Graff_et_al_Chapter_01
江苏省无锡市小学三年级上学期英语试题及解答参考
江苏省无锡市英语小学三年级上学期自测试题及解答参考一、听力部分（本大题有12小题，每小题2分，共24分）1、Listen to the following conversation and choose the best answer.A. What’s your name?B. How old are you?C. Where are you from?D. What’s your favorite food?Answer: CExplanation: The speaker is asking where the other person is from, which is the correct response to the question “Where are you from?”2、Listen to the following story and answer the question.Once upon a time, there was a little boy named Tom. He lived in a small village. Every morning, Tom would wake up at 7:00 AM and have breakfast with his family. After breakfast, he would go to school. At school, he had many friends. They would play together during lunch break and do their homework together in the afternoon. In the evening, Tom would come back home and do his homework. Then he would watch TV with his family before going to bed.Question: What time does Tom wake up every morning?A. 6:00 AMB. 7:00 AMC. 8:00 AMD. 9:00 AMAnswer: BExplanation: According to the story, Tom wakes up at 7:00 AM every morning. This is the correct answer.3、Listen to the conversation and choose the correct answer. (5 points)Question: What’s the boy’s favorite sport?A) FootballB) BasketballC) SwimmingAnswer: A) FootballEx planation: The conversation goes like this, “Hi, Tom. What sport do you like best?” “Oh, I like football best. It’s exciting.” From the conversation, we can hear that the boy’s favorite sport is football.4、Listen to the short passage and fill in the blanks. (5 points)Passage: My name is Lily. I am_______years old. I live in a big city. I have a happy family. There are three people in my family: my father, my mother and me. We often go to the park on _______. My favorite day of the week is Saturday because I can play with my friends and we often have a picnic there.Answers:•First blank: nine (or any other number depending on the recording, but assuming it’sa common age for a third-grader)•Second blank: Sundays (assuming the passage is about weekends and the common activity is on Sundays, but if the recording mentions a different day, adjustaccordingly)Explanation: The passage describes Lily’s age and family life. It mentions going to the park on a certain day of the week, which is often associated with weekends (Saturdays or Sundays) in many cultures. The first blank should be filled with Lily’s age, which is not specified in the text but is assumed to be a number suitable for a third-grader. The second blank refers to the day they often go to the park, which is typically a weekend day, and here it’s assumed to be Sundays, but it could be adjusted based on the recording.5、What does the girl want for her birthday?A. A new bikeB. A teddy bearC. A bookAnswer: A. A new bikeExplanation: In the audio clip, the girl mentions to her friend that she hopes to get a new bike for her birthday because her old one is too small.6、How many apples did the boy pick from the tree?A. 10 applesB. 15 applesC. 20 applesAnswer: C. 20 applesExplanation: During the listening passage, the boy proudly states that hepicked twenty apples from the apple tree in his backyard, which was more than he expected.7、What is the name of the animal that the boy is talking about?A. DogB. CatC. FishAnswer: AExplanation: In the listening passage, the boy says, “I have a dog named Max.” This indicates that the animal he is talking about is a dog.8、How many children are there in the family according to the story?A. TwoB. ThreeC. FourAnswer: BExplana tion: In the listening passage, the mother says, “We have two children, a boy and a girl.” This tells us that there are three children in the family. However, since the question asks for the total number of children, the answer is three.9、Listen to the conversation and choose the correct answer.You will hear: “It’s sunny today. Let’s go to the park and fly kites.”A)They are going to the zoo.B)They are going to fly kites.C)They are going to watch TV.Answer: B) They are going to fly kites.Explanation: The speaker mentions “Let’s go to the park and fly kites”, indicating their intention to fly kites in the park. This matches option B.10、Listen to the question and answer with the given words.You will hear: “What is your favorite color?”Options: red, blue, greenAnswer: red (This is a hypothetical answer since the actual answer would depend on the speaker’s preference, but the options provided are “red”, “blue”, and “green”.)Explanation: The question is asking for the listener’s favorite color. Without knowing the specific response from the audio, the correct answer would be whichever color the speaker mentions as their favorite. In this example, “red” is used as a hypothetical answer, as the actual answer cannot be known without hearing the recording.11、You will hear a short conversation between a teacher and a student. Listen carefully and decide what the student forgot to bring to class today.•A) Pencil•B) Notebook•C) HomeworkAnswer: B) NotebookExplanation: In the dialogue, the teacher asks the student if they have their homework and notebook ready. The student responds that they have the homework but forgot the notebook at home.12、Listen to the description of a day in the life of a young student. Choose the activity that the student does NOT mention doing in the morning before school starts.•A) Brushing teeth•B) Eating breakfast•C) Playing with toysAnswer: C) Playing with toysExplanation: The student describes their morning routine which includes waking up, brushing teeth, having breakfast, and then going to school. Playing with toys was not mentioned as part of the morning activities before school.二、选择题（本大题有12小题，每小题2分，共24分）1、What is the capital city of France?A. LondonB. ParisC. BerlinD. RomeAnswer: BExplanation: Paris is the capital city of France. London is the capital of the United Kingdom, Berlin is the capital of Germany, and Rome is the capital of Italy.2、Which of the following is the smallest of the Great Lakes in North America?A. Lake SuperiorB. Lake MichiganC. Lake HuronD. Lake OntarioAnswer: CExplanation: Lake Huron is the smallest of the Great Lakes in North America. Lake Superior is the largest and deepest, followed by Lake Michigan, and then Lake Huron. Lake Ontario is the easternmost of the Great Lakes.3、Which of the following is an animal?A. CarB. DogC. ChairD. BookAnswer: B. DogExplanation: A dog is an animal because it is a living creature that can run, play, and needs food and water to live. A car, chair, and book are not animals because they are things that people use and they do not live or move on their own.4、What is the op posite of “hot”?A. ColdB. WetC. DryD. BrightAnswer: A. ColdExplanation: The opposite of “hot” is “cold” because when something is hot, it has a lot of heat, but when something is cold, it does not have much heat. “Wet” and “dry” are opposites of each other, and “bright” describes how much light there is, so they are not the opposites of “hot.”5、What is the plural form of the word “cat”?A)catsB)catesC)catssD)catAnswer: A) catsExplanation: The plural form of “cat” is “cats”. The “s” is added to the end of the word to indicate more than one.6、Which word does not belong in the following list?A) appleB) orangeC) bananaD) carAnswer: D) carExplanation: “Apple”, “orange”, and “banana” are all types of fruits. “Car” is a vehicle and d oes not belong in the list of fruits.7、Choose the correct form of the verb to complete the sentence:The cat_______on the mat.A) sitB) sitsC) sittingD) satAnswer: B) sitsExplanation: The correct answer is “sits” because we are talking about a genera l truth or habit, and the subject “the cat” is singular, which requiresa singular verb form.8、Select the word that best completes the sentence:I love to read books. My favorite_______is fantasy.A) colorB) numberC) genreD) animalAnswer: C) genreExp lanation: The correct answer is “genre” because in the context of reading books, “genre” refers to the type or category of literature, such as fantasy, mystery, or adventure. The other options do not make sense in this context.9.What is the plural form of the word “child”?A)childrenB)childsC)childrenD)childAnswer: C) childrenExplanation: The correct plural form of “child” is “children.” The other options are incorrect spellings.10.Which of the following sentences is correct?A)She has two brothers and a sister.B)She has two brothers and sister.C)She has two brother and a sister.D)She has two brothers and one sister.Answer: A) She has two brothers and a sister.Explanation: The correct sentence structure includes the use of “and” t o connect the two brothers and the singular “a” before “sister,” as in optionA. Options B, C, and D either lack articles or use incorrect conjunctions.11.What is the capital city of France?A)LondonB)ParisC)RomeD)BerlinAnswer: B) ParisExplanation: The capital city of France is Paris. London is the capital of the United Kingdom, Rome is the capital of Italy, and Berlin is the capital of Germany.12.Which of the following is a fruit?A)AppleB)CarrotC)TomatoD)PotatoAnswer: A) AppleExplanation: An apple is a fruit. Carrots and potatoes are vegetables, while tomatoes are technically fruits but are often used as vegetables in cooking.三、完型填空（10分）Directions: Choose the best word or phrase to fill in each blank.1.My favorite animal is the __________. It is very__________and __________.a)elephant, cute, cleverb)lion, strong, bravec)turtle, slow, friendlyd)bird, pretty, freeAnswer: c) turtle, slow, friendly四、阅读理解（26分）Reading ComprehensionRead the following passage and answer the questions that follow.The children in Mrs. Green’s class were very excited because they were going on a school trip to the zoo. It was their first trip to the zoo, and theyhad been looking forward to it for weeks. The zoo was a big place with many different animals, including lions, tigers, bears, and even penguins.The class was divided into small groups to explore the zoo together. Each group had a responsible adult to guide them. As they walked through the zoo, the children were amazed at how many different animals there were. They saw the lions in their enclosure, roaring loudly. They also visited the tiger exhibit, where they learned about the different stripes on a tiger’s fur. The children were fascinated by the bears, watching them play in the water and climb trees. Finally, they reached the penguin house, where the penguins were swimming in a large pool. The children cheered when they saw the penguins waddle across the ice.1.Why were the children in Mrs.Green’s class excited?a) They were going to the library.b) They were going on a school trip to the zoo.c) They were having a picnic in the park.d) They were going to the beach.2.What was the purpose of dividing the class into small groups?a) To make sure no one got lost.b) To have more time to see each exhibit.c) To assign each child a specific task.d) To ensure each child saw all the animals.3.What animal did the children see that was swimming in a large pool?a) The lions.b) The tigers.c) The penguins.d) The bears.Answers:1.b) They were going on a school trip to the zoo.2.b) To have more time to see each exhibit.3.c) The penguins.五、写作题（16分）Write a short passage describing your favorite animal and why you like it. You should include its appearance, habitat, and at least one interesting fact about it.Example:My favorite animal is the elephant. Elephants are big, gray mammals with long trunks. They live in the African savannah and are known for their strong and gentle nature. One interesting fact about elephants is that they have the longest pregnancy period of any land animal, which lasts for about 22 months. I like elephants because they are incredibly smart and have a strong bond with their families.Explanation:In this example, the student has successfully described their favorite animal, the elephant. They have mentioned its appearance, habitat, and provided an interesting fact about the animal. The passage flows well and clearly conveysthe student’s fondness for the elephant.。
河南省商丘市英语小学五年级上学期模拟试题及解答参考
河南省商丘市英语小学五年级上学期模拟试题及解答参考一、听力部分（本大题有12小题，每小题2分，共24分）1、Listen to the dialogue and answer the question.A. What is the name of the school they are talking about?B. Why is the school special?[Answer] A. B.[Explanation] The question asks for the name of the school, which is mentioned in the dialogue. The second part of the question is about the school’s special feature, which is also discussed in the dialogue.2、Listen to the instructions and complete the sentence.Teacher: “Please listen to the following words and repeat them after me: cat, dog, fish, bird.”Student: “I can say cat, dog, [] , bird.”[Answer] fish[Explanation] The student is instructed to repeat the words after the teacher. The student corre ctly repeats “cat” and “dog,” and then needs to fill in the blank with the next word, which is “fish.” The last word, “bird,” is already correctly repeated.3、Listen to the following conversation and choose the correct answer.A. How old is the boy?B. What does the boy like to do in his free time?C. Where is the boy going this weekend?You will hear: “So, Tom, what are your plans for this weekend?”Tom: “I’m going to the zoo with my family. We haven’t been there for a while, and I’m really excited to see all the animals!”Answer: B. What does the boy like to do in his free time?Explanation: The question asks about the boy’s free-time activities, and Tom mentions that he is going to the zoo with his family.4、Listen to the following short story and answer the question.What is the main character in the story?You will hear: “Once upon a time, there was a little girl named Lily. She loved reading books and spending time with her friends. One day, Lily found a hidden treasure map in her grandmother’s attic. S he decided to follow the map and find the treasure.”Answer: LilyExplanation: The main character of the story is clearly identified as “Lily,” the little girl who loves reading and finds the treasure map.5、Listen to the conversation between two students and answer the question.A. What are the students discussing?B. Who is making the suggestion?C. What time will the school event take place?Answer: A. What are the students discussing?Explanation: Listen carefully for the topic of their conversation. The question asks for the subject of the discussion, not the person making the suggestion or the time of the event.6、Listen to the dialogue and complete the sentence with the correct information.A. The students are planning to_______on Saturday.B. They will meet at _______.C. The activity will last_______hours.Answer:A. The students are planning to go to the zoo.B. They will meet at 9:00 am.C. The activity will last 3 hours.Explanat ion: Listen for the details about the students’ plans, the time of the meeting, and the duration of the activity. These are the key pieces of information needed to complete the sentence correctly.7.Listen to the conversation and answer the question.A. What is the weather like today?B. Where is Tom going?C. How is Tom feeling today?Answer: BExplanation: The conversation mentions that Tom is going to the doctor becausehe has a sore throat, which implies that the question is about where Tom is going. Th e weather and Tom’s feelings are not mentioned in the conversation. Therefore, the correct answer is B.8.Listen to the dialogue and complete the sentence with the correct information.A. The students are going to the library.B. The library is closed on weekends.C. The library has many books on science.Answer: AExplanation: The dialogue states, “Today, we are going to the library to do some research for our science project.” This directly answers the question about what the students are going to do, which is go to the library. The other options do not align with the information provided in the dialogue. Therefore, the correct answer is A.9.Listen to the conversation between two students, Tom and Lily, discussing their weekend plans. Choose the correct option.A)Tom and Lily are planning to go to the beach.B)Tom and Lily are planning to go hiking.C)Tom and Lily are planning to go shopping.Answer: B)Explanation: The conversation indicates that they are discussing going for a hike in the mountains, not going to the beach or shopping.10.Listen to the short dialogue about a school event. Answer the questionbased on what you hear.Question: What is the name of the school event?A)Science FairB)Sports DayC)Music FestivalAnswer: C)Explanation: The dialogue mentions that the school is hosting a “Music Festival” on Saturday, making option C the correct answer.11.You will hear a short dialogue between two students, Tom and Lucy, discussing their favorite subject in school. Listen carefully and choose the correct answer.A. Tom’s favorite subject is math.B. Lucy’s favorite subject is English.C. They both like science the most.D. They prefer different subjects.Answer: BExplanation: In the dialogue, Lucy says, “I think English is my favorite subject,” which indicates that her favorite subject is English.12.Listen to a short conversation between a teacher and a student, Alice, about her school day. Choose the correct answer to complete the following sentence.Teacher: “How was your school day, Alice?”Alice: “It was pretty good, but my favorite part was…”A. the lunch breakB. the math testC. the science experimentD. the art classAnswer: AExplanation: In the conversation, Alice mentions that her favorite part of the day was the lunch break, which is option A. The other options are not mentioned as her favorite part.