A real world implementation of answer extraction

合集下载

英语作文表现性评价案例

英语作文表现性评价案例

英语作文表现性评价案例Title: Assessing English Composition Skills Through Performance-Based Evaluation.In the realm of language education, evaluatingstudents' English composition skills is crucial for assessing their proficiency and progress. Performance-based evaluation (PBE) offers a dynamic and authentic approach to assessing writing abilities, focusing on real-world tasks and student-centered outputs. This essay explores a case study of PBE in English composition, highlighting its implementation, challenges, and benefits.Case Study Implementation.In this performance-based evaluation case, students were asked to complete a writing task that模拟了真实生活中的场景。

Specifically, they were challenged to write a persuasive essay arguing for or against a particular policy change in their school. This task required them to identifya relevant issue, conduct research, analyze perspectives, and craft a coherent argument supported by evidence.The evaluation process began with a brief introduction to the task, outlining the requirements and expectations. Students were then given time to plan and draft their essays, which were subsequently reviewed and revised by peers and teachers. The final stage involved a presentation where students had to deliver their essays to a class audience, defending their positions and responding to questions.Challenges Encountered.During the implementation of this PBE approach, several challenges emerged. Firstly, some students struggled with the open-ended nature of the task, finding it difficult to identify a suitable topic and frame it within the context of school policy. This required additional guidance and brainstorming sessions to stimulate their thinking.Secondly, the peer review and revision process wasinitially met with resistance from some students, who were uncomfortable with receiving feedback from their peers. However, through facilitation and modeling effective review techniques, they gradually warmed up to the idea and began to appreciate the learning opportunities it presented.Lastly, the presentation phase was a significant challenge for some students, who were nervous about speaking in front of their peers. To address this, teachers provided support and encouragement, emphasizing the learning aspect of the presentation rather than focusing solely on grades.Benefits Realized.Despite these challenges, the performance-based evaluation approach yielded significant benefits. Firstly, it fostered a more authentic and engaging learning environment where students were actively involved in real-world tasks that were relevant to them. This increasedtheir motivation and engagement, leading to a more meaningful learning experience.Secondly, PBE promoted higher-order thinking skills such as critical thinking, problem-solving, and decision-making. By requiring students to identify issues, conduct research, and craft persuasive arguments, they were able to develop these skills and apply them to real-world situations.Thirdly, the peer review and revision process helped students develop a growth mindset, encouraging them to embrace feedback and use it to improve their writing. This collaborative learning approach also fostered a sense of community where students supported and learned from each other.Finally, the presentation phase helped students develop public speaking skills and confidence. By delivering their essays to a class audience, they learned to effectively communicate their ideas and arguments, which is a crucial skill in many professions.Conclusion.In conclusion, performance-based evaluation of English composition skills is an effective approach that promotes authentic learning, higher-order thinking, andcollaborative learning. It challenges students to engage with real-world tasks, develop their writing abilities, and refine their communication skills. While implementation may pose some challenges, the benefits realized far outweigh the difficulties encountered. By embedding PBE into the English composition curriculum, educators can foster a more engaging, meaningful, and skills-oriented learning environment for their students.。

英语在人工智能时代是否有必要存在英语作文

英语在人工智能时代是否有必要存在英语作文

英语在人工智能时代是否有必要存在英语作文The Importance of English in the Age of Artificial IntelligenceAs the world becomes increasingly interconnected and technology-driven, the role of language in facilitating communication and collaboration has become more crucial than ever before. In the age of artificial intelligence (AI), where machines are capable of processing and analyzing vast amounts of data, the question arises: is there a continued need for the English language?The answer is a resounding yes. English has long been recognized as the global lingua franca, a language that transcends geographical boundaries and enables individuals from diverse backgrounds to communicate effectively. This importance has only been amplified in the era of AI, where the ability to process and understand natural language is a fundamental aspect of many AI systems.One of the primary reasons why English remains essential in the age of AI is the sheer volume of data that is generated and processed in this domain. A significant portion of this data, including researchpapers, technical documentation, and online content, is produced in English. By mastering the English language, individuals and organizations can access and leverage this wealth of information, staying at the forefront of technological advancements.Moreover, the development of AI systems often involves teams of researchers and engineers from around the world. The ability to communicate effectively in English becomes crucial in facilitating collaboration, sharing ideas, and ensuring the successful implementation of AI projects. As AI technologies become increasingly sophisticated, the need for a common language to bridge cultural and linguistic divides becomes even more pressing.In addition to its practical applications, the English language also plays a crucial role in the dissemination of knowledge and the advancement of AI research. Many of the leading academic institutions and research centers in the field of AI are located in English-speaking countries, and the majority of the published literature in this domain is written in English. By mastering the English language, individuals can engage with the global AI community, contribute to cutting-edge research, and stay informed about the latest developments in the field.Furthermore, the prominence of English in the AI industry extends beyond the realm of research and development. As AI-poweredtechnologies become more prevalent in various sectors, such as healthcare, finance, and transportation, the demand for individuals who can effectively communicate in English and interact with AI systems grows. Professionals who possess strong English language skills are often better equipped to navigate the complexities of AI-driven environments and collaborate with international teams.It is important to note that the importance of English in the age of AI does not diminish the value of other languages. In fact, the ability to speak multiple languages, including non-English languages, can be a significant advantage in the field of AI. By leveraging linguistic diversity, individuals and organizations can gain a deeper understanding of cultural nuances, access a wider range of perspectives, and develop AI systems that are more inclusive and responsive to the needs of diverse communities.In conclusion, the English language remains an essential tool in the age of artificial intelligence. Its role in facilitating communication, enabling access to a vast pool of information, and fostering global collaboration makes it a vital component of the AI ecosystem. As the world continues to evolve and technology becomes increasingly integrated into our daily lives, the importance of English in the field of AI is only expected to grow, underscoring the need for individuals to prioritize the acquisition and mastery of this language.。

全国大学英语CET四级考试试卷及解答参考

全国大学英语CET四级考试试卷及解答参考

全国大学英语CET四级考试模拟试卷及解答参考一、写作(15分)Section I: Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the topic “The Advantages and Disadvantages of Studying Abroad”. You should write at least 120 words but no more than 180 words.Writing Sample:Studying abroad is an experience that can be both exhilarating and challenging. On one hand, it offers numerous advantages that contribute to personal growth and career development. When students go abroad, they are exposed to new cultures, which can broaden their perspectives and foster a deeper understanding of the world. Additionally, international study programs often provide access to cutting-edge research and technology, as well as opportunities to learn from leading experts in various fields. Furthermore, studying in a foreign country can enhance language skills and communication abilities, which are highly valued by employers around the globe.On the other hand, there are also some disadvantages associated with studying overseas. The cost of living and tuition fees in many countries can be significantly higher, placing a financial burden on students and their families. Moreover, being away from home for an extended period can lead tofeelings of homesickness and isolation, especially if the student struggles to integrate into the local community. There’s also the challenge of adapting to a different educational system, which might not always align with the student’s learning style or previous academic experiences.In conclusion, while studying abroad has its pros and as well as cons, it is up to each individual to weigh these factors and decide whether such an opportunity is right for them. It is important to consider personal goals, financial circumstances, and adaptability before making the decision to embark on this life-changing journey.Analysis:•Introduction: The writer starts by acknowledging the dual nature of studying abroad, highlighting that it is both exciting and filled with challenges. This sets the stage for a balanced discussion.•Body Paragraphs:•The first body paragraph focuses on the benefits of studying abroad. The writer points out three key advantages: exposure to new cultures, access to advanced resources, and improvement in language and communicationskills. Each point is briefly explained to support the claim.•In the second body paragraph, the writer addresses the potential drawbacks.The high costs, emotional difficulties like homesickness, and the need to adapt to a new educational system are all mentioned. These points help to present a realistic view of the experience.•Conclusion: The concluding paragraph summarizes the main ideas and suggests that the suitability of studying abroad depends on thei ndividual’s personal circumstances. It encourages readers to carefullyconsider their own situation before deciding, reinforcing the idea that while the experience can be beneficial, it is not without its challenges.•Language and Style: The sample uses clear and concise language, appropriate for a formal essay. Transitions between paragraphs and within paragraphs are smooth, ensuring that the flow of the argument is logical and easy to follow. The use of specific examples (e.g., “access tocutting-edge rese arch and technology”) adds credibility to the arguments presented.This writing sample effectively demonstrates how to structure a balanced argumentative essay, providing a good model for students preparing for the CET-4 writing section.二、听力理解-短篇新闻(选择题,共7分)第一题News 1A team of archaeologists has discovered a well-preserved ancient city in the desert of northern China. The city, believed to be around 1,500 years old, was found near the Gobi Desert. The discovery includes buildings, roads, and even some artifacts. Experts say the city could provide valuable insights intothe ancient Silk Road trade route.Questions:1、What was the age of the ancient city discovered in the desert of northern China?A) 1,000 years old.B) 1,200 years old.C) 1,500 years old.D) 1,800 years old.2、What is the main discovery made by the archaeologists?A) A large number of ancient artifacts.B) A well-preserved ancient city.C) A new trade route.D) Remains of an ancient Silk Road post.3、What is the significance of this discovery according to the experts?A) It reveals the secrets of ancient Silk Road traders.B) It provides information about the climate change in the region.C) It helps understand the ancient trade routes.D) It confirms the existence of a mythical city.Answers:1、C) 1,500 years old.2、B) A well-preserved ancient city.3、C) It helps understand the ancient trade routes.News Content:The United Nations Educational, Scientific and Cultural Organization (UNESCO) announced yesterday that it will launch a global initiative aimed at promoting digital literacy among young people around the world. The program, called “Code for All,” is design ed to equip students with basic coding skills and an understanding of digital ethics. It aims to reach at least one million students in its first year, providing them with free online courses and resources.Questions:1、According to the news item, what is the name of UNESCO’s new global initiative?A. Digital FutureB. Code for AllC. Global Ethics OnlineAnswer: B. Code for All2、What is the primary goal of the “Code for All” program?A. To provide free computers to underprivileged studentsB. To teach students about digital ethics and coding basicsC. To promote the use of digital devices in classroomsAnswer: B. To teach students about digital ethics and coding basics3、How many students does UNESCO aim to reach with this program in its firstA. At least fifty thousandB. At least five hundred thousandC. At least one millionAnswer: C. At least one million三、听力理解-长对话(选择题,共8分)第一题Part ThreeSection ADirections: In this section, you will hear a long conversation. At the end of the conversation, you will hear some questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.ConversationW: Hi, John. I’m glad to see you here. How was your vacation?M: Oh, it was great. I went hiking in the mountains with my friends.W: That sounds wonderful. How long did you stay there?M: We stayed for a week. It was really beautiful up there. The scenery was just stunning.W: I can imagine. Did you do anything special while you were there?M: Yes, we went on a trek. It was challenging, but I enjoyed it a lot.W: That sounds exciting. Did you see any wildlife?M: Yes, we saw a lot of birds and some animals. It was amazing to see them in their natural habitat.W: It must have been a memorable experience. Do you plan to go hiking again?M: Definitely. I think it’s a great way to relax and enjoy nature.Questions1、What did John do during his vacation?A) He went on a trek.B) He visited his friends.C) He stayed in a hotel.D) He went hiking.2、How long did John stay in the mountains?A) A few days.B) A week.C) Two weeks.D) A month.3、What did John think of the scenery in the mountains?A) It was average.B) It was beautiful.C) It was boring.D) It was dangerous.4、What did John enjoy the most about his vacation?A) Hiking.B) Relaxing.C) Visiting his friends.D) Seeing wildlife.第二题Listen to the following long conversation and then answer the questions that follow. The conversation will be spoken twice.Conversation:M: Hey, Sarah, how’s it going with your final project for Professor Johnson’s environmental science class?W: Oh, hi, Tom. It’s coming along, but I’m really struggling with the research on renewable energy sources. There’s just so much information out there, it’s hard to know wh ere to start.M: Yeah, I can imagine. Have you considered focusing on solar or wind energy? Those seem to be the most developed technologies right now.W: Well, I’ve read quite a bit about solar energy, but I’m not sure if it’s the best topic for my projec t. What do you think?M: I think it would be a good choice because there’s a lot of current research on improving efficiency and reducing costs. Plus, there are plenty of real-world applications to discuss.W: That sounds like a good point. But isn’t wind energy also important?Maybe I should compare the two?M: Definitely! Comparing them could make your project stand out. You could talk about the advantages and disadvantages of each and maybe even touch on their implementation in different countries.W: Hm m…that gives me an idea. Thanks, Tom. I’ll start working on that angle right away!1、What is Sarah working on?A) A final exam preparation.B)An environmental science project.C) A presentation on renewable energy.D) A report on real-world applications.Answer: B) An environmental science project.2、Why is Sarah finding her research challenging?A)She is unsure about the focus of her project.B)She has too many resources on solar energy.C)She lacks information on renewable energy sources.D)She finds it difficult to organize her notes.Answer: A) She is unsure about the focus of her project.3、What suggestion does Tom give Sarah regarding her project?A)To concentrate solely on wind energy.B)To choose between solar and wind energy.C)To include both solar and wind energy in her study.D)To disregard solar energy as it’s too common.Answer: C) To include both solar and wind energy in her study.4、What aspect of renewable energy might Sarah consider discussing according to Tom?A)The historical development of solar technology.B)The cost-effectiveness of nuclear energy.C)The implementation of solar and wind energy globally.D)The theoretical basis of hydroelectric power.Answer: C) The implementation of solar and wind energy globally.四、听力理解-听力篇章(选择题,共20分)第一题PassageThe rise of automation in the workplace has sparked a debate about the future of employment. While many argue that automation will lead to job losses, others believe it will create new opportunities. In this article, we explore both perspectives and discuss the potential impact on the workforce.In the short term, automation is likely to displace workers in certain industries. For example, the manufacturing sector has already seen a significant reduction in jobs due to the introduction of robots and automated machinery. Similarly, the service industry, particularly in areas such as retail and food service, may experience a decrease in employment as self-service kiosks and automated systems become more common.However, proponents of automation argue that it will also create new job opportunities. As technology advances, new industries and professions will emerge. For instance, the demand for professionals skilled in programming, robotics, and artificial intelligence is expected to grow. These new roles will require a different set of skills, which may necessitate a shift in education and training programs.Moreover, automation can lead to increased productivity and efficiency, potentially boosting overall economic growth. With more tasks automated, employees can focus on higher-value work, which may lead to job satisfaction and improved job performance.Despite these positive aspects, the transition to automation may not be smooth for all workers. The initial displacement of jobs could lead to social and economic challenges. For example, workers who lose their jobs due to automation may struggle to find new employment, particularly if they lack the necessary skills to adapt to the changing job market.Questions:1、What is the main concern expressed about automation in the workplace?A) It will lead to increased productivity.B) It will create new job opportunities.C) It will cause job losses in certain industries.D) It will boost economic growth.2、According to the passage, which of the following is a potentialconsequence of automation in the manufacturing sector?A) An increase in manufacturing jobs.B) A decrease in manufacturing jobs.C) No significant change in manufacturing jobs.D) A shift in the types of jobs available in manufacturing.3、What is one of the positive impacts of automation mentioned in the passage?A) It will reduce the need for education and training.B) It will lead to job satisfaction and improved job performance.C) It will decrease the overall economic growth.D) It will eliminate the need for higher-value work.Answers:1、C2、B3、BSecond Part: Listening Comprehension - Listening PassageDirections: In this part, you will hear a passage about campus life. Listen carefully and then choose the best answer from the four choices marked A), B), C), and D). You will hear the passage only once.Passage:The university has recently renovated its library facilities in order to provide students with a more comfortable and conducive environment for study. The renovations include new seating arrangements that promote group work as wellas individual study booths equipped with power outlets for laptops and charging devices. Moreover, there’s an increased number of computers ava ilable for student use, all connected to a high-speed internet network. The library now also offers extended hours during exam periods, staying open until midnight to accommodate students’ needs. Finally, the library staff has implemented a new system for reserving books online, which allows students to request materials from the comfort of their dorms or homes.Questions:1、What recent change has been made to improve the library experience?A. Extended opening hours throughout the yearB. Addition of more individual study booths onlyC. Implementation of a system for online book reservationsD. All of the aboveAnswer: D. All of the above2、、Which feature was added to support both collaborative and solo learning?A. High-speed internet connectionB. Extended library hours during examsC. New seating arrangements including group work spaces and individual boothsD. An increase in the number of available computersAnswer: C. New seating arrangements including group work spaces and individual booths3、、How can students now reserve books according to the passage?A. By visiting the library’s information deskB. Through an online reservation systemC. By calling the library’s front deskD. Books cannot be reserved; they must be collected in personAnswer: B. Through an online reservation system第三题Passage OneIn recent years, there has been a growing concern about the impact of technology on human relationships. With the advent of smartphones and social media, people are more connected than ever before. However, some argue that this technological advancement has led to a decline in face-to-face interactions and the quality of relationships.The first paragraph introduces the topic by highlighting the increasing reliance on technology for communication. It mentions that while technology has brought convenience, it has also raised concerns about its impact on human interactions.1、What is the main topic of the passage?A) The benefits of technology in communication.B) The decline of face-to-face interactions.C) The rise of social media.D) The impact of technology on relationships.2、According to the passage, what is the main concern regarding the use of technology?A) It enhances the efficiency of communication.B) It leads to a decrease in the quality of relationships.C) It replaces traditional forms of communication.D) It creates more opportunities for socializing.3、The author implies that:A) Technology has completely replaced face-to-face interactions.B) The use of technology has no negative effects on relationships.C) People are increasingly aware of the negative impacts of technology on relationships.D) Social media is the only way to maintain relationships in the modern world.Answer:1、D2、B3、C五、阅读理解-词汇理解(填空题,共5分)第一题Reading PassageIn recent years, the importance of online education has grown significantly. With the rapid development of technology, especially the internet, people cannow access educational resources from anywhere in the world. This has led to a rise in the number of online courses and platforms offering a wide range of subjects. While online education offers numerous benefits, such as flexibility and convenience, it also presents challenges that need to be addressed.The following paragraph contains a list of words or phrases, each of which is followed by five examples. Choose the example that best keeps the meaning of the word or phrase in the context of the passage.Vocabulary Understanding1.The rapid development of technology has led to a significant increase in the number of online courses and platforms.a)The number of new businesses in the tech sector has surged.b)The number of students enrolling in online courses has gone up dramatically.c)The number of traffic accidents has decreased due to better road designs.d)The number of people using social media has increased exponentially.e)The number of jobs available in the renewable energy sector has declined.2.Online education offers flexibility and convenience, making it an attractive option for many students.a)The ability to study at any time of the day or night.b)The convenience of not having to travel to a physical location.c)The opportunity to learn from experts in their field.d)The guarantee of better job prospects after completing the course.e)The assurance of a high-quality education regardless of location.3.This has led to a rise in the number of online courses and platforms offering a widerange of subjects.a)The variety of subjects available online has expanded.b)The number of students interested in online education has decreased.c)The number of teachers offering online courses has gone up.d)The number of traditional educational institutions has increased.e)The number of jobs in the online education industry has decreased.4.While online education offers numerous benefits, it also presents challenges that need to be addressed.a)The challenges faced by online students are similar to those in traditional education.b)Online education does not require any challenges to be overcome.c)The challenges of online education are often overlooked.d)The challenges of online education are unique and require specific solutions.e)The challenges of online education are not a concern for most students.5.It also presents challenges that need to be addressed.a)The solutions to these challenges are straightforward.b)These challenges can be easily resolved.c)These challenges require careful consideration and planning.d)These challenges are not significant enough to warrant attention.e)These challenges are beyond the scope of this discussion.Answers:1.b2.a3.a4.d5.c第二题Reading Passage:The Internet has revolutionized the way we communicate, access information, and conduct business. With just a few clicks, we can connect with people from all over the world, access a vast amount of information, and even shop online. However, this convenience comes with its own set of challenges. One of the most significant challenges is the need to stay informed about the latest developments in technology and cybersecurity. In this article, we will discuss some of the key factors that contribute to the importance of staying informed in the digital age.Vocabulary Understanding:Please choose the correct word from the list below to complete each sentence. Write the letter (A), (B), (C), or (D) corresponding to the correct answer in the blank space provided.1.The rapid A. evolution / B. revolution / C. evolutionism / D. evolutionist of technology has made it crucial for individuals to stay informed about the latest advancements.2.In order to protect their personal information, users must be aware of the potential risks associated with A. cybercrime / B. cybernetics / C. cyberneticist / D. cybernetic3.The article highlights the importance of A. vigilance / B. vigilance /C. vigilantly /D. vigilant in the face of increasing cyber threats.4.Staying informed about new developments in cybersecurity is essential forbusinesses to A. safeguard / B. safeguarding / C. safeguarded / D. safeguarding5.The author emphasizes the need for continuous learning to keep up with the ever-changing landscape of the digital world.Answers:1.A. evolution2.A. cybercrime3.D. vigilant4.A. safeguard5.A. keep up with六、阅读理解-长篇阅读(选择题,共10分)第一题Passage OneChina’s cultural revolution, which lasted from 1966 to 1976, was a social movement with a political motive, led by the Communist Party of China. It aimed to purify the Party and society from capitalist and cultural influences. The movement was marked by widespread violence, including the persecution of intellectuals and the destruction of cultural relics. Despite its tragic consequences, the cultural revolution has left a lasting impact on Chinese society and its people.Questions:1、What was the main purpose of the cultural revolution?A. To promote economic development.B. To reform the education system.C. To purify the Party and society.D. To strengthen the military.2、Which of the following was not a consequence of the cultural revolution?A. Widespread violence.B. The persecution of intellectuals.C. The destruction of cultural relics.D. The improvement of the economy.3、What was the impact of the cultural revolution on Chinese society?A. It led to economic prosperity.B. It brought about social stability.C. It left a lasting impact on Chinese society and its people.D. It had no significant impact on Chinese society.4、Who was the leader of the cultural revolution?A. Mao Zedong.B. Zhou Enlai.C. Deng Xiaoping.D. Li Xiannian.5、What was one of the tragic consequences of the cultural revolution?A. The improvement of education.B. The enhancement of cultural heritage.C. The promotion of political unity.D. The persecution of intellectuals.Answers:1、C. To purify the Party and society.2、D. The improvement of the economy.3、C. It left a lasting impact on Chinese society and its people.4、A. Mao Zedong.5、D. The persecution of intellectuals.第二题Reading PassageIn recent years, the concept of “soft skills” has gained increasing attention in the job market. While technical skills are crucial for many positions, soft skills, such as communication, teamwork, and problem-solving, are becoming equally important. This passage discusses the importance of soft skill s and provides examples of how they can impact one’s career.1.The first paragraph introduces the growing importance of soft skills. Which of the following best describes the author’s tone in this paragraph?A. CondescendingB. BoredC. EnthusiasticD. Indifferent2.According to the passage, why are soft skills becoming more significant in the job market?A. They are becoming less relevant in the digital age.B. They are being overlooked by employers.C. They complement technical skills and enhance job performance.D. They are no longer taught in schools.3.The passage mentions a study that shows the impact of soft skills on job performance. What was the main finding of this study?A. Soft skills have no significant impact on job performance.B. Soft skills can lead to a 10-15% increase in job performance.C. Technical skills are more important than soft skills for job success.D. Soft skills are only beneficial in certain industries.4.The passage discusses the importance of communication skills in the workplace. Which of the following is NOT mentioned as an example of how communication skills can be beneficial?A. Clear and concise communication can prevent misunderstandings.B. Effective communication can help build strong relationships with colleagues.C. Communication skills are only important for jobs that involve a lot of speaking.D. Good communication can lead to better collaboration and teamwork.5.The passage concludes by emphasizing the need for continuous improvement in soft skills. What is the author’s final point?A. Soft skills are innate and cannot be improved.B. Technical skills should be prioritized over soft skills.C. Employers should focus on developing soft skills in their employees.D. Soft skills are not important until one is in a leadership position.Answers:1.C2.C3.B4.C5.C七、阅读理解-仔细阅读(选择题,共20分)第一题Reading PassageIn recent years, the rise of online education has sparked a heated debate among educators and the public. While some argue that it offers numerous benefits, such as flexibility and accessibility, others express concerns about its potential drawbacks, including the lack of personal interaction and the potential for cheating.Questions:1、What is the main topic of the passage?A. The benefits of online educationB. The drawbacks of online educationC. The impact of online education on traditional educationD. The debate surrounding online education2、The passage states that some educators and the public are concerned about the lack of what in online education?A. FlexibilityB. AccessibilityC. Personal interactionD. Cheating3、According to the passage, what is one of the advantages of online education mentioned?A. It requires less personal interactionB. It is less accessible to studentsC. It offers more flexibilityD. It is more likely to lead to cheating4、The author suggests that the debate about online education is:A. Unnecessary, as the benefits outweigh the drawbacksB. Necessary, as it affects the future of educationC. Unimportant, as online education will eventually replace traditional educationD. Irrelevant, as the benefits of online education are well-documented5、Which of the following is NOT mentioned as a concern about online education in the passage?A. The potential for students to get distractedB. The lack of face-to-face communicationC. The possibility of cheatingD. The difficulty of assessing students’ understandingAnswers:1、D2、C3、C4、B5、ASecond QuestionRead the following text carefully and then answer the questions below.In the small town of Willow Creek, there was a local library that had been a cornerstone of the community for over a century. The library, known affectionately as “The Cornerstone,” was more than just a place to borrow books; it was a hub of cultural activities, a source of information, and a gathering spot for residents of all ages.One day, the library faced a significant challenge. The town’s mayor, who was a strong advocate for education and community development, announced that due to budget cuts, the library would have to close its doors. The news spread quickly through the town, causing a wave of concern and sadness among the residents.1、The library in Willow Creek was referred to as “The Cornerstone” because:A. It was built at the center of the town.B. It was the oldest building in the town.C. It played a vital role in the community.D. It had a cornerstone made of a unique stone.2、The main issue facing the library was:A. A lack of books for the community.B. A decrease in the number of visitors.C. Budget cuts that threatened its closure.D. The mayor’s disinterest in its operations.3、The response to the library’s potential closure was:A. The mayor proposed building a new library elsewhere.B. The residents ignored the news and continued their daily routines.C. The community held a peaceful protest in front of the library.D. The local businesses offered to donate books to the library.4、Which of the following is NOT mentioned as a role the library played in the community?A. A hub of cultural activities.B. A source of employment for the town.C. A place for educational programs.D. A gathering spot for residents.。

