W. Do Clarity Scores for Queries Correlate with User Performance
专题05 阅读理解D篇(2024年新课标I卷) (专家评价+三年真题+满分策略+多维变式) 原卷版
《2024年高考英语新课标卷真题深度解析与考后提升》专题05阅读理解D篇(新课标I卷)原卷版(专家评价+全文翻译+三年真题+词汇变式+满分策略+话题变式)目录一、原题呈现P2二、答案解析P3三、专家评价P3四、全文翻译P3五、词汇变式P4(一)考纲词汇词形转换P4(二)考纲词汇识词知意P4(三)高频短语积少成多P5(四)阅读理解单句填空变式P5(五)长难句分析P6六、三年真题P7(一)2023年新课标I卷阅读理解D篇P7(二)2022年新课标I卷阅读理解D篇P8(三)2021年新课标I卷阅读理解D篇P9七、满分策略(阅读理解说明文)P10八、阅读理解变式P12 变式一:生物多样性研究、发现、进展6篇P12变式二:阅读理解D篇35题变式(科普研究建议类)6篇P20一原题呈现阅读理解D篇关键词: 说明文;人与社会;社会科学研究方法研究;生物多样性; 科学探究精神;科学素养In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the number and variety of species in an area, a new Stanford study has found that this type of record is not perfect.“With the rise of technology it is easy for people to make observation s of different species with the aid of a mobile application,” said Barnabas Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens(标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable?”Using a global dataset of 1.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well these data represent actual global biodiversity patterns.“We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it,” said Daru.Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods, and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features.What can we do with the imperfect datasets of biodiversity?“Quite a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places – and even species – that are not w ell-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.”32. What do we know about the records of species collected now?A. They are becoming outdated.B. They are mostly in electronic form.C. They are limited in number.D. They are used for public exhibition.33. What does Daru’s study focus on?A. Threatened species.B. Physical specimens.C. Observational data.D. Mobile applications.34. What has led to the biases according to the study?A. Mistakes in data analysis.B. Poor quality of uploaded pictures.C. Improper way of sampling.D. Unreliable data collection devices.35. What is Daru’s suggestion for biodiversity apps?A. Review data from certain areas.B. Hire experts to check the records.C. Confirm the identity of the users.D. Give guidance to citizen scientists.二答案解析三专家评价考查关键能力,促进思维品质发展2024年高考英语全国卷继续加强内容和形式创新,优化试题设问角度和方式,增强试题的开放性和灵活性,引导学生进行独立思考和判断,培养逻辑思维能力、批判思维能力和创新思维能力。
九分达人theory or practice
九分达人theory or practice Theory or Practice: Which is More Important in Mastery?Introduction:In the pursuit of mastering a skill or field, individuals often contemplate the balance between theory and practice. While theory provides the foundation, practical application tests and solidifies knowledge. Both theory and practice play significant roles in mastery. However, the question remains: which is more important? This essay will delve into this debate, exploring the importance of both theory and practice in various scenarios.Body:1. The Significance of Theory:Theory serves as the cornerstone of any field of knowledge. It provides the conceptual framework andunderstanding necessary for practical application. For instance, in scientific fields, theories such as relativity and quantum mechanics lay the groundwork for experimentation and technological advancements. Similarly, in academic disciplines like history and literature, theories provide critical analysis tools for interpreting and analyzing texts and events. Thus, theory is essential for individuals to grasp the underlying principles and concepts of a subject.2. The Power of Practical Application:While theory is crucial, practice is equally important in mastering a skill or field. Practical application allows individuals to put theory into action, enhancing their understanding and refining their abilities. Take a musical instrument, for example. Understand the theoretical aspects of playing a guitar, such as chords and scales, is essential. However, it is through consistent practice that individuals can develop muscle memory, speed, and creativity in playing.Only through practical application can individuals truly internalize and excel in a skill.3. Complementary Nature of Theory and Practice:Theory and practice are not mutually exclusive; instead, they work in tandem to facilitate mastery. Theoretical knowledge forms the foundation, guiding individuals in their practical endeavors. Conversely, practical experience enriches theoretical knowledge, deepening understanding by revealing the complexities and nuances that theory alone cannot capture. Achieving mastery requires a continuous cycle of learning, applying, and reflecting. As Albert Einstein once said, "The only source of knowledge is experience." Theory and practice are symbiotic, with each enhancing and reinforcing the other.4. The Balance between Theory and Practice:Finding the optimal balance between theory and practiceis essential for mastery. In some fields, such as academia orresearch, theory might hold more weight due to the need for deep understanding and original thinking. On the other hand, practical skills, like carpentry or cooking, requireextensive practice to refine dexterity and technique. In reality, the balance might vary depending on the context and individual goals. For example, an individual aspiring to become a successful entrepreneur may require a solidtheoretical understanding of business concepts and strategies. However, they must also gain practical experience bylaunching and operating their own ventures.5. The Importance of Context:The importance of theory and practice can also be influenced by the context in which they are applied. Incertain situations, theory might be prized more heavily than practice. For example, in academic settings, deep theoretical knowledge and critical thinking skills are often valued above practical proficiency. However, in the professional world,practical skills and experience are often considered more important for career success. Different fields and industries place varying degrees of emphasis on theory and practice, making it essential to adapt accordingly.Conclusion:In the quest for mastery, both theory and practice play significant roles. Theory provides the foundation, enabling individuals to understand fundamental concepts and principles. Meanwhile, practice transforms that theoretical knowledgeinto real-world skills through repetition, adaptation, and refinement. The ideal approach is to strike a balance between theory and practice, recognizing their complementary nature and leveraging them according to the context and goals. Ultimately, mastery lies in the integration of theory and practice, with each enriching the other in a continuous cycle of growth and development.。
高三英语学术研究方法单选题30题
高三英语学术研究方法单选题30题1. In a literature review, which of the following is the most important step?A. Collecting a large number of sourcesB. Selecting relevant and reliable sourcesC. Reading the sources quicklyD. Copying the content of the sources directly答案:B。
本题考查文献综述中最重要的步骤。
选项A 收集大量来源固然重要,但质量更关键;选项C 快速阅读来源可能会忽略重要信息;选项 D 直接复制来源内容是学术不端行为。
选项 B 选择相关可靠的来源是确保文献综述质量的关键步骤。
2. When conducting a literature review, how should you handle contradictory information from different sources?A. Ignore it and focus on the consistent informationB. Choose the information that supports your hypothesisC. Analyze and try to reconcile the differencesD. Just randomly pick one of the pieces of information答案:C。
在进行文献综述时,面对不同来源的矛盾信息,选项A 忽略它只关注一致信息可能会导致研究不全面;选项B 只选择支持假设的信息会使研究有偏差;选项 D 随机挑选信息是不科学的。
选项C 分析并尝试调和差异是正确的处理方式。
3. What is the purpose of citing sources in a literature review?A. To show off your knowledgeB. To increase the word count of your reviewC. To give credit to the original authors and support your argumentsD. To make the review look more complicated答案:C。
高三英语英语学习大数据分析单选题40题
高三英语英语学习大数据分析单选题40题1.In the era of big data, we need to analyze large amounts of information _____.A.thoroughlyB.approximatelyC.randomlyD.occasionally答案:A。
thoroughly 意为“彻底地、完全地”;approximately 意为“大约、近似地”;randomly 意为“随机地、任意地”;occasionally 意为“偶尔、间或”。
在大数据时代,我们需要彻底地分析大量信息,所以选A。
2.Big data can provide _____ insights into customer behavior.A.preciousB.valuableC.worthlessD.trivial答案:B。
precious 意为“珍贵的、宝贵的”,通常用于形容物品或情感;valuable 意为“有价值的”,可用于形容信息、建议等;worthless 意为“无价值的”;trivial 意为“琐碎的、不重要的”。
大数据能提供有价值的关于客户行为的见解,所以选B。
3.The analysis of big data requires powerful _____ tools.putationalB.manualC.primitiveD.ineffective答案:A。
computational 意为“计算的”;manual 意为“手工的”;primitive 意为“原始的”;ineffective 意为“无效的”。
大数据分析需要强大的计算工具,所以选A。
4.Big data analytics can help businesses make more _____ decisions.rmedB.uninformedC.randomD.hasty答案:A。
informed 意为“有根据的、明智的”;uninformed 意为“无知的、未被通知的”;random 意为“随机的”;hasty 意为“匆忙的”。
General Terms
Evaluating High Accuracy Retrieval TechniquesChirag Shah W.Bruce CroftCenter for Intelligent Information RetrievalDepartment of Computer ScienceUniversity of MassachusettsAmherst,MA01003{chirag,croft}@ABSTRACTAlthough information retrieval research has always been concerned with improving the effectiveness of search,in some applications, such as information analysis,a more specific requirement exists for high accuracy retrieval.This means that achieving high precision in the top document ranks is paramount.In this paper we present work aimed at achieving high accuracy in ad-hoc document re-trieval by incorporating approaches from question answering(QA). We focus on getting thefirst relevant result as high as possible in the ranked list and argue that traditional precision and recall are not appropriate measures for evaluating this task.We instead use the mean reciprocal rank(MRR)of thefirst relevant result.We eval-uate three different methods for modifying queries to achieve high accuracy.The experiments done on TREC data provide support for the approach of using MRR and incorporating QA techniques for getting high accuracy in ad-hoc retrieval task.Categories and Subject DescriptorsH.3.4[Information Storage and Retrieval]:Systems and Soft-ware—Performance evaluation(efficiency and effectiveness);H.3.3 [Information Storage and Retrieval]:Information Search and Retrieval—Query formulationGeneral TermsMeasurement,Performance,ExperimentationKeywordsHigh accuracy retrieval,ad-hoc retrieval,question answering1.INTRODUCTIONWhen we look at two major research streams in the present infor-mation retrieval(IR)community,i.e.,ad-hoc retrieval and question answering(QA),wefind a well-defined set of methodologies and metrics for measuring the performance.Ad-hoc retrieval typically involves retrieving a set of documents for a given query and ranking Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on thefirst page.To copy otherwise,to republish,to post on servers or to redistribute to lists,requires prior specific permission and/or a fee.SIGIR’04,July25–29,2004,Sheffield,South Yorkshire,UK. Copyright2004ACM1-58113-881-4/04/0007...$5.00.them using their relevance to the query.The performance is usu-ally measured with precision and recall or some variations of them [24].Question answering,on the other hand,involves steps such as analyzing the question for its type[35],creating surface patterns [23],retrieving and ranking passages[3],and identifying the an-swer.There are also some techniques that both of these streams have investigated such as word sense disambiguation[25,21],ex-panding the query using some lexical resource like WordNet1[20, 31],etc.However,at the root,these tasks have different goals. Ad-hoc retrieval is mainly about retrieving a set of documents with good precision and recall,whereas QA focuses on getting one cor-rect answer or a small set of answers with high accuracy.In this paper we try to link these two by performing ad-hoc retrieval with the goal of QA,i.e.,achieving high accuracy with respect to the most relevant results.The goal of achieving high accuracy(i.e.high precision at the top ranks)is particularly important for some applications.Any sys-tem that has a limitation on the bandwidth of the user interface, such as with mobile devices,or where there is a requirement for ad-ditional processing on the results,such as in cross-lingual settings, will have a requirement for accuracy.Recognizing the importance of achieving high accuracy in retrieval,TREC2introduced a new track called High Accuracy Retrieval from Documents(HARD)3in 2003.This track focused on achieving high accuracy retrieval us-ing some feedback from the user(e.g.,expertise,purpose)or some other meta-data(e.g.,genre of the document).The retrieval could be at any level including document,passage,phrase,or words.Our task also deals with the problem of getting high accuracy in re-trieval,but with contrast to HARD,we do not make use of any additional information.Also,we use only the document as the unit of retrieval as in conventional ad-hoc retrieval.In the light of the above issues,we study how QA techniques can help in getting high accuracy for ad-hoc retrieval and propose a different measure for evaluation(MRR)instead of recall and preci-sion.We also have carried out an analysis of ad-hoc retrieval from a QA perspective.The rest of the paper is organized as follows.In section2we analyze the problem of high accuracy retrieval for ad-hoc retrieval. Specifically,we evaluate an ad-hoc retrieval run using MRR and compare the performance of the system with QA system perfor-mance in general.We also analyze the performance of queries that perform very badly.Then,in section3,we present three approaches to boost the accuracy of ad-hoc retrieval.These approaches are in-spired by some work in QA domain.The evaluation of these ap-proaches and a discussion of the results are presented in section4. The results support our hypothesis that using QA-like techniques on ad-doc retrieval can improve high accuracy performance.We conclude the paper with some discussion of future work in section 5.2.ANALYSIS OF THE PROBLEMWith exponentially increasing digitized text collections on the Web and in other repositories[13],it has become easier to achieve good recall,but the growing concern of the user is to get more accu-racy[5].Search engines typically return hundreds or thousands of results to a user’s query.They are likely to contain the information that the user is seeking,but unless the required results are at the top of the ranked list,this information will not be useful.Specifically, if the user is looking for just one or two relevant results similar to answers in a QA system,then the effectiveness of the system de-pends on how high these results are in the rank list instead of the overall precision or recall.To facilitate the evaluation of a system with this focus,QA systems use mean reciprocal rank(MRR)as the measure[14],which is defined as the inverse of the rank of the retrieved result.The higher it is,the better,with the best case being MRR=1.0(when the result is at rank1).Since our task is similar, i.e.,getting thefirst relevant result as high as possible in the rank list,we adopt this approach to evaluating performance.This sec-tion investigates the problem of achieving high accuracy with this perspective and analyzes the reasons behind low accuracy.2.1Looking at ad-hoc retrieval from a QAperspectiveFigure1:Relevant document distribution with title queries-baseline(run#0)Since we want to do ad-hoc retrieval from the perspective of a QA system,it is important to understand the limitations of the for-mer system and the effectiveness of the latter one.However,it be-comes difficult to compare the performance of these two systems given that they have different queries and relevance judgements even for the same test corpus.Nevertheless,we want to define a baseline to understand how to improve its accuracy to meet the standards of a QA system.To do this,we selected TREC’s Tipster V ol.I and II as datasets and topics51-200(total150)asqueries Figure2:Relevant document distribution with description queries-baseline(run#0)(both title and description).For all experiments reported in this pa-per,we have used the language modeling framework for retrieval, as described in[22,1].In this approach,we build a language model for each document.The ranking of a document for a query is based on the probability with which the query terms are generated by the document’s language model as shown below:P(Q|D)=P(q1,q2,..,q n|D)=nYi=1P(q i|D)(1)where the last term in the above equation is obtained from the assumption of conditional independence of terms given the doc-ument’s language model.We used the Lemur toolkit4for imple-menting our retrieval system.The standard stopword list of Lemur and K-stem[10]were used for stopword removal and stemming,re-spectively.All our runs are performed using both title and descrip-tion parts of the queries.We also made use of structured queries [18]as required.The results of our baseline runs along with those of various QA systems of TREC-8[26],TREC-9[27],TREC-10 [28],and TREC-11[29]are given in table1.In the case of our baselines,the Correct answers column indicate the percentage of queries for which thefirst relevant document was at rank one.Val-ues for TREC systems are given as medians from the performance of various systems presented that year.It is important to note that this table is not for direct comparison, but just to have an idea of the relative performance of an ad-hoc retrieval and a QA system.We can see that our baselines have a correct document in rank1about40%of the time,which compares favorably to the performance of various QA systems.The aver-age MRR for both baselines is also more than0.5,which means that on average a relevant document occurred higher than rank2. However,if we look at the distributions of queries with respect to the rank of theirfirst relevant documents as shown infigures1and 2,we can see that there are almost as many queries in rank2-10 range as there are at rank1.The average MRR could be increased by moving up relevant documents from lower ranks in the case of poorly performing queries,and by moving some of the big groupTable1:Results of various QA systems as presented in TREC over the years.The last two systems are our baselines with ad-hoc retrieval.Please note that thefigures given in this table are not here for comparison as they are on different datasets and measured differently.They merely give an idea about the effectiveness of present QA systems and our baselines.System Number of docs Correct answers(median)TREC Disks4,5For50-byte responses:0.2610For250-byte response:0.3830 TREC-9979,00034.00%(2000)48.00%News from TREC Disks1-5For strict evaluation:0.3600For lenient evaluation:0.3600 TREC-111,033,00029.80%(2002)Ad-hoc retrieval741,85640.67%with title queriesTipster vol.I,II0.5745Table2:Analysis of some badly performing title queries.We also resolved the problems manually and reran them.The MRR for both original and new runs are given here.The MRR is calculated using thefirst relevant result.Topic Problem and solution NewMRR Weather Related Fatalities0.0286 64Hostage-taking may be good from query perspective,0.0833but not likely to occur in the documents.Adding some related words helped.Demographic Shifts across National Boundaries0.0417 75Too short and ambiguous.0.5000Adding its related words helped.Official Corruption0.0200 88Trends is not as common0.0143as business.Therefore,adding businessand weighting each term differently helped.Fiber Optics Equipment Manufacturers0.0087 118Query-collection mismatch problem. 1.0000Adding the related word terrorism helped.Economic Impact of International Terrorism0.02635We determined this limits empirically and based on some obser-vations.percentage improvements with respect to the baseline and the p value from two tailed paired t-test with 95%confidence interval.Bold cases show that the results are statistically significant.Up or down arrows indicate better or worse respectively.#Avg.Prec.Relevant doc on rank 1Baseline 0.549210.173736.00%(-7.26%,p=0.0012)↓(-11.48%,p=0.0191)↓Using clarity scores as weights 0.5659(+3.04%,p=0.1198)30.196346.67%(+4.81%,p=0.1664)(+16.40%,p=0.0717)Figure 3:Relevant document distribution with title queries -more weight to headwords (run#1)•The first run is when we extracted headwords and gave them more weight than normal words.However,title queries are typically about 2-3words long without proper sentence struc-ture.Therefore,the technique of finding headwords does not perform as effectively as in the QA domain where the ques-tions have proper sentence structure.The idea behind using headwords is to focus on important words in the given query,but in the case of title queries,the words are generally key-words and they are all likely to be important.Thus,we got worse performance when we tried using headwords for title queries.