二、选择题（本大题有12小题，每小题2分，共24分）1、What is the capital city of France?A) LondonB) ParisC) BerlinD) RomeAnswer: B) ParisExplanation: Paris is the capital city of France. The other options, London, Berlin, and Rome, are the capitals of the United Kingdom, Germany, and Italy, respectively.2、Which of the following words means “to give someone a present”?A) borrowB) receiveC) presentD) lendAnswer: C) presentExplanation: The word “present” means “to give someone a gift or present.” The other options, “borrow,” “receive,” and “lend,” have different meanings related to the action of borrowing, receiving, and lending items, respectively.3、What is the plural form of the word “child”?A)childB)childsC)childrenD)childeAnswer: C) childrenExplanation: The plural form of “child” is “children.” The other options are incorrect because “childs” is not the standard plural form, “childe” is an archaic form, and “child” is the singular form.4、Which of the following sentences is correct?A)She is going to the shop.B)She goes to the shop.C)She goes the shop.D)She go to the shop.Answer: A) She is going to the shop.Explanation: The correct sentence is “She is going to the shop.” This usesthe present continuous tense to describe an action that is happening at the moment of speaking. Options B and D are incorrect because they lack the auxiliary ver b “is.” Option C is incorrect because it omits the preposition “to.”5、What is the plural form of the word “child”?A) childrenB) childerC) childsD) childesAnswer: A) childrenExplanation: The plural form of “child” is “children.” Options B, C, andD are incorrect forms of the plural.6、Choose the correct past tense form of the verb “do.”A) didB) doedC) doD) doneAnswer: A) didExplanation: The past tense form of the verb “do” is “did.” Option B is an archaic form, C is the present tense, and D is the past participle form, not the past tense.7、What is the capital city of France?A)LondonB)ParisC)RomeD)MadridAnswer: B) ParisExplanation: Paris is the capital city of France. London is the capital of the United Kingdom, Rome is the capital of Italy, and Madrid is the capital of Spain.8、Which of the following words means “to take care of” in English?A)playB)watchC)listenD)keepAnswer: D) keepExplanation: The word “keep” means “to take care of” in this context. “Play” means to engage in a game or activity, “watch” means to observe, and “listen” means to hear something.9.What is the plural form of the word “child”?A)childsB)childrenC)childsD)childenAnswer: B) childrenExplanation: The plural form of “child” is “children.” The other options are incorrect because they either use an extra ‘s’ or a different ending thatdoes not conform to standard English pluralization rules.10.Choose the correct question word to complete the sentence:“I_______where you have been all this time.”A)askB)wonderC)sayD)tellAnswer: B) wonderExplanation: The correct question word to complete the sentence is “wonder,” as it is used to express curiosity or a desire to know something. The other options are verbs that do not fit the context of the sentence.11.Choose the correct word to complete the sentence.The teacher asked the students to______their books.A. takeB. bringC. carryD. getAnswer: B. bringExpla nation: The correct answer is “bring” because it means to carry something from one place to another, as the students are expected to carry their books to the classroom.12.Select the word that does not belong in the following list.Sun, Moon, Star, Earth, Cloud, WindA. SunB. MoonC. StarD. CloudE. WindAnswer: C. StarExplanation: The words “Sun,” “Moon,” “Earth,” “Cloud,” and “Wind” are all related to the natural features of the Earth or the sky. “Star,” however, is a celestial body that is not specific to Earth’s environment, making it the word that does not belong.三、完型填空（10分）Grammar CompletionRead the passage and choose the best word for each blank from the options given. Write the letter (A), (B), (C), (D), or (E) next to the number of the blank.In the small town of Willow Creek, the children had a special tradition every fall. They would gather at the town square to participate in the annual 31 Festival. This festival was known for its 32 activities and the delicious food that 33 everyone’s taste buds. The event started with a parade, led by the 34 school band, followed by various games and contests.31.A) academicB) autumnC) athleticD) artisticE) agricultural32.A) energeticB) boringC) educationalD) expensiveE) exhausting33.A) satisfiedB) confusedC) disappointedD) delightedE) surprised34.A) localB) famousC) internationalD) privateE) publicANSWERS: 31. B, 32. A, 33. D, 34. A四、阅读理解（26分）Reading ComprehensionPassage:The school library is a special place where students can explore a variety of books. It is a quiet space where students can read, study, and borrow books. The library has different sections, including fiction, non-fiction, and reference books. One of the m ost popular areas is the children’s corner, which is filled with colorful picture books and stories for young readers.One sunny morning, five students from Grade 5 went to the school library. They were excited to find new books to read. The librarian, Mrs. Green, greeted them warmly and showed them around the library. She explained that they could borrow up to three books for two weeks.The students spent the first hour browsing through the fiction section. They found a book about a young girl who goes on an adventure with her dog. The story was filled with exciting adventures and lessons about friendship and bravery.1.What is the main purpose of the school library?A. To provide a quiet space for students to study.B. To store old textbooks.C. To serve as a classroom for art classes.D. To hold school events.2.How many books can students borrow from the library?A. One book.B. Two books.C. Three books.D. Four books.3.What is the story about in the book the students found?A. A young girl’s adventures with her cat.B. A young girl’s adventures with her dog.C. A young girl’s adventures with her brother.D. A young girl’s adventures with her teacher.Answers:1.A. To provide a quiet space for students to study.2.C. Three books.3.B. A young girl’s adventures with her dog.五、写作题（16分）Title: “Melodies of Hope”My song, “Melodies of Hope,” is a reflection of my journey through life’s challenges and the resilience I’ve found within myself. The song is a blend of pop and rock elements, with a catchy melody that I hope will resonate with the audience.The structure of the song is divided into four parts: the introduction, the verses, the chorus, and the bridge. The introduction sets the stage with a gentle piano melody that gradually builds up to the first verse. Each verse tells adifferent story of struggle and overcoming adversity. The chorus acts as a unifying theme, repeating the phrase “No matter how dark the night, there’s always a light,” which serves as a reminder that hope is never lost.The themes of the song revolve around perseverance, friendship, andself-belief. The verses describe moments of doubt and fear, but they also highlight the importance of staying true to oneself and relying on the support of friends. The bridge takes a more introspective turn, acknowledging that sometimes the hardest battles are fought internally.Choosing “Melodies of Hope” for the talent show was a no-brainer. It’s a song that I feel deeply connected to, both personally and artistically. It’s a piece of myself that I want to share with my school community, hoping that it will inspire others to believe in themselves and never give up. I also believe that the song’s message of hope is something that everyone can relate to, regardless of their background or experiences.AnalysisThis essay effectively describes a song that the writer has created, providing a clear structure and a thoughtful exploration of its themes. The writer includes specific details about the song’s musical elements and how t hey contribute to the overall message. The personal connection to the song is evident, as the writer shares how it reflects their own journey and what they hope it will convey to others. The essay is well-organized and demonstrates a strong command of language, making it a compelling piece of writing for the talent showcontext.。
2024-2025学年北师大版小学三年级上学期期中英语试题及答案指导
2024-2025学年北师大版英语小学三年级上学期期中复习试题及答案指导一、听力部分（本大题有12小题，每小题2分，共24分）1、Listen to the dialogue and choose the correct answer.A. What’s the weather like today?B. How are you doing today?C. What’s your name?Answer: AExplanation: The question asks about the weather, which is a common topic for conversation. Therefore, option A, “What’s the weather like today?” is the correct answer.2、Listen to the question and choose the correct answer.A. Where is Tom?B. What is Tom doing?C. Who is Tom?Answer: BExplanation: The question focuses on what Tom is doing, indicating an action or activity. Option B, “What is Tom doing?” is the correct choice, as it directly asks about his activity.3、Listen to the dialogue between two friends and choose the correct answer.A. Tom: What’s your favorite fruit?B: It’s apples.B. Tom: What’s your favorite fruit?B: It’s bananas.C. Tom: What’s your favorite fruit?B: It’s oranges.D. Tom: What’s your favorite fruit?B: It’s grapes.Answer: CExplanation: In this dialogue, the correct answer is “oranges” because that’s what the friend said as their favorite fruit.4、Listen to the short passage and answer the question.Question: What does the teacher ask the students to do?A. Listen to the story.B. Read the book.C. Draw a picture.D. Write a letter.Answer: AExplanation: In the passage, the teacher asks the students to listen to the story, so the correct answer is option A.5、Listen to the dialogue and choose the correct answer.A. What color is the apple?B. How many apples are there?C. How much does the apple cost?Answer: BExplanation: The dialogue might go something like this: “Look at these apples. There are three red apples and two green ones.” The question asks for the nu mber of apples, which is provided in the dialogue.6、Listen to the story and fill in the blank with the correct word.Once upon a time, there was a little boy named Tom. He lived in a small village. One day, he went to the market. He saw many different [__]. He bought some bread, some cheese, and a bottle of milk. He paid with a coin.Answer: thingsExplanation: The sentence “He saw many different [__]” suggests that Tom saw a variety of items. The word “things” is a suitable general term to fill in the blank, indicating a variety of objects.7、Listen to the dialogue and choose the correct answer.A. What is the weather like today?B. How is your mother today?C. What time is it now?Answer: AExplanation: The first speaker asks, “What’s the weather like today?” which means they are asking about the weather, making option A the correct answer.8、Listen to the story and fill in the blanks with the correct words.Tom and his friends are going to the park. It’s a sunny day. They want to play soccer. But Tom’s ba ll is________(1). They need a new one. Where can they get a ball? They decide to go to a sports shop. The sports shop is________(2). They buy a new soccer ball and have a great time playing.1.A. broken B. lost C. big2.A. far B. near C. emptyAnswer: 1. A, 2. BExplanation: The sentence “Tom’s ball is ________” indicates that the ball is not in good condition, so “broken” is the correct choice. For the second blank, since they decide to go to the sports shop, which is not far from them, “near” is the corre ct answer.9.Listen to the conversation and choose the correct answer.A. The boy is reading a book.B. The girl is drawing a picture.C. They are playing soccer together.Answer: BExplanation: The conversation suggests that the girl is involved in an activity that involves drawing, indicating that the correct answer is B. The other options, while possible activities, are not supported by the conversation details provided.10.Listen to the story about the animals and answer the question.Question: What is the favorite food of the turtle?A. ApplesB. BananasC. FishAnswer: CExplanation: In the story, the turtle is described as loving to eat fish, making option C the correct answer. The other options, while common foods, are not specified as the turtle’s favorite.11.Listen to the dialogue and choose the correct answer.A. What color is the sky?B. What is the weather like today?C. How is the weather today?Answer: BExplanation: The question asks about the weather today. The correct answer should be related to the weather, and option B is the only one that fits this criterion.12.Listen to the following conversation and fill in the blanks with the missing words.A: Hi, Li Ming, how was your weekend?B: It was __________. I went to the park with my family.A. goodB. badC. niceAnswer: AExplanation: The question asks about ho w Li Ming’s weekend was. The correct answer should describe the weekend as being positive, and “good” is the appropriate word for this context.二、选择题（本大题有12小题，每小题2分，共24分）1、What is the correct way to spell “elephant”?A. elephentB. elefantC. elephnatD. elefantAnswer: DExplanation: The correct spelling of “elephant” is “elephant.” Option D is the correct answer.2、Which of the following sentences is correct?A. I like to read in the morning.B. I like read in the morning.C. I like reading in the morning.D. I like to read morning.Answer: CExplanation: The correct sentence structure is to use the gerund form after theverb “like.” Therefore, “I like reading in the morning” is the correct sentence. Option C is the correct answer.3、My birthday is on ___________.A. July 20thB. June 10thC. August 15thAnswer: AExplanation: The correct answer is “July 20th” because the question asks for the specific date of someone’s birthday, and July 20th is a specific date provided as one of the options.4、What color is the sky on a sunny day?A. YellowB. BlueC. GreenAnswer: BExplanation: The correct answer is “Blue” because on a sunny day, the sky is typically blue. The other colors listed (yellow and green) are not generally associated with the sky on a sunny day.5、What is the plural form of the word “cat”?A. catsB. catesC. catesD. catAnswer: AExplanation: The plural form of “cat” is “cats.” The letter “s” is added to the end of the singular form to make it plural.6、Which sentence is correct?A. She is likes apples very.B. He is love his toys.C. They are playing in the park.D. I am go to the store.Answer: CExplanation: The correct sentence is “They are playing in the park.” The other options contain grammatical errors. In option A, “likes”should be “like.” In option B, “love” should be “loves.” In option D, “am” should be “am going” to correctly use the present continuous tense.7、What does the word “cat” mean in English?A) 狗 (dog)B) 鱼 (fish)C) 猫 (cat)D) 鱼 (shark)Answer: C) 猫 (cat)Ex planation: The word “cat” in English refers to a small, furry domestic animal with a long tail, sharp claws, and a typically meowing sound. The other optionsare incorrect translations of the word “cat” into Chinese.8、Which of the following sentences is correct?A) I like to eating apples.B) She is happy to go to school.C) We are playing in the park.D) They are eating at home.Answer: D) They are eating at home.Explanation: The correct sentence structure for “to be + verb-ing” is used in option D, whic h means “They are currently eating at home.” Option A is incorrect because “to eating” is not the correct form. Option B should be “She is happy to go to school,” but it’s missing the “to” after “happy.” Option C is correct but could be improved by adding “we are” before “playing,” making it “We are playing in the park.”9.Choose the correct word to complete the sentence.The cat is sleeping on the __________.A. chairB. deskC. bedAnswer: CExplanation: The sentence is describing where the cat is sleeping. “Bed” is the most appropriate word to complete the sentence because it is the place where cats typically sleep. “Chair” and “desk” are not typical places for a catto sleep.10.Select the word that best completes the sentence.The sun__________in the east.A. is risingB. risesC. will riseAnswer: BExplanation: The sentence is talking about a general fact about the sun’s movement in the sky. The correct form to use here is the simple present tense, which is used to describe repeated actions, general truths, or habitual actions. “Rises” is the correct form to use in this context. “Is rising” and “Will rise” would be correct in different contexts, but they are not appropriate for the general truth described in the sentence.11.What is the weather like today?A. It’s sunny.B. It’s cloudy.C. It’s rainy.Answer: BExplanation: The correct answer is “It’s cloudy” because the question asks about the weather today, and “cloudy” is a weather condit ion that is neither sunny nor rainy.12.Where is Tom going?A. To the park.B. To the library.C. To the supermarket.Answer: BExplanation: The correct answer is “To the library” because the question asks about Tom’s destination. Without additional context, choosing “To the library” as an answer is based on the assumption that it is the most common place people might go from the given options.三、完型填空（10分）Section 3: Cloze TestRead the passage and choose the best word to fill in each blank. Then write your answers in the spaces provided.My favorite animal is the ____(1)__ bear. Bears are ____(2)__ creatures that live in forests. They are very ____(3)__ and ____(4)__ to us. Bears have a____(5)__ body and a thick fur coat. In the winter, they ____(6)__ a lot of food to stay ____(7)__.1.A. black B. white C. brown D. green2.A. tiny B. clever C. lazy D. colorful3.A. friendly B. noisy C. fierce D. fast4.A. harmful B. useful C. boring D. expensive5.A. thin B. strong C. weak D. small6.A. eat B. drink C. hide D. buy7.A. hungry B. cold C. tired D. happyAnswers:1.C. brown2.C. lazy3.A. friendly4.B. useful5.B. strong6.A. eat7.B. cold四、阅读理解（26分）Title: The Little GardenerOnce upon a time, there was a little boy named Timmy who loved to grow plants. Every day after school, Timmy would rush to his garden. He had planted sunflowers, tomatoes, and carrots. Timmy took very good care of his plants. He watered them every morning and talked to them every night before bed.One sunny day, Timmy noticed that some of his sunflowers were drooping. He felt sad and asked his mother what was wrong with them. His mother suggested that maybe the sunflowers needed more water or less sunlight. Timmy decided to move the sunflowers to a shadier spot in the garden and gave them extra water.A few days later, the sunflowers perked up and looked healthy again.Timmy learned that taking care of a garden is hard work but it is also very rewarding. Now he knows how to look after his plants even better than before.Questions:1.What did Timmy plant in his garden?2.How did Timmy take care of his plants?3.What did Timmy do when he saw his sunflowers were drooping?Answers:1.Timmy planted sunflowers, tomatoes, and carrots.2.Timmy watered his plants every morning and talked to them every night before bed.3.Timmy moved the sunflowers to a shadier spot in the garden and gave them extra water.This passage and the questions should be suitable for third-grade level comprehension skills, providing a simple story that can be easily understood and enjoyed by young learners.五、写作题（16分）Writing TaskWrite a short story about a day you had with your family. Include the following elements in your story:1.The place where you went2.The activities you did3.The people you spent time with4.Your favorite part of the dayExample:Last Saturday, my family and I went to the beach. It was a sunny day, and the weather was perfect. We arrived at the beach early in the morning, and we saw many people enjoying their time there.We spent the whole day swimming, playing beach volleyball, and building sandcastles. My grandparents, parents, and siblings were all there. We had a lot of fun together.My favorite part of the day was when we gathered around the bonfire at night. We roasted marshmallows, made s’mores, and shared stories. It was a m agical moment that I will never forget.Analysis:In this example, the writer has successfully included all the required elements in the story:1.The place where you went: The writer mentioned that they went to the beach.2.The activities you did: The writer described swimming, playing beach volleyball, and building sandcastles.3.The people you spent time with: The writer mentioned their grandparents, parents, and siblings.4.Your favorite part of the day: The writer shared that their favorite part was the bonfire at night, where they made s’mores and shared stories.The story is well-structured, and the writer has used vivid details to make the reader feel like they are experiencing the day with them.。
