Suggested Structure for the FINAL ASSIGNMENT

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高级英语智慧树知到课后章节答案2023年下湖南中医药大学

高级英语智慧树知到课后章节答案2023年下湖南中医药大学湖南中医药大学第一章测试1.Which clue do you think is the more emphasized in this narration?（）。

A:The passage is only emphasized on the narration of the hurricane. B:Thepassage is only emphasized on the narration of the human beings. C:Thepassage is more emphasized on the narration of the human beings. D:Thepassage is more emphasized on the narration of the hurricane.答案:The passage is more emphasized on the narration of the humanbeings.2.What are the key features and requirements of a narration?（）。

A:To make a record of what happened B:To have a well-arranged structureC:To narrate with specific verbs D:To make a record with a certain sequence 答案:To make a record of what happened;To have a well-arrangedstructure;To narrate with specific verbs;To make a record with acertain sequence3.What techniques are used in this narration?（）。

英语三级(A)模拟试题(9)

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第16题
What is the purpose of the speaker? To give some advice on how to______a bookstore.
第17题
What is the first suggestion the speaker gives? To choose a good______for it.
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Teamwork plays an important part in our daily life and work, but sometimes problems will arise when we are teaming up. I still remember the time when several__11__and I teamed up to do aprogram. At the beginning, we couldn´t__12__each other about what topic to choose, as we each had our own ideas. Later, we had a__13__discussion, settled our disagreement and made our final choice. It__14__that the topic we chose was good and won high praise from the manager. From this experience I learned that when teaming up, we should put the__15__of the team in the first place. Only in this way can we do well.

2017年中国人民大学英语语言学真题

2017年中国人民大学英语语言学真题Ⅰ.Fill in the blanks with the right linguistic concepts.Saussure distinguished the linguistic competence of the speaker and the actual phenomena or data of linguistics (utterances) as 1 and 2 . The former refers to the abstract linguistic system shared by all the members of a speech community, and the latter is the concrete manifestation of language either through speech or through writing.1.答案：langue2.答案：parole3 grammars attempt to tell what is in the language, while4 grammars tell people what should be in the language. Most contemporary linguists believe that whatever occurs naturally in the language should be described.3.答案：descriptive4.答案：prescriptive5 studies how the speech sounds are made, transmitted, and received, and6 studies the rules governing the structure, distribution and sequencing of speech sounds and the shape of syllables.5.答案：phonetics6.答案：phonology7. Words which have different meanings but are written differently and sound alike are called .答案：homophones8. One of the important distinctions in linguistics is and performance. 答案：competenceThere are two fields of morphology: the study of 9 and the study of10 .9.答案：inflectional10.答案：lexical/derivational"The world is like a stage" is an example of 11 , and "All the world is a stage" is an example of 12 . They are often used in analyzing features of literary language.11.答案：simile12.答案：metaphor13 studies meaning in language, 14 is about principles of formingand understanding correct English sentences, and 15 is concerned with the internal organization of words. They are all among the main branches of linguistics.13.答案：semantics14.答案：syntax15.答案：morphology16 is the study of the language-processing mechanisms. It is concerned with the storage, comprehension, production and acquisition of language;17 , on the other hand, attempts to show the relationship between language and society. They both belong to branches of macrolinguistics.16.答案：psycholinguistics17.答案：sociolinguistics18. The part of linguistics that studies the language of literature iscalled . It focuses on the study of linguistic features related to literary style.答案：stylistics19. Children frequently say tooths and mouses, instead of teeth and mice. These are examples of .答案：overgeneralization20 is a relatively complex form of compounding in which a new word is formed by joining the initial part of one word and the final part of another word.For example, the English word smog is made from 21 and22 .20.答案：blending21.答案：smoke22.