•In the case of run number two,the average precision value goes down compared to the baseline,but average MRR in-creases.The increase in percentage of relevant documents on rank 1also shows that run two is better than the baseline.This indicates that normal precision measure may not be cor-rect for the task that we have,i.e.,getting high accuracy in terms of getting the first relevant result high in the rank list.•The third run,which uses clarity scores and selectively ex-pands words using WordNet,gives the best performance in-creasing not only average MRR,but also averageprecision.Figure 4:Relevant document distribution with title queries -using clarity scores as weights (run#2)4.2Experiments with description queriesThe experiments done on description queries and their results are given in table 4and plotted in figures 6to 8.The following observations can be made from these results.•We again observe that run number one has got less average precision than the baseline,but has higher average MRR.The results about percentage of relevant documents at rank 1also reflect that run number one is better than the baseline.This again supports the fact that in a task like this,precision or recall are not always correct measures to use.•Run number two gives better average precision and signifi-cantly better average MRR.•Run number three gives the best results with significant im-provements in average precision as well as average MRR.4.3Overall analysisWe can notice the following points from the results of all the runs.•Wherever we have more queries getting the first relevant doc-ument at rank 1,we have less queries in ranks 2-10.Thispercentage improvements with respect to the baseline and the p value from two tailed paired t-test with 95%confidence interval.Bold cases show that the results are statistically significant.Up or down arrows indicate better or worse respectively.#Avg.Prec.Relevant doc on rank 1Baseline 0.574510.144944.67%(-17.95%,p=0.0000)↓(+1.52%,p=0.8356)Using clarity scores as weights 0.6302(+9.69%,p=0.0097)↑30.235052.00%(+33.07%,p=0.0000)↑(+18.18%,p=0.0451)↑Figure 5:Relevant document distribution with title queries -using clarity scores for finding terms to expand with WordNet (run#3)shows that we can improve queries that were already per-forming reasonably.•We can see in the runs for title queries that as we pushed more queries to rank 1,we also got more queries at ranks higher than 100.This means that while trying to improve the queries,we also hurt some queries.We could get better performance in runs two and three,but they were not signifi-cantly better than the baseline.•Runs for description queries did quite well in that,while bringing more queries to top rank,we did not make other queries go down in the rank list.This is mainly because we used techniques from QA domain that assume proper sentence-like structure in the query or question.Title queries could not offer such structure,while description queries could.As we can see from the results of description queries,we got improvements in MRR in all the cases,the second and third runs being significantlybetter.Figure 6:Relevant document distribution with description queries -more weight to headwords (run#1)5.CONCLUSION AND FUTURE WORKIn this paper we presented a different perspective for looking at high accuracy document retrieval.We argued that traditional mea-sures of ad-hoc retrieval are not appropriate for such high accuracy retrieval task and supported it with extensive experiments.It was clear that when the task is to get the first relevant document as high as possible in the rank list,the query need to be made as precise and expressive as possible.To obtain such better queries,we proposed three methods inspired from QA literature.We showed improve-ments in results in almost all the cases with title as well as descrip-tion queries using our methods.In some of the cases we could even get statistically significant improvements.Although our focus in the presented work was to improve the MRR of the first relevant document only,the proposed techniques also helped in improving overall precision in many cases.This indicates that selectively using some methods from QA domain can help in traditional ad-hoc retrieval.The work that we presented here may seem similar to the home-page finding problem [4].In the nutshell,this problem deals with returning home-pages based on the request given.Since there are not many home-pages for a person or an organization,most of theFigure7:Relevant document distribution with description queries-using clarity scores as weights(run#2)Figure8:Relevant document distribution with description queries-using clarity scores forfinding terms to expand with WordNet(run#3)times the expectation is to receive one or two results.Therefore, this task also requires high accuracy.However,the home-pagefind-ing task takes advantage of various additional features like the URL and title of a page,HTML tags,link information,etc.We do not have any such information or domain-specific knowledge at our disposal.Our task is also more general as we make no assumption about type of request or the information to return.One of the techniques that we proposed involved expanding the query.A good amount of research has been done for query ex-pansion[30,32,33].These techniques have helped a lot to im-prove recall and,to a certain extent,precision in ad-hoc retrieval. However,instead of helping,these techniques can often reduce ef-fectiveness[16].While doing experiments,we also realized that expanding any query in its entirety is not useful for achieving high accuracy.Therefore,we proposed a technique for selective expan-sion,in which we showed how to use query clarity scores to deter-mine which words to expand and which words to ignore.As one of our next steps in this research,we carried out experi-ments with relevance models[12],which does automatic query ex-pansion,to understand how the techniques we have proposed would perform in that environment.We observed that in general,the rel-evance models give better results compared to normal query like-lihood method of retrieval.However,in some of our runs,using relevance models hurt the performance.In particular,we noticed that while bringing some queries up in the rank list,the model also drove some other down in the list.Further investigation of making careful use of relevance models is under progress.We also plan to develop a formal basis for the use of clarity mea-sures in the expansion process.We would also like to extend our work to some more focused problems like home-pagefinding or HARD-like tasks.Since these domains are specific and we can ei-ther use domain knowledge as in the case of home-pagefinding,or meta-data or some other form of feedback as in the case of HARD, we hope to achieve even better results with them.As noticed in some of the cases,while some queries got improved,some also got hurt.It is quite likely that a technique that could push the queries from the high rank range to the top rank is not appropriate for those documents further down in the list.Therefore,we may need to combine more than one techniques to deal with this issue.We are also exploring some other techniques from the QA domain that can help us in achieving high accuracy in ad-hoc retrieval.6.ACKNOWLEDGMENTSThis work was supported in part by the Center for Intelligent In-formation Retrieval,in part by SPAWARSYSCEN-SD grant num-ber N66001-02-1-8903and in part by NSF grant#IIS-9907018. Any opinions,findings and conclusions or recommendations ex-pressed in this material are of the author(s)and do not necessarily reflect those of the sponsor.7.REFERENCES[1]Adam Berger and John rmation retrieval asstatistical translation.In Research and Development inInformation Retrieval,pages222–229,1999.[2]Sabine Buchholz and Walter Daelemans.Shapaqa:Shallowparsing for question answering on the world wide web.InProceedings Euroconference Recent Advances in NaturalLanguage Processing(RANLP),pages47–51,2001.[3]C.L.A.Clarke,G.V.Cormack,D.I.E.Kisman,and T.R.Lynam.Question answering by passage selection(multitextexperiments for trec-9).In Proceedings of Text REtrievalConference,2000.[4]N.Craswell and D.Hawking.Overview of the TREC-2002Web Track.In Proceedings of the Eleventh Text REtrievalConference(TREC),November2002.[5]W.Bruce Croft.What do people want from informationretrieval?D-Lib Magazine,November1995.[6]S.Cronen-Townsend and W.B.Croft.Quantifying queryambiguity.In Proceedings of HLT,pages94–98,2002. [7]S.Cronen-Townsend,Y.Zhou,and W.Bruce Croft.Predicting query performance.In Proceedings of the ACMConference on Research in Information Retrieval(SIGIR),2002.[8]Ralph rmation extraction:Techniques andchallenges.In SCIE,pages10–27,1997.[9]Ulf Hermjakob and Abdessamad Echihabi.Natural languagebased reformulation resource and web.In Proceedings of the Eleventh Text REtrieval Conference(TREC),November2002.[10]D.A.Hull.Stemming algorithms-a case study for detailedevaluation.JASIS,pages70–84,1996.[11]Aravind K.Joshi and B.Srinivas.Disambiguation of superparts of speech(or supertags):Almost parsing.InCOLING-94,1994.[12]vrenko and W.B.Croft.Relevance-based languagemodels.In Proceedings on the24th annual internationalACM SIGIR conference,pages120–127,2001.[13]Steve Lawrence and C.Lee Giles.Searching the Web:General and Scientific Information Access.IEEECommunications Magazine,January1999.[14]Jimmy Lin and Boris Katz.Question answering techniquesfor the world wide web.In Tutorial presentation at EACL,2003.[15]J.B.Lovins.Development of a stemming algorithm.Mechanical Translation and Computational Linguistics,11(1-2):22–31,1968.[16]Rila Mandala,Takenobu Tokunaga,and Hozumi Tanaka.Theuse of WordNet in information retrieval.In SandaHarabagiu,editor,Use of WordNet in Natural LanguageProcessing Systems:Proceedings of the Conference,pages31–37.Association for Computational Linguistics,Somerset, New Jersey,1998.[17]Wesley W.Chu Frank Meng.Database query formation fromnatural language using semantic modeling and statisticalkeyword meaning disambiguation.Technical Report990003, 16,1999.[18]Donald Metzler and W.Bruce bining theLanguage Model and Inference Network Approaches toRetrieval.Journal of Information Processing andManagement,2003.[19]Donald Metzler and W.Bruce Croft.Analysis of statisticalquestion classification for fact-based questions.Submitted to Journal of Information Retrieval,2003.[20]George ler,Richard Beckwith,Christian Fellbaum,Derek Gross,and Katherine Miller.Introduction to WordNet: An On-line Lexical Database.Cognitive Science Laboratory, Princeton University,August1993.[21]Pedersen,Ted,and Rebecca Bruce.Distinguishing wordsenses in untagged text.In Proceedings of the2ndConference on Empirical Methods in NLP(EMNLP-2),Providence,August1997.[22]Jay M.Ponte and W.Bruce Croft.A language modelingapproach to information retrieval.In Research andDevelopment in Information Retrieval,pages275–281,1998.[23]Deepak Ravichandran and Eduard Hovy.Learning surfacetext patterns for a question answering system.In Proceedings of ACL,2002.[24]Gerald Salton,editor.Automatic Text Processing:TheTransformation,Analysis and Retrieval of Information byComputer.Addison-Wesley,1989.[25]M.Sanderson.Word Sense Disambiguation and InformationRetreival.In Proceedings of the Seventeenth AnnualInternational ACM-SIGIR Conference on Research andDevelopment in Information Retrieaval,pages142–151.Springer-Verlag,1994.[26]E.V oorhees.The TREC-8Question Answering TrackReport.In Proceedings of the Eighth Text REtrievalConference(TREC),November1999.[27]E.V oorhees.Overview of the TREC-9Question AnsweringTrack.In Proceedings of the Ninth Text REtrieval Conference (TREC),November2000.[28]E.V oorhees.Overview of the TREC2001QuestionAnswering Track.In Proceedings of the Tenth Text REtrieval Conference(TREC),November2001.[29]E.V oorhees.Overview of the TREC2002QuestionAnswering Track.In Proceedings of the Eleventh TextREtrieval Conference(TREC),November2002.[30]E.M.V oorhees.On expanding query vectors with lexicallyrelated wordds.Technical report,NIST,1993.[31]E.M.V ing WordNet to disambiguate word sensefor text retrieval.In Proceedings of the Sixteenth AnnualInternational ACM SIGIR Conference on Research andDevelopment in Information Retrieval,pages171–180,1993.[32]E.M.V oorhees.Query expansion using lexical-semanticrelations.In Proceedings of the Seventeenth AnnualInternational ACM SIGIR Conference on Research andDevelopment in Information Retrieval,pages61–69,1994.[33]Jinxi Xu and W.Bruce Croft.Query expansion using localand global document analysis.In Proceedings of theNineteenth Annual International ACM SIGIR Conference on Research and Development in Information Retrieval,pages4–11,1996.[34]Yiming Yang and John ing corpus statistics toremove redundant words in text categorization.Journal ofthe American Society of Information Science,47(5),1996. [35]Dell Zhang and Wee Sun Lee.Question classification usingsupport vector machines.In Proceedings of the26th annualinternational ACM SIGIR conference on Research anddevelopment in informaion retrieval,pages26–32.ACMPress,2003.。
初一英语作文15分学生互评评分标准
初一英语作文15分学生互评评分标准全文共3篇示例,供读者参考篇1Title: Evaluation Criteria for Peer Assessment of 15-point English Composition by Grade 7 StudentsIntroduction:Peer assessment is an effective way for students to evaluate and provide feedback on their classmates' work. In this document, we will outline the evaluation criteria for grade 7 students to use when assessing their peers' English compositions, each worth 15 points.Content:1. Content (5 points)- Is the composition well-organized and cohesive?- Does it have a clear introduction, body, and conclusion?- Does it address the topic given?- Are relevant facts and examples used to support arguments?- Is the information accurate and credible?- Are all requirements of the assignment met?2. Language and Grammar (5 points)- Is the language used appropriate for the target audience?- Are there varied sentence structures and vocabulary?- Is grammar and punctuation used correctly?- Are there spelling and typo errors?- Are transitions used effectively to connect ideas?3. Creativity and Originality (3 points)- Does the composition show creativity and originality?- Are there innovative ideas or perspectives presented?- Does the writer engage the reader with unique storytelling or arguments?4. Clarity and Coherence (2 points)- Is the writing clear and easy to understand?- Do ideas flow logically from one to the next?- Are there smooth transitions between paragraphs and sections?5. Overall Impression (15 points)- Did the composition capture and maintain the reader's interest?- Does it leave a lasting impact or make the reader think?- Would you recommend this composition to others?- What suggestions do you have for improvement?Conclusion:Peer assessment is an essential skill for students to develop, as it helps them become better writers and communicators. By using the above evaluation criteria, grade 7 students can provide constructive feedback to their peers and improve their own writing skills in the process.篇2Title: Evaluation Criteria for Peer Review of Grade 9 English CompositionIntroduction:Peer evaluation is an effective way for students to provide feedback and learn from one another. In this document, we will outline the criteria for evaluating Grade 9 English compositions,with a focus on key aspects such as content, organization, language use, and overall impression.Content:1. Clear and focused topic: The composition should have a clear main idea or topic that is developed throughout the essay.2. Relevance of details: Details and examples should be relevant to the main topic and support the writer's argument or narrative.3. Depth of analysis: The writer should demonstrate critical thinking skills by analyzing the topic in depth and providing insights or perspectives.Organization:1. Introduction and thesis statement: The composition should have a strong introduction that introduces the topic and presents a clear thesis statement.2. Logical flow of ideas: Ideas should be organized in a logical sequence, with smooth transitions between paragraphs and sections.3. Conclusion: The composition should have a strong conclusion that summarizes the main points and provides a satisfying ending.Language Use:1. Grammar and mechanics: The composition should demonstrate accurate grammar, punctuation, and spelling.2. Vocabulary and word choice: The writer should use a variety of vocabulary and choose words that are appropriate for the topic and audience.3. Sentence structure: Sentences should be clear, concise, and varied to maintain the reader's interest.Overall Impression:1. Engagement: The composition should engage the reader and maintain their interest throughout.2. Originality: The writer should demonstrate originality and creativity in their ideas and presentation.3. Overall impact: The composition should leave a lasting impact on the reader and effectively communicate the writer's message.Conclusion:By using these criteria for peer evaluation, students can provide constructive feedback to their peers and improve their own writing skills. Peer review is a valuable tool for learning and growth, and by following these guidelines, students can enhance their ability to communicate effectively in English compositions.End of Document.篇3Title: Evaluation Criteria for 15-point Peer Assessment in First Year English WritingIntroductionPeer assessment is an effective way for students to learn from each other and develop their writing skills. In this document, we will outline the evaluation criteria for 15-point peer assessment in first-year English writing.Content and Organization (5 points)The content and organization of the essay should bewell-developed and coherent. It should have a clear introduction, body paragraphs with supporting details, and a conclusion. The essay should have a strong central idea and the ideas should be logically connected throughout.Language and Grammar (5 points)The language used in the essay should be appropriate for the target audience and purpose. The essay should be free from grammatical errors, spelling mistakes, and awkward phrasing. The vocabulary should be varied and the sentence structure should be varied for clarity and interest.Argumentation and Persuasiveness (3 points)The essay should present a strong argument or point of view. The writer should use evidence and reasoning to support their argument. The essay should be persuasive and convincing to the reader.Critical Thinking (2 points)The essay should demonstrate critical thinking skills by analyzing and evaluating the topic. The writer should consider different perspectives and counterarguments, and should respond to them in a thoughtful way.Overall Impression (2 points)The overall impression of the essay should be positive. The essay should be engaging and interesting to read. The writer’s voice and personality should come through in the writing.ConclusionThese evaluation criteria are designed to help students provide constructive feedback to their peers on their writing. By following these guidelines, students can improve their writing skills and become more effective communicators. Peer assessment is a valuable tool for developing writing skills and promoting collaboration among students.。
高中英语学术前沿单选题30题
高中英语学术前沿单选题30题1. In academic research, the data should be analyzed ______ to draw accurate conclusions.A. carefullyB. carelesslyC. quicklyD. slowly答案:A。
本题考查副词的用法。
carefully 表示“仔细地”,在学术研究中,为了得出准确的结论,数据应该被仔细分析。
carelessly 表示“粗心地”,不符合学术研究的要求。
quickly 表示“快速地”,但重点不是速度而是仔细程度。
slowly 表示“缓慢地”,也不符合学术研究追求准确的目的。
2. The scientist ______ a new theory to explain the phenomenon.A. put forwardB. put offC. put upD. put down答案:A。
put forward 意为“提出”,科学家提出新理论来解释这一现象,符合语境。
put off 表示“推迟”;put up 表示“张贴;搭建”;put down 表示“写下;镇压”,均不符合。
3. The experiment was ______ because of the lack of funds.A. cancelledB. continuedC. completedD. controlled答案:A。
cancelled 表示“取消”,由于缺乏资金实验被取消。
continued 表示“继续”;completed 表示“完成”;controlled 表示“控制”,均不符合缺乏资金的情况。
4. The results of the study ______ the previous hypothesis.A. confirmedB. contradictedC. supportedD. ignored答案:B。
CET4《英语四级》真题及答案