Game Library用户指南说明书
Explore Section Resources8.4Game LibraryWith the Game Library , students can:• Play a digital version of the games found in the Student Edition, with English and Spanish audio • Have fun practicing math concepts • Choose games by grade band and categoryTEACHAnswer Presentation Tool Digital Examples • Spanish audio ELLDynamic Classroom • Spanish audio ELLEnglish Language Learner Support ELL Game Library • Spanish audio ELLInteractive Tools ELLMulti-Language Glossary ELLNewton & Descartes’s Math Musicals ELL • Differentiated Rich Math Tasks Resources by Chapter • Warm-Up• Extra Practice ELL • Reteach ELL• Enrichment and Extension Skills Trainer ELLVocabulary Flash Cards ELLKey: = emerging = proficient = advancedELL = English Language LearnersASSESSDynamic Assessment System • Practice • Assessments• Point-of-use Remediation ELL • Reports Formative Check Homework App Practice Workbook• Review & Refresh• Evidence-Based Scale Worksheets Self-AssessmentPLANGraphic Organizers ELL Lesson PlansMath Tool Paper ELL Pacing Guide441ALesson 8.48.4Florida BenchmarksNumber Sense and OperationsMA.K.NSO.1.1: Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting.MA.K.NSO.1.2: Given a number from 0 to 20, count out that many objects.Also MA.K.NSO.2.1Count and Write 13 and 14Laurie’s NotesMath OverviewIn this lesson, students count groups of 13 or 14 objects and are introduced to writing13 and 14. You want students to understand they are still counting ones. Each number name is associated with one object as they count. Like the number 10, they need to write two digits to represent 13 and 14.The theme for this lesson is growing vegetables.Materials• linking cubes• Our Vegetable Garden **Found in the Instructional ResourcesDig InGoal: Introduce the numbers 13 and 14.• Show 12 linking cubes. Add one and then two more cubes to introduce the numbers 13 and 14.Hold up the linking cube train for 12. Ask, “How many cubes do you think there are? Why? Tell your neighbor.” Listen for 10 plus 2 more is 12.• Have a student hold the train. “[name], point to each cube as the class choral counts to see whether there are 12 cubes.”Make it obvious that you are placing another cube on the train. “Now how many do you have?” Some students may know the number name 13. “Let’s count together.” Connection: “What is the next number after 12?” 13 “So, 13 is 10 ones and 3 more ones. You have 13 ones.”Distribute the booklet Our Vegetable Garden and ask, “Do you know how vegetables grow?” Discuss growing seeds and what vegetable gardens look like. Read the booklet. Students count aloud the vegetables. Discuss what it means to pull carrots and dig potatoes.• Extension: “Do you cook all vegetables before you eat them?”• Extension: Discuss the rhyming words cook and look and grew and new.• Students bring their booklet from the circle to their seat.FOCUS on Major WorkStudents count 13 or 14 objects in a group and represent the number of objects with the matching written numeral.RIGOR in the Lesson• Conceptual UnderstandingStudents model counting 13 and 14 objects using linking cubes.• Procedural FluencyStudents become fluent in counting objects in a group of 13 or 14 and writing the matching numeral.• Application Selected Examples:°Conceptual applicationExercise 4, page 443 °Real-life applicationExercise 5, page 446Learning Target:Count and write the numbers 13 and 14.Success Criteria:• Count one object for each number to 14.• Write the numbers 13 and 14.441B Chapter 8Where Are We In Our Learning?“You have counted 13 objects.” Discuss that the ten frame is full and there are 3 more onesLaurie’s NotesExplore OverviewGoal: Count to 13.• Distribute linking cubes. “You went to the garden to pull carrots. Place a cube on each carrot.” Pause and then say, “Count aloud the carrots pulled.” Students point and count, “1, 2, 3,” and so on to 13.“Slide your cubes to the ten frame. Where do the extra cubes go?”“So, you have 10 carrots plus how many more?” 3 more carrotsNameExploreGO DIGITALLearning Target: Count and write thenumbers 13 and 14.Count and Write 13 and 148.4Chapter 8 Lesson 4four hundred forty-one441Directions: Place a linking cube on each carrot. Slide cubes to the top frame. Slide the extra cubes to the bottom frame.Number Sense and OperationsMA.K.NSO.1.1: Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting. MA.K.NSO.1.2: Given a number from 0 to 20, count out that many objects. Also MA.K.NSO.2.1© B i g I d e a s L e a r n i n g , L L Cfl_gk_se_0804.indd 44124/02/21 6:55 PMExtensionAdd another cube for one more carrot. Repeat the counting.441Lesson 8.48.4Laurie’s NotesTeaching Notes• Note that the cabbage and beets are arranged in a rectangular array resembling a ten frame, plus some more. Probe to see if students are using this visual support as they count the vegetables.• Model: Together as a class, count the group of 13 heads of cabbage and 14 beets. Finger trace the numbers 13 and 14. Students should be familiar with the verbal pathways for 1, 3, and 4.• Remind students to leave a small space between the digits.Summarize and connect the examples to the learning for today. “You have counted to 13 and 14. You have written the numbers 13 and 14. Tell your partner what you know about these two numbers.” Listen for a group of ten plus 3 or 4 more. You have to write two parts for each number.Preparing to Teach• Introduce the vocabulary cards for thirteen and fourteen and discuss your anchor chart.• 5MTRStructure: “What do you notice aboutyour new numbers?” Listen for the same endings, -teen . Students may ask why threeteen is not used if there is a fourteen. In the English-speaking world, the names for the teen numbers do not make their base-ten meanings evident. Moreover, saying the names fourteen to nineteen reverse the order the digits are written in. Saying the numbers, ten three and ten four as they do in East Asia, makes more sense.Build Understanding13thirteen fourteen14Page 442 in the Student Edition442Chapter 8Where Are We In Our Learning?Review each success criteria and have students use their thumb signals.English Language Learner Support ELL Vocabulary Review Tell students they will be counting to fourteen. Review counting from one to twelve, then add the numbers thirteen and fourteen. It is common for students to pronounce numbers from the teens in ways that sound like multiples of ten. For example, they may pronounce thirteen and thirty similarly. Say the word thirteen and have students repeat. Then say the word thirty and have students repeat. Do the same with the words fourteen and forty .Leveled Proficiency ComprehensionPoint to the cabbage, beets, green beans, and peppers as you say the name of each. Have students repeat. Explain that they are all types of vegetables. You may want to teach them that cabbage is often referred to as a head, such as, “two heads of cabbage.” Have students practice language in pairs. Have one student ask the other a question, such as, “How many green beans are there?” Then have students switch roles asking and answering questions for the other exercises.Beginner: Students may state the answer and the item counted.Intermediate and Advanced: Students may answer using simple sentences, such as, “There are thirteen green beans.”Laurie’s NotesTurn and Talk: “Are there fewer green beans or red peppers? How do you know?” Answers will vary. Listen for understanding 13 and 14 both have 10 plus some more. Do students recall that 3 is fewer than 4? Do students say, “13 comes before 14 when you count”?Write the numbers 13 and 14. “How do you read these numbers?” You want to make sure students are not saying one three and one four.• Supporting Learners: Have students circle a group of ten. Now students can focus on how many more than 10 they have.GO DIGITALDirections: • C ount the vegetables. Say the number. Trace and write the number.• Count the vegetables. Say the number. Write the number.442 four hundred forty-twofourteen14© B i g I d e a s L e a r n i n g , L L Cfl_gk_se_0804.indd 44224/02/21 6:55 PMTeaching TipThe green beans are in a linear arrangement where counting them is more challenging. Students can cross out each bean as they count.442ALesson 8.48.4Scaffolding for All Learners Scaffold instruction to support all students in their learning. Learning is individualized and students may move in and out of these levels with each skill and concept. Student self-assessment and feedback help guide your instructional decisions about how to layer support.ELL R efer to the Explore Section Resources for moreresources available to support all students.EMERGINGStudents are not confident in the counting sequence to 14 and may need objects to touch or manipulate as they count. Prompting of a verbal pathway may be necessary for writing one or more numbers.• Exercise 4: The circular arrangement is challenging. Remind studentsto mark where they are starting so they know what objects remain to be counted.Resources Available:• Resources by Chapter°Extra Practice, pp. 395–396 °Reteach, p. 397Laurie’s NotesScaffolding Instruction: Students have added two number names to their vocabulary. Continue to refer to the anchor chart and vocabulary cards so students associate the words and visual models. Given a collection of 13 objects, can students count them?When students count to 13, can they write the amount? Listen for how students are reading 13 and if they are writing 13 with only a small amount of space between the digits.Chapter 8 Lesson 4NameIn-Class PracticeGO DIGITAL – Count the objects. Say the number. Write the number.four hundred forty-three 443© B i g I d e a s L e a r n i n g , L L Cfl_gk_se_0804.indd 44324/02/21 6:56 PMPage 443 in the Student EditionThe array of broccoli is not in a ten frame arrangement. Students at a glance may assume it is in a ten frame and thus have a wrong count. Be sure students are pointing and counting each vegetable in one-to-one correspondence.443Chapter 8Where Are We In Our Learning?Have students work with a partner and build a linking cube tower of 13 by alternatingcounting while adding a cube to the train. Have them repeat the exercise, building a tower of 14 cubes with the other partner starting the tower.PROFICIENTStudents are able to count one object for each number to 14 and write the corresponding amount.• Exercises 1–4: Pair students. Each decides the object they will begin their count with. They compare the total when they finish.• Exercises 1–4: Listen for correct number names and number sequence.Resources Available:• Resources by Chapter°Extra Practice, pp. 395–396ADVANCEDStudents can count to 14 without difficulty and are fluent in their writing.• Extension: Have students walk around the classroom and identify objects that have the numbers 13 or 14 on them, such as a calendar, room numbers, math wall, or poster. Have them discuss with their partner where they found the numbers.Resources Available:• Resources by Chapter°Enrichment and Extension, p. 398Laurie’s NotesExtensions: Use Number Cards 1–14Instructional Resource. Shuffle and place face down. One student selects a card. Their partner uses this number as the starting number and counts on to 14. Reverse roles.Chapter 8 Lesson 4GO DIGITALDirections: – Count the objects. Say the number. Write the number.four hundred forty-three443© B i g I d e a s L e a r n i n g , L L Cfl_gk_se_0804.indd 44324/02/21 6:56 PMSupporting LearnersThe circular arrangement in exercise 4 can be hard for students to count. Encourage students to mark their starting point, or cross off pumpkins as they count them. Providing linking cubes to place on the pumpkins will also help more concrete learners count.443ALesson 8.48.4Laurie’s NotesModel Real Life OverviewThis application allows students to show their understanding of drawing a model and counting to 14.Supporting Learners: Encourage students to draw the vegetables in an array instead of randomly in the bins. They could draw them as if they were in a ten frame and a five frame. This will help students keep track of the number of cucumbers and corn they have drawn.Model Real LifeDirections: Draw and color 14 cucumbers and 13 ears of corn in the bins. Then write the numbers.GO DIGITAL444 four hundred forty-four© B i g I d e a s L e a r n i n g , L L Cfl_gk_se_0804.indd 44424/02/21 6:56 PMTeaching Tip2MTRModel a Problem: “Exchange drawings with a partner. How many cucumbers did your partner draw? Was the amount easy to count? Explain.” Use this time to display various models. Some are easier to count than others. “When you draw, you are communicating your thoughts. You want others to understand what you are thinking.”Which model is easier to count?Extension“Are there more cucumbers or corn in the bin? How do you know? How many more?”444Chapter 8Solving the Model Real Life ExampleClosure• Draw or display a group of 14 objects. Select a volunteer to count the objects, using a pointer to associate each number with an object. Remaining students clap or tap softly as they hear each number.• “Use a finger to air write the number 14. Pull down . There is your 1. Now pull down a little , across and stop , pull down . There is your 4.”• Repeat for a group of 13 objects. The number path for 3 is pull around and in , around and stop .Where Are We In Our Learning?“You have counted to 14 today. How comfortable are you with your learning? Can you tell your partner how to write the numbers 13 and 14?”Laurie’s NotesProblem Solving for All LearnersStudents may benefit from trying the exercises independently and then working with peers to refine their work. It is important to provide time in class for problem solving, so that students become comfortable with the problem-solving plan.• Plan and Solve: The following notes will help you discuss this problem with students. Preview: “What do you think is happening in the picture? Have you seen a large bin of vegetables sold at a market? Talk to your partner about what you see.”“What shape can you draw for a cucumber or an ear of corn?” Remind students this is not art class. “Draw the vegetables just so someone else would be able to count them.”• Read the directions. Students can draw the vegetables with a pencil or you may choose to have students use crayons or colored pencils to start.Students have drawn a model for 13 and 14. Did they draw one vegetable for each number to 14? Did you notice students drawing a few vegetables and then going back to count how many they had? How did they know when to stop drawing? You want students to talk about their counting and how they know they have 13 or 14.444ALesson 8.48.4Connect and Extend LearningCheck out theDynamic AssessmentSystem at .ExerciseEmerging Proficient Advanced DOK 1DOK 2DOK 31••••2•••3•••4•••5•• Use the results from the exercises to provide differentiated support for all learners.Practice Notes• Remind students to begin with making a group of ten.• Provide students with linking cubes for additional support, if needed.Assignment GuideLearning Target:Count and write the numbers 13 and 14.Success Criteria:• Count one object for each number to 14.• Write the numbers 13 and 14.445A Chapter 8Extend Student LearningVisual-SpatialExplain the term “baker’s dozen.” Tellstudents when bakers need 12 muffins, they often make 13 in case they drop one or one does not turn out well. Give students clay and tell them to make a baker’s dozen, or 13, muffins. Have them count as they make each one and then again after they have finished.Cross-Curricular ConnectionsArtProvide students with a piece of construction paper. Ask them to draw the head of acaterpillar using a tracer or allowing them to free draw. Then, have students create the body of the caterpillar by finger painting 13 dots. Ask students to count each dot aloud as they complete their art project.NameExample8.4PracticeGO DIGITALDirections: and Count the vegetables. Say the number. Write the number.Learning Target: Count and write thenumbers 13 and 14.Directions: Count the linking cubes. Say the number. Write the number.thirteen fourteenChapter 8 Lesson 4four hundred forty- ve445© B i g I d e a s L e a r n i n g , L L Cfl_gk_se_0804.indd 44524/02/21 6:56 PM445Lesson 8.48.4Use the results from the selected problems to provide differentiated support for all learners.ASSESS and DIFFERENTIATEDynamic Assessment System• Practice• Assessments• Point-of-use Remediation ELL • ReportsDynamic Classroom• Spanish audio ELL Formative CheckHomework App Interactive Tools ELLMulti-Language Glossary ELLNewton & Descartes’s Math Musicals ELL• Differentiated Rich Math TasksPractice Workbook• Review & Refresh• Evidence-Based ScaleWorksheetsResources by Chapter• Extra Practice ELL• Reteach ELL• Enrichment and ExtensionSelf-AssessmentSkills Trainer ELLVocabulary Flash Cards ELLKey: = emerging = proficient = advanced ELL = English Language Learners Directions: and Count the vegetables. Say the number. Write the number.Draw 14 heads of lettuce in the dirt. Write the number.GO DIGITAL446four hundred forty-six©BigIdeasLearning,LLC fl_gk_se_0804.indd 44624/02/21 6:56 PM446Chapter 8。
