P1-Practice-10

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多功能DVR设备简述说明书

多功能DVR设备简述说明书

SRD -4434CH CIF Real-time Compact Design DVRDimensionsUnit : mm (inch)Key FeaturesSRD-443DIsplay Video Inputs 4 Composite video 0.5-1 Vpp, 75 ohm Resolution NTSC : 720 x 480 / PAL : 720 x 576 liveFrame Rate NTSC : 120fps / PAL : 100fpsResolutionNTSC : 720 x 480 / PAL : 720 x 576Multi screen Display1 / 4 / Sequence / PIP peRFoRManCeoperating system embeddedLinux RecordingCompressionH.264Record RateNTSC : Up to 30fps@704 x 480 / PAL : Up to 25fps@704 x 576NTSC : Up to 60fps@704 x 240 / PAL : Up to 50fps@704 x 288NTSC : Up to 120fps@352 x 240 / PAL : Up to 100fps@352 x 288Mode NTSC / PAL : Manual, Schedule (Continuous / Event), Event (Pre / Post)eventVideo loss, Motion (Level 1 ~ 10), Alarm overwrite Modes Selectable (Stop / Continuous)pre-alarm Up to 5secpost-alarm Up to 6 hour (5,10, 20, 30sec,1, 3, 5, 10, 20min, 1, 2, 3, 4, 5, 6hour)search &playbacksearch Mode Date/Time, Event, Back up, POS, Motion (*All search included preview function)playback FunctionFast forward / backward (2x, 4x, 8x, 16x, 32x, 64x) *Backward play with I-frame only Slow forward / backward (1/2x, 1/4x, 1/8x) network (Ipv4)Transmission speed CIF 120/100fpsBandwidthUp to 4Mbps, Unlimited (4M) / 2 / 1.5 / 1Mbps / 800 / 600 / 500 / 400 / 300 / 200 / 100 / 50kbps Bandwidth ControlAutomatic streamH.264 (CIF)Max. Remote Users Search 2 / Live unicast 4 / Live multicast 20protocol support TCP/IP , DHCP , PPPoE, SMTP , NTP , HTTP , DDNS, RTP , RTSP Monitoring SmartViewer, Webviewer, SSM (CMS)smart phone platformAndroid, iOSprotocol supportRTP , RTSP , HTTP , CGI Max. Remote Users Live 2, Search 1storage Internal HDDUp to 1 SATA HDD UsB (Back up)2 USB portsFile Format (Back up)BU (DVR player), EXE (Include player), AVI securitypassword protection1 Admin, 10 Group, 10 User per 1 group Data authenticationWatermarkInTeRFaCeMonitors VGa1 VGA (1024 x 768) *Main composite or VGA selected in booting Main Composite1 BNC (1 Vpp, 75 ohm)spot Composite Analgo spot (1 BNC, 1 Vpp, 75 ohm)audio Inputs / output4CH line in / 1CH line out CompressionG.711 sampling Rate 8KHzalarmInputs / output Terminal 4 inputs (NO/NC) / Terminal 1 relay outputs (NO), Rating : 24V DC / 1A, 125V AC / 0.5A Remote notification Notification via e-mail Connectionsethernet1 RJ-45 10/100 Base-Tserial Interface RS-485 (Half) for PTZ, System keyboard UsBUSB 2.0, 2 portsapplication support Mouse, Remote controllerprotocol supportSamsung-T/E, Pelco-D/P , Panasonic, Phillips, AD, DIAMOND, ERNA, KALATEL, VCL TP , VICON, ELMO GeneRalelectrical Input Voltage / Current 12V DC adaptor, 2A,100 ~ 240V AC, 50/60Hz, Max. 24watt power Consumption Max. 19.6W (with 1x HDD)environmentaloperating Temperature+0°C ~ +40°C (+32°F ~ +104°F) operating Humidity 20% ~ 85% RHMechanicalDimensions (WxHxD)315.0 x 52.0 x 224.0mm (12.4" x 2.05" x 8.82")Weight (With hard disks)Approx. 1.6Kg (3.53 lb)languageEnglish, French, German, Spanish, Italian, Russian, Polish, Czech, Turkish, Netherlands, Portuguese, Swedish, Danish, Rumania, Serbia, Croatia,Hungary, Greek, Finnish, Norwegian, Korean, Japanese, Chinese (Traditional), Thai, Taiwanese (25 Language)• 4CH CIF real-time DVR• Up to 120(NTSC) / 100(PAL)fps recording rate • VGA / Composite video output • Max. 1 internal HDD• Smart phone support (Android / iOS)• Smart searching, Tampering detection* Coaxial communication not supported* The latest product information / specification can be found at 。

Unit10You’resupposedtoshakehandsSectionAGrammarFoc

Unit10You’resupposedtoshakehandsSectionAGrammarFoc

atoccuenpdteedrsitnanadforeign country is to try _____________ (understand) how people think. Learning what you a_r_e__su__p_p_o_s_ed__t_o_d_o_ (suppose; do) and _n_o_t_s_u_p_p_o_s_e_d__to__d_o_ (not suppose; do) in social situations may be difficult, but it is worth the trouble if you want to understand another culture.
be supposed to, be expected to, be important to
1. When you go abroad, it __is__im__p_o_r_t_a_n_t_t_o__ bring your passport.
2. After class, students __a_r_e_s_u_p_p_o_s_e_d_t_o__clean the chalk off the blackboard.
of the words in brackets.
Each country has different rules about social situations. A traveler _is_n_’_t _e_x_p_e_c_te_d__to__k_n_o_w_ (not expect; know) all of these, but it is helpful _to__l_ea_r_n_ (learn) as many of these customs as possible. One of the best ways to be

大学英语阅读进阶【第四版】课后答案(全)

大学英语阅读进阶【第四版】课后答案(全)

