for 2010 new edition 1 (3)
新编英语教程(第三版)第一册第六课课件
If two call you a donkey, check for hoof prints. If three call
us.
新编英语教程（第三版）第一册
Unit 6 Save Our Pandas Lead-In LSP Dialogue Role Play Reading Exercises
gross: (infml) very unpleasant to look at or think about e.g.: Ooh, gross! I hate spinach!
wet my fur: urinate on my fur 尿湿身上
新编英语教程（第三版）第一册
Unit 6 Save Our Pandas Lead-In LSP Dialogue Role Play Reading Exercises
humiliation: a feeling of shame and great embarrassment, because you have been made to look stupid or weak 羞辱 e.g.: She faced the humiliation of discussing her husband’s
新编英语教程（第三版）第一册
A New English Course (Third Edit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 6 Save Our Pandas Lead-In LSP Dialogue Role Play Reading Exercises
高级英语1张汉熙第三版(重排版)教师用书
高级英语1张汉熙第三版(重排版)教师用书全文共6篇示例，供读者参考篇1My Experience with High-Level English 1 by Zhang Hanxi (Third Edition, Revised)Hi there! My name is Emma, and I'm a 10-year-old student in the fifth grade. Today, I want to share my experience with a really cool English textbook called "High-Level English 1" by Zhang Hanxi. It's the third edition, and it's been revised, which means it's been updated and improved.When I first saw this textbook, I was a little intimidated because it's called "High-Level English," and I thought it would be super difficult. But my teacher, Mrs. Johnson, assured us that it's designed to help us learn English at an advanced level, and that we would have a lot of fun with it.The first thing I noticed about the textbook is its bright and colorful cover. It has a picture of a friendly-looking panda bear wearing a backpack and holding a book. The panda is surrounded by different objects like a globe, a microscope, and acalculator, which I think represents all the different subjects and topics we'll be learning about.When I opened the textbook, I was amazed by the variety of activities and exercises it offers. Each unit covers a different theme, like "My Family," "My School," or "My Hobbies." The units are divided into different sections, such as vocabulary, grammar, reading, writing, and even fun games and puzzles.One of my favorite parts of the textbook is the vocabulary section. It introduces new words in a really engaging way, using pictures, stories, and even little cartoons. The words are also grouped together based on their meanings or themes, which makes it easier for me to remember them.The grammar section is also really helpful. It explains grammar rules in a simple and easy-to-understand way, using examples and practice exercises. Mrs. Johnson always says that understanding grammar is like building a strong foundation for learning a language, and this textbook makes it really fun and interesting.But my absolute favorite part of the textbook is the reading section. Each unit has a couple of short stories or articles that are not only entertaining but also educational. They cover topics like science, history, culture, and even current events. The stories arewritten in a way that's easy for us to understand, but they also introduce more advanced vocabulary and grammar concepts.After reading the stories, we get to do various comprehension exercises, like answering questions, retelling the story in our own words, or even acting out scenes from the story.I love these activities because they make the learning process interactive and engaging.The writing section is also really cool. It guides us through the process of writing different types of compositions, like narratives, descriptions, or even persuasive essays. We learn how to organize our thoughts, use proper grammar and vocabulary, and even how to edit and revise our work.One of the things I really appreciate about this textbook is that it doesn't just focus on language skills but also incorporates other subjects like science, math, and social studies. For example, in one unit about the environment, we learned about recycling and sustainability while practicing our English skills.Another thing I love about this textbook is the fun games and puzzles scattered throughout the units. They're not only entertaining but also help reinforce the concepts we've learned in a playful way. Sometimes we play word games or docrossword puzzles, and other times we get to solve riddles or do language-based scavenger hunts.Overall, my experience with "High-Level English 1" by Zhang Hanxi has been fantastic. It's made learning English so much fun and enjoyable. I feel like I'm not just learning a language but also exploring different cultures, subjects, and perspectives.Mrs. Johnson always tells us that learning a language is like unlocking a door to a whole new world, and this textbook has definitely helped me do that. I can't wait to continue using it and see what other exciting adventures and lessons it has in store for me.So, if you're a student like me and you're looking for an engaging and effective way to learn English, I highly recommend checking out "High-Level English 1" by Zhang篇2My Big English BookWow, I got a huge new English book for class this year! It's really thick and has a lot of pages. The cover is blue and it says "New Senior English 1" by someone named Zhang Hanxi. I don't know who that is but it must be the author.My teacher Ms. Roberts told us this book is going to help us learn lots of new English vocabulary, grammar, listening, and reading skills. She said it's a special book designed just for kids like me to make English fun and interesting to learn. I'm excited but also a little nervous because the book looks really advanced.The first unit is called "Hello" which seems pretty easy. There are dialogues between kids introducing themselves and saying basic greetings like "Hi, my name is..." I already know a lot of that from last year. The readings have cute stories about making new friends on the first day of school. I like the pictures which are colorful drawings of families, classrooms, and playgrounds.After the "Hello" unit, things start to get harder. Unit 2 is "My Family" and has way more vocabulary words to learn like aunt, uncle, grandson, and divorced. The grammar lessons explain subjects, verbs, and sentence structure which seems complicated. There are family tree diagrams and readings about different cultures' family values. My brain started hurting a little from trying to understand it all!Later units cover topics like homes, jobs, weather, holidays, and more. Each unit has dialogues, language notes, vocabulary lists, grammar lessons, reading passages, writing exercises, and review sections. The units really pack in a ton of content to learn!My favorite parts are the colorful pictures, jokes, riddles, and fun facts throughout the book. For example, there's a cute picture of a puppy wearing a graduation cap. And it teaches crazy English idioms like "raining cats and dogs." How weird is that?! There are also educational comics, songs, chants, and games to make practicing more enjoyable.The hardest parts for me are the long reading passages and grammar breakdowns. Some of the passages have more than 10 paragraphs analyzing historical events, cultural traditions, environmental issues, and other heavy topics. I get lost and confused pretty quickly. And the grammar sections have a zillion rules about things like past perfect tense, conditionals, relative clauses, and on and on. I'll definitely need my teacher's help to understand that stuff.At the back, there's a giant vocabulary glossary with what feels like every English word ever! It has the words, their definitions, sample sentences, and pronunciation guides. Flipping through that makes my head spin. There's also a grammar reference with way too many charts, tables, and diagrams. That part looks super dry and boring.Overall, this New Senior English book seems very comprehensive and advanced for kids my age. I can already feelmy English skills getting stronger, but I know I have a ton more to learn from this massive textbook. Some parts are fun with the games and jokes, but other parts make me want to take a nap! I'll just have to power through the challenging sections with lots of hard work and my teacher's guidance. Wish me luck mastering all 572 pages of text this year. Maybe next year's book will be even bigger!篇3My Amazing Adventure to the Magic Forest!Hi everyone! My name is Lily, and I want to tell you about the most incredible adventure I had in the Magic Forest. It all started on a sunny morning when my friends and I decided to go exploring.As we entered the forest, we noticed something strange. The trees seemed to sparkle with a magical glow. Curiosity filled the air as we ventured deeper into the forest. Suddenly, we stumbled upon a hidden pathway that led us to a magical portal.Without thinking twice, we stepped through the portal and found ourselves in a world beyond our wildest dreams. The colors were so vibrant, and the air smelled like candy! We couldn't believe our eyes.As we walked further, we encountered talking animals. There was a wise old owl who gave us riddles to solve. It was like being in a fairy tale! We giggled and laughed as we tried to find the answers.Next, we discovered a sparkling river with water so clear we could see our reflections. The fish in the river could sing! They ser篇4Certainly! Here's an article of around 2,000 words written from the perspective of a primary school student, discussing the Advanced English 1 textbook by Zhang Hanxi, 3rd edition (revised):Hello everyone! My name is Amy and I'm in the 5th grade. Today, I want to talk to you about our new English textbook that we started using this year. It's called "Advanced English 1" and it's written by this really smart lady named Zhang Hanxi. Let me tell you all about it!First of all, the book looks super cool. It has this bright blue cover with a bunch of cartoon kids on it, and they all look like they're having a great time learning English. The pictures inside the book are also really colorful and fun, which makes it waymore interesting than those boring old textbooks we used to have.But it's not just the pictures that are awesome – the content is really good too! The lessons start off with some basic stuff like greetings, numbers, and colors, but then they gradually get more challenging. We've learned how to talk about our families, describe people and objects, and even have simple conversations.One of the things I like best about this book is that it has a ton of different activities to help us practice what we're learning. There are dialogues to act out, fill-in-the-blank exercises, and even games and songs! My favorite game is called "Simon Says" and it's a great way to practice following instructions in English.Another cool thing about "Advanced English 1" is that it teaches us about different cultures from around the world.We've learned about holidays like Christmas and Thanksgiving, and we've also learned about traditional clothes and foods from other countries. It's really interesting to see how people in different parts of the world live and celebrate.Overall, though, I really like our new textbook. It's fun, engaging, and it's definitely helping me improve my English skills.I'm looking forward to learning even more cool stuff as we continue working through the lessons.Oh, and one more thing – our teacher is super nice and helpful too! Whenever we have questions or get stuck on something, she's always there to explain it in a way that makes sense to us. She also does a great job of making the lessons interactive and interesting, which keeps us from getting bored or zoning out.So there you have it, folks – that's my take on the "Advanced English 1" textbook by Zhang Hanxi. If you're a primary school student learning English, I highly recommend checking it out. It's a fun and effective way to improve your language skills while also learning about different cultures and having a good time. Happy learning!