《哈利波特与火焰杯》第4章《回到陋居》中英文对照学习版
中英文对照学习版Harry Potter and the Goblet of Fire《哈利波特与火焰杯》Chapter FourBack to The Burrow第4章回到陋居By twelve o'clock next day, Harry's trunk was packed with his school things, and all his most prized possessions - the Invisibility Cl oak he had inherited from his father, the broomstick he had got from Sirius, the enchanted map of Hogwarts he had been given by Fred and George Weasl ey last year. He had emptied his hiding place und er the loose fl oorboard of all food, d oubl e-checked every nook and cranny of his bedroom for forgotten spellbooks or quills, and taken d own the chart on the wall counting the days d own to September the first, on which he liked to cross off the days remaining until his return to Hogwarts.第二天中午十二点钟的时候，哈利准备带到学校去的箱子已经收拾好了，里面装满了他上学用的东西和所有他最珍贵的宝贝──从父亲那里继承来的隐形衣、小天狼星送给他的飞天扫帚，还有去年弗雷德和乔治˙韦斯莱孪生兄弟送给他的带魔法的霍格沃茨活点地图。
《哈利波特与火焰杯》第14章《穆迪教授的第一堂课》中英文对照学习版
中英文对照学习版Harry Potter and the Goblet of Fire《哈利波特与火焰杯》Chapter FourteenThe Unforgivable Curses第14章穆迪教授的第一堂课The next two days passed without great incid ent, unl ess you counted Neville melting his sixth caul dron in Potions. Professor Snape, who seemed to have attained new l evels of vindictiveness over the summer, gave Nevill e detention, and Nevill e returned from it in a state of nervous collapse, having been mad e to disembowel a barrelful of horned toads.接下来的两天平平淡淡，没有什么事故，除非算上纳威在魔药课上把坩埚烧化的事，这已经是他烧化的第六只坩埚了。
斯内普教授的报复心理似乎在暑假里又创新高，他毫不客气地罚纳威关禁闭。
纳威只好去给一大桶长角的癞蛤蟆开膛破肚，回来的时候，他的神经几乎要崩溃了。
‘You know why Snape's in such a foul mood, d on't you?’ said Ron to Harry, as they watched Hermione teaching Nevill e a Scouring Charm to remove the toad guts from und er his fingernails.“你知道斯内普的脾气为什么这样糟糕，是吧？”罗恩对哈利说，这时他们正看着赫敏教纳威念一种除垢咒，可以清除他指甲缝里的癞蛤蟆内脏。
2024-2025学年辽宁省大连市小学五年级上学期英语试卷及答案指导
2024-2025学年辽宁省大连市英语小学五年级上学期模拟试卷及答案指导一、听力部分（本大题有12小题，每小题2分，共24分）1、What are the children doing in this picture?A. They are playing soccer.B. They are reading books.C. They are having a music lesson.Answer: BExplanation: The picture shows a group of children sitting around a table reading books, indicating that they are engaged in reading activities. Therefore, the correct answer is B.2、Listen to the conversation and choose the correct response.M: How was your day at school, Sarah?W: It was great! We had a science experiment in class.What is Sarah’s response about her day at school?A. It was terrible.B. It was okay.C. It was great.Answer: CExplanation: Sarah explicitly states, “It was great!” in her re sponse, indicating that she had a positive experience at school. Therefore, the correct answer is C.3.Listen to the conversation between a student and a teacher about a science project.Question: What is the name of the student’s science project?A. The Weather MachineB. The Greenhouse EffectC. The Water CycleD. The Solar SystemAnswer: BExplanation: The teacher asks the student about the topic of their science project, and the student responds with “The Greenhouse Effect,” indicating that the correct answer is B.4.Listen to a dialogue between two students discussing their favorite book. Question: What is the name of the book that the first student likes?A. “Harry Potter and the Sorcerer’s Stone”B. “The Catcher in the Rye”C. “The Diary of a Young Girl”D. “Charlotte’s Web”Answer: AExplanation: The first student mentions that their favorite book is “HarryPotter and the Sorcerer’s Stone,” so the correct answer is A. The other options are not mentioned in the dialogue.5、Listen to the dialogue between two students, Tom and Lily, and answer the following question.Question: What is Tom’s favorite color?A. BlueB. RedC. GreenAnswer: BExplanation: In the dialogue, Lily asks Tom, “Do you like red or blue?” Tom replies, “I prefer red, because it’s my favorite color.”6、Listen to a short passage about the weather and complete the following sentence.Question: What will the weather be like tomorrow?A. SunnyB. RainyC. WindyAnswer: BExplanation: In the passage, it is men tioned that “The weather forecast says it will rain tomorrow. So, we should take an umbrella with us.” Therefore, the correct answer is “Rainy.”7、What are the children doing in the park?A. They are playing soccer.B. They are eating ice cream.C. They are reading books.Answer: BExplanation: The children are enjoying a sunny day in the park, and the sound of ice cream trucks can be heard in the background, indicating they are eating ice cream.8、How does the cat feel when it finds a new toy?A. The cat is sad.B. The cat is excited.C. The cat is tired.Answer: BExplanation: The teacher says, “Look at the cat! Its eyes are wide open and it’s running around the room.” This describes an excited cat, which suggests that the cat is happy and excited about finding a new toy.9.Question: What is the weather like in the picture?A. SunnyB. RainyC. SnowyD. CloudyAnswer: BExplanation: The picture shows a boy holding an umbrella, which indicates thatit is raining. Therefore, the correct answer is “Rainy.”10.Question: Who is the tallest in the family?A. The motherB. The fatherC. The sisterD. The brotherAnswer: BExplanation: According to the information provided in the dialogue, the father is described as “the tallest one in our family.” Thus, the correct answer is “The father.”11.Listen to the dialogue and choose the correct answer.A. What are they discussing?B. Where are they going?C. How are they traveling?Answer: BExplanation: The dialogue includes a question like “Where are you going today?” and a response indicating a destination, which makes option B the correct choice for what they are discussing.12.Listen to the following question and answer the following question. Question: How many apples does Tom have in his backpack?A. Three applesB. Five applesC. Two applesAnswer: CExplanation: The question asks about the number of apples in Tom’s backpack, and the correct answer is provided in the dialogue as “I have two apples in my backpack.”二、选择题（本大题有12小题，每小题2分，共24分）1、Choose the correct word to complete the sentence.A. I am going to the park this weekend.B. I am going to the movie this weekend.C. I am going to the store this weekend.Answer: BExplanation: The correct answer is “movie” because the sentence implies a planned activity for the weekend, and “going to the movie” is a common phrase indicating someone is planning to watch a film.2、Select the word that best completes the sentence.A. The cat sat on the mat.B. The cat ran on the mat.C. The cat jumped on the mat.Answer: AExplanation: The correct answer is “sat” because it is the appropriate verb to describe a cat sitting on a mat. “Ran” and “jumped” imply actions thatdo not fit the context of the sentence.3、Choose the correct word to complete the sentence.The cat is very________and likes to sleep in a warm place.A. cleverB. lazyC. quietD. activeAnswer: B. lazyExplanation: The word “lazy” fits the context of the sentence as it describes the cat’s tendency to sleep in a warm place, indicating a lack of activity.4、Match the following words with their meanings.A. 1. enjoyableB. 2. quietC. 3. happyD. 4. quiet1.peaceful2.cheerful3.boring4.silentAnswer: 1-C, 2-B, 3-A, 4-DExplanation: The correct matches are:1.enjoyable - cheerful (Something that is enjoyable is cheerful.)2.quiet - peaceful (Quiet means not loud or noisy, like a peaceful environment.)3.happy - boring (Happy does not mean boring; they are opposite in meaning.)4.silent - silent (Silent means without sound, like a silent room.)5.Choose the correct word to complete the sentence:The cat is very ______, it always sits in the sun.A. lazyB. activeC. tiredD. hungryAnswer: AExplanation: The sentence describes the cat’s habit of sitting in the sun, which suggests that the cat is not active or tired. “Lazy” fits this context, as it implies that the cat enjoys relaxing.6.Which of the following sentences is correct?A. I go to school on foot every day.B. I goes to school on foot every day.C. I going to school on foot every day.D. I be going to school on foot every day.Answer: AExplanation: The correct sentence should use the present simple tense to describe a hab it or a general action. “I go to school on foot every day” isthe only option that follows this rule. The other options either use the wrong tense or structure.7、What is the capital city of France?A. New YorkB. ParisC. LondonD. RomeAnswer: B. ParisExplanation: The capital city of France is Paris. The other options are capitals of other countries: New York is in the United States, London is in the United Kingdom, and Rome is in Italy.8、Which of the following is a prime number?A. 24B. 25C. 27D. 29Answer: D. 29Explanation: A prime number is a number that has exactly two distinct positive divisors: 1 and itself. Out of the given options, 29 is the only prime number, as it has no divisors other than 1 and itself. The other numbers (24, 25, and 27) are composite numbers, which means they have more than two distinct positive divisors.9.What is the plural form of the word “cat”?A. catsB. catC. cat’sD. cattAnswer: A. catsExplanation: The word “cat” is a common noun, and when you make it plural, yo u add an “s” at the end. So, the correct answer is “cats.”10.Choose the correct past tense form of the verb “go.”A. goesB. wentC. goneD. goAnswer: B. wentExplanation: The past tense of the verb “go” is “went.” This tense is used to describe actions that have already happened in the past. The other options are the present tense, past participle, and base form of the verb, which are not correct in this context.11.What is the plural form of the word “cat”?A. catsB. catC. catesD. catesAnswer: A. catsExplanation: The plural form of the word “cat” is “cats”. The suffix “-s” is added to make it plural.12.Which of the following sentences is correct?A. I have two apples and she has two.B. I have two apples and she has two.C. I have two apples and she has two.D. I have two apples and she has two.Answer: B. I have two apples and she has two.Explanation: The correct sentence structure is “I have two apples and she has two.” The other options have repeated the phrase “she has two,” which is unnecessary.三、完型填空（10分）Cloze TestRead the passage and choose the best word for each blank from the options provided.My favorite season of the year is autumn. It’s a time when the leaves change color and the air gets cooler. The first thing I do in the morning is to go for a 1. I love to walk in the park and watch the 2 fall from the trees. The children are also very excited because they have 3 to play in the leaves.One of my favorite activities is to make a 4 with my family. We go to the pumpkin patch and choose a big pumpkin to carve. It takes a lot of 5 to draw a face on it and then cut it out. The smell of the carved pumpkin and the warm light shining through the holes is magical.1.a) a runb) a walkc) a jogd) a sprint2.a) petalsb) branchesc) leavesd) flowers3.a) chanceb) opportunityc) occasiond) time4.a) cakeb) piec) lanternd) sandwich5.a) patienceb) energyc) strengthd) effortAnswers:1.b) a walk2.c) leaves3.b) opportunity4.c) lantern5.a) patience四、阅读理解（26分）Title: The Busy BeeOnce upon a time, in a beautiful garden, there lived a very busy bee named Bella. Bella was different from her friends in the hive. She was always on the go, collecting nectar and pollen from early morning until late evening. Her friends would often say, “Bella, why do you work so hard? Rest a little!” But Bella would just smile and say, “Every drop of nectar I collect helps make sweet honey for us all. It’s worth it!”One sunny day, as Bella was flying through the flowers, she noticed a small butterfly struggling to fly. Bella immediately flew over and asked, “Are you okay, little one? Can I help you?” The butterfly replied weakly, “I’m so tired from all the dancing in the sun. I need some rest.” Bella gently led the butterfly to a nearby leaf where it could rest. After a while, the butterfly felt much better and thanked Bella for her kindness.Bella continued her work, but with a newfound sense of purpose. She realized that helping others, just like collecting nectar, was an important part of her life. From that day on, Bella not only worked hard but also looked out for her friends and neighbors in need. The garden became a happier place because of Bella’s selfless acts.Questions:1.Why did Bella’s friends often tell her to rest?A. Because they thought she was too slow.B. Because they thought she was working too hard.C. Because they wanted to play with her.D. Because they were jealous of her.Answer: B2.What did Bella do for the struggling butterfly?A. She gave it some honey.B. She helped it find food.C. She led it to a place to rest.D. She taught it how to fly better.Answer: C3.How did Bella’s actions change the garden?A. It became less colorful.B. It became quieter.C. It became a happier place.D. It became more crowded.Answer: C五、写作题（16分）题目要求：Write a short story about a day you remember well. Include the following elements in your story:1.The date of the event2.What happened on that day3.Why it stands out in your memory4.What you learned or felt from the experienceExample:My Special DayOn September 15, 2022, I experienced a day that I will never forget. It was the day of my school’s annual sports day.The morning was filled with excitement as we all gathered in the school ground. The sun was shining brightly, and the air was filled with the sound of laughter and chatter. The event started with a welcoming speech by our principal, who wished us all the best for the day.My class participated in the relay race, and I was part of the team. We were nervous but determined. The race was intense, and we were neck and neck with the other teams. In the final stretch, I was the last runner, and I gave it my all. With a burst of energy, I crossed the finish line, and we won by a whisker!The joy and pride I felt were indescribable. That day, I learned the value of teamwork and perseverance. It stood out in my memory not only because of the victory but also because it was a moment of unity and camaraderie among my classmates.Explanation:•The date of the event is clearly stated at the beginning of the story.•The event is described in detail, including the excitement leading up to it and the actual relay race.•The story explains why the day stands out: the victory, the lessons learned, and the sense of unity.•The writer shares personal feelings and insights gained from the experience, making the story more relatable and emotional.。
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《哈利波特与阿兹卡班囚徒》第13章《格兰芬多对立拉文克劳》中英文对照学习版
中英文对照学习版Harry Potter and the Prisoner of Azkaban《哈利波特与阿兹卡班囚徒》Chapter ThirteenGryffindor versus Ravenclaw第13章格兰芬多对立拉文克劳It l ooked like the end of Ron and Hermione's friendship. Each was so angry with the other that Harry coul dn't see how they'd ever make it up.看起来，罗恩和赫敏的友谊到此结束了。
两人彼此都恨得牙痒痒，哈利不知道他们怎么才能言归于好。
Ron was enraged that Hermione had never taken Crookshanks's attempts to eat Scabbers seriously, hadn't bothered to keep a cl ose enough watch on him and was still trying to pretend that Crookshanks was innocent by suggesting Ron l ook for Scabbers und er all the boys' beds. Hermione, meanwhil e, maintained fiercely that Ron had no proof that Crookshanks had eaten Scabbers, that the ginger hairs might have been there since Christmas, and that Ron had been prejudiced against her cat ever since Crookshanks had land ed on Ron's head in the Magical Menagerie.罗恩生气，因为赫敏从来没有认真对待过克鲁克山想吃斑斑这件事，没有费心好好看住克鲁克山，而且到现在还想诡称它是无辜的，并建议罗恩到所有男生的床底下去寻找斑斑。
《哈利波特与火焰杯》第1章《里德尔府》中英文对照学习版
中英文对照学习版Harry Potter and the Goblet of Fire《哈利˙波特与火焰杯》Chapter OneThe Riddle House第1章里德尔府The villagers of Little Hangl eton still call ed it ‘the Rid dl e House’, even though it had been many years since the Rid dl e family had lived there. It stood on a hill overl ooking the village, some of its wind ows board ed, tiles missing from its roof, and ivy spreading unchecked over its face. Once a fine-l ooking manor, and easily the largest and grand est buil ding for mil es around, the Rid dl e House was now damp, d erelict and unoccupied.小汉格顿的村民们仍然把这座房子称为“里德尔府”，尽管里德尔一家已经多年没在这里居住了。
房子坐落在一道山坡上，从这里可以看见整个村子。
房子的几扇窗户被封死了，房顶上的瓦残缺不全，爬山虎张牙舞爪地爬满了整座房子。
里德尔府原先是一幢很漂亮的大宅子，还是方圆几英里之内最宽敞、最气派的建筑，如今却变得潮湿、荒凉，常年无人居住。
The Little Hangl etons all agreed that the ol d house was ‘creepy’. Half a century ago, something strange and horribl e had happened there, something that the ol d er inhabitants of the village still liked to discuss when topics for gossip were scarce. The story had been picked over so many times, and had been embroid ered in so many places, that nobody was quite sure what the truth was any more. Every version of the tale, however, started in the same place: fifty years before, at daybreak on a fine summer's morning, when the Rid dl e House had still been well kept and impressive, and a maid had entered the drawing room to find all three Rid dl es d ead.小汉格顿的村民们一致认为，这幢老房子“怪吓人的”。
A phase I escalating single-dose and weekly Wxed-dose study of cetuximab pharmacokinetics