大学英语阅读进阶第四版PART1Unit 1 Vocabulary in Context Practice 1: Examples1.examples: brushing their teeth, washing their hands and facec; B2.examples: the phones were constantly ringing, people were running back and forth,several offices were being painted: B3.examples: the giant land tortoise can live several hundred years; B4.examples: going to town concerts and ball games, visiting neighborhood friends, playingboard games: A5.examples: gardening, long-distance bike riding ; A6.examples: picking up the language and customs of their new home; A7.examples: a trembling mugging victim, a crying lost child: A8.examples: learning, reasoning, thinking, language: B9.examples: the TV is talking to them, others can steal their thoughts; C10.examples: accepting a bribe from a customer, stealing from an employer; CPractice 2: Synonyms1~5 embarrasses; examine; practical; confusing; overlook6-10 necessary; opponents; arrival; charitable; customaryPractice 3: Antonyms1.Antonomy:long; A2.Antonomy: financial loss;B3.Antonomy: openly; B A. Antonomy: plainly; B5.Antonomy: active; A6.Antonomy: clear; C7.Antonomy: benefit; B8.Antonomy: increase in value;B9.Antonomy: careless; C10.Antonomy: weak; CPractice 4: General Sense1-5 B; C; A :H; C; 6-10 A; C; H; C; HReview Test 11-5 context; A; C; B; dofinition---examplesReview Test 2A.1-5 B; A; B ; C; A;B. 6 D overjoyed; 7 A. provided; 8 C discouraged; 9 E. nag; 10 B. doubtful;Review Test 3A.1-5 practical: clean; reveal; relieve; at the same timeB.6~10 looked down upon; guilty; tried; add to; joined;Review Test 41-5 B; D; D; B; A; 6-10 A; C; D; D; C;Mastery Test 1 A:1-3 D; R; C;B4-6 risk; search; false name:C7-8 C; B;D910 A; B;Mastery Test 2 A1-2 R; A;B3-5 plain; conduct; modest C6-7 C; C;D8-10 D; I); B:Mastery Test 3 1-5 A; C;C; C : B;6-10 D; D; C; A; R;Mastery Test 4 1-5 C; C;A; B; D;6—10 C; A; D; B; CMastery Test 5 A: 1-5 C; D;C; A; C;13: (wording of answers may vary.)6 cut off; 7. give a false account of; misrepresent; twist;8. come tetween; get involved; 9. required10 became more forgiving; gave inMastery Test 6A:1. E most common;2. C stir up interest;3. F uncontrolled; i. 1 increased : 5- passedB6. I die :7. D deadly ;8. F be forced to experience; 9, E give credit for; 10. reducing2.Main ideasPractice 11.home cooking: S take-out:Sways to eat dinner: Gfrozen foods: S2.hot and humid: S cold andrainy: Scloudy with scattered showers: Sweather forecasts: G3.oversleeping: S badhabits: G overeating: Ssmoking: S4.traffic delays: S headcold: Sbad coffee: S minorproblems: Gmunicating: G writing:S reading: S speaking: S6.deadbolt locks: S alarmsystem: S barking dog: Skinds of security: G7.divorce: S failing grades:S major problems: Geviction: S8.not taking notes in class: S poorstudy habits: G missing classes: Scramming for exams: S9.surprised: S tone ofvoice: G enthusiastic: Shumorous: S10.hurry up: S get to bed: Scommands: G clean up this mess: SPractice 2 Answers will vary.Practice 31.P s s s2.S S P S3.S S S P4.P S S S5.S P S S Practice 41.S S P s2.I) S S S3.S P S S4.S P S S5.S S S PPractice 51.S S P s2.S P S S3.P S S S4.S S S P5.P S S SPractice 6 Group IA.SDB. SI)C. MID. T Group 2A.MIB. SDC. SDD. TGroup 3A.TB. SDC. SDD. MTGroup AA.MIB. SDC. SDD. TGroup 5A. MIB. SDC. TD. SDPractice 7 (wording of topics may vary)U Topic: StoriesMain idea: Sentence 12.Topic: ESPMain idea: Sentence 23.Topic: Hospices vs hospitals Mainidea: Sentence 2A.Topic: Driving or Poor attitude about driving5. 25. 2Main idea: Sentence 10 5. Topic:Environment and behavior Main idea:Sentence 1 Practice 8 2. a. S b. S c. P d. SB. 1. a. SD b. SD c. T d. MI2. a. SD b. SD c. T d. MI Review Test31. 32. 13. 94. 25. 2Review Test 4 1. D 2. C3. A4. A5. C6. C7. A8. D9. A 10. A Mastery Test 3 1. 1 2. 2 3. 6 4. 1 5. 2Mastery Test 4 1. 3 2. 2 3. 1 4. 7 Mastery Test 5 1. 6 2. 4 3. 2 4. 1 Mastery Test 6 1. 2. 2. 1 3. 24. 35. 11 Unit 3. Supporting DetailsPractice 1. ( wording of answers may vary)1. Main idea: Parents can take several steps to discourage TV watching and encourage reading.1. Have only one TV set, and place it in the family room.2. Connect reading with eating.3. Don' t put a TV set in a child' s bedroom.1. 12. 43. 24. 55. 1 Review Test 11. B2. B3.A 4. A 5. other sentences in the paragraph Review Test 2A. 1. a. S b. s c. S d. PMastery Test 1 A . 1. a. s b . P c . s d. S 2. a. p b. S s d. S3. a. s b. S c. s d. P B . 1_ a . SD b . T c. SD d. Ml 2. a. MI b. SD c. T d. SDMastery Test 2A . 1. a . s b . P c . S d. S2.a. sb. Sc. Pd. S3. a. p b. S c. S d. S R . 1. a. SD b . SD c . T d. MI 2. a. MI b. T C- .SD d. SD2.Main Idea: Colleges of the early nineteenth century were distinctly different from today's schools.1.students were mostly white males.Minor details:Col lege was considered a final polishing for upper-class gentlemen.2.All students had to take the same courses.Minor details:They studied ancient languages, literature, natural science, mathematics, and political and moral philosophy,3.Colleges were small.Minor details:Most had only a few dozen students, three or four professors, and three or four tutors,4.Student life was more regulated.Minor details: Strict curfews determined when students had to turn off lights, and attendance at religious services was required.Practice 2 ( Wording of answers may vary )1.Introduce yourself Refer to physical setting Ask a complimentary question Seek directinformation2.Major detail: Smaller labor forceMinor deLai1: Milking machines use only one operator.Major detail; Higher milk outputMinor detail: American cows give 7. 5 times more milk than Brazilian cows. Practice 31. c2.RPractice 4 ( Examples may vary )1.Passive listening—trying to make sense out of a speaker' s remarks without being ableto interact with the speaker.Bx—Students listen to an instructor' s lecture without having the chance to ask questions.2.Self-serving bias-the practice of judging ourselves leniently,Bx—When he lashes out angrily, we say he' s moody. When we lash out angrily, we say we' re under pressure.Review Test 1K specific4^specific 2. T 3* supporting detailsA. mapping 5. condenseReview Test 2A. Mtiin idea:Several factors influence the justice system ’ s treatment of criminal s.1. Sex of offender affects severity of sentence.b. Court more reluctant to send mother to prison than father2.Race is another factora.Nonwhites awarded parole and probation less often .b.Blacks executed more often for capital crimes.3. a. Young offenders given special treatment.B.8. C 9. C 10. BReview Test 3A.Main idea: Serious depression has definite warning signs.1.Change in sleep patterns2.Abnormal eating patterns3.Trouble in thinking or concentrating4.General feeling of hopelessnessB.Main idea: There are three common ways that people deal with their feelings.1)withhold them2)Display them3)Describe themC.10. cReview Test 41-5 : 13; A; D; A; long interviews 6-10A. 1. Basic temperament the child is born with,2. Early emotional environmentB. 1. Authoritative 2. Authoritarian 3. PermissiveMastery Test 1A.Main idea: Divorce has serous negative consequences.1. a. Starting to date again can be nerve-racking.2.Emotional difficulties among original family members are common.a.Husband and wife feel guilt and resentment.3.Financial adjustments are necessary.a. Alimony, child support, and property disposal must be dealt with,B.7. B 8. A 9. C10. They can undo complicated bolts on gates.Mastery Test 2A.l.B; 2. I); 3. C; 4. I); 5. C; 6. B;B.Main idea: Chimpanzees use objects in their environment as tools.1.Sticks to catch termites and steal honey.2.Loaves as drinking cups, for cleaning, and as spongers3.Stones to crack open nuts.Mastery Test 3.A.1-6 A; B; A; D; B; AB.Main idea:Three types of human memory allow us to remove or keep in format ion as needed.1.Sensory memory2.short-term memory—stores about 7 items for about 30 seconds.3.Long-term memory—stores enormous numbers of items for a long periodMastery Test 4A . Main idea:Researchers have created a number of theories to explain the functions of sleep.1.Gives body time to repair brain cells and create chemical that makes brain think.2.Enables body to save energy3.Keeps people out of trouble.4.Reduces memoryB. 6. CC.7-10 A; R; B; D;Mastery Test 5A.1-5 B; D; A; B; C;B.Main idea: Experts in our country have suggested various purposes of1)Punishment2)Rehabilitation3)Deter crime4)Keep criminals off streetsMastery Test 6A.L a. 2) Informal and friendly atmosphere in the Senateb.Procedural differences1)House rules—many and complex2)Senate rules—short and simple 2.Political outlook of membersa. Representatives concerned with local issuesB.Main idea: A number of conditions stimulate aggression.1)Pain2)Attacks3)Crowding4.Implied Main idea/Central PointParagraph 1:11) 2A Paragraph 2: 3C 4B Paragraph 3: 5C 6B Paragraph A: 7D 8BPractice 2 ID 2B 3C 4CPractice 3 (Wording of answers may vary.)1.Topic: Reasons for lyingImplied main idea: People tel 1 lies for several reasons.2.Topic: Being an only childImplied main idea: Being an only child has its drawbacks.3.Topic: Opposition to capital punishmentImplied main idea: People have opposed the death penalty for different reasons.4.Topic: Growing olderImplied main idea: Growing older can make us better in many ways.Central point: In fact, the days of a housewife in nineteenth-century America were spent in harsh physical labor. (Sentence 2)Practice 5Central point: However, excessive use of alcohol contributes to a number of negative social consequences. (Sentence 2)Review Test 11. implied2. topic3. support4. central point5. sometimesReview Test 2A.1R 2AB. 3. Watching TV has several benefits.4.L ower-class criminals tend to be treated more harshly by the justice system than higher-class criminals. (In all these tests, wording of implied main ideas may vary.)Review Test 3A.IB 2DB. 3. Several techniques can help you get a good night’ s sleep.C. 4. Sentence 6Review Test 4IB 2C 3A 4A 51) 6A 7C 8A 91) 10BMastery Test 1 A. 1C 2A 3D Ii 4. Sentence 1Mastery Test 2A.1C 2R 3D 13. 4. Sentence 20Mastery Test 3A.1A 2A 3DB. 4. Sentence 19Mastery Test 4A.ID 2BB. 3. There are several positive ways to encourage your family to exercise more often.C. 4. Sentence 16Mastery Test 5A.ID 2DB. 3. Experts have suggested several techniques for doing well on exams.C. 4. Sentence 3Mastery Test 6B. 3. Marriage is good for people’ s physical and mental health.C. 4. Sentence 10 Unit 5 relationships I Practice 1 (Answers may vary)1.also2. For one thing3. In addition4. First 5 .Finally Practice 2 (Answers may vary) 1After 2 Then 3 during 4 before 5 while Practice 3 (Wording of answers may vary)A Main idea: For several reasons, pork was America' s popular meat a hundred year ago. 1Pigs grew quickly2Pigs required little attention3Pigs could be preserved cheaply B Main idea: “.aging process1Our bodies simply wear out.2Our body chemistry loses its delicate balance4Our bodies, with age, reject some of their own tissues.Practice 4 (Wording of answers may vary)Main idea: The 1960s were a time of profound events in America.1. 1963 - the assassination of President Kennedy21965 - urban riots in black ghettos31968 - protests against increasing American presence in Vietnam Practice 5 (Wording of answers may vary)Main idea: People pass through three stages in reacting to unemployment.1Shock followed by relief2Strong efforts to find a new job3Self-doubt and anxiety if no job is found Practice 6 (wording of answers mayvary)Main idea: Taking certain steps will help you to remember your dreams.2Put a pen and notebook near your bed.3Turn off alarm so you can wake up gradually.4Write down the dream immediately Practice 7IB 2A 3A 4B 5B 6A 7A 8B 9A 10BReview Test 11 the relationships between2 addition3 time4 T5 supporting details Review Test2A. 1 E before 2 C also 3 D one 4 A then 5 F final 6 B secondB.7 B 8 after 9 A 10 also Review Test 3A. 1 After 2 First 3 Then 4 As 5 later 6 BB.7 B 8A 9 B 10 A Review Test 41B2D3B4A5A6C7 first, another, final 8 A 9 finally 10 B Mastery Test1A 1 A Another 2 E When 3 C also 4B Then 5 D Next B 6 after 7 next 8 Last 9 then10 B Mastery Test 2A 1 A When 2 D First 3B Moreover 4C Before 5 E also R 6 BC 7 First 8 also 9 Finally 10 A Mastery Test 3 A 1-5 3, 1, 4, 2, A B 6 B C 7 A8 -10 Main idea: Prevention against injury involves a combination of two types of preventive measures.1Active prevention - methods that require people to do something to reduce the risk of injury.2Passive prevention- methods requiring little or no action on the part of those being protected.Mastery Test 4 A 1-4 4, 1, 3, 2 5 B R 6 RC Main idea: Work shapes human lives in fundamental ways -Consumes enormous amountsof time-Gives life structure and rhythm-causes stressMastery Test 5A. 1 B 2 early (or later or eventually or next)B. 3 A 4 CC. 5 B6一10 Denial-Anger-Depression-Bargaining-Acceptance Acceptance DenialDenialDepressionMastery Test 6 A 1 B2-3 Any two of the following: first, next, third, finally B 4 A 5 also 6 A C7 A8-10 Main idea: Children learn their gender roles in three main ways.2 Imitation3 Self-definitionUnit 6 Relationships II Practice1 (Answer may vary)1 For instance2 for example3 such as4 including5 illustration Practice2A Shaping; definition — 1; example 1—2 example 2—10B Irony—saying onething but meaning anotherHx—To end the famine in Ireland, Swift suggests the Trish should raise babies to be eaten Practice 3 (Answer may vary)1 Similarly2 Just like3 in the same way4 as5 Just as Practice 4 (Answermay vary)1 however2 Although3 but4 despite5 Tn contrast Practice 5A Contrast: Japanese employment practices and US employment practicesB Contrast:school and homePublic discipline Private scolding Much competition Minimal competition Practice 6 (Answer may vary)1 Because2 as a result3 so4 Since5 Therefore Practice 7A. Cause: Chronic stressEffect: Painful muscle tension Effect: Weakening of body5 s inunune system Effect: Psychological disordersB- Main idea (effect): There are several reasons that people daydream Major supporting details ( causes):1.To tolerate boring jobs2.To endure deprivation3.To discharge hostile feelings4.To plan for the future Practice 81A 2C 3B 4C 5A 6B 7C 8A 9C 10BReview Test 11 examples2 comparison3 contrast4 C5 C ReviewTest 2A. IB effects 2 C just like 3 E However 4A Because 5D such as R. 6B 7C 8A 9C10A Review Test 3 A 1 A 2 for instanceB 3C 4 alike or but or while or in contrastC 5B 6 because or as a result or effectD 7A 8 exampleE 9 B 10 affected or because or result Review Test AIB 2C 3C 4B 5A 6B 7C 8A 9B 10DMastery Test 1A 丨 B, For example 2 C- Just as 3 A, Therefore 4D. Because 5R, In contrastB 6A 7C 8A 9B 10C Mastery Test 2A. IB 2 reason or as a result R. 3C 4 in contrast C- 5A 6 for exampleD.7B 8 causing or since or leads to or causesE.9C 10 different or contrasts or nevertheless or same or alike or similar Mastery Test 3A 卜4 3, 2,4, 1 5CB 6C 7 differently or in contrast or while C 8D 9A 10 example Mastery Tost 4A.1-4 4, 1, 3, 2 5AB.6A 7B 8 as the resultC.9B 10C Mastery Test 5A IB 2-5 Learn to do their jobs better Get a raise or promotion Learn a new field Learn forthe sake of learningB 6B 7-10 Good manager 4 is flexible Poormanager1 Is surprised by problems3Takes on extra tasks4Clings to old rules MasteryTest 6A 1C 2-6 DelaysLack of resourcesLossesFailureB 7B8-10 Main idea: Role conflict—a situation in which the different roles an individual is expected to play make incompatible demands.—For a working mother, the expectations of motherhood may conflict with those of a full-time job.—For a priest, the responsibility to treat confessions confidentially may conflict with his responsibility to the community.7.Fact and OpinionPractice IA. 1. F 2. 0 3. 0 4. F 5. FB. 6. 0 7. 0 8. F 9. K 10. 0Practice 2Answers will vary.Practice 3A. 1. 0 2. F 3. F+0 4. F+0 5. I*B. 6. F 7. 0 8. F 9. K+0 10. 0Practice 4A. 1. F 2. F+0 3. F 4. F 5. F+0R. 6. F 7. F+0 8. F 9. F+0 10. F+0Practice 5A. 1. F 2. 0 3. I- 4. 0 5. F+0B. 6. F 7. F 8. F 9. F+0 10. F+0Practice 6A. 1. F 2. F+0 3. F 4. F+0Review Test 11. A fact2. A news report3. a mixture of fact and opinion4.Opinions5.enjoyable Review Test 2A. 1. F 2. 0 3. F 4. 0R. 5. F+0 6. F+0 7. F 8. F+0C.9. F 10. F+0Review Test 3A.I. 0 2. F 3. F+0 4. F 5. F+0 6. 0 7. F 8. F 9. 0 10. F+0B. 1. 1. F+0 2. F 3. 0 4. F 5. 02. 1. 0 2. F3. F4. F+05. 0Mastery Test 1A. 1. F 2. 0 3. F 4. 0 5. 0 6. F 7. F 8. 0 9. F 10. 0B.11. F+0 12. F 13. F+0 14. F 15. F+0C. 1. F 2. F+0 3. F 4. 0 5. 0Mastery Test 2A. 1. 0 2.F 3. 0 4. F 5. F 6.0 7. 0 8. F 9. 0 10. FB.11. P+0 12. F 13. P+0 14. F+0 15. FC. 1. F 2. F+0 3. F 4. 0 5. 0Mastery Test 3A. 1. F 2.0 3. F 4. F+0 5.0 6. F 7. F 8. 0 9. F 10. F-K)B.11. P+0 12. F 13. F+0 14. F 15. F+0C. 1. 0 2. F 3. F 4. F+0 5. 0Mastery Test 4A. 1.0 2. F+0 3.0 4. 0 5. F 6. l?+0 7. F 8. F 9. F 10. F 11. F 12.B. 1. F+0 2. 0 3. F 4. F 5. FC.18. F 19. F+0 20. 0Mastery Test 5A. 1. 0 2. F 3. F+0 4. 0 5. F 6. F 7. 0 8. F 9. F 10. F 11. 0 12. F+0B. 1. 0 2. F+0 3. Fc. 16. F+0 17. F 18. F 19. 0 20. F+0Mastery Test 6A. i. F 2,F 3. Q 4. F 5. P'O 6.F 7. F 8. 0 9. FiO 10. 0B. i. F 2. r 3. l:+丄1:5. F+0C. 16.F 17. F 18. F+0 19. 0 20. F8. Inferences ■Practice 1 Practice 2 Practice 3 Practice 41. C A. l.C B.5.C C.9. B A. 3, 4, 6 1. Simile, B2. D 2. B 6.B 10. A B. 1, 4, 6 2.Simile,C3. D 3.C 7. A 11. B. C. 1,4,6 3. Metaphor, B4. B 8.C 12. B. 4, Metaphor, C5. Metaphor, CPractice 5 R B C 4. C A Review Test 6. R 7. A 8. A 9. C10. BPractice 62, 5,6Review Test 2 1. suggested 4. T 2. useful 5. tel l--#show 3. useful A. 1,3,5,7 B. 2, 4, 6, 7 C. 1,2 Review Test 3 A. 1, 3, 5, 6 B. 5, A 8. A 6. A 9. A 7B 10CReview Test 4 IB 6 .A 2. D 7. B3. C 8. D4. C 9. D5. A10. R9. A10. BUnit 9 Practice 11. P2. 13. P4. I5. [•:6. I-7. P8. 19. H 10. 1Practice 21. B2. C3. AL C2. A 3^ E4. D 5- B Practice 3 1. C 2. A 3. E 4. D5. BPractice 4A. I. admiring 2. sympathetic 3. critical 4. objective 5. ironic H. 6. straightforward 7, sarcastic 8- threatening 9. self-pityingsympatheticMastery Test 1 Mastery Test 2 Mastery Test 3A. 1,4,6A. 1. C 3. A A. 1. A 3. CB. 2, 3,42. B4. C 2. B4. AC. 1.2,5B.2,4,5,6, 8,10 B. 4,52. 1,5C. 1, 3. 5, 8Mastery Test 4 Mastery Test 5 Mastery Test 6A. l.CB. 6. A A. 2, 3, 5,6 A. 1. C B. 6. B2.C 7. A B. 5. A 2. B7. A 3.C 8.C 6. B 3. B 8. C 4.R 9.R 7. C 4. C 9. A 5. A10.138. C5. A10. APractice 51. F2. T3. C4. R5. F Practice 61. B2. A3. B4. A5. B Review Test 11. purpose2. inform3. entertain4. persuade5. attitude6. opposite7. B8. C9. C 10. B Review Test 2 1. P 2. I 3. E 4. I 5. P Review Test 31. C2. E3. B4. D5. H Review Test 41. D2. C3. B4. A5. D6. B7. B8. B9. A 10. CMastery Test 1A. 1. 1 2. P 3. E 4. P 5. EB. 6. D 7. B 8. E 9. C 10. A Mastery Test 2A. 1. I 2. P 3. E 4. I 5. P 6. I 7. PB. 8. C 9. E 10. A Mastery Test 3A. 1. B 2. II 3. F 4. I 5. D 6. J 7. C R. 8. T 9. P 10. F Mastery Test 4A. 1. E 2. A 3. I 4. C 5. G 6. F 7. JB. 8. IC. 9. A 10. B Mastery Test 5 A. 1.B 2. C B. 3. A 4. I) C. 5. B 6. DD. 7. C 8. D Mastery Test 6 A. LA2. AB. 3. A A. BC. 5. B 6. AD. 7. A 8. D10. ArgumentPractice 1 1. A. S B. P2. A. S B. P3. A. S B. P C . s4. A. pR. Sc. s 5. A. SB . p c. s 6.A. S R. P c. s7. A. s 11 P c. s8. A. S B. P c.sD. S9. A. pB. Sc. sD.S10A .s B. Sc. PPractice 21. A, C, F2. C, E, F3. A, D, F4. A, C, F5. B, D, ii Practice 3 1. B 2. BPractice 4 1. C 2. APractice 5 1. R 2. CPractice 6 1. B 2. DReview Test 11. C2. A3. C4. B5.DReview Test 2A. l.B 2. B 3. D 4.CR. 5.R 6. D7.E 8. A 9. D 10. FReview Test 3A.l.C 2. A 3. DB. 4. D 5.CReview Test 4l.C 2. D 3.C 4.C 5.D 6. A 7. A 8. C 9. B 10. A. S B.P c.x D.SMastery Test IA. l.A 2.1) 3. B 4. AB. 5. A 6. D 7.1•:8. B 9. D 10. EMastery Test 2A. l.C 2.C 3.BB. 4. A 5. D 6. R 7. A 8.C 9. FC. 10. DMastery Test 33. DA.l.C 2. RB. 4.1) 5. BPART2十篇精选Answers to the Reading Selections 1-51 The Yellow Ribbon Skills QuestionsI. A 2. B 3. D 4. B 5. F 6. B 7. D 8. B 9. C 10. D II. D 12. C 13. C 14. B 15. T 16. C 17. C 18. C 19. A20. CSummarizing B2. Urban Legends Skills QuestionsI. D 2. A 3. D 4. C 5. A 6. D 7. A 8. B 9. C 10. DII. A 12. A 13. A 14. C 15. B 16. D 17. A 18. B 19. C 20. B MappingWhat they areGather more realistic details and variations as they travel The playboy^ s carThe cement-truck driver’ s revenge3, ShameSkills Questions1. C2. D3. C4. A5. D6. T7. B8. C9. D 10.Mastery Test 4A. l.A 2. D3. AB. 4.C 5. DMastery Test 5A. l.A 2. D3.F4.B5.C6.R. 7.CC. 8.A9.131013Mastery Test 6A. l.B 2. D3. F4.B5. C6.R. 7.CC. 8. A9.B10.A17. T 18. D 19.C 11. B 12. B 13. B 14. F 15. C 16. T T 20. A Outliningh Becomes ashamed of his poverty b. Is humiliated by teacherc- Leaves school and avoids it in the future2. Becomes ashamed of his own failure to help another c. Offers to pay for meal, but too late 4. The Bystander Effect Skills QuestionsBSummarizing (Note: Wording of answers may vary^ ) witnessespresent no one called the police during the attack the reactions of bystanders to emergencies interpretis felt by each member of the crowd DOutliningL Introduction ―paragraphs 1 to 4a. Lisa Beamer 1s conversations with counsellor and Airfone supervisor 2. Narrative of the events of Flight 93—paragraphs 5 to 31 3. Conclusion —paragraphs 32 to 33 a. Lisa Reame r as hero’ s widowb. Teddy Roosevelt 1s words6 COPING WITH NERVOUSNESS Skills QuestionsL C n 2. D3. B4. D5. D6. D7. C8. D 9- C 10. U11. A 12. D 13. D 14. A15. C16. D 17. B18. C19. C20.5. The Real Story of Flight 93 Skills Questions 1. D 2. B 3. B 4. A 5. F6. C7. A8. A9. D 10. C11. B12. A 13. B14. D15. D16. D17. A18. C19. B20.6. C7. B8. C9. B 10. D 11. A 12. A 13. A 14. A 15. A 16. D 17. D 18. C 19. A 20. A OutliningB. People can learn to cope with the fear of public speaking.C. There are various ways to cope with your nervousness about public speaking.2. Prepare adequately for your speech*4. Use coping methods for walking to the speaker^ s stand and just after. 7 COMPLIANCE TECHNIQUES Skills QuestionsSummarizing (Note: Wording of answers may vary.)2. …making a smaller request. The first request is so outrageously large thatpeople might be tempted to slam the door in the requester’ s face. Example :…t o give a great deal of time.3. asking a person to agree to something on the basis of incomplete information and then later telling the full story.A. Example: At a bake sale, customers were more likely to buy cupcakes for 75 cents if they were told they would also get two free cookies.8 LIZZIE BORDEN Skills Questions Summarizing: B9 NONVERBAL COMMUNICATION Skills Questions Outlining (Note: Wording of answers may vary.)A. Nonverbal messages: the use of personal space3. Social distance4. Public distanceB. 2. a. Helps communicate certain emotions, attitudes, and preferences1. C2. D3- A 4. A 5. B 6. c 7. D8. D 9. c 10.A 11. c 12. D 13. C 14. A 15.C 16. B 17.D 18. F 19. B 20.c L C 2. C 3. C 1 A 5, B 6. A 7. C 8. D 9. B 10.c11. B 12. A 13. A 14. C 15.c16. C 17. A 18. B 19. D 20.BLB 2. B 3. C 4. D 5.A6. A7. D8. B9. D 10. c11. C 12. B 13. A 14. T 15.B 16. A 17. B 18. A 19. B 20DCause 2:Not being able to expandb. Supports our verbal communications10 PREDINDUSTRIAL CITIES Skills Questions 20. Preindustrial cities were more crowded {or dangerous or disease-ridden) MappingDisease limited size of cityPopulation densityReasons people were attracted to th< upwardOpportunity to start a new lifePART3拓展学习Combined-Skills Tests Test 11. c2. B3. B4. B5. A6. B7. T8. C9. A 10. C 11. C 12. A 13. B 14. B 15. D 16. A17. A 18. D19. B1CC3 A4 A5 B67 [» 81)Test 21 B2D 3 BAB 5 A6B7 A8 CTest 31 R2D3 C4 R5 D6A7 B8 ATest 4IB2B3 A4 C5 A6C7 A8 DTest 5IB2C3 CA1) 5 1561)7 C 8 BTest 6ID2A3 A4 B5 B6A7 A8 CTest 71 B2 A3 D-1C5I) 6 B 7 C81)2,5 2,4 2,310. C C 2. CTest 8ID 2D 3 B 4 D 5 C 6 A 7 D 8 CAnswer Sheet: Combined-Skilied Tests (9——15)2 PropagandaPractice 1 Practice 2 Practice 3 Practice 4 Practice5Practice 6 I). 9Mastery Test 4: ATest 91. A2. B3. B4. D5. C6. B7. C8.Test 101. C2.C3. B4. B5. C6.C7. D8.DTest 111. C2. D3. C4. C5. A6. H7. A8. CTest 121. C2. B3. C4. A5. C6. A7. C8. BTest 131. C2.B3. A4. C5. 136.A7. D8. 13Test 141. B2. D3. A4. C5. A6. A7. B8. ATest 151. A2. C3. A4. C5. A6. D7. C8. AAnswers to the Practices and Tests in Part III Practice 7:i . R 2. A 3. CReview Test i :1. n2. A3. A4. A5. HReview Test 2: 1. D 2. A 3. A 4. D 5. C 6. C 7. B 8. D 9. A 10. AReview Test 3: A. 1. B 2. D 3. C 4. C 5. C 6. B7. A 8. DB. 9. B 10. CMastery Test I :1 A 2. D 3. A 4. R 5.C 6. C 7.A 8. D 9. D 10. AMastery Test 2: A 1. 1) 2, B3, 1) 4. 1) 5,B 6.C 7, A 8. BB . 9 B 10. cMastery Test 3: A 1. B 2. AB . 3 D 4. B 5. BC . 6 B 7. R 8. C。