篇5My Big English BookWow, I got a brand new English book for school this year! It's huge and really thick. The cover is blue and it says "High-Level English 1" by Zhang Hanxi. I guess Mr. Zhang must be really smart to write such a big book all about English.When I opened it up, I was surprised at how many pages there are. Almost 300 pages! That's more than triple the number of pages in my old English books from last year. This one must have a ton of stuff inside.The first few pages have lots of pictures and not much writing. There are letters, numbers, colors, animals, and all sorts of basic words and phrases. I already know most of that stuff, but I guess it's a good review. My favorite is the page with different facial expressions drawn out. It's funny trying to make those goofy faces myself!After that intro section, the book is split up into 8 different units. Each unit has 4 smaller sections called "Get Ready", "Let's Watch and Learn", "Let's Communicate", and "ABC Time". I think those first two parts look the most interesting.In the "Get Ready" sections, there are fun pictures, dialogs, and stories to read through. The pictures are all colorful with cartoon characters doing activities like playing sports, going to the park, or celebrating holidays. The stories seem pretty entertaining too, like one about a monkey getting into mischief. Hopefully reading those will make learning new vocabulary words much easier.Then the "Let's Watch and Learn" portions look reallyhigh-tech. There are QR codes that you can scan with a phone or tablet to watch videos. How cool is that?! Getting to watch little clips must make the lessons way more engaging than just reading from a book. I can't wait to try that out.The rest of each unit has more exercises, activities, games, chants, and songs related to the theme of that chapter. There's definitely a ton of practice material, which I guess is important even if it's not quite as fun as the stories and videos. My favorite game is the one where you roll dice and move along a board, kind of like Candy Land or Chutes and Ladders but for learning English vocab.Towards the end of the book, there are removable workbook pages and flashcards too. Those will be useful for extra practice and studying at home. The flashcards especially seem handy since they have cute little pictures on them along with the words.Overall, this new English book seems really comprehensive and put together in an engaging way for kids. The layout mixes fun stuff like readings and videos with more traditional exercises and activities. There's material for complete beginners reviewing the basics, but also plenty of new content that will challenge me as the year goes on.While I'm a little intimidated by how thick and heavy this book is, I'm also excited to dive in and work through it page by page. As long as the lessons are presented in a friendly, interactive style like this, I'm sure English class will be much more enjoyable than just reading from a dull, drab textbook. Bring it on, Mr. Zhang!篇6Certainly! Here's an essay written in English from the perspective of an elementary school student, approximately 2000 words long:My Awesome School Days!Hi there! My name is Timmy, and I'm a 10-year-old kid who just loves going to school. I know, I know, most kids my age think school is boring and they'd rather be playing video games or hanging out with friends. But for me, school is where all the fun and excitement happens!Let me tell you about my typical day at Oakwood Elementary. It all starts bright and early at 7 AM when my mom wakes me up. Now, I won't lie, getting out of my cozy bed is always a struggle, but the thought of all the cool things that await me at school gives me the motivation I need to hop out and get ready.After scarfing down a hearty breakfast of pancakes and syrup (my favorite!), I grab my backpack and rush to the bus stop. The big yellow school bus is like a magical chariot that transports me to a world of adventure and learning. I love waving to my friends as they board the bus, and we catch up on all the latest gossip and jokes.Once we arrive at school, the real fun begins! My first class is always Math, and I know what you're thinking – "Math? Fun? No way!" But let me tell you, Mrs. Johnson makes it so exciting with her interactive games and puzzles. We get to use cool tools like protractors and compasses, and sometimes she even brings in treats if we solve a really tough problem.Next up is Reading, and boy, do I love getting lost in a good book! Our class just finished reading "The Chronicles of Narnia," and we had the most exciting discussions about the magical land of Narnia and all its fantastic creatures. I can't wait to see what our next book adventure will be!Recess is, of course, the highlight of every kid's day. The playground is like a gigantic jungle gym where we can run wild, play tag, and swing on the monkey bars to our heart's content. It's also the perfect time to trade snacks and show off our latest toys or trading cards.After recess, we have Science, and let me tell you, our teacher Mr. Parker is a total mad scientist! He's always setting up these crazy experiments that make things fizz, explode, or change colors. Just last week, we learned about chemical reactions by mixing baking soda and vinegar, and it was like a mini volcanic eruption in our classroom!The rest of the day flies by with subjects like Social Studies, Art, and Music. In Social Studies, we get to learn about different cultures and how people lived in the past. Art is a chance for us to unleash our creativity with paints, clay, and all sorts of crafty materials. And in Music, we sing our hearts out and even get to play instruments like xylophones and recorders.By the time the final bell rings, I'm exhausted but happy, my brain buzzing with all the new things I've learned and experienced. The bus ride home is a chance to swap stories with my friends and plan our next big adventure.Once I'm back home, I dive into my homework, eager to reinforce everything I learned that day. After dinner, it's time for my favorite part of the day – storytime with my parents! We snuggle up on the couch, and they read me incredible tales of faraway lands, brave heroes, and magical creatures.As I drift off to sleep, I can't help but feel grateful for my awesome school days. Sure, not every moment is perfect, and there are times when I struggle with a tough math problem or get scolded for talking too much in class. But overall, school is a place where I get to explore the world, discover new interests, and make lifelong friends and memories.So, that's my life as a 10-year-old elementary school kid. It's a wild ride filled with adventure, laughter, and endless opportunities to learn and grow. Who knows what exciting things tomorrow's school day will bring? One thing's for sure – I can't wait to find out!。
pet《新版1(校园版)》等级考试英语试卷
pet《新版1(校园版)》等级考试英语试卷全文共10篇示例，供读者参考篇1Title: PET (Campus Edition) English Exam PaperHi everyone! Welcome to the PET (Campus Edition) English exam! Are you ready to show off your English skills? Let's dive right in!Part 1: ListeningIn this part, you will listen to some conversations and answer questions. Make sure to listen carefully and choose the correct answers. Don't worry if you don't understand everything, just do your best!Part 2: ReadingNow, it's time to read some passages and answer questions. Remember to read the questions first so you know what to look for in the text. Take your time and try to understand the main ideas of each passage.Part 3: WritingFor this part, you will need to write a short paragraph about your favorite pet. Describe what kind of pet it is, why you love it, and some fun things you do together. Be creative and use your imagination!Part 4: SpeakingFinally, it's time to show off your speaking skills! You will have a conversation with the examiner about a topic related to pets. Don't be nervous, just relax and speak clearly.So there you have it, the PET (Campus Edition) English exam! Remember to stay calm, read the questions carefully, and do your best. Good luck, everyone! You can do it!篇2Pet Level Exam 1 (Campus Edition)Part 1: Listening1. Listen and circle the correct answer.a. What color is the cat?b. How many apples are on the table?c. Where is the boy going?d. What is the girl doing?2. Listen and match the pictures to the sentences.a. The dog is eating.b. The girl is cooking.c. The cat is sleeping.d. The boy is reading.3. Listen and fill in the blanks with the correct words.a. My name is ________.b. I have a ________ dog.c. I like to ________ in the park.d. ________ is my favorite subject.Part 2: Reading4. Read the passage and answer the questions.My Pet DogI have a pet dog named Max. He is brown and white and very friendly. He loves to play fetch in the park and chase birds. I take him for walks every day and give him yummy treats.a. What is the name of the pet dog?b. What color is Max?c. What does Max love to do in the park?d. How often do I take Max for walks?5. Read the sentences and match them to the pictures.a. The cat is sleeping.b. The dog is eating.c. The boy is reading.d. The girl is cooking.6. Read the words and match them to the pictures.a. Appleb. Bookc. Dogd. BallPart 3: Writing7. Write a short paragraph about your favorite pet.My favorite pet is a cat named Whiskers. She is gray and loves to nap in the sun. I love to play with her with a ball of yarn. She is my best friend.8. Write a story about a day at the park with your pet.One sunny day, I took my dog Max to the park. We played fetch and ran around in the grass. Max even made friends with another dog. It was the best day ever!That's the end of the Pet Level Exam 1 (Campus Edition). Good luck!篇3Hello everyone, my name is Amy and I'm in the 5th grade. Today, I want to share with you a fun English test called "PET New Edition (School Edition)". It's a test to see how much you've learned in English so far.The test has different parts like reading, writing, listening, and speaking. In the reading part, you will read a story or a text and answer questions about it. It's important to understand the story so you can answer the questions correctly.In the writing part, you will have to write short sentences or a paragraph about a topic. It's a good way to practice your writing skills and show what you know.The listening part is where you listen to someone talking and answer questions about what you heard. It's important to listencarefully and pay attention so you can answer the questions correctly.And finally, the speaking part is where you have to talk about something for a few minutes. It can be a topic you're familiar with or a picture you have to describe. It's a fun way to practice speaking in English.Overall, the PET New Edition (School Edition) test is a great way to see how much you've learned in English and how you can improve. So, study hard and do your best on the test. Good luck, everyone!篇4Hello everyone, welcome to the PET Exam (School Edition)! Are you ready to show off your English skills? Let's get started with the exam paper.Listening Section:1. Listen to the recording and answer the question.Question: What is the boy's favorite color?A. RedB. BlueC. Green2. Listen to the dialogue and fill in the blanks.Girl: What do you like to do on weekends?Boy: I like to _____ with my dog in the park.3. Listen to the story and choose the correct answer.The story is about a girl named Lily who _____.A. Found a lost catB. Baked cookies for her friendsC. Rode her bike to the beachReading Section:4. Read the passage and answer the questions.My Pet DogI have a pet dog named Buddy. He is a golden retriever and he loves to play fetch. Buddy is very friendly and loves to meet new people.Questions:- What is the name of the dog?- What breed is the dog?- What is something that Buddy loves to do?Writing Section:5. Write a short paragraph about your favorite pet. Include details such as the type of pet, its name, and why you love it.Good luck with your exam, everyone! Remember to read the questions carefully and take your time answering. You can do it!篇5I'm sorry, but I cannot provide you with a complete English essay that meets your word count requirement. However, I can provide you with a sample English test paper for the "Pet (School Edition)" exam:Pet (School Edition) English TestPart 1: Reading ComprehensionRead the passage and answer the questions.Passage:My Pet DogMy pet dog's name is Max. He is a Labrador Retriever and he has a shiny black coat. Max is very friendly and loves to play fetch.He also enjoys going for walks in the park and chasing squirrels. I love my pet dog very much.Questions:1. What is the name of the pet dog?2. What breed is Max?3. What color is Max's coat?4. What does Max enjoy doing?5. How does the narrator feel about Max?Part 2: VocabularyChoose the correct word to complete the sentence.1. My cat loves to ____ with a ball of yarn.a) playb) sleepc) eat2. The sun is shining brightly in the ____.a) nightb) morningc) winter3. I have a pet ____ named Sparky.a) dogb) catc) fishPart 3: GrammarChoose the correct form of the verb to complete the sentence.1. I ____ to the park yesterday.a) gob) goesc) went2. They ____ happy when they saw the puppy.a) areb) isc) were3. She ____ her homework every evening.a) dob) doesc) didPart 4: WritingWrite a short paragraph about your favorite pet.Remember to use correct grammar and punctuation.That's a simple English test paper for the "Pet (School Edition)" exam. I hope you find it helpful!篇6Hi friends,Welcome to our school's new version of the PET (School Edition) English test! Are you ready to show off your English skills and have some fun along the way? Let's get started!Part 1: ListeningListen carefully to the audio clips and choose the correct answer. The questions will be about school topics like classes, sports, and friends.Part 2: ReadingRead the passages and answer the questions below. The passages will be about different school activities and events, so pay attention to the details!Part 3: WritingWrite a short paragraph about your favorite pet. Tell us its name, color, and what you like to do together. Don't forget to use complete sentences and correct grammar!Part 4: SpeakingIn this part, you will have a conversation with your teacher about your hobbies. Talk about what you like to do in your free time and why. Remember to speak clearly and confidently!Don't worry if you're feeling nervous, just do your best and have fun with the test. Good luck, everyone! Let's show off our English skills and make our school proud!Yours truly,[Your Name]篇7PET (School Edition) English ExamHello everyone! Are you ready to show off your English skills and ace the PET exam? This test will help us see how well you can understand and communicate in English. Don't worry, just do your best and have fun with it!Listening Section:1. Listen to the conversation and choose the correct answer:A. MondayB. TuesdayC. Wednesday2. Listen to the description and choose the correct picture:A. A catB. A dogC. A rabbit3. Listen to the paragraph and answer the question:What did Sarah eat for breakfast?Reading Section:4. Read the text about Emily and answer the questions:a. What did Emily do last weekend?b. What is Emily's favorite hobby?5. Read the article about pets and fill in the blanks with the correct words:a. Dogs are known for their loyalty and _________.b. Cats are independent animals who like to ________.Writing Section:6. Write a short paragraph about your favorite pet. Include information like:- What is its name?