Cancer Chemother Pharmacol (2009) 64:557–564DOI 10.1007/s00280-008-0904-6ORIGINAL ARTICLEA phase I escalating single-dose and weekly W xed-dose study of cetuximab pharmacokinetics in Japanese patientswith solid tumorsKuniaki Shirao · Takayuki Yoshino · Narikazu Boku · Ken Kato · Tetsuya Hamaguchi · Hisateru Yasui · Nobuyuki Yamamoto · Yusuke Tanigawara · Arno Nolting ·Shinichiro YoshinoReceived: 4 August 2008 / Accepted: 12 December 2008 / Published online: 24 January 2009© Springer-Verlag 2009AbstractPurpose Cetuximab is a therapeutic immunoglobulin G1 monoclonal antibody that recognizes the epidermal growth factor receptor (EGFR). This phase I dose-escalation study was designed to assess the safety and pharmacokinetics (PK) of cetuximab in Japanese patients with EGFR-expressing, advanced, solid tumors and also to look for evi-dence of antitumor e Y cacy.Patients and methods Thirty patients were enrolled in the study; 29 with colorectal adenocarcinomas and one with an adenocarcinoma of the lung. Patients received an initial/ weekly infusion of cetuximab at dose levels of 100/100 (dose level 1), 250/250 (dose level 2), 400/250 (dose level 3), 500/250 (dose level 4) or 400/250 (dose level 5) mg/m2, for 7 or more weeks, with an interval between the initial and second infusion of 1 (dose level 5 representing the stan-dard regimen) or 2weeks (dose levels 1–4 of the non-stan-dard regimens).Results No dose-limiting toxicities (DLTs) were observed during the evaluation period. All patients had at least one adverse event (AE). The most common cetuximab-related AEs were skin toxicity (93% of patients), including acnei-form dermatitis (83% of patients). Two patients experi-enced cetuximab-related grade 3 AEs of skin toxicity and diarrhea after DLT evaluation. C max and AUC0–1 after the initial infusion showed dose-proportional increases. Mean total body clearance (CL) values decreased with dose at the lower dose levels. At doses of ¸400mg/m2, CL values appeared to level o V. Mean trough concentrations for dose level 5 were constant from week 4 (day 29) onward. Two patients (8%) achieved partial response (at 100/100mg/ m2). The overall disease control rate (partial response+ stable disease) was 58%.Conclusion The current study demonstrated that cetux-imab PK and safety pro W les are similar between Japanese and non-Japanese patient populations. It would appear thatK. Shirao · K. Kato · T. Hamaguchi · H. YasuiDivision of Gastrointestinal Oncology,National Cancer Center Hospital, Tokyo, JapanT. Yoshino · N. BokuDivision of Gastrointestinal Oncology, Shizuoka Cancer Center, Shizuoka, JapanN. YamamotoThoracic Oncology Division, Shizuoka Cancer Center, Shizuoka, JapanY. TanigawaraDepartment of Hospital Pharmacy, School of Medicine,Keio University, Tokyo, JapanA. NoltingExploratory Medicine Global Human Pharmacology,Merck KGaA, Darmstadt, Germany S. YoshinoMedical Department, Merck Serono Co., Ltd, Tokyo, Japan Present Address:K. Shirao (&)Department of Medical Oncology, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hasama-machi, Yufu, Oita 879-5593, Japane-mail: kshirao@med.oita-u.ac.jpPresent Address:T. YoshinoNational Cancer Center Hospital East, Chiba, Japan Present Address:H. YasuiMedical Oncology Division,National Hospital Organization Kyoto Medical Center, Kyoto, Japanthe standard dose of an initial 2-h infusion of 400mg/m2 followed thereafter by weekly 1-h infusions of 250mg/m2 for non-Japanese patients is feasible for future clinical stud-ies in Japanese patients.Keywords Cetuximab · Japanese · EGFR · Safety · Pharmacokinetics · ColorectalIntroductionOver recent years, the development of rationally selected targeted agents such as monoclonal antibodies and small molecule tyrosine kinase inhibitors has o V ered new possi-bilities in relation to improving the e Y cacy of the standard cytotoxic regimens used in the treatment of metastatic colo-rectal cancer (mCRC). The epidermal growth factor recep-tor (EGFR)-targeted immunoglobulin G1 monoclonal antibody cetuximab (Erbitux®) is one such targeted agent.Cetuximab competitively inhibits the binding of endoge-nous EGFR ligands and thus prevents receptor dimerization and downstream signaling [1, 2]. Antibody-binding to the tumor cell may also result in a clinically-important anti-body-dependent cell-mediated cytotoxicity reaction (ADCC) [3, 4]. Randomized mCRC studies in mainly Cau-casian populations have shown that cetuximab, adminis-tered in accordance with the standard dosing regimen of an initial 2-h infusion of 400mg/m2 of body surface area (BSA) followed thereafter by weekly 1-h infusions of 250mg/m2, is e V ective as monotherapy [5, 6] or in combi-nation with irinotecan [5, 7], following the failure of previ-ous chemotherapy regimens. Furthermore, in the W rst-line setting, the phase III CRYSTAL study has shown that the addition of cetuximab to infusional 5-X uorouracil/folinic acid/irinotecan (FOLFIRI) signi W cantly improves the response rate, progression-free survival (PFS) time and R0 resection rate in mCRC patients, compared with FOLFIRI alone [8]. Similarly, randomized studies have demonstrated the e Y cacy of cetuximab in combination with radiotherapy in the treatment of locally advanced squamous cell carci-noma of the head and neck (SCCHN) [9] and in combina-tion with platinum-based therapy in the W rst-line treatment of recurrent and/or metastatic SCCHN [10].Two recent studies in the US have explored the pharma-cokinetics (PK) of single-dose administration of cetuximab in patients with solid tumors, with particular attention paid to the elimination phase [11, 12]. Both studies supported the saturation of EGFR binding at a clinically achievable dose level. A signi W cant association was also noted between cetuximab clearance and both BSA and weight, supporting the use of these parameters in calculating individual cetuximab doses [12]. The primary objective of the current phase I study was to investigate the safety and tolerability of cetuximab in a population of Japanese patients with EGFR-expressing solid tumors. Secondary objectives were to evaluate the PK of cetuximab in Japa-nese patients the (mirroring the recent US PK analyses with an escalating single dose); expression of human antichi-meric antibodies (HACA); the incidence of dose-limiting toxicity (DLT); and the antitumor e Y cacy of cetuximab. Patients and methodsPatient eligibilityOnly Japanese patients, aged between 20 and 74years, with a histologically or cytologically con W rmed advanced solid EGFR-expressing tumor, refractory to a standard therapy or for which no standard therapy existed, were eligible. They required an Eastern Cooperative Oncology Group perfor-mance status of 0–2; a life expectancy of at least 3months after the start of study; adequate hematological (leukocyte count: ¸3,000 and <12,000mm¡3; neutrophil count:¸1,500mm¡3; platelet count: ¸100,000mm¡3; hemoglo-bin: ¸9g/dL), hepatic (aspartate aminotransferase and ala-nine aminotransferase: ·2.5 times the upper limit of the reference range; serum total bilirubin: ·1.5 times the upper limit of the reference range), and renal (serum creatinine:·1.5 times the upper limit of the reference range) function. Patients were required to be available for hospitalization until day 22 of the study, to have no carry-over e V ect from prior therapy and to not have received treatment with blood transfusions, blood products or blood cell factors such as granulocyte colony stimulating factor during 2weeks prior to enrollment. All patients gave their written informed con-sent prior to study entry.Patients were excluded if they had: symptomatic brain metastasis, a previous history of cancerous meningitis, poorly controlled epileptic seizures or clinically signi W cant mental or central nervous system disorders or if they had previously received monoclonal antibody therapy (includ-ing cetuximab). They were also ineligible if they had seri-ous cardiac or cardiovascular disease, diabetes mellitus, hypertension, active infection or symptomatic blood coag-ulation disorder, acute pulmonary disorder, interstitial pneumonia, or pulmonary W brosis; active, double cancers;a previous history of malignant tumors (other than non-melanoma skin cancer, uterine cervical carcinoma or gastrointestinal intramucosal carcinoma) with a sign of recurrence within the last 5years; a large volume of pleu-ral e V usion or ascites or were positive for hepatitis B virus, hepatitis C virus or human immunode W ciency virus. Patients were also excluded if they required chronic treatment with systemic steroids; were pregnant or lactating; if they wished to have a child; or if they had an alcohol or drugaddiction or a previous history of drug allergy or anaphy-lactic symptoms.Study designThis study was a two-center, phase I dose-escalation study of cetuximab in patients with advanced solid cancer. As this was the W rst such investigation in Japanese patients, a low dose level of 100mg/m 2 as an initial dose and 100mg/m 2 as a repeated weekly dose was selected to begin the study. All patients received 50mg oral diphenhydramine hydrochloride (H1-antagonist) 30–60min before each cetuximab infusion as a preventive measure in relation to infusion-related reactions. At W rst infusion, patients received 100 (dose level 1), 250 (dose level 2), 400 (dose level 3 or 5) or 500 (dose level 4) mg/m 2 of cetuximab as a 2-h intravenous infusion. Subsequent weekly 1-h infusions of 100 (dose level 1) or 250 (dose level 2–5) mg/m 2 of cetuximab began according to the schedule in Fig.1 and continued to day 50, which was considered to be su Y cient to assess cetuximab PK. For dose levels 1–4, patients had a 2-week interval between W rst and second infusion for the purposes of evaluation of single-dose PK. Patients in dose level 5 received cetuximab according to the standard 400/250mg/m 2 schedule, with a 1-week interval between W rst and second infusions, curtailing the collection of single-dose PK at 7days in this group.Six patients were assigned to each dose level 1–4, with the W rst cohort receiving cetuximab at the lowest dose level.If DLT was observed in ¸2 patients during the DLT evalu-ation period of 6weeks from the W rst administration until 1week after the W fth administration, no further patients were to be enrolled and this dose level was de W ned as the MTD. Otherwise, the dose was escalated to the next dose level (1–2, 2–3 or 3–4). If the MTD was not established at dose level 4, six patients received the standard 400/250mg/m 2 regimen at dose level 5. DLT was de W ned as either:grade 4 or three incidences of grade 3 skin toxicity events,or the omission of three consecutive infusions due to grade 3 skin toxicity; adverse drug reactions ¸grade 3 (except forskin toxicity, electrolyte abnormality, anorexia, nausea, and alkaline phosphatase) or the development of acute pulmo-nary disease, interstitial pneumonia and other pulmonary symptoms. Infusion-related reactions were not regarded as DLTs as they were considered to be largely dose-indepen-dent. If progressive disease (PD) was not observed between the initial dose and W fth administration (or sixth administra-tion for dose level 5), the study medication was to be con-tinued as long as the patient gave consent, again after an observation period of 1week. During the study period, the following drugs and therapies were not permitted; thera-peutic modalities for malignant tumor, other antibody ther-apy, chemotherapy, hormonal therapy, immunological therapy, radiotherapy, hyperthermia and surgical therapy,and systemic steroids. The drugs and therapies used for symptomatic relief of concurrent diseases or complications were permitted before and during the study with minimal modi W cation of dosage and mode of administration.Study evaluationsResponse was assessed in evaluable patients by the investi-gators according to RECIST guidelines [13] and had to be con W rmed by a repeated consecutive assessment conducted a minimum of 28days after the W rst assessment. Adverse events (AEs) were graded according to the National Cancer Institute—Common Toxicity Criteria version 2 (Japan Clinical Oncology Group—translation version). Safety variables assessed included; AEs, abnormal laboratory val-ues and vital signs (blood pressure, heart rate, respiratory rate, body temperature, 12-lead electrocardiogram, chest X-ray).Pharmacokinetic analysisBlood samples (5mL) were drawn prior to the W rst cetux-imab infusion and at 1, 1:58, 2:30, 3, 4, 6, 8, 24, 48, 96,168, 264 and 336h (not 264 and 336h for dose level 5)after the initiation of infusion. Subsequent samples were taken before cetuximab infusions on days 15 (dose level 5Fig.1Dosage and schedule of on-study cetuximab administrationonly), 22, 29, 36, 43 and 50 and during the post-treatment observation period or at the time of withdrawal from the study. Cetuximab serum concentration data were generated using a validated sandwich enzyme-linked immunosorbent assay (ELISA) carried out by MDS PS Pharma Services Switzerland AG (Fehraltorf, Switzerland) essentially as described [14].ResultsPatients and demographicsEGFR expression was detected immunohistochemically in the tumor tissue of 43 of 47 screened patients (91%). Of these 43 patients, 30 ful W lled all the inclusion criteria and were enrolled in the study; all received at least one dose of the study drug. Summarized for all patients in Table 1, the demographic characteristics of the individual treatment groups were generally similar. There were no major di V er-ences between the dose levels with regard to medical his-tory other than cancer. Twenty-nine patients were su V ering from adenocarcinoma of the colon or rectum and the remaining patient had adenocarcinoma of the lung. The majority of patients had metastatic disease at study entry,and 8 (27%), 10 (33%) and 9 (30%) patients had 1, 2 and 3organs involved, respectively. Most commonly involved organs were the lung in 22, liver in 20 and the lymph nodes in 15 patients. All patients had received previous chemo-therapy or hormonal therapy; 29 had undergone surgery, 6had received radiotherapy, and three had received other treatments. Similar percentages of patients received con-comitant medication across dose levels, except for a higher incidence of the use of antihypertensive medications at dose levels 4 and 5.Dose-limiting toxicity assessmentThe safety population comprised all 30 patients, each of whom had received at least one dose of the study medica-tion. Four patients did not complete the DLT evaluation period after withdrawing from treatment as a consequence of PD after one (one patient) or three infusions (three patients). DLT analyses were therefore performed on 26evaluable patients (5 patients each at dose levels 2–5 and 6 patients at dose level 1). The median duration of treat-ment was 14.0weeks and the median cumulative cetux-imab dose was 2,450mg/m 2. No DLT was reported during the evaluation period and consequently, the MTD was not reached even at the highest dose level. Eighteen patients continued treatment with cetuximab after com-pletion of the preset weekly repeated treatment schedule (on day 50).Adverse eventsAEs and cetuximab-related AEs were reported in 30(100%) and 29 (97%) patients, respectively. The most com-mon AEs according to system organ class (SOC) distribu-tion were skin and subcutaneous tissue disorders and investigations (both reported for 28/30, 93% of patients)followed by gastrointestinal disorders and general disorders and administration site conditions (both 26/28 patients,87%).The most common cetuximab-related AEs observed (summarized in Table 2) were acneiform dermatitis (83%),rash and skin reaction (both 47%), dry skin (40%), pruritus (33%), paronychia (37%), pyrexia (57%), diarrhea (33%)and fatigue and stomatitis (both 30%). Hypersensitivity reaction (HSR) was reported in only one patient at dose level 1. This patient experienced HSR twice: a grade 1 HSR on the day of the W rst cetuximab infusion and a grade 2HSR on the second day after administration at week 6. Both reactions resolved. Pyrexia and headache appeared to more common at the higher dose levels and were mainly reported in a close temporal relationship with cetuximab infusion,suggesting that they may have been infusion-related events.Grade 3 or 4 AEs were reported in nine patients after DLT evaluation and in two cases, were considered to beTable 1Patients characteristics ECOG PS Eastern Cooperative Oncology Group performance status,NSCLC non-small cell lung cancerCharacteristic N =30Gender, N (%)Male 15 (50.0)Female 15 (50.0)Age (years)Median (min–max)54 (36–73)ECOG PS, N (%)020 (67.7)19 (30.0)21 (3.3)Diagnosis, N (%)Colorectal cancer 29 (96.7)NSCLC1 (3.3)Prior therapy, N (%)Chemotherapy 30 (100)5-Fluorouracil 27S-17UFT 7Irinotecan 28Oxaliplatin 1Radiotherapy6 (20)cetuximab-related (grade 3 diarrhea, one patient at doselevel 1; grade 3 acneiform dermatitis, pruritus and rash, one patient at dose level 4).Although cetuximab-related AEs did not lead to discon-tinuation of cetuximab in any patient, the primary reason for discontinuation in two patients was an aggravation of disease symptoms. The weekly dose for one patient (dose level 4) was reduced from 250 to 200mg/m 2 at the 38th week of administration due to grade 3 skin toxicity in accordance with the study protocol. There were no other dose reductions. One patient died within 30days of the end of study treatment from an unrelated respiratory failure due to progressive lung metastases.PharmacokineticsA full PK pro W le suitable for PK analysis following initial cetuximab infusion was available from all patients. Individ-ual PK parameters after non-compartmental and compart-mental analysis were in good agreement. In general, inter-patient variability in the cetuximab concentration values was not large. Cetuximab serum concentration time pro W les are displayed in Fig.2. Mean trough concentrations for dose level 5 were constant from week 4 (day 22) onwards (Fig.3).PK parameters, based on non-compartment analysis and data obtained at 2weeks later (day 15) in dose level 1–4and at a week later (day 8) in dose level 5, are shown in Table 3. Dose-proportional increases in mean C max (range 49.0–396.7 g/mL) were observed across the dose range of 100–500mg/m². Moderate deviations from dose propor-tional increases were observed for AUC 0–1 (range 3,469–3,4817 g/mL h), especially at the low doses. However, in general, maximum serum concentrations following infusion and the exposure to cetuximab as measured by AUC 0¡1are predictable for each dose used. Mean CL values decreased with dose at the lower dose levels. At doses of ¸400mg/m 2, CL values appeared to level o V . Mean termi-nal half-life (t 1/2) values increased from 54 to 111h over the 100–500mg/m 2 dose range. At the dose of 400mg/m 2(equivalent to the standard regimen), the mean t 1/2 values were 101 (dose level 3) and 106h (dose level 5). Values for the volume of distribution