PracticeTestOne

PracticeTestOne

PracticeTestOnePractice Test OneSection ADirections: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report 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.News item 1Questions 1 and 2 are based on the news report you have just heard.1. A. Car sales grew rapidly. B. Car sales declined as a whole.C. Gas prices went up.D. Demand for trucks and SUVs rose.2. A. Rise in car prices. B. Decline in gas prices.C. Overall drop in auto stocks.D. Increased customer need to buy cars.News item 2Questions 3 and 4 are based on the news report you have just heard.3. A. Rich people tend to be less anxious than poor people.B. Men are less likely to experience anxiety than women.C. People from North America are unlikely to suffer from anxiety.D. People having heart diseases tend to worry more than people having cancer.4. A. Potentially stressful situations.B. Unpredictable worry or fear.C. Physical problems related to health.D. Mental health problems quite common in the West.News item 3Questions 5 to 7 are based on the news report you have just heard.5. A. A few hours after a wildfire broke out.B. When much of Alberta was destroyed.C. After oil companies in Alberta were forced to cut their output.D. After a wildfire forced all the residents in Fort McMurray to flee their city.6. A. Because there were no enough staff working.B. Because much of the equipment had been destroyed.C. Because those not in key positions could therefore leave the area.D. Because many pipelines had caught fire, thus threatening people there.7. A. It destroyed many buildings.B. It caused many deaths and injuries.C. It made many people jobless.D. It was held under control a few hours after it broke out.Section BDirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear four 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.Conversation 1Questions 8 to 11 are based on the conversation you have just heard.8. A. He’s going to teach in Scotland.B. He’s going back home to Scotland.C. He’s got tired of teaching in the department.D. He’s not on speaking terms with most of his colleagues.9. A. He’s quite demanding.B. His lectures are very interesting.C. He’s very enthusiastic about department activities.D. He’s pretty hard on the students who get poor grades.10. A. They should get extremely high grades.B. They should go to parties quite often.C. They should work hard to meet high standards.D. They should go over lecture notes before the final exams.11. A. It depresses him. B. It stops him from going to classes.C. It makes him play sports more.D. It makes him work harder.Conversation 2Questions 12 to 15 are based on the conversation you have just heard.12. A. One of a very old model. B. One of a famous brand.C. One with basic functions.D. One with sophisticated functions.13. A. If it’s too big, he may break it.B. If it’s too sma ll, he may drop it.C. It will be quite convenient to be carried around.D. It will be too heavy or he may lose it in either case.14. A. It is lightweight. B. It is the newest model.C. It can be used worldwide.D. It can be used in the car.15. A. The battery will last longer. B. It is quite efficient to use.C. It is quite small in size.D. The screen is quite large.Section CDirections: In this section, you will hear three passages. At the end of each passage, you will hear some questions. Both the passage 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. Passage 1Questions 16 to 18 are based on the passage you have just heard.16. A. Various oils used in cooking.B. Ways of protecting food from insects.C. The behavior of a kind of beetle.D. Smells produced by different grasses.17. A. They were very heavy.B. They did not contain much food.C. Beetles avoided them.D. Many insects were trapped in them.18. A. How safe it is.B. What chemicals it has.C. Where it comes from.D. Why beetles like it.Passage 2Questions 19 to 21 are based on the passage you have just heard.19. A. To develop a new type of transport.B. To improve the efficiency of current transportation system.C. To find out whether transportation systems in big cities are too complex.D. To compare different types of transportation.20. A. 15. B. 250. C. 25. D. 235.21. A. Redesigning the maps.B. Making better use of public transport.C. Handing out more brochures.D. Asking more people for help.Passage 3Questions 22 to 25 are based on the passage you have just heard.22. A. The palolo. B. The spider. C. The lion. D. The herring gull.23. A. The social organization in which pairs bring up their young.B. How many chicks each pair raise.C. How long they spend together.D. Whether the male and female raise the chicks.24. A. They live separately and come together for some activities.B. They live in a group and do all activities together.C. They spend the day separately and the night together.D. They live in a group and do some activities together.25. A. They are made up of male and female bees.B. They could not survive alone.C. They carry out different tasks depending on their age.D. They live in a social structure unlike that of any other animals.Practice Test OneScript and Answer KeySection ADirections: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the bestanswer from the four choices marked A, B, C and D.News item 1Most major car makers reported lousy(糟糕的)sales in May. Sales fell at GM, Ford, Toyota and Honda. Fiat Chrysler was the only major auto company to buck the trend, extending the company’s impressive sales growth for 74 consecutive months. Still, sales were up only 1.1% though, led mainly by strong demand for its Jeep brand.Up until recently, the auto industry has been a bright spot for the U.S. economy. Sales hit a record last year, thanks to robust demand for trucks and SUVs as gas prices remained low. But the slowdown in May is a troubling sign—especially now that energy prices have surged in the past few months. This has taken a toll on auto stocks. Ford is down more than 6% this year. GM has fallen 11%. Toyota and Honda are each down about 15% and Fiat Chrysler has plunged nearly 25%. With gas prices increasing, consumers may also increasingly choose to lease a car instead of buying one.Questions 1 and 2 are based on the news report you have just heard.1. What happened to most major car companies in May?2. According to the news report, what has the recent slowdown in the auto industry brought about?KEY1. B2. CNews item 2Women are almost twice as likely to experience anxiety as men, according to a review of existing scientific literature, led by the University of Cambridge. The study also found that peoplefrom Western Europe and North America are more likely to suffer from anxiety than people from other cultures. The review, published today in the journal Brain and Behavior, also highlighted how anxiety disorders often provide a double burden on people experiencing other health-related problems, such as heart disease, cancer and even pregnancy.Anxiety disorders, which often manifest as excessive worry, fear and a tendency to avoid potentially stressful situations including social gatherings, are some of the most common mental health problems in the Western world. The annual cost related to the disorders in the United States is estimated to be $42.3 million. In the European Union, over 60 million people are affected by anxiety disorders in a given year.Questions 3 and 4 are based on the news report you have just heard.3. According to the news report, which of the following is true?4. Which of the following does anxiety disorder refer to?KEY3. B4. DNews item 3A state of emergency has been declared in the province of Alberta in Canada after a wildfire forced all 88,000 residents of Fort McMurray to flee.Officials say the fast-moving blaze could destroy much of the city.The fire, which broke out on Sunday in the heart on the country’s oil sands region, has gutted (摧毁)1,600 buildings, including a new school.The evacuation(疏散)was largest-ever in Alberta. Oil companies operating in the area have been forced to cut output.Several firms have shut down some pipelines. This was done to help evacuate nonessential personnel, reports say.So far there have been no reports of deaths or injuries in the wildfire, but two women gave birth in one evacuation center, Reuters reported.Bernie Schmitte, an official at Alberta’s Agriculture Ministry, said on Wednesday that the “catastrophic fire” had so far “resisted all suppression methods.”First Nation communities 30 miles south of the city were given mandatory(强制性的)evacuation orders on Wednesday.Questions 5 to 7 are based on the news report you have just heard.5. When was a state of emergency declared in Alberta, Canada?6. Why did some oil companies temporarily close some of their pipelines?7. According to the news report, which of the following is mentioned as a consequence of the Alberta fire?KEY5. D6. C7. ASection BDirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear four 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.Conversation 1M: Have you heard that Professor John is going to be leaving the department soon?He’s going back home to Scotland.W: Really? I didn’t know that.M: Were you ever in one of his classes?W: No, but I’ve heard a lot about the guy. Seems he’s a pretty demanding type. What do you think of him as a lecturer?M: He certainly knows his stuff, and his lectures are quite interesting. But he has extremely high standards and expects everyone to meet these standards. Of course not everyone is that capable.W: So you’re saying he’s pretty hard on the students who don’t get good grades?M: Well, it’s more than that. You kind of get the feeling that he looks down on you if you’re not a genius.W: Yeah, but university students should really be able to perform to a high level. His problem is not with the ability of some students, but with their attitude towards study.M: There certainly are people who don’t work as hard as they could. You know, always playing sports, going to parties, etc.W: How about you? What was he like to you?M: Not too bad, because I could always come up with some kind of answer for any question he put to me.W: So do you think that kind of pressure made you work harder in that subject?M: I suppose it did really. There was always the thought in the back of your mind that if you didn’t prepare properly for Professor John’s lectures then there was a chance you’d end up looking silly during the classes.W: So it sounds like the extra pressure actually works.M: Well, maybe for me. Maybe more people should change their attitude towards study. I really feel sorry to see the old fellow leave myself.Questions 8 to 11 are based on the conversation you have just heard.8. Why is Professor John leaving the department?9. What does the female student think of Professor John?10. What does the female student think university students should do?11. What effect does extra pressure have on the male student?KEY8. B 9. A 10. C 11. DConversation 2M: Excuse me, can you give me some information about purchasing a cellular phone?W: Of course, my pleasure. I will do my best to help you find a phone that suits your needs.M: Thanks. I won’t need anything too sophisticated, just your basic phone functions.W: Sure, let’s take a look. What about size, color or the brand?M: Well, I don’t really care what brand the cell phone is. But I don’t want a nything that is too big or too small. I want a phone that can fit nicely in my hand and in my pocket. If it is too big it might be too heavy, and if it is too small I might lose it. Color I don’t really care about either.Well, I don’t want a pink phone.W: OK. How about this one? This one is the R55, black, not too big, not too small, all the usual functions. The best feature ofR55 is that it can be used worldwide, even in Europe or Asia. M: It looks good. How much does it cost?W: Only $100.M: How old i s this model though? I don’t want anything too old.W: This model was introduced to the market about 3 years ago, so it is a bit older, but be assured, it will still work fine.M: Well, I still want something not as old. How about from last year? Any good phones from around that time?W: Yes, there are some. How about this one? It’s the new model of the phone you just looked at, called the W55. Most of the features are the same. There are some new features on the W55 though. The battery will last up to 2 days longer, and the overall weight of the phone is lighter. M: How much is this one?W: $150.M: OK, I think I will take this one.Questions 12 to 15 are based on the conversation you have just heard.12. What kind of cellular phone does the man want?13. Why does the man want a phone neither too big nor too small?14. What is the best feature of the R55 phone?15. What advantage of the W55 phone is mentioned in the conversation?KEY12. C 13. D 14. C 15. ASection CDirections: In this section, you will hear three passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After youhear a question, you must choose the best answer from the four choices marked A, B, C and D.Passage 1The longer food is kept, the more likely it is to attract insects. Even foods stored in containers often attract bugs. To solve this problem, scientists have been working with different odors in an attempt to find one strong enough to keep insects from going near food. One possibility would be to use plants with strong smells, like garlic or pine, to keep insects away. Unfortunately, however, using these smells might keep some people away too!A more promising repellent(防护剂)is citronella oil, which comes from a type of lemongrass. An experiment was done using this oil with a certain insect, the red flour beetle. Scientists sprayed cardboard boxes with citronella oil and noticed that the beetles did not enter those boxes. They were much more interested in boxes that were not sprayed.One problem with using citronella oil as a repellent, however, is that it is quite ephemeral—it simply does not last very long. After a few months it loses its smell, and bugs no longer find it unpleasant. Scientists hope to improve citronella oil so that its scent remains strong for a longer time. It will also be necessary to make sure that the oil is not harmful to people, as scientists are still not sure whether it is safe to use around food.Questions 16 to 18 are based on the passage you have just heard.16. What is the passage mainly about?17. What does the speaker say about the sprayed boxes?18. What do scientists still not know about citronella oil?KEY16. B 17. C 18. APassage 2Many of us know the feeling of standing in front of a subway map in a strange city, puzzled by the multi-colored web and seemingly unable to find a route from point A to point B.Now, a team of physicists and mathematicians has attempted to quantify this confusion and find out whether there is a point at which navigating a route through a complex urban transport system exceeds our cognitive limits.After analyzing the world’s 15 largest metropolitan(大都市的)transport networks, the researchers estimated that there is the cognitive limit for planning a trip. Additionally, this cognitive limit for transportation suggests that maps should not consist of more than 250 connection points to be easily readable.Using journeys with exactly two connections as their basis, the researchers found that navigating transport networks in major cities can come close to exceeding humans’cognitive powers.Human cognitive capacity is limited, and cities and their transportation networks have grown beyond human processing capability. In particular, the search for a simplest path becomes inefficient when a transportation system has too many interconnections. Put simply, the maps we currently have need to be rethought and redesigned in many cases. Journey-planner apps of course help, but the maps themselves need to be redesigned.Questions 19 to 21 are based on the passage you have just heard.19. What is the purpose of the team of experts?20. What is the maximum number of connections for maps to be easily readable?21. What do the experts suggest doing to help search for a simplest path?KEY19. C 20. B 21. APassage 3The palolo—a worm which lives on rocks in the sea—is one of very few animals which never have contact with other members of the same species. Others, such as spiders, are normally solitary, meeting only to mate (that is, to reproduce).Some species form social links only for the period while they are rearing their young. Among birds, European robins raise their chicks in a pair, away from other members of their species, while herring gulls form larger groups (colonies) consisting of many pairs living close together, each pair raising their chicks independently.Many species of fish and birds form large groups, called schools and flocks, respectively, and swim or fly together. Hens attack each other, and eventually establish a hierarchy(等级制度)based on their individual strength. Those at the top of the “pecking order” get to eat before the others.Finally, some animals spend most or all of their lives in social groups in which individuals co-operate. Lions, for instance, usually live in a relatively permanent group, called a pride, where some activities, such as hunting, are social and others, like sleeping, are solitary.Bees, wasps and ants live in stable, co-operative groups in which every activity is communal and organized. Worker bees (which are all female) have several jobs in succession, depending on their age. They begin with cleaning duties, and later become soldiers to defend the hive against intruders. Finally they fly outof the hive to collect food. Theirs is a highly complex social organization.Questions 22 to 25 are based on the passage you have just heard.22. Which of the following animals spends most, but not all its life, alone?23. In what way are European robins different from herring gulls?24. What is said about the life of lions?25. What point is made about worker bees?KEY22. B 23. A 24. D 25. C。

广东省惠州市惠东县九年级英语全册 Unit 1 How can we become good lea

广东省惠州市惠东县九年级英语全册 Unit 1 How can we become good lea

Unit 1(P1) 1.变成好的学习者become good learners 2.通过和朋友一起工作by working with friends 3.通过制作词汇卡 by making word cards 4.通过读课文 by reading the textbook 5.通过向老师寻求帮助by asking the teacher for help 6.通过听录音 by listening to tapes(P2)1.通过看录像带 by watching videos 2.和朋友用英语对话have conversations with friends in English 3.大声朗读以练习发音read aloud to practice pronunciation 4.用那种方法学到很多learn a lot (in) that way 5.提高我的说的技能improve my speaking skills 6英语口语spoken English 7理解英语口语太难It’s too hard to understand spoken English 8.有点儿紧张 a little nervous 9.读完一本书 finish reading a book 10做一个报告give a report 11听起来太差sound too bad 12快读以获得主要大意read quickly to get the main ideas 13首先at first 14逐词读read word by word15按词组读read word groups 16尽力猜一个单词的意思通过读它前后的句子 try to guess a word’s meaning by reading the sentences before and after it. 17对…有耐心be patient with 18通过每天读你喜欢的一些东西你能变得更好 You can become better by reading something you enjoy every day. 19你读得越多,你将越快 The more you read, the faster you will be.(P3)1发现学英语是困难的find it difficult to learn English 2语言学习的秘密the secret to language learning 3学会学习英语 learn to learn English 4像一个噩梦 be like a bad dream 5如此…以致于so+adj.+that从句. 6大多数时间most of the time=most time 7害怕问问题be afraid to ask questions 8因为我的糟糕的发音because of my poor pronunciation 9从不说什么never say anything 1o一部叫….的英语电影an English movie called ….11爱上fall in love with 12开始看其他的英语电影 begin to watch other English movies 13他们的肢体语言their body language 14他们脸上的表情the expressions on their faces 15也as well 16听一些有趣的东西listen to something interesting 17在字典中查找他们/查字典look them up in a dictionary/look up the dictionary 18以便于so that+从句 19更好的理解…..have a better understanding of = understand……better 20从…中学习 learn from…(P4)1读的更快read faster 2练习听 practice listening 3通过给笔友写电子邮件by writing e-mails to pen pals 4 通过做语法练习by doing grammar exercises 5通过用英语做笔记by taking notes in English 6 用英语写日记keep a diary in English (P5)1发一些单词的音pronounce some of the words2我不知道怎样提高我的阅读速度。