答案：fogⅡ.Give brief definitions of the following terms.1. Phoneme答案：Phoneme. It refers to the abstract element of sound, identified as being distinctive in a particular language. For example, in English, /p/is described as a phoneme.2. CALL答案：CALL. It is the abbreviation of computer-assisted language learning, which refers to the use of a computer in the teaching or learning of a second or foreign language. In this kind of CALL programs, the computer leads the student through a learning task step-by-step, asking questions to check comprehension. Depending on the student's response, the computer gives the student further practice or progresses to new material.3. IC analysis答案：IC analysis. IC analysis (immediate constituent analysis) refers to the analysis of a sentence in terms of its immediate constituents—word groups (or phrases), which are in turn analyzed into the immediate constituents of their own, and the process goes on until the ultimate constituents arereached. In practice, for the sake of convenience, we usually stop at the level of word.4. Linguistic relativity答案：Linguistic relativity. This is one of two points in Sapir-Whorf hypothesis. It states that similarity between languages is relative. The greater their structural differentiation is, the more diverse their conceptualization of the world is. For example, not every language has the same set of words for the colors; in Spanish there is no word that corresponds to the English meaning of "blue".5. Silent period答案：Silent period. It refers to a period in the initial phase of the language acquisition process, during which children acquiring a new language in natural settings are silent and concentrate on comprehension. And they may respond, if necessary, only in a non-verbal way or by making use of a set of memorized phrases. This phenomenon is also observed when we see how children acquire their mother tongue.6. Gradable antonym答案：Gradable antonym. Gradable antonyms are antonyms that are gradable because there are often intermediate forms between the two members of a pair. For example, cold and warm constitute a pair of gradable antonyms.Ⅲ.Give Short answers to the following questions:1. In what ways do people cooperate in their conversations?答案：In daily conversations people do not usually say things directly but tend to imply them, and according to Grice, they seem to observe willingly or unwillingly certain principle, which is called "cooperative principle": "Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged". Under this principle, there are four maxims, namely, Quantity, Quality, Relation, and Manner.2. How is the illocutionary act different from the perlocutionary act?答案：An illocutionary act is the act of expressing the speaker's intention; it is the act performed in saying something. Thus, if someone says "Morning", we can ask questions like "What did he mean?" and the answer could be "He offered a greeting."A perlocutionary act, however, is the effect of the utterance. By telling somebody something the speaker may change the opinion of the hearer on something, or mislead him, or surprise him, or induce him to do something, and so on. Therefore, the perlocutionary act of the saying "Morning" could be to keep friendly relations with the hearer.3. Why did Chomsky make the distinction between Deep and Surface structures?答案：In generative grammar, deep structure is the abstract syntacticrepresentation of a sentence, the underlying level of structural organization which specifies all the factors governing the way the sentence should be interpreted. On the other hand, surface structure is the final stage in the syntactic representation of a sentence, which provides the input to the phonological component of the grammar, and which thus most closely corresponds to the structure we articulate and hear.According to Chomsky, it is necessary to make the distinction, since it is helpful to differentiate and analyze syntactic structures such as "John is easy to please" and "John is eager to please", and also to disambiguate structures like "the shooting of the hunters". More importantly, it reflects two of the stages of how the language is processed through the generative grammar: the deep structure, which is an underlying structure, has to be transformed to the surface structure via a set of transformational rules.4. What are the major concerns of pragmatics?答案：Pragmatics is the study of the language in use. It is mainly about how speakers use language appropriately and effectively in accordance with a given context. It is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). It has more to do with participants of communication and context in which communication takes place. Hence the study of speaker's meaning, that of contextual meaning, of what is unsaid but communicated.5. For the system of transitivity, Halliday identified six kinds of process, each with different types of participants. List four of the processes and commenton the effectiveness of such classification.