at steady state (V ss ) were inde-pendent of dose and consistent with distribution of cetux-imab in the theoretical vascular space.Pre- and post-dose samples for the determination of HACA levels were available for 21 patients. The analytical results suggested that there had been no induction of such antibodies in these patients.E Y cacySix patients were excluded from the e Y cacy analysis,three because follow-up evaluation was not available (allTable 2Relevant common any grade and grade 3/4 cetuximab-related adverse events aDose; initial dose/weekly doseAdverse eventNumber of patients with any grade (grade 3/4)Any gradetotal (%)Grade 3/4 total (%)Dose level 12345Dose a (mg/m 2)100/100N =6250/250N =6400/250N =6500/250N =6400/250N =6N =30Any adverse event 5 (1)66 6 (1)696.7 6.7Acneiform dermatitis 564 5 (1)583.3 3.3Rash3252 (1)246.7 3.3Skin reaction 3332346.7Dry skin1214440.0Pruritus 213 3 (1)133.3 3.3Paronychia 34436.7Pyrexia 245656.7Diarrhea 2 (1)122333.3 3.3Fatigue 1142130.0Stomatitis 311430.0Anorexia 24226.7Nausea 123123.3Vomiting132123.3colorectal cancer), and three because the disease at baseline was not measurable (two colorectal cancer and one lung adenocarcinoma). Twenty-four patients were thereforeevaluable for e Y cacy. Two patients treated at dose level 1showed partial response, giving an overall response rate of 8.3% in the e Y cacy-evaluable population [95% con W dence interval (CI): 1.0, 27.0]. Furthermore, 12 patients achieved stable disease (3, 3, 1, 3 and 2 patients at dose levels 1–5,respectively) to give an overall disease control rate of 58.3% (95% CI: 36.6, 77.9).DiscussionCetuximab has been shown to be e V ective and generally well tolerated in mixed but mainly Caucasian patient groups and the PK pro W le of this agent administered as a single dose of 20–500mg/m 2 has been extensively charac-terized in a variety of separate studies in such populations [15]. Two recent studies have examined cetuximab single-dose PK in US patients with solid tumors using a similarTable 3Mean (standard deviation) pharmacokinetic parameters at day 15 (non-compartment analysis)CV coeY cient of variation, C max maximum concentration, AUC 0–1 area under the concentration-time curve, t 1/2 terminal half-life, CL total body clearance, V ss volume of distribution at steady state aDose level 5: pharmacokinetic parameters are based on concentration data measured up to timepoint 168h (day 8) following the initial 400mg/m 2 doseDose level (dose mg/m 2)1 (100) N =62 (250) N =63 (400) N =64 (500) N =65 (400)a N =6C max ( g/mL)49.0 (8.5)157.0 (31.9)287.2 (37.9)396.7 (83.6)297.8 (30.5)% CV1720132110AUC 0–1 ( g/mL £h)3,469 (583)12,132 (2,300)25,823 (6,525)34,817 (11,498)29,213 (6,431)% CV 1719253322t 1/2 (h)54 (17)74 (12)101 (31)111 (19)106 (24)CL (L/h)0.046 (0.007)0.035 (0.009)0.026 (0.009)0.026 (0.013)0.022 (0.005)V ss (L)3.46 (0.59)3.98 (0.78)3.34 (0.48)3.51 (0.56)3.1 (0.5)dose-escalation protocol to that employed in the current study [11, 12]. Patients in both of these studies received either: 50, 100, 250, 400 or 500mg/m2 initial infusions, fol-lowed after a 3-week interval by weekly infusions of 250mg/m2. The similarity in schedules and type of patient included in these analyses allows a comparative evaluation of cetuximab PK and safety in the non-Japanese and Japa-nese patient groups. Mean C max values were comparable for initial cetuximab dose levels of 100 and 250mg/m² in the two populations. However, at the higher doses of 400 and 500mg/m2, C max values were higher in the Japanese (287 and 397 g/mL) compared with the non-Japanese popula-tions 205/229 and 243/246 g/mL, respectively). Likewise, mean AUC0–1 values were comparable at the lower doses but higher in the Japanese compared with the non-Japanese patient groups at the 500mg/m2 dose level (34,817 vs. 30,870 and 24,740 g/mL h).However, the results of the current study con W rm that the PK pro W le in Japanese patients is broadly similar to that obtained for non-Japanese patient groups. In particular, lin-ear relationships for both mean C max and AUC0–1 with dose that were previously noted in the non-Japanese popu-lations were also observed in the Japanese population, indi-cating that the exposure to cetuximab is predictable across the dose-range. Dose-dependent relationships were observed in the current study for t1/2 and CL at lower doses, with the apparent leveling of CL seen at the higher doses mirroring the earlier studies in non-Japanese patients and supportive of receptor saturation at these doses. In addition, V ss was independent of dose and consistent with a distribu-tion of cetuximab in the theoretical vascular space, which is similarly consistent with the data from non-Japanese popu-lations. The cetuximab mean trough concentrations follow-ing repeated weekly doses of 250mg/m2 (dose level 5) in the Japanese population were constant from fourth week (day 29) onwards and were in good agreement with previ-ously reported pharmacologically active trough concentra-tion values following the standard dosing regimen (equal to dose level 5) of cetuximab [16].In relation to safety, cetuximab was generally well toler-ated at all dose levels in Japanese patients and the MTD was not reached at the highest dose-level tested (500mg/m2 initial infusion followed by 250mg/m2 weekly). No spe-ci W c toxicities were identi W ed in Japanese patients com-pared with mainly Caucasian groups, and the incidence of cetuximab-related grade 3/4 AEs was low (2/30 patients) and as expected. The most common AEs at any grade according to SOC distribution were skin and subcutaneous tissue disorders, which were reported for 93% of patients. Acneiform dermatitis, which was noted in 83% of patients, was the most commonly occurring cetuximab-related AE. Although skin reactions are a class e V ect of EGFR-targeted agents, the level of incidence of this mainly mild adverse drug reaction in this study is in the upper range of what has been commonly reported for mixed but mainly Caucasian populations. A considerable number of studies in a range of cancer types including mCRC have noted a correlation between the incidence and severity of acne-like rash or skin reactions and e Y cacy [5, 8, 16–19]. The high level of skin toxicity noted in Japanese patients may therefore be a promising indicator for cetuximab e Y cacy in this popula-tion, a hypothesis that should be addressed in future clinical studies. The disease control rate of 58% achieved for cetux-imab monotherapy in Japanese patients is encouraging in this context. On balance, the safety pro W le for all dose regi-mens in the current study was essentially consistent with the safety pro W le of cetuximab as described in the previous comparable studies in non-Japanese patient populations [11, 12].In conclusion, the current study has demonstrated that cetuximab PK and safety pro W les are similar between Japa-nese and non-Japanese patient populations. Given this assessment, it would appear that the standard dose of an ini-tial 2-h infusion of 400mg/m2 followed thereafter by weekly 1-h infusions of 250mg/m2 is feasible for future clinical studies in Japanese patients.References1.Goldstein NI, Prewett M, Zuklys K, Rockwell P, Mendelsohn J(1995) Biological e Y cacy of a chimeric antibody to the epidermal growth factor receptor in a human tumor xenograft model. Clin Cancer Res 1:1311–13182.Li S, Schmitz KR, Je V rey PD, Wiltzius JJ, Kussie P, Ferguson KM(2005) Structural basis for inhibition of the epidermal growth fac-tor receptor by cetuximab. Cancer Cell 7:301–3113.Kang X, Patel D, Ng S, Melchior M, Ludwig D, Hicklin D (2007)High a Y nity Fc receptor binding and potent induction of antibody-dependent cellular cytotoxicity (ADCC) in vitro by anti-epidermal growth factor receptor antibody cetuximab. J Clin Oncol 25:(Abstr 3041)4.Kurai J, Chikumi H, Hashimoto K, Yamaguchi K, Yamasaki A,Sako T, Touge H, Makino H, Takata M, Miyata M, Nakamoto M, Burioka N, Shimizu E (2007) Antibody-dependent cellular cyto-toxicity mediated by cetuximab against lung cancer cell lines. Clin Cancer Res 13:1552–15615.Cunningham D, Humblet Y, Siena S, Khayat D, Bleiberg H,Santoro A, Bets D, Mueser M, Harstrick A, Verslype C, Chau I, Van Cutsem E (2004) Cetuximab monotherapy and cetuximab plus irinotecan in irinotecan-refractory metastatic colorectal cancer. N Engl J Med 351:337–3456.Jonker DJ, Karapetis CS, Moore M, Zalcberg JR, Tu D, Berry S,Koski S, Krahn M, Simes J, Tebbutt N, Van Hazel G, O’Callaghan CJ (2007) Randomized phase III trial of cetuximab monotherapy plus best supportive care [BSC] versus BSC alone in patients with pretreated metastatic epidermal growth factor receptor [EGFR]-positive colorectal carcinoma. A trial of the National Cancer Institute of Canada Clinical Trials Group (NCIC CTG) and the Australasian Gastro-Intestinal Trials Group (AGITG). 98th AACR Annual Meeting, 14–18 April 2007, Los Angeles, USA (Abstr LB-1). Updated information presented at meeting。
OrganicRankineCycle：有机朗肯循环
Converting Low-Grade Heat into Electrical PowerTrilateral Flash CycleThe Trilateral Flash Cycle (TFC) is a thermodynamic power cycle whose expansion starts from the saturated liquid rather than a vapor phase. By avoiding the boiling part, the heat transfer from a heat source to a liquid working fluid is achieved with almost perfect temperature matching. Irreversibilities are thereby minimized. According to Stiedelet. Al. [1], its potential power recovery could be 14 - 85% more than from ORC or flash steam systems provided that the two-phase expansion process is efficient. Fig.1 and Fig.2 are the configuration of a trilateral flash cycle and its process in a T-s diagram, respectively.Fig. 1 The configuration of a trilateral flash cycleFig. 2 The process of a trilateral flash cycle in a T-s diagramAlthough this system has been considered for over 30 years, a lack of suitable two-phase expanders with high adiabatic efficiencies is the main obstacle for it to become reality and only small scale demonstration unit of it is known to have been built. Two-phase expanders were studied extensively during the 1970�s, among which a Lysholm screw expander in a twin screw machine proposed by Sprankle and further studied by Steudel, et al. [1] was said to have adiabatic efficiencies of the order of 50%. However, studies conducted by Smith, et al. show that it is possible to design and construct twin screw expenders for trilateral flash cycle application with predicted adiabatic efficiencies of the order of 80% or more [1]. They have realized the design, and test results of screw machines showing two-phase fluid expansion with adiabatic efficiencies of more than 70% [2].Example--Trilateral Flash CycleIt has been mentioned that although theoretically trilateral flash cycle has a lot of advantages in term of the efficiency, the difficulty of developing an efficient expander for two phase flash has also been the main obstacle. There is no trilateral flash cycle power plant reportedly in operation. However, some pilot demonstrations have been conducted by Smith, Stosic and Kovacevic [3]. The following are the setup of the of expander and its components.Fig. 3 Screw expander and its main components in a trilateral flash cycleFigure source: /~ra601/grc2005.pdfReferences[1] RFStiedel, KA Brown, and DH Pankow, �The empirical modeling of a Lysholm screw expander,�Proc.,Intersoc. Energy Convers. Eng. Conf.; (United States), Orlando, FL, USA: 1983.[2] N. Stosic and A. Kovacevic, �Power Recovery from Low Cost Two-Phase Expanders,�Expanders GRCAnnual Meeting, San Diego: 2001.[3] /~ra601/grc2005.pdfOrganic Rankine CycleT he organic Rankine cycle (ORC) applies the principle of the steam Rankine cycle, but uses organic working fluids with low boiling points, instead of steam, to recover heat from a lower temperature heat source. Fig. 1 below shows a schematic of an ORC and its process plotted in a T-s diagram in Fig.2. The cycle consists of an expansion turbine, a condenser, a pump, a boiler, and a superheater (provided that superheat is needed).Fig.1 A schematic of an organic Rankine cycleFig.2 The process of a organic Rankine using R11 as the working fluidThe working fluid of an organic Rankine cycle is very importmant. Pure working fluids such as HCFC123 (CHCl2CF3), PF5050 (CF3(CF2)3CF3), HFC-245fa(CH3CH2CHF2), HFC-245ca (CF3CHFCH2F), isobutene ((CH3)2C=CH2), n-pentane and aromatic hydrocarbons, have been studied for organic Rankine cycles. Fluid mixtures were also proposed for organic Rankine cycles [1-8]. The organic working fluids have many different characteristics than water [9]. The slope of the saturation curve of a working fluid in a T-S diagram can be positive (e.g. isopentane), negative (e.g. R22) or vertical (e.g. R11), and the fluids are accordingly called �wet�, �dry� or�isentropic�, respectively. Wet fluids, like water, usually need to be superheated, while many organic fluids, which may be dry or isentropic, don�t need superheating. Another advantage of organic working fluids is that the turbine built for ORCs typically requires only a single-stage expander, resulting in a simpler, more economical system in terms of capital costs and maintenance [10].Examples--Organic Rankine cycle power plantAmong all these thermodynamic cycles for low-grade heat-to-power conversion, organic Rankine cycle is so far the most commercially developed one. Both large scales and small scales power plants and units can be found in operation.Arizona Public Service Company (APS) completed construction of a solar trough organic Rankine cycle power plant in the United Stats in 2007, which is the first new organic Rankine cycle power plant built in the past two decades, and the first power plant that combines solar though technology with an organic Rankine cycle power block (See Fig.3).Fig. 3 Organic Rankine cycle power plant in Saguaro, ArizonaFigure source: /.../index.php?content_id=51Turbine is the most important part in a organic Rankine cycle system. Ormat and Infinity are among the leading companies that specialize in turbine design and manufacture for organic Rankine cycles. The turbine used in the above mentioned organic Rankine cycle power plant in Saguaro, Arizona is from Ormat International. Beside the large scale systems, portable system for decentralized users are also available. Below is a10 kilowatt organic Rankine cycle power generation unit.A unit like this could be very useful for remote areas.Fig. 4 A portable organic Rankine cycle power generation systemReferences[1] V. Maizza and A. Maizza, �Working fluids in non-steady flows for waste energy recoverysystems,�Applied Thermal Engineering, vol. 16, 1996, pp. 579-590.[2] K. Gawlik and V. Hassani, �Advanced binary cycles: optimum working fluids,�Energy ConversionEngineering Conference, 1997. IECEC-97., Proceedings of the 32nd Intersociety, 1997, pp. 1809-1814 vol.3.[3] V. Maizza and A. Maizza, �Unconventional working fluids in organic Rankine-cycles for waste energyrecovery systems,�Applied Thermal Engineering, vol. 21, 2001, pp. 381-390.[4] G. Angelino and P. Colonna di Paliano, �Multicomponent Working Fluids For Organic Rankine Cycles(ORCs),�Energy, vol. 23, 1998, pp. 449-463.[5] C.J. Bliem and G. Mines, �Supercritical binary geothermal cycle experiments with mixed-hydrocarbonworking fluids and a near-horizontal in-tube condenser ,�Report, 1989.[6] X. Wang and L. Zhao, �Analysis of zeotropic mixtures used in low-temperature solar Rankine cycles forpower generation,�Solar Energy, vol. 83, May. 2009, pp. 605-613.[7] A. Borsukiewicz-Gozdur and W. Nowak, �Comparative analysis of natural and synthetic refrigerants inapplication to low temperature Clausius-Rankine cycle,�Energy, vol. 32, Apr. 2007, pp. 344-352.[8] R. Radermacher, �Thermodynamic and heat transfer implications of working fluid mixtures in Rankinecycles,�International Journal of Heat and Fluid Flow, vol. 10, Jun. 1989, pp. 90-102.[9] W.B. Stine and R.W. Harrigan, Solar Energy Fundamentals and Design, Wiley, 1985.[10] W.C. Andersen and T.J. Bruno, �Rapid screening of fluids for chemical stability in organic rankine cycleapplications,�Ind. Eng. Chem. Res, vol. 44, 2005, pp. 5560-5566.Supercritical Rankine CycleWorking fluids with relatively low critical temperature and pressure can be compressed directly to their supercritical pressures and heated to their supercritical state before expansion so as to obtain a better thermal match with the heat source. Fig.1 and Fig.2 show the configuration and process of a CO2 supercritical Rankine cycle ina T-s diagram, respectively.Fig. 1 The configuration of a supercritical Rankine cycleFig. 2 The process of a supercritcalRankine cycle using CO2 as the working fluid(a→b→c→d→e→f→g) [1]The heating process of a supercritical Rankine cycle does not pass through a distinct two-phase region like a conventional Rankine or organic Rankine cycle thus getting a better thermal match in the boiler with less irreversibility.The transformation between liquid CO2 and supercritical CO2 is demonstrated in the following video by British chemist MartynPoliakoff from University of Nottingham.Chen et al. [1-3] did a comparative study of the carbon dioxide supercritical power cycle and compared it with an organic Rankine cycle using R123 as the working fluid in a waste heat recovery application. It shows that a CO2 supercritical power cycle has higher system efficiency than an ORC when taking into account the behavior of the heat transfer between the heat source and the working fluid. The CO2 cycle shows no pinch limitation in the heat exchanger. Zhang et al. [4-11] has also conducted research on the supercritical CO2 power cycle. Experiments revealed that the CO2 can be heated up to 187℃ and the power generation efficiency was 8.78% to 9.45% [7] and the COP for the overall outputs from the cycle was 0.548 and 0.406, respectively, on a typical summer and winter day in Japan [5].Organic fluids like isobutene, propane, propylene, difluoromethane and R-245fa [12] have also been suggested for supercritical Rankine cycle. It was found that supercritical fluids can maximize the efficiency of the system. However, detailed studies on the use of organic working fluids in supercritical Rankine cycles have not been widely published.There is no supercritical Rankine cycle in operation up to now. However, it is becoming a new direction due to its advantages in thermal efficiency and simplicity in configuration.References[1] Y. Chen, P. Lundqvist, A. Johansson, and P. Platell, �A comparative study of the carbon dioxidetranscritical power cycle compared with an organic rankine cycle with R123 as working fluid in waste heat recovery,�Applied Thermal Engineering, vol. 26, 2006, pp. 2142-2147.[2] Y. Chen, �Novel cycles using carbon dioxide as working fluid: new ways to utilize energy from low-gradeheat sources,� Thesis, KTH, 2006.[3] Y. Chen, P. Lundqvist, and P. Platell, �Theoretical research of carbon dioxide power cycle application inautomobile industry to reduce vehicle's fuel consumption,�Applied Thermal Engineering, vol. 25, 2005, pp. 2041-2053.[4] X. Zhang, H. Yamaguchi, and D. Uneno, �Experimental study on the performance of solar Rankine systemusing supercritical CO2,�Renewable Energy, vol. 32, 2007, pp. 2617-2628.[5] X. Zhang, H. Yamaguchi, K. Fujima, M. Enomoto, and N. Sawada, �Study of solar energy poweredtranscritical cycle using supercritical carbon dioxide,�International Journal of Energy Research, vol. 30, 2006, pp. 1117-1129.[6] X. Zhang, H. Yamaguchi, and D. Uneno, �Thermodynamic analysis of the CO2-based Rankine cyclepowered by solar energy,�International Journal of Energy Research, vol. 31, 2007, pp. 1414-1424.[7] H. Yamaguchi, X.R. Zhang, K. Fujima, M. Enomoto, and N. Sawada, �Solar energy powered Rankinecycle using supercritical CO2,�Applied Thermal Engineering, vol. 26, 2006, pp. 2345-2354.[8] X.R. Zhang, H. Yamaguchi, D. Uneno, K. Fujima, M. Enomoto, and N. Sawada, �Analysis of a novel solarenergy-powered Rankine cycle for combined power and heat generation using supercritical carbondioxide,�Renewable Energy, vol. 31, 2006, pp. 1839-1854.[9] X.R. Zhang, H. Yamaguchi, K. Fujima, M. Enomoto, and N. Sawada, �Experimental Performance Analysisof Supercritical CO[sub 2] Thermodynamic Cycle Powered by Solar Energy,�AIP ConferenceProceedings, vol. 832, 2006, pp. 419-424.[10] X.R. Zhang, H. Yamaguchi, K. Fujima, M. Enomoto, and N. Sawada, �Theoretical analysis of athermodynamic cycle for power and heat production using supercritical carbon dioxide,�Energy, vol. 32, 2007, pp. 591-599.[11] Xin-rong Zhang, H. Yamaguchi, and K. Fujima, �A feasibility study of CO2-based rankine cycle poweredby solar energy,�JSME Int J Ser B (JpnSocMechEng), 2005, pp. 8-540.[12] H.B. Matthews and M. Boylston, �Geothermal energy conversion system,� U.S. Patent 4142108, 1977.。