OSHA现场作业手册说明书

OSHA现场作业手册说明书

DIRECTIVE NUMBER: CPL 02-00-150 EFFECTIVE DATE: April 22, 2011 SUBJECT: Field Operations Manual (FOM)ABSTRACTPurpose: This instruction cancels and replaces OSHA Instruction CPL 02-00-148,Field Operations Manual (FOM), issued November 9, 2009, whichreplaced the September 26, 1994 Instruction that implemented the FieldInspection Reference Manual (FIRM). The FOM is a revision of OSHA’senforcement policies and procedures manual that provides the field officesa reference document for identifying the responsibilities associated withthe majority of their inspection duties. This Instruction also cancels OSHAInstruction FAP 01-00-003 Federal Agency Safety and Health Programs,May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045,Revised Field Operations Manual, June 15, 1989.Scope: OSHA-wide.References: Title 29 Code of Federal Regulations §1903.6, Advance Notice ofInspections; 29 Code of Federal Regulations §1903.14, Policy RegardingEmployee Rescue Activities; 29 Code of Federal Regulations §1903.19,Abatement Verification; 29 Code of Federal Regulations §1904.39,Reporting Fatalities and Multiple Hospitalizations to OSHA; and Housingfor Agricultural Workers: Final Rule, Federal Register, March 4, 1980 (45FR 14180).Cancellations: OSHA Instruction CPL 02-00-148, Field Operations Manual, November9, 2009.OSHA Instruction FAP 01-00-003, Federal Agency Safety and HealthPrograms, May 17, 1996.Chapter 13 of OSHA Instruction CPL 02-00-045, Revised FieldOperations Manual, June 15, 1989.State Impact: Notice of Intent and Adoption required. See paragraph VI.Action Offices: National, Regional, and Area OfficesOriginating Office: Directorate of Enforcement Programs Contact: Directorate of Enforcement ProgramsOffice of General Industry Enforcement200 Constitution Avenue, NW, N3 119Washington, DC 20210202-693-1850By and Under the Authority ofDavid Michaels, PhD, MPHAssistant SecretaryExecutive SummaryThis instruction cancels and replaces OSHA Instruction CPL 02-00-148, Field Operations Manual (FOM), issued November 9, 2009. The one remaining part of the prior Field Operations Manual, the chapter on Disclosure, will be added at a later date. This Instruction also cancels OSHA Instruction FAP 01-00-003 Federal Agency Safety and Health Programs, May 17, 1996 and Chapter 13 of OSHA Instruction CPL 02-00-045, Revised Field Operations Manual, June 15, 1989. This Instruction constitutes OSHA’s general enforcement policies and procedures manual for use by the field offices in conducting inspections, issuing citations and proposing penalties.Significant Changes∙A new Table of Contents for the entire FOM is added.∙ A new References section for the entire FOM is added∙ A new Cancellations section for the entire FOM is added.∙Adds a Maritime Industry Sector to Section III of Chapter 10, Industry Sectors.∙Revises sections referring to the Enhanced Enforcement Program (EEP) replacing the information with the Severe Violator Enforcement Program (SVEP).∙Adds Chapter 13, Federal Agency Field Activities.∙Cancels OSHA Instruction FAP 01-00-003, Federal Agency Safety and Health Programs, May 17, 1996.DisclaimerThis manual is intended to provide instruction regarding some of the internal operations of the Occupational Safety and Health Administration (OSHA), and is solely for the benefit of the Government. No duties, rights, or benefits, substantive or procedural, are created or implied by this manual. The contents of this manual are not enforceable by any person or entity against the Department of Labor or the United States. Statements which reflect current Occupational Safety and Health Review Commission or court precedents do not necessarily indicate acquiescence with those precedents.Table of ContentsCHAPTER 1INTRODUCTIONI.PURPOSE. ........................................................................................................... 1-1 II.SCOPE. ................................................................................................................ 1-1 III.REFERENCES .................................................................................................... 1-1 IV.CANCELLATIONS............................................................................................. 1-8 V. ACTION INFORMATION ................................................................................. 1-8A.R ESPONSIBLE O FFICE.......................................................................................................................................... 1-8B.A CTION O FFICES. .................................................................................................................... 1-8C. I NFORMATION O FFICES............................................................................................................ 1-8 VI. STATE IMPACT. ................................................................................................ 1-8 VII.SIGNIFICANT CHANGES. ............................................................................... 1-9 VIII.BACKGROUND. ................................................................................................. 1-9 IX. DEFINITIONS AND TERMINOLOGY. ........................................................ 1-10A.T HE A CT................................................................................................................................................................. 1-10B. C OMPLIANCE S AFETY AND H EALTH O FFICER (CSHO). ...........................................................1-10B.H E/S HE AND H IS/H ERS ..................................................................................................................................... 1-10C.P ROFESSIONAL J UDGMENT............................................................................................................................... 1-10E. W ORKPLACE AND W ORKSITE ......................................................................................................................... 1-10CHAPTER 2PROGRAM PLANNINGI.INTRODUCTION ............................................................................................... 2-1 II.AREA OFFICE RESPONSIBILITIES. .............................................................. 2-1A.P ROVIDING A SSISTANCE TO S MALL E MPLOYERS. ...................................................................................... 2-1B.A REA O FFICE O UTREACH P ROGRAM. ............................................................................................................. 2-1C. R ESPONDING TO R EQUESTS FOR A SSISTANCE. ............................................................................................ 2-2 III. OSHA COOPERATIVE PROGRAMS OVERVIEW. ...................................... 2-2A.V OLUNTARY P ROTECTION P ROGRAM (VPP). ........................................................................... 2-2B.O NSITE C ONSULTATION P ROGRAM. ................................................................................................................ 2-2C.S TRATEGIC P ARTNERSHIPS................................................................................................................................. 2-3D.A LLIANCE P ROGRAM ........................................................................................................................................... 2-3 IV. ENFORCEMENT PROGRAM SCHEDULING. ................................................ 2-4A.G ENERAL ................................................................................................................................................................. 2-4B.I NSPECTION P RIORITY C RITERIA. ..................................................................................................................... 2-4C.E FFECT OF C ONTEST ............................................................................................................................................ 2-5D.E NFORCEMENT E XEMPTIONS AND L IMITATIONS. ....................................................................................... 2-6E.P REEMPTION BY A NOTHER F EDERAL A GENCY ........................................................................................... 2-6F.U NITED S TATES P OSTAL S ERVICE. .................................................................................................................. 2-7G.H OME-B ASED W ORKSITES. ................................................................................................................................ 2-8H.I NSPECTION/I NVESTIGATION T YPES. ............................................................................................................... 2-8 V.UNPROGRAMMED ACTIVITY – HAZARD EVALUATION AND INSPECTION SCHEDULING ............................................................................ 2-9 VI.PROGRAMMED INSPECTIONS. ................................................................... 2-10A.S ITE-S PECIFIC T ARGETING (SST) P ROGRAM. ............................................................................................. 2-10B.S CHEDULING FOR C ONSTRUCTION I NSPECTIONS. ..................................................................................... 2-10C.S CHEDULING FOR M ARITIME I NSPECTIONS. ............................................................................. 2-11D.S PECIAL E MPHASIS P ROGRAMS (SEP S). ................................................................................... 2-12E.N ATIONAL E MPHASIS P ROGRAMS (NEP S) ............................................................................... 2-13F.L OCAL E MPHASIS P ROGRAMS (LEP S) AND R EGIONAL E MPHASIS P ROGRAMS (REP S) ............ 2-13G.O THER S PECIAL P ROGRAMS. ............................................................................................................................ 2-13H.I NSPECTION S CHEDULING AND I NTERFACE WITH C OOPERATIVE P ROGRAM P ARTICIPANTS ....... 2-13CHAPTER 3INSPECTION PROCEDURESI.INSPECTION PREPARATION. .......................................................................... 3-1 II.INSPECTION PLANNING. .................................................................................. 3-1A.R EVIEW OF I NSPECTION H ISTORY .................................................................................................................... 3-1B.R EVIEW OF C OOPERATIVE P ROGRAM P ARTICIPATION .............................................................................. 3-1C.OSHA D ATA I NITIATIVE (ODI) D ATA R EVIEW .......................................................................................... 3-2D.S AFETY AND H EALTH I SSUES R ELATING TO CSHO S.................................................................. 3-2E.A DVANCE N OTICE. ................................................................................................................................................ 3-3F.P RE-I NSPECTION C OMPULSORY P ROCESS ...................................................................................................... 3-5G.P ERSONAL S ECURITY C LEARANCE. ................................................................................................................. 3-5H.E XPERT A SSISTANCE. ........................................................................................................................................... 3-5 III. INSPECTION SCOPE. ......................................................................................... 3-6A.C OMPREHENSIVE ................................................................................................................................................... 3-6B.P ARTIAL. ................................................................................................................................................................... 3-6 IV. CONDUCT OF INSPECTION .............................................................................. 3-6A.T IME OF I NSPECTION............................................................................................................................................. 3-6B.P RESENTING C REDENTIALS. ............................................................................................................................... 3-6C.R EFUSAL TO P ERMIT I NSPECTION AND I NTERFERENCE ............................................................................. 3-7D.E MPLOYEE P ARTICIPATION. ............................................................................................................................... 3-9E.R ELEASE FOR E NTRY ............................................................................................................................................ 3-9F.B ANKRUPT OR O UT OF B USINESS. .................................................................................................................... 3-9G.E MPLOYEE R ESPONSIBILITIES. ................................................................................................. 3-10H.S TRIKE OR L ABOR D ISPUTE ............................................................................................................................. 3-10I. V ARIANCES. .......................................................................................................................................................... 3-11 V. OPENING CONFERENCE. ................................................................................ 3-11A.G ENERAL ................................................................................................................................................................ 3-11B.R EVIEW OF A PPROPRIATION A CT E XEMPTIONS AND L IMITATION. ..................................................... 3-13C.R EVIEW S CREENING FOR P ROCESS S AFETY M ANAGEMENT (PSM) C OVERAGE............................. 3-13D.R EVIEW OF V OLUNTARY C OMPLIANCE P ROGRAMS. ................................................................................ 3-14E.D ISRUPTIVE C ONDUCT. ...................................................................................................................................... 3-15F.C LASSIFIED A REAS ............................................................................................................................................. 3-16VI. REVIEW OF RECORDS. ................................................................................... 3-16A.I NJURY AND I LLNESS R ECORDS...................................................................................................................... 3-16B.R ECORDING C RITERIA. ...................................................................................................................................... 3-18C. R ECORDKEEPING D EFICIENCIES. .................................................................................................................. 3-18 VII. WALKAROUND INSPECTION. ....................................................................... 3-19A.W ALKAROUND R EPRESENTATIVES ............................................................................................................... 3-19B.E VALUATION OF S AFETY AND H EALTH M ANAGEMENT S YSTEM. ....................................................... 3-20C.R ECORD A LL F ACTS P ERTINENT TO A V IOLATION. ................................................................................. 3-20D.T ESTIFYING IN H EARINGS ................................................................................................................................ 3-21E.T RADE S ECRETS. ................................................................................................................................................. 3-21F.C OLLECTING S AMPLES. ..................................................................................................................................... 3-22G.P HOTOGRAPHS AND V IDEOTAPES.................................................................................................................. 3-22H.V IOLATIONS OF O THER L AWS. ....................................................................................................................... 3-23I.I NTERVIEWS OF N ON-M ANAGERIAL E MPLOYEES .................................................................................... 3-23J.M ULTI-E MPLOYER W ORKSITES ..................................................................................................................... 3-27 K.A DMINISTRATIVE S UBPOENA.......................................................................................................................... 3-27 L.E MPLOYER A BATEMENT A SSISTANCE. ........................................................................................................ 3-27 VIII. CLOSING CONFERENCE. .............................................................................. 3-28A.P ARTICIPANTS. ..................................................................................................................................................... 3-28B.D ISCUSSION I TEMS. ............................................................................................................................................ 3-28C.A DVICE TO A TTENDEES .................................................................................................................................... 3-29D.P ENALTIES............................................................................................................................................................. 3-30E.F EASIBLE A DMINISTRATIVE, W ORK P RACTICE AND E NGINEERING C ONTROLS. ............................ 3-30F.R EDUCING E MPLOYEE E XPOSURE. ................................................................................................................ 3-32G.A BATEMENT V ERIFICATION. ........................................................................................................................... 3-32H.E MPLOYEE D ISCRIMINATION .......................................................................................................................... 3-33 IX. SPECIAL INSPECTION PROCEDURES. ...................................................... 3-33A.F OLLOW-UP AND M ONITORING I NSPECTIONS............................................................................................ 3-33B.C ONSTRUCTION I NSPECTIONS ......................................................................................................................... 3-34C. F EDERAL A GENCY I NSPECTIONS. ................................................................................................................. 3-35CHAPTER 4VIOLATIONSI. BASIS OF VIOLATIONS ..................................................................................... 4-1A.S TANDARDS AND R EGULATIONS. .................................................................................................................... 4-1B.E MPLOYEE E XPOSURE. ........................................................................................................................................ 4-3C.R EGULATORY R EQUIREMENTS. ........................................................................................................................ 4-6D.H AZARD C OMMUNICATION. .............................................................................................................................. 4-6E. E MPLOYER/E MPLOYEE R ESPONSIBILITIES ................................................................................................... 4-6 II. SERIOUS VIOLATIONS. .................................................................................... 4-8A.S ECTION 17(K). ......................................................................................................................... 4-8B.E STABLISHING S ERIOUS V IOLATIONS ............................................................................................................ 4-8C. F OUR S TEPS TO BE D OCUMENTED. ................................................................................................................... 4-8 III. GENERAL DUTY REQUIREMENTS ............................................................. 4-14A.E VALUATION OF G ENERAL D UTY R EQUIREMENTS ................................................................................. 4-14B.E LEMENTS OF A G ENERAL D UTY R EQUIREMENT V IOLATION.............................................................. 4-14C. U SE OF THE G ENERAL D UTY C LAUSE ........................................................................................................ 4-23D.L IMITATIONS OF U SE OF THE G ENERAL D UTY C LAUSE. ..............................................................E.C LASSIFICATION OF V IOLATIONS C ITED U NDER THE G ENERAL D UTY C LAUSE. ..................F. P ROCEDURES FOR I MPLEMENTATION OF S ECTION 5(A)(1) E NFORCEMENT ............................ 4-25 4-27 4-27IV.OTHER-THAN-SERIOUS VIOLATIONS ............................................... 4-28 V.WILLFUL VIOLATIONS. ......................................................................... 4-28A.I NTENTIONAL D ISREGARD V IOLATIONS. ..........................................................................................4-28B.P LAIN I NDIFFERENCE V IOLATIONS. ...................................................................................................4-29 VI. CRIMINAL/WILLFUL VIOLATIONS. ................................................... 4-30A.A REA D IRECTOR C OORDINATION ....................................................................................................... 4-31B.C RITERIA FOR I NVESTIGATING P OSSIBLE C RIMINAL/W ILLFUL V IOLATIONS ........................ 4-31C. W ILLFUL V IOLATIONS R ELATED TO A F ATALITY .......................................................................... 4-32 VII. REPEATED VIOLATIONS. ...................................................................... 4-32A.F EDERAL AND S TATE P LAN V IOLATIONS. ........................................................................................4-32B.I DENTICAL S TANDARDS. .......................................................................................................................4-32C.D IFFERENT S TANDARDS. .......................................................................................................................4-33D.O BTAINING I NSPECTION H ISTORY. .....................................................................................................4-33E.T IME L IMITATIONS..................................................................................................................................4-34F.R EPEATED V. F AILURE TO A BATE....................................................................................................... 4-34G. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-35 VIII. DE MINIMIS CONDITIONS. ................................................................... 4-36A.C RITERIA ................................................................................................................................................... 4-36B.P ROFESSIONAL J UDGMENT. ..................................................................................................................4-37C. A REA D IRECTOR R ESPONSIBILITIES. .............................................................................. 4-37 IX. CITING IN THE ALTERNATIVE ............................................................ 4-37 X. COMBINING AND GROUPING VIOLATIONS. ................................... 4-37A.C OMBINING. ..............................................................................................................................................4-37B.G ROUPING. ................................................................................................................................................4-38C. W HEN N OT TO G ROUP OR C OMBINE. ................................................................................................4-38 XI. HEALTH STANDARD VIOLATIONS ....................................................... 4-39A.C ITATION OF V ENTILATION S TANDARDS ......................................................................................... 4-39B.V IOLATIONS OF THE N OISE S TANDARD. ...........................................................................................4-40 XII. VIOLATIONS OF THE RESPIRATORY PROTECTION STANDARD(§1910.134). ....................................................................................................... XIII. VIOLATIONS OF AIR CONTAMINANT STANDARDS (§1910.1000) ... 4-43 4-43A.R EQUIREMENTS UNDER THE STANDARD: .................................................................................................. 4-43B.C LASSIFICATION OF V IOLATIONS OF A IR C ONTAMINANT S TANDARDS. ......................................... 4-43 XIV. CITING IMPROPER PERSONAL HYGIENE PRACTICES. ................... 4-45A.I NGESTION H AZARDS. .................................................................................................................................... 4-45B.A BSORPTION H AZARDS. ................................................................................................................................ 4-46C.W IPE S AMPLING. ............................................................................................................................................. 4-46D.C ITATION P OLICY ............................................................................................................................................ 4-46 XV. BIOLOGICAL MONITORING. ...................................................................... 4-47CHAPTER 5CASE FILE PREPARATION AND DOCUMENTATIONI.INTRODUCTION ............................................................................................... 5-1 II.INSPECTION CONDUCTED, CITATIONS BEING ISSUED. .................... 5-1A.OSHA-1 ................................................................................................................................... 5-1B.OSHA-1A. ............................................................................................................................... 5-1C. OSHA-1B. ................................................................................................................................ 5-2 III.INSPECTION CONDUCTED BUT NO CITATIONS ISSUED .................... 5-5 IV.NO INSPECTION ............................................................................................... 5-5 V. HEALTH INSPECTIONS. ................................................................................. 5-6A.D OCUMENT P OTENTIAL E XPOSURE. ............................................................................................................... 5-6B.E MPLOYER’S O CCUPATIONAL S AFETY AND H EALTH S YSTEM. ............................................................. 5-6 VI. AFFIRMATIVE DEFENSES............................................................................. 5-8A.B URDEN OF P ROOF. .............................................................................................................................................. 5-8B.E XPLANATIONS. ..................................................................................................................................................... 5-8 VII. INTERVIEW STATEMENTS. ........................................................................ 5-10A.G ENERALLY. ......................................................................................................................................................... 5-10B.CSHO S SHALL OBTAIN WRITTEN STATEMENTS WHEN: .......................................................................... 5-10C.L ANGUAGE AND W ORDING OF S TATEMENT. ............................................................................................. 5-11D.R EFUSAL TO S IGN S TATEMENT ...................................................................................................................... 5-11E.V IDEO AND A UDIOTAPED S TATEMENTS. ..................................................................................................... 5-11F.A DMINISTRATIVE D EPOSITIONS. .............................................................................................5-11 VIII. PAPERWORK AND WRITTEN PROGRAM REQUIREMENTS. .......... 5-12 IX.GUIDELINES FOR CASE FILE DOCUMENTATION FOR USE WITH VIDEOTAPES AND AUDIOTAPES .............................................................. 5-12 X.CASE FILE ACTIVITY DIARY SHEET. ..................................................... 5-12 XI. CITATIONS. ..................................................................................................... 5-12A.S TATUTE OF L IMITATIONS. .............................................................................................................................. 5-13B.I SSUING C ITATIONS. ........................................................................................................................................... 5-13C.A MENDING/W ITHDRAWING C ITATIONS AND N OTIFICATION OF P ENALTIES. .................................. 5-13D.P ROCEDURES FOR A MENDING OR W ITHDRAWING C ITATIONS ............................................................ 5-14 XII. INSPECTION RECORDS. ............................................................................... 5-15A.G ENERALLY. ......................................................................................................................................................... 5-15B.R ELEASE OF I NSPECTION I NFORMATION ..................................................................................................... 5-15C. C LASSIFIED AND T RADE S ECRET I NFORMATION ...................................................................................... 5-16。