Case 4

Case 4

Case 4: Software-influenced BPRIt used to be said that taxation authorities around the world increased the complexity of the information they asked for not in terms of what they actually needed, but rather in direct relationship to the computing power available to the average taxpayer. I don’t know whether that’s true (although I have noticed that tax returns seem to get more complicated every year –but perhaps that’s just me), yet this urban myth does highlight the central issue of this week’s tutori al: the acquisition of software tends to change the business processes (and, sometimes, even the business activities) of the purchaser!Perhaps we can most easily think about this topic by looking at a few example classes of software –let’s start with security systems. “Everyone” knows that we have to take greater and greater care to keep the bad guys out of our personal and corporate computer systems –and it’s probably fair to say that most of us accept the increasing limitations such enhanced security places upon us. Just think about how hard it’s getting to catch a plane – yet most people submit to ever more stringent security measures with nothing more than a minor whinge or two.Buss (2010) sums this issue up nicely: “The problem with building foolpro of systems, so the saying goes, is that the world seems to generate a better class of fool. This seems to be particularly true with systems charged with managing security ... The key [to finding the optimal security system]is to balance the risk, investing where the biggest returns can be made to get good enough security that can be monitored and managed and exceptions dealt with. To this end, about the single most important thing that can be done to improve IT security is to recognise the imperfections inherent in the workforce, and to try to change both culture and behaviour.”See what I mean? Effective security systems →changing people which, of course →changes to people’s behaviour – and which, in turn → changing their day-to-day activities within the business environment – and this, in its turn, effectively → changing business processes.OK then, let’s look at a different class of software system – how about email? Everyone uses email (well, they definitely use email at work – even if they use IM or text or other, newer, communication alternatives elsewhere), but how often do we think about how it’s changed the way we run our lives? Travaglia (2010) is a very amusing imaginary conversation between an office worker and an IT guy who’s trying to persuade said office worker to save only the most important email messages because the company’s storage problem is becoming acute. Be warned that the characters in this conversation include the occasional swear word (just in case you have delicate sensibilities) – but it highlights the way in which so many of us spend most of our working day reading or responding to email (important, less important and even totally unimportant).And one more example, just to ram the point home (which I probably don’t need to do) – think about the way organisations of all kinds are increasingly placing all corporate information on their internal website (information ‘pull’ rather than ‘push’) and thus changing the way employees access information and, along the way, where responsibility lies for being informed about changes to organisations regulations or practices. In Wikipedia (2009a) I found a really excellent quote I can’t resist using at this point: “Intranets are also being used as corporate culture-change platforms. For example large numbers of employees discussing key issues in an intranet forum application could lead to new ideas in management, productivity, quality, and other corporate issues”.I don’t normally use Wikipedia as a reference for these cases, but this quote wa s just so perfect – and it also has the additional benefit of almost leading us to Enterprise 2.0 (see McAfee 2006 for an introduction to this concept) where employees use a range of Web 2.0 techniques and technologies to enhance the organisation’s interna l and external functionality.Your TaskThe first two examples I have adduced above differ from the third in one very important way –the changes in corporate practice and process they bring about are not deliberate. That is, in the case of both security systems and email, the organisation is trying to achieve a particular goal and, almost accidentally, finding that business processes and practices have to change as a result.In the third example, however, the changes to behaviour are deliberate on the part of the organisation – greater efficiency and a more connected working environment are goals soughtby management, rather than something which happens by accident.You may wonder why I have not included the most famous example of all of software business process change: ERP (and its more recent brothers: CRM, SCM, EDRM, KM and ECM). There are two reasons for this. Firstly, Case Study 9 is based around a real-world ERP implementation (not a happy one, I’m afraid); and secondly, I want YOU to think about o ther types of software which affect business processes, including enterprise-wide systems such as ERP – although I can start you off by recommending Vuksic&Spremic (2005), who have analysedthis issue in considerable detail.So – read the articles cited in this case study and seek out sufficient information of your own to answer the following questions:1.With reference to the scenarios presented in this case description explain how software(and, in particular, software packages either purchased or hosted) changes businessprocesses within organisations.2.Please give other examples in which software changes an organization’s businessprocesses.3.Do these changes fall into classes and, if so, what are those classes?4.Is the move to hosted software likely to increase business process changes –and inwhat way(s)?ReferencesBuss A. (2010) ‘Security –policies, processes and people’, The Register: Security that Fits, 29 June, Available online: /security/security_that_fits/[Accessed June 28 2010]Travaglia, S. (2009) ‘BOFH: Risky Business –Contingency plan? Shine a light’, The Register, 18 June, Available online: /2010/06/18/bofh_2010_episode_7/[Accessed June 28 2010]Wikipedia (2009a) ‘Intranet’, Wikipedia: the free encyclopedia, Available online:/wiki/Intranet[Accessed June 28 2010])McAfee, A.P. (2006) ‘Enterprise 2.0: the dawn of emergent collaboration’, MIT Sloan Management Review, Vol. 47, pp. 21-28 (or see Andrew McAfee’s blog: The Business Impact of IT, at:/2006/05/enterprise_20_version_20/[Accessed June 28 2010])Vuksic, V.B. &Spremic, M. (2005) ‘ERP System Implementation and Business Process Change: case study of a pharmaceutical company’, Journal of Computing and Information Technology, Vol. 13, No. 1, pp. 77-91. Available online: http://cit.srce.hr/index.php/CIT/article/viewFile/1559/1263 [Accessed June 28 2010]。

英语项目式教学中国实践(3篇)

英语项目式教学中国实践(3篇)