牛津版英语小学五年级上学期期中试题与参考答案
牛津版英语小学五年级上学期期中复习试题与参考答案一、听力部分（本大题有12小题，每小题2分，共24分）1、Listen to the following dialogue and choose the best answer to the question you hear.A. What is the weather like today?B. How is your mother?C. Where is the library?Answer: BExplanation: The dialogue is about a student asking how their teacher’s mother is doing, indicating the question is about someone’s health, which corresponds to option B.2、Listen to the short passage and answer the following question.Question: What is the main purpose of the school trip?A. To visit a science museum.B. To go hiking in the mountains.C. To learn about different cultures.Answer: CExplanation: The passage mentions that the school trip is designed to helpstudents learn about different cultures, making option C the correct answer.3、What is the name of the speaker’s favorite book?A) “Harry Potter”B) “To Kill a Mockingbird”C) “The Great Gatsby”Answer: AExplanation: The speaker mentions that their favorite book is “Harry Potter,” which i s a popular children’s fantasy series.4、How many students are in the class that the speaker is talking about?A) 20B) 25C) 30Answer: BExplanation: The speaker clearly states that there are 25 students in their class, making option B the correct answer.5、What is the weather like today?A. It’s sunny.B. It’s rainy.C. It’s windy.Answer: BExplanation: The question asks about the weather today. The correct answer is “It’s rainy” (B), which indicates that it is raining.6、Where is Tom going this weekend?A. To the beach.B. To the mountains.C. To the park.Answer: AExplanation: The question asks about Tom’s plans for the weekend. The correct answer is “To the beach” (A), indicating that Tom is planning to go to the beach.7、Listen to the dialogue and answer the question.A. What is Tom doing?B. Where is Tom going?C. What is Tom’s mother’s name?Answer: A. What is Tom doing?Explanation: Listen carefully to the dialogue and you will hear Tom’s mother asking him, “What are you doing, Tom?” This indicates that Tom is being asked about what he is doing at the moment.8、Listen to the short passage and complete the following sentence with the missing word.The cat loves to sit in the sun. It enjoys the warmth and feels very _______.A. happyB. sadC. tiredAnswer: A. happyExplanation: By listening to the passage, you will hear the speaker say, “The cat loves to sit in the sun. It enjoys the warmth and feels very happy.” The word “happy” fits in the blank as it describes the cat’s feeling when b asking in the sun.9.A: How are you doing, Tom?B: I’m fine, thank you. How about you, Mary?A: I’m also doing well. By the way, what are you doing this weekend?B: I’m planning to go to the park with my family.Question: What is Tom planning to do this weekend?A) Go to the park with his family.B) Visit his friend.C) Go shopping.D) Stay at home.Answer: A) Go to the park with his family.Explanation: The answer can be found in the dialogue where Tom says, “I’m planning to go to the park with my family.”10.A: What’s your favorite subject in school?B: It’s definitely math. I love solving problems and finding out the answers.Question: What is the boy’s favorite subject?A) EnglishB) MathC) ScienceD) HistoryAnswer: B) MathExplanation: The answer is f ound in the dialogue where the boy says, “It’s definitely math. I love solving problems and finding out the answers.”11.Listen to the dialogue and choose the correct answer.A. The boy is eating an apple.B. The girl is reading a book.C. They are both doing their homework.Answer: BExplanation: The dialogue goes like this:Boy: Hi, are you reading a book?Girl: Yes, I am. What about you?Boy: I’m doing my homework.The correct answer is B because the girl is reading a book.12.Listen to the question and the four possible answers. Choose the correct answer.Question: What time is it now?A. It’s 7 o’clock.B. It’s 8 o’clock.C. It’s 9 o’clock.D. It’s 10 o’clock.Answer: CExplanation: The dialogue goes like this:Teacher: What time is it now?Boy: I think it’s about 9 o’clock.Girl: I agree with you.Teacher: Ok, that’s the correct answer. It’s 9 o’clock. Good job!二、选择题（本大题有12小题，每小题2分，共24分）1、Choose the correct word to complete the sentence.The cat was very_______when it saw the mouse.A)happyB)angryC)scaredD)tiredAnswer: C) scaredExplanation: The sentence describes a situation where a cat encounters a mouse, which is typically a source of fear for a cat. Therefore, “scared” is the appropriate word to complete the sentence.2、Select the word that is different from the others.A)fishB)birdC)treeD)insectAnswer: C) treeExplanation: All the words except “tree” are examples of animals. “Tree” is a type of plant, making it the word that is different from the others.3、Choose the correct word to complete the sentence.The cat is very_______and likes to sleep on the sofa.A. lazyB. cleverC. happyAnswer: AExplanation: The sentence describes the cat’s behavior of sleeping on the sofa, which is typically associated with laziness. Therefore, “lazy” is the correct choice.4、Select the sentence that has a correct subject-verb agreement.A. The boy and the girl are playing in the park.B. The boys and the girls are playing in the park.C. The boy and the girl is playing in the park.Answer: BExplanation: The sub ject “The boys and the girls” is plural, so the verb should also be plural. In this case, “are” is the correct form of the verb to match the plural subject. Option B has the correct subject-verb agreement.5、Choose the correct word to complete the sentence.A. Today, the weather is really (hot/cold).B. The cat is (sleeping/eating) on the mat.C. She (likes/enjoys) playing the piano.Answer: BExplanation: The sentence is talking about the current state of the cat. “Sleeping” is the correct verb to describe the action the cat is performing.6、Select the correct tense to complete the sentence.A. She (go) to the store yesterday.B. They (have) a birthday party last week.C. I (watch) TV when you called me.Answer: BExplanation: The sentence is referring to an event that happened in the past. The correct tense to use is the past perfect, which is represented by “had” in this case. Therefore, “They had a birthday party last week” is the correct completion of the sentence.7、Which of the following sentences correctly uses the past simple tense?A. She is reading a book yesterday.B. They went to the park last weekend.C. I was eating an apple when he called me.Answer: BExplanation: The past simple tense is used to describe actions in the past. Option B correctly uses the past simple tense with “went” to indicate a past action. Options A and C are incorrect because “is reading” and “was eating”use present continuous and past continuous tenses, respectively, which are not appropriate for describing a single past action.8、Choose the correct plural form of the noun.A. Man - MenB. Child - ChildrenC. Mouse - MousesAnswer: BExplanation: When forming the plural of nouns in English, the majority of nouns simply add an “s” or “es” at the end. Option A is incorrect because “man” becomes “men,” not “mans.” Option C is incorrect because “mouse” becomes “mice,” not “mouses.” Option B is correct as “child” becomes “children.”9、Wh at is the correct plural form of the word “child”?A)childrenB)childsC)childesD)childAnswer: A) childrenExplanation: The plural form of “child” is “children,” which is the correct option. “Childs” and “childes” are incorrect because they do not follow the standard English pluralization rules, and “child” itself is the singular form.10、Which of the following sentences has the correct use of the past tense?A)She walk to the park yesterday.B)He eats an apple for lunch.C)They visited the museum last week.D)We are going to the movies tonight.Answer: C) They visited the museum last week.Explanation: The correct use of the past tense in the options is found in sentence C. “Visited” is the past tense form of the verb “visit.” Sentence A has the present tense “walk,” sentence B has the present tense “eats,” and sentence D uses the present continuous tense “are going,” making them incorrect for the past tense context.11.Choose the correct word to complete the sentence.The cat is very __________; it never hides in the dark.A. braveB. afraidC. lazyD. happyAnswer: B. afraidExplanation: The sentence implies that the cat is not comfortable in the dark, which suggests that it is afraid.12.Select the word that best fits the context of the sentence.The teacher asked us to__________our homework on time.A. submitB. completeC. reviewD. correctAnswer: A. submitExplanation: The context of the sentence suggests that the teacher wants the students to hand in their homework at the designated time, which is best described by the word “submit.”三、完型填空（10分）Section 3: Cloze TestRead the following passage and choose the best word or phrase to fill in each blank. There is one extra choice that does not fit in the passage.In the small town of Eldridge, there was a [1] library that had been around for over a century. The library was known for its [2] collection of old books and its warm, inviting atmosphere. Every Saturday, a group of children would gather to read and discuss their favorite [3].One Saturday, as the children were reading, they noticed something strange. The [4] of a book on the shelf had changed from “Tom Sawyer” to “Alice’s Adventures in Wonderland.” They were both [5] and excited to see if the book had magical powers.1.A) quaintB) spaciousC) bustlingD) ancientE) hidden2.A) fascinatingB) ordinaryC) boringD) extensiveE) neglected3.A) storiesB) articlesC) poemsD) songsE) plays4.A) coverB) titleC) authorD) priceE) edition5.A) sadB) confusedC) boredD) indifferentE) excitedAnswers:1.D) ancient2.D) extensive3.A) stories4.B) title5.E) excited四、阅读理解（26分）Reading ComprehensionRead the following passage and answer the questions that follow.The Ancient Egyptians were a highly advanced civilization that thrived along the banks of the Nile River in northeastern Africa. They are known for their remarkable achievements in art, architecture, and science. One of their most famous contributions to the world is the construction of the pyramids, especially the Great Pyramid of Giza.The Great Pyramid of Giza was built for Pharaoh Khufu, the second ruler of the Fourth Dynasty. It was completed around 2560 BCE and is the oldest and largest of the three pyramids at the Giza Plateau. The pyramid was originally covered in white limestone, which gave it a dazzling appearance. The structure was built using a sophisticated method that involved moving massive stones using ramps.The pyramid’s interior is equally impressive. It contains a series of chambers, including the Grand Gallery and the King’s Chamber. The Grand Gallery is a long passageway that is lined with stone slabs. The King’s Chamber is the final resting place of Pharaoh Khufu and is adorned with intricate carvings.Question 1:What is the main purpose of the passage?A)To describe the architectural techniques used in ancient Egypt.B)To explain the historical significance of the Great Pyramid of Giza.C)To discuss the daily life of the Ancient Egyptians.D)To provide a list of all the pyramids at the Giza Plateau.Answer: B) To explain the historical significance of the Great Pyramid of Giza.Question 2:According to the passage, what material was originally used to cover the Great Pyramid of Giza?A)WoodB)StoneC)LimestoneD)ClayAnswer: C) LimestoneQuestion 3:What is the main feature of the Grand Gallery mentioned in the passage?A)It is the entrance to the King’s Chamber.B)It is the tallest chamber in the pyramid.C)It is a long passageway lined with stone slabs.D)It is the largest room in the pyramid.Answer: C) It is a long passageway lined with stone slabs.五、写作题（16分）题目：Write a short story about a day when you experienced a mix of emotions. Describe the events leading up to the emotional peak, and explain how you felt during and after the experience.Example:Once upon a time, on a sunny autumn afternoon, I found myself at the local pumpkin patch with my family. We were there to pick out pumpkins for Halloween. At first, the day was filled with joy and excitement. We were laughing, playing games, and enjoying the crisp air.As we wandered through the patch, I stumbled upon a particularly large and beautiful pumpkin. I thought it was the perfect one for our front porch. However, when I reached for it, I slipped on a patch of mud and fell flat on my back. The pain was sharp, and I couldn’t help but burst into tears.My family rushed to my side, comforting me and helping me up. As I sat there, feeling humiliated and hurt, I realized that the pumpkin was still lying where I had dropped it. I felt a wave of frustration wash over me, and I was about to give up when my younger sister, who had fallen behind, ran up to me.“Hey, look what I found!” she exclaimed, holding up a smaller, but equally cute pumpkin. “It’s not as big, but it’s still perfect for us!”Her words struck a chord with me. I realized that the size of the pumpkin was not as important as the joy it would bring to our family. With a newfoundappreciation for the little things, I smiled, helped my sister pick up the pumpkin, and we headed home together.By the time we got home, the pain from my fall had subsided, and I felt a sense of relief. I realized that the day had been filled with a mix of emotions—joy, frustration, and even a bit of sadness. But in the end, the day had taught me the value of resilience and the importance of not letting one moment define the entire experience.Explanation:This example follows the structure of a short story, beginning with a setting and introduction of the characters. It describes the initial happy events leading up to the emotional peak, which is the fall and injury. The narrative then transitions to the main character’s feelings of frustration and hurt, before the younger sister’s intervention brings a positive twist. The story concludes with the main character reflecting on the day’s events, learning from the experience, and ending on a positive note. The use of descriptive language and emotions helps the reader connect with the character and understand the complexity of the day’s events.。
高级英语知到章节答案智慧树2023年阜阳师范大学