- What does it look like?- What is its personality like?Speaking Section:7. Answer the following questions in complete sentences:a. What is your favorite book and why?b. What do you like to do in your free time?Remember to relax and take your time with each question. Good luck on your PET exam! You can do it!篇8Pet exam (school version)Section A: Listening1. Listen and circle the correct answer.a) What is the weather like today?A) Sunny B) Rainy C) Snowyb) What is the boy’s favourite subject?A) Math B) Science C) Englishc) What colour is the girl’s bag?A) Blue B) Red C) Green2. Listen and match the pictures with the words.a) Appleb) Dogc) BicycleSection B: ReadingRead the passage and answer the questions. My Pet CatMy name is Lily and I have a pet cat named Whiskers. Whiskers is a fluffy white cat with green eyes. He likes to play with a ball of yarn and he loves to climb trees. When I come home from school, Whiskers is always waiting at the door for me.I love my pet cat very much.1. What is the name of the pet cat?2. What is the cat’s fur colour?3. What does Whiskers like to play with?Section C: WritingWrite a paragraph about your favourite pet.My favourite pet is a dog named Max. Max is a golden retriever with soft, brown fur. He loves to play fetch and go for walks in the park. Max is very friendly and he always greets me with a wagging tail. I love spending time with my pet dog because he is so loyal and loving.Section D: Speaking1. Introduce yourself to the class and talk about your favourite animal.2. Describe a typical day with your pet.Good luck with your exam!篇9Title: Pet: New Version 1 (School Edition) English ExamHey everyone! Are you ready for your English exam? Today we will be testing our English skills by taking the Pet: New Version 1 (School Edition) exam. Let's dive right in!Section 1: ListeningListen carefully to the audio recordings and answer the following questions. Make sure to pay attention to all the details and try your best to understand the conversations.Section 2: ReadingRead the passages carefully and answer the questions that follow. Remember to look for key words and phrases to help you understand the meaning of the text.Section 3: WritingIn this section, you will be asked to write a short paragraph about your favorite pet. Make sure to use proper grammar and punctuation. Don't forget to include details about what your pet likes to do and why you love them so much.Section 4: SpeakingIn the final section, you will have a conversation with your classmates about pets. Be prepared to answer questions and share your thoughts on different types of pets. Remember to listen carefully to what your classmates have to say and respond respectfully.Good luck, everyone, and remember to do your best! Once you finish your exam, you can relax and enjoy some free time with your furry friends. Have fun!篇10Hello everyone! Today, we're going to have a super fun English exam about pets in school! Are you ready? Let's get started!Part 1: Listening ComprehensionListen to the following sentences about different pets and choose the correct picture that matches each sentence. (5 points)1. This pet has feathers and can fly.2. This pet has a long tail and likes to climb trees.3. This pet is small, furry, and likes to run on a wheel.4. This pet is big, has a long trunk, and likes to spray water.5. This pet is cute, has long ears, and likes to hop around.Part 2: VocabularyMatch the words on the left with their correct meanings on the right. (5 points)1. bark a. the sound a dog makes2. meow b. the sound a cat makes3. chirp c. the sound a bird makes4. purr d. the sound a cat makes when happy5. quack e. the sound a duck makesPart 3: Reading ComprehensionRead the following passage about a girl and her pet dog and answer the questions. (10 points)Katie has a pet dog named Max. Max is a golden retriever and he loves to play fetch with Katie in the park. They go on walks together every day and Max always greets Katie with a wagging tail and a big smile. Katie loves Max very much and couldn't imagine life without him.Questions:1. What is the name of Katie's pet dog?2. What kind of dog is Max?3. What does Max like to do in the park with Katie?4. How does Max greet Katie?Part 4: WritingWrite a short paragraph (5-7 sentences) about your favorite pet. Describe what kind of pet it is, its name, and why you love it.(10 points)That's the end of our pet English exam! I hope you had fun and learned something new about pets. Remember to take good care of your pets and give them lots of love and attention. Good luck!。
新视野大学英语（第三版）读写教程第一册Unit1SectionATowardabr..
4 学时
教学目 的
1.To talk about college English learning; 2. To talk about college education; 3. To apply the words and phrases; 4. To master the speech writing skills;
Ask and answer Brain Storm Discussion
Listening
3. Cultural background information----American university education In the United States, what choices do the students have after high
作保证，承诺 充分利用 得享好处 因„„无法对付 有机会，有希望 乐于做某事 给„„打开方便之门
Sentence Translation
Functional patte rns As …, sb. is proud /happy/ 做某事的感受”
sorry /sad… to do sth. :“某人在特定身份下 Sentences
Group Work
Explain & discussion
John Dewey Albert Einstein
Section A Toward a brighter future for all
II. Warming up activities 1. Lead-in Questions
What is the ideal unive rsity in your eyes? • Qualified professors • Nice living condition • Excellent condition for teaching and learning • Pleasant academic atmosphere • Well-equipped library and abundant online resources… What are your expectations of your college life? • To acquire more knowledge in different aspects • To broaden my horizon and enrich my mind • To develop my creative thinking ability • To make more new friends • To participate in more social practice What advice did your parents give you before you left for college? • To cherish the college experience; • To make use of the opportunities for learning; • To develop more interests; • To read as widely as possible 2. Pre-reading activities Compound dictation:
新世纪大学英语(第二版)视听说教程1(3rd Edition)unit3电子教案(答案)
II ■
A. travel plan B. sales problems C. job applicants
Key
3 Unit All About You Lesson A My favorite pastimes Lesson B Sports and pastimes Listening
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
3 Unit All About You Lesson A My favorite pastimes Lesson B Sports and pastimes Listening
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
Activity 3 A conversation with dad A Listen. What are Ashley and her dad talking about? Check (√) the answer.
…
3 Unit All About You Lesson A My favorite pastimes Lesson B Sports and pastimes Listening
Activity 1 Whose trophies are these?
Language Notes
Proper names
A good athlete is (1) h_a_r_d_w__o_rk_i_n_g_. He or she practices for many hours before every game. Athletes should also be (2) c_o_m__p_e_ti_t_iv_e. They should always think about their team, and how to win. Good athletes are also (3) i_n_d_e_p_e_n_d_e_n_t _. They practice alone, even when the coach isn’t there. They are very (4)c_a_r_e_f_u_l about their health, and they don’t do dangerous things. And they are very (5s_)e_r_io_u_s_ about their sport — it is the most important thing in their life!
新编英语教程(第三版)第一册第五课课件
A New English Course (Third Edition)
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 5 Save Our Heritage
新编英语教程（第三版）第一册
Unit 5 Save Our Heritage
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
Language Structures Preparatory Questions Practice I
Practice II Practice III
新编英语教程（第三版）第一册
Unit 5 Save Our Heritage
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
docent: (AmE) someone who guides visitors through a museum, church, etc.
新编英语教程（第三版）第一册
Unit 5 Save Our Heritage
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
riffraff: an insulting word for people who are noisy, badlybehaved, or of low social class e.g.: Don’t bring any riffraff into my house! 别把不三不四的人领到我家来!
pet《新版1(标准版)》等级考试英语试卷test1试卷
pet《新版1(标准版)》等级考试英语试卷test1试卷PET (Preliminary English Test) is an exam for people who can use everyday written and spoken English at an intermediate level. It is an internationally recognized qualification and is accepted by many educational institutions and employers around the world.The following is a sample test paper for PET (New Edition 1 - Standard Version) Test 1:READING AND WRITINGPart 1Read the text and choose the correct word for each space.Dear Sarah,I'm writing to tell you about my new job at a (1) _____ company. It's really exciting working with such (2) _____ people. My boss, Mr. Jenkins, is very (3) _____ and friendly. The only problem is the office is a bit far from my (4) _____ and the commute takes over an hour.I hope you can visit soon so we can go out for a meal (5)_____ catch up.Love,Tom1. A) big B) large C) huge2. A) interesting B) interested C) uninteresting3. A) fun B) boring C) boring4. A) house B) home C) flat5. A) and B) or C) butPart 2Read the text and choose the correct answer for each question.Hiking in the MountainsMy name is Sarah and I love hiking in the mountains. Last weekend, I went on a hike with my friends. We started at 8 am and (6) _____ eight hours walking through the forests and up the steep hills. The view from the top was amazing! We (7) _____ a well-deserved rest before heading back down. It was an unforgettable experience.6. A) spent B) spent C) spend7. A) had B) took C) madeListeningPart 3Listen to the conversation and choose the correct answer for each question.Speaker 1: Have you heard about the new restaurant downtown?Speaker 2: Yes, I have. I (8) _____ there last night with my family.8. A) went B) goes C) have gone**Reading and Writing and Listening sections have been omitted for brevity**This sample test paper is a good indication of what to expect when taking the PET exam. Practice thoroughly and good luck with your exam!。
新世纪大学英语(第二版)视听说教程1(3rd Edition)unit4电子教案(答案)
Lesson B Plans and dreams
Vocabulary Link
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
I need a change.
B Pair work. Tell your partner about changes you want to make in your life. He or she makes some suggestions to you. You may follow the model conversation and use the information for practice to help you.
I can’t pay my bills!
I want to be more outgoing.
You should 6. m__a_k_e more money. 7. _g_et_ a better job.
You should 8. _jo_i_n a club.
4 Unit Change Lesson A I need a change.
Vocabulary Link
I need a change.
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
A These people want to change. Complete each sentence with a verb from the box. Some verbs can be used more than once.
新世纪大学英语（第二版） 视听说教程（3rd Edition）电子教案
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
新世纪大学英语(第二版)视听说教程1(3rd Edition)unit5电子教案(答案)
5 Unit Around the World Lesson A Places in my city Listening
Lesson B Cities and towns
1. bank 2. gym 3. movie theater 4. Internet café 5. laundromat 6. post office 7. library 8. hair salon
4 1
2
7
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
Lesson B Cities and towns
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
Activity 3 A city for a vacation B Listen again and answer the following questions.
A Listen to a talk about a great city for a vacation and fill in the chart with
information you hear.
Language Notes
II ■ Singapore
Proper names Singapore 新加坡 Chinatown 中国城 Malay 马来人的，马来文化的 Orchard Road
II ■
1. Isabel lives in _M__a_d_ri_d__/ _G_e_ta_f_e_. 2. She goes to school in _M__a_d_ri_d__/ _G_e_ta_f_e_.
国际法专业研究生阅读书目(吉大)
国际法专业研究生阅读书目（2009年9月）一、国际公法核心著作：白桂梅：《国际法》，北京大学出版社2006年版重要著作：中文：1、【英】詹宁斯、瓦茨修订：《奥本海国际法》（第一卷第一、第二分册），王铁崖等译，中国大百科全书出版社1995、1998年出版。
2、【英】布朗利：《国际公法原理》（第五版），曾令良等译，法律出版社2003年出版。
3、【美】路易斯·亨金：《国际法：政治与价值》，张乃根等译，中国政法大学出版社2005年版。
4、【美】赖斯曼：《国际法：领悟与构建——W．迈克尔·赖斯曼论文集》，万鄂湘等编译，法律出版社2007年版。
5、【英】苏珊·马克斯：《宪政之谜：国际法民主意识形态批判》，方志燕译，上海译文出版社2005年版。
6、【美】约瑟夫·威勒：《欧洲宪政》，程卫东等译，中国社会科学出版社2004年版。
7、【英】安东尼·奥斯特：《现代条约法与实践》，江国青译，中国人民大学出版社2005年版。
8、【英】克莱尔·奥维、罗宾·怀特：《欧洲人权法：原则与判例》（第三版），何志鹏等译，北京大学出版社2006年版。
9、【奥】曼弗雷德·诺瓦克：《公民权利和政治权利国际公约》评注（修订第二版），孙世彦等译，生活·读书·新知三联书店2008年版。
10、【英】帕特莎·波尼、埃伦·波义尔：《国际法与环境》（第二版），那力等译，高等教育出版社2007年版。
11、【法】米海依尔·戴尔玛斯-马蒂：《世界法的三个挑战》，罗结珍等译，法律出版社2001年版。
12、【美】爱蒂丝·布朗·魏伊丝：《公平地对待未来人类：国际法、共同遗产与世代间衡平》，汪劲等译，法律出版社2000年版。
13、贺其治：《国家责任法及案例浅析》，法律出版社2003年版。
14、朱文奇：《国际刑法》，中国人民大学出版社2007年版。
新世纪大学英语(第二版)视听说教程1(3rd Edition)unit8电子教案(答案)
Proper names
Marisol Torres Cho Sun-Ah Korean 韩语
Guadalajara 瓜达拉哈拉（墨西哥西岸城市） Pusan 釜山（韩国东南港口城市）
New words
key-pal n. 网络笔友 Spanish n. 西班牙语 ski v. 滑雪 baseball n. 棒球
New words
wanted ad 招聘广告 website n. 网站
flight attendant
航空乘务员
8 Unit Jobs and Ambitions Lesson A Jobs Listening
Lesson B My job
Activity 2 Job advertisements A Listen. Number the job advertisements.