第1篇IntroductionProject-Based Learning (PBL) is an instructional method that emphasizes active student engagement, collaboration, and real-world problem-solving skills. It has gained significant attention in the field of education due to its effectiveness in fostering critical thinking, creativity, and independence. In recent years, PBL has been increasingly adopted in English language teaching (ELT) to enhance students' languageproficiency and intercultural communication skills. This paper aims to explore the implementation of PBL in English language teaching in China, examining its effectiveness, challenges, and future prospects.BackgroundThe adoption of PBL in ELT is driven by several factors. Firstly, the traditional teacher-centered approach to language learning has been criticized for its focus on rote memorization and lack of real-world application. PBL, on the other hand, encourages students to engage in authentic language use and develop a deeper understanding of the language. Secondly, with the rapid globalization of the world, there is an increasing demand for English language skills in various fields. PBL helps students develop these skills by immersing them in real-life contexts.Implementation of PBL in Chinese ELT1. Integration of PBL into the curriculumIn China, PBL has been gradually integrated into the English language curriculum. Many schools have adopted a project-based approach to complement the traditional teaching methods. The integration of PBL into the curriculum involves several steps:a. Designing project-based units: Teachers design units that are relevant to students' lives and interests. These units are typically interdisciplinary, combining language learning with other subjects such as science, history, or art.b. Selecting project topics: Teachers and students collaborate to choose project topics that are meaningful and engaging. The topics should be challenging yet achievable and should promote critical thinking and problem-solving skills.c. Implementing project activities: Students work in groups to complete various tasks, such as research, writing, presenting, and creating multimedia products. Teachers facilitate the learning process by providing guidance and resources.2. Student engagement and collaborationPBL encourages active student engagement and collaboration. In Chinese ELT, students are often encouraged to work in pairs or small groups to complete project tasks. This promotes peer learning and allows students to learn from each other's strengths and weaknesses. Additionally, students are expected to take on different roles within the group, such as leader, researcher, or presenter, which helps develop their communication and teamwork skills.3. Assessment of PBLAssessment in PBL is often more holistic than in traditional teaching methods. Teachers evaluate students based on various criteria, including:a. Project completion: The extent to which the project goals are achieved and the quality of the final product.b. Group collaboration: The effectiveness of teamwork, communication, and division of labor within the group.c. Individual contributions: The level of participation and contribution of each student to the project.d. Language skills: The use of English in communication, writing, and other language-related tasks.Challenges and Solutions1. Teacher training and professional developmentOne of the main challenges in implementing PBL in Chinese ELT is the lack of teacher training and professional development. To address this, schools can offer workshops, seminars, and online courses to help teachers develop the necessary skills and knowledge to effectively implement PBL.2. Time constraintsPBL requires more time than traditional teaching methods, which can be challenging for schools with a packed curriculum. To overcome this, teachers can allocate specific time slots for project-based activities or integrate PBL into existing units to maximize the use of class time.3. Cultural differencesCultural differences can also pose challenges to PBL implementation. To address this, teachers should be aware of cultural nuances and adapt their teaching strategies accordingly. They can also encourage students to explore their own cultural backgrounds and share them with others in the classroom.ConclusionProject-Based Learning (PBL) has shown great potential in enhancing English language teaching in China. By promoting active student engagement, collaboration, and real-world problem-solving skills, PBL helps students develop a deeper understanding of the language and prepares them for future challenges. However, the successful implementation of PBL requires ongoing teacher training, flexibility in the curriculum, and an awareness of cultural differences. As PBL continues to gain popularity in Chinese ELT, it is essential for educators to address these challenges and capitalize on the benefits of this innovative teaching approach.ReferencesBarr, R. B., & Kozol, R. J. (2009). Project-based learning for the 21st century: Skills for the future. San Francisco: Jossey-Bass.Duffy, T. M., & Cunningham, D. G. (2003). Constructivism: Implicationsfor the design and delivery of instruction. Upper Saddle River, NJ: Pearson Education, Inc.Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Pearson Education Limited.Little, D., &ourage, A. (2001). Theories of curriculum development. New York: RoutledgeFalmer.第2篇Project-based learning (PBL) has gained significant traction in the educational landscape worldwide, and China is no exception. This innovative teaching approach, which emphasizes hands-on, student-centered learning, has been increasingly adopted in Chinese schools and universities. This article delves into the practical implementation of PBL in China, exploring its benefits, challenges, and future prospects.The Rise of Project-Based Learning in ChinaThe integration of PBL into the Chinese educational system is a response to the country's evolving educational goals and the demands of a rapidly changing global economy. The traditional rote-learning model, which has long dominated Chinese classrooms, is being replaced by a more dynamic and interactive approach that fosters critical thinking, problem-solving, and creativity.Benefits of Project-Based Learning1. Enhanced Student Engagement: PBL encourages students to take anactive role in their learning process. By working on real-world problems and projects, students become more motivated and engaged in the subject matter.2. Development of 21st Century Skills: PBL promotes the development of critical 21st-century skills such as collaboration, communication, and creativity. These skills are essential for students to succeed intoday's interconnected world.3. Increased Retention of Knowledge: When students are actively involved in their learning, they are more likely to retain the knowledge andskills they acquire. PBL encourages students to apply their knowledge in practical situations, making the learning experience more memorable.4. Enhanced Teacher-Student Interaction: PBL creates a morecollaborative and interactive classroom environment, fostering better communication between teachers and students. This can lead to a more supportive and engaging learning experience.Challenges of Implementing PBL in ChinaDespite its many benefits, the implementation of PBL in China faces several challenges:1. Resource Allocation: PBL requires additional resources, including time, space, and materials. Many schools in China struggle with limited resources, making it difficult to fully implement PBL.2. Teacher Training: Teachers need to be trained in PBL methodologiesand techniques. However, many Chinese educators lack the necessary training and experience to effectively implement PBL in their classrooms.3. Assessment and Evaluation: The traditional assessment methods used in Chinese schools may not be suitable for evaluating PBL projects. Developing new assessment tools and criteria can be challenging.4. Cultural and Educational Barriers: The traditional educationalculture in China may resist the adoption of PBL. Some educators and parents may view PBL as a less rigorous or less effective teaching method compared to the traditional approach.Practical Approaches to Implementing PBL in ChinaTo overcome these challenges, Chinese educators and policymakers cantake the following steps to implement PBL effectively:1. Invest in Teacher Training: Provide comprehensive training programsfor teachers to develop their skills in PBL methodologies and techniques.This will enable them to create engaging and effective learning experiences for their students.2. Develop Curricula and Resources: Create PBL-friendly curricula and resources that align with the country's educational goals. These resources should be designed to support the development of 21st-century skills and promote student-centered learning.3. Collaborate with Industry and Community: Partner with local businesses, non-profit organizations, and community groups to provide real-world project opportunities for students. This will help students connect their learning to the outside world and develop practical skills.4. Foster a Culture of Innovation: Encourage schools and educators to adopt a more innovative and flexible approach to teaching and learning. This includes creating an environment that supports risk-taking, experimentation, and collaboration.Case Studies of Successful PBL Implementation in ChinaSeveral schools and universities in China have successfully implemented PBL. Here are a few examples:1. Tsinghua University: The university has integrated PBL into its engineering and business programs, encouraging students to work on real-world projects with industry partners.2. Beijing Normal University: The university offers a PBL-based curriculum in its education program, where students design and implement educational projects in local schools.3. Shanghai High School: The school has implemented PBL in its science and technology courses, allowing students to work on projects related to environmental sustainability and renewable energy.Future Prospects of PBL in ChinaThe future of PBL in China looks promising. As the country continues to modernize its educational system, PBL is expected to play anincreasingly important role in preparing students for the challenges ofthe 21st century. By addressing the challenges and leveraging the benefits of PBL, China can create a more dynamic and effective educational environment for its students.In conclusion, project-based learning is a valuable teaching approach that has the potential to transform education in China. By embracing PBL and addressing the challenges associated with its implementation, Chinese educators can help prepare a generation of students who arewell-equipped to thrive in the global economy and society.第3篇IntroductionProject-based learning (PBL) has gained popularity in recent years as an effective teaching method that emphasizes students' active engagement and collaborative learning. In China, PBL has been increasingly adopted in various educational contexts, including primary, secondary, and higher education. This paper aims to explore the practices of PBL in China, focusing on its implementation, challenges, and benefits. Through a literature review and case studies, this paper aims to provideinsights into the integration of PBL in the Chinese educational system and its potential for enhancing students' learning outcomes.1. Theoretical Framework of Project-Based LearningPBL is an instructional approach that involves students in an inquiry process in which they investigate and respond to a complex question, problem, or challenge (Krauss, 2011). This method encourages students to work collaboratively, integrate knowledge and skills from different disciplines, and apply their learning to real-world contexts. The theoretical framework of PBL is based on constructivist learning theory, which posits that learning is an active process of constructing knowledge and understanding through social interaction and problem-solving (Vygotsky, 1978).2. Practices of Project-Based Learning in China2.1 Implementation of PBL in SchoolsIn China, PBL has been implemented in various educational settings, such as primary schools, secondary schools, and higher education institutions. Here are some examples of PBL practices in China:2.1.1 Primary SchoolsIn primary schools, PBL is often integrated into language arts, science, and social studies curricula. Teachers design projects that encourage students to explore themes and topics across different subjects. For instance, a project on "My Community" may involve students inresearching local history, geography, and culture, and presenting their findings through different forms of media, such as videos, podcasts, or presentations.2.1.2 Secondary SchoolsIn secondary schools, PBL is more likely to be used in specialized subjects such as science, technology, engineering, and mathematics (STEM). Teachers design projects that require students to apply their knowledge and skills to solve real-world problems. For example, aproject on "Designing a Sustainable Home" may involve students in researching energy-efficient materials and constructing a model homethat minimizes energy consumption.2.1.3 Higher EducationIn higher education, PBL is commonly used in interdisciplinary courses and research projects. Students are encouraged to work in teams to investigate complex issues and propose innovative solutions. For instance, a project on "Global Warming" may involve students inanalyzing data, conducting experiments, and developing policy recommendations.2.2 Challenges of Implementing PBL in ChinaDespite the growing popularity of PBL in China, there are several challenges associated with its implementation:2.2.1 Teacher TrainingMany teachers in China are not adequately trained to implement PBL effectively. They may lack the necessary skills in project design, assessment, and facilitation. This can hinder the successful implementation of PBL in the classroom.2.2.2 Curriculum RestrictionThe traditional Chinese curriculum is often structured around teacher-centered instruction and standardized testing. This may limit the flexibility required for PBL, which emphasizes student-centered,inquiry-based learning.2.2.3 AssessmentAssessment in China is often based on standardized tests and paper-based exams. This may make it challenging to assess students' project-based learning outcomes effectively.3. Benefits of Project-Based Learning in ChinaDespite the challenges, PBL has several benefits for students and educators in China:3.1 Enhanced Learning OutcomesPBL has been shown to improve students' learning outcomes in various domains, including critical thinking, problem-solving, and collaboration (Hannafin, Land, & Oliver, 1999). In China, PBL can help students develop a deeper understanding of complex concepts and apply their knowledge to real-world contexts.3.2 Increased Student EngagementPBL can increase student engagement by providing a more dynamic and interactive learning experience. Students are more likely to be motivated and interested in learning when they are actively involved in project work.3.3 Teacher Professional DevelopmentPBL can also promote teacher professional development by encouraging teachers to reflect on their teaching practices and collaborate with their colleagues. This can lead to improved teaching and learning outcomes in the classroom.ConclusionProject-based learning has gained significant traction in China as an effective teaching method that encourages students' active engagement and collaborative learning. While there are challenges associated with its implementation, PBL has the potential to enhance students' learning outcomes and promote teacher professional development. Further research and collaboration are needed to explore the best practices for implementing PBL in the Chinese educational system and to address the challenges faced by educators and students.。

《新编大学实用英语》课件

《新编大学实用英语》课件

There are many online courses available for New College Practical English, which can provide additional learning resources for students These courses typically include video lessons, interactive exercises, and online tests
Writing skills
Writing tasks
Teaching method
03
CATALOGUE
Definition
Interactive teaching is a method that emphasizes student participation and interaction with the teacher and classes
College students
01
Primarily targeted at college students major in English or other related fields who want to improve their English language skills and communication ability
Teaching content
02
CATALOGUE
VS
Teach students how to improve their listening comprehension skills by predicting answers, filtering irrelevant information, locating key information, and summarizing the main idea.

南昌航空大学学位英语考试真题及答案

南昌航空大学学位英语考试真题及答案

南昌航空大学学位英语考试真题及答案全文共3篇示例,供读者参考篇1南昌航空大学学位英语考试真题及答案南昌航空大学(Nanchang Hangkong University)是一所专业的航空航天学府,其学位英语考试是评定学生在英语方面的能力与水平。

以下是南昌航空大学学位英语考试的真题及答案:一、听力部分(20分)1. What is the man’s major?A. Computer science.B. Aeronautical engineering.C. Mechanical engineering.D. English.答案:C. Mechanical engineering.2. What did the woman give the man?A. Her phone number.B. Her email address.C. Her resume.D. Her assignment.答案:A. Her phone number.3. Where does the conversation most likely take place?A. In a library.B. In a coffee shop.C. In a classroom.D. In a park.答案:B. In a coffee shop.4. How does the woman feel about her presentation?A. Nervous.B. Confident.C. Unprepared.D. Excited.答案:B. Confident.5. What does the man suggest the woman do?A. Practice her speech.B. Create a PowerPoint.C. Do more research.D. Get feedback.答案:D. Get feedback.二、阅读部分(40分)Passage 11. According to the passage, what is the main cause of pollution in cities?A. Factories.B. Cars.C. Construction.D. Trash.答案:B. Cars.2. What can be done to reduce air pollution in cities?A. Plant more trees.B. Drive less.C. Use public transportation.D. All of the above.答案:D. All of the above.Passage 21. Why did John decide to study abroad?A. To learn a new language.B. To experience a different culture.C. To advance his career.D. All of the above.答案:D. All of the above.2. How does John feel about his decision to study abroad?A. Excited.B. Nervous.C. Regretful.D. Indifferent.答案:A. Excited.三、写作部分(40分)请根据以下题目写一篇150字左右的短文:Topic: How can universities help students improve their English skills?Universities can help students improve their English skills in several ways. First, they can offer English language courses specifically designed to improve grammar, vocabulary, and pronunciation. These courses can be tailored to different levels of proficiency to ensure that all students receive the support they need.Second, universities can provide opportunities for students to practice their English through activities such as conversation clubs, language exchanges, and group projects. By practicing with peers and native speakers, students can improve their speaking and listening skills in a relaxed and supportive environment.Finally, universities can encourage students to immerse themselves in English-language culture by organizing events, workshops, and study abroad programs. This allows students to experience English in a real-world context and develop a deeper understanding of the language.In conclusion, universities have a key role to play in helping students improve their English skills by providing targetedcourses, opportunities for practice, and exposure toEnglish-language culture.以上是南昌航空大学学位英语考试的部分真题及答案,希望能为正在备考或感兴趣的同学提供帮助。

新模式英语教案唐义均技工院校公共课

新模式英语教案唐义均技工院校公共课

新模式英语教案唐义均技工院校公共课全文共3篇示例,供读者参考篇1Title: A New Model English Teaching Plan for Vocational Schools by Tang YijunIntroduction:In recent years, vocational schools have gained more attention due to the increasing demand for skilled workers in various industries. To meet the needs of the changing workforce, Tang Yijun, a renowned educator, has developed a new model English teaching plan for vocational schools. This innovative approach aims to improve students' language proficiency and equip them with the necessary communication skills to succeed in their chosen field.The Importance of English in Vocational Education:English is considered the lingua franca of the world, and proficiency in this language is essential for success in the globalized economy. In vocational education, English plays a crucial role in providing students with the necessary skills to communicate effectively with colleagues, customers, andbusiness partners. However, traditional English teaching methods may not always align with the specific needs of vocational school students, who often require practical andjob-focused language training.The New Model English Teaching Plan:Tang Yijun's new model English teaching plan takes into account the unique characteristics of vocational school education and the specific language needs of students. The plan focuses on the following key components:1. Job-Focused Curriculum:The English curriculum is tailored to the specific needs of different vocational specialties, such as automotive, construction, and hospitality. Students learn industry-specific vocabulary, communication skills, and job-related tasks to prepare them for the workplace.2. Interactive Learning Activities:The teaching plan includes a variety of interactive learning activities, such as role-playing, group discussions, and real-world simulations. These activities help students practice their language skills in a practical and engaging way.3. Technology Integration:Technology is integrated into the teaching plan to enhance students' learning experience. Online resources, multimedia tools, and interactive software are used to supplement traditional teaching methods and provide students with additional opportunities for language practice.4. Real-World Application:The plan emphasizes real-world application of English language skills by incorporating field trips, internships, and industry projects into the curriculum. This hands-on approach allows students to apply their language knowledge in authentic workplace settings and gain valuable experience.Benefits of the New Model English Teaching Plan:The new model English teaching plan by Tang Yijun offers several benefits for vocational school students:1. Improved Communication Skills:Students develop better communication skills in English, enabling them to interact confidently with colleagues and clients in the workplace.2. Enhanced Employability:By gaining industry-specific language skills and practical experience, students increase their chances of securing employment in their chosen field.3. Greater Confidence:The interactive and practical nature of the teaching plan helps students build confidence in using English in various situations, both in and outside the classroom.Conclusion:Tang Yijun's new model English teaching plan for vocational schools is a valuable resource for educators seeking to improve students' language proficiency and prepare them for success in the workforce. By incorporating job-focused curriculum, interactive learning activities, technology integration, andreal-world application, this innovative approach provides students with the necessary tools to excel in their chosen field.篇2New Model English Lesson Plan for Tang Yijun Vocational CollegeIntroductionIn recent years, vocational colleges in China have been undergoing significant changes in response to the demand for more skilled and specialized workers in various industries. As part of this transformation, Tang Yijun Vocational College has introduced a new model English curriculum that focuses on public courses. This lesson plan aims to provide a comprehensive guide for teachers at Tang Yijun Vocational College on how to effectively implement the new model English curriculum in their classrooms.Unit OverviewTitle: Public Courses in English for Vocational College StudentsGrade Level: Third YearUnit Duration: 10 weeksThemes: Communication in the Workplace, Career Development, GlobalizationSkills: Reading, Writing, Speaking, ListeningObjectives:- To improve students' English language proficiency in a vocational context.- To enhance students' communication skills for the workplace.- To increase students' awareness of global issues and cultural diversity.Lesson 1: Introducing the New Model English CurriculumObjective: To introduce students to the structure of the new model English curriculum and its objectives.Activities:1. Icebreaker: Have students introduce themselves and share their expectations for the course.2. Presentation: Provide an overview of the unit themes and learning outcomes.3. Class Discussion: Encourage students to discuss the importance of English proficiency in their future careers.Lesson 2: Communication Skills for the WorkplaceObjective: To develop students' communication skills for the workplace.Activities:1. Role Play: Divide students into pairs and assign them different workplace scenarios to act out.2. Business Writing: Teach students how to write professional emails and reports.3. Group Discussion: Discuss the importance of effective communication in the workplace.Lesson 3: Career DevelopmentObjective: To help students plan their career development using English.Activities:1. Career Path Assessment: Have students assess their strengths and interests to determine potential career paths.2. Resume Writing: Teach students how to create a compelling resume in English.3. Mock Interview: Conduct mock job interviews to prepare students for real-world interviews.Lesson 4: Globalization and Cultural DiversityObjective: To increase students' awareness of global issues and cultural diversity.Activities:1. Guest Speaker: Invite a guest speaker to talk about globalization and its impact on the workforce.2. Cross-Cultural Communication: Teach students how to navigate cultural differences in a globalized world.3. Research Project: Assign students a research project on a global issue and have them present their findings in English.Assessment- Weekly quizzes to assess students' comprehension and retention of course material.- Midterm and final exams to evaluate students' overall performance in the unit.- Group projects and presentations to assess students' collaborative and communication skills.ConclusionThe new model English curriculum at Tang Yijun Vocational College provides students with the necessary skills and knowledge to succeed in a competitive global workforce. By focusing on public courses that emphasize communication, career development, and cultural diversity, students can developa well-rounded understanding of English in a vocational context. With proper implementation of this lesson plan, teachers can help students achieve their academic and professional goals.篇3Title: New Model English Lesson Plan for Tang Yijun Technical Vocational SchoolsIntroductionIn recent years, there has been a growing demand for English education in technical vocational schools to better prepare students for the global job market. Tang Yijun Technical Vocational Schools have recognized this need and have implemented a new model English lesson plan to enhance students' language skills and communication abilities. This lesson plan aims to provide students with practical language skills that they can apply in their future careers.Lesson Objectives1. To improve students' English language proficiency in speaking, listening, reading, and writing.2. To develop students' vocabulary and grammar skills.3. To enhance students' communication abilities in both formal and informal settings.4. To introduce students to industry-specific English terminology and communication styles.Lesson Structure1. Warm-up (10 minutes)- Start the lesson with a short conversation activity to engage students and get them ready for the lesson.- Introduce a topic related to the students' field of study to spark their interest and facilitate discussion.2. Vocabulary and Grammar (20 minutes)- Introduce new vocabulary related to the topic and provide examples of how to use the words in context.- Review grammar rules and structures that are relevant to the topic.- Engage students in interactive exercises to practice using the new vocabulary and grammar concepts.3. Reading and Listening Comprehension (30 minutes)- Present a reading passage or audio clip related to the topic for students to read or listen to.- Discuss the main ideas and key points of the passage or clip as a class.- Have students work in pairs or small groups to answer comprehension questions and discuss their responses with the class.4. Speaking and Writing Activities (40 minutes)- Conduct role-playing activities where students practice using the new vocabulary and grammar in simulated real-life scenarios.- Assign writing tasks that require students to compose emails, reports, or other documents related to the topic.- Provide feedback on students' speaking and writing skills to help them improve their communication abilities.5. Wrap-up (10 minutes)- Review the key points covered in the lesson and encourage students to ask any remaining questions.- Assign homework that reinforces the lesson materials and encourages students to continue practicing their English skills outside of the classroom.ConclusionBy implementing this new model English lesson plan, Tang Yijun Technical Vocational Schools are equipping their students with the language skills and communication abilities needed to succeed in the global job market. This comprehensive approach to English education will help students build confidence in using English in professional settings and enhance their career prospects.。