高级英语知到章节测试答案智慧树2023年最新阜阳师范大学第一章测试1.Several vacationers at the luxurious Richelieu Apartments there held ahurricane party to watch the storm from their spectacular vantage point.Which rhetorical device is used in this sentence? ( )参考答案:transferred epithet2.It seized a 600,000-gallon Gulfport oil tank and dumped it3.5 miles away.Which rhetorical device is used in this sentence? ( )参考答案:personification3.Which phrase of words matches “scud”? ( )参考答案:to run or move swiftly4.Whi ch phrase of words matches “swipe”? ( )参考答案:a hard sweeping blow5.Which phrase of words matches “sprawl”? ( )参考答案:to spread the limbs in a relaxed, awkward or unnatural position第二章测试1.No one talks about it anymore, and no one wants to, especially, the peoplewho were born here or who lived through it. Which rhetorical device is used in this sentence? ( )参考答案:climax2.The rather arresting spectacle of little old Japan adrift amid beige concreteskyscrapers is the very symbol of the incessant struggle between the kimono and the miniskirt. Which rhetorical device is used in this sentence? ( )参考答案:metonymy3.Which of the following is NOT typical of Japan? ( )参考答案:caravansary4.What’s the nickname of the atomic bomb dropped on Hiroshima? ( )参考答案:Little Boy5.The sculpture __________ the artist’s love of animal. ( )参考答案:embodied第三章测试1.Which word is the synonym of “cryptic”? ( )参考答案:mysterious2.Which word is the synonym of “hunch”? ( )参考答案:intuitive feeling3.Which word is the synonym of “adept”? ( )参考答案:expert4.Which word is the synonym of “respite”? ( )参考答案:postponement5.Which word is the synonym of “reproving”? ( )参考答案:blaming第四章测试1.Mark Twain honed and experimented with his new writing muscles. Whichrhetorical device is used in this sentence? ( )参考答案:metonymy2.America laughed with him. Which rhetorical device is used in this sentence?( )参考答案:hyperbole3.One could set a trap anywhere and catch a dozen abler men in a night. Whichrhetorical device is used in this sentence? ( )参考答案:sarcasm4.…who saw clearly ahead a black wall of night. Which rhetorical device is usedin this sentence? ( )参考答案:metaphor5.… main artery of transportation in the young nation’s heart. Which rhetoricaldevice is used in this sentence? ( )参考答案:metaphor第五章测试1.… just as the cause of any Russian fighting for his hearth and home is thecause of free men and free peoples in every quarter of the globe. Whichrhetorical device is used in this sentence? ( )参考答案:alliteration2.From this nothing will turn us -- nothing. Which rhetorical device is used inthis sentence? ( )参考答案:repetition3.This is our policy and that is our declaration. Which rhetorical device is usedin this sentence? ( )参考答案:parallelism4.I see the Russian soldiers standing on the threshold of their native land.Which rhetorical device is used in this sentence? ( )参考答案:metaphor5.If Hitler invaded Hell I would make at least a favorable reference to the Devilin the House of Commons. Which rhetorical device is used in this sentence? ( )参考答案:hyperbole第六章测试1.According to the text, the King’s English today refer s to the language used bythe upper, educated class in England. ( )参考答案:对2.The rhetorical device used in the underlined expression in “ the conversationwas on wings. (Para. 8)” is metaphor. ( )参考答案:对3.The rhetorical device used in the underlined e xpression in “We ought tothink ourselves back into the shoes of the Saxon peasant. (Para. 11)” isallusion. ( )参考答案:错4.The meaning of “abusing” here in “...here will be an old abusing of God’spatience and the King’s English,... (Para. 12)” is: unfair, cruel or violenttreatment of sb. ( )参考答案:错5.The real thesis of Pub Talk and the King’s English is that bar conversation hasa charm of its own. ( )参考答案:对第七章测试1.The meaning of “wretched” here in “The plough is a wretched wooden thing,...(Para. 12)” is:poor in quality, very inferior. ( )参考答案:对2.The rhetorical device used in the sentence “Long lines of women...across thefields. (Para. 18)” is metaphor. ( )参考答案:错3.The old woman mentioned in paragraph 19 was fully accustomed to hermiserable existence and to not being taken notice of by any one.. ( )参考答案:对4.The writer says, “A good job Hitler wasn’t here” is that he thinks if Hitlerwere here, all the Jews would have been massacred. ( )参考答案:对5.According to paragraph 16, the writer thinks a few people who work withtheir hands are partly invisible. ( )参考答案:错第八章测试1.The meaning of “dark” here in “before the dark...self-destruction (Para. 11)”is: evil; sinister; terrible. ( )参考答案:对2.The rhetorical device used in the underlined word in “But this peacefulrevolution of hope cannot become the prey of hostile powers. (Para. 9)” is metonymy. ( )参考答案:错3.The rhetorical device used in the underlined words in “If a free societycannot help the many who are poor, it cannot save the few who are rich.(Para. 8)” is synecdoche. ( )参考答案:对4.Kennedy thinks the word is different now because man has made greatprogress in science and technology and has not only the power to abolish poverty, but also the power to destroy all forms of human life. ( )参考答案:对5.Kennedy’s policy towards “his adversary” is fightin g from a position ofstrength. ( )参考答案:错第九章测试1.The expression “heavy heart” here in “I went back to my room with a heavyheart. (Para. 61)” means depressed, sorrowful. ( )参考答案:对2.The expression “get nowhere” here in “I was getting nowhere with t his girl,absolutely nowhere. (Para. 79)” means no alternative. ( )参考答案:错3.The rhetorical device used in the sentence “Just as Pygmalion loved theperfect woman he had fashioned, so I loved mine. (Para. 122)” is analogy. ( )参考答案:对4.The rhetorical device used in the underlined words in “Otherwise you havecommitted a Dicto Simpliciter. (Para. 70)” is synecdoche. ( )参考答案:错5.The narrator decided to teach Polly Espy logic because he wanted not only abeautiful wife but also an intelligent one. ( )参考答案:对第十章测试1.According to the text, the revolt was logical and inevitable because of theconditions in the age. ( )参考答案:对2.The expression “logical outcome” here in “Actually the revolt of the youngpeople was a logical outcome of conditions in the age. (Para. 2)” meansunexpected result or consequence. ( )参考答案:错3.The rhetorical device used in the sentence “Greenwich Villag e set the pattern.(Para. 7)” is metonymy. ( )参考答案:对4.The rhetorical device used in the underlined words in “The slightest mentionof the decade brings nostalgic recollections to the middle-aged and curiousquestionings by the young…(Para. 11)” is syne cdoche. ( )参考答案:错5.The word “provincial” here in “...we had reached...bordering oceans. (Para. 2)”means narrow, limited like that of rural provinces. ( )参考答案: 对。
只要结果第四章读后感50字
只要结果第四章读后感50字英文回答：In the fourth chapter of the book, the author delvesinto the complexities of human relationships and the challenges that arise when we interact with others. The author argues that relationships are essential for ourwell-being, but they can also be a source of pain and frustration. The author explores the different types of relationships that we can have with others, fromfriendships to romantic relationships to familial relationships. The author also discusses the challengesthat can arise in relationships, such as conflict, betrayal, and loss.The author ultimately argues that relationships are worth the effort, despite the challenges that they can bring. The author provides readers with a number ofinsights into how to build and maintain healthy relationships. The author also encourages readers to bepatient and understanding with others, and to forgive them when they make mistakes.中文回答：在本书的第四章中，作者深入探讨了人际关系的复杂性和我们在与他人互动时遇到的挑战。
rag rerank流程
rag rerank流程下载温馨提示:该文档是我店铺精心编制而成，希望大家下载以后，能够帮助大家解决实际的问题。
文档下载后可定制随意修改，请根据实际需要进行相应的调整和使用，谢谢!并且，本店铺为大家提供各种各样类型的实用资料，如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等，如想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified after downloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copy excerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!RAG Rerank 流程。
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福建省福州市英语小学三年级上学期试卷及解答参考
福建省福州市英语小学三年级上学期模拟试卷及解答参考一、听力部分（本大题有12小题，每小题2分，共24分）1.Question: Listen to the recording and choose the correct picture that matches the sentence.Recording: “The cat is chasing a mouse in the garden.”Answer: (Picture of a cat chasing a mouse in a garden)Explanation: The sentence describes a scene where a cat is actively pursuing a mouse in a garden setting. The correct answer is the picture that depicts this action, specifically showing a cat chasing a mouse outdoors.2.Question: Listen to the dialogue and answer the question. Recording: “Boy: What’s your favorite subject in school? Girl: My favorite subject is Math. I like solving problems.”Question: What is the girl’s favorite subject?Answer: MathExplanation: The dialogue clearly states that the girl’s favorite subject is Math. She expresses her enjoyment in solving problems, which is often associated with the subject of Mathematics.3、Listen to the conversation between a teacher and a student. What is the student’s favorite subject?A. MathematicsB. EnglishC. Science•Correct Answer: B. English•Explanation: In the dialogue, the teacher asks the student what their favorite subject is, and the student responds by saying they love learning new words and reading stories, indicating that their favorite subject is English.4、You will hear a short story about a day at the farm. How many animals did the child see?A. ThreeB. FiveC. Seven•Correct Answer: C. Seven•Explanation: The story describes the child counting animals at the farm.They saw 2 cows, 3 pigs, and 2 rabbits, which adds up to seven animals in total.5、Listen to the dialog and choose the best response. (听对话，选择最佳回答。
GratingMod操作指南(简化版)
GratingMod操作指南(简化版)欢迎使用GratingMod简化版操作指南。
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Phantom_Tollbooth_1pdf：phantom_tollbooth_1pdf
Unit 8:Drama Name _____________________________________________________Date ___________________The Phantom Tollbooth,Act Ibased on the book by Norton Juster, by Susan NanusBuild VocabularyUsing the Prefix pre-The prefix pre-means “before.” When it is added to the beginning of a word, it adds the meaning of “before” or “in advance” to the word. In the Word Bank word precautionary , for ex-ample, cautionary means “with caution”; precautionary means “with caution beforehand,” or “caution in advance.”Examples:It’s good to take cautionary measures in a dangerous situation, but it’s even better to takeprecautionary measures beforehand.You can cook a meal at the last minute, or you can precook some of the dishes and heatthem up later.We took prefilled bottles of milk along for the baby. When they were used up, we filled upsome more.Exception: Not all words that begin with the letters pre have the prefix pre-.For example,words such as precious and pretty do not have meaning before .A. D IRECTIONS : Keeping in mind the meaning of the prefix pre-, write your definition for each un-derlined word in the sentences below.1.Let’s our plans for vacation.2.We had a chance to the new hit movie.3.Eleven- and twelve-year-olds are sometimes called .4.Don’t a person before you get to know her.5.I like to read about times.Using the Word BankB. D IRECTIONS : Complete each sentence with the Word Bank Word that makes the most sense.1.A little advice is always helpful when beginning a new experience.2.Some say that experience is the best teacher, but reading can also put an end to.3.If you think you may have aabout something a friend said or did,it’s best to clear it up right away.ignorance precautionary misapprehensionprehistoric prejudge preteens preview prearrangeName_____________________________________________________Date___________________The Phantom Tollbooth,Act Ibased on the book by Norton Juster, by Susan NanusBuild Spelling Skills: Spelling Words With tion and sion Spelling Strategy The letters tion and sion can both be used to spell thesound shun.•In the Word Bank word precau tion ary, the shun sound is spelled tion. Some otherwords that spell the shun sound tion are predic tion s, expecta tion s, atten tion, andques tion.•In the Word Bank word misapprehen sion, the shun sound is spelled sion.Other words that spell the shun sound sion include comprehen sion, exten sion,expan sion, and suspen sion.A. Practice: Read the following sentences, looking for errors in words spelled with the shun sound. Cross out the misspelled words, and write them correctly above the line. Write C next to any sentences that contain no errors. Use a dictionary if you are not sure whether to spell the shun sound tion or sion.____ 1.I am a globe has three. I have three dimenshuns.____ 2.If you have me, you have a misunderstanding. I am a misapprehention.____ 3.You can also make me about the end of a story you’re reading. I am a predicshun.____ 4.word for me is care. I am causion.____ 5.If you’re not sure of something, you ask me. I am a question.____ 6.I am something you should “pay” to your teacher. I am attension.____7.On a reading test, it’s important to have me. I am comprehention.____8.I’m whatever you want to be when you grow up, I am your ambition.B.Practice:In the following paragraph, you will find that some words are incomplete. Com-plete each word by adding the ending -tion or -sion to spell the shun sound. If you are not sure which spelling to use, check the words in the box below.dimension misapprehension prediction caution question attention Milo found it difficult to pay to anything for more than a little while. He had the that there was nothing interesting to do with his time. One day a talking clock and a mysterious package started him on a journey into another, where he met all sorts of strange beings. Along the way, Milo had to useto avoid danger. When Milo met the Whether Man, he asked him aabout the land of Expectations. The odd man made noabout the adventures Milo would have in the future but said “Whether or not you find your own way, you’re bound to find some way.”Unit 8:Drama Name _____________________________________________________Date ___________________The Phantom Tollbooth,Act Ibased on the book by Norton Juster, by Susan NanusBuild Grammar Skills: Subject and Verb AgreementIn a sentence, the verb and subject must agree in number. A singular subject refers to one person, place, or thing. A plural subject refers to more than one. If the subject of a verb in the present tense is he, she, it,or a singular noun or proper noun such a “the boy,” or “Milo,” the verb usually end in s . If the subject of a verb in the present tense is they or a plural noun or proper noun such as “people” or “the Smiths,” or “Milo and Tock,” the verb does not end in s .Singular SubjectSingular Verb Hegoe s on a journey.The boygoe s on a journey Milogoe s on a journey Plural SubjectVerb Theygo together.The charactersgo o and Tock go together.A. Practice:In the blank following each sentence below, write S if the subject and verb are sin-gular. Write P if the subject and verb are plural.____1.The boy begins the journey to strange lands. ____2.The rule book and map prepare Milo for an unusual adventure. ____3.The traveller soon arrives at his first destination. ____4.The Whether Man speaks in a confusing manner. ____5.The Lethargarians want to rest all day. ____6.They wonder why anyone would want to be active. ____o dislikes the sleepy land called the Doldrums. ____8.The sleepy people annoy Milo with their incredible laziness.B. Writing Application: Revise the following paragraph so that all subjects and verbs agree in number.In The Phantom Tollbooth, a boy named Milo goes on a fantastic journey in which he learn some important lessons about life. His companion on his journey is a dog named Tock. Milo and Tock first goes to the land of Expectations, where they meets the Whether Man. He tells them that some people never goes beyond Expectations. Milo and Tock, however, do arrive at their first destination, Dictionopolis, where a king named Aziz rule over the land.Name _____________________________________________________Date ___________________The Phantom Tollbooth,Act Ibased on the book by Norton Juster, by Susan NanusReading Strategy: SummarizingWhen you summarize , you retell what has happened in your own words. A summary of a piece of literature should include details of important characters and review the important events in the order in which they occur in the original work. When you summarize, you should show how certain ideas and events are related, or belong together. For example, you should tell if one character is another’s friend or enemy, or if one event is the cause of another.D IRECTIONS : Use the roadmap below to note events and details that you find in Act I of The Phantom Tollbooth.Include the important information in the space provided on each signpost.You can choose any events and details that you find significant and interesting.Tollbooth M i l o l e a r n s a b o u t r h y m e a n d r e a s o n Milo getstoll booth M i l o a t t e n d s b a n q u e tMilo leaves DictionopolisE v e n t :____________________________ D e t a i l s :____________________________________________E v e n t :____________________________ D e t a i l s :____________________________________________E v e n t :____________________________ D e t a i l s :____________________________________________E v e n t :____________________________ D e t a i l s :____________________________________________Unit 8:Drama Name _____________________________________________________Date ___________________The Phantom Tollbooth,Act Ibased on the book by Norton Juster, by Susan NanusLiterary Analysis: Elements of DramaDrama is a special literary form because unlike a story or poem, it is meant to be staged rather than read. An audience watches the plot unfold as actors “become” the characters ,speaking lines of dialogue and expressing thoughts and emotions so that viewers can under-stand what is happening in the play. Like any story, a drama has a setting ,or place where the action occurs. Unlike an ordinary story, much information about the characters, setting, and action is given in stage directions ,and, in order to give a clear structure and sequence to a drama, the author may divide it into acts and scenes ,rather than chapters.A. D IRECTIONS : On the lines provided, answer the following questions about The Phantom Tollbooth, Act I.1.Read the opening stage directions for Scene i and write the first sound the audience hears as the play begins.2.What is the name of the main character in the play?3.What is Milo’s first line of dialogue in Scene ii ?4.What is the setting for the end of Act I ?5.What plot event prevents King Azaz and the Mathemagician from solving their arguments?6.Read the stage directions that describe King Azaz of Dictionopolis, and describe what he looks like.7.Read the stage directions that describe the Mathemagician, and describe what he looks like.B. D IRECTIONS : Read the following passage from The Phantom Tollbooth,Act I. On the lines, write words from the passage that refer to plot, setting, and characters.The two princesses. They used to settle all the arguments between their two brotherswho rule over the Land of Wisdom. You see, Azaz is the king of Dictionopolis and theMathemagician is the king of Digitopolis and they almost never see eye to eye on anything.. . . But then one day, the kings had an argument to end all arguments . . .PlotSettingCharacters。
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© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
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© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652
© Graff, Michael; Kenwood, A.G.; Lougheed, A.L., Jan 15, 2013, Growth of the International Economy, 1820-2015 Taylor and Francis, Florence, ISBN: 9781135010652