2011年6月大学英语四(CET-4)级真题试卷Part I Writing (30 minutes)Directions:For this part, you are allowed 30 minutes to write a short essay on the topic of Online Shopping. You should write at least 120 words following the outline given bellow:Online Shopping1.现在网上购物已成为一种时尚2.网上购物有很多好处,但也有不少问题3.我的建议Part II Reading Comprehension(Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1 - 7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.British Cuisine: the Best of Old and NewBritish cuisine(烹饪) has come of age in recent years as chefs(厨师) combine the best of old and new.Why does British food have a reputation for being so bad? Because it is bad! Those are not the most encouraging words to hear just before eating lunch at one of Hong Kong's smartest British restaurants, Alfie's by KEE, but head chef Neil Tomes has more to say."The past 15 years or so have been a noticeable period of improvement for food in England," the English chef says, citing the trend in British cuisine for better ingredients, preparation and cooking methods, and more appealing presentation. Chef such as Delia Smith, Nigel Slater, Jamie Oliver and Gordon Ramsay made the public realise that cooking - and eating - didn't have to be a boring thing. And now, most of the British public is familiar even with the extremes of Heston Blumenthal's molecular gastronomy, a form of cooking that employs scientific methods to create the perfect dish."It's no longer the case that the common man in England is embarrassed to show he knows about food," Tomes says.There was plenty of room for improvement. The problems with the nation's cuisine can be traced back to the Second World War. Before the war, much of Britain's food was imported and when German U-boats began attacking ships bringing food to the country, Britain went on rations(配给)."As rationing came to an end in the 1950s, technology picked up and was used to mass-produce food," Tomes says. "And by then people were just happy to have a decent quantity of food in their kitchens."They weren't looking for cured meats, organic produce or beautiful presentation; they were looking for whatever they could get their hands on, and this prioritisation of quantity over quality prevailed for decades, meaning a generation was brought up with food that couldn't compete with neighbouring France, Italy, Belgium or Spain.Before star chefs such as Oliver began making cooking fashionable, it was hard to find a restaurant in London that was open after 9pm. But in recent years the capital's culinary(烹饪的) scene has developed to the point that it is now confident of its ability to please the tastes of any international visitor.With the opening of Alfie's in April, and others such as The Pawn, two years ago, modern British food has made its way to Hong Kong. "With British food, I think that Hong Kong restaurant are keeping up," says David Tamlyn, the Welsh executive chef at The Pawn in Wan Chai. "Hong Kong diners are extremely responsive to new ideas or presentations, which is good news for new dishes."Chefs agree that diners in Hong Kong are embracing the modern British trend. Some restaurants are modifying the recipes(菜谱)of British dishes to breathe new life into the classics, while other are using better quality ingredients but remaining true to British traditional and tastes.Tamlyn is in the second camp. "We select our food very particulary. We use US beef, New Zealand lamb and for our custards(牛奶蛋糊) we use Bird's Custard Powder," Tamlyn says. "Some restaurants go for custard made fresh with eggs, sugar and cream, but British custard is different, and we stay true to that."Matthew Hill, senior manager at the two-year-old SoHo restaurant Yorkshire Pudding, also uses better ingredients as a means of improving dishes. "There are a lot of existing perceptions about British food and so we can't alter these too much. We're a traditional British restaurant so there are some staples(主菜) that will remain essentially unchanged."These traditional dishes include fish and chips, steak and kidney pie and large pieces of roasted meats. At Alfie's, the newest of the British restaurants in town and perhaps the most gentlemen's club-like in design, Neil Tomes explains his passion for provenance(原产地). "Britain has started to become really proud of the food it's producing. It has excellent organic farms, beautifully crafted cheeses, high-quality meats."However, the British don't have a history of exporting their foodstuffs, which makes it difficult for restaurants in Hong Kong to source authentic ingredients."We can get a lot of our ingredients once a week from the UK," Tamlyn explains. "But there is also pressure to buy local and save on food miles, which means we take our vegetables from the local markets, and there are a lot that work well with British staples."The Phoenix, in Mid-Levels, offers the widest interpretation of "British cuisine", while still trying to maintain its soul. The gastro-pub has existed in various locations in Hong Kong since 2002. Singaporean head chef Tommy Teh Kum Chai offers daily specials on a blackboard, rather than sticking to a menu. This enables him to reinterpret British cuisine depending on what is available in the local markets."We use a lot of ingredients that people wouldn't perhaps associate as British, but are presented in a British way. Bell peppers stuffed with couscous, alongside ratatouille, is a very popular dish."Although the ingredients may not strike diners as being traditional, they can be found in dishes across Britain.Even the traditional chefs are aware of the need to adapt to local tastes and customs, while maintaining the Brutishness of their cuisine.At Yorkshire Pudding, Hill says that his staff asks diners whether they would like to share their meals. Small dishes, shared meals and "mixing it up" is not something commonly done in Britain, but Yorkshire Pudding will bring full dished to the table and offer individual plates for each dinner. "That way, people still get the presentation of the dishes as they were designed, but can carve them up however they like," Hill says.This practice is also popular at The Pawn, although largely for rotisseries(烤肉馆), Tamlyn says. "Some tables will arrive on Sunday, order a whole chicken and a shoulder of lamb or a baby pig, and just stay for hours enjoying everything we bring out for them."Some British traditions are too sacred(神圣的) to mess with, however, Tomes says. "I'd never change a full English breakfast."1. What is British food generally known for?A) Its unique flavor. B) Its bad taste.C) Its special cooking methods D) Its organic ingredients.2. The Second World War led to ____ in Britain.A) an inadequate supply of food B) a decrease of grain productionC) an increase in food import D) a change in people's eating habits3. Why couldn't Britain compete with some of its neighboring countries in terms of food in the post-war decades?A) Its food lacked variety. B) Its people cared more for quantity.C) It was short of well-trained chefs. D) It didn't have flavorful food ingredients.4. With culinary improvement in recent years, London's restaurants are now able to appeal to the tastes of ____.A) most young people B) elderly British dinersC) all kinds of overseas visitors D) upper-class customers5. What do Hong Kong diners welcome, according to Welsh executive chef David Tamlyn?A) Authentic classic cuisine. B) Locally produced ingredients.C) New ideas and presentations. D) The return of home-style dishes.6. While using quality ingredients, David Tamlyn insists that the dishes should ____.A) benefit people's health B) look beautiful and invitingC) be offered at reasonable prices D) maintain British traditional tastes7. Why does Neil Tomes say he loves food ingredients from Britain?A) They appeal to people from all over the world. B) They are produced on excellent organic forms.C) They are processed in a scientific way. D) They come in a great variety.8. Tamlyn says that besides importing ingredients from Britain once a week, his restaurant also buys vegetables from ____________________.9. The Phoenix in Mid-Levels may not use British ingredients, but presents its dishes ________________.10. Yorkshire Pudding is a restaurant which will bring full dishes to the table but offer plates to those diners who would like to ___________________________.Part III Listening Comprehension (35 minutes)Section ADirections:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 witha single line through the centre.11. A) He is careless about his appearance.B) He is ashamed of his present condition.C) He changes jobs frequently.D) He shaves every other day.12. A) Jane may be caught in a traffic jam.B) Jane should have started a little earlier.C) He knows what sort of person Jane is.D) He is irritated at having to wait for Jane.13. A) Training for the Mid-Atlantic Championships.B) Making preparations for a trans-Atlantic trip.C) Collecting information about baseball games.D) Analyzing their rivals' on-field performance.14. A) He had a narrow escape in a car accident.B) He is hospitalized for a serious injury.C) He lost his mother two weeks ago.D) He has been having a hard time.15. A) The woman has known the speaker for a long time.B) The man had difficulty understanding the lecture.C) The man is making a fuss about nothing.D) The woman thinks highly of the speaker.16. A) He has difficulty making sense of logic.B) Statistics and logic are both challenging subjects.C) The woman should seek help from the tutoring service.D) Tutoring services are very popular with students.17. A) Her overcoat is as stylish as Jill's.B) Jill missed her class last week.C) Jill wore the overcoat last week.D) She is in the same class as the man.18. A) A computer game.B) An imaginary situation.C) An exciting experience.D) A vacation by the sea.Questions 19 to 21 are based on the conversation you have just heard.19. A) Beautiful scenery in the countryside.B) Dangers of cross-country skiing.C) Pain and pleasure in sports.D) A sport he participates in.20. A) He can't find good examples to illustrate his point.B) He can't find a peaceful place to do the assignment.C) He doesn't know how to describe the beautiful country scenery.D) He can't decide whether to include the effort part of skiing.21. A) New ideas come up as you write.B) Much time is spent on collecting data.C) A lot of effort is made in vain.D) The writer's point of view often changes.Questions 22 to 25 are based on the conversation you have just heard.22. A) Journalist of a local newspaper.B) Director of evening radio programs.C) Producer of television commercials.D) Hostess of the weekly "Business World".23. A) He ran three restaurants with his wife's help.B) He and his wife did everything by themselves.C) He worked both as a cook and a waiter.D) He hired a cook and two local waitresses.24. A) He hardly needs to do any advertising nowadays.B) He advertises a lot on radio and in newspapers.C) He spends huge sums on TV commercials every year.D) He hires children to distribute ads in shopping centers.25. A) The restaurant location.B) The restaurant atmosphere.C) The food variety.D) The food price.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage One26. A) Its protection is often neglected by children.B) It cannot be fully restored once damaged.C) There are many false notions about it.D) There are various ways to protect it.27. A) It may make the wearer feel tired.B) It will gradually weaken the eyes of adults.C) It can lead to the loss of vision in children.D) It can permanently change the eye structure.28. A) It can never be done with high technology.B) It is the best way to restore damaged eyesight.C) It is a major achievement in eye surgery.D) It can only be partly accomplished now.Passage Two29. A) They think they should follow the current trend.B) Nursing homes are well-equipped and convenient.C) Adult day-care centers are easily accessible.D) They have jobs and other commitments.30. A) They don't want to use up all their life savings.B) They fear they will regret it afterwards.C) They would like to spend more time with them.D) They don't want to see their husbands poorly treated.31. A) Provide professional standard care.B) Be frank and seek help from others.C) Be affectionate and cooperative.D) Make use of community facilities.Passage Three32. A) Health and safety conditions in the workplace.B) Rights and responsibilities of company employees.C) Common complaints made by office workers.D) Conflicts between labor and management.33. A) Replace its out-dated equipment.B) Improve the welfare of affected workers.C) Follow the government regulations strictly.D) Provide extra health compensation.34. A) They requested to transfer to a safer department.B) They quit work to protect their unborn babies.C) They sought help from union representatives.D) They wanted to work shorter hours.35. A) To show how they love winter sports.B) To attract the attention from the media.C) To protect against the poor working conditions.D) To protect themselves against the cold weather.Section CDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.Contrary to the old warning that time waits for no one, time slows down when you are on the move. It also slows down more as you move faster, which means astronauts(宇航员) someday may (36)__________ so long in space that they would return to an Earth of the (37)__________ future. If you could move at the speed of light, your time would stand still. If you could move faster than light, your time would move (38)__________ .Although no form of matter yet (39)__________ moves as fast as or faster than light, (40)__________ experiments have already confirmed that accelerated (41)__________ causes a traveler's time to be stretched. Albert Einstein (42)__________ this in 1905, when he (43)__________ the concept of relative time as part of his Special Theory of Relativity. A search is now under way to confirm the suspected existence of particles of matter (44)_________________________________________________________________________________________ .An obsession(沉迷)with time-saving, gaining, wasting, losing, and mastering it-(45)___________________________________________________________________________________________________________________ . Humanity also has been obsessed with trying to capture the meaning of time. Einstein (46)_______________________________________________________________________________________________. Thus, time and time's relativity are measurable by any hourglass, alarm clock, or an atomic clock that can measure a billionth of a second. Part ⅣReading Comprehension (Reading in Depth) (25 minutes)Section ADirections:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.The popular notion that older people need less sleep than younger adults is a myth, scientists said yesterday.While elderly people 47 to sleep for fewer hours than they did when they were younger, this has a(n) 48 effect on their brain's performance and they would benefit from getting more, according to research.Sean Drummond, a psychiatrist (心理医生) at the University of California, San Diego, said that older people are more likely to suffer from broken sleep, while younger people are better at sleeping 49 straight through the night.More sleep in old age, however, is 50 with better health, and most older people would feel better and more 51 if they slept for longer periods, he said."The ability to sleep in one chunk (整块时间) overnight goes down as we age but the amount of sleep we need to 52 well does not change," Dr Drummond told the American Association for the Advancement of Science conference in San Diego."It's 53 a myth that older people need less sleep. The more healthy an older adult is, the more they sleep like they did when they were 54 . Our data suggests that older adults would benefit from 55 to get as much sleep as they did in their 30s. That's 56 from person to person, but the amount of sleep we had at 35 is probably the sameDirections:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneSeveral recent studies have found that being randomly (随机地) assigned to aroommate of another race can lead to increased tolerance but also to a greater likelihood (可能性) of conflict.Recent reports found that lodging with a student of a different race may decrease prejudice and compel students to engage in more ethnically diverse friendships.An Ohio State University study also found that black students living with a white roommate saw higher academic success throughout their college careers. Researchers believe this may be caused by social pressure.In a New York Times article, Sam Roakye-the only black student on his freshman year floor-said that "if you're surrounded by whites, you have something to prove."Researchers also observed problems resulting from pairing interracial students in residences.According to two recent studies, randomly assigned roommates of different race are more likely to experience conflicts so strained that one roommate will move out.An Indiana University study found that interracial roommates were three times as likely as two white roommates to no longer live together by the end of the semester.Grace Kao, a professor at Penn said she was not surprised by the findings. "This may be the first time that some of these students have interacted, and lived, with someone of a different race," she said.At Penn, students are not asked to indicate race when applying for housing."One of the great things about freshman housing is that, with some exceptions, the process throws you together randomly," said Undergraduate Assembly chairman Alec Webley. "This is the definition of integration.""I've experienced roommate conflicts between interracial students that have both broken down stereotypes and reinforced stereotypes," said one Penn resident advisor (RA). The RA of two years added that while some conflicts "provided more multicultural acceptance and melding (融合)," there were also "jarring cultural confrontations."The RA said that these conflicts have also occurred among roommates of the same race.Kao said she cautions against forming any generalizations based on any one of the studies, noting that more background characteristics of the students need to be studies and explained.57. What can we learn from some recent studies?A) Conflicts between studies of different races are unavoidable.B) Students of different races are prejudiced against each other.C) Interracial lodging does more harm than good.D) Interracial lodging may have diverse outcomes.58. What does Sam Boakye's remark mean?A) White students tend to look down upon their black peers.B) Black students can compete with their white peers academically.C) Black students feel somewhat embarrassed among white peers during the freshman year.D) Being surrounded by white peers motivates a black student to work harder to succeed.59. What does the Indians Univerisity study show?A) Interracial roommates are more likely to fall out.B) Few white students like sharing a room with a black peer.C) Roommates of different races just don't get along.D) Assigning students' lodging randomly is not a good policy.60. What does Alec Webley consider to be the "definition of integration"?A) Students of different races are required to share room.B) Interracial lodging is arranged by the school for freshmen.C) Lodging is assigned to students of different races without exception.D) The school randomly assigns roommates without regard to race.61. What does Grace Kao say about interracial lodging?A) It is unscientific to make generalizations about it without further study.B) Schools should be cautious when making decisions about student lodging.C) Students' racial background should be considered before lodging is assigned.D) Experienced resident advisors should be assigned to handle the problems.Passage TwoGlobal warming is causing more than 300,000 deaths and about $125 billion in economic losses each year, according to a report by the Global Humanitarian Forum, an organization led by Kofi Annan, the former United Nations secretary general.The report, to be released Friday, analyzed data and existing studies of health, disaster, population and economic trends. It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition (营养不良) and heat-related health problems.But even before its release, the report drew criticism from some experts on climate and risk, who questioned its methods and conclusions.Along with the deaths, the report said that the lives of 325 million people, primarily in poor countries, were being seriously affected by climate change. It projected that the number would double by 2030.Roger Pielke Jr., a political scientist at the University of Colorado, Boulder, who studies disaster trends, said the Forum's report was " a methodological embarrassment" because there was no way to distinguish deaths or economic losses related to human driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable (易受伤害的) regions. Dr. Pielke said that "climate change is an important problem requiring our utmost attention." But the report, he said, "will harm the cause for action on both climate change and disasters because it is so deeply flawed (有瑕疵的)"However, Soren Anderasen, a social scientist at Dalberg Global Development Partners who supervised the writing of the report, defended it, saying that it was clear that the numbers were rough estimates. He said the report was aimed at world leaders, who will meet in Copenhagen in December to negotiate a new international climate treaty.In a press release describing the report, Mr. Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards, while still curbing the emissions of the heat-trapping gases. More than 90% of the human and economic losses from climate change are occurring in poor countries, according to the report.62. What is the finding of the Global Humanitarian Forum?A) Global temperatures affect the rate of economic development.B) Rates of death from illness have risen due to global warming.C) Malnutrition has caused serious health problems in poor countries.D) Economic trends have to do with population and natural disasters.63. What do we learn about the Forum's report from the passage?A) It was challenged by some climate and risk experts.B) It aroused a lot of interest in the scientific circles.C) It was warmly received by environmentalists.D) It caused a big stir in developing countries.64. What does Dr. Pielke say about the Forum's report?A) Its statistics look embarrassing.B) It is invalid in terms of methodology.C) It deserves our closest attention.D) Its conclusion is purposely exaggerated.65. What is Soren Andreasen's view of the report?A) Its conclusions are based on carefully collected data.B) It is vulnerable to criticism if the statistics are closely examined.C) It will give rise to heated discussions at the Copenhagen conference.D) Its rough estimates are meant to draw the attention of world leaders.66. What does Kofi Annan say should be the focus of the Copenhagen conference?A) How rich and poor regions can share responsibility in curbing global warming.B) How human and economic losses from climate change can be reduced.C) How emissions of heat-trapping gases can be reduced on a global scale.D) How rich countries can better help poor regions reduce climate hazards.Part ⅤCloze (15 minutes)Directions:There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centreWhen it comes to eating amart for your heart, stop thinking about short-term fixes and simplify your life with a straightforward approach that will serve you well for years to come.Smart eating goes beyond analyzing every bite of food you lift 67 your mouth. "In the past we used to believe that 68 amounts of individual nutrients (营养物) were the 69 to good health," says Linda Van Horn, chair of the American Heart Association's Nutrition Committee. "But now we have a 70 understanding of healthy eating and the kinds of food necessary to 71 not only heart disease but disease 72 general," she adds.Scientists now 73 on the broader picture of the balance of food eaten 74 several days or a week 75 than on the number of milligrams (毫克) of this or that 76 at each meal. Fruits, vegetables and whole grains, for example, provide nutrients and plant-based compounds 77 for good health. "The more we learn, the more 78 we are by the wealth of essential substances they 79 ," Van Horn continues, "and how they 80 with each other to keep us healthy."You'll automatically be 81 the right heart-healthy track if vegetables, fruits and whole grains make 82 three quarters of the food on your dinner plate. 83 in the restaurant one quarter with lean meat or chicken, fish or eggs.。
2025年全国大学英语CET四级考试试卷及答案指导
2025年全国大学英语CET四级考试模拟试卷及答案指导一、写作(15分)WritingTask: For this part, you are allowed 30 minutes to write a short essay on the topic “The Importance of Reading in Life.” You should write at least 120 words but no more than 180 words. You should base your essay on the outline given below:1.Introduce the significance of reading in daily life.2.Discuss the benefits of reading, such as expanding vocabulary, improving writing skills, and enhancing knowledge.3.Conclude by expressing your personal views on the importance of reading.Example:Reading: The Key to a Wealthy MindIn today’s fast-paced world, reading has become an essential part of daily life. It is not merely a hobby but a crucial tool for personal and professional growth.Firstly, reading greatly expands one’s vocabulary. By encountering new words and phrases in various contexts, individuals can enrich their languageskills and express themselves more effectively. Moreover, reading improves writing skills by providing examples of good sentence structure and persuasive arguments.Secondly, reading broadens one’s knowledge. Whether it’s through novels, non-fiction books, or articles, reading exposes us to different cultures, ideas, and perspectives. This not only fosters critical thinking but also helps us understand the world around us better.In conclusion, reading is an invaluable activity that enriches our minds and enhances our lives. It is through reading that we can continue to grow, learn, and adapt to the ever-changing world. As such, I firmly believe that reading should be a lifelong pursuit.Analysis:This example essay effectively addresses the topic by following the given outline. The introduction clearly states the significance of reading in daily life. The body paragraphs then discuss the benefits of reading, with the first paragraph focusing on vocabulary expansion and the second on knowledge enhancement. The conclusion summarizes the essay’s main points and reinforces the importance of reading.The essay demonstrates a good command of language, with a variety of sentence structures and appropriate vocabulary usage. It also maintains a coherent flow of ideas, making it easy for the reader to follow the aut hor’s argument.二、听力理解-短篇新闻(选择题,共7分)第一题Passage OneNews Item 1:A new study reveals that the number of people working from home has doubled in the past year due to the COVID-19 pandemic. Many companies have embraced remote work as a way to reduce costs and improve employee satisfaction. However, experts warn that this trend may lead to increased mental health issues among workers. The study suggests that employers should provide support systems to help employees manage the challenges of working from home.Questions:1、What is the main topic of the news item?A) The benefits of working from home.B) The challenges of working from home.C) The increase in remote work during the pandemic.D) The impact of remote work on mental health.2、Why have many companies embraced remote work?A) To reduce costs.B) To improve employee satisfaction.C) Both A and B.D) To address the COVID-19 pandemic.3、What is the concern expressed by experts regarding the trend of workingfrom home?A) It may lead to a decrease in employee satisfaction.B) It may increase mental health issues among workers.C) It may cause a decline in productivity.D) It may lead to more workplace accidents.Answers:1、C2、C3、B第二题News Item 1:A new study has shown that consuming green tea may help reduce the risk of developing Parkinson’s disease. Researchers at the University of California, Los Angeles, found that compounds in green tea called polyphenols can protect brain cells from the damage caused by toxins. The study followed over 1,000 individuals over a period of 10 years. Those who consumed green tea regularly were 50% less likely to develop Parkinson’s disease than those who did not.Questions:1、What is the main finding of the study conducted at the University of California, Los Angeles?A) Green tea can completely cure Parkinson’s disease.B) Regular consumption of green tea may reduce the risk of developingParkinson’s disease.C) Only those who drink green tea are at risk of develop ing Parkinson’s disease.D) Polyphenols in green tea are harmful to brain cells.2、How long did the study follow the participants?A) 5 yearsB) 7 yearsC) 10 yearsD) 12 years3、According to the study, what percentage reduction in the risk of developing P arkinson’s disease was observed in regular green tea consumers compared to non-consumers?A) 20%B) 30%C) 40%D) 50%Answers:1、B) Regular consumption of green tea may reduce the risk of developing Parkinson’s disease.2、C) 10 years3、D) 50%三、听力理解-长对话(选择题,共8分)第一题听力原文:A. Man: Hey, are you ready for the CET-4 exam?B. Woman: Yeah, I’ve been studying really hard for the past few months.I think I’m ready.A. Man: That’s good to hear. Do you have any tips for the listening section?B. Woman: Well, I would say practice is key. Listen to English news, watch English movies, and try to understand the conversations.A. Man: And what about the reading section?B. Woman: I would focus on reading a variety of materials like newspapers, magazines, and online article s. It’s important to get used to different styles of writing.A. Man: I see. And what about the writing section?B. Woman: For the writing section, I would recommend practicing writing essays on different topics. It’s also important to check your grammar and punctuation.A. Man: That makes sense. I’m going to do the same thing. Good luck!B. Woman: Thanks, and good luck to you too!选择题:1、What are the speakers mainly discussing?A. Preparation for the CET-4 examB. Different sections of the CET-4 examC. Tips for improving English listening skillsD. The importance of practice for the CET-4 exam2、What does the woman say about the listening section?A. She suggests focusing on reading materials.B. She thinks it’s important to practice listening to English news.C. She recommends studying grammar for the listening section.D. She suggests practicing writing essays for the listening section.3、What does the woman say about the reading section?A. She believes it’s important to study grammar for the reading section.B. She thinks it’s important to practice listening to English news.C. She recommends focusing on a variety of reading materials.D. She suggests practicing writing essays for the reading section.4、What does the woman suggest for the writing section?A. She recommends studying grammar for the writing section.B. She thinks it’s important to practice listening to English news.C. She suggests focusing on a variety of reading materials.D. She recommends practicing writing essays on different topics.答案:1、A2、B3、C4、D第二题Listen to the following conversation and answer the questions.W: Hi, John. How was your weekend?M: Oh, it was great. I decided to take a trip to the countryside. I went to visit an old friend who lives there.W: That sounds nice. Did you do anything specific?M: Yes, we went for a hike in the mountains. It was beautiful. We also stopped by a small village for lunch.W: Did you try any local dishes?M: Absolutely. We had this delicious chicken dish with potatoes and vegetables. It was so flavorful.W: That sounds amazing. How long did you stay?M: We spent the whole day there. We didn’t leave until evening. It was a perfect getaway.W: I wish I could go somewhere like that. What did you do when you got back?M: I just relaxed and took a nice, long shower. I was exhausted from all the walking.W: Sounds like a good way to unwind. Do you think you’ll go back anytime soon?M: I think so. My friend and I are planning another trip next month.1.What did the man do over the weekend?A) He stayed home.B) He visited a friend in the countryside.C) He went to the beach.D) He had a staycation.2.Why did the man go to the countryside?A) To see a family member.B) To attend a conference.C) To go hiking.D) To visit a museum.3.What did the man and his friend do while in the countryside?A) They watched a movie.B) They went shopping.C) They went for a hike.D) They had a picnic.4.What did the man say about the local food?A) It was too spicy.B) It was not as good as he expected.C) It was delicious and flavorful.D) It was too expensive.Answers:1.B) He visited a friend in the countryside.2.C) They went for a hike.3.C) They went for a hike.4.C) It was delicious and flavorful.四、听力理解-听力篇章(选择题,共20分)第一题听力篇章Passage OneQuestions 1 to 5 are based on the following passage.American football, originally a college game, was introduced into the United States by Walter Camp, who is called the “Father of American Football.” Camp was a coach at Yale University, and he is known as the man who invented the system of numbering the players on the field. The game was originally played by using a soccer ball. Camp suggested that a ball resembling a prolate spheroid (椭球体) be used. This ball is rounder than a soccer ball and is used in American football today.The rules of the game were also established by Camp. He divided the field into two sections, with the goal line in the center. The game was played with a single ball, and each team tried to carry the ball across the opponent’s goal line. The first team to do so would win the game. Camp also introduced the concept of tackling, which is the act of tackling an opponent to the ground. This is still a fundamental part of the game today.Over the years, American football has become a professional sport, with teams competing in the National Football League (NFL). The NFL is the most popular professional football league in the United States. The game is also played in high schools and colleges across the country.1、What is Walter Camp known for in American football?A)、Being the founder of the NFL.B)、Inventing the system of numbering players on the field.C)、Introducing the game to the United States.D)、Establishing the rules of the game.2、What did Camp suggest as a replacement for the soccer ball in the early days of American football?A)、A ball with a square shape.B)、A ball resembling a prolate spheroid.C)、A ball with a flat surface.D)、A ball with a hole in the center.3、According to the passage, what is the main objective of each team in an American football game?A)、To score points by carrying the ball across the opponent’s goal line.B)、To tackle the opponent’s players to the ground.C)、To win the game by scoring the most points.D)、To pass the ball to the opponent’s team.第二题PassageIn recent years, the concept of “slow living” has gained significant attention around the world. This movement encourages people to slow down their pace of life and appreciate the present moment. One of the key principles ofslow living is the emphasis on local and sustainable consumption.The fast-paced modern world has led to increased stress, anxiety, and a sense of being overwhelmed. Many people feel that they are constantly chasing after time, and they often forget to take care of their physical and mental health. Slow living advocates believe that by reducing the pace of life, individuals can achieve a better work-life balance and lead a more fulfilling life.One way to practice slow living is by supporting local businesses and consuming locally produced goods. This not only helps to strengthen the local economy but also reduces the carbon footprint associated with long-distance transportation. For example, buying fresh produce from local farmers’ markets not only supports local agriculture but also ensures that the food is fresh and nutritious.Moreover, slow living encourages people to connect with others and build strong communities. Activities such as cooking together, sharing meals, and engaging in community service are all part of the slow living philosophy. These activities foster a sense of belonging and reduce social isolation.However, the transition to slow living can be challenging. It requires a conscious effort to change habits and prioritize experiences over material possessions. It also means being more mindful of one’s consumption and making sustainable choices.Questions:1、What is the main idea of the passage?A) The benefits of fast livingB) The importance of consuming locally produced goodsC) The concept and principles of slow livingD) The challenges of practicing slow living2、According to the passage, what is one of the positive effects of slow living?A) Increased stress and anxietyB) A better work-life balanceC) Higher levels of social isolationD) Less appreciation for the present moment3、Why is supporting local businesses important in the context of slow living?A) It helps to reduce the carbon footprint of long-distance transportationB) It encourages people to consume more material possessionsC) It promotes global economic dominanceD) It leads to the decline of local agricultureAnswers:1、C2、B3、A第三题Passage OneWhen it comes to working with animals, you might think of a veterinarian,a person who treats sick animals. But in the United States, some people work with animals without treating them. They train them to do certain things. These people are known as animal trainers.The work of an animal trainer can be difficult. Not all animals are willing to do what they are asked. Sometimes, a trainer has to work for hours without getting any results. But when an animal finally performs a task correctly, the trainer feels a great sense of satisfaction.Many animal trainers work with animals that perform in shows. These animals might be seen in circuses, zoos, or on television. They can also be seen in commercials. Animal trainers work with many different kinds of animals. Some work with dogs, cats, and other pets. Others work with animals that are not pets, such as horses, dolphins, and even bears.Animal trainers use different methods to train animals. They use positive reinforcement, which means that they reward an animal when it does something right. They also use negative reinforcement, which means that they punish an animal when it does something wrong. Some trainers use a combination of both methods.Training animals can be dangerous. A trainer might be bitten or scratched by an animal. Even when an animal seems friendly, it can still be unpredictable. That’s why animal trainers must be careful and patient.Questions:1、What is the main purpose of the passage?A. To describe the difficulties faced by animal trainers.B. To explain the different methods used by animal trainers.C. To discuss the various types of animals that animal trainers work with.D. To introduce the concept of animal trainers and their work.2、According to the passage, how do animal trainers feel when an animal finally performs a task correctly?A. DisappointedB. AnnoyedC. SatisfiedD. Bored3、What is one potential danger associated with being an animal trainer?A. Being late for workB. Not getting enough sleepC. Being bitten or scratched by an animalD. Forgetting to feed the animalsAnswers:1、D2、C3、C五、阅读理解-词汇理解(填空题,共5分)第一题Read the following passage and then answer the questions by choosing the most suitable word for each blank from the four choices given below.In the fast-paced modern world, technology has become an indispensable part of our daily lives. It has revolutionized the way we communicate, work, and even how we interact with others. One of the most significant advancements in technology is the internet, which has transformed the way we access information and connect with people from all over the world.However, despite its numerous benefits, technology also poses several challenges. One of the most pressing issues is the impact it has on our mental health. Excessive use of smartphones and other electronic devices can lead to problems such as anxiety, depression, and sleep disorders. Additionally, the internet has made it easier for people to become victims of cyberbullying and online scams.1、It is crucial to maintain a balance between technology and our personal lives to ensure a healthy lifestyle.2、The internet has made it easier for people to access information, but it has also increased the risk of falling victim to online scams.3、Excessive use of smartphones and other electronic devices can have severe consequences for our mental health.4、In today’s world, technology has become an integral part of our daily lives.5、One of the challenges of technology is the negative impact it can haveon our mental