外研社2023现代大学英语口语1_第三版_U3_教师用书

外研社2023现代大学英语口语1_第三版_U3_教师用书

Unit3Making Plans and PredictionsTheme:planning and the futureLanguage functions:Talking about plans and intentions;making predictions;indicating probabilityObjectives:Students shall demonstrate the ability to use appropriate vocabulary and grammar to discuss future plans,goals,and events.This includes being able to use the future tense to ask and answer questions about future plans.Warm-upProcedures:1)Have students first brainstorm some questions they would like to ask their peers aboutfuture plans.2)Then,have students walk around the room and interview their classmates.Remind themto use the probability expressions and sentence structures provided in the Language Bank.3)Afterward,have some volunteers share interesting or impressive predictions they heardfrom classmates.Sample questions:—What do you hope to achieve before turning30/40/50?—Do you plan to develop any new skills this year?—What are your plans for the winter break?—Where do you see yourself in five years?—Will you go home or travel during the upcoming holiday?Activity11.ConversationThe two dialogues are about making weekend and holiday plans.Each dialogue shows how two friends or classmates discuss their availability,make suggestions,and confirm arrangements for getting together.Procedures:1)Have students identify the questions used to ask about immediate plans(e.g.“Do youhave plans for the weekend?”“What are you doing this Thursday afternoon?”).2)Point out how the speakers respond by indicating their availability or lack of set plans(e.g.“I haven’t given it much thought.”“Nothing special,just studying.”).3)Note how suggestions are made using modals like“would”(e.g.“Would you like tocome along?”).4)Highlight how arrangements are confirmed or tentative plans are set(e.g.“Good.I reallylook forward to it.”“Is it OK if I call you then?”).5)Have students practice similar dialogues in pairs,using the language and sentencestructures for making weekend or holiday plans.2.Pair work●Focus:This task provides students with the opportunity to practice dialogues aboutmaking weekend plans.Students will ask and answer questions about their availability and immediate plans.They will also make suggestions for activities and respond appropriately.●Procedures:1)Assign partners and have each pair follow the conversation steps in the table.2)Remind them to use the question forms,responses,and suggestion structures covered inthe dialogues.3)Have partners switch roles and repeat the conversation.4)Circulate and listen as students speak,providing help if needed.5)After several minutes,invite one or two volunteer pairs to share their dialogues with theclass.6)Provide positive feedback and error correction.7)Consider extending the activity by having students create their own dialogues with newweekend plans/activities.3.Group work●Focus:This task provides students with a real-world opportunity to ask and answerquestions about weekend plans.●Procedures:1)Divide students into groups of four.2)Have each student take turns to ask their group members about their plans for theupcoming weekend.They should also ask follow-up questions about why they made those plans.3)Students should listen carefully and fill in the table with their group members’names,plans,and reasons.4)After several minutes of group discussion,have one or two volunteers share theirfindings with the class.They can compare their own weekend plans with those of their group members.5)Provide positive feedback on their dialogues and interactions.Activity21.Plans for winter and summer vacationsThis activity exposes students to authentic language used by American college students when discussing their plans for winter and summer breaks.The messages provide examples of vocabulary,idioms,and conversational language typical in this context. Procedures:1)Have students skim the messages to get an overall sense of the plans being described.2)Call attention to informal,colloquial expressions used(e.g.“lounge around,”“tons ofbooks,”“ridiculously slow”).Explain their meanings.3)Note the phrasal verbs for making plans(e.g.“hanging out,”“hitch around”).4)Highlight abbreviated forms and acronyms(e.g.“reaaaaaally,”“pjs”)and how they add aconversational tone.5)Discuss how students describe their feelings about upcoming breaks(e.g.“can’t wait”).6)Consider having students rewrite some messages in a more formal tone for comparison.2.Group work●Focus:The task provides students with an opportunity to practice asking and answeringquestions about future plans using modal verbs and adverbs of probability.●Procedures:1)Have students write down one thing they will likely do and one thing they likely won’tdo over vacation,with a few details about each.2)Collect the papers,shuffle them,and redistribute to ensure that each student has someoneelse’s paper.3)In groups,students take turns to ask each other if they are going to do the things writtenon the paper.For example,“Are you going to spend most of your vacation catching up on reading?”4)When a student identifies the person who wrote the plan,he/she can ask follow-upquestions about the reason.For example,“You said you definitely wouldn’t stay at home.Why is that?”5)Encourage students to use modal verbs(e.g.will,would,may,might,could)and adverbsof probability(e.g.probably,likely,certainly)in their questions and answers about plans.6)Wrap up by having some volunteers share interesting vacation plans they learned about.3.Discussion●Focus:This discussion task allows students to compare and contrast how collegestudents in China and America spend their vacations.They will identify key differences and speculate on potential cultural and contextual factors that may account for the differences.Students are encouraged to share their perspectives on the pros and cons of the American approach to university breaks,and articulate which approach they prefer and why.The overall goals are to analyze cross-cultural differences in university life, reflect on how social values and norms shape behaviors,and have students synthesize their opinions on alternative approaches based on their own experiences and observations.●Procedures:1)Have students spend a few minutes independently comparing vacations in China vs.vacations in America based on their knowledge.2)Open up the discussion by asking students to share observations about differences andsimilarities.Write key points on the board.3)Ask what factors may account for the differences noted(e.g.cultural values,academicpressure,income).4)Have students share their preferable way of spending university breaks.4.Group work●Focus:This task provides an opportunity for students to collaboratively plan and proposea new holiday tradition for their university.It helps to foster creativity,decision-making,and teamwork as groups brainstorm ideas,reach a consensus on a tradition,and outline the necessary details for its implementation.●Procedures:1)Divide students into groups of four or five.2)Give the groups two minutes to brainstorm different holiday traditions they could start attheir university.Remind them to consider the purpose,timing,and frequency.3)Have each group choose one tradition to focus on and spend five minutes discussing:—What is the specific tradition and its purpose?—When would it happen(time of year,date)?—How often would it repeat(annually,monthly,etc.)?—What are the detailed steps to implement it?—What resources or approvals would be needed?4)Have each group present a two-minute summary of their proposed tradition andimplementation plan.5)Wrap up with a class vote on which tradition sounds most fun/meaningful to initiate. Activity31.Are you planning your life or living it?This passage contrasts two philosophies on how to live one’s life—the well-planned life versus the summoned life.The well-planned life involves carefully mapping out your purpose, goals,and timeline from a young age.The summoned life emphasizes being open,followingyour heart,and exploring the unknown possibilities that life offers.The passage acknowledges the merits and drawbacks of both approaches,noting that even the most well-laid plans can falter while being open to life’s twists can lead to opportunities.It provokes students to examine their own approach to life and reflect on how plans,purpose,and unexpected changes shape their journey.●Procedures:1)Have students read the passage and underline key contrasting viewpoints on planning lifevs.living openly.2)Discuss the pros and cons of planning one’s life in detail vs.following an unscripted path.3)Explore the role of plans and purpose—can these coexist with being open to life’suncertainties?How do students balance planning with flexibility?4)Ask if students feel they are living the life they truly want or one influenced by others’expectations.To what extent are they directing their own path?5)Discuss how major life changes and roadblocks might shift one’s attitudes on planning.How do students think they would cope with major disruptions to their plans?6)Wrap up by reflecting on the ideal balance between structure and spontaneity in life.2.Discussion●Focus:This discussion allows students to reflect on different philosophies about lifeplanning and purpose,drawing connections to their own experiences and attitudes.●Procedures:1)Have students re-read the passage and jot down notes related to the discussion questions.2)Go through each question one at a time.For the first two questions,have students sharetheir examples in pairs or small groups before opening up to the whole-class discussion.3)For the last two questions,open up the discussion to the whole class to get a range ofperspectives.4)Encourage students to use examples from the passage to support their views as they share.5)If time permits,wrap up by reflecting on how students may reconsider their currentapproach to life based on this activity.6)To extend the activity,have students write a short reflective paragraph on their idealbalance between life planning and openness.Note:Ensure balanced discussion on each question.3.Interview●Focus:This activity allows students to explore their peers’perspectives on life purpose,goals,and future planning.It encourages reflection on how plans shape one’s path and ability to achieve goals in the long run.The focus is on active listening,gathering diverse perspectives,and reflecting on how life planning philosophies manifest in their peers’actual goals and attitudes.Remind students to share key points rather than all interview details.●Procedures:1)Have students work in groups of four and give them five to ten minutes to interview theirpeers using the questions provided in the textbook.Encourage them to take notes while interviewing.2)After the interviews,ask students to present their findings to the the class,summarizingtheir peers’key viewpoints and insights on life goals and planning.3)Wrap up with reflective writing or discussion on how this activity changed or confirmedtheir views on the role of life plans and goals.4)To extend,the teacher could ask students to draft their own future life plans with goalsfor the next five years.Encourage them to share their plans and seek feedback from their peers.4.Debate●Focus:This debate allows students to critically analyze and discuss contrastingperspectives on the role and importance of life planning.●Procedures:1)Divide students into groups of four and assign each group a standpoint of either“forplanning”or“against planning.”2)Give five minutes for debate preparation.Encourage students to outline three keyarguments with supporting evidence from the quotes or their own experiences.3)Ask each group to present their position and arguments in the class.Write down all thekey points on the board.4)Now have students get into new pairs,with one“for planning”and the other“againstplanning.”Give five minutes for them to engage in a debate,using the arguments outlined.5)Circulate and listen to various pairs,taking note of any standout arguments made.6)Then,invite a few volunteers to share highlights from their debate.7)End with a reflective writing or discussion on what students learned about thecomplexities of life planning through this structured debate.adventures.Supplementary Activities1.The what and why of China’s14th Five-Year PlanThis activity provides students an opportunity to learn about China’s five-year plans. Students will develop skills in comprehending,summarizing,and presenting key information about these plans in English.●Procedures:1)Instruct students to read through the passage,underlining or highlighting the main pointsabout what China’s five-year plans are and why they are important while reading.2)In pairs or small groups,have students discuss and summarize the key points that answerthe“what”and“why”questions.Assist with vocabulary as needed.3)Bring the class back together.Have each group share a brief summary of what theylearned about the purpose and highlights of China’s14th five-year plan.4)Follow up with a reflective discussion.Ask students to consider how they could explainand present China’s five-year plans effectively to an international audience who are unfamiliar with the concept.5)Optional extension:Have students research a previous five-year plan andcompare/contrast the key goals and outcomes with the current14th plan.Present findings to class.6)Provide support for vocabulary to help students understand the text.End with reflectionon how to effectively communicate China’s policies to the global audience.2.Mini-speech●Focus:This task aims to help students learn to explain China’s five-year plans to theinternational audience.By engaging in this task,students can refine their English public speaking and presentation skills and become more confident in delivering presentation over time.●Procedures:1)Have students review the passage and take notes on key points about what the five-yearplans are and the major goals for the14th five-year plan.2)In pairs,have students discuss how they would explain these key points clearly andconcisely to foreign students who are unfamiliar with the five-year plans.3)Give each student two minutes to present a mini-speech to the class,covering:—A brief introduction explaining what China’s five-year plans are and why they are significant;—An overview of one or two key targets of the14th five-year plan.4)Provide positive feedback on clarity,organization,vocabulary use,and public speakingskills.5)Optionally,record speeches for self-review.Have students watch their videos,self-evaluate their public speaking skills,and set goals for improvement.3.Show and tell●Focus:This task is designed to engage students in researching,comprehending,summarizing,and presenting official plans in English.Peer review and self-reflection can help improve public speaking and language skills.●Procedures:1)Have students research their hometown’s14th five-year plan online and take notes onkey goals,targets,and initiatives.2)Give each student three minutes to present the highlights of their hometown’s plan to theclass.Encourage them to use language like“aims to,”“plans to,”“hopes to”when talking about future goals.3)Provide positive feedback on content summary and public speaking skills.4)After all presentations,lead a reflective discussion on common themes and differencesbetween the plans.Prompt students to use comparative language.5)Optional extension:Have students record speeches for self-review.。