中职国规英语基础模块第一册 英语练习册1 基础模块-答案(P1-26)

中职国规英语基础模块第一册 英语练习册1 基础模块-答案(P1-26)

Key to ExercisesUNIT 1Listening and Speaking11) B 2) B 3) C 4) B 5) A26) Michelle 7) Conner 8) Beijing 9) Lily 10) Chen311) E 12) D 13) C 14) B 15) A416) E 17) C 18) G 19) B 20) D Reading521) A 22) E 23) B 24) F 25) D626) C 27) B 28) A 29) C 30) D31) B 32) D 33) D 34) B 35) C736) B 37) B 38) C 39) A 40) D00241) B 42) D 43) C 44) B 45) ALanguage Practice8Personal Information Family Membergiven name family name first name jobhobby address parents grandfather sister unclecousin brother-in-law946) C 47) D 48) A 49) B 50) D1051) with 52) manager 53) energetic54) engineer 55) introduce1156) is made up of 57) the same as58) plays an important role in 59) Because of60) taken into account1261) A 62) B 63) D 64) C 65) B Writing1366) My father was born in September, 12th, 1978.003Key to Exercises67) There are altogether four people in my family, namely father, mother,my younger sister and I.68) 可以向我们介绍一下你的家人吗?69) 我的父母对我非常严格,尤其是童年时期。

SAT官方学习指南说明书

SAT官方学习指南说明书

CHAPTER 1Introducing the SATWelcome to the Official SAT Study Guide! This guide is designedfor you. Return to it again and again in the coming weeks andmonths. Reading it is an excellent way to become familiar with theSAT—its content, structure, timing, question types, and more. Theinformation, advice, and sample questions will help you prepare to takethe test with confidence.Tackling new things makes most of us nervous, but when we canlearn a great deal about a new situation in advance, we feel much moreable to take a deep breath and meet the challenge. Learning about theSAT through this guide and taking practice tests will help you be wellprepared when your test date arrives.About the 2020 EditionThis study guide consists of eight practice tests, all written in thesame process and by the same team of authors as the actual exam.With each new edition of the study guide, older practice tests will beretired and new ones added, ensuring that you have the opportunity topractice on the latest selection of practice tests. The practice tests inthis Study Guide number 1, 3, and 5 through 10, with Practice Test 10presented first.3PART 1 | Getting Ready for the SAT4How Does the SAT ® Measure Academic Achievement?Questions on the SAT will not ask you to recall details of Hamlet or to name the capital of Nevada or the location of the Rappahannock River. If you recall those facts, good for you, but the SAT will ask for something different. Instead of asking you to show what you’ve memorized, the questions invite you to exercise your thinking skills.All of the learning you’ve done—from childhood to now—contributes to how you think, how your mind manages information. Even if you don’t recall the details of a history or science lesson, the process of learning information and blending it with previously learned information is key to becoming a skilled thinker.The world needs more people who can use their thinking skills to solve problems, communicate clearly, and understand complex relationships. The best high school courses promote thinking skills, and colleges are looking for students who are skilled thinkers. The SAT is designed to measure the thinking skills you’ll need to succeed in college and career.REMEMBER The SAT isn’t designed to assess how well you’ve memorized a large set of facts; rather, the SAT assesses your ability to apply the knowledge and skills you’ll need in college and career.How Is the SAT Developed?The process of developing a test given to millions of students around the world is complex and involves many people. The SAT is developed by the College Board, a not-for-profit organization that was founded more than a century ago to expand access to higher education. The College Board is a large organization, with more than 6,000 schools, colleges, and universities as members.College Board test developers are content experts in physics, biology, statistics, math, English, history, computer science, sociology, education, psychology, and other disciplines. They use their expertise to create questions for the SAT that will allow students to demonstrate their best mittees of high school and college instructors review every potential SAT question to make sure that each one measures important knowledge and skills, that the questions are fair to all students, and that they’re written in a way that models what students are learning in the best high school classrooms.Colleges want to admit students who will have successful college experiences and go on to have successful careers. Colleges use the SAT in admissions because it’s developed according to rigorous specifications, with input from numerous experts, to assess what matters most for college and career readiness and success. Independent research demonstrates that the single most important factor for demonstrating college readiness is high school GPA. Even more predictive than GPA, though, is GPA combined with an SAT score.REMEMBER The SAT has been carefully crafted by many people, experts in their fields, to ensure that it’s a fair test that assesses the knowledge and skills you’ll need to succeed in college and career.REMEMBER Colleges care about your SAT score because it’s a strong predictor of how you’ll perform in college. By doing well on the SAT, you can show colleges that you’re ready to succeed.CHAPTER 1 | Introducing the SAT 5How Is the SAT Organized?The SAT has four tests, with the Essay being optional. The three tests that everyone will take are (1) the Reading Test, (2) the Writing and Language Test, and (3) the Math Test. The timing and number ofquestions are as follows:Reading 6552Writing and Language 3544Math 8058Essay (optional)501Total 180 (230 with Essay)154 (155 with Essay)The Essay is optional, but some high schools and colleges require it. Depending on your high school and your college choices, you may already know whether or not you’ll take the Essay. If you have any uncertainty—for instance, if you can imagine that you might transfer from a school that doesn’t require it to one that does—consider taking the SAT with Essay.We occasionally include test questions for research purposes. These questions may appear in any of the test sections, and testing time will be extended so students have time to answer them. These questions will not be included in computing your scores.REMEMBER More scores = more information. The scores reported on the SAT provide detailed information about your achievement and readiness for college and career.How Is the SAT Scored?When you take the SAT, you don’t get just one score. The SAT reports a total score, but there are also section scores, test scores, cross-test scores, and subscores. This wide array of scores provides insight into your achievement and your readiness for college and career.You earn points on the SAT by answering questions correctly. No points are deducted for wrong answers, so go ahead and give your best answer to every question—there’s no advantage to leaving any blank.Total Score and Section Scores The total score is the number most commonly associated with the SAT. The total score ranges from 400 to 1600. This score is the sum of the scores on the Evidence-Based Reading and Writing section (which includes the Reading and Writing and Language Tests) and the Math section. Of the 154 questions in the entire SAT (not counting the Essay), 96 questions are on the Reading and the Writing and Language Tests and 58 questions are on the Math Test.PART 1 | Getting Ready for the SAT6Section scores for Evidence-Based Reading and Writing and for Math are reported on a scale from 200 to 800. The Evidence-Based Reading and Writing section score is derived in equal measure from the scores on the Reading and the Writing and Language Tests. The Math section score is derived from the score on the Math Test.Test ScoresTest scores are reported on a scale of 10 to 40 for each of the three required tests: Reading, Writing and Language, and Math. Cross-Test ScoresCross-test scores—one for Analysis in History/Social Studies andone for Analysis in Science—are reported on a scale of 10 to 40 and are based on selected questions in the Reading, Writing and Language, and Math Tests that reflect the application of reading, writing, language, and math skills in history/social studies and science contexts.REMEMBER Subscores provide additional insight into your performance on specific topics and skills.SubscoresSubscores are reported on a scale of 1 to 15. They provide more detailed information about how you’re doing in specific areas of literacy and math.Two subscores are reported for Writing and Language: Expression of Ideas and Standard English Conventions.The Expression of Ideas subscore is based on questions focusingon topic development, organization, and rhetorically effective use of language.The Standard English Conventions subscore is based on questions focusing on sentence structure, usage, and punctuation.The Math Test reports three subscores: Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math.Heart of Algebra focuses on linear equations, systems of linear equations, and functions.Problem Solving and Data Analysis focuses on quantitative reasoning, the interpretation and synthesis of data, and problem solving in rich and varied contexts.Passport to Advanced Math focuses on topics important for progressing to more advanced mathematics, such as understanding the structure of expressions, reasoning with more complex equations, and interpreting and building functions.The final two subscores—Words in Context and Command of Evidence—are based on questions in both the Reading and the Writing and Language Tests.Words in Context questions address word and phrase meanings in context as well as rhetorical word choice.CHAPTER 1 | Introducing the SAT 7Command of Evidence questions ask you to interpret and use evidence found in a wide range of passages and informational graphics, such as graphs, tables, and charts.Essay Scores The scores for the optional SAT Essay are reported separately and aren’t factored into any other scores. The Essay yields three scores, one each on three dimensions:Reading: How well you demonstrate your understanding of the included passageAnalysis: How well you analyze the passage and carry out the task of explaining how the author of the passage builds an argument to persuade an audienceWriting: How skillfully you craft your responseTwo raters read each response and assign a score of 1 to 4 to each of the three dimensions. The two raters’ scores are combined to yield Reading, Analysis, and Writing scores, each on a scale of 2 to 8.REMEMBER T est scores will reflect your performance on each of the three required tests on the SAT. The three different Essay scores serve a similar role.The SAT Score Report You’ll be able to access all of your scores online through your free College Board account. This account will be the same one you use to register for the SAT. Learn more at .Score Range The SAT Score Report includes a score range for each of the scores described above. This range indicates where your scores would likely fall if you took the test several times within a short period of time (for instance, on three consecutive days). If you were to do that, you would see numbers that differ, but not by much.Percentiles Your SAT Score Report includes the percentile rank for each score and subscore. Percentile ranks are a way of comparing scores in aparticular group. For the SAT, two types of percentile ranks, comparing student scores to two different reference populations, are reported. Nationally representative sample percentiles are derived fromresearch study samples of U.S. students in grades 11 and 12 and are weighted to represent all U.S. students in those grades, regardless of whether they typically take the SAT. User group percentiles are based on performance on the SAT by recent high school graduates. For example, if your score is in the 75th percentile, 75% of a comparison group achieved scores at or below your score. REMEMBER Your percentile rank indicates the percentage of test takers who scored at or below your score.PART 1 | Getting Ready for the SAT8Online Score ReportThe SAT Online Score Report gives you the meaning behind your numbers by providing a summary of how you did on each section, including how many questions you got right, got wrong, or didn’t answer. The tool offers insight into your strengths and weaknesses by showing your results grouped by subject and question difficulty. The online report provides other information as well:§ Percentiles to help you see how your results compare with those of other students § A search tool for career and college majors, with suggestions based on information you provide in your profile § If you took the Essay, a scanned copy of your response and the prompt Being able to review your response to the Essay gives you an opportunity to reconsider how well you understood the passage, the effectiveness of your analysis, and the quality of your writing. You can reflect on whether your points were clear, how well you provided support for your points, and how effectively you structured your response.REMEMBER You’ll be able to access your online score report through your free College Board account. This report will give you a detailed breakdown of your performance.Additional SAT Services When you register for the SAT, you’ll be able to choose reports and services that can be helpful in a number of ways. Depending on which date you test on, there are different options for receiving detailed feedback. Browse through the types of information that each of the following reports and services offers you.Sending Scores When You Register Registering for the SAT allows you to send your results to up to four institutions, free of charge. You can identify these institutions within nine days of taking the test. Take advantage of all four score reports, whether you send them to colleges or to scholarship sites. Sending your scores to colleges early in the college application process is a great way to show your interest. You can use your online account to order additional score reports for a fee. (Students eligible for fee waivers can send additional score reports at no charge.)REMEMBER Within nine days of taking the test, you can decide to have your SAT results sent, free of charge, to four institutions.Score Choice ™If you take the SAT more than once, you can use the Score Choice service. Score Choice allows you to select which scores, by test date, to send to your chosen colleges or scholarship programs, in accordance with each institution’s individual score use practices. Note that this service is optional. If you don’t select Score Choice when orderingREMEMBER The Score Choice service allows you to select which scores (by test date) to send to your chosen colleges. Keep in mind, however, that you can’t choose to submit specific section scores from different test dates.CHAPTER 1 | Introducing the SAT 9score reports, all of your scores will be sent to institutions receiving your results. Most colleges consider only your best scores when they review your application, though this varies by institution. If you want only your best scores to be seen, you should use Score Choice.Each school or program has its own deadlines and policies for how scores are used. Check with the individual school or scholarship program to make sure you’re following its guidelines.Note that you can’t select one section score from one test date and another section score from another date. (For example, you won’t be able to send your Evidence-Based Reading and Writing score from one date and your Math score from a different date.) Also, if you took the SAT with Essay, you won’t be able to send scores without the Essay scores as well.Student Answer Verification Services The SAT Program offers two answer verification services for the SAT. These services are intended to help you feel confident that your test was scored accurately by providing information about the questions and how you answered them. Depending on when and where you take the SAT, you can order either the Student Answer Service (SAS) or the Question-and-Answer Service (QAS). You can order the services when you register for the SAT or up to five months after your test date. For students with an online account, these services will be available online as part of your score report.Both SAS and QAS tell you which questions you answered correctly, which ones you didn’t answer correctly, and which ones you didn’t answer. You’ll also see information about the type and difficulty of questions. QAS provides additional information, including the testquestions themselves. The Essay prompt is only released as part of the Question-and-Answer Service.Student Search Service All students who take the SAT may opt in to the Student Search Service ®, which helps eligible colleges, scholarship programs, andother educational programs find you. If you sign up during registration, your name and contact information, GPA, date of birth, grade level, high school, email address, extracurricular activities, and intended college major will be put into a database that eligible programs use when they want to locate and recruit students with particular characteristics or interests.REMEMBER Enrolling in the optional Student Search Service allows colleges and scholarship programs to contact you to invite you to apply.Please note:§ Joining Student Search Service is voluntary and free.§ Colleges that participate in the program don’t receive your scores as part of their membership. They may request information about students whose scores are in a particular range, but your scores will not be provided through this service.PART 1 | Getting Ready for the SAT10§Any colleges that contact you are encouraging you to apply. Going through the application process is the only way to be admitted to a college. Colleges use the service to locate potential students who they think should apply.§Student Search Service is restricted to eligible colleges,scholarship programs, and other educational programs. Yourinformation will never be sold to a commercial marketing firmor retailer of merchandise or services (such as a test-preparation company).Fee WaiversStudents who face financial barriers to taking the SAT can receive fee waivers through schools and authorized community-based organizations to cover the cost of testing. The College Board offers fee waivers to qualified, lower-income students who want to take the SAT. They cover 100% of the registration fees for a single test date and unlimited score reports to colleges, universities, and scholarship programs. Each qualifying student can use up to two waivers for the SAT and up to two waivers for the SAT Subject Tests. SAT fee waivers also give first-time domestic applicants CSS/Financial Aid PROFILE®fee waivers. Learn more about this at .REMEMBERVisit /fee-waivers to learnmore about SAT fee waivers andcollege application fee waivers.College Application Fee WaiversSeniors who use a fee waiver to take the SAT will automatically receivefour college application fee waivers to use in applying to colleges anduniversities that accept the waivers. You can learn about eligibility andthe other benefits offered to help you in the college application processat /fee-waivers.。

