线课程。
2. 在线教育平台：一些知名的在线教育平台如Coursera和Udemy提供各种英语研究课程，学生可以根据自己的需求选择适合的课程。
3. 社交媒体和博客：许多英语研究者和教育专家在社交媒体平
台和个人博客上分享研究资源和经验。
可以通过关注相关人士的账
号来获取最新的研究资源。
评价电子研究资源
在评价电子研究资源时，我们应考虑以下几个因素：
1. 可靠性：确保所选择的资源来自可信的来源。
学术机构、知
名教育平台和权威的教育专家发布的资源通常更可靠。
2. 内容质量：评估资源的内容质量，包括语法和内容的准确性、实用性以及是否符合研究目标。
3. 用户评价：检查其他用户对资源的评价和评论，了解他们的
研究体验和意见。
4. 交互性：一些资源可能包含互动练、测试和论坛，这有助于
研究者更好地理解和应用所学知识。
总结
通过适当地获取和评价电子研究资源，我们可以提高我们的A2英语研究效果。
选择可靠的来源和高质量的内容是确保研究资源有效性和可靠性的关键。
同时，我们也应主动参与互动活动，充分利用电子资源来增强自己的研究体验和能力。
A2电子学习资源获取与评价作业1-主题说明 (英语)
A2电子学习资源获取与评价作业1-主题说明 (英语)1. 主题背景：- 电子研究资源的广泛应用使得研究变得更为便捷和灵活。
然而，如何有效地获取和评估这些电子研究资源，对于研究者和教育机构来说仍然是个挑战。
2. 目标：- 本文档旨在探讨如何获取和评估电子研究资源，以帮助研究者和教育机构在选择合适的资源时做出明智的决策。
3. 获取电子研究资源的途径：- 在线研究平台：为研究者提供了大量的在线课程和研究资源，如Coursera、edX等。
- 学术数据库：学生可以通过访问学术数据库如Google 学术、PubMed等找到相关的学术文章和期刊。
- 公共图书馆：公共图书馆中也提供了各种电子研究资源，如电子书籍和学术资料库。
4. 评估电子研究资源的要素：- 可靠性和准确性：研究者需要确保电子研究资源的内容来源可靠，信息准确。
- 适用性和相关性：研究者应评估资源是否与其研究需求和目标相关，是否能提供所需的知识和技能。
- 用户评价和反馈：研究者可以参考其他用户的评价和反馈，以了解电子研究资源的质量和实用性。
- 授权和版权：研究者需要确保使用的电子研究资源不侵犯他人的版权，并符合合理的授权要求。
5. 评价电子研究资源的方法：- 综合评估：从多个方面综合考虑电子研究资源的可靠性、适用性、用户评价等因素。
- 试用和比较：研究者可以试用不同的电子研究资源，并进行比较，从而选择最适合自己的资源。
- 寻求专家意见：研究者可以咨询教育专家或领域专家的意见，以获取更专业和权威的评价。
6. 结论：- 获取和评估电子学习资源是学习者和教育机构提高学习效果的关键。
通过谨慎选择可靠性高、适用性强的电子学习资源，并参考用户评价和专家意见进行评估，学习者和教育机构可以更好地利用这些资源，促进学习的成功和提升。
IESOL_Mastery_NewMastery Level
International ESOLEnglish for Speakers of Other LanguagesMastery Level – C2 Practice Paper 18984-76-076(EL-IESOL 6)City & Guilds new 2009 CEFR aligned Practice PaperCandidate’s name (block letters please) Centre noDateTime allowed: 3 hours- Listening- Reading- WritingInstructions to Candidates- Answer all the questions.- All your answers must be written in ink not pencil.For examiner’s use onlyParts L1L2 L3 L4Total R1 R2 R3 R4 TotalW1 W2 Candidate’s scoreRESULTS: LISTENING READING WRITINGOVERALL RESULT:This paper must be returned with the candidate’s work, otherwise the entry will be void and no result will be issued.Listening Part 1You will hear eight sentences once only. Choose the best reply to each sentence. Look at the example. If you hear ‘What’s the matter? You look very pale’, the best reply is (c). Put a circle round the letter of the best reply.1. a) It’s quite safe with me.b) I’ve done a thorough check.c) Joe’s the man for the job. d) I’ll leave it on my desk. 2. a)He’s certainly often right. b) He might as well be here.c) He’s got some really crazy ideas. d) He’s not the most reliable. 3. a)We’ve never lost before. b) That goes without saying. c) We should cut corners. d) That’s why they’re bored.4. a)I’m really glad you’ve come.b) I’m eating out with friends next week. c)I’m just getting something for Mr Jones. d) I need some help if you don’t mind. 5. a)It must be a virus, but I can’t shake it off. b) I’ve just been offered a pay increase. c) I’m sorry, I didn’t mean to be rude. d) I’m just about to have some lunch. 6. a)Yes, it’s more suitable. b) Yes, except the price. c) No, you don’t have to. d) No, I’ll take it with me. 7. a)That’s good news, thanks. b) I was going to ask you. c) We must be more careful. d) Well, it was worth a try. 8. a)Sorry, but it needed saying. b) Sorry, I’ll try again later. c) They asked for it yesterday. d) I’ll change it next time.(Total: 8 marks)Example:a) I’ve really got no idea! b) I definitely didn’t do it. c) I’ve just had some bad news. d) I’ve had a wonderful holiday.Listening Part 2You will hear three conversations. Listen to the conversations and answer the questions below. Put a circle round the letter of the correct answer. You will hear each conversation once only. Look at the questions for Conversation One.Conversation 11.1 What does the man want to do?a) Contact Mr Miles.b) Rearrange a date.c) Get some information.d) Give some information.1.2 How does the man feel towards the customer service officer?a) Frustrated.b) Angry.c) Understanding.d) Grateful.Conversation 22.1 Which of the following is true?a) Bob convinces Sue she’s wrong.b) Bob’s view doesn’t change.c) Bob is partly convinced by Sue’s comments.d) Bob thinks Sue ignores Jim’s faults.2.2 What is the function of Sue’s comments in the conversation?a) To reassure Bob.b) To criticise Bob.c) To agree with Bob.d) To contradict Bob.Conversation 33.1 Where are the speakers?a) Opposite someone’s home.b) Inside someone’s home.c) Very near someone’s home.d) At the door of someone’s home.3.2 How does the woman react to the man’s request?a) With disbelief.b) With caution.c) With surprise.d) With fear.