well-being.A. indispensableB. revolutionizeC. accessD. cyberbullyingE. indispensableF. revolutionizeG. accessH. cyberbullying答案1、A2、H3、D4、E5、B第二题Reading PassageAs the world becomes increasingly interconnected, the importance of cultural competence has become more pronounced. Cultural competence refers to the ability to understand, appreciate, and interact effectively with people from different cultural ba ckgrounds. This skill is particularly valuable in today’s globalized economy, where companies and organizations are more likely to work with international partners and clients.One key aspect of cultural competence is the ability to communicate effectively across cultures. This involves not only understanding the linguistic differences but also being aware of the non-verbal cues and social norms that vary from one culture to another. For example, a high-context culture, like Japan, relies heavily on non-verbal communication and indirect communication, while a low-context culture, like the United States, tends to value direct and explicit communication.The following passage contains vocabulary that may be new to you. Choose the most appropriate word from the list below to complete each sentence. Thereare more words than sentences, so there will be some extra words. Do not use any of the words more than once.Vocabulary List:1.Acculturation2.Cohesion3.Diversify4.Harmony5.Integration6.Intricate7.Mnemonic8.Paradoxical9.Proliferate10.SynergySentences:1、The company has decided to__________their workforce to better represent the diversity of their client base.2、After years of living abroad, she felt a sense of__________with her new culture.3、The manager emphasized the importance of cultural__________in order to foster a positive work environment.4、The museum exhibit showcased the__________designs of various civilizations throughout history.5、To remember the names of all the new employees, he used a__________device to create memorable associations.Answers:1.Diversify2.Acculturation3.Cohesion4.Intricate5.Mnemonic六、阅读理解-长篇阅读(选择题,共10分)第一题Reading Passage OneIn recent years, there has been a growing concern about the impact of social media on young people’s mental health. While social media platforms offer numerous benefits, such as connectivity and access to information, they also pose significant risks to the mental well-being of users, especially teenagers. This passage explores the effects of social media on young people’s mental health and discusses potential solutions to mitigate these risks.Paragraph 1Social media has become an integral part of daily life for many young people. Platforms like Instagram, Facebook, and Twitter allow teenagers to connect with friends, share experiences, and express themselves. However, this constantexposure to the curated lives of others can lead to feelings of inadequacy, anxiety, and depression.Questions:1、What is the main concern expressed in the first paragraph?A. The benefits of social media.B. The risks of social media.C. The impact of social media on daily life.D. The role of social media in teenagers’ lives.2、According to the passage, which of the following is a potential negative effect of social media on young people’s mental health?A. Increased self-esteem.B. Enhanced social skills.C. Reduced feelings of inadequacy.D. Heightened anxiety and depression.Paragraph 2Research has shown that excessive use of social media can lead to sleep disturbances, as teenagers spend more time on their devices rather than getting enough rest. Additionally, the constant need for validation and approval from peers can contribute to feelings of low self-worth and anxiety.Questions:3、What is one consequence of excessive social media use mentioned in the second paragraph?A. Improved sleep quality.B. Increased self-worth.C. Reduced anxiety.D. Sleep disturbances.4、Which of the following is NOT mentioned as a potential negative effect of social media use on mental health?A. Anxiety.B. Depression.C. Improved social skills.D. Sleep disturbances.Paragraph 3To address these issues, some experts suggest implementing stricter regulations on social media platforms, such as age restrictions and content filtering. Others argue that parents and educators should play a more active role in monitoring and guiding youn g people’s use of social media.Questions:5、What measures are suggested to mitigate the negative effects of social media on young people’s mental health?A. Implementing stricter regulations on social media platforms.B. Encouraging young people to use social media more frequently.C. Reducing the amount of time spent on social media.D. Ignoring the potential risks of social media.Answers:1、B2、D3、D4、C5、A第二题Reading Time: 40 minutesDirections: For this part, you are allowed 40 minutes to read a long passage and answer the questions on it. You should write your answers on the Answer Sheet.Passage:In the digital age, the way we communicate has undergone a remarkable transformation. With the advent of the internet and various digital platforms, the traditional methods of communication such as postal mail and landline phones have become less prominent. One of the most influential digital communication tools is social media. Platforms like Facebook, Twitter, and Instagram have revolutionized the way people connect and share information. However, along with these advancements come challenges and concerns.1、The first challenge of digital communication is the potential for misinterpretation. Without the nuances of face-to-face communication,text-based messages can be easily misunderstood. This can lead to misunderstandings, conflicts, and even legal disputes.2、Another significant challenge is the issue of privacy. With the vast amount of p ersonal data being shared online, individuals’ privacy is at risk. Cybersecurity breaches have become increasingly common, and the consequences can be severe, ranging from identity theft to financial loss.3、Despite these challenges, digital communication offers numerous benefits. It allows people to connect with others across the globe instantaneously. This has facilitated international collaborations, business partnerships, and cultural exchanges. Additionally, digital communication is cost-effective and time-efficient.4、However, there are concerns about the impact of digital communication on face-to-face interactions. Some argue that excessive reliance on digital communication leads to a decline in interpersonal skills and the ability to engage in meaningful conversations.5、The following questions are based on the passage above.Questions:1、What is the main challenge of digital communication mentioned in the passage?A) Lack of face-to-face interactionB) Potential for misinterpretationC) High cost of communicationD) Difficulty in maintaining privacy2、Which of the following is NOT a challenge of digital communicationaccording to the passage?A) Privacy issuesB) Instantaneous connection with people worldwideC) Decline in interpersonal skillsD) Cybersecurity breaches3、What benefit of digital communication is mentioned in the passage?A) Increased risk of legal disputesB) Cost-effectiveness and time efficiencyC) Decline in face-to-face interactionsD) Enhanced cybersecurity4、What concern is raised about the impact of digital communication on face-to-face interactions?A) It leads to a decrease in the ability to engage in meaningful conversations.B) It increases the risk of cybersecurity breaches.C) It causes a decline in interpersonal skills.D) It leads to misunderstandings and conflicts.5、Which of the following is a positive aspect of digital communication mentioned in the passage?A) Increased risk of legal disputesB) Cost-effectiveness and time efficiencyC) Decline in interpersonal skillsD) Difficulty in maintaining privacyAnswers:1、B2、B3、B4、A5、B七、阅读理解-仔细阅读(选择题,共20分)第一题Reading Passage 1Questions 1 to 5 are based on the following passage.The digital revolution has transformed the way we live, work, and communicate. One of the most significant impacts has been on education. Online learning platforms, virtual classrooms, and educational apps have become increasingly popular, offering new opportunities for students and educators alike.In many countries, traditional classrooms are being augmented with digital tools and resources. Teachers are incorporating interactive whiteboards, tablets, and educational software into their lessons to enhance student engagement and understanding. This integration of technology has led to a more dynamic and engaging learning environment.However, the digital transformation of education also raises concerns aboutits impact on students’ social skills and mental health. Some argue that excessive reliance on digital devices can lead to isolation and anxiety, especially for younger students who are still developing their social and emotional abilities.Despite these concerns, the benefits of digital education are undeniable. Online learning platforms provide access to a vast array of resources that can supplement traditional classroom teaching. Students can access educational materials from around the world, engage in collaborative projects with peers, and receive personalized learning experiences tailored to their individual needs.1、What is one of the significant impacts of the digital revolution on education?A. Increased access to educational resources.B. Improved social skills among students.C. Reduction in teacher workload.D. Enhanced classroom engagement.2、How are digital tools and resources being used in traditional classrooms?A. To replace textbooks and traditional teaching methods.B. To augment existing teaching methods and enhance engagement.C. To reduce the number of students in each classroom.D. To provide students with more time for independent study.3、What is a concern raised about the digital transformation of education?A. The increase in the number of educational apps available.B. The potential negative impact on students’ social skills and mental health.C. The reduction in the quality of classroom instruction.D. The loss of interest in traditional learning methods.4、What is one of the benefits of online learning platforms?A. They require students to work independently at all times.B. They limit studen ts’ access to educational materials from other countries.C. They provide personalized learning experiences for each student.D. They are only useful for students who are already highly motivated to learn.5、How does the passage describe the role of digital tools and resources in education?A. They are a complete replacement for traditional teaching methods.B. They are being used to supplement and enhance traditional teaching methods.C. They are only beneficial for students who have access to advanced technology.D. They are being used to reduce the number of students in each classroom.Answers:1、A. Increased access to educational resources.。
卢峭眉听力词汇
雅思双向听力法真题词汇卢峭梅校园生活场景学术教育attendance 出勤exemption 免休re-sit 重考补考report 报告set exercise 固定的练习reference 参考书目bibliography 参考书目plagiarism 剽窃抄袭cheat 作弊high distinction 优异distinction 良好credit 合格pass 及格fail 不及格arts 文科science 理科core books 核心书目freshman 大学一年级学生sophomore 大学二年级学生junior 大学三年级学生senior 大学四年级学生auditorium 大礼堂recreation centre 娱乐中心loose spiral notebook 活页本curriculum vitae 履历tertiary education 高等教育preparatory year 预科drop out 辍学curriculum 课程draft 草稿enrollment 注册register/enroll 登记,报到student union office 学生会办公室opening ceremony开学典礼orientation meeting新生学校综合情况介绍会application form 申请表letter of recommendation 推荐信credit/point/credit point 学分credit system学分制mark/ score/ grade分数,成绩assessment 对学生的学习情况进行评估handout分发的印刷品assignment 作业presentation专题发言project课外课题paper/ thesis/ dissertation 毕业论文essay 短论文deadline 截止时期extension 延期journal每周要做的作业participation 课堂参与情况tutorial 个别辅导讨论课office hour (教授与学生)面谈的时间secondary education中等教育higher education高等教育adult education成人教育open admission免试入学制kindergarten/ day-care center幼儿园nursery school托儿所primary/elementary school小学secondary school中学junior high school初中senior high school高中attached middle school附中technical school技校polytechnic institute理工学院/ 科技大学key school重点中学graduate school研究生院open university夜大、函大independent/private school私立学校public school公立学校school of arts and sciences 文理学院auditor/guest student旁听生boarder住宿生undergraduate 本科postgraduate 研究生Bachelor 学士Master 硕士Doctor 博士alumnus/ alumna男/ 女校友alma mater母校graduation appraisal毕业评估graduation ceremony/ commencement毕业典礼diploma/ graduation certificate毕业证书degree学位associate diploma专科证书certificate 证书qualification 资格expert专家consultant顾问faculty 教职员工的总称teaching assistant 助教dean学校分院长,系主任principal/ president校长coordinator 课程协调人/ 班主任lecturer 讲师assistant professor 助理教授associate professor副教授professor 教授school counselor 校辅导员supervisor 论文指导老师career advisor 职业指导官adviser/ mentor 导师chancellor 名誉校长president大学校长coeducation男女生同校制度term/semester学期blue-book考卷academic year 学年final-examination期末考核quiz小测验oral test口试open-book exam开卷考pop test抽考placement test 入学分级考试aptitude test 学能测试teaching facilities教学设施sponsor 赞助人discipline 科目English proficiency 英语流利程度supplementary reading material 补充阅读材料prescribed textbook 指定课本methodology 教学法debate 辩论seminar 研讨会lecture 讲座conference hall 会议厅venue 场地grant 助学金loan 贷款stipend 固定奖学金tuition 学费scholarship 本科奖学金fellowship 研究生奖学金student union 学生会schedule/ school timetable课程表course arrangement 课程安排presentation 课上口头表达project 研究项目课题report 报告defense 答辩syllabus 教学大纲extracurricular 课外课程课程选择beginner course 入门课foundation course 基础课basic course 基础课elementary course 初级课primary course 初级课secondary course中级课intermediate course中级课advanced course高级课compulsory course 必修课required course 必修课optional course 选修课elective course 选修课specialized course 专业课general course 公共课major 主修minor 副修archaeology 考古学architecture 建筑学astronomy 天文学agriculture 农业geography 地理geology 地质chemistry 化学micro-biology 微生物学marine-biology 海洋生物学hospitality 酒店管理服务管理botany 植物学zoology 动物学ecology 生态学electronics 电子学mathematics/maths 数学statistics 统计学genetics 遗传学physiology 生理学literature文学philosophy哲学history历史art艺术sociology社会学linguistics语言学psychology心理学engineering工程学business商务law法学economics经济学finance金融学accounting会计学banking银行学biochemistry生物化学physics 物理学anthropology 人类学science 科学图书馆touch-screen information service 触摸屏extension 续借后的延长期renew(al)续借due 到期overdue 过期date of expiry 到期日catalogue under title/author 书名目录/著者目录fiction/non-fiction 小说类/非小说类reference book section 工具书阅览室encyclopedia 百科全书atlas 地图册almanac 年鉴magnetically coded 磁化的有条形码的demagnetize 消磁available 可借阅的in stock 有存货图书馆有stack 书库open shelf 开架书closed reserved 非外借图书处out on loan 借出去了reservation list 预约单prospectus 学校介绍学生手册leaflet 散页Forbes 福布斯index 索引front/back cover 封面/封底fly page/leaf 扉页retrieval 检索audio visual resource center 视听资料室reprint 再版archives 档案volume 卷bound volume 合订版abstract 摘要microform 缩微borrow 借用lend/ loan 借给newspaper 报纸journal 杂志periodical 期刊category 类别pay fines 付罚款check out 登记并借出return in time 及时归还interlibrary service图书馆间馆际服务information desk 服务台library card 借书证call slip索书单current/ back issues 即期/ 过期刊物librarian and reader 图书馆员和读者student card 学生证loan period 借书期circulation desk 借书台电脑机房internet café 网吧lab rules 计算机室规程printer 打印机copier 复印机fax machine 传真机Macintosh 苹果计算机hardware 硬件software 软件network 网络access to the net 访问网络floppy disk软盘hard disk硬盘CD-ROM 光盘驱动器monitor 监视器 keyboard 键盘mouse device 鼠标modem 调制解调器setup安装uninstall卸载operation system操作系统program程序word/data processing 文字/数据处理user用户click点击update更新data base数据库manual指南menu菜单password口令virus病毒web page网页website网站online在线email电子邮件firewall防火墙log on 登录virus 病毒laptop 笔记本电脑课题研究调查have it blank 可以不填空着feedback 反馈research 研究poll 民意调查survey 调查analyze data 分析数据questionnaire 调查问卷case study 案例调查observation 观察法hypothesis 假设statistics 统计valid/invalid 有效的/无效的data/ datum 数据investigation 调查quantitative定量的qualitative 定性的significant difference 显著差异interview 访谈respondent/ interviewee 被调查者multiple choice question 选择题results 结果conclusion 结论interpretation 解释/阐释opinion 观点具体授课fertile soil沃土hard hoofed animal 硬蹄动物cattle 牛livestock 牲畜evaporation 蒸发irrigation 灌溉solar power 太阳能nuclear power 核能alternative energy 可替代能源carbon dioxide 二氧化碳aluminum 铝population density 人口密度pollution 污染sewage 污水排除consumption 消耗greenhouse effect 温室效应El Nino 厄尔尼诺fossil 化石tribe 部落Aztec 阿斯台克族ageing population 人口老龄化meet the criteria 符合标准generation of electricity 发电reservoir 水库boom 繁荣sprawl 蔓延settlement 殖民地profile 外形pendulum 钟摆innovation 革新commercialization 商业化globalization 全球化utilize 利用moisture 潮湿season 风化timber 木料processing 处理environment 环境resource 资源recycling 再循环manilla folder 牛皮纸夹treaty 条约military 军事的milestone 里程碑internal clock 生物钟charity 慈善depression 抑郁fund raising 募捐endangered species 濒危物种rare species 稀有物种kangaroo 袋鼠koala 考拉lizard 蜥蜴emu 鸸鹋ostrich 鸵鸟penguin 企鹅dolphin 海豚whale 鲸falcon 猎鹰shark 鲨鱼bat 蝙蝠kiwi 几维鸟mammal 哺乳动物reptile 爬行动物toad 蟾蜍dinosaur 恐龙crocodile 鳄鱼goat 山羊horse马hen 母鸡rare lion 稀有狮子elephant 大象parrot 鹦鹉snake 蛇tiger 虎marsupial 有袋动物pouch 袋状物migrant bird 候鸟squirrel 松鼠校外生活房屋住宿pets not allowed 不许养宠物take property insurance 买财产保险blackout 停电emergency/fire gate 紧急出口lift/elevator 升降梯attic 阁楼twin room 双人间stereo system 音响water heater 热水器vacuum cleaner 吸尘器coffee maker 咖啡机refrigerator/fridge 冰箱bed linen 床上用品real estate agency 房屋中介property agency 房屋中介land lord/lady 房东on lease/for rent 出租deposit 订金、押金utilities 水电煤气等公共设施费incoming phone is free 打进电话免费noisy 吵闹的humid 潮湿的laundry room 洗衣房burglar 入室抢劫者electric cooker 电灶gas cooker 煤气灶cooker hood 抽油烟机cassette recorder 录音机fire place 壁炉electric heater 电暖气surroundings 环境rural areas 农村suburb 郊区downtown 市区semi-detached house 半独立式住宅detached house 独立式住宅terraced houses 排房flat/ apartment 公寓dormitory/ dorm 宿舍student hotel 学生旅馆youth hostel 青年招待所furnished 有家具的房子unfurnished 无家具的房子entrance hall (lobby, porch) 门厅balcony 阳台bed-sit 卧室兼起居室bedroom卧室living room/ lounge 起居室single room 单人间double bedroom/twin room 双人间(双人床/两张床)bathroom 浴室shower 淋浴kitchen 厨房shared kitchen 共用厨房garage 车库carpet 地毯rug 小地毯pillow case 枕套sheet 被单mattress 床垫spread床罩pillow 枕头cushion 软垫blanket 毯子towel 毛巾coffee table 茶几armchair 单人沙发sofa 沙发kettle 水壶stool 厨房高脚椅tap 水龙头sink 洗碗池cupboard 橱柜bath 浴缸toilet 马桶stove 炉子oven 烤箱dishwasher 洗碗机freezer 冷冻冰箱telephone 电话washing machine 洗衣机air-conditioner 空调central air-conditioning中央空调central heating 中央暖气系统electric fans 电扇microwave oven 微波炉electric stoves电炉radiator暖气rent/rental 房租rental price 租价no privacy 无隐私partially furnished 配备部分家具的residential number 住宅号码available 可入住的mobile phone 手机cellular phone 手机cordless phone 无绳电话satellite TV卫星电视cable TV 有线电视antenna 天线aerial 天线closed circuit TV 闭路电视lobby 大堂lift lobby 电梯间cellar酒窖client 客户tenant 房客home stay 住在当地人家host family 住在当地人家shared accommodation 合租university hall 学校宿舍hall of residence 学校宿舍accommodation 住宿maximum rent 最高房租minimum rent 最底房租suite 套房decorate 装饰ornament 美化shutter/blinder 百叶窗curtain 窗帘utensil 器皿旅游度假scuba-diving 深水潜水snorkeling 潜水glass-bottom boat 玻璃底船coral 珊瑚water skiing 划水white water rafting 漂流sunrise 日出sunset 日落jellyfish 水母/海蛰sun block/sun screen 防晒霜sun burnt 太阳晒伤tan 日晒后的颜色bathers 泳衣trunks 泳裤sunglasses 太阳镜beach towel 沙滩浴巾tent 帐篷picnic 野餐expedition 远征考察excursion 短程旅行get lost 迷路compass 指南针helmet 头盔torch/flash light 手电筒mosquito net 蚊帐insect 昆虫stinger 小咬repellent 驱虫剂hiking boots 登山靴socks 短袜irritation plants 刺激性的植物bungee jumping 蹦极rock climbing 攀岩hang gliding 滑翔parachuting 跳伞castle 城堡ancient temple 古庙cathedral 大教堂aquarium 水族馆botanical garden 植物园amusement park 游乐场organic farm 有机农场valley 峡谷waterfall 瀑布hot spring 温泉bush walking 灌木丛走resort 旅游胜地voyage 航行package tour 全包游coach 旅游轿车长途汽车off-road driving 越野four-wheel drive 四驱车caravan 房车express train 快车economy class 经济仓cottage 小别墅inn 客栈B&B 提供床铺和早餐的旅店cabin 小木屋itinerary 旅游行程great barrier reef 大堡礁Sydney Opera House 悉尼歌剧院Uluru(Ayers Rock)红岩山Stonehenge 巨石镇go camping 宿营wild-life zoo 野生动物园safari park 能开车进去游览的野生动物园beach 海滩coast 海岸national park 国家公园charter flight包机domestic animal 家畜sleeping bag 睡袋recreation office 娱乐办公室brochure 旅游介绍的小册子mountain bike 山地车pannier 筐backpack 双肩背包directory 目录snorer 大酣者reservation 预约schedule 时间表fare 票款vacant seat 空座extra charge 额外收费heritage 遗产commence the tour 开始旅行handicapped 残疾人wheel chair 轮椅exhibition 展览reproduction 复制品sculpture 雕塑diving gear 潜水设备rain forest 雨林leisure activity 休闲活动profile 轮廓vineyard 葡萄园lodge 旅馆visa extension 签证延期non-open time 非对外开放时间travel agency 旅行社flight number 航班号book the ticket 订票credit card 信用卡passport 护照driving license 驾照expire (驾照、护照等)过期check in 办理登机手续take off 起飞land 降落motel 汽车旅馆hostel 青年旅社museum 博物馆souvenir 纪念品art gallery 美术馆hiking 徒步旅行hitch-hike 搭便车旅行surfing 冲浪skiing 滑雪bag-packer 背包自助旅行的人platform 站台健康营养calories 卡路里calcium 钙sodium 钠fat 脂肪vitamin 维生素protein 蛋白质dietary fiber 食用性纤维nutrient 营养物质cereal 谷物amino acid 氨基酸metabolism 新陈代谢indigestion 消化不良tissue 组织healthy