答案：For the system of transitivity, Halliday has identified six kinds of process, and four of them are material process, relational process, behavioral process, and mental process.Such a classification has a lot to do with the systemic-functional approach of grammar interpretation. The classification of the system of transitivity helps reveal the functions of the components in relation to the whole clause; it is an interpretation of grammar in terms of ideational function. These six types of process have divided up the semantic system of ideational function, by showing the various ways of language to react on the material world around us, and make sense of their experience of what goes on around them and inside them, or in other words, to perform the ideational function.Ⅳ.Answer the following questions, citing examples to support your ideas.1. What are the seven functions of human language?答案：According to Hu Zhuanglin, language has at least seven functions, and they are illustrated as follows:1) Informative function. It means that language is the instrument of thought and language serves an informational function when used to tell something. It is also called ideational function in the framework of functional grammar. The declarative sentences such as "This is a book." are the typicalillustration of this function.2) Interpersonal function. The interpersonal function means people can use language to establish and maintain their status in a society. It is the most important sociological use of language. In the framework of functional grammar, this function is concerned with interaction between the addresser and addressee in the discourse situation and the addresser's attitude toward what he speaks or writes about. For example, the ways in which people address others and refer to themselves (such as Dear Sir, Dear Professor, Johnny, yours, your obedient servant) indicate the various grades of interpersonal relations.3) Performative function. The performative function of language is primarily to change the social status of persons, as in marriage ceremonies, the sentencing of criminals, the blessing of children, the naming of a ship at a launching ceremony, and the cursing of enemies. The kind of language employed in performative verbal acts is usually quite formal and even ritualized. The performative function can extend to the control of reality as on some magical or religious occasions. For example, in Chinese when someone breaks a bowl or a plate the host or the people present are likely to say sui sui ping an (every year be safe and happy) as a means of controlling the forces which the believers feel might affect their lives.4) Emotive function. The emotive function is one of the most powerful uses of language because it is so crucial in changing the emotional status of an audience for or against someone or something. It is a means of getting rid of the nervous energy when people are under stress, for example, swearwords, obscenities, involuntary verbal reactions to beautiful art or scenery, conventional words/ phrases: God, My, Damn it, Wow, Ugh, Ow, etc.5) Phatic communion. The phatic communion refers to the social interaction of language. People always use some small, seemingly meaningless expressions such as Good morning, God bless you, Nice day, etc., to maintain a comfortable relationship between people without any factual content.6) Recreational function. The recreational function means people use language for the sheer joy of using it, such as a baby's babbling or a chanter's chanting.7) Metalingual function. The metalingual function refers to the fact that people can use language to talk about itself. For example, I can use the word "book" to talk about a book, and I can also use the expression "the word book" to talk about the sign "b-o-o-k" itself.2. What are the major types of semantic Changes?答案：There are mainly three kinds of semantic changes, namely, broadening, narrowing, and meaning shift. Class shift and folk etymology also contribute to change in meaning.(1) BroadeningBroadening is a process to extend or elevate the meaning from its originally specific sense to a relatively general one. For instance, the word holiday used to mean "holy day" in religious English. Today it means "a day for rest" regardless of its religious nature.(2) NarrowingContrary to broadening, the original meaning of a word can be narrowed or restricted to a specific sense. A typical example is the word meat which originally meant "food" In the course of time, the range of meaning was narrowed to mean specifically "the flesh of animals used as food".(3) Meaning shiftAll semantic changes involve meaning shift. Yet, in its narrow sense, meaning shift refers to the change of meaning, which has nothing to do with generalization or restriction. What makes the meaning of a word different is its departure from its original domain as a result of its metaphorical usage. For instance, the word bead originally means "prayer", but later it refers to "the prayer bead", the visible manifestation of a prayer, finally "small,ball-shaped piece of glass, metal or wood".