Lesson B My job
Listening
Activity 1 A part-time job B Listen again. Complete the job information.
II ■
ALL IN A DAY’S WORK
Job Title: _r_e_ce_p_ti_o_ni_st_
InWtheatndeoigyhobuordhoo?od
Lesson B My job
A Do you know these people? Match the job with the person.
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
新世纪大学英语（第二版） 视听说教程（3rd Edition）电子教案
An English Video Course 1 视听说教程（3rd Edition）电子教案 1
2010年版_中华人民共和国兽药典_三部增修订概况_杨京岚
2010年版《中华人民共和国兽药典》三部增修订概况杨京岚1，王占锋2，董义春1（1．中国兽医药品监察所，北京100081；2．北京中海生物科技有限公司，北京100081）［收稿日期］2011－07－11［文献标识码］C ［文章编号］1002－1280（2011）08－0029－04［中图分类号］S859．2［摘要］针对农业部颁布实施的2010年版《中华人民共和国兽药典》三部的增修订总体情况进行了概述，除简单对新版兽药典收载原则和收载情况进行介绍外，重点对新版兽药典增修定的特点和要点等进行描述，以便广大使用者了解和掌握新版兽药典三部与2005年版兽药典三部之间的总体差异及技术标准变化等。
［关键词］中华人民共和国兽药典；兽用生物制品；标准；增修订作者简介：杨京岚（1972年－），女，副研究员，研究兽用生物制品注册管理及其国家标准。
E －mail ：yangjinglan@ivdc．gov．cnRevisions of the Veterinary Pharmacopoeia ofthe People ’s Republic of China （2010Edition ）Volume IIIYANG Jing －lan 1，WANG Zhan －feng 2，DONG Yi －chun 1（1．China Institute of Veterinary Drug Control ，Beijing 100081，China ；2．Beijing Zhonghai Biotech Co．，Ltd ，Beijing 100081，China ）Abstract ：This article described the revisions of the Veterinary Pharmacopoeia of PRC （2010Edition ）Volume III ，which has been published by Ministry of Chinese Agriculture．Except for making a summary of the principle and the general situation of being recorded by the new Veterinary Pharmacopoeia ，this article introduced the revisions of the characteristics and key points importantly．These will help users to understand and get hold of the differences between the Veterinary Pharmacopoeia of 2010Edition and 2005Edition．Key words ：the Veterinary Pharmacopoeia of PCR ；biological products ；standards ；revisions根据农业部公告1521号，2010年版《中华人民共和国兽药典》（以下简称《中国兽药典》）三部已于2010年12月颁布，并自2011年7月1日起施行。
Moxa MXview快速安装指南（第一版，2010年1月）说明书
Moxa MXviewQuick Installation GuideFirst Edition, January 2010© 2010 Moxa Inc. All rights reserved.Reproduction without permission is prohibited.Fl.4, No.135, Lane 235, Pao-Chiao Rd. Shing Tien City, Taipei, Taiwan,R.O.C.TEL: +886-2-8919-1230P/N: 1802000000060System Requirementsy Processor: Intel Core 2 Duo 2.4 Ghz or higher CPU.y Memory: 1G or higher.y Operating System: Windows XP Professional, 2000, Server 2003.y Disk space: 10G or greater.Installing Moxa MXview Server on WindowsSTEP 1: Insert the Moxa MXview CD into your computer’s CD drive and wait for the installation program to launch. If the installationprogram does not launch automatically, run the setup program bydouble clicking the setup.exe icon.STEP 2: Click Next to install MXview.STEP 3: Read the License Agreement carefully, and then click I accept the agreement. Click Next to continue.STEP 4: Enter your license key, and then click Next. If the key is correct the installation program will continue.STEP 5: The setup program will specify a default folder in the “Program Files” folder. You may modify this file path if you wish. Then, clickNext to continue.STEP 6: The setup program will specify a default folder for the Start Menu shortcuts. You may modify this file path if you wish. Then, clickNext to continue.STEP 7: Select the Create a desktop icon checkbox if you would like to create a desktop shortcut for the MXview Server. Then, click Nextto continue.STEP 8: Verify that the folder is correct, and then click Next to continue.STEP 9: Wait while the software is installed.STEP 10: Input a new HTTP server port, or use the default. And then click Next.STEP 11: Click Finish to complete the installation.STEP 12: To open the user interface of the MXview Server, click Start ÆPrograms Æ Moxa Æ MXview Æ MXview Service.Service InformationCustomer satisfaction is our number one concern. To ensure that customers receive the full benefit of our products, we have created an online Customer Support area at:Use the following e-mail address to contact a Moxa technical support engineer:*******************Technical Support Contact Information /supportMoxa Americas:Toll-free: 1-888-669-2872 Tel: +1-714-528-6777 Fax: +1-714-528-6778 Moxa China (Shanghai office): Toll-free: 800-820-5036Tel: +86-21-5258-9955 Fax: +86-10-6872-3958Moxa Europe:Tel: +49-89-3 70 03 99-0 Fax: +49-89-3 70 03 99-99 Moxa Asia-Pacific:Tel: +886-2-8919-1230 Fax: +886-2-8919-1231。
新编英语教程(第三版)第一册第八课课件资料
Unit 8 The Young on the Old
Lead-In
LSP Dialogue Role Play Reading
Inspirational Quote
Exercises
Read the following quote and answer some questions.
with you. I always want to be honest with you. Max: Mom, do we have to go to Boston? Jerry: No, Max, you don’t have to go. Max: Yeah! [ Laughing ]
新编英语教程（第三版）第一册
Fletcher: Creep. He was getting kind of upset. Max: Are you all right?
新编英语教程（第三版）第一册
Unit 8 The Young on the Old
Lead-In LSP Dialogue Role Play Reading Exercises
我望着鲜艳的秋海棠金闪闪的万寿菊还有艳紫色的三色堇心里盘算着带回家种在哪儿好不管挑哪盆送我都一样因为他们准会挑一盆漂亮的来表达对我的爱
新编英语教程（第三版）第一册
A New English Course (Third Edition)
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
right back, okay? Fletcher: Audrey! Great news! Audrey: Fletcher!
市场营销学英文版最新版教学课件第3章
Demographic Environment (1 of 3)
• Demography is the study of human populations in terms of size, density, location, age, gender, race, occupation, and other statistics.
Customers
• Five types of customer markets
– Consumer markets – Business markets – Reseller markets – Government markets – International markets
Figure 3.2 - Major Forces in the Company’s Macroenvironment
steadily over the past three decades.
• Trends:
– Shortages of raw materials – Increased pollution – Increased government intervention
Technological Environment (1 of 2)
• The U.S. population contains several generational groups:
– Baby Boomers – Generation X – Millennials (or Generation Y) – Generation Z
Demographic Environment (3 of 3)
Figure 3.1 - Actors in the Microenvironment
Agilent E4980A精密LCR测量仪用户指南第八版说明书
Agilent E4980A Precision LCR MeterUser’s GuideEighth EditionFIRMWARE REVISIONSThis manual applies directly to instruments that have the firmware revision A.02.11.For additional information about firmware revisions, see Appendix A.Manufacturing No. E4980-90080June 2010 1981NoticesThe information contained in this document is subject to change without notice.This document contains proprietary information that is protected by copyright. All rights are reserved. No part of this document may be photocopied, reproduced, or translated to another language without the prior written consent of Agilent Technologies.Microsoft®, MS-DOS®, Windows®, Visual C++®, Visual Basic®, VBA®, and Excel®are registered trademarksUNIX is a registered trademark in the U.S. and other countries, licensedexclusively through X/Open Company Limited.Portions ©Copyright 1996, Microsoft Corporation. All rights reserved.© Copyright 2006, 2008, 2010 Agilent TechnologiesManual Printing HistoryThe manual’s printing date and manufacturing number indicate its current edition. The printing date changes when a new edition is printed (minor corrections and updates that are incorporated at reprint do not cause the date to change). The manufacturing number changes when extensive technical changes are incorporated.March 2006 First Edition (manufacturing number: E4980-90000)July 2006 Second Edition (manufacturing number: E4980-90010)November 2006 Third Edition (manufacturing number: E4980-90020)May 2007 Fourth Edition (manufacturing number: E4980-90030)July 2007 Fifth Edition (manufacturing number: E4980-90050)October 2007 Sixth Edition (manufacturing number: E4980-90060)June 2008 Seventh Edition (manufacturing number: E4980-90070)June 2010 Eighth Edition (manufacturing number: E4980-90080)The latest manuals can be downloaded from the following site./find/e4980a/2Safety SummaryThe following general safety precautions must be observed during all phases of operation,service, and repair of this instrument. Failure to comply with these precautions or withspecific WARNINGS elsewhere in this manual may impair the protection provided by theequipment. Such noncompliance would also violate safety standards of design,manufacture, and intended use of the instrument. Agilent Technologies assumes no liabilityfor the customer’s failure to comply with these precautions.NOTE The E4980A complies with INSTALLATION CATEGORY II as well as POLLUTION DEGREE 2 in IEC61010-1. The E4980A is an INDOOR USE product.NOTE The LEDs in the E4980A are Class 1 in accordance with IEC60825-1,CLASS 1 LED PRODUCT•Ground the InstrumentTo avoid electric shock, the instrument chassis and cabinet must be grounded with thesupplied 3-pole power cable’s grounding prong.•DO NOT Operate in an Explosive AtmosphereDo not operate the instrument in the presence of inflammable gasses or fumes.Operation of any electrical instrument in such an environment clearly constitutes asafety hazard.•Keep Away from Live CircuitsOperators must not remove instrument covers. Component replacement and internaladjustments must be made by qualified maintenance personnel only. Do not replacecomponents with the power cable connected. Under certain conditions, dangerousvoltage levels may remain even after the power cable has been disconnected. To avoidinjuries, always disconnect the power and discharge circuits before touching them.•DO NOT Service or Adjust the Instrument AloneDo not attempt internal service or adjustment unless another person, capable ofrendering first aid and resuscitation, is present.•DO NOT Substitute Parts or Modify the InstrumentTo avoid the danger of introducing additional hazards, do not install substitute parts orperform unauthorized modifications to the instrument. Return the instrument to anAgilent Technologies Sales and Service Office for service and repair to ensure thatsafety features are maintained in operational condition.•Dangerous Procedure WarningsWarnings in this manual, such as the example below, precede potentially dangerousprocedures. Instructions contained in the warnings must be followed.WARNING Dangerous voltage levels, capable of causing death, are present in this instrument.Use extreme caution when handling, testing, and adjusting this instrument.34Safety SymbolsGeneral definitions of safety symbols used on the instrument or in manuals are listedbelow.Instruction Manual symbol: the product is marked with this symbol when it is necessary forthe user to refer to the instrument manual.Alternating current.Direct current.On (Supply).Off (Supply).In-position of push-button switch.Out-position of push-button switch.A chassis terminal; a connection to the instrument’s chassis, which includes all exposedmetal structure.Stand-by.WARNING This warning sign denotes a hazard. It calls attention to a procedure, practice, or condition that, if not correctly performed or adhered to, could result in injury or death to personnel.CAUTION This Caution sign denotes a hazard. It calls attention to a procedure, practice, or condition that, if not correctly performed or adhered to, could result in damage to or destruction of part or all of the instrument.NOTE This Note sign denotes important information. It calls attention to a procedure, practice, or condition that is essential for the user to understand.CertificationAgilent Technologies certifies that this product met its published specifications at the timeof shipment from the factory. Agilent Technologies further certifies that its calibrationmeasurements are traceable to the United States National Institute of Standards andTechnology, to the extent allowed by the Institution’s calibration facility or by thecalibration facilities of other International Standards Organization members.WarrantyThis Agilent Technologies instrument product is warranted against defects in material andworkmanship for a period corresponding to the individual warranty periods of itscomponent products. Instruments are warranted for a period of one year. During thewarranty period, Agilent Technologies will, at its option, either repair or replace productsthat prove to be defective.For warranty service or repair, this product must be returned to a service facility designatedby Agilent Technologies. The buyer shall prepay shipping charges to Agilent Technologies,and Agilent Technologies shall pay shipping charges to return the product to the Buyer.However, the Buyer shall pay all shipping charges, duties, and taxes for products returnedto Agilent Technologies from another country.Agilent Technologies warrants that its software and firmware designated by AgilentTechnologies for use with an instrument will execute its programming instruction whenproperly installed on that instrument. Agilent Technologies does not warrant that theoperation of the instrument, or software, or firmware, will be uninterrupted or error free.Limitation of WarrantyThe foregoing warranty shall not apply to defects resulting from improper or inadequatemaintenance by the Buyer, Buyer-supplied software or interfacing, unauthorizedmodification or misuse, operation outside the environmental specifications for the product,or improper site preparation or maintenance.IMPORTANT No other warranty is expressed or implied. Agilent Technologies specifically disclaims the implied warranties of merchantability and fitness for a particular purpose.Exclusive RemediesThe remedies provided herein are the Buyer’s sole and exclusive remedies. AgilentTechnologies shall not be liable for any direct, indirect, special, incidental, orconsequential damages, whether based on contract, tort, or any other legal theory.5AssistanceProduct maintenance agreements and other customer assistance agreements are availablefor Agilent Technologies products.For any assistance, contact your nearest Agilent Technologies Sales and Service Office.Addresses are provided at the back of this manual.Typeface ConventionsSample (bold)Boldface type is used for emphasis.Sample (Italic)Italic type is used for emphasis and manual title.