(Total: 6 marks)Listening Part 3Listen to the lecture about the future of architecture and complete the notes. Do not write more than three words for any one answer. First, look at the notes. The first one is done for you. You will hear the lecture once only.8984-76-076 (EL-IESOL 6)- 5 - 81243 Listening Part 4Listen to the conversation and answer the eight questions. Put a circle round the letter of the correct answer. First, look at the questions. The first one is done for you. You will hear the conversation twice.Brian is worried about:a) the poor financial results.b) spending too much on projects.c) the number of projects done.d) the way he calculates costs.1. Margaret thinks it has beenyear.mixeda)ab) a good year.c) a poor year.d) an average year.2. At first, Brian and Margaret disagree abouta) the performance of one of the project managers.b) the effect on the team of one project manager.c) the contribution of the project managers.d) the money spent by the project managers.3. Margaret is concerned abouta) future contracts.b) continuing to lose money.c) increasing the size of the company.d) the uncertainty of the future.4. On hearing Brian’s bonus scheme suggestion Margaret initially thinks it isillogical.a)b) interesting.c) impractical.d) ill-considered.5. Brian thinks his project managers should try toa) do the job cheaply.b) finish the job on time.c) keep within budget.d) make a good profit.6. Brian found that the American ideaa) increased profits and bonuses.b) increased bonuses and reversed a trend.c) only increased bonuses.d) only reversed a trend.7. Margaret can seea) more positives than negatives to the scheme.b) an even chance they would get their money back.c) a danger of managers earning too many bonuses.d) the risk of paying out more than they recoup.8. Brian wants more discussion in order toa) examine the proposal with Mike.b) convince project managers it’s a good idea.c) start the scheme as soon as possible.d) carefully calculate the figures.(Total:8marks)(Total marks for Listening: 30)This page is intentionally blankReading Part 1Read the following text, then read the ten statements A–J. Five of these statements are correct according to the text. Tick (3) the boxes of the correct statements. Do not tick more than five boxes. Leave the other five boxes blank.Art is, or ought to be, the most important concept to human beings after consciousness itself– or, in moral terms, conscience. It is essential to human happiness because it embodies thevirtue of order, and society cannot function without order. Art came not only before writingbut before speech (as opposed to voice-noises). Humans were producing high quality art40,000 years ago and almost certainly paying professionals to produce it. The expert artistcame before the priest in time. Granted the importance of art to human well-being, it isdisturbing to see that most people know less about art than ever and have less capacity to evaluate a work of art thrust before their unwilling gaze than any previous generation.This has happened despite the fact that there are more and better museums than ever before,an unprecedented flow of high quality art books and an explosion of art studies courses at university. Yet, impenetrable ignorance is growing, and this enables the art fraud – the 20thcentury phenomenon to which Picasso gave birth – to flourish rapidly. What to do?I still believe that the best way to combat ignorance and fraud is to teach art history as clearlyand sincerely as possible. So I have, with