Wavetek Model 395 频率生成器说明书

Wavetek Model 395 频率生成器说明书

3continuous range from 1 mHz to 20 MHz.Triggered and manual sweep operations also can be performed. Seven sweepmodes, with linear and logarithmic sweep spacing, a TTL level sweep marker, and a ramp output give you the flexibility you need. There’s even a pen lift function for use with chart recorders.Modulation Source . If you do communi-cation or audio design and test, Model 395offers internally generated amplitude modulation and frequency modulation, as well as externally controlled amplitude modulation in two modes.Convenience and Versatility . Wavetekdesigned Model 395 for user convenience.The user screens are tailored to theparticular jobs you want to perform, such as setting up a pulse generator or a noise function.From any screen, you can access help screens that guide you in using theinstrument’s extensive capabilities. And you can store at least 10 instrument set-ups so you don’t have to spend valuable time duplicating past effort.Low cost of ownership is assured by the high reliability and ease of calibration of the Model 395. Calibration is performed with covers on in less than 15 minutes,under front panel or remote control.SpecificationsSpecifications apply within the specified environmental conditions after a 20 minute warm-up.AmplitudeRange: 10 mVp-p to 10 Vp-p into 50 Ω.Resolution: 3.0 digits.Accuracy: 25 ± 10° C: ± (1% + 2 mVp-p).OffsetRange: ± 5 V into 50 Ω.Resolution: 3 digits.Accuracy: 25 ± 10° C: ± (1% + 20 mV).Standard WaveformsSine, square, triangle, pulse, pulse trains, DC,positive/negative ramp, positive/negative haversine,(sin x)/x, and five noise functions.Frequency (Sine and Haversine)Range: 1 µHz to 40 MHz.Resolution: (Resolution limited by 1 µHz.).≤ 20 MHz: 10 digits; ± 30 ppm.> 20 MHz: 4 digits; ± 100 ppm.Frequency (Square)Range: 1 µHz to 50 MHz.Resolution: 4 digits; ± 100 ppm.Frequency (Triangle)Range: 1 µHz to 10 MHz.Resolution:≤ 100 kHz: 10 digits; ± 30 ppm.> 100 kHz: 4 digits; ± 100 ppm.Frequency (Ramp)Range: 1 µHz to 2 MHz.Resolution:≤ 100 kHz: 10 digits; ± 30 ppm.> 100 kHz: 4 digits; ± 100 ppm.Frequency (Sin (x)/x)Range: 1 µHz to 1 MHz Resolution:≤ 100 kHz: 10 digits; ± 30 ppm > 100 kHz: 4 digits; ± 100 ppm Waveform QualitySquare Transition Time: < 8 ns.Square Aberrations: < (5% + 20 mV).Sine Distortion:< 100 kHz: 0.15% (-56 dBc).< 5 MHz: No harmonic > -35 dBc.Arbitrary WaveformsSampling FrequencyRange: 100 mS/s to 100 MS/s.Resolution: 4 digits.Accuracy: ± 100 ppm.Waveform Memory Size64 k points; 256 k points optional.Minimum Waveform Size: 10 points.Vertical Resolution : 12 bits.Output Filters (Selectable): 20 MHz Elliptic (8pole), 40 MHz Elliptic (8 pole), 10 MHz Bessel (2pole), no filter.Waveform Sequencing : Up to 4 waveforms can be linked. Each waveform can have a repeat (loop)count of up to 65,535 or run continuously,conditional upon an external trigger event (repeat until event true). Additionally, a sequence ofwaveforms can be repeated up to 524,287 times or run continuously.Pulse WaveformsUp to 10 pulses may be independently programmed in a pulse pattern. Parameters that can beindependently programmed for each pulse are rise time, fall time, width, delay, and amplitude.For Periods ≤ 655 µs:Range: 100 ns to 655 µs.Resolution: 20 ns.Accuracy: ± 100 ppm.Rise/Fall:Fixed: 8 ns.Variable: 50 ns to 500 µs.Resolution: 8 ns.Accuracy: ± 0.1% ± 5 ns (< 8 ns for fixed rise/fall).Delay:Range: -600 to +600 µs.Resolution: 10 ns.Accuracy: ± 0.1% ± 5 ns.Width:Range: 10 ns to 655 µs.Resolution: 10 ns.Accuracy: ± 0.1% ± 5 ns.For Periods > 655 µs:Range: 655 µs to 10 s.Resolution: 4 digits.Accuracy: ± 100 ppm.Rise/Fall: 0.1% to 79% of period (or < 8 ns).Delay: -99.9% to +99.9% of period.Width: 0.002% to 99.9% of period.NoiseWhite (Analog) Noise:Uniform frequency distribution with programmable noise bandwidth.Noise BW Range: 10 mHz to 10 MHz.Sequence Length:Standard: 2n - 1, n = 6 to 16.With Option 002: 2n - 1, n = 6 to 17.Model 395Digital Noise:Digital noise provides a random 0,1 pattern with programmable sequence length.Clock Range: 10 mHz to 100 MHz.Sequence Length:Standard: 2n - 1, n = 6 to 16.With Option 002: 2n - 1, n = 6 to 17.Comb:Uniformly distributed frequency spectra within a well-defined frequency band.Start/Stop Range: 1 Hz to 10 MHz.Number of Lobes: 3 to 256.Signal-Plus-Noise, Signal-Plus-Comb: Adds analog noise or comb to any standard or arbitrary waveform with precise, controlled noise-to-signal ratio.N/S Ratio: 1% to 99% Vp-p.Resolution: 1%.Operational ModesContinuous: The selected waveform is output continuously at the programmed frequency. Gated: The selected waveform is output continuously at the programmed frequencywhile the selected trigger signal is true. Triggered: Upon transition of the selected trigger from false to true, the number of cycles specified by the count is output at the specified frequency. Burst count is programmable from 1 to 1,048,575. (One to 524,287 for waveform sequence operation.) Sweep: Frequency sweep.TriggeringTrigger Sources: 4 trigger sources: External TRIG IN BNC, internal trigger generator, front panel manual trigger key, and remote trigger command. Trigger Level: The trigger level at the TRIG IN BNC is programmable.Range: -10 V to +10 V.Trigger Slope: Positive or negative.Internal Trigger SourceRange: 200 ns to 1000 s.Resolution: 100 ns limited by 6 digits.Sync OutputSync output can be selected from among the following 7 sources: waveform sync, trigger signal, burst done, loop done, sweep marker,position marker, pen lift.ModulationFor both standard and arbitrary waveforms. Internal Frequency ModulationCarrier SignalSource: Sine Wave Center Frequency Range: 0.01 Hz to 40 MHzDeviation Frequency Range: 0.01 Hz to 40 MHz.Note: Center frequency plus deviation frequencymust be ≤ 40 MHz.Modulating SignalSource: Any waveform except noise, AM, FM, orpulse.Modulation Frequency Range: 0.01 Hz to 40 MHz.Internal Amplitude ModulationModesAM: 0 to 200% modulationSCM: 200% modulationCarrier SignalSource: Sine waveCarrier Frequency Range: 0.01 Hz to 40 MHzModulating SignalSource: Any waveform except noise, AM, FM, orpulse.Modulation Frequency Range: 0.01 Hz to 40 MHz.External Amplitude ModulationNormal AM: 0 to 100% modulation.Suppressed Carrier Modulation (SCM):± 100% modulation.Signal SummingExternal signals can be summed directly to theModel 395 output through the SUM IN BNC.SweepStandard and arbitrary waveforms can be swept.Sweep Start/StopRange: 1 mHz to 20 MHz.Resolution: 4 digits limited by 1 mHz.Sweep TimeRange: 30 ms to 1000 s.Resolution: 1 ms.Sweep Types:Sweep off, continuous, continuous with reverse,triggered, triggered with reverse, triggered withhold, triggered with hold and reverse, and manual.Sweep Spacing:Linear and logarithmic.OutputsReference Output (50 Ω):TTL level into open circuit; > 1.2 Vp-p .Main Output (50 Ω):Output may be selected on or off.A M Input (2.5 kΩ): ± 2.5 V.Sweep Output (1 kΩ): 0 to 10 V rampproportional to completion of sweep.Sync Output (50 Ω)Low Level: < 0.4 V into 50 Ω.High Level: > 2.0 V into 50 Ω.Rise/Fall Time: < 7 ns.InputsTrigger Input (2 kΩ)Level: ± 10 V (programmable).Maximum Frequency: 10 MHz.Sum Input (600 Ω)Level: ± 5 Vp-p max.Bandwidth: > 30 MHz.Protection: Over-voltage to ± 10 V.Reference Input (5 kΩ)Level: 1 Vp-p minimum, 10 Vp-p maximum;50 Vdc maximum.Frequency: 10 MHz ± 5%.GeneralRemote OperationRS-232 interface is standard. IEEE-488.2 (SCPIcompatible) GPIB interface is optional.EnvironmentDesigned to MIL-T-28800C Class 5.Temperature Range: Operates from 0° to+50°C: -20° to +70°C for storage.Dimensions: 35.6 cm (14.00 in) wide,13.3 cm (5.22 in) high, and 39.4 cm (15.5 in) deep.Weight: Approximately 7.7 kg (17 lb) net;10.0 kg (22 lb) shipping.Power: 90 to 132, 198 to 252 volts rms;48 to 440 Hz; 1 phase; < 80 VA.Ordering InformationModel 395: 100 MHz synthesized ArbitraryWaveform Generator with serial cable and QuickStart Demo Disk.Option 001: IEEE-488 Interface/Direct DSOWaveform TransferOption 002: 256k Extended MemoryOption 004: Rack Mount KitModel 485: WaveForm DSP, Windows-basedsoftware for creating and editing complex waveforms.Model 3954。

卡梅伦液压数据手册(第 20 版)说明书

卡梅伦液压数据手册(第 20 版)说明书
11
iv

CONTENTS OF SECTION 1
☰ Hydraulics
⌂ Cameron Hydraulic Data ☰
Introduction. . . . . . . . . . . . . ................................................................ 1-3 Liquids. . . . . . . . . . . . . . . . . . . ...................................... .......................... 1-3
4
Viscosity etc.
Steam data....................................................................................................................................................................................... 6
1 Liquid Flow.............................................................................. 1-4
Viscosity. . . . . . . . . . . . . . . . . ...................................... .......................... 1-5 Pumping. . . . . . . . . . . . . . . . . ...................................... .......................... 1-6 Volume-System Head Calculations-Suction Head. ........................... 1-6, 1-7 Suction Lift-Total Discharge Head-Velocity Head............................. 1-7, 1-8 Total Sys. Head-Pump Head-Pressure-Spec. Gravity. ...................... 1-9, 1-10 Net Positive Suction Head. .......................................................... 1-11 NPSH-Suction Head-Life; Examples:....................... ............... 1-11 to 1-16 NPSH-Hydrocarbon Corrections.................................................... 1-16 NPSH-Reciprocating Pumps. ....................................................... 1-17 Acceleration Head-Reciprocating Pumps. ........................................ 1-18 Entrance Losses-Specific Speed. .................................................. 1-19 Specific Speed-Impeller. .................................... ........................ 1-19 Specific Speed-Suction...................................... ................. 1-20, 1-21 Submergence.. . . . . . . . . ....................................... ................. 1-21, 1-22 Intake Design-Vertical Wet Pit Pumps....................................... 1-22, 1-27 Work Performed in Pumping. ............................... ........................ 1-27 Temperature Rise. . . . . . . ...................................... ........................ 1-28 Characteristic Curves. . ...................................... ........................ 1-29 Affinity Laws-Stepping Curves. ..................................................... 1-30 System Curves.. . . . . . . . ....................................... ........................ 1-31 Parallel and Series Operation. .............................. ................. 1-32, 1-33 Water Hammer. . . . . . . . . . ...................................... ........................ 1-34 Reciprocating Pumps-Performance. ............................................... 1-35 Recip. Pumps-Pulsation Analysis & System Piping...................... 1-36 to 1-45 Pump Drivers-Speed Torque Curves. ....................................... 1-45, 1-46 Engine Drivers-Impeller Profiles. ................................................... 1-47 Hydraulic Institute Charts.................................... ............... 1-48 to 1-52 Bibliography.. . . . . . . . . . . . ...................................... ........................ 1-53

科普版小学英语四年级下册教案全册

科普版小学英语四年级下册教案全册

四年级英语教学计划一、基本情况四年级的小学生聪明活泼、勤奋好学,他们已经在三年级的时候初步接触了英语,所以对英语有着浓厚的兴趣。

二、教材分析《九年义务教育小学英语用书》供三年级起使用,它根据小学生的心理和生理特点以及他、发展要求,培养他们学习英语的积极态度,使他们建立初步的学习英语的自信心。

本册供以小学四年级为起点、开设英语的学校第一学年第二学期使用。

《九年义务教育小学英语用书》的设计和编写体现了外语教学思想的继承和发展。

在分析、研究许多种国内外小学英语教材的基础上,取其精华,博采众长,形成了本套教材特有的编写体系。

同时,有吸收了当今国内外英语作为外语教学的理论和成功经验,把这些教学理论和实践经验同我国的小学外语教学实际相结合,以形成我国小学英语的外语教学模式和教学方法。

本册教材具有以下几个特点:1、注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语言的真实性和实用性。

2、注重学生自学能力和学习策略的培养,为学生的进一步学习或终身学习奠定基础。

3、注重中外文化的双向交流,使学生通过学习,培养未来跨文化交际所需要的能力。

4、注重学生学习兴趣的培养,以不同方式最大限度的激发学生的学习动机。

5、注重融合学科内容,加强学科之间的整合和渗透,让学生通过英语学习来获得其他学科的知识。

6、注重教材的灵活性和可操作性,以满足不同层次的学生的需求。

7、注重教学资料的配套,为学生提供良好的英语学习环境,帮助学生拓展自我发展的空间。

8、注重中小学各阶段的衔接,以保证各学段的顺利过渡,全面提高中小学英语教学的整体质量。

三、方法措施1、认真备课,钻研教材,抓紧课堂教学,做到当堂内容当堂掌握。

2、运用各种不同的肢体语言来辅助教学。

3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语,在生活中学习英语。

4、多为学生营造一些学习氛围,如:创设英语角等等。

5、要求学生在课余时间尽量的运用已经学习的英语进行对话。

CMA-白默老师英文班P1的试题答案

CMA-白默老师英文班P1的试题答案

Answers1. Answer (D) is correct.Employing different accounting methods will yield different net incomes. Each choice of two or more accounting methods will further change the results reported, making the task of comparing different entities very difficult, even when these methods are disclosed.2. Answer (B) is correct.Interest incurred during the reporting period on a note payable is considered an “interest expense” on the income statement which reduces net income, and in turn, decreases the equity section of the balance sheet. Interest expense paid is considered an operating activity as it is used to pay for the day-to-day operating activities of the organization. Therefore, for statement of cash flow purposes, interest expense paid would be classified as an outflow from operating activities.3.Answer (A) is correct.The total cash provided (used) by the three activities (operating, investing, and financing) should equal the increase or decrease in cash for the year. The difference between the beginning balance of cash of $150,000, and the ending balance of cash of $177,500 is equal to $27,500.4. Answer (B) is correct.Investing cash inflows result from sales of property, plant, and equipment; sales of investments in another entity's debt or equity securities; or collections of the principal on loans to another entity. However, dividend income and interest income are included in cash flow from operating activities. Hence, the management accountant might have incorrectly calculated the cash flow from operations as follows: $15,000 + $2,500 − ($8,000 − $6,500) − ($2,500 + $5,000) = $8,500.5. Answer (A) is correct.The current market value of inventory closely reflects the value at which it can be sold. Fixed assets reported at historical cost will help to estimate depreciation expense correctly to estimate the tax shield from depreciation.6.Answer (D) is correct.The inventory of cargo ships has been lying in stock for 18 months. Therefore, considering the value of inventory in the calculation of current ratio will not provide a true picture of the company's liquidity.7.Answer (A) is correct.When using the indirect method, a decrease to cash flow would occur when a business pays off its liabilities; therefore, a decrease in income taxes payable would result in a decrease to cash when using the indirect method.8. Answer (B) is correct.The statement of cash flows requires footnote disclosure of any significant noncash investing and financing activities, such as the issuing of stock for fixed assets or the conversion of debt to equity.9. Answer (A) is correct.Extraordinary items are material items that are both unusual in nature and infrequent in occurrence.10.11. Answer (A) is correct.Companies that use factoring get immediate cash and can eliminate their credit department, because factors usually take over these tasks. The company continues all operational activities directly with the customers, such as order placement and fulfillment.12. Answer (C) is correct.Reacquisition reduces the number of shares a company has outstanding without altering the value of the company. Therefore, the stock price of the company will increase.13. Answer (B) is correct.During rising prices, LIFO liquidation results in higher levels of income, thereby increasing the tax expense. Hence, LIFO liquidations can reduce the benefits of valuation of inventory using LIFO.14. Answer (A) is correct.As required by ASC 810 Consolidation (formerly SFAS No. 94, Consolidation of All Majority-Owned Subsidiaries), all companies with subsidiaries are required to issue consolidated statements including each subsidiary they control, usually meaning 50% or more ownership.15. Answer (D) is correct.Since this industry deals with high-value and customized orders, the production usually starts after the order is received. Since there will not be any equipment lying in inventory,the inventory balance will be zero, irrespective of the methodof valuation used. Therefore, the balance in LIFO reserve will most likely be zero.16. 题解:销售点之后的收入确认,C分期销售法,确认的毛利= $90,000 × 40% + $100,000 × 50% + $155,000 × 60% = $179,000成本回收法,确认的毛利= $90,000 + 0 + $3,000 = $93,000确认毛利的差异= $179,000 - $93,000 = $86,00017. 题解:递延所得税的转换,A临时性差异所引起的递延所得税流动的递延所得税负债= (14,000 – 7,000) × 40% = 2,800非流动的递延所得税负债= (22,000 – 25,000) × 40% = 1,200由于ABC公司是第1年运营,所以递延所得税没有期初余额,因此,当期增加值= 2,800 + 1,200 = 4,000所得税费用= 应付所得税+ 递延所得税负债变化金额应付所得税= 40,000 × 40% – 4,000 = 12,00018.Answer (A) is correct.Among the listed industries, it is difficult for a new entrant to establish business in the automobile industry.19. Answer (C) is correct.If consumers' focus is on price and not on quality, Juno's investment in research and development is probably wasted. In fact, the premium price will likely drive customers away.20. Answer (A) is correct.Ability of buyers to backward-integrate will enhance their bargaining leverage. Current prices and/or other terms can make an alternative more attractive than continuing to buy externally.21. Answer (B) is correct.Organizations prepare strategic plans at different intervals depending on the industry, the level of competition (e.g., new entrants), and how fast products or services change. If Chroma is a provider of cutting-edge communication technology in a competitive market, it will need to revise and prepare strategic plans at relatively short intervals.22.Answer (C) is correct.Inexpensive and abundant retail space will lower entry barriers for new entrants, posing a threat to Wishing-Well's business.23.Answer (C) is correct.SWOT (or S.W.O.T.) is the acronym for strengths, weaknesses, opportunities, and threats. SWOT analysis provides a framework to identify a variety of elements that will help or hinder an organization's progress in the environment in which it operates.24. Answer (C) is correct.When the management of a company has a high level of expertise in its business, there is a greater chance that a centralized leadership will be effective.25. Answer (B) is correct.Most of Infinity's business units are either stars or question marks. These operate inhigh-growth markets and require cash inputs to grow, which usually are provided by cash cows or dogs. Since Infinity has only two business units in these two quadrants, the company is likely to be facing a cash crunch.26. Answer (C) is correct.Bargaining power of buyers is reduced when the switching costs are high, as is the case here.27. Answer (D) is correct.This strategy uses one of Tamara's strengths—its product development team—to take advantage of the opportunity presented by the growing popularity of mobile technologies.28. Answer (B) is correct.▪ 改善预算是一种包括持续改进的预算方式,它根据目标效率和生产效率对所需要的资源进行调整,是传统预算系统和ABC预算系统的有效补充▪ 在改善预算中,降低成本是通过以“相同作业,更高效率,更高品质”的方式来实现的;它并不是随意地削减作业29.题解:单位产品标准耗时的判断,答案B每生产20个产品就有一个不合格产品则单位产品的标准耗时= (21*10)/20 = 10.5 分钟/个30.题解:预算编制,D31.题解:现金预算的计算,D▪ 该公司的回款形式属于(n+1),而且是3次收款,因此3月份的收款往前只能追溯到1月份(3-2)▪ 3月份的现金回收额= 当期的现金+ 2月份赊销的60% + 2月份赊销的30% + 1月份赊销的10%▪ 3月份的现金收回额= 120,000 + 335,000×0.6×0.98 + 335,000×0.3 + 320,000×0.1 =120,000 + 196,980 + 100,500 + 32,000 = 449,48032.题解:应付账款资金的预算,B▪ 期初+ 当期采购= 当期支付+ 期末▪ 当期支付= $5,000,000 + $6,000,000 - 5,500,000 = 6,500,00033.题解:原材料预算,D▪ 制作20 kg的水果沙拉需要使用19 kg完全加工好的水果▪ 设使用了未加工过的水果X kg▪ X×(1 – 10%)×(1 – 2%) = 19 kg,X = 21.54 kg34.题解:Dlimit unauthorized expenditures. 是internal control 的作用。