2024年研究生考试考研英语(一201)试题与参考答案

2024年研究生考试考研英语(一201)试题与参考答案

2024年研究生考试考研英语(一201)自测试题与参考答案一、完型填空(10分)Passage:Many people today believe that the world is becoming more and more competitive. This is particularly true in the fields of education and employment. The pressure to succeed in these areas has never been greater, and people are feeling the stress more than ever before.One of the reasons for this increased pressure is the rapid technological advancements we have seen in recent years. These advancements have led to a greater demand for skilled workers. Consequently, young people feel that they need to continuously upgrade their knowledge and abilities in order to stay competitive.In the realm of education, the competition starts from a very young age. Toddlers are sent to special schools to develop their language and cognitive skills. Children in primary school are enrolled in extra-curricular activities to enhance their extracurricular abilities. And in high school, students are expected to excel in their academic studies and participate in various competitions to showcase their talents.Besides education, the job market is also highly competitive. With the onsetof the digital age, many traditional jobs have been replaced by technology. This has led to a scarcity of certain kinds of jobs, making them even more sought after. As a result, candidates for these positions must possess not only knowledge but also certain soft skills, such as teamwork, problem-solving, and communication.Even in the field of sports, competition is intense. Athletes from all over the world compete at the highest level, pushing themselves to their limits. The desire to win and recognition often drives them to train harder and longer than ever before.Questions:While the pressure to succeed in education and employment is increasing, many argue that the advancements in technology have also created opportunities for personal and career growth. Pick the most appropriate word or phrase for each of the following blanks:1.The pressure to succeed in these areas has_______________never been greater.A) barelyB) certainlyC) perhapsD) rarely2.These advancements have_______________to a greater demand for skilled workers.A) ledB) resultedC) contributedD) impacted3.Toddlers are sent to special schools to_______________their language and cognitive skills.A) cultivateB) enhanceC) inhibitD) damage4.In primary school, children are enrolled in extra-curricular activities to_______________their extracurricular abilities.A) exploitB) refineC) diminishD) thwart5.And in high school, students are expected to_______________in their academic studies.A) relayB) augmentC) thriveD) wane6.This has led to a scarcity of certain kinds of jobs,which_______________them even more sought after.A) rendersB) signifiesC) ensuresD) manifests7.Candidates for these positions must possess not only knowledge but also certain_______________skills.A) fundamentalB) creativeC) tenderD) diverse8.Even in the field of sports, competition is _______________.A) uniformB) incrementalC) intenseD) adverse9.Athletes from all over the world compete at the highestlevel,_______________themselves to their limits.A) pushingB) pullingC) draggingD) resisting10.The desire to win and recognition often_______________them to trainharder and longer.A) inducementsB) motivesC) obstaclesD) pressuresAnswers:1.A) barely2.A) led3.A) cultivate4.B) enhance5.C) thrive6.A) renders7.A) fundamental8.C) intense9.A) pushing10.D) pressures二、传统阅读理解(本部分有4大题,每大题10分,共40分)First QuestionPassage:In recent years, the concept of resilience has gained significant traction across various sectors, including education, business, and mental health.Resilience, often defined as the capacity to recover quickly from difficulties, is now seen as a critical skill that can be developed and nurtured over time. The ability to bounce back after setbacks or failures is not just a personal asset but also a professional one, particularly in today’s rapidly changing world.Educators have begun to incorporate resilience-building activities into their curricula, recognizing that academic success is not solely dependent on intelligence or hard work. Instead, it is increasingly acknowledged that emotional intelligence, adaptability, and the willingness to take risks play crucial roles in achieving long-term goals. For instance, students who are taught to view failure as a learning opportunity rather than a personal shortcoming are more likely to persist through challenges and ultimately succeed.In the business world, resilience is equally important. Companies that can adapt to market changes and overcome obstacles tend to outperform those that cannot. Leaders who demonstrate resilience inspire confidence in their teams and foster a culture of perseverance and innovation. Moreover, resilient organizations are better equipped to manage crises, such as economic downturns or unexpected disruptions, by leveraging their agility and flexibility.Mental health professionals also emphasize the importance of resilience. They argue that building resilience can help individuals cope with stress, anxiety, and depression. Techniques such as mindfulness, positive thinking, andsocial support are effective tools in developing this trait. By cultivating these practices, individuals can improve their mental well-being and lead more fulfilling lives.Despite the growing recognition of resilience, there are still challenges in its implementation. For example, some critics argue that the emphasis on resilience may overlook systemic issues that contribute to adversity. Others point out that not everyone has equal access to resources that promote resilience, such as quality education or supportive communities. Therefore, while resilience is a valuable trait, it is essential to address broader societal factors that affect individuals’ ability to thrive.Questions:1、According to the passage, what is the primary definition of resilience?•A) The ability to avoid difficulties.•B) The capacity to recover quickly from difficulties.•C) The willingness to take risks.•D) The skill to adapt to market changes.•Answer: B2、How do educators incorporate resilience into their teaching?•A) By focusing solely on intelligence and hard work.•B) By discouraging students from taking risks.•C) By teaching students to view failure as a learning opportunity.•D) By emphasizing the importance of avoiding challenges.•Answer: C3、What advantage do resilient companies have in the business world?•A) They are less likely to face market changes.•B) They tend to outperform less adaptable companies.•C) They avoid taking any risks.•D) They rely solely on traditional methods.•Answer: B4、Which of the following is NOT mentioned as a technique for building resilience in mental health?•A) Mindfulness.•B) Positive thinking.•C) Social support.•D) Physical exercise.•Answer: D5、What challenge is mentioned regarding the implementation of resilience?•A) The concept of resilience is too new to be understood.•B) There is a lack of interest in developing resilience.•C) Some people may not have equal access to resources that promote resilience.•D) Resilience is only beneficial for personal, not professional, development.•Answer: CSecond QuestionPassage:The traditional view of the relationship between women and technology has been one of conflict and resistance. Historically, women have been underrepresented in the fields of science, technology, engineering, and mathematics (STEM). This underrepresentation can be attributed to various factors, including societal biases, stereotypes, and discrimination. However, recent studies and initiatives have highlighted the significant contributions women have made to technological advancements, challenging the notion that women are naturally less capable or interested in technology.In the late 19th century, Ada Lovelace, an English mathematician, is often cited as the first computer programmer for her insights into Charles Babbage’s early mechanical general-purpose computer, the Analytical Engine. Lovelace not only programmed the machine but also foresaw its potential for future applications, including what could be considered modern computing. Her detailed notes on the Analytical Engine are considered the first algorithm written for a machine.During the 20th century, women like Grace Hopper continued to make groundbreaking contributions. As a naval reserve officer in the U.S. Navy, Hopper developed the first compiler to translate code written in English into machine language, which helped to simplify programming. She also coined the term “debugging,” coined from the removal of a moth that was jamming an earlycomputer. Her contributions were significant, paving the way for modern programming languages.In more recent times, women like propName (a pseudonym to protect her privacy) have been challenging gender biases and stereotypes within tech companies. PropName, a software engineer, has shared her experiences and insights on how to create more inclusive workplace cultures. Through interviews, articles, and public speaking engagements, PropName has advocated for equal opportunities and supported initiatives that aim to increase female representation in tech.Despite these advances, challenges remain. Intersectional factors such as race, socioeconomic status, and personal identity continue to influence the experiences of women in technology. For instance, women of color often face additional barriers due to systemic inequalities and lack of role models. Nonetheless, the narrative is shifting as more women come forward with their stories and the tech industry begins to recognize the importance of diversity and inclusion.1、Who is Ada Lovelace considered to be in the history of computing?1、Ada Lovelace is considered the first computer programmer.2、What is Grace Hopper known for contributing to the tech industry?2、Grace Hopper is known for developing the first compiler and coining the term “debugging.”3、What is the pseudonym of the software engineer who advocated for equal opportunities and supported diversity initiatives?3、The pseudonym of the software engineer is propName.4、What additional barriers do women of color face in the tech industry, according to the passage?4、Women of color face additional barriers due to systemic inequalities anda lack of role models.5、What is the significance of the changing narrative in the tech industry according to the passage?5、The significance of the changing narrative is that the tech industry is recognizing the importance of diversity and inclusion.第三题For this part, you will read a passage. After reading the passage, you must complete the table below with the information given in the passage. Some of the information may be given in the passage; other information you will have to write in your own words.P了个G is an entertainment company based in Los Angeles. It specializes in pop musiccontracts and record producing. The company was founded in 1964 by Terry Melcher, who wanted to create a recording contract that would give artists the opportunity to keep more of their earnings and retain better control over their music. Over the years, P了个G has become one of the most successful entertainment companies, working with some of the biggest pop stars in the world.The company’s business model is centered on its contracts. These contrac ts are designed to help artists achieve financial success while giving them asignificant share of the profits from their music. The contracts also provide artistic freedom for the artists, allowing them to have creative control over their work.1、What is the main focus of P了个G’s company?A. Book publishingB. Film productionC. Pop music contracts and record producingD. Fashion design2、Who founded P了个G?A. Barry MelcerB. Terry MelcherC. Bob MelcerD. Jim Melcer3、What is one of the key benefits of the contracts offered by P了个G?A. Higher salaryB. Creative controlC. Exclusive merchandise sales rightsD. More opportunities for international exposure4、Why was P了个G founded?A. To give artists the opportunity to keep more of their earnings and retain better control over their musicB. To specialize in book publishingC. To produce filmsD. To design clothing5、How has P了个G become successful?A. By working with independent book publishersB. By producing high-quality filmsC. By specializing in pop music contracts and record producingD. By designing trendy fashionAnswers:1、C2、B3、B4、A5、C第四题Read the following passage and answer the questions that follow.In recent years, the rise of social media has had a significant impact on the way we communicate and share information. Platforms like Facebook, Twitter, and Instagram have become integral parts of our daily lives, allowing us to connect with friends and family across the globe, share our thoughts and experiences, and even influence public opinion. However, this shift in communication has also raised concerns about the impact on traditional reading habits.The decline in reading traditional books and newspapers has been a topic of discussion among educators and researchers. Many argue that the ease of accessing information online has led to a decrease in deep reading and critical thinking skills. While online content is often concise and easy to digest, it lacks the depth and complexity that printed materials provide. This has raised questions about the future of literacy and the importance of reading for personal and intellectual development.One study conducted by researchers at the University of California, Irvine, found that students who spent more time on social media were less likely to engage in deep reading activities. The researchers noted that the constant stream of information and the need to keep up with the latest posts created a sense of urgency and distraction that hindered their ability to focus on longer, more complex texts. Moreover, the study suggested that the superficial nature of much online content contributed to a decline in overall literacy skills.Despite these concerns, some argue that social media can also be a valuable tool for promoting reading. Platforms like Goodreads and Book Riot have gained popularity, allowing book lovers to share recommendations, discuss favorite titles, and even organize virtual book clubs. These communities have the potential to inspire individuals to pick up a book and delve into a new story or topic.1、What is the main topic of the passage?A) The benefits of social mediaB) The decline of traditional reading habitsC) The impact of social media on educationD) The rise of online communities2、According to the passage, what has been a concern regarding the rise of social media?A) The increase in online communitiesB) The decline in reading traditional books and newspapersC) The decrease in critical thinking skillsD) The rise in book sales3、What study mentioned in the passage found about students using social media?A) They spent more time on deep reading activities.B) They were more likely to engage in critical thinking.C) They were less likely to engage in deep reading activities.D) They preferred online content over printed materials.4、How does the passage suggest social media can be a valuable tool for promoting reading?A) By providing concise and easy-to-digest information.B) By encouraging superficial reading habits.C) By allowing book lovers to share recommendations and discuss titles.D) By creating a sense of urgency and distraction.5、What is the overall tone of the passage regarding the impact of socialmedia on reading?A) NegativeB) PositiveC) NeutralD) AmbiguousAnswers:1、B) The decline of traditional reading habits2、B) The decline in reading traditional books and newspapers3、C) They were less likely to engage in deep reading activities.4、C) By allowing book lovers to share recommendations and discuss titles.5、D) Ambiguous三、阅读理解新题型(10分)PassageArtificial Intelligence: A Path to Future Innovation and ChallengesArtificial intelligence (AI) has been a key buzzword in recent years. With the rapid advancement in machine learning algorithms and the increasing availability of big data, AI is transforming nearly every industry and field. AI systems can now perform tasks that were once thought to require human intelligence, such as natural language processing, image recognition, and decision-making. These capabilities are largely due to the development of deep learning neural networks, which enable AI to learn from vast datasets and improveover time.However, as AI continues to grow, it also raises significant ethical and societal concerns. For example, AI could be used to discriminate against certain groups, leading to unfair hiring practices or biased decision-making. Privacy concerns are another major issue, as AI may collect and analyze large amounts of personal data without proper oversight. As AI becomes more integrated into our daily lives, it is crucial for society to address these challenges through a combination of technological advances and policy measures.In this changing landscape, the role of researchers and policymakers is more important than ever. Academics and experts need to continue developing AI technologies that are robust and fair, while policymakers must ensure that AI is used ethically and for the betterment of society.Questions1.What is the primary reason AI is transforming nearly every industry and field?A. The rapid advancement in machine learning algorithms.B. The decreasing cost of big data storage.C. The development of new types of computer processors.D. The improvement in user interface and interaction design.Answer: A. The rapid advancement in machine learning algorithms.2.Which of the following is NOT mentioned as a concern related to the use of AI?A. Discrimination against certain groups.B. Privacy concerns.C. Job displacement.D. Unfair hiring practices.Answer: C. Job displacement. (Not explicitly mentioned in the passage.)3.What capability has AI demonstrated in recent years?A. Predicting stock market trends.B. Performing tasks requiring human intelligence, such as natural language processing.C. Designing new molecular compounds.D. Creating complex artworks.Answer: B. Performing tasks requiring human intelligence, such as natural language processing.4.What is the role of policymakers in addressing the challenges posed by the integration of AI into society?A. To ensure ethical use of AI.B. To develop AI technologies.C. To collect and analyze personal data.D. To promote the use of AI in industries.Answer: A. To ensure ethical use of AI.5.What is the significance of the role of researchers and experts in this changing landscape?A. To address technological challenges.B. To develop robust and fair AI technologies.C. To control the distribution of AI tools.D. To manage AI-related privacy concerns.Answer: B. To develop robust and fair AI technologies.This passage and the associated questions are designed to test the examinee’s comprehension and analytical skills regarding the topic of artificial intelligence, including its benefits, challenges, and the roles of various stakeholders.四、翻译(本大题有5小题,每小题2分,共10分)第一题中文:Translate the following passage into English.随着互联网的普及,人们获取信息的渠道日益多样化。

Real-time software implementation of NTSC Analog TV on Sandblaster R ○ SDR platform

Real-time software implementation of NTSC Analog TV on Sandblaster R ○ SDR platform