enormous effort and some drudgery, published myown new history of art, with the specific and particular aim, over the last two centuries of the narrative, of exposing the element of fraudulence and disorder. However, there are twodistinct ways of writing art history, both with merits and drawbacks. Mine is the linear method –a continuous thread of connected development flowing through art history from the fourth millennium BC onwards.A Art should be the most important concept for humanity.B The importance of art lies in its relationship to order.C People drew pictures before they could use language.D The professional artist is more important than the priest.E People today enjoy art but do not understand it.F There has been a sudden growth in the study of art in higher education.G There is concern about people’s lack of understanding of art.H The writer complains about dishonesty in modern art.I Picasso is a particularly great artist.J The linear approach to art history is the better approach.(Total: 5 marks)Reading Part 2Read the text and fill the gaps with the correct sentences A–H. Write the letter of the missing sentence in the box in the gap. There are two extra sentences you will not need.8984-76-076 (EL-IESOL 6)- 11 -81243A B C D E F GInstead of real input from the outside world, your brain is receiving faulty information. This combination creates a surreal, though realistic, experience. There is no single shared experience reported by those who have had NDEs. This can be interpreted as moving down a dark tunnel towards the light. The result is the sensation of leaving the body and flying. Many people who have not been near death have had identical experiences to NDEs. To demonstrate this, close your eyes and raise your right hand until it’s level with the top of your head. For many, it offers hope that death is not necessarily something to be feared. (Total: 6 marks)HC118984-76-076 (EL-IESOL 6)- 12 -81243Reading Part 3 Read the four texts below. There are ten questions about the texts. Decide which text A, B, C or D tells you the answer to the question. The first one is done for you. A There is no legal definition of ‘abandoned’. Local authority officers have the freedom to use their discretion when making decisions on abandonment. However, the following characteristics are generally common to abandoned vehicles and one or a combination of the following could assist a local authority officer in making a decision: • untaxed, with no current vehicle keeper on the Driver and Vehicle Licensing Agency’s (DVLA) record • stationary for a significant amount of time • significantly damaged, run down or unroadworthy • burned out • lacking one or more of its number plates. B Section 2 of the Refuse Disposal (Amenity) Act 1978 (RDAA) makes it a criminal offence to abandon a motor vehicle on any land in the open air or on any other land forming part of a highway. A person found guilty of such an offence may be punished on summary conviction with a fine of up to £2,500 or a term not exceeding three months imprisonment (possibly raised to 51 weeks), or both. The Clean Neighbourhoods and Environment Act 2005 inserts a new section 2A into the RDAA which allows an authorised officer of a local authority to issue a fixed penalty notice as an alternative to prosecution for the offence.C Oldboy Someone has abandoned a car in my front garden. It has number plates, tax disk in the window expired 2007. Police say it is not reported as 'wanted' and agree that it looks to have been abandoned. They say they can do nothing about it as it is on private property and decline to tell me the registered owner name & address. I want to legally clear it from my front garden.What should I do? Hound-dog Suggest that you do not push it out onto the road. You might be held to be responsible if someone bumps into it.D Dear Mr Clarke, In response to your question, if a vehicle is abandoned on private land the local authority can serve the owner with a 15 day notice, for which they have 15 days to object to the vehicle being taken away. Local authorities also have the power to recover costs of removal, storage and disposal from the person responsible for abandoning the vehicle. The police have powers to remove any vehicle that is in breach of local traffic regulations, causing an obstruction, likely to cause a danger, broken down or abandoned without lawful authority. Any car that is considered dangerous and where a notice has been issued, can be removed immediately.C128984-76-076 (EL-IESOL 6)- 13 -81243In which text does the writer: 1. 