桨板l1考试内容

桨板l1考试内容

桨板l1考试内容Title: The Importance of L1 Language Proficiency and its Impact on EducationIntroduction:Language is an essential tool for communication, learning, and acquiring knowledge. In any educational system, a strong foundation in the first language, L1, is crucial for effective learning and academic success. This essay will discuss the significance of L1 language proficiency and its impact on students' education. Section 1: The Significance of L1 Proficiency1.1. Cultural Identity and Sense of BelongingL1 is the language that students are most comfortable in, as it is the language spoken in their home and community. By developing their L1 proficiency, students can connect more deeply with their cultural roots and maintain a sense of belonging. This fosters a positive self-identity and enhances their overall well-being.1.2. Cognitive Development and Critical ThinkingL1 proficiency aids cognitive development and critical thinking skills. When students understand concepts in their mother tongue, it allows for more significant comprehension and analysis. L1 fosters higher-order thinking skills, and this transfers to other languages, boosting overall language acquisition.1.3. Vocabulary and Knowledge AcquisitionA strong L1 foundation enables students to acquire vocabulary and knowledge more readily in other languages. By learning concepts in their native language first, students can bridge the gap in theirunderstanding when acquiring a second or third language. This accelerates vocabulary acquisition and enhances their overall language learning abilities.1.4. Literacy SkillsStrong L1 proficiency is closely linked to literacy skills. Research has shown that students who have developed solid reading and writing skills in their L1 exhibit better performance and grasp of these skills in other languages. Fostering literacy in L1 serves as a foundation for literacy in subsequent languages.Section 2: Impact of L1 Language Proficiency on Education2.1. Academic PerformanceStudents who have a strong foundation in their L1 language tend to perform better academically. This is due to the fact that they can apply critical thinking skills and understand concepts more comprehensively, resulting in improved overall performance across subjects.2.2. Language Learning and FluencyL1 proficiency facilitates the learning of additional languages. When students understand grammar, phonology, vocabulary, and sentence structure in their L1, they can then apply this knowledge to acquire new languages more efficiently. Consequently, L1 proficiency positively impacts the development of fluency in other languages.2.3. Second Language LearningWhen students possess a solid grasp of L1 language concepts, they can better transfer their existing knowledge and skills to learning asecond language. Students can draw upon their knowledge of phonetics, vocabulary, and grammar to enhance their understanding of the target language, making the learning process faster and more effective.2.4. Cross-Cultural Awareness and UnderstandingL1 proficiency enhances cross-cultural awareness and understanding. By having a solid foundation in their native language, students can compare and contrast cultural practices and languages, promoting tolerance, empathy, and respect for differences.Conclusion:L1 proficiency lays the foundation for successful language acquisition, academic performance, and cognitive development. By recognizing the importance of L1 language proficiency and integrating it into educational systems, schools can empower students to excel academically while maintaining a strong connection to their cultural identity. Ultimately, a strong L1 language foundation sets students on a path towards lifelong learning and success.。

D1--D10 参考答案

D1--D10 参考答案

参考答案Day 1Ⅰ.Reading comprehensionSection A⒈D 2.C 3.A 4.C 5.D 6.B 7.A 8.A 9.C 10.B 11.B 12.A 13.A14.B 15.BSection B16.D 17.C 18.B 19.D 20.B 21.C 22.D 23.BSection C24.Because the body’s temperature may drop so low that finally the heart stops.25.there is a greater difference in air temperature and water temperature.26.Swimming in cold water will force the blood to move fast27.Because they find it fun and relaxing.Ⅱ.Translation28.A well-dressed gentleman had a strange expression on the face.29.Tom greeted me cheerfully ,and left me a good impression.30.After he glanced at the paper, he decided to buy one copy.31.Hearing this bad news, he sighed.32.My colleague prefers to communicate with his friends in his spare time.Day 2Ⅰ.Reading comprehensionSection A1.C2.C3.B4.D5.B6.C7.A8.C9.C 10.C 11.D 12.B 13.A 14.A 15.DSection B16.B 17.A 18.C 19.B 20.D 21.A 22.ASection C23.almost the same skills.24.a child knows the fear of water.25.Smoking does harm to lungs.26.Some young swimmers use this stroke naturally, without any training. Ⅱ.Translation27.He lived so far away from me that I didn’t even get a chance to talk to him.28.The way you communicate with people around you is very important.29.Mary’s performance at the sports meeting gave us a good impression.30.We can know whether you are happy from the expression on your face.31.If you rest your head on your hand, others may think that you are telling people to go away.Day 3Ⅰ.Reading comprehensionSection A1.B2.B3.C4.B5.C6.A7.A8.C9.C 10.D 11.D 12.A 13.B 14.B 15.CSection B16.B 17.A 18.C 19.A 20.D 21.C 22.A 23.CSection C24.British people cannot understand him25.spelling,pronunciation,vocabulary as well as grammar26.Because British and American English are the same language for the most part.27.To show the difference in pronunciation between American English and British EnglishⅡ.Translation28.Your silence is telling people that you don’t agree to our plan.29.His mother’s gestures always make us feel welcome at his home.30.What he has said reminds me to look at people’s eyes when (I am) talking to people.31.The way you say something is sometimes more important than what you say.32.The teacher was happy to see what he had said seemed to work on his students.Day 4Ⅰ.Reading comprehensionSection A1.D2.B3.C4.A5.C6.C7.B8.D9.A 10.B 11.C 12.C 13.D 14.B 15.ASection B16.C 17.D 18.D 19.C 20.B 21.A 22.DSection C23.Afternoon tea, a very British tradition24.Anna,the seventh Duchess of Bedford25.sandwiches,scones as well as cakes and pastries26.Because there was a long period between lunch and dinner..Ⅱ.Translationmunication is more than speaking; it's also listening.28.We decided to employ these college students without hesitation.29.I don’t understand why body language is sometimes more important than language itself.30.Mr.Yang,a senior teacher, remarked on our performance in the contestlast night.31.The way teachers teach sometimes makes it easier for students to understand what the teachers teach.Day 5Ⅰ.Reading comprehensionSection A1.D2.C3.C4.B5.A6.A7.B8.B9.D 10.D 11.D 12.B 13.C 14.A 15.CSection B16.C 17.C 18.A 19.B 20.D 21.D 22.C 23.C Section C24.The port city of Longkou in Shandong Province.25.It suddenly lost its power at 2:30 pm and tilted on its side.26.China Marine Search and Rescue Centre27.they spent too long time in the freezing watersⅡ.Translation28.When I am in trouble, I always go to my teachers for assistance.29.America is now in a difficult situation as it doesn’t know whether to go on with the war in Iraq.30.Although some people don’t know it, healthy food is really the key to a good life.31.The teacher didn’t look at the students when he was talking, so it caused confusion among students.32.As a matter of fact, I reminded him of the time for the meeting in order to make him arrive in time.Day 6I.Reading comprehensionSection A1.C2.B3.A4.C5.B6.C7.A8.D9.D 10.D 11.B 12.A 13.C 14.D 15.CSection B16. B 17.D 18.B 19.B 20.C 21.C 22.A 23.CSection C24. To see the influence of robotic dogs on old people’s depression, physical activity, and life satisfaction25. record their feelings and activity26. It is easier to keep at home27. become a more-valuable health helperⅡ.Translation28. He didn’t buy a house as he lacked money then.29. I consider this film wonderful, but my deskmate doesn’t think so.30. On Mother’s Day, he always buys flowers to show his respect for his mother.31. I t’s hard to avoid a war, but we can improve understanding through communication.32. People in authority here didn’t realize that their decision would affect the future of this area.Day 7Ⅰ.Reading comprehensionSection A1.B2.B3.C4.A5.C6.A7.B8.C9.A 10.B 11.B 12.C 13.C14.A 15.DSection B16.B 17.A 18.B 19.D 20.D 21.C 22.D 23.CSection C24. Women were limited to the lower-paid jobs.25.sowing, growing, and harvesting as well as caring for cattle andraising their children26. More and more men were employed in industry27. Women and their work in the 19th centuryⅡ.Translation28. Frequent visits have made the heads of the two countries become goodfriends.29. Westerners generally consider a lack of eye contact as a lack ofinterest.30. Products made of leather certainly last longer than those made ofcotton.31. When he was playing computer games in concentration, he didn’t hearothers calling his name.32. We should avoid staring others as it may cause misunderstanding.Day 8Ⅰ.Reading comprehensionSection A1.C2.C3.D4.A5.C6.A7.D8.B9.B 10.A 11.C 12.A 13.D14.C 15.CSection B16.A 17.B 18.C 19.B 20.C 21.B 22.CSection C23. Most of the Lomographers are stylish young people who work with orstudy art.24. freedom and creativity can enrich your life25. In China Lomo is more of a symbol of fashion and youth.26. a newspaperⅡ.Translation27. To my disappointment, he is always looking downwards when he is talkingto people.28. How can it be that people never pay attention to him?29. Tracy glanced at her boyfriend and asked him to sit opposite her.30. Premier Wen encouraged the children who had lost their parents to workharder.31. In the Dabie Mountain, the students from Jincai gave their money tothose poor children without hesitation.Day 9Ⅰ.Reading comprehensionSection A1.C2.A3.B4.A5.A6.B7.C8.B9.A 10.C 11.B 12.C 13.A 14.D 15BSection B16. C 17.B 18.D 19.C 20.C 21.D 22.B 23.CSection C24. Volunteering in a soup kitchen25. Anyone who has a desire to serve and the virtue of caring about others.26. Getting attached to the people you serve and work with is inevitable.27. think little of/accept readilyⅡ.Translation28. Making noises when eating is considered rude by westerners.29. Hold your head up, and you will make the customers feel welcome.30. Young people from different countries should be encouraged to signal friendliness instead of hostility.31. Scientists warm people of the danger of global warming.32. Leaders of different countries advised the president to give up hostility.Day 10Ⅰ.Reading comprehensionSection A1.B2.B3.B4.C5.A6.C7.A8.A9.C 10.D 11.B 12.C 13.B 14.D 15.ASection B16.C 17.C 18.A 19.D 20.B 21.A 22.C 23.DSection C24. light-hearted25. He didn’t discover it until much later.26. Cruel.27. liked playing the pianoⅡ.Translation28. He tried to avoid taking part in social activities for lack of time.29. When you want to express your anger, you should pay attention to theway you speak.30. Sometimes I get tired of classes, but my dream will make me concentrate my attention on study.31. Part of his job is to maintain good relations with our suppliers.32. If he didn’t remind me, how could I realize my mistake?。

NDPS教育训练

NDPS教育训练

程式名:N/B 80排程工單欠料明細(112) dpsr205 路徑:N/B工單相關作業報表->N/B 80排程工單欠料明細
備註:
8排序別可選擇 2排程日---Run出報表為 依日期/線別/班別 統計之 欠料表.
4料號---Run出報表為 依 欠料料號統計之欠料表 分 日期/線別/班別.
教育I訓SO練90資00料Y一2KN-IDQPAS流rev程0103
David sun
7
NDPS流程----Run NDPS排程工單缺料表(一)
排序別選擇 2排程日 Run出之欠料表格式:
教育I訓SO練90資00料Y一2KN-IDQPAS流rev程0103
David sun
8
NDPS流程----Run NDPS排程工單缺料表(一)
排序別選擇 4料號 Run出之欠料表格式:
可於 完工 欄輸入完工數
F擷取新工單
擷取上次擷取後新開立工單
M修改備註
可於 備註 欄輸入備註內容
執行菜單後 Esc 為執行完成退出
教育I訓SO練90資00料Y一2KN-IDQPAS流rev程0103
David sun
6
NDPS流程----Run NDPS排程工單缺料表(一)
1.Key須查詢欠料的條件--線別/班別/日期/MC. 即 可RUN出已排NDPS之欠料明 細.
程式名:NDPS排程 asfi640 路徑:N/B工單相關作業報表-> NDPS排程
備註:
進此程式未按 F擷取新工 單 則再上一次擷取後新開 的工單不會存在.
此程式主要菜單及功能見 下頁
教育I訓SO練90資00料Y一2KN-IDQPAS流rev程0103
David sun

test10-1

test10-1

三、能方法第三方第三方三大范德萨范德萨范德萨发是打10我认真钻研课标、教材,研究教法、学法,积极参加“构建自主高效”课堂改革,精心设计每一节课,使学生由“要我学”变“我要学”,变“苦学”为“乐学”,激发学生学习兴趣和学习热情,使学生真正成为学习的主人。

范德萨发是打在教学研究中,坚持使用《能力培养》。

不仅提高了学生的自主学dsfsdf习能力,使有效问题极大地活跃了课堂气氛,而且使课堂效率极大地提高,真正使有效课堂转向高效课堂。

四、绩(一)教学上有fdsfas 了进步范德萨范德萨范德萨发大水范德萨发撒的范德萨发范德萨发是打本学期承蒙学校领导的信任,在学校“师徒结对”的活动中范德萨发,我与陈晓玲老师结成了师徒对子。

使我在这个学期中,进步不少,为我的工作点亮了引航明灯。

为了调动学生上fdsfaasd课参与的积极性,发挥学生的主体地位,提高课堂教学的效益,我采取了如下的一些措施和方法:1、牢牢把握“读”的环节,作业丰富多范德萨发生彩。

范德萨范德萨上课的时候,我着重于读,但也注重读的方范德萨发大水式和方法。

从方式方法上来说,我把“读”分为个人“读”,小组“读”,带“读”,抢“读”,竞赛“读”,其中学生最喜欢的就是竞赛“读”了。

具体操作是这样范德萨发是打的,我把全班同学分为四组,fdsafdas以组为单位,然后进行朗读比赛。

由于有这么一个强有力的竞争机制,学生上课的参与热情相当高,他们大多能把别人读错的字找出来,并且轮到自己读的时候也相当认真。

事实证明,这种范德萨发的“读”的效果是不错的。

在作业的布置上我也下了很大功夫,每周写一篇周记,并及时批改,《能力培养》随堂做,面批面改。

每月两次测试,全面检查学生的学习情况。

2、注重课堂提问的艺术,引入竞争机制,让学生上课积极思考。

我在每一节课上课之前,都做了认真的准备,把要在上课的时候提出的问题做到心中有数。

要学生回答问题的时候,我针对学生的掌握情况,分别叫不同层次的学生来回答。

坚持写作业英语

坚持写作业英语

坚持写作业英语Sure, here's a lesson plan for "Persistence in Doing Homework in English":Lesson Objective:Students will learn the importance of persistence when completing English homework and develop strategies to stay motivated.Warm-Up Activity (5 minutes):- Discussion Prompt: "What are some challenges you face when doing your English homework? How do you overcome them?"Introduction (10 minutes):1. Teacher Presentation: Briefly introduce the concept of persistence and its relevance in learning English.2. Motivational Story: Share a short story or a real-life example of someone who persisted in their studies and achieved success.Interactive Activity (15 minutes):- Group Work: Divide students into small groups. Each group will discuss and list strategies that can help them stay persistent with their English homework. Examples might include setting a study schedule, finding a study buddy, or rewarding themselves after completing a task.Main Instruction (20 minutes):1. Lecture: Explain the benefits of persistence in language learning, such as improved vocabulary, better grammar, and enhanced comprehension.2. Video Clip: Show a short video clip of a successful English learner talking about their journey and the importance of persistence.Practice (15 minutes):- Individual Task: Students will write a short paragraph about a time when they were persistent in completing a challenging task, and how it felt to achieve their goal.Application (10 minutes):- Role Play: Students will role-play a conversation between a student and a teacher discussing how to stay persistent with English homework.Reflection (5 minutes):- Reflection Question: "How can you apply the strategies discussed today to your English homework routine?"Closure (5 minutes):- Wrap-Up: Summarize the key points of the lesson and encourage students to start implementing the strategiesthey've learned.- Homework Assignment: Assign a homework task that requires students to set a study schedule for the upcoming week and track their progress.Materials Needed:- Whiteboard and markers- Video clip of a successful English learner- Handout with reflection questionsAssessment:- Participation in group discussions and role play- Quality of the written reflection on persistenceThis lesson plan is designed to engage students in understanding the value of persistence and to equip them with practical strategies to apply to their English homework routine.。