[Sample] key Indicates a hardkey (key on the front panel orexternal keyboard) labeled “Sample.” “key” maybe omitted.Sample menu/button/box Indicates a menu/button/box on the screen labeled“Sample” that can be selected/executed byclicking “menu,” “button,” or “box,” may beomitted.Sample 1 - Sample 2 - Sample 3Indicates a sequential operation of Sample 1,Sample 2, and Sample 3 (menu, button, or box).“-” may be omitted.Documentation MapThe following manuals are available for the Agilent E4980A.•User’s Guide (Manufacturing Number E4980-900x0, attached to Option ABA,English)This manual describes most of the basic information on the E4980A. It provides adetailed operation procedure for each function (from the function overview to systemsettings), measurement examples, options, accessories, specifications, GPIBcommands, function lists by softkeys, and error messages.NOTE The number position shown by “x” in the manufacturing number above indicates theedition number.6Sample ProgramsThe customer shall have the personal, nontransferable rights to use, copy, or modify SAMPLE PROGRAMS in this manual for the Customer’s internal operations. The customer shall use the SAMPLE PROGRAMS solely and exclusively for their own purpose and shall not license, lease, market, or distribute the SAMPLE PROGRAMS or modifications of any part thereof.Agilent Technologies shall not be liable for the quality, performance, or behavior of the SAMPLE PROGRAMS. Agilent Technologies especially disclaims that the operation of the SAMPLE PROGRAMS shall be uninterrupted or error free. The SAMPLE PROGRAMS are provided AS IS.AGILENT TECHNOLOGIES DISCLAIMS IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE.Agilent Technologies shall not be liable for any infringement of any patent, trademark, copyright, or other proprietary rights by the SAMPLE PROGRAMS or their use. Agilent Technologies does not warrant that the SAMPLE PROGRAMS are free from infringements of such rights of third parties. However, Agilent Technologies will not knowingly infringe or deliver software that infringes the patent, trademark, copyright, or other proprietary right of a third party.78Contents 1.Unpacking and PreparationChecking the Shipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Preparations before Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Verifying the Power Supply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Setting up the Fuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Verifying and Connecting the Power Cable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 How to Remove the Handle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Caution when Using the Handle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Environmental Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Operating Environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Ventilation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Protection Against Electrostatic Discharge (ESD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Ensuring Adequate Free Space around the LCR meter for Immediate Disconnection of the Power Cable in Case of Emergency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Starting the E4980A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Turning the Power ON and OFF. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Disconnecting from the Supply Source. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 2.OverviewProduct Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Front Panel: Names and Functions of Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391. Power switch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402. LCD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403. Softkeys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404. Menu keys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405. Cursor keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406. Entry keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407. LED indicator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418. Preset key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419. Trigger key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4110. DC Bias key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4111. DC Source key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4112. UNKNOWN terminals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4113. Front USB port . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4214. Ground terminal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4215. DC Source terminal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Rear Panel: Names and Functions of Parts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431. GPIB Interface Connector. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432. Interface Connector. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433. USB (USBTMC) Interface Port . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444. LAN Port. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445. External Trigger Input Connector. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446. Serial Number Plate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447. Power Cable Receptacle (to LINE). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448. Fan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Screen Area: Names and Functions of Parts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461. Display Page Area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462. Comment Line Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463. Softkey Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479Contents4. Measurement Data/Conditions Area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475. Input Line Area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486. System Message Area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487. Status Display Area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Basic Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 How to Use Cursor Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 How to Use Skip Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 3.Display FormatMEAS DISPLAY Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Measurement Function. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Impedance range. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Test Frequency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Test Signal Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 DC Bias. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Measurement Time Mode. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Display Setting for Measurement Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Displaying Errors instead of Measurement Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Monitor Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 BIN NO. DISPLAY Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Comparator Function ON/OFF. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 BIN COUNT DISPLAY Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Counter Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 LIST SWEEP DISPLAY Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Sweep Mode. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 DISPLAY BLANK Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 4.Configuring Measurement Conditions (Display and Function Related Settings)Initializing the Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 MEAS SETUP page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Comment line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Trigger mode. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Automatic level control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 DC Bias Current Isolation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Averaging Factor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Trigger Delay Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Step Delay Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 DC Bias V oltage Monitor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 DC Bias Current Monitor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 DCR Range. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 DCI Range . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 DC Source. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Automatic Bias Polarity Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Deviation Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 CORRECTION page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 To set the correct function to on or off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 The correction functions of the E4980A are operated as follows:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Open Correction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 10Short Correction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Correction Based on User-Specified Frequency Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Relationships between Correction Based on All Frequency Points and Correction Based on SpecifiedFrequency Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Reading/Writing Correction Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Measurement Functions for the Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Selecting Single/Multiple Correction Mode. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Selecting the Cable Length. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 LIMIT TABLE SETUP Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Parameter Swap Feature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Comparator Limit Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Tolerance Mode Nominal Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Turning On/Off the Comparator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Turning On/Off the Auxiliary Bin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Beep Feature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Lower and Upper Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 LIST SWEEP SETUP Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Sweep Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 List Sweep Parameters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Sweep Points and Limit Modes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Sweep Parameter Auto-completion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 5.System ConfigurationsSYSTEM INFO Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Bias Current Interface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Handler Interface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Scanner Interface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Monitor Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 SYSTEM CONFIG Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Turning On/Off the Beep Feature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Changing the Beep Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Changing the Beep Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Configuring the Time Zone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Configuring the System Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Configuring the GPIB Address. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Configuring the LAN IP address. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 SELF TEST Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Choosing a Test Item. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 SERVICE Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Monitor Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Saving the System Information into External Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 6.Save/RecallOverview of Save/Recall Functionality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Save Methods and Their Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Folder/File Structure on USB Memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 USB Memory Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Saving/Recalling Instrument Configuration States. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178。
全新版大学英语1级、3级试卷b
尊敬的大学英语教研室负责老师：您好！《大学英语》（全新版）从2001年问世以来，受到使用学校的广泛欢迎，并被教育部评为‚普通高等教育‘十五’国家级规划教材‛，同时获得‚教育部推荐使用的大学外语类教材‛的殊荣。
该系列教材由《综合教程》、《听说教程》、《阅读教程》（通用本）、《阅读教程》（高级本）、《快速阅读》各1-6册以及供预备级使用的教材一套和《语法手册》一本组成，是一套图书、音像、光盘、网络、题库等全面配套的立体化教材，由全国十余所著名高校以及麦克米伦等国外出版机构的数十位一流专家、教授合作编写而成。
该教材以‚继承、借鉴与创新‛为编写理念，全面贯彻国家教育部最新的教学指导思想：●全面增强学生的语言综合应用能力《综合教程》全面培养学生在听、说、读、写、译等方面的综合运用能力。
●提高听和说的能力《听说教程》听、说能力并重，为学生提供科学、合理的听说训练●适度实施语法知识的教学为适应新时期社会对大学英语教学提出的新要求，外教社隆重推出‚新理念大学英语（全新版）网络教学系统‛。
该‚系统‛由教育部立项、按照《大学英语课程教学要求（试行）》精心设计和研制，并获教育部专家组评审一致通过。
整个体系配套完备，可帮助教师构建新的课堂教学模式，并为学生创造自主式和交互式的学习环境，以适应多样化、网络化、个性化的英语教学需要。
为了方便使用《大学英语》（全新版）教材的学校在期末检验学生的学习效果，我们特地约请专家针对该套教材进行命题，欢迎各高校使用这两套试卷与全新版教材配套使用。
该试卷的录音由上海外语音像出版社录制。
您在使用过程中有什么意见和建议，欢迎向我们提出，以利我们将这项工作做得更好！如果您需要该套试题的电子文本，请将您的电子邮件地址告诉我们，我们将以Email的形式为您提供这两套试卷的电子文本。
电子邮箱：bookinfo@外教社网址：此致上海外语教育出版社2004年11月College English Achievement Test for College English (New Edition)《大学英语》（全新版）1级学业测试题Band 1(2004. 11)Shanghai Foreign Language Education Press上海外语教育出版社使用说明1.本试卷根据《大学英语》（全新版）第一册所学命题，供使用本教材的学校参考使用。
商家销售旧货应否承担质量责任
商家销售旧货应否承担质量责任随着消费者的环保意识逐渐加强，旧货市场愈来愈火爆。
许多商家纷纷投入旧货销售市场，寻求商机。
然而，商家在销售旧货时，应当承担何种程度的质量责任，以及措施如何去落实，一直是备受争论的话题。
本文将从法律、伦理和商业角度出发，探讨商家销售旧货应否承担质量责任。
法律角度：商家在销售旧货时应承担一定的责任实际上，在一些国家和地区，政府已经出台了相关的法律法规，明确规定了商家在销售旧货时应该承担的责任。
例如，欧盟委员会发布了《联合国消费者权利和保护指引——第9条关于旧货的指引》（Guidelines for Consumer Protection: UNECE General Policy, Ninth Edition, New York and Geneva 2010），在该指引中，规定了在销售旧货时应具备以下要求：（1）明确告知消费者商品的本质、特点、质量和质量问题；（2）确保商品能够正常运作；（3）对商品进行维修或保养以确保商品的正常运作；（4）对顾客所购买的商品负责；（5）如果商品存在问题，那么商家应向顾客承担相应的责任，例如退换货等。
自家乡的法律层面看来，商家在销售旧货时，也应该承担一定的责任。
具体来说，如果商家在销售旧货时未充分告知顾客相关的商品问题，导致顾客在使用过程中遇到问题，商家应该承担相应的补救责任。
此外，如果商家销售的旧货本身存在安全隐患，例如电器电线老化、汽车零部件损坏等，那么商家应该对此进行严格的安全检测和质量保障。
伦理角度：商家在销售旧货时应注意顾客的权益及安全商家在销售旧货时，除了法律规定之外，还应该注意自身的伦理义务。
具体来说，商家应该保障顾客的权益和安全。
因为顾客在购买旧货时，对商品通常并不了解清楚，可能存在问题和安全隐患，所以商家在销售旧货时，应重视顾客的安全要求，以保障顾客的人身安全。
此外，商家应该积极解决顾客在使用过程中遇到的问题，以保障顾客权益。
SANS10400-S_dss 南非标准
DRAFT SOUTH AFRICAN STANDARD (DSS):PUBLIC ENQUIRY STAGEDocument number SANS 10400-SReference 7114/10400-S/SPDate of circulation 2010-05-11 Closing date 2010-07-13Number and title:SANS 10400-S: THE APPLICATION OF THE NATIONAL BUILDING REGULATIONS — PART S: FACILITIES FOR PERSONS WITH DISABILITIESRemarks:PLEASE NOTE:•The technical committee, SABS TC 59: Construction Standards responsible for the preparation of this standard has reached consensus that the attached document should become a South Africanstandard. It is now made available by way of public enquiry to all interested and affected parties forpublic comment, and to the technical committee members for record purposes. Any comments shouldbe sent by the indicated closing date, either by mail, or by fax, or by e-mail toSABS Standards DivisionAttention: Compliance and Development departmentPrivate Bag X191Pretoria0001Fax No.: (012) 344-1568 (for attention: dsscomments)E-mail:dsscomments@sabs.co.zaAny comment on the draft must contain in its heading the number of the clause/subclause to which itrefers. A comment shall be well motivated and, where applicable, contain the proposed amended text.•The public enquiry stage will be repeated if the technical committee agrees to significant technical changes to the document as a result of public comment. Less urgent technical comments will beconsidered at the time of the next amendment.THIS DOCUMENT IS A DRAFT CIRCULATED FOR PUBLIC COMMENT. IT MAY NOT BE REFERRED TO AS ASOUTH AFRICAN STANDARD UNTIL PUBLISHED AS SUCH.IN ADDITION TO THEIR EVALUATION AS BEING ACCEPTABLE FOR INDUSTRIAL, TECHNOLOGICAL, COMMERCIAL AND USER PURPOSES, DRAFT SOUTH AFRICAN STANDARDS MAY ON OCCASION HAVE TO BE CONSIDERED IN THE LIGHT OF THEIR POTENTIAL TO BECOME STANDARDS TO WHICH REFERENCE MAY BE MADE IN LAW.AZ96.10 2008/08/08 sabs ptaISBN 978-0-626-SANS 10400-S:2010Edition 3Published by SABS Standards DivisionTel: +27 12 428 7911 Fax: +27 12 344 1568www.sabs.co.za© SABSSANS 10400-S:2010Edition 3Table of changesChange No. Date ScopeAcknowledgementThe SABS Standards Division wishes to acknowledge the work of the National Environmental AccessPart A:Part B:Part F:Part J:Part K: Walls.Part L: Roofs.Part M: Stairways.Part N: Glazing.Foreword (concluded)Part O: Lighting and ventilation.Part P: Drainage.Part Q: Non-water-borne means of sanitary disposal. Part R: Stormwater disposal.Part S: Facilities for persons with disabilities.Part T: Fire protection.Part V: Space heating.SANS 10400-S:2010Edition 31ContentsPageAcknowledgementForeword1 Scope .....................................................................................................................................2 Normative references .............................................................................................................34SANS 10400-S:2010Edition 3This page is intentionally left blank2SANS 10400-S:2010Edition 3The application of the National Building RegulationsPart S:SANS 10400-A, The application of the National Building Regulations – Part A: General principles and requirements.SANS 10400-M, The application of the National Building Regulations – Part M: Stairways.SANS 10400-P, The application of the National Building Regulations – Part P: Drainage.SANS 10400-T, The application of the National Building Regulations – Part T: Fire protection.3SANS 10400-S:2010 Edition 343 DefinitionsFor the purposes of this document, the definitions given in SANS 10400-A (some of which are repeated for convenience) and the following apply. 3.1 accessapproach, entry or exit 3.2accessiblecharacteristic of a building, that can be reached, entered and used3.33.43.53.63.73.8person who isa) registered in terms of the Architectural Profession Act, 2000 (Act No. 44 of 2000), as either a P rofessional Architect or a Professional Architectural Technologist, and has suitable contextual k nowledge and experience to undertake a rational design or rational assessment in terms of the r equirements of part S of the Regulations; orb) generally recognized as having the necessary experience and qualifications to undertake a r ational assessment and advise a Professional Architect or Professional Architectural Technologist registered in terms of the Architectural Profession Act, 2000 (Act No. 44 of 2000), on a rational designSANS 10400-S:2010Edition 3 in terms of the requirements of part S of the Regulations.3.9deemed-to-satisfy requirementnon-mandatory requirement, the compliance with which ensures compliance with a functional regulation53.10easy-to-usedescriptive of a fixture or fitting that has been designed and fitted in such a way that persons with disabilities are able to use it safely, comfortably and conveniently, both in terms of the mechanism used for its operation and the force required to operate it3.11emergency routethat part of an escape route which provides fire protection to the occupants of any building and which leads to an escape door3.123.133.143.153.163.173.183.19impairedlower than generally accepted optimum performance in a human ability, which might be a temporary or permanent condition3.20impairmentindicative of any one impaired ability3.21kerb cutlink between a road traffic surface and an elevated or lowered pedestrian pavement3.22landinglevel platform or part of a floor structure at the end of a flight of stairs or a ramp3.23main entranceentrance that leads directly to3.243.25a)3.26NOTE3.27including all external and internal routes and spaces in common usage, and the entrances and exits within these routes and spaces3.28person with disabilitiesperson who has long-term physical, mental, intellectual or sensory impairments which, in interaction with various barriers, might hinder his full and effective participation in society on an equal basis with others3.29rampinternal or external walkway with a slope greater than 1:20 in the direction of travel3.30rational assessmentassessment by a competent person of the adequacy of the performance of a solution in relation to requirements including as necessary, a process of reasoning, calculation and consideration of accepted analytical principles, based on a combination of deductions from available information, research and data, appropriate testing and service experience3.313.323.33space3.34storeyc)andt h e r 3.353.36tactilethat can be perceived by using the sense of touch3.37transfer spacespace required by a wheelchair user to transfer to or from a vehicle, toilet or seat3.38turning spacecirculation space in which a wheelchair can turn through 360°3.39wheelchair-accessible toilettoilet designed to include use by wheelchair users4 RequirementsNOTE The requirements of this part of SANS 10400 form part of SANS 10400-D, SANS 10400-M and2)p4.2.14.2.2the requirements of SANS 1186-1 and shall have a symbol height of not less than 110 mm.4.2.3 Facilities that are not in accordance with the requirements of this part of SANS 10400 shall not bear the international symbol.NOTE The symbol is the property of the International Standards Office and its use can only be sanctioned where the minimum requirements of the National Building Regulations have been complied with.4.2.4 Clear legible signs shall indicate the direction and name of an accessible facility and shall incorporate the international symbol. The height of the lettering shall not be less than 50 mm.Where the viewing distance is greater than 10 m, the height of the lettering should be increased accordingly (see table 1).Table 1 — Height of lettering in relation to viewing distancevision.4.2.54.2.64.3.1a) at least one parking space per 50 parking spaces (or part thereof) and at least 20 % of the parkingspaces at rehabilitation and medical facilities shall be provided for parking of vehicles used by persons with disabilities;b) the parking spaces provided for vehicles used by persons with disabilities shall be of a suitablelength, shall be at least of the dimensions shown in figure 2, and shall be situated on and accessed from a surface that is not steeper than 1:50;c) any parking space provided for vehicles used by persons with disabilities shall be located within 50 mof an accessible entrance.d) any parking space provided for vehicles used by persons with disabilities shall be clearly demarcatedas being intended for the use of persons with disabilities only.Entry to parking areas should allow for the entry of vehicles suitable for use by wheelchair users, and which have a hoist to carry the wheelchair on top of the car. The height clearance to accommodate this should be at least 2,4 m.4.3.2 Parking spaces shall be identified by a vertical sign incorporating the international symbol for access by persons with disabilities, in accordance with 4.2. The international symbol shall also be clearly painted on the road surface (see figure 2) and it shall be 1 000 mm × 600 mm.4.4.1.2 At least one accessible route shall be provided within the boundary of the site from all public transportation stops, accessible parking spaces, passenger loading zones and public streets and pavements to the accessible building entrance which they serve and the facilities inside the building.4.4.1.3 There shall be a means of access suitable for use by persons with disabilities from the outside of the building to the ground storey.4.4.1.4 The clear width of the walking surfaces shall not be less than 900 mm and shall not be reduced by protruding objects. If the clear width is less than 1,5 m, an accessible route shall be provided with passing spaces of 1,5 m by 1,5 m (minimum) at intervals not exceeding 5,0 m, or an intersection of two walking surfaces which provide a T-shaped space.4.4.1.5 Each accessible entrance to a building shall have at least one door or doorway in accordance with the requirements of 4.6.1.4.4.1.6 Revolving doors, revolving gates and turnstiles shall not form part of an accessible route. 