2. 3. 4. 5. give advice about legal rights? name an official body? only consider acting within the law? say he/she has made enquiries? describe a recent amendment to legislation?DWhich text is saying the following? 6. 7. 8 8. 9. 10. Unknown cars parked for a long time are not necessarily abandoned. The car’s location is an indicator as to how quickly it will be taken away. If no-one comes to collect the car, take action yourself. Abandoning vehicles could deprive you of your freedom. Missing registration plates may indicate abandonment. (Total: 9 marks)C138984-76-076 (EL-IESOL 6)- 14 -81243Reading Part 4 Read the text and answer the questions. Write a maximum of three words for each answer. The first one is done for you. Francis Scott Key Fitzgerald was born in St Paul, Minnesota, on September 24, 1896, the namesake and second cousin three times removed of the author of the National Anthem. Fitzgerald’s father, Edward, was from Maryland, with an allegiance to the Old South and its values. Fitzgerald’s mother, Mary (Mollie) McQuillan, was the daughter of an Irish immigrant who became wealthy as a wholesale grocer in St Paul. Edward Fitzgerald failed as a furniture manufacturer in St Paul and became a salesman for Procter & Gamble in upstate New York. After he was dismissed in 1908, when his son was twelve, the family returned to St Paul and lived comfortably on Mollie Fitzgerald’s inheritance. Fitzgerald attended the St Paul Academy; his first writing to appear in print was a detective story in the school newspaper when he was thirteen. During 1911-1913 he attended the Newman School in New Jersey, where he met Father Sigourney Fay, who encouraged his ambitions for personal distinction and achievement. As a member of the Princeton Class of 1917, Fitzgerald neglected his studies for his literary apprenticeship. He wrote the scripts and lyrics for the Princeton Triangle Club musicals and was a contributor to the Princeton Tiger humor magazine and the Nassau Literary Magazine. On academic probation and unlikely to graduate, Fitzgerald joined the army in 1917 and was commissioned a second lieutenant in the infantry. Soon afterwards he wrote a novel, ‘The Romantic Egotist’. A letter of rejection from Charles Scribners & Sons praised the novel’s originality and asked that it be resubmitted when revised. In June 1918 Fitzgerald was assigned to Camp Sheridan, near Montgomery, Alabama. There he fell in love with a celebrated belle, eighteen-year-old Zelda Sayre, the youngest daughter of an Alabama Supreme Court judge. The romance intensified Fitzgerald’s hopes for the success of his novel, but after revision it was rejected by Scribners for a second time. The war ended just before he was to be sent overseas, after his discharge in 1919 he went to New York City to seek his fortune in order to marry. Unwilling to wait while Fitzgerald succeeded in the advertisement business living on his small salary, Zelda Sayre broke their engagement. Fitzgerald quit his job in July 1919 and returned to St Paul to rewrite his novel as This Side of Paradise. It was accepted by editor Maxwell Perkins of Scribners in September. Set mainly at Princeton, This Side of Paradise traces the career aspirations and love disappointments of Amory Blaine. The publication of This Side of Paradise made the twenty-four-year-old Fitzgerald famous almost overnight, and a week later