2021国家开放大学电大本科《英语教学理论与实践》期末试题及答案

2021国家开放大学电大本科《英语教学理论与实践》期末试题及答案

2021国家开扩大学电大本科《英语教学理论与施行》期末试题及答案〔试卷号:1366〕Section 1 : Basic Thiwies and Principles (40 points)Questions 1-20 arv based on this purt.Directions】Choose the best answer from A. B or C for each question. Write your answer on the Answer Sheet1. Which aspect of nced> nna\ys\3 does the following Mituation reflect?WurrR Li it a student majoring in English • but hu mlerett “ tn manaKrment. And if was manafitment that he selected when Ar ILVIS his i pedal I y /pr collegeeducation. So he shozvi littlf i/i/eres/ in /ii> itudy and !agn behind in his study. HAt Laclu«K Needs<C. WantM.2. Which of ihr following docs not describe an Eclectic Approach?A. The teacher (allows Humanist Approach strictly.B. The teacher mixes up a wide range of methods and approachr^C. The teacher tries to incorporate the best aspects of ti]] the research about lafiguagr learning3. What syllabus doe^ thr following present?A. Structural syllabusB. Topic sylhtb"C Skills syllabus4. What approach treats the stncicnti* as a whole person• with feelings and cmoiions?A. The Natural Approach 11 The Cammunicafive ApproachC. The Humanistic Approach5. Which of the following is the description of a (unction7A> Ownership. B. Giving directions* •C. Acting out a play.6. Which of the following roles does the teacher mninly ploy in a cotuniunicattve activity^A. Controller* B・ FacilitatonC. Asses}*or.7. Authentic materials ore materials produced for .A・ Native gpeakers B・ English learnersC English reachcrs& Which of the following belongs to the communiaitive approach?A- Focus on accuracy B> Focus on fluencyC. Focus on strategies乳What readinK strategy does ^picking out xub-topic sentences^ min?A. Skimminx* B- Scanning.C・ Inferring-10. What reading approach puts mo&t emphasis on automatic recognition?A. The top-down approach*B. The bottom-up approach^C・ The interactive approach11. What stage is the following activity best suited for?"/ ulrrig noifi on thr main加、of g taxi MA・ Pre-reading B- While-reading(\ Post rcndin«\2. Whitt ImtrninK iikill doc* the following Rdivity help to <rnin?L,"e,tu Ihf folhiwiuirpurt announcetntnU and fill the blanks in the table with thr injur mat ion you hrar.C< Infcrringe13. Which of ihr following ia the purpose of the *whi!eli»tening w stage?A. I Q help studcntA cstublisih UnteninK expectatiunHH. Ti)coiiMolidatr what hr hoB learnedC. I o extend the students* ability of rtiAtching whot they expect to hrnr with what they Acnmlly hnar H. Which liMtcniriK aktll rnmbineB liAtrninK und writing?A. Inferring H・ Listening fur tpcciltr informationC. NotrtftkingI >. Which stnge of the speaking lcb»on h leant trucher controlled?A. Presentation Ik Practice^C\ Productioru16. Wiuit convcrMiinnal technique doc« thr lolluwin){ convcrKation prrnrnt?Jack i Sam. u^hai are you gow la do /omorraw?Sam i Nnthin^ much.Why9fJ acit i Wr e rr goin^ Co wafrA a fonlftall mahh. W PM/J y«u like In comr /oo?Sdm i / *c/ /our m !**A. Checking underRtAnding.B. Prtrinvitntion.C・ Showing undrralAnding.17- When A icnchcr rorrrctM the errorii af his/her 5tudent»f what measurefi shouldn 11 he/«hc unc at first?A. To give thr ftludrnth who makm error the (trht opportunity to correct itK To gift other RtuckntN to correct itTo correct the s|udem directlylx. Which of the following speaking ACtivitir* in most coitimunirAtivr?A・ I Me picturoi to mnkr up Btorica.BL Prompted dialoguesh仁Interview* uninx ・ quei(tionnaire<I9・ Which fjl the Uctors npplies 2 thr hirr SIHRC ol the PPP Model?A・ Accurncy B. CI M work「R山yrd correct ion2(). VVhnt n^pret of pronuncintian docn the fblkiwing drmonntrntc?A・ Liaison. B. Rhythm.C・ Pitch.[on1 iQglif paua?'ka:dJ (°an English postcard' }lglfe> to 'miljju:] ( M Glad to meet you .H )Section II t MinMeswin Plan 60 points21. Directions : In this section. you are presented with a short diulo^ue. Read the dialogue and design three listening activities : one prr-lktening activity, one listening activity and one pout- listening uctivlty. The requirement of each activity 公 as follow 〞i Prelhtenlnpi lend in the topicr K ()hig for wnatkrnA Listening ; finish the detaih in the listening materlial> P^t lMcning ; Imin the studenU 1 ability to talk about their own plans.' ou may roliow the table given after the passaRe. Make sure the three activities arc related to each other. Lhtening material tA: Whal are you doing for vacation? 8: I'm (go sightseeing) In Beijing. A: Thafs a good Idea.Who are you going with? B : I(go) with my parents^Activity 1 (Pre-listening)ObjectivesClassroom orRnnization Teaching aidAssumed timeProcedure1) 2) 3〉Fran^ition (how to rclnte to thr following activity)Activity 2 (listening)ObjectivesClHusroom organization Teaching aidjXssumcd timeTransition (how to relate to the formeractivity)ProcedureTransition (how to relate to the following activity)1)2)Activity 3 (Post-listening)A: Who! B Mary _____ (do) for vacation? B: She i going sightseeing In Hawaii. A: That sounds nice.Who is ibe _________ (go) wHh? :She a $ going with her brother.Objective*Clnsaroom orj ;aniuitionTcMchin« aidAssumed timeTransition (how lo relate to the formeractivity)Prociwlurc1)2) j3)Backup plant(1) Predicted problems (2) Possible »olution*试题答案及评分标准Sect ion I i Bu^ic I lw (rric« nnd Princlplr**n»m 选虬共m 个小瞄,QH 的分.扣醐2分.Avlhlty I (Prc^LhlcnhiK)Ohjcclhe«i ta lend in the topic and to •clivute itudenti 1 background knowledge o( going for vncAtiaru Clas»rnnm onconljjithin t C/raiip work leuchlng nidi picturcn Avimiwd Hnwi 5 niinuTr?* PnKcdurd(I)LcA (Lini intrcMfucc the topic (I *)Th<! rtfic hrr enn lend in thr topic by MRkinR qurNtionM hkf."N CJW . clnnse Where do you UNUiilly go for vncAtton? Whu do you go with? H⑵Group diBCiUBion (3*)The teacher calln oti onr or two utudcnt^ to contrtbiitCf uhd tht n niinr Mnuthcr <|uchliun fur K^oup chm imMOfL"()K. What do you do 7 Work in icroupeu See if you do the tunic thing M (3) F<sffdback (I f )( nil on clif(rrrnt to repurt.Trunsilhini丁, M All right. Thunk yoiU Som«tHnrM we ni-r<! to tnlk our vncAtion plan}i <e % HActivity 2 (LUtrning)Ohjecthesi to tmin Mudrnu* nbtlity io thr kry mfurtnAtion Irum thr poatngeCliusniom «>n{nnkNthin t whole-ch»ii work to pnir work reach I tin nidi irnt lx>okt lApr rrc<ird»^< or mulfrmrdtN An«umcd llmci 8 tninutm rniiiflthm(5)Aii»ign the Ihtcning 《I')(I ronlinucd> M Today wc e rr gmng to lintrn to two cnnvcrnnlion^ wbnut talking dbciui the plan (or vucatton. Listen nnd try to find whnt their plnns Are* You mn u*e the following Table to help you« H10 polntuUC 2. A 6. H 7. A H. H 12. B !fl. B 17. C Sccdoti || i L CAMHI Plan •考备案物评分标圳 21. Activity I (Pr 「「W>4.C9.A It C 19. (•10. B I5.C 2<h A60 point*Pr(Kcdurr(6) Whole C U M li»t«ning (3*)Thr trurher |>Uyg the rrcordiriK nnH Atudcntii limcn to thr 烦w S complrtc thetablo«(7) Pnir work to check (2‘)Get the students into pnirn tu check their work. For example• the tvfldwr cun give the inMructionhkt thi H nll rixhtt have yow liniuhrii? Now I'd like you tu chrtk your nnnwerB with your partner to neewhether you h«ve MfcrctW idem "(8) Feed>Mck (2‘>Invitr individuiil pair、to rrp<>r»their work. Mukc <turr to a、k the Afucirnt* io rxplMin whfltprubirmn they hnvc in listening. Eor exAmpk f the trftchcr enn do like fhi»・M I)c> you h«vr |irnlilrmiin getting rhr informntian? ()K. ••• • CAD you trll u« whot difficully you met when li»iemng?H TrumiUoni(9) Ti M Now. we know how 10 ulk aboui vncaunn plant in EnftlhK …"Activity 3 (PMblblenlng)Objcctlvc^ita train the nbility to rxpreM Mttiiudcs nn<l comnicnti*> n( (he mmr time applying hiformAtion obtAined from fhr ronyrrnniiorLCla^«nN)m orgunUulhHii Pair workTeaching aid( no .Assumed time, 6 minutenIrnnBilion*(10) Assign the tank (I ,>(9 continued) Now> thr nntinnal duy i» coming? Wlut S your phn for the vaeMhon?Plcnut get into a pair nnd make a canvrrMtion^ 〞Pmcrdurrj(11) Group discussion (3 ,)Students work in pnirii and make n cc)nvcr»«tion« Thr tcnchrr mny walk around to l*»ur help Ofparnripurc A(12) Ferdback (2*>Invite rftth jmir io report their choice.Backup plunPredicted problems:(1 )The student? may not know anything about vacation plans in EnglisK They may also know alrrndy through the conversation if they have previrwrd.(2)Some students may have difficulty expressing their opinion in English.Possible sulotions:(1 >lf the •students know nnthing about vaention plftns m Englishit in bent because the objective of listeningis to learn about these things from the listening. However^ if they know ukcad y• it doesn't matter because more often than not. Hiudctits may not undersr-and the passage cvvn if ihey already know thr content Whnt ' ♦ more f students * listening may differ grently. If they have prcviewcdt they may have less difficulty in following thr class.(2〉H Mudent? have diffirulty expressing thrni>vlvts in English• we should allow them IO express their M C?AW in Chinese. Phen ihr irarhrr can rrpr/it rheir ideas in English. In this wny. they rnny get to know how tci express themficlvr^。

雅思10阅读中文翻译

雅思10阅读中文翻译

1.1阶梯水井一千年前,在印度最干旱的地域,阶梯井是生活的大体保障。

Richard Cox 行至印度西北部,记叙这些过往时期的壮观古迹。

在公元六世纪和七世纪时期,生活在此刻的印度西北部古吉拉特邦和拉贾斯坦邦的居民开发出一种方式,能够在焊机取得清洁、新鲜的地下水用来饮用、洗澡、供养动物和浇灌。

但是,这一发明——阶梯井的意义远不止其实际的应用。

阶梯井通常建筑结构复杂,而且在大小和形状方面不同专门大,这在这一地域是并世无双的。

在其全盛时期,它们是聚会、休闲和放松的地址,也是村民们(除最低的社会阶级)进行礼拜的地址。

多数阶梯井位于古吉拉特邦(在此处它们被称为“vav”)和拉贾斯坦邦(在此处它们被称为“baori”)的沙漠地带,少数阶梯井也存在于德里。

一些阶梯井位于村落里面或周围,作为社区的公开场合;另一些位于道路旁,作为有人的休息场所。

正如其名称所示,阶梯井由一系列石阶组成,这些石阶从地平面向下延伸至水源(一般是地下含水层),水位随着雨水转变。

当水位高时,利用者只需要向下走几个石阶就能够够抵达;当水位低时,那么需要越过几层阶梯。

一些井是庞大开放的坑状,每一个斜面有上百个阶梯,它们一般是层叠的。

另一些更为精细,有长长的阶梯通道,通过量层通向水源,它们由石头建成,由柱子支撑,还有一些亭子供来访问者躲避酷热。

但或许最令人印象深刻的特点是其复杂的装饰性雕塑,它们美化阶梯井,展现出一些活动——从战斗、舞蹈到女性梳头和制作黄油如此的日常行为。

多少个世纪以来,几千口水井在印度西北部被修建,但其中大多数现在已经停止利用;由于地下水被转移供工业利用而且再也不能够达到地下水位,一些水井已经废弃和干枯。

它们的状况并无因为近来的干旱期而改变:拉贾斯坦邦从1996年至2004年遭遇了八年的干旱。

但是,古吉拉特邦的一些重腹地域近期进行了许多阶梯井的恢复工作,城邦政府在去年六月宣布打算爱整个城邦范围内恢复阶梯井。

在古都帕坦,皇后井(Rani Ki Van)或许是现在最好的例子。

Unit 3 Internship (unit practice)

Unit 3 Internship (unit practice)
教学过程
教学要点及教师活动
学生活动
教学引入
1. Greeting as usual.
2. Revision.
Ask students to read the key vocabulary and sentences.
organize, offer, colleague,pre-service, agreement, internship,insurance, receptionist,challenge, description, excel, intern, prize, qualified, scholarship
教学内容
Unit3Internship. (unit practice)
课时
1
教学
目标
知识与技能:Students can review and use the vocabulary, sentences and grammar knowledge.
过程与方法:Mastering the key knowledge by practice exercise.
1.How is it going withyour internship……
2.So far, so good.
3.How do you feel doing……
4.It was a little bit……at the beginning.
5.The staff here were more than happy to offer help.
情感态度与价值观:Students can increase interest for learning English.
教学重点
Helping students to understand anduse the vocabulary, sentences and grammar knowledge ofthe past continuous tense.
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Absolutism and relativism
ZPT(12/2010)
•(b) Distinguish between absolutist and relativist approaches to ethics and critically evaluate the behaviour of Shazia Lo (the accountant who accepted a bonus for her silence) using both of these ethical perspectives. (10 marks)
•An absolutist ethical stance is when it is assumed that there is an unchanging set of ethical principles which should always be obeyed regardless of the situation or any other pressures or factors that may be present. Typically described in universalist ways, absolutist ethics tends to be expressed in terms such as ‘it is always right to . . . ’, ‘it is never right to . . . ’ or ‘it is always wrong to . . . ’
•Relativist ethical assumptions are those that assume that real ethical situations are more complicated than absolutists allow for. It is the view that there are a variety of acceptable ethical beliefs and practices and that the right and most appropriate belief depends on the situation. The best outcome is arrived at by examining the situation and making ethical assessments based on the best outcomes in that situation.
•Firstly, Shazia Lo was correct to be concerned about the over-valuation of contracts at ZPT.
•As a qualified accountant, she should never be complicit in the knowing mis-statement of accounts or the misrepresentation of contract values.•For a qualified accountant bound by very high ethical and professional standards, she was right to be absolutist in her instincts even if not in her eventual behaviour.
•Secondly, she was also right to raise the issue with the finance director.•This was her only legitimate course of action in the first instance and it would have been wrong, in an absolutist sense, to remain silent. •Given that she was intimidated and threatened upon raising the issue, she was being absolutist in threatening to take the issue to the press (i.e. whistleblowing).
•It would be incompatible with her status as a professional accountant to be complicit in false accounting as she owed it to the ZPT shareholders, to her professional body and to the public interest never to process accounting data she knows to be inaccurate.
•It is clear from Shazia Lo’s behaviour that despite having absolutist instincts, other factors caused her to assume a relativist ethic in practice.•Her mother’s serious illness was evidently the major factor in overriding her absolutist principles with regard to complicity in the fraudulent accounting figures.
•It is likely she weighed her mother’s painful suffering against the need to be absolutist with regard to the mis-statement of contract values. In relativist situations, it is usually the case that one ‘good’ is weighed against another ‘good’.
•Clearly it is good (an absolute) to show compassion and sympathy toward her mother but this should not have caused her to accept the payment (effectively a bribe to keep silent).
•She may have reasoned that the continued suffering of her mother was a worse ethical outcome than the mis-statement of ZPT accounts and the fact that she received no personal income from the money (it all went to support her mother) would suggest that she acted with reasonable motives even though her decision as a professional accountant was definitely inappropriate.
• Given that accepting bribes is a clear breach of professional codes of ethics for accountants and other professionals, there is no legitimate defence of her decision and her behaviour was therefore wrong.。

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