(4) Class shiftBy shifting the word class one can change the meaning of a word from a concrete entity or notion to a process or attribution. This process of word formation is also known as zero-derivation, or conversion. The word engineer as a noun means "a person trained in a branch of engineering", but it means "to act as an engineer" or "to plan, to maneuver" when used as a verb.(5) Folk etymologyIt refers to a change in form of a word or phrase resulting from an incorrect popular notion of the origin or meaning of the term or from the influence of more familiar terms mistakenly taken to be analogous. As aresult of this modification, the word sparrowgrass in English derived from asparagus; the Spanish cucaracha changed into English cockroach.Ⅴ.Translate the following into Chinese.1. Suppose that John Smith, happily married to Mary Smith, addresses his wife as "Mary Smith, how many times have I asked you not to flip through the TV channels?" There would be reason to look beyond the words for the "meaning" of this unusual form of address. Mr. Smith may address his wife as "Mary Smith" to show his exasperation, as in this example. By addressing her as "Mary Smith" instead of the usual "Mary", he conveys frustration and annoyance. His choice of name thus "means" that he is exasperated. Contrast the tone of that sentence with a similar one in which John Smith addressed Mary Smith as "dear".The level of meaning that conveys the language user's feelings, including his attitude or evaluation in shaping his use of language is called affective meaning or emotive meaning. It is largely a parasitic category in the sense that to express our emotions we depend on the mediation of other categories of meaning as conceptual, connotative or social. For example, nigger, originally a word denoting a certain race, has virtually become a term of abuse or contempt; and a similar development has occurred with part of the political vocabulary, such as fascist.答案：假设约翰·史密斯开心地娶了玛丽小姐后却这样称呼他的妻子：“玛丽·史密斯，我告诉过你多少次了，换台时不要老那么快!”撇开字面意思，这不寻常的称呼的出现是有理由的。

黄土-An effective stress elastic–plastic model for unsaturated porous media

An eﬀective stress elastic–plastic model forunsaturated porous mediaBenjamin Loret a,*,Nasser Khalili ba Laboratoire Sols,Solides,Structures,Institut National Polytechnique de Grenoble,B.P.53X,Grenoble Cedex38041,Franceb School of Civil and Environmental Engineering,The University of New South Wales,Sydney2052,AustraliaReceived29August2001AbstractWithin a three-phase framework,an extension of elastic–plastic models of saturated soils to unsaturated states has been presented in[Int.J.Numer.Anal.Meth.Geomech.24(2000)893–927].Here,the main concern is on the behaviour of the solid skeleton.A simple,yet eﬀective,model for the elastic–plastic behaviour of unsaturated soils is described, requiringminimal number of material parameters to deﬁne the eﬀect of desaturation.These material parameters are identiﬁed and the application of the model is demonstrated usinga comprehensive set of data reported by Wheeler and Sivakumar[G e otechnique45(1)(1995)35–53],that includesﬁrst wetting,followed by consolidation andﬁnally triaxial compression tests.The model is also applied to describe qualitatively two characteristic features observed in experi-ments,e.g.,plastic volumetric contractancy followed by an elastic response observed in normally consolidated soils subject to increasingvalues of suction,and elastic rebound upon wetting,unless compression is applied in which case collapse may occur.Ó2002Elsevier Science Ltd.All rights reserved.Keywords:Unsaturated soils;Eﬀective stress;Elastoplasticity;Constitutive equations1.IntroductionThe development of constitutive equations for variably saturated soils requires three main ingre-dients:the concept of eﬀective stress,the existence of an elastic–plastic model based on this eﬀective stress,and,ﬁnally,the theory of mixtures for a solid skeletonﬁlled by twoﬂuids.Such a complete three-phase framework has been presented in Khalili and Khabbaz(1995)and Loret and Khalili(2000).Here,we elaborate on two aspects of this general framework,namely on the notion of eﬀective stress and on the inﬂuence of suction on the elastic–plastic behaviour of unsat-urated soils.The notion of eﬀective stress for unsaturated soils dates back to Bishop(1959)who proposed to extend Terzaghi’s concept by accounting for the diﬀerence,due to surface tension,between pore–air and pore–water pressures.Bishop’s proposal was however not completely successful because of its geometrical interpretation of the coeﬃcient v appearingin the eﬀective stress.This aspect is dis-cussed brieﬂy here and compared with a diﬀerentMechanics of Materials34(2002)97–116/locate/mechmat*Correspondingauthor.Tel.:+33-4-7682-5298/96;fax:+33-4-7682-7000.E-mail address:benjamin.loret@hmg.inpg.fr(B.Loret).0167-6636/02/$-see front matterÓ2002Elsevier Science Ltd.All rights reserved.PII:S0167-6636(01)00092-8interpretation of this coeﬃcient examined on a number of soils by Khalili and Khabbaz (1998)and Khalili et al.