diet pyramid 健康饮食金字塔tennis 网球table tennis乒乓球polo 马球water polo 水球skiing 滑雪water skiing 划水gym 健身房体育馆yoga 瑜珈cycling 骑自行车jogging 慢跑weight training 力量性训练aerobics 有氧操stadium 体育场hi-tich fitness center 高科技健身中心squash 壁球cricket板球rugby 橄榄球golf 高尔夫球bowling 保龄billiard house 台球厅pool 落袋snooker 斯诺克hockey 曲棍球ice hockey 冰球skating 滑冰roller blade 单排轮滑badminton 羽毛球baseball 棒球softball 垒球beach volleyball 沙滩排球football 足球treadmill 跑步机track and field 田径tournament 联赛athlete 运动员referee 裁判coach 教练cheer leader 拉拉队长martial art 武术wrestling 摔交judo 柔道karate 空手道box 拳击canoeing 独木舟lung infection 肺部感染drowsiness 嗜睡的yellow fever 黄热病vaccine injection 疫苗注射chemist's 药店pharmacy 药店drug store 药店optic examination 视力检查allergy 过敏leprosy 麻风病epidemic 流行病chronic 慢性病precaution 预防flu/influenza 流感ulcer溃疡clinic 诊所hospital 医院first aid kit 急救箱first aid station 急救站patient 病人dentist 牙医dizzy 晕headache 头疼cough 咳嗽pulse 脉搏blood pressure 血压symptom 症状sore throat 嗓子疼stuffed nose 鼻子堵running nose 流鼻涕surgeon 外科医生prescription 处方penicillin 青霉素aspirin 阿司匹林antibiotics 抗生素ward 病房life expectancy 估计寿命hay fever 花粉热pill 药丸tablet 药片herb 草药capsule 胶囊ointment 药膏lozenge 含片syrup 糖浆drop 滴剂food poison 食物中毒remedy 治疗法check up 体检insomnia 失眠arthritis 关节炎fatigue 疲劳twist 扭伤sprain 扭伤swell 肿胀bruise 瘀伤sneeze打喷嚏hiccup 打嗝diarrhoea 拉肚子therapy 治疗diagnosis 诊断dosage 剂量配药学生银行cash 现金currency 流通货币bill/note 纸币coin 硬币cheque 支票chequebook 支票本traveller's cheque 旅行支票credit card 信用卡Master Card万事达卡Visa Card维萨卡American Express Card美国运通卡account 帐户PIN 银行密码activate 击活deposit 存withdraw取bank statement 银行对帐单interest rate 利率ATM 自动取款机overdraft 透支mortgage 抵押贷款net 净利gross 总额bonus 奖金interest 利息branch 分支eligible 合格的individual circumstances 个人情况documentation 文件special concession 特殊优惠money order 汇票loan 贷款transfer 转帐用餐饮食common room 师生公用的休息室canteen 食堂dining hall 餐厅refectory 食堂buffet 自助餐barbecue 烧烤snack bar 零食店candy bar 糖果店vending machine 自动售货机spicy/hot 辣chilli 辣椒sweet 甜sour 酸bitter 苦salty 咸no cheese product 非奶酪制品no red meat 不吃红肉garden salad 蔬菜沙拉fish & chips 炸鱼派和土豆条snack 零食refreshment 零食pork 猪肉steak 牛排sandwich 三明治appetizer 开胃菜main course 主菜dessert 甜点beverage 饮料vegetarian 素食的sea food 海鲜take-away 外卖drive-in 免下车路边餐馆pub 酒馆客栈instant coffee 速溶咖啡espresso蒸馏咖啡cappuccino 热牛奶咖啡brewed coffee 煮好的咖啡mineral water 矿泉水wine 葡萄酒black tea 红茶skimmed milk 脱脂牛奶yogurt 酸奶curry 咖喱ginger姜ketchup 调味番茄酱vinegar 醋toast吐司soup 汤dough 生面团aubergine 茄子egg plant 茄子broccoli 西兰花cauliflower 菜花celery 芹菜rape 油菜spinach 菠菜cucumber 黄瓜mushroom 蘑菇pumpkin 南瓜lettuce 生菜asparagus 芦笋lentil 扁豆pea 豌豆文艺演出circus 马戏acrobat/acrobatic 杂技演员/杂技magic/trick 魔术juggle 手技ballet 芭蕾mime 哑剧comedy 喜剧seven-screen cinema 能反映七部电影的电影院guitar 吉他comedian 喜剧演员puppet 木偶trapeze 秋千release 发行blockbuster 大片folk song 民歌classic music 古典音乐documentary 记录片thriller 惊竦片人物描述over-weight 胖sturdy 壮stout 结实的stocky 结实的solid 壮实的chubby 圆胖的plump丰满的medium-built 中等身材的slender 苗条的lean 瘦blonde 金发的fair 黄发的curly 卷发的straight 直发的beard 下巴上的胡子moustache 嘴巴上的胡子clean-shaven胡子刮得很干净bald 谢顶的wig假发dye 染发spectacles 眼镜contact lenses 隐型眼镜hat 礼帽cap 棒球帽umbrella 伞cane/stick 拐杖dimple 酒窝pimple 青春痘freckle 雀斑wrinkle 皱纹chin 下巴cheek 面颊forehead 前额blouse 女士衬衫beauty spot 美人痣scar疤痕short hair短发long hair长发tall/ high高short矮thin瘦的average height 平均高度wear/ be in tie 戴领带bow tie 领结T-shirt T 恤衫pullover 套头毛衣sweater 套头衫/ 运动衫suit西服/ 套装jumper 套头外衣trousers 裤子jeans 牛仔裤sandal 凉鞋jewelry珠宝laughter line 笑纹thick eyebrows 浓眉long eyelashes 长睫毛high lined forehead 大脑门small chin 小下巴high cheek bones 高颧骨full lips 后嘴唇turn-up nose 翘鼻double chin 双下巴crew cut 平头short spiky hair 寸头formal clothes 正装casual clothes 休闲服polo shirt 马球衫loose clothes 宽松服装tight clothes 紧身服装pony tail 马尾辫plait 编辫pig tail 小编辫wear。
2020届广东省湛江市高三9月调研测试 英语
湛江市2020届高中毕业班调研测试题英语试题注意事项:1.因测试不考听力,试卷从第二部分的“阅读理解”开始,试题序号从"21"开始。
2.全部答案在答题卡上完成,答在本试卷上无效。
3.回答选择题时,选出每小题答案后,用2B铅笔把答题卡上对应题目的答案标号涂黑。
如需改动,用橡皮擦干净后,再选涂其他答案标号。
回答非选择题时,将答案用0.5mm黑色笔迹签字笔写在答题卡上。
4.考试结束后,将本试卷和答题卡一并交回。
第二部分阅读理解(共两节,满分40分)第一节(共15小题;每小题2分,满分30分)阅读下列短文,从每题所给的a、B、C和D四个选项中,选出最佳选项。
AIt is true that summer is hot. But here is something to make your day easier. Are you prepared? Meet the new AirFreez— an alternative to traditional Air Conditioners that cools you just the same!How does it work?It is surprisingly easy to set up! You just need to plug it into a socket(插座)OR any USB port (it uses so little energy that it can even run off of a phone or laptop battery).Once you have done that, simply fill it with 20oz/0. 6L of cold tap water.Now just press the power button and the instant cool air is here!What is so special about this little box?It is no larger than a lunchbox. It can be powered by a pocket solar panel(电池板)or battery pack and you probably have the world's first and most portable AC unit.Bad sleepers are putting the AirFreez next to their beds at night. The relaxing blow of cool, clean air, the comforting soft night light and the quiet create the perfect sleeping conditions!The price is just amazing. Most AC units cost at least $ 300+ AND you have to pay more to cover the expensive electricity bills each month. AirFreez costs less than $ 100 (actually $ 53 if you buy more than one here).Top Tips:●To make your air even cooler—add a bottle of cold tap water from your refrigerator or even ice!●For a beautiful relaxing atmosphere—add a few drops of fragrant oils to the water!1. Which is necessary to get AirFreez to work?A. A socket.B. A phone battery.C. A laptop and hot watenD. Cold water and power supply.2. How much do two sets of AirFreez cost?A. $106,B. $ 200.C. $ 300.D. $ 600.3. How can a user of AirFreez get cooler air?A. By adding ice into the machine.B. By putting it closer to one's bed.C. By filling the machine with tap water.D. By adding a few drops of special oils.【答案】1. D 2. A 3. A【解析】本文是一篇应用文,介绍了制冷小能手——AirFreez的相关信息。
高二英语下学期学业质量阳光指标调研期末试题
2021-2021学年高二英语(yīnɡ yǔ)下学期学业质量阳光指标调研〔期末〕试题考前须知(xūzhī):1.本调研卷分为第I卷〔选择题〕和第II卷〔非选择题〕,满分(mǎn fēn)是150分。
答题时间是120分钟。
2.请将第I卷之答案填涂在答题卡上,第II卷请直接在答题卡上规定的地方答题。
在答题之前,必须将自己的、姓名、调研(diào yán)序列号等相关息写在答题卡上规定的地方。
第I卷选择题〔一共75分〕第一局部听力〔一共两节,满分是20分〕做题时,先将答案标在调研卷上。
录音内容完毕以后,你将有两分钟的时间是将调研卷上之答案转涂到答题卡上。
第一节〔一共5小题;每一小题1分,满分是5分〕听下面5段对话,每段对话后有一个小题。
从题中所给的A、B、C三个选项里面选出最正确选项,并标在调研卷的相应位置。
听完每段对话后,你都有10秒钟的时间是来答复有关小题和阅读下一小题。
每段对话仅读一遍。
1.What does the woman prefer to drink now?k.B.Coffee.C.Water.2.What will the man do first?A.Pick up lunch.B.Visit the bank.C.Go to the post office.3.What happened to the man?A.He lost his cat.B.He was nearly drowned.C.He was caught in the rain.4.What are the speakers probably doing?A.They are on vacation.B.They are shopping.C.They are on business.5.What is the man's opinion about high-speed rail?A fortable but expensive B.Convenient and relaxing. C.Fast butnot enjoyable.第二节〔一共15小题(xiǎo tí);每一小题1分,满分是15分〕听下面5段对话或者独白。
大学生拖延症调查数据的英语作文
大学生拖延症调查数据的英语作文全文共3篇示例,供读者参考篇1The Research Data on Procrastination Among College StudentsIntroductionProcrastination is a common behavior among college students that can have negative consequences on academic performance and mental health. To better understand the prevalence and impact of procrastination in this population, a survey was conducted among college students. The results of this survey provide valuable insights into the factors contributing to procrastination and potential strategies for prevention and intervention.MethodologyThe survey was distributed to a random sample of college students from different institutions and regions. A total of 500 students participated in the survey, providing data on their procrastination habits, academic performance, stress levels, and coping mechanisms. The survey included both quantitative andqualitative questions to capture a comprehensive picture of procrastination among college students.ResultsThe survey data revealed that 75% of college students reported procrastinating on assignments at least once a week, with 25% admitting to procrastinating daily. The main reasons cited for procrastination were lack of motivation, poor time management skills, and fear of failure. Interestingly, students who procrastinated more frequently tended to have lower grades and higher levels of stress compared to theirnon-procrastinating peers.In terms of coping mechanisms, the survey found that students who engaged in proactive strategies such as setting goals, establishing routines, and seeking support from peers or professors were less likely to procrastinate. On the other hand, students who relied on avoidance strategies like distractions, denial, or substance use were more likely to procrastinate and experience negative consequences as a result.DiscussionThe research data on procrastination among college students highlight the need for targeted interventions to addressthis issue. Educating students about the harmful effects of procrastination and providing them with practical tools and resources to improve their time management skills can help prevent procrastination and promote academic success.Furthermore, promoting a supportive and encouraging environment within colleges and universities can help students feel more motivated and confident in their abilities, reducing the likelihood of procrastination. Lastly, fostering a culture of open communication and collaboration between students, professors, and mental health professionals can ensure that students receive the necessary support and guidance to overcome procrastination and thrive in their academic endeavors.ConclusionIn conclusion, the research data on procrastination among college students provide valuable insights into this common behavior and its impact on students' academic performance and well-being. By addressing the underlying causes of procrastination and implementing targeted interventions, colleges and universities can help students overcome procrastination and achieve their full potential.篇2Title: Survey Data on Procrastination among College StudentsIntroduction:Procrastination is a common issue among college students that can have negative consequences on their academic performance and overall well-being. In this study, we aimed to examine the prevalence of procrastination among college students and identify potential factors that contribute to this behavior.Method:A survey was conducted among 500 college students from different universities, ages 18-25. The survey included questions about the frequency of procrastination, reasons for procrastinating, and the impact of procrastination on academic performance. The data was analyzed using statistical methods to identify patterns and trends.Results:The results of the survey revealed that 80% of college students reported procrastinating on a regular basis, with 35% admitting to procrastinating daily. The most common reasons for procrastination included lack of motivation, poor timemanagement skills, and fear of failure. Students who procrastinated frequently were more likely to experience higher levels of stress and anxiety, and were also more likely to have lower grades compared to non-procrastinators.Conclusion:Based on the survey data, it is clear that procrastination is a widespread issue among college students that can have significant negative impacts on their academic performance and mental health. It is important for colleges and universities to provide resources and support for students struggling with procrastination, such as time management workshops, counseling services, and academic coaching. By addressing procrastination early and effectively, students can improve their academic success and overall well-being.篇3Investigation on Procrastination among College StudentsIntroductionProcrastination is a common issue among college students. It refers to the act of delaying or postponing tasks and activities despite knowing the negative consequences. Many students struggle with procrastination, which can lead to poor academicperformance, increased stress, and feelings of guilt. In order to better understand this phenomenon, a survey was conducted to gather data on procrastination among college students.MethodologyThe survey was distributed to college students from various universities through online platforms and social media. A total of 500 students participated in the survey, providing valuable insights into their procrastination habits. The survey included questions about the frequency of procrastination, reasons for procrastinating, impact on academic performance, and strategies for overcoming procrastination.ResultsThe survey results revealed that the majority of college students experience procrastination on a regular basis. 75% of respondents admitted to procrastinating at least once a week, with 25% procrastinating daily. The most common reasons for procrastination included poor time management skills, lack of motivation, fear of failure, and perfectionism.Furthermore, procrastination had a significant impact on academic performance, with 60% of students reporting that procrastination had negatively affected their grades. Studentswho procrastinated frequently tended to have lower GPAs and struggled to meet deadlines.When asked about strategies for overcoming procrastination, the most popular responses included setting specific goals, creating a study schedule, breaking tasks into smaller steps, and seeking help from professors or academic advisors. However, many students expressed difficulty in implementing these strategies consistently and overcoming the habit of procrastination.ConclusionIn conclusion, procrastination is a common issue among college students that can have negative consequences on academic performance and overall well-being. It is important for students to recognize the signs of procrastination and take proactive steps to address this behavior. By developing effective time management skills, setting realistic goals, and seeking support when needed, college students can overcome procrastination and achieve their academic goals. Further research and interventions are needed to help students manage their procrastination habits and succeed in their academic endeavors.。
山东高考英语作文评分标准及评分细则
山东高考英语作文评分标准及评分细则全文共6篇示例,供读者参考篇1Shandong Gaokao English Writing Scoring Criteria and Detailed Scoring RulesHi there, kids! Today we're going to learn about the super important scoring rules for the English writing part of the big Gaokao test in Shandong Province. This test is really important for getting into a good university, so you'll want to pay close attention!The writing section is worth 25 points in total. The teachers grading your essays will give you a score from 0 to 25 based on three main things: Content, Language, and Writing Skills. Let me break it down for you.Content (10 points)This part is all about what you actually wrote in your essay. Did you understand the topic and answer the question properly? Here's how the points work:0 points - You didn't write anything related to the topic at all. Oops!2-3 points - You only had a very small piece related to the topic. More writing is needed!4-5 points - You covered some of the main points, but missed important parts of the topic.6-7 points - You understood and covered the main points of the topic, but didn't go into much detail.8-9 points - Great job! You clearly understood the topic and covered it with good details.10 points - Wow, perfect score! Your essay fully answered the topic in an amazingly detailed way.Language (10 points)For this part, the teachers are looking at how well you used English grammar, vocabulary, phrases, and sentence structures. Here's the breakdown:0 points - Your English was very poor and hard to understand.2-4 points - Your English had a lot of mistakes that made parts hard to understand.5-6 points - You made some mistakes, but most of your English was understandable.7-8 points - Good English skills! You had some small errors, but it was mostly correct.9-10 points - Excellent English! Your grammar, words, and sentences were nearly perfect.Writing Skills (5 points)The last part looks at your actual writing abilities - things like organization, connecting ideas smoothly, using good examples, and wrapping it up nicely. Let's see:0 points - Your essay was poorly organized and hard to read and understand.1 point - Your writing had a lot of issues with organization and flow of ideas.2 points - Some parts were organized ok, but other parts jumped around confusingly.3 points - Your essay was organized fairly well, but could have flowed better.4 points - Great organization and connection of ideas made it very readable!5 points - Wow, perfect score! Extremely well-organized and beautifully written.So in summary, if you can fully understand and answer the writing topic, use accurate and advanced English, and write in an impressively organized way - you'll get a perfect 25 out of 25 score! It's not easy, but with hard work, you can master English writing for the Gaokao.Remember, practice makes perfect. So keep writing practice essays, have your teacher provide feedback, and keep improving. You've got this! That covers the big scoring rules. Let me know if any part was confusing and I'll explain further. Good luck on the Gaokao!篇2The Big Test for High School Seniors in ShandongHi friends! Today I'm going to tell you all about the big English writing test that high school seniors have to take in Shandong. It's a super important test that helps decide if they can get into a good college. The teachers have to grade the essays really carefully using some rules. Let me explain how it works!First, the students have to write an essay of between 400 to 600 words. They get a choice of two topics to pick from. One topic will be an opinion essay where they state their views on something. The other topic will be for them to tell a story or describe an experience. No matter which one they choose, it has to be a good essay with a clear structure.The teachers will give the essay a score between 0 and 20 points. They look at four main things:Content (How good are the ideas and details?)Structure (Is it organized in a clear way?)Language (Is the vocabulary and grammar correct?)Task Completion (Did they answer the prompt fully?)For the content, the highest scores of 5 or 6 go to essays that are really thoughtful, analytic, and creative. They need to have lots of supporting details and examples. Essays with a score of 3 or 4 are more basic and general. The lowest scores of 1 or 2 are for essays that barely answer the prompt or are totally off-topic.The structure is super important too! A 5 or 6 essay has to be perfectly organized into clear paragraphs with logical transitions. An intro paragraph, body paragraphs, and conclusion paragraph.A 3 or 4 has an okay structure but might be a bit jumbled. Thelowest scores of 1 or 2 are for essays that are a total mess with no organization at all.For language, scores of 5 or 6 are for writing that sounds natural and skillful. There are almost no grammar, spelling, or vocabulary errors. Essays with scores of 3 or 4 have quite a few little mistakes but you can still understand what they mean. And scores of 1 or 2 have so many language errors that it's really hard to read and understand.Finally, for task completion, the highest 5 or 6 score means they answered every part of the prompt fully and did exactly what was asked. A 3 or 4 means they missed some parts of the prompt or didn't go into full detail. And a score of 1 or 2 means they barely answered the prompt at all.The teachers have to look at all these four areas and give a score for each one using a detailed rubric. Then they add up the four scores to get the total score out of 20 points. If a student scores 16 or higher, that's considered excellent. 12 to 15 is pretty good. 8 to 11 is okay. And anything less than 8 points is not a passing score.So in summary, to get a high score the essay needs to:Have deep insightful content with strong detailsBe logically organized in paragraphsUse skillful accurate languageFully respond to every part of the promptIt's not easy to write a perfect 20-point essay! The students have to work really hard on their English writing skills. But the scoring system helps make sure it's graded fairly.I hope this explanation helps you understand how the big English essay test works in Shandong! Even though it's tough, studying hard for it can really pay off. Thanks for reading, gotta run now, see you later!