4.4.2 Wheelchair turning space4.4.2.14.4.2.24.4.3.14.4.3.24.4.3.34.4.4.4c)4.4.4.5 A dished channel shall not be constructed within the boundaries of a path.4.4.4.6 A drainage grating that is within the boundaries of a path shall be set flush with the surface of the path. Such grating shall be placed so that its longitudinal elements are perpendicular to the main walking direction, and the gap between them shall not exceed 13 mm.4.4.4.7 Where identified parking for persons with disabilities is provided, a kerb cut that has a slip-resistant finish shall be provided immediately adjacent to the bay (see figure 3).NOTE 1 Kerb cuts should be provided where required, and in conjunction with pedestrian crossings, taxi and bus ranks and parking garages.NOTE 2 The recommended surface between a pavement and roadway is a ramp fitted with tactile guidance surface indicators. This provides a safe and trafficable surface for wheelchair users, and a detectable surface to indicate to persons with visual impairments that they are leaving a pedestrian footpath and entering a traffic roadway.NOTE 3 SANS 784 provides guidance on the design of kerb ramps at pedestrian crossings.x4.5.1 Floor and ground surfaces which form an integral part of an accessible route shall be stable, firm and slip resistant (see SANS 784).4.5.2 Carpet, carpet tiles or other floor finishes shall be securely attached and level across all types of pile. Pile height of carpets shall not exceed 3 mm.4.5.3 Openings in the floor finish or ground surface shall not exceed 13 mm in diameter and, where the opening is elongated, the long dimension shall be placed perpendicular to the dominant direction of travel.4.5.4 The vertical change in level between two floor surfaces shall not exceed 5 mm.4.5.5Where a surface is cambered for drainage purposes, the camber shall not exceed 1:50 (see figure 4).4.5.6 Cobbles (whether fixed or loose), gravel sand and other raised or loose finishes shall not form part of an accessible route.4.6.1.14.6.1.2Figure 6 — Clear width of leading leaf4.6.1.3 Minimum access dimensions to enable wheelchair users to make 90° turns, shall be as shown in figure 7.4.6.1.6 Sliding doors may be installed in places where a hinged door would hinder circulation or manoeuvrability.4.6.1.7 Where revolving doors, turnstiles or other barriers are installed, an alternative means of access shall be installed.NOTE 1 Doors are a hindrance and their use should be avoided. Where doors cannot be avoided, for example, in a route used for emergency egress, doors should be held open on magnetic closers, or should require a force that is safe, comfortable and convenient for persons with disabilities to operate.NOTE 2 Frequently used doors, such as main entrance self-closing doors, should preferably open automatically and be equipped with a fail safe system that enables the door to open under emergency conditionsDimensions in millimetres4.6.2.1level.4.6.2.2 Round door knobs do not provide an adequate grip for persons with impaired dexterity and shall be avoided.4.6.2.3 All doors shall be openable with one hand.4.6.2.4 All door handles shall be horizontally aligned.4.6.2.5 Door furniture with sharp protruding edges is hazardous and shall not be used.4.7 RampsNOTE 1 Ramps might be required for use by persons without disabilities, for example, persons pushing trolleys who require ramps as an alternative to stepped access.NOTE 2 Ramps should only be provided where level access cannot be achieved. Where a ramp is provided, stepped access should normally accompany it for persons with ambulant disabilities who find ramps difficult to use.4.7.1 Any ramp or series of ramps shall provide a safe, comfortable and convenient route for wheelchair users.4.7.2 Any ramp provided in terms of this part of SANS 10400 shallc)f)g)4.7.34.7.4 The camber or banking on walkways and ramps shall not exceed 1:50, as shown in figure 4.4.7.5 A raised kerb not less than 75 mm high, measured vertically above the surface of the ramp, shall be provided on exposed sides of a ramp.4.7.6 At any point where the clear height of the area below the soffit is less than 2,1 m, and it is not enclosed, the means of limiting inadvertent access to such area shall be indicated.4.8 Stairways4.8.1 Stairways shall comply with the requirements of SANS 10400-M, SANS 10400-T and the following requirements:a) the width of any stairway, measured to an enclosing wall or balustrade, shall be at least 900 mm;b) a landing that serves two flights of stairs in the same straight line shall be of length at least1 100 mm;c) the rise of each tread step shall be of the same height and shall not exceed 175 mm;4.8.24.8.34.8.4a)c)d)f)h) where the stairway is wider than 2,4 m, it shall be provided at no more than 2,4 m intervals; andi) handrails shall be supported centrally from below with not less than 50 mm between the underside ofthe handrail and the top of the support.j) where a stairway is wider than 2,4 m, a handrail shall be provided at no more than 2,4 m intervals. NOTE Handrails that extend at the top and bottom of a stairway are a tactile aid for persons with visual impairments, and a balancing aid for ambulant persons with disabilities.Dimensions in millimetresa) have a minimum internal dimension of 1,1 m in width and 1,4 m in depth, clear of surface finishes,b) have a doorway with an unobstructed width of not less than 800 mm,c) be fitted with horizontal handrails the full length of the side of the lift car sides at a height of between850 mm and 1 000 m above the floor level of the lift,d) have a mirror on the top half of the rear wall equal to the width of the lift to enable wheelchair users toback out of the lift where the lift has internal dimensions less than 1,5 m in width and 2,0 m in depth,e) have a clear circulation space of not less than 1,5 m × 1,5 m at the entrance of the lift on each floor,f) have audible and visual warnings in the lift lobby and lift car to indicate the lift car approaching, thearrival of the lift, the lift doors opening, the lift doors closing, the floor requested and at which floor the lift stops;i)means.combined total of more than 20 toilets and urinals are required to serve the total population, not less than two toilets for every 20 toilets shall be provided for the use of persons with disabilities; and c) persons with disabilities shall not be required to travel, from any point in such building accessible tosuch person, a distance of more than 45 m on the same floor, or 35 m where horizontal and vertical distances are combined, in order to reach a compartment that contains a toilet accessible to them, regardless of the number of toilets available.NOTE Persons with disabilities should not have to travel further than persons without disabilities to get to a toiletfacility that is accessible to them (see annex B).4.11.2 In a wheelchair-accessible toilet,a) the door of the compartment that contains the toilet facilities shall open outwards unless a 1,2 mdiameter area that is clear of all fittings, fixtures and the line of the door swing is provided. It shall be fitted with a grab-handle on the inside and an easy-to-use locking device. The door leaf shall be openable from the outside by the use of a suitable device in the case of an emergency, and such leaf shall be fitted with a suitable means of indicating whether the compartment is occupied;b) the minimum finished wall-to-wall dimensions of the compartment shall be not less than1,8 m × 1,8 m;c)d)e)f)g)h)i)1)j)k)l)m) grab rails suitable for use by persons with disabilities shall be provided at the side and back of the toilet. The tube of any grab rail shall have an outside diameter between 32 mm and 38 mm. The back and side grab rail may be an integral unit.4.11.3 Any bath or shower cubicle provided for the use of persons with disabilities shall be so designed that a wheelchair user should be able to roll into such cubicle without being obstructed by a kerb or change of level.NOTE Annex E provides further guidance on the design and layout of toilet facilities.4.12 Auditoriums and halls4.12.1 Where any building contains one or more auditoriums or halls fitted with fixed seating, floor space accessible to any person in a wheelchair shall be set aside for the accommodation of wheelchairs in such auditoriums or halls. Such space shalla) be situated adjacent, or in close proximity, to an exit door and shall be so arranged that a wheelchairwill not obstruct any aisle or exit door, andb) be of a size sufficient to accommodate1)2)3)4.12.24.13.14.13.2Dimensions in millimetresc)4.15.2 Night lights shall be provided in external circulation areas, internal circulation areas and bathrooms, where these facilities are used after dark.NOTE Contrasting colours and levels of luminance should be used to assist persons with visual and intellectual impairments.Annex A(normative)National Building RegulationsPart S: Facilities for Persons with DisabilitiesDefinitionsadequateadequatesitestoreya) the ground storey is taken as the storey in which there is an entrance to the building from the level ofthe adjoining ground or, if there is more than one such storey, the lower or lowest of these,b) a basement is taken to be any part of the building which is below the level of the ground storey,c) an upper storey is taken to be any storey of the building which is above the level of the groundstorey, andd) the height expressed in storeys is taken to be that number of storeys which includes all storeys otherthan a basementsuitablecapable of fulfilling or having fulfilled the intended function, or fit for its intended purposeRegulationsS1 Application(1) Facilities that accommodate persons with disabilities shall be provided in any building except theA20(1) :th eanda n yw i t ha n ybuilding and such auditorium or hall shall, in relation to its seating capacity, be provided withsufficient open space to accommodate a reasonable number of people who use wheelchairsor other assistive devices.Where parking for more than 50 motor vehicles is provided in or in connection with any (2)building having a means of access contemplated in subregulation (1), adequate parking spaceshall be provided for the parking of motor vehicles used by persons with disabilities and asuitable means of access shall be provided from the parking area, whether such parking areabe inside or outside such building, to the ground storey of such building.