(2001)usingboth shear-strength and volume change data from the litera-ture.The key diﬀerence in this interpretation with respect to that of Bishop is to view v as a function of suction.The insertion in the constitutive model of this eﬀective stress is next made clear.The elastic be-haviour and the failure surface are deﬁned exclu-sively in terms of eﬀective stress in total agreement with the deﬁnition of Terzaghi(1936)which was in fact intended for saturated soils.The deformation behaviour in the plastic range requires however the direct presence of suction.The elastic–plastic constitutive relationships are derived usingthe critical state concept,Schoﬁeld and Wroth(1968),and a generalized modiﬁed Cam–Clay as the plastic driver.The generalization of the Cam–Clay model was required toﬁt quan-titatively the experimental data in the saturated range.This modiﬁcation is also adopted in the unsaturated range.The yield function is deﬁned in the eﬀective stress-space,but its size is aﬀected by both the plastic volumetric change and suction as observed in the experiments by,e.g.,Alonso et al. (1990),Wheeler and Sivakumar(1995)and Cui and Delage(1996)among others.Signiﬁcant sim-pliﬁcation of constitutive relationships has been achieved by usingan eﬀective stress framework for the material behaviour.Model calibration is performed on the com-prehensive set of experimental data provided by Wheeler and Sivakumar(1995).The simple struc-ture of the constitutive equations requires a mini-mal number of material parameters to deﬁne the eﬀect of desaturation.The model isﬁrst applied to describe qualitatively a characteristic feature ob-served in experiments,e.g.,for normally consoli-dated soils,a plastic behaviour up to air entry followed by an elastic behaviour at increasing suctions,and,upon wetting,an elastic behaviour, unless compression is applied in which case plastic collapse may occur.The simplicity of the model however does not prevent it from simulatingap-propriately the complex loadinghistory applied to initially unsaturated samples by Wheeler and Si-vakumar(1995),that includes an initial drying,followed by consolidation andﬁnally three types of triaxial compression tests.It is instructive to place the present work with respect to that in Loret and Khalili(2000).As recalled above,the latter work is comprehensive in that it considers the real three phase nature of unsaturated soils.However,the elastic–plastic model there was only qualitative.Here,a general method is described to calibrate the eﬀect of suc-tion on the size of the yield function and on the hardeningproperties.The main concern is there-fore the behaviour of the solid skeleton.Note that the analysis performedﬁts exactly within the framework setup in Loret and Khalili(2000).It is also instructive to compare the present ef-fective stress approach to constitutive models based on the concept of‘‘independent stress state variables’’,in which the total stress tensor,the water and air pressures are considered as inde-pendent(Matyas and Radhakrishna,1968;Alonso et al.,1990;Wheeler and Sivakumar,1995).Al-though these models capture some of the funda-mental features of the behaviour of unsaturated soils such as collapse,they often fail to reproduce some other characteristic features such as plastic volumetric change followed by an elastic response observed in normally consolidated soils subject to increasingvalues of suction,e.g.,Fleureau et al. (1993).Furthermore,they require a considerable amount of laboratory testingto identify the model parameters,renderingtheir practical application time consumingand cost prohibitive.They also prescribe diﬀerent plasticity models for saturated and unsaturated soils.On the other hand,over the years,the eﬀective stress way of reasoninghas proven to be invalu-able in describingthe behaviour of saturated soils. The model presented herein will be an extension of this way of reasoningto unsaturated soils.The signiﬁcance of using an eﬀective stress based model is in its simplicity.In fact,both saturated and unsaturated states can be considered simulta-neously in a soil medium,which is important, particularly when the deformation response of variably saturated media is to be considered.The model parameters are exactly the same as those used in saturated soils,except for the air entry/air expulsion values and the suction hardening98 B.Loret,N.Khalili/Mechanics of Materials34(2002)97–116function which can be readily determined in most geotechnical engineering laboratories,substan-tially reducingthe need for soil testingin an un-saturated state.The paper is organized as follows.Section2is devoted to the general presentation of the elastic–plastic framework and it epitomizes the role of the eﬀective stress in the behaviour of unsaturated soils.Section3describes