篇3The Big Test for Older Kids in ShandongHey there! Today I'm going to tell you all about the really important English writing test that older kids in Shandong province have to take. This test is a big deal because how well you do on it helps decide what college or university you might get into after high school. Pretty crazy, right?The teachers have some very specific rules for how they score the writing part of this big test. I'll do my best to explain it all simply so you can understand. Just think of it like how yourteacher grades and scores your essays and writing assignments, but way more detailed!First off, the writing part has two sections - an email writing task and a composition task. That just means there are two different writing prompts or topics the students have to write about.For the email task, the student has to write a proper email of around 100 words on a given situation. Maybe it's writing to a friend about their summer plans or thanking a teacher for their help. The teachers look at a few key things to give a score for this part:Task Achievement - Did the writing stick to the topic and include all the content it was supposed to? If not, points get deducted.Coherence - Is the email organized logically and does it flow smoothly from one idea to the next? Sloppy organization loses points.Lexical Resources - Basically, did the student use good vocabulary words and phrases that fit the context well? Using very simple words only might mean a lower score.Grammatical Range and Accuracy - This one is all about accurate grammar. If there are tons of little mistakes, the score won't be too high.For the composition part, the kids have to write a longer 200-300 word essay or article on an assigned topic. The scoring gets even more detailed for this section! Here are the main things the teachers assess:Task Achievement - Just like the email, did the writing actually address the topic and include all the right content? This is hugely important.Coherence and Cohesion - Similar to the email section, the essay should be logical, flow smoothly, and use good transition words to connect ideas together nicely.Lexical Resources - Again looking at vocabulary, but expecting more advanced and varied word choices fitting for a longer essay piece. Overusing simple vocabulary can really hurt the score.Grammatical Range and Accuracy - Correct grammar is critical here too. The teachers want to see a range of different grammar structures used accurately.Task Completion - Did the student meet the minimum word count requirement? Too short and points get deducted.Phew, that's a ton of criteria, right? The teachers have to go through each piece of writing super carefully and give a score for each individual area based on how well the student performed. It's not an easy job!The scores all get combined together using a complicated formula to get one final score for the whole writing section. The highest possible score shows that a student is basically an English writing master for their age. Pretty cool, right?Of course, the writing test is just one part of the bigger Shandong college entrance exam that has other sections too like math, science, and stuff. But the writing piece is SO important because it shows how well kids can express themselves and get their point across in English. Those are vital skills.I hope this helped explain how the writing scoring works for that major test. It sounds pretty intense, but try not to stress over it too much if you're years away from taking it. Just keep practicing your writing skills and you'll be ready when the time comes!Let me know if any part of the scoring system doesn't make sense. I'm happy to clarify further or give you more examples of how it all works. The key is to just do your best and not get too anxious about it. You got this!篇4Hi friends! Today I'm going to tell you all about the scoring rules for the English writing part of the big Gaokao test in Shandong Province. The Gaokao is a super important exam that high school students take to get into university. The English writing section is a big part of the test, so it's crucial to understand how it gets scored. Let me break it down for you!There are four main things the graders look at when scoring your English essay: 1) Content, 2) Structure, 3) Vocabulary, and 4) Grammar & Spelling. Each one of those sections can earn you up to 5 points. So if you get perfect scores in all four areas, your total score would be a 20 out of 20! Isn't that awesome?Let's start with Content. This part is all about how well you answered the writing prompt and if your essay has all the necessary information. Did you clearly state your main idea? Did you include good supporting details and examples? Did you address all parts of the prompt? If your content is really strongand creative, you'll get a high score like a 5 or 4. But if your essay doesn't relate much to the prompt or is missing important content, your score will be lower like a 2 or 1.Next up is Structure. This section judges how well-organized and logical your essay is. Do you have a clear introduction, body paragraphs, and conclusion? Did you use good transition words to connect your ideas smoothly? Is there a logical flow from one thought to the next? If your structure is easy to follow and well put together, you'll earn a high structure score. But if your essay jumps around a lot and is super disorganized, your structure score will be quite low.Then we have Vocabulary. In this section, the graders look at the variety and accuracy of the vocabulary words you used. Did you just repeat the same simple words over and over? Or did you accurately use lots of advanced, richer vocabulary? The more precise and sophisticated your word choices are, the higher your vocabulary score will be. But if you only used basic vocabulary or made lots of word errors, your score will be lower.Finally, there are Grammar & Spelling. This one is pretty self-explanatory - the graders will check how grammatically correct your essay is. Did you make lots of little grammar mistakes like incorrect verb tenses or lack of subject-verbagreement? Were there numerous misspellings and typos? If your essay has strong grammar with only minor errors, you'll get a high score here. But if your grammar is really weak with lots of big mistakes, this score will pull your total way down.So in summary, those are the four criteria: Content, Structure, Vocabulary, and Grammar & Spelling. Each one can earn up to 5 points. Add up the points from each section, and that's your total score on the English writing! The highest possible score is 20/20 if you get perfects scores across the board.I know it seems like a lot to think about, but don't worry! As long as you practice writing lots of English essays, these scoring guidelines will become second nature. Just focus on having a clear purpose, being very organized, incorporating advanced vocabulary precisely, and using correct grammar. If you can master those four areas, you'll be sure to ace the writing on the Gaokao exam!Well, that's all I've got for you today on Shandong's English writing scoring rubric. Thanks for listening, and I wish you all the best of luck as you prepare for the big test. Let me know if any part was still unclear. Study hard, write tons of practice essays, and you'll do great!篇5The Big Test and How Your English Writing Gets a GradeHey kids! Do you know what the gaokao is? It's a really important test that students in China have to take to get into university. And one part of the gaokao is an English writing section. The teachers have some special rules for grading the English essays. Want to learn about them? It's kinda complicated, but I'll do my best to explain in a simple way!First off, there are six different levels your essay can get: Outstanding, Excellent, Good, Fair, Poor, and Terrible. The highest is Outstanding and the lowest is Terrible. Every essay starts off with a score of 70 out of 100. Then the teachers will add or subtract points based on several different things.One of the biggest things they look at is your essay's content. Did you fully answer the prompt and include all the key points you were supposed to? If you did a great job, you could gain up to 15 points! But if you missed a lot of important stuff, they might take away up to 20 points. Yikes!Next up is your structure and organization. The teachers want your essay to flow smoothly from one idea to the next. If your structure is really clear and logical, you could earn up to 10bonus points. But if it's a total mess, they might deduct up to 15 points. So you've got to make sure to plan out your essay carefully.They also check your vocabulary and language use. Did you use English words and grammar correctly? If your language was truly impressive, you could gain up to 10 points. But if you made a ton of mistakes, they could take away up to 15 points. Those English classes really do matter!Then the teachers look at your coherence - how well all your sentences and ideas fit together. If every part connects perfectly, that's worth up to 5 bonus points. But if it's incoherent and doesn't make sense, you could lose up to 10 points. Ouch!Finally, there's mechanics like spelling, punctuation, capitalization, and paragraph indentation. If you nailed all those tiny details, you get up to 5 more points. But if your mechanics were sloppy, up to 5 points get deducted. Seems harsh, but that's why proofreading is crucial!So in total, the highest possible score is 100 (starting at 70 and earning all 30 potential bonus points). And the lowest is 20 (starting at 70 and losing all 50 possible deducted points). Most essays will end up somewhere in between.Depending on your final numeric score, your essay gets sorted into one of those six achievement levels I mentioned earlier:Outstanding = 95 to 100 pointsExcellent = 85 to 94 pointsGood = 75 to 84 pointsFair = 65 to 74 pointsPoor = 50 to 64 pointsTerrible = 20 to 49 pointsPhew! That's a lot of complicated rules. The main things to remember are: follow the prompt, organize carefully, use good vocabulary and grammar, connect your ideas, and proofread closely. If you do all that, you'll have an excellent shot at a high score!I know it seems like a lot of pressure, but try your best and don't get too stressed. Getting into university is super important, but it's not the only thing that matters. Just write from the heart and I'm sure you'll do great! Let me know if any part of the grading rubric doesn't make sense. I'm happy to explain it again in an even simpler way. You've got this!篇6English Writing for the Big TestHey kids! Today we're going to talk about how your English writing will be scored on the huge test that all you big kids take to get into a great university - the gaokao!In Shandong Province, your English writing section is super important. The teachers have to carefully read and score every single essay. But how do they decide what score to give you? Let me break it down!First up, they look at your entire essay as a whole piece of writing. They want to see if your essay has a clear structure with an introduction, body paragraphs, and a conclusion. If your essay is just a bunch of random sentences without a plan, you'll lose points.Next, they check if you actually answered the writing prompt or just wrote about something totally different. You have to respond to the question or task they gave you. If you go off in your own direction, kiss those points goodbye!The scoring teachers also want to see if your ideas make sense and flow logically from one to the next. Can they easilyfollow what you're saying? Or is your writing all jumbled and confusing? Clear, organized ideas get higher scores.But just having good ideas isn't enough on its own. The scorers look at your language use too. Did you use lots of rich vocabulary words you've learned? Or did you just use the same simple words over and over? Expanding your word choice can boost your score.They also check your grammar skills. If your sentences are filled with basic mistakes, that's not a good sign. But if your grammar looks solid for the most part, with just a few minor errors, you'll earn more points. The goal is accuracy!Another thing the scorers look for is how well you can use advanced grammar structures. Using complex sentences with things like relative clauses and parallel structures shows you really know your English. Simple sentences only get simple scores.Of course, your spelling and mechanics like punctuation and capitalization matter too. An essay with lots of spelling mistakes is harder for the scorers to understand and just doesn't look as great. Neat, error-free writing makes a better impression.Lastly, and this is super important, the scorers want your essay to have detailed examples and evidence to support your main points. General statements with no specific examples won't get you very far. The more relevant details from your experiences or reading, the higher your score could be.Phew, that's a lot to keep in mind! Basically, the test scorers are looking for a total package - clear organization and ideas, advanced and accurate language skills, and plenty of quality supporting details.So study hard, practice your writing, and remember all these scoring tips. With your awesome English skills, I know you can knock this writing section out of the park! Let's go get those high scores!。
雅思6.5_外语学习-雅思LSAT
雅思写作你现有的词汇以及语法必将能够将亚斯写到6.5中文思考要清楚一,简介05年起,写作采分点标准为四项,就task 2而言,分别为Task response 扣题Coherence and cohesion 连贯Lexical resources 词汇Grammatical range and accuracy 语法每项满分9分,四项平均分为作文分。
雅思只有半分和整分:四项平均值满0.25,则记做0.5;满0.75,则记做1分。
Band 7 样卷分析Some people believe that children are given too much free time. They feel that this time should be used to do more school work. How do you think children should spend their free time?(前两句话肯定了children are given too much free time,并且有一个观点should be used to do more school work. 关键how should children spend free time (在你的观点中,do more school work 不需排除)To a large extent, I believe that children are given too much free time.Free time in my opinion refers to time not spent under the direct supervision of a parent, teacher or a person entrusted with the responsibility of bringing up the child (下定义,结构复杂,加分点)Such time is often spent on several things such as watching television, playing with friends, going to parties, doing homework, playing games on their own amongst others. Among all of the above, a child could either be influenced by his or her peer group especially when left without attention or be influenced by what he or she watches on television most of which are those not meant to be viewed by the child’s age group.(or之前最好加逗号,most of which应该是单数,减分点)In my opinion, most of the formative years of a child should be spent doing school work, engaging in recreational activities that would develop the child emotionally and mentally. I believe this strongly because at a young age, a child is quick to grasp most of all that is seen or heard.For instance, a child who is not used to doing more school work (usually referred to as house work.) (莫名其妙,没有完成,减分点)文章1段下定义,2段列举孩子们可能如何利用闲暇时间,3段讲述没有引导的情况下可能的危害4段讲述自己赞同的观点。
雅思大作文评分标准英文
雅思大作文评分标准英文In assessing the writing tasks of the IELTS exam, examiners adhere to specific criteria to ensure fairness and consistency. These criteria encompass coherence and cohesion, lexical resource, grammatical range and accuracy, and task achievement. An understanding of these standards is crucial for test-takers aiming for high scores.Coherence and cohesion refer to how well the essay is organized and how ideas are connected. A well-structured essay flows logically from one point to the next, with clear transitions between paragraphs. Cohesion is achieved through the use of cohesive devices such as pronouns, conjunctions, and transitional phrases.Lexical resource evaluates the range and accuracy of vocabulary used in the essay. Test-takers are expected to demonstrate a wide vocabulary and an ability to use words precisely and appropriately. This includes using synonyms, idiomatic expressions, and collocations effectively.Grammatical range and accuracy assess the variety and correctness of grammatical structures employed. Test-takers should demonstrate proficiency in using different sentence structures, verb forms, and punctuation. Avoiding grammatical errors enhances the clarity and coherence of the essay.Task achievement focuses on how well the test-taker addresses the essay prompt and presents a clear position or argument. This involves fully developing ideas, providing relevant examples and evidence, and maintaining a consistent focus throughout the essay.To excel in the IELTS writing task, it is essential to pay attention to each of these criteria. Start by carefully analyzing the essay prompt and planning your response. Develop a clear thesis statement that outlines your position on the topic.Next, organize your ideas logically, with each paragraph focusing on a single main idea or argument. Use topic sentences to introduce each paragraph and supporting details to elaborate on your points. Ensure smooth transitions between paragraphs to maintain coherence.In terms of vocabulary, strive to incorporate a variety of words and phrases related to the topic. Avoid repetition by using synonyms and paraphrasing when appropriate. However, be mindful of using words accurately and in the right context.Grammar also plays a crucial role in conveying your ideas effectively. Pay attention to sentence structure, verb tense, subject-verb agreement, and punctuation. Proofread your essay carefully to correct any grammatical errors and improve clarity.Finally, make sure your essay fully addresses the essay prompt and provides convincing arguments or examples to support your position. Avoid going off-topic or presenting irrelevant information. Stay focused on the task at hand and aim to present a well-structured, coherent, and grammatically accurate essay.By understanding and adhering to the IELTS writing assessment criteria, test-takers can improve their chances of achieving a high score on the exam. Practice writing essays under timed conditions, seek feedback from teachers or tutors, and strive to continuously improve your writing skills. With dedication and effort, success in the IELTS writing task is within reach.。
prop-scores
Propensity scores
BRISTOL JUNE 2011
4 / 77
Regular Designs
For the analysis of observational data, we try to structure it so that we can conceptualize the data as having arisen from an underlying regular assignment mechanism. Regular designs are like completely randomized experiments except that the probabilities of treatment assignment are allowed to depend on covariates, and so can vary from unit to unit. Regular designs have two features:
Grilli and Rampichini (UNIFI)
Propensity scores
BRISTOL JUNE 2011
7 / 77
ATT and selection bias
In general, if we compare the outcomes by treatment status, we obtain a biased estimate of the ATT. In fact: E (Y obs | W = 1) − E (Y obs | W = 0) leading to E (Y (1) | W = 1) − E (Y (0) | W = 1) + = [E (Y (0) | W = 1) − (E (Y (0) | W = 0)] ATE + bias = E (Y (1) | W = 1) − E (Y (0) | W = 0)
2024年新课标全国卷英语真题
2024年新课标全国I卷英语第一部分听力(共两节,满分30分)第一节(共5小题;每小题1.5分,满分7.5分)听下面5段对话。
每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1.What is Kate doing?A. Boarding a flight.B. Arranging a trip.C. Seeing a friend off.2. What are the speakers talking about?A. A pop star.B. An old song.C. A radio program.3. What will the speakers do today?A. Go to an art show.B. Meet the man's aunt.C. Eat out with Mark.4. What does the man want to do?A. Cancel an order.B. Ask for a receipt.C. Reschedule a delivery.5. When will the next train to Bedford leave?A. At 9:45.B. At 10:15.C. At 11:00.第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。
听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
听下面一段较长对话,回答以下小题。
6. What will the weather be like today?A. Stormy.B. Sunny.C. Foggy.7. What is the man going to do?A. Plant a tree.B. Move his car.C. Check the map.听下面一段较长对话,回答以下小题。
2023届辽宁省教研联盟高三第一次调研测试(一模)英语试题(含听力)(解析版)
W: Thank you so much, Dr. Andrews!
6.What is the man going to do this summer?
A.Work at a hotel.B.Repair his house.C.Teach a course.
7.How will the man use the money?
A.To hire a gardener.B.To pay for a boat trip.C.To buy books.
W: Sounds interesting. What’s the pay?
M: Well , uh…about fifteen dollars an hour, five hours a day, and Sunday free.
W: That’s good money. What are you going to do with it?
【答案】A
【解析】
【原文】W: Somebody help! That man took my bag and is running away! Can anyone run after him?
M: Are you hurt, Madam? Do not worry. I’ll catch him.
W: It sounds good. Will you please introduce me to Tom?