Real-time software implementation of NTSC Analog TV on Sandblaster R SDR platform Vladimir Kotlyar,Daniel Iancu,John Glossner,Hua Ye,Andrei IancuSandbridge Technologies,Inc.{vkotlyar,diancu,jglossner,huaye,aiancu}@Abstract—This paper describes the real-time soft-ware implementation of NTSC Analog TV on the Sand-blaster SDR platform.The platform supports real-time execution of a number of communication proto-cols and multimedia applications,including:802.11b, WCDMA,GSM,GPS,MPEG4,H.264and others. Our implementation of analog TV runs in real-time on Sandblaster evaluation board and produces high-quality visual output.In this paper we describe the Sandblaster SDR platform and discuss how its archi-tectural features have guided our design decisions.Index Terms—Video signal processing,parallel pro-cessing,real time systemsI.I NTRODUCTIONIt is desirable to provide analog TV viewing on a mobile platform that supports other wireless commu-nication protocols.Since each communication proto-col requires a separate chip set,PC board space and overall cost are the limiting factors.Sandbridge Tech-nologies has developed a multi-core multi-threaded Digital Signal Processing(DSP)platform called the Sandblaster DSP that is capable of executing most of the existing communication and media pro-tocols completely in software,including802.11b, WCDMA,GSM,GPS,MPEG4,and H.264[1],[2], [3].The Sandblaster processor maintains low power consumption while providing high computational throughput by dividing work among four DSP cores each running eight simultaneous hardware threads. In this paper we describe a parallel real-time imple-mentation of NTSC Analog TV on the Sandblaster platform.We focus on the task of extracting video information from the baseband signal once the ini-tial vertical and horizontal synchronization has been achieved.This video decoding task is the most com-putationally intensive and has to be performed in real-time.A companion paper[4]describes the details of the signal processing algorithms including synchro-nization.Fig.1.Sandblaster R processorWefirst describe the Sandblaster hardware and software.Then we describe video encoding used in NTSC analog TV.Finally,we present and analyze the sequential algorithm and describe its parallel real-time implementation.II.S ANDBLASTER R PLATFORMA.Four coresThe Sandblaster processor(Figure1)consists of four DSP cores connected by a unidirectional ring. The cores run at600MHz.The chip is fabri-cated in90nm technology and is fully functional. Each core has a branch unit,a scalar Arithmetic Logic Unit(ALU),a Single Instruction Multiple Data (SIMD)vector unit and load/store unit.These exe-cution resources are time multiplexed equally among 8threads.Each thread has its own set of scalar and SIMD vector registers.B.Instruction set architectureA thread executes64-bit compound instructions.A compound instruction can contain up to3concur-rently executed compound operations.For example a load can be issued in parallel with an arithmetic op-eration and a branch.The following instruction com-putes the inner product of a vector with itself: Label:vmulred%ac3,%vr7,%vr7,%ac3|| lvu%vr7,%r8,8||loop0,%lc0,LabelThe vmulred operation multiplies each of four 16-bit elements contained in the vector register%vr7 with itself and accumulates the products into an ac-cumulator register%ac3.At the same time,the lvu operation increments the scalar register%r8by8and loads the next4values from the resulting address. The loop operation decrements the loop count regis-ter%lc0and repeats the instruction if the register is non-zero.Each Sandblaster core is capable of completing an instruction from a thread on every600MHz cycle pro-vided there are no stalls due to memory access.In particular,each core is capable of completing a4-way multiply-accumulate(MAC)instruction at every 600MHz cycle.Across four cores this adds up to 4*600*4=9600million MACs per second.Since core execution resources(ALU,branch,etc.) are shared equally among the8threads we can view a core as an8-way multi-processor with each processor running at600MHz/8=75MHz.We denote this per-formance as a“thread cycle”.In the rest of the paper we report memory latencies and algorithm complexity using75MHz thread cycles.C.Memory structureEach core has a32kB instruction cache.Data memory is not cached and is divided between a64kB Level1(L1)and256kB Level2(L2)memory.A load from L2memory incurs a pipeline stall.Stores into L2are issued through a FIFO and do not block unless the FIFO is full.In practice up to four threads can simultaneously store into L2without blocking. L1memory is divided into8banks of8kB each.A particular implementation detail is that there is no penalty if the parity(odd/even)of the thread is the same as the parity of the bank.There is a single cycle penalty both for loads and for stores if the parities of the thread and the bank do not match.The instruction in the inner product example will complete within a single thread cycle,if it is executed on an even thread and%r8points into an even bank. The compiler tries to ensure memory affinities and the processor tools can automatically generate linker scripts that optimize memory access.D.Global address spaceAll memory regions are mapped onto a global ad-dress space.The highest order4bits of an address de-note the node on the ring.Nodes1-4refer to the DSP cores.Node0refers to the I/O node and is shown in Figure1.The I/O node is connected via an Arm High-Performance Bus(AHB)to an ARM926EJ-S processor,external memory,and peripheral devices (e.g.,USB,LCD,etc.).The devices are all memory-mapped.As an example,the address range0x40000000 through0x4FFFFFFF is mapped to core4.Thefirst 64kB is L1memory,the next256kB is L2.Any core can directly access any memory,except another cores L1memories.E.Costs of load/storeIn the worst case,a load from L2memory may re-quire two trips through the ring.First the request trav-els to the target core.Then the loaded data is send to the requester.The latency of this operation is at least 8thread cycles.A store to remote L2memory incurs much less penalty.The request is inserted into a FIFO at the core/ring interface.It can be processed concurrently with thread execution.F.Memory DMAEach core has two Memory Direct Memory Access (MDMA)engines.They copy data between comple-mentary regions.For example,one channel can copy from L2to L1while the other can copy from L1to L2.DMA is the most efficient way of copying data between L1and L2,since each engine is capable of maximizing L2bandwidth.Four threads would have to simultaneously load from L1and store to L2in or-der to achieve the same effect.G.High-speed serial interfaceA high-speed serial interface is provided for copy-ing signal samples to/from the DSP.Incoming sam-ples(e.g.from an Analog to Digital(A/D)converter)are copied into L2memory on Core1.Outgoing sam-ples(e.g.to the Digital to Analog(D/A)converter) are copied from L2memory on Core2.Each core provides memory mapped registers to specify the region in L2to be used as a circular in-put/output buffer.III.I MPLICATIONSThe following guidelines are useful for developing parallel software for the Sandblaster platform:1)Data should be kept in L1memory as much aspossible to avoid memory miss penalties.2)Cooperating tasks should be put on threads withthe same parity(odd/even)so their data can beallocated to L1banks with the same parity. 3)Large amounts of data should be pushed toother cores either via stores or,preferably,viaMDMA.4)MDMA should be used as much as possible totransfer bulk data between memory regions. 5)SIMD vector operations should be used asmuch as possible,since they provide4-wayspeedup for typical signal processing array op-erations.IV.P ROGRAMMING ENVIRONMENTA.Supercomputer-class vectorizing compilerThe Sandblaster compiler removes the need for as-sembly language programming.The compiler auto-matically vectorizes most of the loops that occur in signal processing and media applications.It performs semantic analysis of input programs and automati-cally recognizes saturating arithmetic in ANSI C[5]. It also performs traditional optimizations such as soft-ware pipelining,loop unrolling,and memory disam-biguation.As an example,the single-instruction loop for an inner product(from Section II.B)is generated auto-matically from the following straight-forward C code: int i,s;for(i=0,s=0;i<N;i++){s+=A[k]*A[k];}Our analog TV receiver is written purely in ANSI C, without assembly language.B.Fast simulatorThe Sandblaster simulator is capable of executing over100million instructions per second on a3GHz x86computer.This is achieved by on-the-fly dynam-ically translating Sandblaster instructions directly to x86instructions during simulation.The speed of sim-ulation allows for efficient white box software devel-opment and often provides real-time performance of algorithms.C.RTOSThe Sandblaster real-time operating system (RTOS)implements the POSIX pthreads standard.It provides a well known API for thread management and synchronization.The RTOS also contains a library with APIs for memory DMAs and peripheral interfaces.The RTOS is capable of multiplexing an arbitrary number of software threads onto hardware threads. Software threads can be designated as pinned or non-pinned.Pinned threads are removed from the general thread scheduler and,by convention,their stacks are allocated to L1memory.Non-pinned threads can be re-scheduled any time the operating system chooses and can be allocated based on the scheduling policy implemented in pthreads.Allocation of L1memory to stacks of pinned threads provides a simple convention to help design efficient code:frequently accessed data should be kept on the stack.V.A NALOG TV BASEBAND SIGNALA.Frame and line structureNTSC systems display30frames per second with 525lines within each frame[6],[7].The lines are interlaced.Thefirst262lines are placed at odd posi-tions(starting with1),the next263lines are placed at even positions(see Figure2).Thefirst20lines are called the blanking interval with lines4,5and6providing the pattern used in ver-tical synchronization.The lines following the blank-ing interval consist of the sync tip,followed by color burst and actual video data(see Figure2).The sync tip is used in horizontal synchronization.A compan-ion paper[4]describes in detail how horizontal and vertical synchronization is achieved.This paper fo-cuses on the task of decoding video signal.B.NTSC basebandVideo is encoded for transmission as follows:1)The primary color components R,G,and B aretransformed into luminance/chrominance com-ponents Y,I,and Q.The transform is linear:[Y I Q]T=M×[R G B]Fig.2.NTSC frame and linewhere M is the3×3colorspace conversion ma-trix.2)The luminance component Y is transmitted di-rectly(in baseband).3)The two chrominance components I and Qcarry color information.They are QAM modu-lated at the color sub-carrier frequency of3.58MHz.The video portion of baseband signal carries Y+ QAM(I,Q).The bandwidth of this signal is 4.2MHz.For broadcast,sound is added.It is fre-quency modulated around4.5MHz.The overall base-band encoding is:1.[Y I Q]ˆT=M×[R G B]ˆT2.V ideo=Y+QAM(I,Q)3.Baseband=V ideo+F M(Sound)(commodity)LCDRefresh fromext. memorydevelopmentboardRFA/D SB301010−bit samples14.32M/secFront−end(custom)Fig.3.Analog TV receiverVI.R ECEIVEROur receiver hardware is shown in Figure 3.A custom-made RF front-end is capable of tuning to a particular TV channel.The output is a baseband sig-nal that is sampled at14.32MHz(four times the color sub-carrier frequency).Samples are10-bits wide.A commodity A/D converted is used.Samples are fed into Sandblaster3010develop-ment board.At each rising edge of the A/D clock a sample is stored within L2memory of Core1.Each sample occupies2bytes of memory.10-bit samples are embedded into the highest bits of each stored16-bit value.VII.S EQUENTIAL ALGORITHMThe overall sequential algorithm for decoding video signals from the baseband is:1.[gain,level]=normalize(input)2.input=input∗gain+level3.video=LPF1(input)4.Y=LPF2(video)5.Sin=gen sin(color burst(input))6.I=LPF3((video−Y).∗Sin)7.Q=LPF3((video−Y).∗Sin(2:))8.[R G B]ˆT=clip(M−1∗[Y I Q]ˆT)9.pixels=B<<10|G<<5|RThe normalize()function(step1)computes the average of sync tip samples and computes the gain and level that normalize the top of the sync tip to be at 0and the bottom of sync tip to be at-200.This value is consistent with the subsequentfixed-point compu-tations.Step2performs the normalization.The low-passfilter in step3separates the video signal from sound.The result is Y+QAM(I,Q).Step4separates the Y(luminance)compo-nent using another low-passfilter.Observe that QAM(I,Q)=video−Y,at this point.The LPF1 and LPF2filters are implemented as32-tap FIRfil-ters.Color-burst is a fragment of the2.5µsec sine wave to be used in demodulating the chrominance compo-nents I and Q.For a sampling rate of2.5µsec,about 35samples are received.We generate a sine wave for the length of the video signal and in the same phase as the color burst.The companion paper discusses how the phase is calculated[4].Since our sampling fre-quency is4times the color sub-carrier frequency,the sine wave has4samples for each period.The cosine wave is the sine wave offset by one sample.Steps6and7demodulate the chrominance compo-nents using the computed sine wave.The LPF3filter is a16-tap FIRfilter.Step8performs the inverse color-space transform to obtain the primary color components.Colors are clipped to the range0to31.Step9computes the bitmap that is displayable on our LCD.It packs the colors into lower15bits of a16 bit pixel.VIII.P ERFORMANCE ANALYSISWe compiled an ANSI C implementation of the sequential decoding algorithm using the Sandblaster compiler and profiled it on the simulator.Video de-coding takes25516thread cycles per line.The data used in the implementation amounts to just under 20kB.Thus we may allocate L1memory and there will be no penalty for memory access misses.Note that to write data into an external LCD frame buffer may take additional cycles that must be ac-counted for.We have measured that in the presence of LCD refresh,the DSP cores can store at about 40MB/sec.This is not the feature of the processor design,but rather of the specific development board. If we display lines at quarter-VGA(320×240)reso-lution,then each line consists320pixels or640bytes. It takes1200thread cycles to copy one line.Step1in the algorithm takes negligible time.All other steps take time proportional to the number of samples decoded.Fortunately,steps2through9are embarrassingly parallel and we can parallelize the al-gorithm with little synchronization overhead.In order to determine the number of threads re-quired,observe that video lines arrive at the rate of 525×30per second.The duration of each line is 1/(525×30)seconds or75×106/(525×30)= 4761.9cycles.While it is acceptable to buffer a few lines for processing,our implementation should be able to decode and display a line every4761.9cycles. If we split video decoding among T threads,then the time to decode a line is(computation+memory copy):25516/T+1200≤4761.9(1) This gives us the lower bound on the number of threads required:T≥7.16(2)Since T must be an integer,the lower bound on the number of threads is8.Decoding every line for a quarter VGA display is overkill.We only have to de-code every other line.This gives as the following, relaxed,bound on T:25516/T+1200≤2×4761.9(3)T≥3.06(4)This indicates that we should be able tofit our de-coder into4threads,even accounting for paralleliza-tion overhead.We summarize all the calculations in the following table:Speed of each thread75MHzCost of the sequentialalgorithm25516cyclesTime to copy a QVGAline to the frame buffer1200cyclesDeadline4761.9cycles perlineLower bound on thenumber of threads forQVGA resolutionT≥3.06IX.PARALLEL IMPLEMENTATIONThe parallel implementation is outlined below: DriverThread{Perform line/frame synchronization Forever{copy the next line from A2D bufferperform DLL trackingadjust read positionenqueue the line to video team }}VideoTeamThread(int thread index){ if(thread index==0){dequeue next line;}barrier();run parallel decodingbarrier();}The work is partitioned between one driver thread and T video threads.The driver thread copies datafrom the A/D buffer(in L2)into fast L1memory.The Sandblaster RTOS includes an API that abstracts a circular buffer as an infinite stream with a movable read position.The read position can be advanced or retarded.This is useful in implementing DLL track-ing.In this case DLL tracking involvesfinding the start of the sync-tip and adjusting the read position of the A/D stream.This is necessary to adjust for fre-quency offset between the A/D converter and the sig-nal source.This DLL tracking requires little compu-tation.Afterwards the driver thread queues up the line for processing by video threads.The queue,in fact,implements double buffer-ing between the driver and the video threads.The queue is implemented using a common circular buffer algorithm.The circular buffer has three slots. This data structure helps implement concurrent pro-ducer/consumer computations.If there is only one producer and only one consumer,then no additional synchronization mechanism is required to maintain the queue in consistent state.After the initial barrier,each thread runs the steps of the sequential algorithm applied to a quarter of the data.Additional barriers are necessary due to over-laps required by thefilters.We use light-weight spin barriers[8].They have very low overhead.In our implementation all processing is done on core1.Thread0is the driver thread.Threads1, 3,5,and7are video threads.Since video threads share data,we spread the intermediate arrays across odd banks.Our current implementation is scaled to full VGA by simply adding another group of4threads.Each group would have an input queue associated with it and the driver thread would round-robin lines be-tween the queues.IX.C ONCLUSIONSWe have presented the implementation of NTSC analog TV on the Sandblaster SDR platform.The implementation runs in real-time and requires only4 threads to perform video decoding for QVGA resolu-tion.Together with the driver thread this amounts to about15.6%of the available computational power of the four-core processor.The other TV protocols:PAL and SECAM differ only in minor details from NTSC and can reuse the same RF front-end.Our work demonstrates that a multi-protocol TV receiver can be added to a conver-gence device at little cost.R EFERENCES[1]Sandbridge Technologies Inc.,TheSandblaster R Convergence Platform, /documents/sandbridge white paper2005.pdf.[2]J.Glossner,D.Iancu,J.Lu,E.Hokenek,and M.Moudg-ill,“A software defined communications baseband design,”IEEE Communications Magazine,vol.41,no.1,pp.120–128,January2003.[3]J.Glossner,T.Raja,E.Hokenek,and M.Moudgill,“A mul-tithreaded processor architecture for SDR,”Proceedings of the Korean Institute of Communication Sciences,vol.19,no.11,pp.70–84,November2002.[4]H.Ye,D.Iancu,J.Glossner,V.Kotlyar,and A.Iancu,“Sig-nal processing algorithms for DSP implementation of analog tv reeivers,”in Proceedings of the31st International Confer-ence on Acoustics,Speech,and Signal Processing(ICASSP), to apprear in2006.[5]Vladimir Kotlyar and Mayan Moudgill,“Detecting over-flow detection,”in CODES+ISSS’04:Proceedings of the2nd IEEE/ACM/IFIP international conference on Hard-ware/software codesign and system synthesis,New York, NY,USA,2004,pp.36–41,ACM Press.[6]NTSC TV Tutotial,.[7]ITU,Recommendation RBT.470-4.Television systems.[8]John M.Mellor-Crummey and Michael L.Scott,“Algo-rithms for scalable synchronization on shared-memory mul-tiprocessors,”ACM put.Syst.,vol.9,no.1,pp.21–65,1991.。

实践是检验真理的唯一标准英文

实践是检验真理的唯一标准英文

实践是检验真理的唯一标准英文The practice is the sole criterion for testing truth。

The famous Chinese philosopher Mao Zedong once said, "Practice is the sole criterion for testing truth." This statement holds a profound truth that has been echoed throughout history and across various disciplines. In essence, it emphasizes the importance of practical experience in determining the validity and effectiveness of any idea, theory, or belief. In this document, we will delve into the significance of practice as the ultimate standard for verifying truth.First and foremost, the concept of "practice" encompasses a wide range of activities, including but not limited to, experimentation, application, and real-world implementation. It is through these practical endeavors that the true nature of things is revealed. For instance, in the field of science, theories are put to the test through experiments and observations, and only those that withstand rigorous testing are considered valid. Similarly, in everyday life, we often rely on trial and error to determine the best course of action in various situations. This experiential learning process allows us to gain valuable insights and refine our understanding of the world around us.Furthermore, practice serves as a reality check that prevents us from being swayedby mere speculation or conjecture. It provides tangible evidence that either confirms or refutes our assumptions, thereby guiding us towards more informed decisions. Take, for example, the realm of business. A business strategy may seem flawless on paper, but its true efficacy can only be gauged through its implementation in the marketplace. The actual results achieved in practice serve as a litmus test for the viability of the strategy, separating mere theoretical conjecture from practical reality.Moreover, the notion of practice as the sole criterion for testing truth underscores the dynamic and evolving nature of knowledge. It acknowledges that our understanding of truth is not static, but rather subject to refinement and revision based on new experiences and insights. As such, the process of testing truth through practice is an ongoing and iterative one, characterized by continuous learning and adaptation. This iterativeapproach allows us to discard outdated or ineffective ideas and embrace new perspectives that better align with the realities we encounter.In conclusion, the maxim "practice is the sole criterion for testing truth" encapsulates the fundamental principle that practical experience is indispensable in discerning the validity and applicability of any belief or proposition. It emphasizes the need to ground our understanding of truth in the crucible of real-world experience, rather than relying solely on abstract reasoning or speculation. By embracing this principle, we can cultivate a more robust and reliable foundation of knowledge that is firmly rooted in the realities we encounter.。

深度落地实践 英文

深度落地实践 英文

深度落地实践英文"Deeply implement and practice" or "Fully dive into practice" are common expressions in English that convey the idea of thorough and comprehensive application or execution of something in practical settings.When it comes to translating the phrase "深度落地实践" into English, a possible translation could be "in-depth implementation and practice." This translation emphasizes the idea of going beyond surface-level execution and delving deeply into the practical application of a concept, strategy, or initiative.Another option could be "comprehensive and immersive practice," which highlights the comprehensive nature of the practical implementation and the immersive experience involved. This translation suggests a thorough and immersive approach to applying knowledge or ideas in real-world scenarios.Alternatively, you could use "thorough and pragmatic implementation," which emphasizes the practical and pragmatic aspects of the phrase. This translation implies a focus on tangible results and the effective application of concepts or strategies in a practical context.The choice of translation depends on the specific context and the intended meaning of the phrase. The key is to convey the idea of a deep, comprehensive, and practical approach to implementing and applying something in a real-world setting.It's important to note that the exact translation may vary depending on the context and the style of the text. These suggestions provide a starting point, but you can adjust the phrasing based on the specific requirements of your translation.。

八年级上册英语2023资源与评价

八年级上册英语2023资源与评价

八年级上册英语2023资源与评价Eight Grade English Textbook Resource and EvaluationIn recent years, there has been growing recognition of the importance of resources and evaluation in English language education. This is particularly true for the eighth-grade level, where students are building on the foundation laid in earlier years and preparing for more advanced language learning. In this article, we will explore the resources and evaluation strategies for the eighth-grade English curriculum in 2023.1. Resource Selection and DiversityWhen selecting resources for the eighth-grade English curriculum, it is crucial to consider both diversity and relevance. A well-rounded collection of resources should include a variety of text types, such as fiction, non-fiction, poetry, and articles, to expose students to different genres and writing styles. Additionally, incorporating materials from diverse cultural backgrounds can enhance students' understanding of the global community.Furthermore, multimedia resources, such as videos, audios, and interactive online platforms, can provide a dynamic learning experience. These resources not only cater to different learning styles but also offer opportunities for students to practice listening and speaking skills in an engaging way. To ensure proper integration of multimedia resources, teachers should provide guidance and facilitate discussions that connect the content to the curriculum objectives.2. Authentic Materials and Real-world ContextIn the eighth-grade English curriculum, the use of authentic materials is essential to expose students to real-world language usage. Authentic materials include newspapers, magazines, advertisements, and even social media posts. By engaging with these materials, students can develop their comprehension and critical thinking skills while connecting language learning to real-life situations.Moreover, real-world context should be integrated into various language tasks and activities. For example, students can participate in role-plays and simulations designed to simulate authentic communication scenarios. By applying language skills in practical contexts, students can better understand the relevance and applicability of the English language in their lives.3. Assessment and Evaluation StrategiesTo evaluate students' language proficiency effectively, a variety of assessment strategies should be employed. Traditional written exams, while valuable, should be complemented by more interactive and communicative approaches. This can include oral presentations, group discussions, and project-based assessments that require students to apply their language skills in different contexts.Formative assessment, as an integral component of the evaluation process, allows teachers to monitor students' progress throughout the curriculum. It provides valuable feedback to students and helps identify areas for improvement. Frequent formative assessments, such as quizzes, small assignments, and class discussions, enable teachers to make timely adjustments to their instructional strategies and address individual learning needs.Additionally, self-assessment and peer-assessment empower students to take ownership of their learning process. By reflecting on their own work and providing constructive feedback to their peers, students can develop metacognitive skills and enhance their understanding of language learning goals. Rubrics and checklists can be utilized to offer clear criteria for evaluation, ensuring fairness and consistency in the assessment process.4. Professional Development and SupportTo enhance the implementation of the eighth-grade English curriculum, it is crucial to provide teachers with ongoing professional development and support. Workshops, seminars, and collaborative platforms can offer opportunities for teachers to deepen their knowledge of language teaching methodologies, explore new resources, and share best practices. Additionally, mentorship programs and peer observations can promote a culture of continuous improvement within the teaching community.Furthermore, the availability of digital resources and online platforms can facilitate communication and resource-sharing among teachers. An online repository of lesson plans, teaching materials, and assessment tools can serve as a valuable resource hub, fostering collaboration and creativity among educators.In conclusion, the eighth-grade English curriculum in 2023 should be designed to cater to the diverse needs and interests of students. By incorporating a range of resources, integrating real-world context, implementing effective evaluation strategies, and nurturing teacher professional development, we can create a dynamic and engaging learningenvironment for eighth-grade students to thrive in their English language journey.。

八年级下册大数据卷子第三单元作文

八年级下册大数据卷子第三单元作文

八年级下册大数据卷子第三单元作文示例回答如下1:In the third unit of the eighth grade Big Data workbook, students are required to write an essay on the topic of "The Impact of Technology on Society". This topic explores how advancements in technology have influenced various aspects of our lives, such as communication, education, and work.在八年级下册大数据卷子的第三单元中,学生们需要就“技术对社会的影响”这一主题撰写一篇作文。