how suction hardeningis introduced in the yield function.The model is next applied to simulate a complex loadinghistory imposed on unsaturated samples includingwet-ting,isotropic consolidation and triaxial com-pression paths,Section4.Followingthe sig n convention of continuum mechanics,positive strains correspond to an elongation and positive stresses to a tension.To make contact with the standard convention in soil mechanics,we shall deﬁne entities with the ap-propriate sign(tr and dev denote the trace and deviator operators):for any strain-like tensor ,we set v¼Àtr and for any stress-like tensor r,we set p¼Àtr r=3,such that relative volume change v is positive for contractancy and p is positive for compression.Therefore,the decomposition into a spherical part and a deviatoric part writes r¼Àp Iþs, ¼À v Iþe with I the identity tensor.2.Mechanical behaviour of unsaturated soils2.1.Basic entitiesUnsaturated soils are made up of three con-stituents,a solid,a wettingﬂuid(water)and a non-wettingﬂuid(air).In the context of the theory of mixtures,phases(solid(s),water(w)and air(a)) represent the constituents when viewed as part of the porous medium.Each constituent has a volume V k,k¼s;w;a, which make up the total volume V¼V sþV wþV a of the soil.At a reference time t¼0,V is equal to Vð0Þ¼V0.The solid phase,also referred to as solid skeleton,plays a special role and it occupies the volume V of the soil.It is endowed with the(in-ﬁnitesimal)strain tensor deﬁned from the mac-roscopic displacementﬁeld.Volume changes of the solid skeleton and theﬂuid phases require a gen-eral three phase framework,as in Loret and Khalili(2000).Here,we are concerned only by the changes of the strain in solid skeleton due to changes in stress.This is achieved through the use of eﬀective stress concept,which enables a decou-pled analysis of the solid skeleton from the other phases within the system.The stress state of unsaturated soils may be described by three basic entities,r the total stress, p w and p a the pressures of water and air,respec-tively.Grain incompressibility is adopted here. Then the loadingprocedure can be linked to suc-tion s,and to r net the stress in excess of air pres-sure,so-called net stresss p aÀp w;r net rþp a I¼Àp net Iþswith p net pÀp a:ð1ÞThe total mean-stress p¼À1=3tr r,and p net are deﬁned as positive for compression.Central to the framework presented here is the concept of eﬀec-tive stress r which can be deﬁned in the general followingformat as longas the solid g rains are incompressible:r rþv p w Iþð1ÀvÞp a I¼À p Iþswith p p netþs v:ð2ÞLet us observe that grain incompressibility implies the skeleton strain tr ¼D V=V0to be equal to the sum of the relative volume changes of theﬂuids D V w=V0þD V a=V0.This constraint is referred to as strain-averaging relation.It implies that the stress triplet f r;p w;p a g acts on the material behaviour through two independent quantities only,typically the net stress r net and the suction s,or any com-bination of them.The present analysis contends to show that an understandingof many of the features of elastic–plastic behaviour is greatly simpliﬁed by recog-nizingthe key role of the eﬀective stress r.An accurate deﬁnition of the suction dependent eﬀec-tive stress parameter v¼vðsÞ2½0;1 is therefore a key to a proper description of material behaviour: this aspect will be elaborated further in the sequel. The generalization to the situation where grains are compressible poses no major diﬃculty,see Loret and Khalili(2000).B.Loret,N.Khalili/Mechanics of Materials34(2002)97–116992.2.The elastic–plastic frameworkFor simplicity,the material we consider is iso-tropic,in both elastic and elastic–plastic responses. Weﬁrst encapsulate the essential assumptions that underly the material behaviour in the properties (E)elastic behaviour,(P)plastic behaviour and (CS)critical state.We discuss in subsequent sec-tions the motivations for these assumptions,ana-lyse the consequences,and elaborate on the constitutive functions.The elastic–plastic constitutive equations rest on the eﬀective stress that has been formally in-troduced above:the terminology eﬀective stress is used to epitomize its key role in both the elastic and plastic equations.2.2.1.(E)Elastic behaviourThe elastic strain e,reckoned from the isotro-pic reference stress pref ,and the eﬀective stress rare linked by a one-to-one relationship introduced by the elastic compliances C e:e¼C eð rÀ p ref IÞ:ð3ÞRelation(3)may be linear or non-linear,for example,e e¼s 2l e;tr e¼Àc eð pÀ p refÞfor linear elasticity;Àj Lnð p= p refÞfor logarithmic elasticity (ð4Þwith c e,or j,and l e material constants.2.2.2.