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Do Clarity Scores for Queries Correlate with User Performance?A.Turpin W.HershSchool of Computing Curtin University of TechnologyPerth,Australia. Email:andrew@.au Department of Medical Informatics& Clinical Epidemiology Oregon Health and Science University Portland,OR,USA.Email:hersh@AbstractRecently the concept of a clarity score was introduced in order to measure the ambiguity of a query in relation to the collec-tion in which the query issuer is seeking information[Cronen-Townsend et al.Proc.ACM SIGIR2002,Tampere Finland, August2002].If the query is expressed in the“same language”as the whole collection then it has a low clarity score,otherwise it has a high score,where the similarity is the relative entropy of the query and collection models.Cronen-Townsend et al. show that clarity scores correlate directly with average preci-sion,hence a query with a high clarity score is likely to produce relevant documents high in a list of resulting documents.Other authors,however,have shown that high precision does not nec-essarily correlate with increased user performance.In this pa-per we examine the correlation between user performance and clarity ing logfiles from user experiments conducted within the framework of the TREC Interactive Track,we mea-sure the clarity score of all user queries,and their actual per-formance on the searching task.Our results show that there is no correlation between the clarity of a query and user perfor-mance.The results also demonstrate that users were able to slightly improve their queries,so that subsequent queries had slightly higher clarity scores than initial queries,but this was not dependent on the quality of the system they used,nor the user’s searching experience.Keywords:information retrieval,user study,entropy, language models,clarity score1IntroductionMost of us have issued a query to a database and got some unexpected results.For example,when issuing the query“ACSW”on the World Wide Web the high-est ranking page returned may be Academic Software Inc,rather than the home page for this conference as may have been intended.In this case it is difficult for the search engine to distinguish between the many pages that contain the acronym ACSW in different contexts:the query is ambiguous.If,however,we issued the query against only“.edu.au”domains of the web,then the top50pages,say,would all discuss this conference.The query is only ambiguous with respect to the collection on which it is issued.The concept of a clarity score was recently intro-duced in an attempt to quantify this type of ambigu-ity in queries[Cronen-Townsend et al.,2002].Simply put,a clarity score is the difference between a prob-abilistic model of the language used in the document collection(for example,web pages on the www),and a model of the language used in the query relative Copyright c 2004,Australian Computer Society,Inc.This pa-per appeared at Fifteenth Australasian Database Conference (ADC2004),Dunedin,New Zealand.Conferences in Research and Practice in Information Technology,Vol.27.Klaus-Dieter Schewe and Hugh Williams,Ed.Reproduction for academic, not-for profit purposes permitted provided this text is included.to the collection.If the models are similar,then the query has a low clarity score:the query describes the entire collection.If the models are disparate,then the query identifies a subset of the collection which is likely to be the answer set for the query.Cronen-Townsend et e a simple language model to implement their clarity scores,which is explained in detail in Section 2.They re-port that their clarity scores correlate closely to the average precision of ranked lists returned by various search engines.Precision has long been used as a metric for quantifying the performance of search engines[Salton and McGill,1983],and is the main metric employed for evaluating systems in the IR community[Voorhees and Harman,1999, Voorhees and Harman,2000].The precision of a sys-tem for a particular query is the proportion of doc-uments relevant to that query(as judged by some third party)that appear in the ranked list.Preci-sion can be calculated for any number of documents in the list.For example“Precision at Ten”(p@10) is the proportion of relevant documents in the top 10of the result list.The quantity“Precision at One”is either1.0,if the top ranked document is relevant,or0.0if the top ranked document is irrel-evant to the query.Average precision is calculated as the mean of all precision values calculated after each relevant document in the ranked list.Typically, IR systems are ranked against each other using the mean of average precision(MAP)acrossfifty or more queries[Voorhees and Harman,1996].In the last few years,however,some researchers have shown that if users employ an IR system with a high MAP score(the“Okapi”system)they are not guaranteed to perform better than their colleagues using a system with low MAP(“Co-sine”)[Hersh et al.,2000,Turpin and Hersh,2001, Turpin and Hersh,2002].These experiments took two IR systems,Okapi and Cosine,and ran the same queries with a different group of users for each system. Although the system with the higher MAP clearly re-turned more relevant documents higher in the ranked lists of results(as would be expected),the users still managed to perform their tasks as effectively with either system.Furthermore,the users did not notice any significant difference in burden between using the two systems.The experiments were conducted as part of the Interactive Track of the TREC conferences[Voorhees and Harman1999,2000].Briefly,Experiment1was an instance recall task,where users were instructed to find as many different answers to a question as pos-sible in a20minute time limit[Hersh et al.,2000]. For example,“What tropical storms(hurricanes and typhoons)have caused property damage and/or loss of life?”For this experiment,a user’s performance was quantified by instance recall:the number of dif-ferent instances they found out of the total possiblenumber of known instances in the collection.The collection used was a database of Financial Times articles from1991to1994,and contained210,158 documents.There were six different questions,and two sub-groups of users(postgraduate students and librarians)[Hersh et al.,2000].Experiment2was a question-answering task, where users had5minutes to answer questions of the type:“Which was the last dynasty of China:Qing or Ming?”The collection used in these experiments was larger,containing978,952documents from6different newspaper er performance on this task was measured by whether they answered the ques-tion correctly or not.There were eight different ques-tions[Turpin and Hersh,2001].Mode detail of these experiments are provided in Section3In both of these experiments,the users performed equally well with both systems,despite the MAP scores for the systems based on the queries issued by the users being obviously(and statistically sig-nificant)higher for the Okapi system.Given,then, that MAP may not be a good predictor of user perfor-mance with an IR system,and that clarity scores cor-relate closely with average precision values,it remains an open question whether clarity scores correlate with user performance.If a user issues a query with a high clarity score,are they more likely to fulfill their infor-mation need more efficiently than a user who issues queries with low clarity scores?This research investi-gates whether clarity scores correlate positively with user outcomes on the instance recall task and the sep-arate question answering task.We aim to answer four questions:1.Was there a correlation between the number ofinstances discovered in the instance recall task, and the clarity score of the queries issued?2.Were the clarity scores of queries issued by userswho answered the question correctly in the ques-tion answering task higher than those who an-swered the question incorrectly?3.Did user’s clarity scores improve over the courseof the experiments as they formed a better inter-nal model of the language used in the test col-lections?If so,did the system they used affect this?4.Did librarians improve their queries more thanpostgraduate students over the course of the ex-periment?2Computing ClarityCronen-Townsend et al.define a“model”of a query or a document as simply a probability distribution over all terms in the collection.A term is a stemmed (morphologically-normalised)version of a word,so words like“search”,“searching”,and“searched”are all represented by the single term“search”.A query model,therefore,is a probability mass function p Q such that p Q(t)is the probability of term t occurring in the query model.Similarly,p C is the collection model and p D the model for a document D.The clarity score is then the difference between the query model and the collection model as measured by the Kullback-Leibler divergence,or the relative entropy of the distributions:c larity(Q)= ∀t p Q(t)log2p Q(t)p C(t).(1)Another way of thinking of this divergence measure is that it gives the average number of bits wasted if the query is compressed using the collection model,rather than the more accurate query model.A“clear”query should identify some specific set of terms/documents in the collection,rather than the entire collection,so the more the query and collection models differ,the higher the clarity score.Computing clarity,therefore,requires estimating the two distributions p Q and p C.The easiest to esti-mate is p C,as p C(t)is the probability of term t oc-curring in the collection.In data compression much more complex models based on word and character co-occurrence are often used,but Cronen-Townsend et al.report that the simple zero-order Markov term-based model gives a useful clarity score.Estimating the query model,p Q,is more involved.A naive approach is just to use the same process as that of estimating the collection model,a simple fre-quency count of terms in the query.In the case of queries with a small number of terms,like“ACSW”used in the introduction,however,the resulting model is not very useful.In this instance,every p Q(t)would be zero except for p Q(“ACSW”),which would be one. Moreover,it does not model the query with respect to the collection;the very relationship the clarity score is endeavoring to measure.What is more useful is a query model defined in terms of the language used in actual documents in the collection that contain the query terms.Presumably these are the documents most likely to be returned to the user,hence represent the information contained in the collection relevant to the query.A next approximation at a query model,therefore, is to sum all the document models for documents in the set R of all documents that contain query terms:p Q(t)= D∈R p D(t).(2)The probability p D(t)can be estimated by the relative frequency with which term t occurs in D.Cronen-Townsend et al.also add an extra component to p D(t) based on the frequency with which term t occurs in the whole collection,which has the effect of smoothing out largefluctuations between documents,as follows:p D(t)=0.6f t,Df D+0.4f tF,wheref t,D number of occurrences of term t in D;f D number of terms in document D;f t number of occurrences of t in the collec-tion;andF total number of term occurrences in thecollection.Using Equation2,however,does not allow that some documents are very good descriptions of the query–for example,containing all of the rare query words–while some may be very poor–containing only a single,very common term from the query.In order to boost the contributions of documents that closely match the query,and degrade the contribution of those that are not as closely related but still contain at least one query term,Equation2is modified top Q(t)= D∈R p D(t)×w eight(D).(3)The weight of a document in relation to the query Q is determined as the product of p D(q)for all query terms q in Q.For a document that contains all of the query words,this weight will be high.If the docu-ment contains all query terms numerous times,then the weight will be even higher.For a document thatClarity Original question User queryTREC8Highest 1.100How much sugar does Cuba export and which coun-tries import it?import cuban sugar0Lowest0.248Do any countries other than the U.S.and China havea declining birth rate?birth rate statisticsTREC9Highest 1.021Which children’s TV program was on the air longerthe original Mickey Mouse Club or the originalHowdy Doody Show?Mickey Mouse ClubLowest0.257howdy doody show Table1:Highest and lowest clarity scores for the two experiments.contains only one of the query terms,most of thecontributions to the product are0.4times the rela-tive frequency of the term in the collection,with asmall addition from the term itself,resulting in a lowweight.Putting it all together,we have:p C(t)=f t F ,p D(t)=0.6f t,Df D+0.4p C(t),p Q(t)= D∈R(p D(t)× t∈Q p D(t)),and c larity(Q)= ∀t p Q(t)log2p Q(t)p C(t).3Interactive TREC ExperimentsThis section provides an overview of our past TREC Interactive Track experiments,which provide a con-text for the analysis reported in this paper.The TREC Interactive Track is an activity within TREC where research groups instruct human users to per-form a designated user task.Each group uses the same task,the same document collection and the same information needs(“topics”).Once the experi-ments are complete,the documents that users deem relevant for each topic are sent to NIST for indepen-dent relevance judgment.Upon return of the rele-vance judgments,various metrics regarding the user’s performance on the task can be calculated for each re-search group.The TREC-6through TREC-8Interactive Tracks employed an instance recall task,where users were asked tofind“instances”relating to a topic within a20minute period[Hersh and Over,1999].The TREC-9Interactive Track changed the user task to question-answering,where users were required to give explicit answers to topic questions within a5minute period[Hersh and Over,2000].The goal of both of our experiments within this framework was to assess whether IR approaches achieving better performance in batch evaluations could translate that effectiveness to real users.Both experiments consisted of the following three stages.Stage1:batch experiments.This stage set out to identify two ranking schemes using an underly-ing retrieval engine based on the vector space re-trieval model.The resulting two systems were dubbed baseline and improved.The baseline system was fixed as a basic Cosine TF-IDF weighting scheme. The improved system was chosen as the system with the greatest improvement in mean average precision (MAP)over the baseline system as calculated from a batch run of a set of topics against a document col-lection.These batch runs were designed to mimic IR experiments as they are typically reported in venues such as TREC and SIGIR.In order tofind an improved system that would be predicted to perform well on the actual data used in the user experiments of Stage2,the collection and topics chosen for this stage were as similar as possi-ble to the actual collections and topics used in the Interactive Track experiments in the two subsequent stages.The limitation,of course,was that only collec-tions and topics that have relevance judgments can be employed in batch experiments,so the actual topics and collection could not be used.This process mimics a“real world”application of IR batch experimental results,where exact queries,and perhaps even collec-tions,are not known in advance of a system being deployed.Stage2:user experiments.Our user group was composed of thirteen medical librarians and twelve graduate students,mainly from the medicalfield. Each user was asked to fulfill the requirements of each search topic using one of the two systems in the al-lotted time limit.The assignment of topic-system pairs to each user was randomised subject to the con-straints that each user answered the same number of topics with either system,each topic was answered in equal numbers by each system,and each topic was an-swered by the same number of librarians and students. Users were not aware which system was baseline and which was improved,although they were aware that they were using two different systems.The interface provided was a simple Web-based natural language searching interface to the MG sys-tem[Witten et al.,1999]that was identical for all users and systems.The single browser window con-tained three frames:one a query entry box,the sec-ond a list of document titles,and the third a display area for the full text of a ers could enter a query in the query box,whereupon a list of docu-ment titles ranked in order of relevance according to the weighting scheme of the appropriate system would appear in the title list section of the window.The user could then open the full text of the document by clicking on its ers were required to record any document they thought relevant to the topic both on paper,and by clicking a“Save Document”button on the browser window.All user actions were recorded in a logfile.Stage3:performance assessment.Upon receipt of the relevance information from NIST,the user’s performance with each system was calculated.Fur-thermore,the batch experiments from Stage1were performed on the actual topics and collections used in the user trials of Stage2.Examining the batch results on the actual topics and collection used vali-dates our original predictions of which system should be chosen as the improved system in Stage1.3.1TREC-8instance recall resultsThe TREC-8interactive track used the task of in-stance recall to measure success of searching.Instance recall was defined as the number of instances of a topic retrieved[Hersh and Over,1999].Two exam-ples are shown in Table1;in this case each country was an instance,and the proportion of instances cor-rectly listed was instance recall.This was in contrast to document recall,which was measured by the pro-portion of known relevant documents retrieved.In-stance recall is probably a more pertinent measure of user success in this IR task,since users are less likely to want to retrieve multiple documents covering the same instances.Stage1of this experiment identified the Okapi weighting scheme[Robertson and Walker,1994]as the improved system,with an81%improvement in MAP over the baseline system.These batch ex-periments were carried out on the same document collection as the user experiments,the Financial Times1991-1994,using fourteen topics with relevance judgments from the previous two TREC Interactive Tracks,which also employed an instance recall task. In Stage2,twelve librarians and twelve graduate stu-dents searched on each of the six topics.While users of the Okapi-based system had15%better instance recall,all of the improved performance came from just one of the six topics and the overall difference was not statistically significant.Stage3of this experiment verified that the performance of the improved system over baseline held up(by18%)with the new TREC-8 Interactive Track topics and relevance judgments.3.2TREC-9question-answering resultsIn the TREC-9Interactive Track,we asked the same research question and applied the same methodology with a different user task,and eight new topics on a different collection.The new user task was question-answering,with two different types of questions.The first type of question required users tofind a small number of answers for a topic;for example,the num-ber of parks in the United States containing Redwood trees.The second type asked users to select the cor-rect answer from two given;for example the third query in Table1.As there was no previous Interactive Track question-answering data to employ on Stage1of our three step methodology,we performed the batch experiments with all previous TREC top-ics and relevance judgments(including the Interac-tive,Ad Hoc,and Question Answering tracks).In these experiments,the improved system was found to be Okapi with a pivoted normalization compo-nent[Singhal et al.,1996].This approach achieved over65%improvement in MAP above the baseline on the Question Answering Track data.In the second stage,twelve graduate students and thirteen librarians searched on each of the eight topics using the same Web-based natural language searching interface as described above.For this task,assessors at NIST scored each an-swer as being completely correct,partially correct,or not correct,with the documents saved by the user being judged as completely answering the question, partially answering the question,or not answering the question.For our preliminary analysis,a question was deemed correct if the assessor found the answer completely correct and the answer was supported by all documents saved by the ing this perfor-mance measure,the user’s rate of answering questions correctly per the common protocol was a statistically non-significant6%lower with the improved system. Thefinal stage verified that the performance of theTREC-8Batch UserMAPBaseline system0.27530.3230Improved system0.32390.3728Change+18%+15%TREC-9Baseline system0.269666%Improved system0.354460%Change+32%-6%Table2:Original results from the1999and2000 TREC Interactive Track user experiments which are used for comparison with clarity scores in this pa-per.TREC-8user performance is measured in in-stance recall,while in TREC-9,user performance is measured in%questions answered correctly.None of the changes reached statistical significance at the p=0.05level.improved measure over baseline held up(by32%) with TREC-9Interactive Track topics and relevance judgments.3.3SummaryTable2summarises the results of these batch and user experiments.The batch evaluations performed in Stage3of each of the experiments confirm that the systems performed differently in a batch setting for both experiments as they are commonly measured in venues such as TREC and SIGIR.We note that the results were not statistically significant,but this is not surprising due to the small number of topics. Users,however,performed equally well with both sys-tems,with paired t-tests indicating that any differ-ences were likely due to chance.This statistical dif-ference in the user studies is more meaningful than in the batch environment since the analysis was based on all user-system pairs and as a result has a much larger sample size.4MethodsEach action by users in both the instance recall and question answering experiments were logged in afile, allowing us to go back and compute clarity scores for all queries.We included data from24users in the in-stance recall experiments,and25users from the ques-tion answering task.In both experiments each user issued about3.5queries on average for each question, so to get a single clarity score for a user-question pair we took either the maximum clarity score over the user’s queries for that question,labeled max,or the mean,labeled mean.The highest and lowest clarity scores for both the instance recall task(TREC8)and the question an-swering task(TREC9)are shown in Table1.In order to examine the relationship between in-stance recall of users–the proportion of possible in-stances they found for a question–and their clarity scores,a correlation coefficient was computed over all user-question pairs using the Pearson Product Mo-ment Correlation.For the question answering task,the mean clarity score was calculated for each question over all user-question pairs where the user had answered the ques-tion correctly.Similarly,the clarity scores were aver-aged for those user-question pairs where the user had not answered the question correctly.A paired t-test was then used to compare these six means.Note thatQuestion mean maxρpρp408i0.060.79-0.180.41414i-0.270.20-0.400.06428i0.150.490.070.76431i0.180.390.130.55438i0.040.84-0.200.35446i0.130.550.370.08All0.040.65-0.050.56Table3:Correlation coefficients(ρ)for clarity scores and instance recall values taken over all users using both the mean and max methods for the TREC8 experiment.In each case n=24.two of the questions were excluded from this analysis as no user answered them correctly.To determine if user’s clarity scores improved over the course of the experiments for each question,the difference between thefirst query and subsequent queries was taken and then averaged across all user-question pairs.For example,if a user answering a question issuedfive queries with clarity scores1,2,3, 4and5respectively,then four differences were gen-erated:2−1=1,3−1=2,4−1=3,and5−1=4. These differences were then averaged over all user-question pairs.This method is dubbed first.The difference between subsequent queries was also exam-ined,called the last ing the same exam-ple,the differences for this method would be would be2−1=1,3−2=1,4−3=1and5−4=1. These differences were also grouped by system,either Cosine or Okapi,for both experiments,and by user type for TREC8(librarian or postgraduate student).5ResultsTable3shows correlation coefficients between the clarity scores of user queries and their instance recall performance.As can be seen there is no significant correlation between the clarity score for a user’s query and their ability tofind instances relevant to the ques-tion.Perhaps for question414i using the max method there would be a significant negative correlation if the sample size was increased.Tables4and5show the clarity score taken over all users that answered each question correctly,or not.A paired t-test between the two mean columns indi-cates that there is no significant difference between the clarity of queries issued by either group for both methods of calculating clarity.That is,clarity scores for queries by users who answered a question correctly were the same as the clarity scores for those users who did not answer the question correctly.Now we shall turn our attention to quantifying the degree with which users improved the clarity of their queries over the course of the experiment.Figure1 shows a plot of the mean difference in clarity for each query using the first method for differencing sepa-rated by system.For example,the value shown for “q4”is the mean of all differences between the clarity value of the fourth query and thefirst query issued by any user of that system.Hence a value above zero in-dicates that the query has a higher clarity score than thefirst query issued for that question,and a negative value shows that the query has a lower score than the first.For the TREC8experiment,it seems that users of the Okapi system were able to improve their queries so that the fourth query had significantly higher clarity than thefiers of the Cosine system, however,faired little better with subsequent queries-0.15-0.1-0.050.050.10.15q2q3q4q5q6Trec 8 - Instance recallCosineOkapi-0.15-0.1-0.050.050.10.15q2q3q4q5q6Trec 9 - Question answeringCosineOkapiFigure1:Mean difference between subsequent user queries using the first method,where q x is query number x.Error bars are one standard deviation. For all cases n>10.-0.15-0.1-0.050.050.10.15q2q3q4q5q6Trec 8 - Instance recallCosineOkapi-0.15-0.1-0.050.050.10.15q2q3q4q5q6Trec 9 - Question answeringCosineOkapiFigure2:Mean difference between subsequent user queries using the last method,where q x is query number x.Error bars are one standard deviation. For all cases n>10.ClarityCorrect IncorrectQuestion Correct Incorrect Mean Stdev Mean Stdev14210.3390.0710.3930.08525200.3630.0760.3360.0353025—–—–0.2820.044415100.3440.0570.3390.07552050.3680.0990.3170.05761960.3870.1260.3520.05272140.4110.0860.4440.1148025—–—–0.3620.067Mean0.3690.353Table4:Mean clarity scores using the mean method for each user-question pair taken over all users who answered the question correctly or not.For each question n=25.A paired t-test reveals no statistical difference between clarity in the correct or incorrect columns(p=0.210).ClarityCorrect IncorrectQuestion Correct Incorrect Mean Stdev Mean Stdev14210.3950.1170.4990.17125200.4290.1490.4260.1473025——0.3270.181415100.3650.0760.3500.08752050.4950.2120.3880.16261960.4130.1400.3660.06072140.5040.1450.5530.1448025——0.4930.138Mean0.4330.430Table5:Mean clarity scores using the max method for each user-question pair taken over all users who answered the question correctly or not.For each question n=25.A paired t-test reveals no statistical difference between clarity in the correct or incorrect columns(p=0.918).over theirfirst.Indeed as the number of queries in-creased,the clarity of their queries decreased signif-icantly.Given that clarity is correlated with pre-cision[Cronen-Townsend et al.,2002],it seems thatusers of the Cosine system would have to wadethrough more and more irrelevant documents witheach query they issued.Surprisingly they could stillfind as many instances relevant to the question astheir Okapi counterparts in the time limit of20min-utes[Hersh et al.,2000].In the TREC9experiment there was little to sep-arate the systems,with neither the Okapi or Cosine users able to do better than theirfirst query.Figure2shows the samefigures calculated using the last method.This demonstrates more clearly than Figure1trends in user’s query formulation be-haviour.On thisfigure,a query is an improvement over the last if the error bars around a positive mean do not include zero.Each query is not significantly better than the previous,except for thefifth query in TREC9using the Okapi system.Figure3shows the differences in subsequent query clarity scores separated by user type.In the TREC8 experiment(instance recall)there were two user groups:postgraduate students and librarians.From thefigure it seems that neither group outperformed the other in refining their queries to match the collec-tion using clarity score as the metric.Both groups im-proved upon theirfirst query with the second(“q2”). The third query was poorer,on average,than thefirst for librarians,while postgraduate students had no sig-nificant change from the second.The fourth andfifth queries issued were similar to thefirst(error bars in-clude zero)for both groups,and it seems the sixth was worse than thefirst for both groups.-0.15-0.1-0.050.050.10.15q2q3q4q5q6Trec 8 - Instance recallGrad StuLibrarianFigure3:Mean difference between subsequent user queries in the TREC8experiment separated by user type using the first(top)and last(bottom) method,where q x is query number x.Error bars are one standard deviation.For all cases n>10.6DiscussionThere is no correlation between user performance and clarity score for the two tasks we exam-ined.This is unsurprising,as a strong cor-relation between MAP and clarity scores has been reported[Cronen-Townsend et al.,2002],and there is no correlation between MAP and user performance in our data[Turpin and Hersh,2001, Turpin and Hersh,2002].Perhaps more interesting is the analysis of the change in clarity of user’s queries over time.It seems that generally the second query issued by a user had a higher clarity score than thefirst,but after that fur-ther queries did not improve in clarity score.This is despite the users issuing on average3.5queries per question,and having time to read through docu-。