这个主题探讨了技术的进步如何影响我们生活的各个方面,如沟通、教育和工作。

示例回答如下2:Sure, I can help with that. Let's start with the English response.English Response:The topic of your article, "八年级下册大数据卷子第三单元作文," seems to be related to the third unit composition in the big data volume of the eighth-grade textbook.To provide a comprehensive answer, it's essential to consider several aspects. First, you should delve into the specific themes or prompts provided in the third unit of the big data volume. This might involve discussing topics such as the importance of big data, its applications in various fields, ethical considerations, or the impact of big data on society.Next, you could explore the structure and requirements of the composition. Are there specific guidelines for formatting, length, or content? Understanding these parameters will help you tailor your writing effectively.Additionally, you may want to research and incorporate relevant examples or case studies to support your points. This could involve citing real-world examples of big data usage, success stories, or potential challenges and controversies surrounding its implementation.Lastly, consider the target audience for your article. Are you writing for fellow students, teachers, or a broader audience? Adapting your language and tone to suit youraudience's level of understanding and interest is crucial for effective communication.By addressing these aspects in your article, you can create a compelling and informative piece that meets the requirements of the assignment while engaging your readers.中文回答:你的文章主题"八年级下册大数据卷子第三单元作文"似乎与八年级课本中大数据卷子的第三单元有关。

分享一次运用所学解决问题的经历英语作文

分享一次运用所学解决问题的经历英语作文

分享一次运用所学解决问题的经历英语作文One of the most valuable skills I have gained from my education is the ability to apply my knowledge to solve real-world problems. This skill has been particularly useful in my life, and I would like to share a specific experience where I was able to utilize my academic learning to address a challenging situation.During my final year of university, I was presented with a unique opportunity to work on a project for a local non-profit organization. The organization was struggling with a significant operational issue that was hindering their ability to effectively serve their community. They reached out to our university, seeking assistance from students who could provide a fresh perspective and innovative solutions.I was immediately intrigued by this prospect, as it aligned perfectly with my passion for using my education to make a tangible difference. I eagerly volunteered to be a part of the project team, eager to put my problem-solving skills to the test.The issue the non-profit was facing revolved around their inventorymanagement system. They were having difficulty tracking and organizing the various donations and supplies they received, which often resulted in items being misplaced or overlooked. This, in turn, led to delays in distributing these resources to the individuals and families who needed them most.As I delved into the problem, I realized that the core of the issue lay in the organization's outdated and inefficient record-keeping processes. They were relying heavily on manual spreadsheets and paper-based documentation, which was not only time-consuming but also prone to human error.Drawing on my coursework in operations management and information systems, I proposed the implementation of a comprehensive inventory management software system. This would allow the non-profit to digitize their records, automate key processes, and gain real-time visibility into their stock levels and distribution activities.To build a compelling case for this solution, I conducted a thorough analysis of the organization's current practices, identifying the pain points and quantifying the potential benefits of the new system. I leveraged my knowledge of data analysis and project management to develop a detailed implementation plan, complete with timelines, resource requirements, and projected cost savings.Presenting my proposal to the non-profit's leadership team was a nerve-wracking experience, but I was confident in the strength of my solution. I carefully explained the technical aspects of the software, highlighting its user-friendly interface and the efficiency gains it would bring to the organization's operations.To my delight, the non-profit's executives were impressed by my comprehensive approach and the potential impact of the proposed system. They recognized the value of applying academic knowledge to real-world challenges and enthusiastically approved the project.Over the next few months, I worked closely with the non-profit's staff to oversee the implementation of the new inventory management software. This involved coordinating with the software vendor, training the organization's employees, and ensuring a seamless transition from the old system.Throughout the process, I encountered a few unexpected challenges, such as resistance to change from some long-term staff members and technical glitches during the initial rollout. However, by drawing on my problem-solving skills and adaptability, I was able to navigate these obstacles and ensure the successful implementation of the new system.The results of this project were truly remarkable. The non-profit's inventory management became significantly more efficient, with reduced instances of lost or misplaced items. The organization was able to streamline their distribution processes, ensuring that donations and supplies reached the people who needed them in a timely manner.Moreover, the cost savings generated by the new system allowed the non-profit to redirect resources towards expanding their community outreach and support programs. This had a tangible and positive impact on the lives of the individuals and families they served.Looking back on this experience, I am immensely proud of the role I played in helping the non-profit overcome a critical operational challenge. By applying the knowledge and skills I had gained through my education, I was able to provide a practical and impactful solution that made a real difference in the community.This project has reinforced my belief in the power of integrating academic learning with real-world problem-solving. It has also inspired me to continue seeking out opportunities to leverage my education to create positive change, whether it be through future professional endeavors or community-based initiatives.In conclusion, the experience of applying my academic knowledge tosolve a pressing problem for a non-profit organization has been a truly rewarding and transformative one. It has not only deepened my understanding of the practical applications of my education but has also instilled in me a greater sense of purpose and the desire to make a meaningful impact on the world around me.。

大学学术英语读写教程上册作文答案

大学学术英语读写教程上册作文答案

大学学术英语读写教程上册作文答案Title: Answer to Writing Assignments in University Academic English Reading and Writing Coursebook Upper LevelEssay 1: Reflecting on Academic WritingIn the first writing assignment, students are asked to reflect on their experience with academic writing. Academic writing is a fundamental skill that all university students need to develop in order to succeed in their studies. Through this reflective exercise, students are encouraged to consider their strengths and weaknesses in academic writing and to outline their goals for improvement.To begin with, it is crucial to acknowledge that academic writing is a complex and demanding task that requires careful attention to detail, critical thinking, and proper citation of sources. One of my strengths in academic writing is my ability to conduct thorough research and gather relevant evidence to support my arguments. I am also adept at organizing my ideas in a clear and logical manner, which helps to guide the reader through my essays.However, I recognize that there are areas in which I need to improve. For instance, I sometimes struggle with integratingquotes and paraphrases effectively into my writing, and I need to work on my ability to analyze and synthesize information from multiple sources. Additionally, I could benefit from expanding my vocabulary and refining my grammar skills to enhance the clarity and sophistication of my writing.In light of these considerations, my goals for improvement in academic writing are twofold. First, I aim to enhance my ability to engage with and evaluate sources critically, drawing on a variety of perspectives to develop well-rounded arguments. Second, I aspire to refine my writing style, paying closer attention to sentence structure, word choice, and overall coherence.In conclusion, academic writing is a skill that can be developed through practice and feedback. By reflecting on my strengths and weaknesses in this area, I am able to set realistic goals for improvement and work towards becoming a more effective and confident academic writer.Essay 2: Analyzing the Impact of Technology on EducationThe second writing assignment prompts students to analyze the impact of technology on education. Technology has transformed the way we learn, communicate, and access information, offering both opportunities and challenges in the field of education.On the one hand, technology has revolutionized the teaching and learning process, making educational resources more accessible and interactive. For instance, online platforms and digital tools enable students to engage with course materials at their own pace, collaborate with peers in virtual classrooms, and gain real-world experience through simulations and virtual reality. Technology also facilitates personalized learning experiences, allowing educators to tailor instruction to individual needs and preferences.On the other hand, the rapid proliferation of technology in education raises concerns about its potential drawbacks. For example, reliance on digital devices and online platforms may exacerbate issues of distraction and disengagement among students, leading to reduced academic performance and social isolation. Moreover, the digital divide persists as a barrier to equitable access to educational resources, with marginalized communities facing disparities in technology infrastructure and digital literacy.In light of these considerations, it is essential for educators and policymakers to strike a balance between the benefits and challenges of technology in education. This requires thoughtful integration of technology into the curriculum, emphasizing itspotential to enhance learning outcomes while addressing issues of equity and accessibility. Additionally, ongoing professional development and support for educators are crucial to ensure effective implementation of technology in the classroom.In conclusion, technology has the power to reshape the landscape of education, offering unprecedented opportunities for innovation and collaboration. By critically analyzing the impact of technology on education and advocating for inclusive and responsive practices, we can harness its potential to create more engaging, equitable, and effective learning experiences for all students.。

七年级英语教育教学典型案例范文

七年级英语教育教学典型案例范文

七年级英语教育教学典型案例范文Education is a fundamental pillar of human development and progress. Among the various subjects taught in schools, English has gained immense significance in the modern world. As a global language, proficiency in English is crucial for academic, professional, and personal success. In the context of 7th grade education, the teaching and learning of English play a vital role in laying a strong foundation for students' linguistic abilities.One of the key aspects of 7th grade English education is the development of comprehensive language skills. This includes reading, writing, listening, and speaking. Through a well-designed curriculum and engaging instructional methods, teachers strive to equip students with the necessary tools to effectively communicate in English.In the realm of reading, 7th grade English education focuses on exposing students to a diverse range of literary genres, including novels, short stories, poetry, and non-fiction texts. By analyzing the structure, themes, and literary devices employed in these works,students develop critical thinking skills and gain a deeper understanding of the English language. Teachers may incorporate interactive activities such as book discussions, literature circles, and literary analysis assignments to foster students' engagement and comprehension.Writing is another crucial component of 7th grade English education. Students are encouraged to explore various writing styles, from personal narratives and persuasive essays to research-based reports and creative compositions. Teachers provide guidance on the writing process, emphasizing the importance of organization, coherence, and the use of appropriate grammar, vocabulary, and mechanics. Through regular writing exercises and feedback, students hone their written communication skills, which are essential for academic and professional success.Listening and speaking skills are also prioritized in 7th grade English education. Teachers create opportunities for students to engage in structured discussions, debates, and presentations, allowing them to practice active listening, articulate their ideas clearly, and develop confidence in their oral communication abilities. Incorporating multimedia resources, such as audio recordings and video materials, can further enhance students' exposure to authentic English usage and improve their listening comprehension.In addition to the core language skills, 7th grade English education also focuses on the development of cultural awareness and understanding. By exploring literature, media, and historical contexts from diverse English-speaking regions, students gain a broader perspective on the global reach and cultural richness of the English language. This exposure fosters empathy, respect for diversity, and a deeper appreciation for the interconnectedness of the world.Furthermore, 7th grade English education often incorporates the integration of technology and digital resources. The use of interactive whiteboards, educational software, and online platforms can enhance the learning experience by providing engaging and multimedia-rich content. Additionally, students may be encouraged to utilize digital tools for research, collaboration, and the presentation of their work, preparing them for the technological demands of the 21st century.One exemplary case study of 7th grade English education is the implementation of a project-based learning (PBL) approach. In this model, students are presented with a real-world problem or challenge and tasked with developing a comprehensive solution through collaborative research, analysis, and the application of their English language skills. For instance, a PBL unit on environmental conservation may involve students researching environmental issues, drafting persuasive essays, creating multimedia presentations, andengaging in debates to raise awareness and propose viable solutions.Through the PBL approach, students not only develop their English proficiency but also cultivate essential 21st-century skills, such as critical thinking, problem-solving, communication, and teamwork. The integration of authentic, meaningful tasks encourages students to take an active role in their learning, fostering a deeper understanding and application of the English language.Another notable case study is the integration of language-learning strategies within the 7th grade English curriculum. Teachers may explicitly teach students various techniques, such as vocabulary memorization, reading comprehension strategies, and effective note-taking methods. By equipping students with these targeted strategies, they can become more independent and self-directed learners, empowering them to take ownership of their language development.The implementation of differentiated instruction is also a hallmark of effective 7th grade English education. Recognizing the diverse learning needs and abilities of students, teachers adapt their instructional approaches, materials, and assessments to cater to individual preferences and strengths. This may involve offering tiered assignments, providing scaffolding for struggling learners, or offering enrichment opportunities for advanced students. Byadopting a differentiated approach, teachers ensure that all students can access the curriculum and experience success in their English language learning.Throughout the 7th grade English education journey, the assessment of student learning plays a crucial role. Teachers employ a range of formative and summative assessments, including quizzes, tests, essays, projects, and presentations, to gauge students' progress and identify areas for improvement. Providing timely and constructive feedback helps students reflect on their learning, set goals, and continuously enhance their English language proficiency.Beyond the classroom, 7th grade English education often extends to extracurricular activities and community engagement. Students may participate in English language clubs, poetry slams, debate competitions, or cultural exchange programs, further expanding their opportunities to practice and apply their English skills in real-world contexts. These experiences not only reinforce their language abilities but also foster a sense of community, cultural understanding, and personal growth.In conclusion, the typical case study of 7th grade English education highlights the multifaceted and comprehensive approach to developing students' linguistic competence. By focusing on the core language skills, incorporating cultural awareness, leveragingtechnology, and implementing innovative instructional strategies, teachers strive to create a dynamic and engaging learning environment that prepares students for academic, professional, and personal success in the global landscape. The case studies presented demonstrate the potential for 7th grade English education to have a transformative impact on students' linguistic development and their overall educational journey.。

科技比赛作文英语

科技比赛作文英语

科技比赛作文英语Science and technology have always been at the forefront of human progress and innovation. From the invention of the wheel to the development of modern computers, the advancements in these fields have transformed the way we live, work, and interact with the world around us. One of the most exciting and challenging ways to showcase these advancements is through science and technology competitions.These competitions provide a platform for individuals, teams, and organizations to showcase their skills, creativity, and problem-solving abilities. They often involve a range of disciplines, including engineering, computer science, physics, chemistry, and biology, among others. Participants are tasked with designing, building, and testing innovative solutions to real-world problems, pushing the boundaries of what is possible.One of the most well-known science and technology competitions is the Intel International Science and Engineering Fair (ISEF). Established in 1950, ISEF is the world's largest pre-college sciencecompetition, attracting students from over 80 countries and regions. The competition challenges participants to conduct original research and develop innovative solutions to complex problems, with categories ranging from engineering to environmental science.Another popular competition is the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition. Launched in 1992, FIRST Robotics is a global program that encourages students to work in teams to design, build, and program robots to compete in various challenges. The competition not only fosters technical skills but also emphasizes teamwork, communication, and problem-solving, preparing students for future careers in STEM (Science, Technology, Engineering, and Mathematics) fields.In addition to these large-scale competitions, there are numerous regional and national events that cater to specific interests and age groups. For example, the Google Science Fair is an online competition that encourages students from around the world to tackle real-world problems using scientific methods and innovative thinking. The National Science Bowl, organized by the U.S. Department of Energy, tests the knowledge of high school and middle school students in various scientific disciplines, promoting STEM education and fostering a love for science.Participating in these competitions can have a profound impact on the lives of the students involved. Not only do they develop technical skills and knowledge, but they also gain valuable experience in teamwork, communication, and critical thinking. These skills are highly sought after in the job market, making participants more attractive to potential employers and universities.Moreover, science and technology competitions often provide opportunities for students to connect with mentors, industry experts, and like-minded peers. These connections can lead to internships, scholarships, and even future career opportunities, helping students to navigate their academic and professional paths.Beyond the individual benefits, these competitions also have a broader impact on society. By showcasing innovative solutions to pressing global challenges, they inspire and motivate others to pursue careers in STEM fields, ultimately contributing to the advancement of science and technology. Additionally, the recognition and awards received by participants can bring attention to their work, potentially leading to further funding, collaboration, and real-world implementation of their solutions.However, participating in science and technology competitions is not without its challenges. The level of competition can be fierce, and the pressure to perform at a high level can be intense. Students must bewilling to dedicate significant time and effort to their projects, often balancing their academic workload and extracurricular activities.Furthermore, the cost of participation can be a barrier for some students, particularly those from underserved or underprivileged communities. Organizers of these competitions have recognized this challenge and have made efforts to provide financial assistance and resources to ensure that all students have access to these opportunities.Despite these challenges, the benefits of participating in science and technology competitions far outweigh the drawbacks. These events not only foster the development of essential skills but also inspire and motivate the next generation of scientists, engineers, and innovators. By engaging in these competitions, students gain a deeper understanding of the world around them and the power of scientific inquiry and technological innovation to solve complex problems.In conclusion, science and technology competitions are invaluable tools for promoting STEM education, fostering innovation, and shaping the leaders of tomorrow. As we continue to face global challenges, such as climate change, disease, and resource scarcity, the solutions to these problems will undoubtedly come from the creative minds and innovative solutions showcased in thesecompetitions. By investing in and supporting these events, we can ensure that the future of science and technology remains bright and that the next generation of problem-solvers is well-equipped to tackle the challenges of the world.。

项目式英语教学的案例

项目式英语教学的案例

项目式英语教学的案例Project-Based English Language Teaching: A Case Study.Project-based learning (PBL) has gained significant momentum in recent years as an innovative approach to education, particularly in the field of English language teaching. This approach aligns with the principles of active learning and encourages students to engage withreal-world problems, fostering critical thinking, collaboration, and communication skills. In this article, we explore a case study of project-based English language teaching, highlighting its implementation, challenges, and outcomes.Implementation.The project-based English language teaching case study took place in a secondary school setting, where a group of Grade 10 students were engaged in a semester-long project. The aim was to integrate language skills with contentknowledge and apply them to a meaningful task. The project centered on the theme of "Cultural Exchange between China and the United States," aiming to promote cross-cultural understanding and respect.Phase 1: Project Planning.At the outset of the project, students were divided into groups and asked to identify a specific aspect of Chinese or American culture they were interested in exploring. Groups were encouraged to brainstorm ideas, research potential topics, and formulate questions they wanted to answer through their project. Teachers provided guidance on research techniques, ethical considerations, and language use.Phase 2: Research and Data Collection.Once the topics were finalized, students embarked on a research journey, collecting data through various sources such as libraries, online databases, and interviews with experts. They used English as the primary language ofcommunication, enhancing their language skills while engaging with authentic materials. Teachers monitored progress, offered feedback, and assisted with language difficulties.Phase 3: Project Development.With the collected data, students began to developtheir projects, which took various forms such as presentations, websites, and podcasts. They used English to structure their ideas, write reports, and create visual aids. Teachers provided support in areas such as grammar, vocabulary, and sentence structure, ensuring language accuracy and clarity.Phase 4: Presentation and Evaluation.At the end of the semester, students presented their projects to the class. This was a culminating event where they showcased their research, findings, and conclusions. Peer evaluation and teacher feedback were integral to this phase, focusing on both content and language use. Studentsreceived feedback on their ability to communicate ideas effectively in English, areas for improvement, and recognition for their achievements.Challenges.During the implementation of the project-based approach, several challenges emerged. Language barriers were a significant issue, especially for students whose English proficiency was limited. Teachers had to provide additional support and language scaffolding to ensure all students could participate effectively. Additionally, managing the balance between content knowledge and language skills was challenging, as teachers needed to strike a fine line between focusing on language learning and ensuring the project was informative and engaging.Outcomes.Despite the challenges, the project-based approach yielded significant outcomes. Students demonstratedimproved English proficiency, particularly in areas such asspeaking and writing. They developed a deeper understanding of both Chinese and American culture, fostering cross-cultural sensitivity and respect. Furthermore, they honed their critical thinking, collaborative, and presentation skills, preparing them for future academic and professional challenges.In conclusion, the case study of project-based English language teaching highlights the benefits of this innovative approach. It encourages active learning, enhances language proficiency, and fosters cross-cultural understanding. While challenges exist, with careful planning and teacher support, project-based learning can be a powerful tool for English language education.。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