(P)Plastic behaviourThe state of the material is deﬁned by the set S¼f r;s;X g,where X denotes a set of hardening parameters that contains the history of the mate-rial:typically,for soils,X is the plastic volumetric strain.However,suction plays a special role in the plastic behaviour:the yield function is deﬁned in the eﬀective stress-space but its size is controlled by both hardeningparameters X and suction:in a Cam–Clay perspective,this size is introduced bythe preconsolidation stress pc .Furthermore,ar-guments contending to eliminate suction from the plastic potential are given in Loret and Khalili (2000).Therefore the analytic expressions of the yield function f and plastic potential g can be cast in the followingspecial format:fð r;s;XÞ¼Fð r; pcðs;XÞÞ;gð r;s;XÞ¼Gð rÞ:ð5ÞConsequently,the plasticﬂow rule which provides the direction of the increment of plastic strain p¼ À e takes the formd p¼d K P;ð6Þwith P o G=o r the outward normal to the plastic potential and d K P0the incremental plastic mul-tiplier.Experimental evidence supportingsuction hardeningcan be found in several data sets,e.g., Alonso et al.(1990),Wheeler and Sivakumar (1995),Cui and Delage(1996).2.2.3.(CS)Existence of a critical stateTo simplify the exposition,let us consider tri-axial compression states.At increasingdeviatoric strain q,the eﬀective stress tends to the critical state line of slope M,a property of the solid skeleton linked to the drained friction angle/by M¼6sin/=ð3Àsin/Þ.Simultaneously,the void ratio e¼1ÀV=V s tends to an asymptotic value e cs which depends on the suctionfor q!1;qp!M ande!e cs¼N e;csðsÞÀk eðsÞLnpref:ð7ÞHere q¼ð3=2s T sÞ1=2is the deviatoric stress and q¼ð2=3e T eÞ1=2the work-conjugate deviatoric strain.N e;cs is the value of the critical void ratio forp¼ prefand k e the slope of the critical line in the planeðLn p;eÞ.The subscript e on the Cam–Clay parameters j and k indicates elastic and elastic–plastic slopes in the planeðLn p;eÞwhile j and k refer to the elastic and total volumetric strains,e.g., for an elastic behaviour,d v¼j d p= p is equivalent to d e¼Àj e d p= p,with j¼j e=ð1þe iÞwith e i the initial void ratio;similarly k¼k e=ð1þe iÞ.As for theﬂuid volume changes,we expect they tend to an asymptotic value at large strains since volumetric plasticity in all phases is a priori driven by the solid skeleton(whose volume tends itself to100 B.Loret,N.Khalili/Mechanics of Materials34(2002)97–116an asymptotic value).Wheeler and Sivakumar (1995)report non-vanishingﬂuid volume chang es at large strains,but they attribute this eﬀect to a leak in their experimental setting.Data are lacking to check whether or not there exists a relation of the type(7)2for theﬂuid volume changes.Experimental data that support the existence of the critical state for volume change can be found for example in Wheeler and Sivakumar(1995). Khalili et al.(2001)provide evidence of the critical state in terms of shear-strength.The experimental observations and conceptual motivations that underly this framework are now introduced and discussed.2.3.Desaturation–saturation limitsAir is present in soils at relatively small suc-tions,either in the form of isolated bubbles or dissolved in water,so that it does not form a continuous phase.Experimental data show that the mechanical behaviour is then identical to the behaviour of the fully saturated material with a slightly compressibleﬂuid.The transition between the saturated and unsaturated behaviours corre-sponds to a particular value of suction s e,referred to as air entry value for dryingpaths and air ex-pulsion value for wettingpaths.Air entry value is generally greater than air expulsion value as dur-ingwettinga small amount of air usually remains trapped in the porous medium,giving rise to hys-teresis mainly visible in the evolution of the degree of saturation and in the water content,and to a much lesser extent in the void ratio.These phe-nomena are qualitatively explained by the water resources community,e.g.,Bear(1972).Air entry value is around10–20kPa for loams but it may reach1000kPa or more for some clays.Fleureau et al.(1993)propose a relation between air entry value and the liquid limit,which seems to depend also on the net stress,or void ratio,on the tem-perature,and more critically on the soil structure or on the way the sample is prepared.However, these eﬀects are rarely taken into account in the literature.Surprisingly,the important role of the suction value at the transition between saturation and desaturation and vice versa has not been recog-nized so far by the geotechnical community and it is not incorporated in most of the mechanical models of the behaviour of unsaturated soils,e.g., Alonso et al.(1990),Gens et al.