he married Zelda Sayre in New York. They embarked on an extravagant life as young celebrities. Fitzgerald endeavoured to earn a solid literary reputation, but his playboy image impeded the proper assessment of his work.C148984-76-076 (EL-IESOL 6)- 15 -81243Example: What did Fitzgerald and his second cousin have in common?Their name1. How did Fitzgerald’s father feel towards the values of the Old South?2. Why did Fitzgerald senior decide to settle the family in St Paul?3. Who provided the money for the family?4. What was Fitzgerald learning to do while he was at Princeton?5. According to his tutors, what were Fitzgerald’s chances of a successful conclusion to his university career?6. What did Scribners ask Fitzgerald to do with his first novel?7. What was Fitzgerald keen to do after he fell in love with Zelda?8. What characteristic did Zelda show when she finished her relationship with Fitzgerald?9. How long did it take Fitzgerald to become famous when his novel was published?10. What affected a proper appreciation of Fitzgerald’s work by critics?(Total: 10 marks) (Total marks for Reading: 30 marks)C158984-76-076 (EL-IESOL 6)- 16 -81243Writing Part 1 Write a report with recommendations to the owner of the ‘Bunton Café’ as requested in the email below. Write between 200 and 250 words. From: Kathy Burns Results of street survey are in – see below, plus comments. Please write a report with recommendations for Management to act on. Cheers, Kathy ‘Bunton Café’ survey: 1200 respondents. Frequence of visits: 76% rarely or never visit. 14% visit occasionally. 10% visit regularly. Coffee is overpriced: 40% favourable. 27% unfavourable. 33% no opinion. In particular: 50% aged 18 to 29 favourable. 28% seniors favourable. Reasons for visiting: 80% go for coffee. 5% go for food. 6% use Internet. 9% ’other’. Comments Wireless facility great but PC terminals slow. Décor needs improving. Too dark to read. Loyalty card (tenth coffee free) is good. Furniture uncomfortable. Sometimes not enough space. Great cakes.C168984-76-076 (EL-IESOL 6)- 17 -81243C178984-76-076 (EL-IESOL 6)- 18 -81243Writing Part 2 Write an article for your local newspaper describing the cultural facilities in your own town or a town you know and say how you would improve them. Write between 250 and 300 words.C188984-76-076 (EL-IESOL 6)- 19 -81243End of ExaminationC19INTERNATIONAL ENGLISH FOR SPEAKERS OF OTHER LANGUAGES -IESOL MASTERY LEVEL – C2 New 2009 Practice Paper 1 MARK SCHEMELISTENING Part 1 Question 1. Answer a 2. d 3. b 4. c 5. c 6. b 7. d 8. a Total: 8 marks Part 2 Question Answer 1.1 b 1.2 a 2.1 c 2.2 a 3.1 d 3.2 b Total: 6 marks Part 3 Question 1. Bill Joy believes machines may end up existing: 2. Others believe elimination of human race by computers is: 3. Nanotechnology is already affecting: 4. Construction robots known as: 5. New techniques will revolutionise: 6. Traditional geometric construction might: 7. Nanoconstruction allows us to build: 8. Current architects focus on technique rather than: Answer Without humans (human race)/alone Remote/unlikely/improbable/(purely) fictional/science fiction Daily life Assemblers - design - construction (both required for mark in any order) Disappear (altogether) anything we imagine/anything we like/anything we want/any variety/anything Purpose Marks (1) (1) (1) (1) (1) (1) (1) (1) Total: 8 marksMS1Part 41. 2. 3. 4. 5. 6. 7. 8. QuestionAnswer a a d a c b a dTotal: 8 marks READINGPart 11. 2 3. 4. 5. QuestionAnswer B C F G HTotal: 5 marks Part 21. 2. 3. 4. 5. 6. QuestionAnswer G A D E B HTotal: 6 marks Part 32. 3. 4. 5. 6. 7. 8. 9. 10.exampleQuestionAnswer D A C C B A D C B ATotal: 9 marks Part 4Question Answer1. Loyal/he liked them2. He was sacked/lost his job3. Mollie/his mother/Fitzgerald’s mother/his mother’s family4. To write/become a writer5. Poor/low/not very good6. Revise it7. Publish his novel8. Impatience9. Very little time/no time/hardly any time10. His (playboy) imagePlease note: Do not award mark if more than 3 words are used.Total: 10 marksMS2。