A Real World Implementation of Answer ExtractionDiego Moll´a Aliod,Jawad Berri,Michael HessComputational Linguistics GroupDepartment of Computer Science,University of ZurichWinterthurerstr.190,CH-8057Zurich,Switzerlandmolla,berri,hess@ifi.unizh.chAbstractIn this paper we describe ExtrAns,an answer extractionsystem.Answer extraction(AE)aims at retrieving those ex-act passages of a document that directly answer a givenuser question.AE is more ambitious than information re-trieval and information extraction in that the retrieval re-sults are phrases,not entire documents,and in that thequeries may be arbitrarily specific.It is less ambitious thanfull-fledged question answering in that the answers are notgenerated from a knowledge base but looked up in the text ofdocuments.The current version of ExtrAns is able to parseunedited Unix“man pages”,and derive the logical formof their er queries are also translated intological forms.A theorem prover then retrieves the relevantphrases,which are presented through selective highlightingin their context.1.Answer Extraction:The Core IdeaOne of thefields where natural language understandingtechnology has failed to deliver convincing results is textbased question answering.Systems which read texts,as-similate their content,and answer freely phrased questionsabout them would be very useful in a wide variety of ap-plications,particularly so if questions and texts could bewritten in unrestricted language.They would be the perfectsolution to the problem of information overload in the ageof the World Wide Web.However,as the situation is to-day(and will remain for a long time to come),such systemscan be implemented only in very small domains,for ex-tremely small amounts of text,and with very high develop-ment costs.One such system,LILOG([4]),absorbed wellin excess of60person-years of work and could,in itsfinalstage,still treat merely a few dozen pages of text.More-to Germany”(lost function word information).True,most systems can use phrasal search terms(such as”computer design”),to be found as a whole in the documents,but then a number of relevant documents(such as those containing ”design of computers”)will no longer be retrieved.All this also holds for the(few)passage retrieval systems described in the literature(such as the system described in[10]).Information extraction(IE)techniques do not suffer from the same shortcomings.They are similar to IR sys-tems in that they,too,are suitable for screening very large text collections(of basically unlimited size,such as streams of messages)covering a potentially wide range of top-ics.However,they differ from IR systems in that they not only identify certain messages in such a stream(those that fall into a number of specific topics)but also extract from those messages highly specific content data.Typical exam-ples are newswire reports describing terrorist attacks(where they extract the information as to who attacked whom and how and when,what was the outcome of the attack etc.) or newswire reports on management succession events in newswire business reports(with data on who resigned from what post in which company,who is successor etc.).This predefined information is placed into a template,or data base record,defined for the different rolefillers of a given type of report.Clearly,this kind of information is much more precise and specific than what is considered by IR systems.On the other hand,IE systems do not allow for arbitrary questions (as IR systems do).They merely allow for a small number of pre-defined information frames to befilled.Worse still, the“Message Understanding Conferences”,which have been driving development in this area since1987(the latest so far,with published proceedings,is MUC-6[2]),put so much emphasis on very large text volumes that most of the participating systems that had used,atfirst,a thorough lin-guistic analysis had to abandon it and adopt a very shallow approach instead,simply because of run-time requirements for such volumes of data(e.g.[1]).This approach,which is now taken by most systems taking part in MUCs,makes the systems increasingly less general.However,there is a growing need today for systems that are capable of locating information in texts not running into the gigabytes but which should show very high precision and recall and which should furthermore allow arbitrarily phrased questions.Moreover they should be able to cope with documents written in syntactically unrestricted natu-ral language whereas the domain of the texts is normally quite restricted.Examples for such systems are interfaces to machine-readable technical manuals,on-line help sys-tems for complex software,help desk systems in large or-ganisations,and public inquiry systems accessible over the Internet.For these tasks,very high precision of retrieval is mandatory(queries may be very specific),often near perfect recall is vital(technical manuals typically explain things only once),and sometimes retrieval time is mission criti-cal(retrieving information about a system about to get out of control).What is needed in such situations is a system that pinpoints the exact phrase(s)in a document(collection) from whose meaning we can infer the answer to a specific question.This is the core idea of Answer Extraction(AE). Since we need to determine the meaning of sentences(ques-tions and texts)we must use(a limited degree of)linguistic (syntactic and semantic)information,which is expensive, but on the other hand the texts to be processed are mod-erately sized(some hundreds of kilobytes,sometimes a few megabytes),and they typically cover a very limited domain. This makes Answer Extraction a realistic compromise be-tween full question answering on the one hand,and mere information extraction or information retrieval on the other.We will describe an Answer Extraction system,“ExtrAns”,for questions about(a subset of)the on-line Unix manual(the so-called“man pages”).Although the system is,for the time being,functional only as a proto-type it can cope with unedited text and arbitrary questions, with performance degrading gracefully if input(documents or questions)cannot be analysed completely.It is incremen-tally extensible in the sense that refinements of the grammar and/or the semantic component automatically improve pre-cision and recall,without the need to change any other com-ponents of the system.2.Requirements and componentsGiven the fact that an Answer Extraction system should be able to cope with unrestricted text,it needs a very reliable tokeniser,a grammar of considerable coverage,a reason-ably robust parser,some way of dealing with ambiguities,a module that can subject even fragments of syntax structures to a semantic analysis,and a search engine capable of using the resulting knowledge base.In the following we will describe merely three compo-nents of the system in some detail.First,we will point out that preprocessing technical language goes well beyond what a typical tokeniser does.We will not describe the syn-tax analysis module for which we use and extend an existing dependency oriented system that comes with a full form lex-icon,a grammar,and a parser,viz.Sleator and Temperley’s “Link Grammar”[12].It has certain built-in capabilities for robust parsing,which we supplement by a fall-back strategy that turns unrecognised constituents into keywords(thus re-sorting to an IR-type behaviour).Second,we will describe the design principles for the semantic representations de-rived from the(very specific type of)syntax structures pro-duced by Link Grammar.We will not explain in depth the disambiguation module,for which we adopt and extend the approach put forward by Brill and Resnik[3].Third,wewill show how we cope with the syntactic ambiguities that survive all our disambiguation activities.We will also ex-plain the search strategy very briefly.3.Preprocessing technical languageThe analysis of technical language is,in general,con-siderably simpler than that of domain unspecific language (newspapers etc.)but as far as preprocessing is concerned it is far more demanding.This holds,in particular,for tokeni-sation,normalisation,and document structure analysis.3.1.Tokenisation and normalisationIn general,tokenising a text means merely identifying word forms and sentences.However,in highly technical documents such as the Unix man pages,this may become a formidable task.Apart from regular word forms,the ExtrAns tokeniser has to recognise all of the following as tokens and represent them as normalised expressions: Command names:eject,nice(problem:identify regular words when used as names of commands in sentences like “eject is used for...”,as opposed to their standard use,as in “It is not recommended to physically eject media...”). Path names and absolutefile names:/usr/bin/X11;usr/5bin/ls,/etc/hostname.le(problems:leading,trailing and internal slashes,numbers and periods).Options of commands:-C,-ww,-dFinUv(problem: identify where a sequence preceded by a dash is an option and where not,as in“...whose name ends with.gz,-gz,.z, -z,UNIX,suncomplements and(non-obligatory)modifiers result in ad-ditional predicates.The resulting expressions are supplied with pointers to the sentences and individual word forms from which they were derived.The following two examples illustrate an additional dis-tinction we make:(1)“cp copies the contents offilename1ontofile-name2”(2)“If the operation fails,eject prints a message”In thefirst example the copying event is asserted to ac-tually hold(in the generic world of man pages),but this is not the case for either of the actions in the second example (failing and printing)since both of them are introduced in the scope of the conditional.Clearly we want passage(2) to be retrievable for appropriate queries(see example be-low)but presumably we do not want it to be shown when we ask about ways for the user to intentionally print a mes-sage,as opposed to the printing of error messages,which is merely a side-effect.For this reason we further extend the ontological basis of our system concerning eventuali-ties and state that those eventualities that actually hold in the world are explicitly marked as such.All others are pre-sumed to merely exist in the universe of discourse.1We get thus,for(1),the following representation2holds(e1)/s1.object(cp,x1)/s1.object(command,x1)/s1.evt(copy,e1,[x1,x2])/s1.object(content,x2)/s1.object(filename1,x3)/s1.object(file,x3)/s1.of(x2,x3)/s1.object(filename2,x4)/s1.object(file,x4)/s1.onto(e1,x4)/s1. where the copying event is said to hold(holds(e1)),and, for(2)object(eject,x7)/s2.object(command,x7)/s2.evt(print,e8,[x7,x11])/s2.object(message,x11)/s2.if(e8,e5)/s2.object(operation,x5)/s2.evt(fail,e5,[x5])/s2.where neither the failing nor the printing event(e5and e8) is marked that way.Actual existence may be inferred or blocked or let unspecified,according to context[6].As we can see above,the logical forms generated are simplified.The conditional,for example,is not encoded as logical implication but as a regular predicate if(,).The overall search algorithm is as follows.First,all the synonyms of all the content words used in the query are added to the query from the start.If the query does not return enough answers,hyponyms of all search terms will be used.If this,too,gives us an insufficient number of hits,all the logical dependencies between terms are broken. At this stage,a query like“How can I create a directory?”would retrieve“mkdir creates a new directoryfile”.Finally, if everything else fails,we go into keywords mode.In this mode,nouns,verbs,adjectives and adverbs are selected in both the query and the data.Then,every word selected in the query is matched against those in the document.The result is displayed according to the number of words in the sentence that match it.Note that this keywords mode is still more powerful than the standard IR approach since(i)we make good use of the part-of-speech of the words to decide what is elligible as a keyword,(ii)we make use of the in-formation obtained by the tokeniser from the formatting of the document(such as names of commands,types of argu-ments,etc.),and(iii)we also make use of the textual struc-ture of the document(all index terms have to occur in the same sentence in order to be considered).6.Presenting(possibly ambiguous)resultsA problem that our system(as every NLP system)had to confront was that of ambiguities.Sleator and Temper-ley’s[12]parser does not try to resolve syntactic or seman-tic ambiguities,and a long sentence may have hundreds, or even thousands,of different parses.ExtrAns tries to resolve(syntactic)ambiguities in two steps.First of all, some hand-crafted rulesfilter out the most straightforward cases of spurious ambiguities.An example of such a rule is:“A prepositional phrase headed by of can attach only to the immediately preceding noun or noun coordination.”In a second step,we adopt Brill and Resnik’s[3]prepo-sitional phrase disambiguation approach,trained with data extracted from manual pages.With the help of this disam-biguator we can use statistical data to resolve some of the prepositional phrase attachment ambiguities,a major source of structural ambiguity.After these two steps,the number of ambiguities will be reduced but some will normally survive,partly because there are sources of ambiguities which cannot be treated with Brill and Resnik’s algorithm.If a sentence has sev-eral irreducible interpretations,ExtrAns stores all of them in its database.When the user asks a query,the same sen-tence may therefore be retrieved several times,via different proof paths.The different proofs may result in the high-lighting of different words in the same sentence.ExtrAns handles this mismatch of highlighted words by superim-posing all of the highlights of a given sentence,using a graded colouring scheme in such a way that those parts which are retrieved several times are highlighted with a brighter colour than others.For example,consider the string“create the destination directory”in thefirst hit in figure1(“install.1/DESCRIPTION/1”).This string is part of all interpretations of the(ambiguous)sentence in“in-stall.1/DESCRIPTION/1”and was thus used for all the proofs of the user query.As a consequence,it is high-lighted with highest intensity in the answer window.This means that,in formal terms,we interpret unambiguity as relevance.Unconventional as this may be,it seems a very helpful concept in the face of unreducible ambiguities.In addition,it is possible to access the complete man-ual page containing the sentence by clicking on the man-ual page name at the left of each sentence.The manual page will show the same multi-coloured selective highlight-ing,thus enabling the user to spot the relevant sentence at once and to determine even better,by inspecting the con-text,whether the sentence contains in fact an answer to the question.This way of presenting search results makes even multiple ambiguities fairly unobtrusive.7.Conclusions and further research Comparison with existing approaches.We have built a small prototype that currently processes30UNIX manual pages and allows the user to ask questions in plain English. Since the amount of data is still small,a statistically mean-ingful evaluation is out of the question.Moreover,it is un-clear how we should compare the performance of our sys-tem with that of standard IR systems.The standard mea-sures of recall and precision for those systems are based on experts’judgement concerning the relevance of entire doc-uments whereas,in ExtrAns,we would have to determine the relevance of individual phrases.However,in an infor-mal manner we can compare our approach and the standard IR approach by telling ExtrAns to go into keywords mode from the very beginning.It would then regularlyfind a con-siderable number of passages which are far from relevant to the query.For example,the query used infigure1,“How can I create a directory?”,would nowfind(in addition to all the relevant passages)sentences such as“ln creates an ad-ditional directory entry,called a link,to afile or directory.”(which is not about the creation of directories)as well as the equally irrelevant“A hard link is a standard directory entry just like the one made when thefile was created.”Ig-noring the syntactic,and hence semantic,relationships be-tween the individual words resulted,predictably,in a con-siderable loss in precision.Since even our keywords mode is far more restrictive than the standard IR search model(see above),any standard IR system is bound to show consider-ably lower precision than our AE approach.In sum,we hope to have shown that the concept of an-swer extraction is very useful,and that it requires a rela-Figure 1.The result of the query “How can I create a directory?”(original in colour)tively limited amount of language processing.We think we could also show that it is surprisingly easy for users to cope with ambiguities in documents if they are fused,graded,and presented in context .Features to improve.For the system to be truly useful we must clearly increase the number of manual pages which can be analysed.We must then refine the system’s treat-ment of ungrammatical text.Currently,it converts words which cannot be analysed into isolated keywords,and we should refine this method so that we can process individ-ual phrases if a sentence cannot be parsed in its entirety.Also,in some sentences,the number of unreducible syntac-tic analyses still is overwhelming,and it will be necessary to refine our methods to disambiguate and filter out the im-plausible meanings,possibly through the use of semantic information.We must also add some capability of resolving pronouns and anaphoric full noun phrases.Finally,we must extend the current inferencing techniques to increase recall.We currently integrate synonymy,hyponymy and conjunc-tion distributivity,among others,but we still need to add more inferences and extend the thesaurus.References[1] D.E.Appelt,J.R.Hobbs,J.Bear,D.Israel,M.Kameyama,and M.Tyson.SRI:description of the JV-FASTUS system used for MUC-5.In Proceedings of the fifth Message Un-derstanding Conference (MUC-5).Morgan Kaufmann,Los Altos,CA,1993.[2]ARPA.Proceedings of the Sixth Message UnderstandingConference (MUC-6).Morgan Kaufmann,Los Altos,CA,1996.[3] E.Brill and P.Resnik.A rule-based approach to preposi-tional phrase attachment disambiguation.In Proceedings of the 15th International Conference on Computational Lin-guistics (COLING ’94),volume 2,pages 1998–1204,Kyoto,Japan,1994.[4]O.Herzog and C.R.Rollinge,editors.Text Understandingin LILOG .Springer-Verlag,Berlin,1991.[5]M.Hess.Mixed-level knowledge representations andvariable-depth inference in natural language processing.International Journal on Artificial Intelligence Tools ,6(4):481–509,1997.[6]J.R.Hobbs.Ontological promiscuity.In Proceedings of the23rd Annual Meeting of the Association for Computational Linguistics ,pages 61–69.University of Chicago,Associa-tion for Computational Linguistics,1985.[7]ler,R.Beckwith,C.Fellbaum,D.Gross,and K.J.Miller.Introduction to wordnet:an on-line lexical database.International Journal of Lexicography ,3(4):235–244,1990.[8]T.Parsons.Events in the Semantics of English:A study insubatomic semantics .MIT Press,Cambridge,MA,1990.[9]G.Salton.Automatic Text Processing:the transformation,analysis,and retrieval of information by computer .Addison Wesley,New York,1989.[10]G.Salton,J.Allan,and C.Buckley.Approaches to passageretrieval in full text information systems.In ACM SIGIR conference on R&D in Information Retrieval ,pages 49–58,1993.[11]P.Sch¨a uble.SPIDER:a multiuser information retrieval sys-tem for semistructured and dynamic data.In ACM SIGIRconference on R&D in Information Retrieval ,pages 318–327,1993.[12] D.D.Sleator and D.Temperley.Parsing English with alink grammar.Technical Report CMU-CS-91-196,Carnegie Mellon University,School of Computer Science,1991.。

相关文档
最新文档