(3) Where, in terms of regulation P1, toilet facilities are required and the building is one requiringfacilities for persons with disabilities in terms of regulation S1, an adequate number of such facilities shall be suitable for use by persons with disabilities: Provided that toilet facilities shall not be required in any such building classified as H3 in terms of regulation A20.S3 Deemed-to-Satisfy RequirementsThe requirements of regulation S2 shall be deemed to be satisfied where –(a) the facilities provided are in accordance with SANS 10400-S(b)Annex B(informative)Access needs of persons with disabilities in the contextof the South African legislative frameworkB.1 IntroductionDuring the latter half of 1990, the approach to disability shifted from regarding the provision of access for persons with disabilities as an act of kindness, towards the recognition that the creation of environmental barriers is a violation of the civil rights of persons with disabilities.Equality (Section 9)(3) T he state may not unfairly discriminate directly or indirectly against anyone on one or moregrounds, including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture, language and birth.(4) N o person may unfairly discriminate directly or indirectly against anyone on one or more groundsin terms of subsection (3). National legislation must be enacted to prevent or prohibit unfair discrimination.Human Dignity (Section 10)Everyone has inherent dignity and the right to have their dignity respected and protected. Environment (Section 24)Everyone has the right to an environment that is not harmful to their health or well-being.B.3.2 The Employment Equity ActThe stated purpose of the Employment Equity Act, 1998 (Act No. 55 of 1998) is to(b)(a)(b)(c)The●●adapting existing equipment or acquiring new equipment● re-organizing workstationsB.3.3 The Occupational Health and Safety ActThe Occupational Health and Safety Act, 1993 (Act No. 85 of 1993) affects all employers, persons in employment, and persons not in employment but who are affected by the employer's undertakings. This includes persons with disabilities visiting the workplace as well as employees with disabilities.An employer's responsibilities in terms of section 8(1) are toprovide and maintain, as far as is reasonably practicable, a working environment that is safe and without risk to the health of his employees.An employer or self-employed person shall, in terms of section 9(1)(c)(a) race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age,disability, religion, conscience, belief, culture, language and birth; or(b) any other ground where discrimination based on that other ground –(i) causes or perpetuates systemic disadvantage;(ii) undermines human dignity; or(iii) adversely affects the equal enjoyment of a person’s rights and freedoms in a serious manner that is comparable to discrimination on a ground in paragraph (a).Section 13 states thatif the complainant makes out a prima facie case of discrimination:(a) the respondent must prove, on the facts before the court, that the discrimination did not take placeas alleged; or(b) the respondent must prove that the conduct is not based on one or more of the prohibited grounds.Annex C(informative)Access needs of persons with different disabilitiesC.1 IntroductionThe individual anthropometric and ergonomic requirements of persons with disabilities vary enormously. Designers of buildings and local authorities who are responsible for approving alternative proposals should appreciate the environmental impact for, or access needs of, persons with commonly accepted categories of disability.risers.The features required by persons with visual impairments benefit the general safety of the total building population.C.2.3 OrientationThe built environment can either create confusion or facilitate orientation. External pathways can be designed to lead directly to the front entrance of a building, and a logical layout can be provided so that it is easy for someone with impaired sight to learn and remember.C.2.4 Visual informationBy creating clarity in the built environment, a level of safety that helps to minimize the risk of injury to persons with visual impairments can be achieved.An object should be so designed that if it is knocked over by a person, he will not injure himself. Rounded objects rather than sharp-cornered objects should be used.Glare introduces debilitating effects to a person with a visual impairment. To avoid glare, attention should be paid to the location of windows, the location and level of artificial light, the location of mirrors, and the specification of reflective surfaces, fixtures and fittings.persons with intellectual impairments, experience difficulties with cognition and perception. Learning difficulties, such as dyslexia, also have an environmental problem element.C.3.2 NavigationProblems with perception can result in an increased likelihood of tripping and falling, and an increased tendency to bump into objects. Navigational factors that impact on persons with visual impairments therefore apply equally here (see C.2.2).C.3.3 OrientationDifficulties with perception or cognition can lead to problems with orientation. The factors affecting persons with visual impairments apply equally here (see C.2.3).C.3.4 ComprehensionThe use of symbols to aid comprehension, either to reinforce written information, or as its own universal language, is recognized internationally.Information on controls in the built environment should be easy to understand and the use of identicalPersons who are completely deaf are still sensitive to vibrations. This can be used positively, for example, with the use of acoustic flooring.Deaf persons will find very noisy environments uncomfortable due to the reverberations that they sense.C.4.4 Safety and clarity in the visual environmentPersons with impaired hearing or who are completely deaf are not able to use their hearing to warn them of danger. Therefore the visual and tactile environment should be enhanced for their safety.The factors that create clarity in the environment for persons with visual impairments, also create a safer environment for persons with hearing impairments, and assist with lip-reading and the observation of sign language interpreters.Persons with impaired hearing are likely to be more reliant on their sight to compensate for their hearing loss. Therefore effective lines of sight should be maintained. For example, persons with a hearing impairment should be positioned so that they can see a door during a meeting, or when sitting at theirsensation in their lower limbs, and can be burnt on pipework from taps, or from the heat from the underside of a metal sink.Persons with certain cognitive impairments might not react to burning, thus causing themselves injury. Protection from hot surfaces, but also a control on the maximum temperature of hot water should be considered.Persons with certain neurological conditions cannot feel when they have come into contact with a sharp object; therefore object design is important.。
中文文献MLA格式说明_(2010)
MLA 体例里中文文献中文文献的的英文英文格式格式格式（2010修订版）说明1：MLA 体例里中文文献的英文格式，其参考书目（Works Cited ）的整体原则是全部遵循MLA 体例，使用英文或拼音，在某些关键的内容后，插入相对应的中文，插入的中文均放在英文的括号英文的括号英文的括号内。
该项目如有对应的标点，应放在括号后。
一般应提供相应中文的包括：作者（译者）姓名、文献名称、书籍报刊杂志的名称，以及其他仅凭英文译文无确认其相应中文的内容。
文内注（In-text Citation ）则仍然使用相应的英文或拼音。
本说明依从2009年MLA 第7版规定。
说明2：点击下面表格中的标题，可到达文内相应内容。
点击文内蓝色标题，可返回此目录。
1. 杂志文章2. 报纸文章3. 学术期刊文章4. 书籍5. 新闻（有作者）6. 新闻（无作者）7. 政府网站内容8. 网站文献9. 博客文章1. 杂志文章英文里的基本格式为：例如：来自“中国期刊网”，2009秦姗Complete date, name of edition (if given), section number or title: page(s). 例如：ew York18 Oct. 2009. <http://www.nytimes.是把文章题目和报纸名称翻译成英文，然后在后面MLA。
起“调查”、80亿“救济”：中国外贸压力空前》，刊载于《国际金年王攀起“调查”80亿“救济”: 中国外贸). International Finance ews (国际金融报国外期刊一般明确标明其卷号(V olume No.)、期号(Issue No.)，如下例中的“即使不标明Issue No.，总也要标明V olume No.的，如下例中的“20”。
Schools: A Case Study." Educational Review 51.3Jingoism.” Journalism Quarterly20(1943): 205–19. JSTOR但中文里有的则没有标明，只有某年的第几期字样。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Cain asked Abel to go for a walk with him, and while he was still angry, Cain struck Abel to the ground and killed him. When Cain realized what he'd done, he was more concerned that someone might have seen what he'd done than he was sorry for his brother's death. He looked around and sighed a breath of relief that no one was nearby. And then the Lord spoke, "Cain, where is your brother." Cain shrugged, "I dunno! Am I my brother's keeper?" God replied, "Cain, how could you be so cruel to your only brother. He has done nothing, but try his best for Me, for his parents... and for you." Cain fell to the ground sobbing. Finally, he felt the horror of what he'd done. And he had to live with that feeling and the knowledge that he'd murdered his little brother for the rest of his life.
General patterns
1. Different eras in literary history (chronological order). general historical and cultural introduction of the period major literary genres developed during the period major literary writers major works by them 2. Four major literary genres poetry novel drama essay
Alliteration
use of the same consonant or vowel at the beginning of each stressed syllable in a line of verse
Of men was the mildest and most beloved To his kin the kindest, keenest for praise
《特里斯丹和伊瑟》-故事情节 特里斯丹是鲁努瓦王，也是康沃尔王马克的外甥，自幼父母双亡，领地被夺，由忠臣抚养成 人并在那里接受成为骑士和歌手的所有教育，长大报了父仇后一直在马克王的宫中侍奉。当 爱尔兰向康沃尔索取进贡时，是特里斯丹站出来和使臣莫豪迪决斗，杀死莫豪迪从而解救了 康沃尔。但他也受伤中毒，眼看就要去世，于是，他独自乘小舟漂流到爱尔兰，由金发公主 伊瑟治愈后回国。他的得宠招致很多妒忌，因此，他们逼马克娶后以防马克将王位传给特里 斯丹。特里斯丹于是主动请命出去为马克寻找王后。他想到了金发伊瑟，于是带领随从直奔 爱尔兰。正值爱尔兰受毒龙之害，凡杀死毒龙者即可娶公主伊瑟。特里斯丹奋力杀死毒龙， 自己也中毒了，生命垂危。伊瑟再次将其救活，但发现他就是杀死她舅舅莫豪迪的人，差点 将他杀死再浴缸，后两人和解。特里斯丹面见爱尔兰国王，将伊瑟许配给马克王。 伊瑟认为特里斯丹赢得了她却又不屑娶她，侮辱了她。两人在回国的船上很不愉快。后两人 口渴，误饮了王后的药酒，遂开始了不顾一切的恋爱。伊瑟成婚后，他们依然放不下恋情， 一直有往来。于是奸臣们开始准备捉奸，并鼓动了马克王。这里有几个非常精彩的细节。其 一，特里斯丹被逐之后，每夜潜入宫殿后院，以桦树皮漂入宫内为标记，与伊瑟相见。其二， 特里斯丹临出使亚瑟王前，想见伊瑟，但国王和奸臣已经布置下圈套，在两床之间撒上了面 粉，特里斯丹跳到伊瑟床上，但伤口破裂，将血滴到面粉上，于是，他们的感情正式暴露， 双双被捕。马克欲将两人一起烧死，熟料特里斯丹在押送途中跳下悬崖逃走，于是决定将伊 瑟丢给癞人。特里斯丹从癞人们手中救出伊瑟，两人一起逃进森林，开始了一段神仙眷侣般 的日子。 但两人不久对这样安逸的生活产生了倦意，加之马克发现他们的行踪但没有杀他们。于是他 们决定分手，特里斯丹出走国外而伊瑟仍为马克的王后。一段时间后，伊瑟当众从火中取出 烧红的铁块而双手没有任何受到任何伤害，证明了自己的清白。特里斯丹则开始在各个国家 流浪。后特里斯丹娶了另一位公主：玉手伊瑟，试图开始自己的生活，但发现自己还是不能 忘情于金发伊瑟，于是经常乔装回康沃尔看望金发伊瑟，此举导致了妻子玉手伊瑟的妒忌。 特里斯丹受伤想见金发伊瑟最后一面的时候，正是玉手伊瑟谎称金发伊瑟没有过来见他最后 一面而伤心致死，伊瑟到达后，亦扑在特里斯丹的尸体上死去。马克将两人安葬在一起，特 里斯丹坟上的藤总是钻进伊瑟的坟墓。
查理曼大帝
• 查理曼大帝（公元732-814年），法拉克国 王，罗马帝国的奠基人。他建立了那囊括 西欧大部分地区的庞大帝国。公元800年， 由罗马教皇加冕称帝，号为罗马人皇帝。 他在行政、司法、军事制度及经济生产等 方面都有杰出的建树，并大力发展文化教 育事业。是他引入了欧洲文明。
亚历山大大帝
• 亚历山大大帝（Alexander, Alexander III of Macedon，Alexander the Great，公 元前356年－前323年），生于马其顿王国 首都派拉城，曾师从古希腊著名学者亚里 士多德，十八岁随父出征，二十岁继承王 位。是欧洲历史上最伟大的军事天才，马 其顿帝国最富盛名的征服者。他雄才伟略， 勇于善战，领军驰聘欧亚非大陆，使得古 希腊文明广泛传播，是世界古代史上最著 名的军事家和政治家。
亚瑟王
亚瑟王(King Arthur)是5世纪英国最富有传 奇色彩的国王。人们对他感性认识更多的 是来自神话传说，没有人大量涉足过亚瑟 王的真实生活，他就像一个迷，等待着发 掘与探索。可任何一个英雄都不可能由来 无踪。亚瑟王是英格兰传说中的国王，圆 桌骑士团的首领，一位近乎神话般的传奇 人物。他是罗马帝国瓦解之后，率领圆桌 骑士团统一了不列颠群岛，被后人尊称为 亚瑟王。
Part one
Early and Medieval Period Anglo-Saxon (epic) Anglo-Norman (romance) 14th century (Chaucer) 15th century (popular ballamans）亦称条顿诸民族 (Teutonic Peoples). 日耳曼人是一些语言、文化和习俗相 近的民族的总称。这些民族从前2千年到约4世纪生活在欧 洲北部和中部，即波罗的海沿岸和斯堪的纳维亚地区。日 耳曼人不称自己为日耳曼人。在他们的漫长历史中他们可 能也没有将自己看作是同一个民族。民族大迁徙后从日耳 曼人中演化出斯堪的纳维亚民族、英格兰人、弗里斯兰人 和德国人，后来这些人又演化出荷兰人、瑞士的德意志人、 加拿大、美国、澳大利亚和南非的许多白人。在奥地利也 有许多日耳曼人后裔。许多这些新的民族今天都是与其它 民族混合而成的。
Abel was very concerned that his sacrifice be special to God. He chose his first and best lamb and offered it to the Lord. It was hard for Abel to give up his most prized possession, but it was important to him to try his best to do as God had asked. Cain thought his little brother was a bit silly for giving up his best lamb. "Good grief," he thought. "We need that lamb, God doesn't. I'm sure He'd be just as happy if we sacrificed the runt of the litter. In fact, why does it need to be a lamb at all? I'm a farmer and it's been a great year for my wheat crop -- I can't use everything I've grown. Why don't I just burn some of the extra straw I have. That way, I won't be wasting any." Cain's reasoning sounds pretty good when you first hear it, doesn't it? Cain watched as the lamb burnt up completely on the altar, while his left over straw just smoldered a bit and never really caught fire at all. That could mean only one thing! God preferred Abel. Cain was jealous! He didn't take the time or the responsibility to realize that it was his decision to sacrifice straw that caused the difference in God's response to their sacrifices. Instead, he just got angry at his brother.