朗思A2口语练习3
LanguageCertAccess A2Entry Level 2International ESOL (Speaking)Practice Paper 3Interlocutor’s InstructionsCHECK THAT THE DIGITAL RECORDER IS ON AND WORKINGTest time: 9 minutesI = Interlocutor C = CandidatePART 1 (2 minutes)I: LanguageCert International ESOL, Speaking, Access level, (give today’s date).(Give candidate’s full name.) Exam begins.Hello. My na me’s (give full name). Can you spell your family name for me, please?C: (Spells family name.)I: Thank you. Where are you from?C: (Responds.)I: Thank you. Now, Part One. I’m going to ask you some questions ab out yourself.(Choose up to five questions, one from each of the different topic areas, as time allows.Name the topic; eg ‘Now, Free time.’)TopicsFree time•What did you do last weekend?•When did you last go to the theatre?•How often do you use the Internet?•What are you going to do next weekend?Personal identification•How big is your family?•What do you like doing at school?•What did you look like when you were little?•Where were you born?Travel•When do you travel by bus?•Where did you stay on your last holiday?•Which way of travelling do you dislike?•How are you going to travel on holiday next year?(continued)Food and drink•What did you eat the last time you went to a restaurant?•Where do you usually buy food?•How much money do you spend on food?•What are you going to eat this evening?Education•What did you like doing at school when you were younger?•Which subjects are you going to study next year?•What did you learn in your last English class that was fun?•What are you going to do after this exam?C: (Responds.)I: (Interlocutor makes brief responses and/or comments.)I: Thank you.I: Now, Part Two. I’m going to re ad some situations. I want you to start or answer. First situation (choose one situation from A).C: (Responds.)I: (Role-play the situation with candidate – approximately two turns each.)I: Second situation (choose one situation from B).C: (Initiates.)I: (Role-play the situation with the candidate – approximately two turns each.)I: (Role-play a third situation from A or B if time allows.)I: Thank you.I: Now, Part Three. Here’s a picture of a market stall. (Hand over candidate’s copy of the task.)I also have a picture of a market stall. Some things are different. You and I must find thedifferences. All right? I start.Interlocutor’s Task SheetI: Thank you.(Re trieve candidate’s task sheet.)Candidate’s Task Sheet (Interlocutor’s copy)PART 4 (3 minutes including follow-up questions)I: In Part Four you are going to talk about something for one minute. You are going to talk about (choose topic for candidate).I: (Hand over piece of paper and pen/pencil.) You now have thirty seconds to write some notes to help you. You are going to talk about (repeat topic). (Withdraw eye contact for thirty seconds. Leave recorder running.)I: (Candidate’s name), please start.C: (Talks.)I: (When candidate has talked for a maximum of one minute, say, ‘Thank you’, and then ask some follow-up questions.)I: Thank you, (give candidate’s name.) That is the end of the exam.Candidate’s Task Sheet (Candidate’s copy)。
上海大学 英语c2阅读中文
Unit1一查理·卓别林打破了所有的记录的使人发笑。
没有人让一个全新的世界,作为一个小小的人笑的手杖和特大型的鞋子。
已经写过很多关于卓别林的艺术和他的职业生涯,并有各式各样的意见。
但也许那些他称为“最普遍的人类时间”来接近真相。
那些称他是一个天才的特质应力永不过时的,是普遍适用于他的工作。
这是一个充满悲剧艺术元素和深厚的人类的情感,而观众忍不住介入。
正是因为这些原因,我相信这个数字查理已经吸引了一代又一代。
他的传记作者同意,查理的悲惨的童年是在伦敦的贫民窟是一个决定性的影响,他的发展类型的电影,他所作的。
查理·卓别林在他自己强调的回忆。
一个关于他最早读期间,一个人倾向于同意。
卓别林,他的痛苦青年产生了一种持久的魅力。
卓别林是从不害怕应付争论性的主题在他的电影。
他给了一个幽默的表现的战争中,只有前几周,美国军队回家,从第一次世界大战于1918年。
这被认为是疯狂,但性能很受欢迎。
如此完美地是一针见血,即使它不可抗拒的老家,战士们发现这篇简短的幽默深深的感恩表现为他们什么已经严峻的现实。
卓别林演出给众多攻击资本主义、讽刺的残暴的机器时代,甚至取笑希特勒。
多年后,他死后,喜剧电影和导演的电影演员查理·卓别林继续流行。
他最出名的创造者,他之所以能成为一个成功的演讲,调侃幽默的人,机构,或系统。
二在政治集会,他是当作一个明星。
年轻女孩尖叫,年轻人喊他的名字和每个人从小孩到老人推着接近看一眼这个男人。
过去四年来,在体育场馆和社区大厅,在农场和足球场,纳尔逊·曼德拉到南非,世界推行他的视觉种族和解。
他和他的坚持不懈竞选承诺non-racialism的原因为他赢得了诺贝尔和平奖,使他成为一个全局符号的希望在冷战后时代的种族冲突和不稳定。
但现在随着选举在他身后,曼德拉必须转变其实现梦想,他进了现实的一个新的、多元种族的南非。
在四年后,他从监狱,他领导了推进民主和决心和远景已经离开他的领导地位无可匹敌的。