(1995).In fact, failure to separate the saturated and unsaturated regions leads to misinterpretation of the experi-mental data at suctions smaller than air entry value.2.4.The deﬁnition of vThe deﬁnition of v,and thus of the eﬀective stress,is motivated by experimental and theoreti-cal arguments.v describes contribution of matric suction to eﬀective stress;it may be regarded as a scalingfactor averag ingmatric suction from a pore scale level to a macroscopic level over the representative elementary volume.Its practical deﬁnition may be obtained,inter alia,from ex-periments usingthe speciﬁc properties(E)and(P). One might think to use other information as well.A requirement in the deﬁnition of v is to ac-count for the distinction between the saturated and unsaturated behaviours dependingon the position of suction s with respect to air entry value s e.Be-fore air entry value,the Terzaghi,Biot or Skempton eﬀective stresses, r¼rþp w I,or p¼pÀp w,are identical for incompressible solid grains.Therefore p¼p netþs,that is v¼1in thesaturated range s6s e.Indeed,for saturated soils, water exerts its pressure around the total surface of grains which are in punctual contact.2.4.1.v as a function of suction(Khalili and Khabbaz,1998)One way to quantify v is to use the special de-composition of the yield function,property(P), which implies that the failure surface at constant suction can be expressed in the eﬀective stress-space.So,if one uses shear-strength data at con-stant suction,the shear-strength s should be ex-pressed in terms of the cohesion c and friction angle/of the drained solid skeleton as cþðr netnþs vÞtan/with r netn¼rÀp a normal stress in excessof air pressure.In this context,v¼ðsÀcÀr netn tan/Þ=ðs tan/Þ.Both peak and critical state strength parameters may be used for this purpose.Peak strengthB.Loret,N.Khalili/Mechanics of Materials34(2002)97–116101parameters however depend on the over-consoli-dation ratio(OCR)of the soil and thus must be determined usingspecimens prepared at the same OCR as the unsaturated soil at the suction value of interest.Such restrictions however do not apply to critical state strength parameters,as by deﬁnition, they are determined independent of the stress his-tory of the soil.Analysingexperimental data g athered from the literature and providingthe shear-streng th of14 soils,includingg lacial tills,silts,sandy clays and clays,Khalili and Khabbaz(1998)found,within a good accuracy,a unique relationship between v and the ratio s=s e,v¼1for s6s e;ðs e=sÞc for s P s eð8Þwith c¼0:55.Available experimental data on the wet side of the critical state line from Wheeler and Sivakumar (1995)will be shown below to conﬁrm the shear-strength analysis:theﬁnal eﬀective stresses at large strains will be shown to be aligned along the crit-ical state line q¼M p.In addition,tests at constant suction but with diﬀerent initial conditions show void ratios aligned along the line deﬁned by the propertyðCSÞ2.2.4.2.DiscussionIn unsaturated soils,grains are surrounded by both water and air.The eﬀective stress may ac-count for this geometrical situation by weighting the water and air pressures accordingto their re-spective areal contributions around grains.How-ever,since the latter is not easily available,it is often replaced by the degree of saturation,that is the ratio of the volumes occupied by water V w and the twoﬂuids V wþV a,namely S¼V w=ðV wþV aÞ. This point of view leads to the de visu weighting (2).In this geometrical perspective,clearly 06v61,which is the point of view developed by Bishop(1959),and Bishop and Blight(1963).If v is viewed as the degree of saturation,the use of theﬂuid volume changes as independent vari-ables would be awkward since the suction is involved at the same time in the eﬀective stress. Furthermore,viewing v as the degree of saturation would imply that,at large suctions,where the degree of saturation approaches a limiting residual value,the eﬀective stress and thus the shear-strength are directly proportional to suction.This is not supported by the current experimental evi-dence.This disagreement might suggest that the geometrical interpretation of the weighting factor either is not appropriate or it is not quantiﬁed accurately by the volume approximation through the degree of saturation.As a conclusion,it ap-pears simpler to take only the pressures as inde-pendent variables.This allows in addition to use the soil–water characteristic curve expressed in the form S¼SðsÞby the water research community, with inclusion of the air entry value,and possibly of hysteretic eﬀects.Let us now return to view v as independent of stereological considerations.A method alternative to that of Section2.4.1consists in usingthe elastic property(E).To illustrate our purpose,let us consider logarithmic elasticity with the slope j deﬁned by a preliminary calibration.Alongan elastic deformation process controlled in suction and at constant net stress,measurement of the elastic volume change provides the function s v as Àp netþ p ref expðÀj tr eÞ.If the ratio of increments of volume changes vs increments of suction are calculated,one obtains w dðs vÞ=d s asðÀp0=jÞexpðÀj tr Þdðtr Þ=d s(see e.g.,Blight,1967).Both methods have been used by Khalili et al.(2001)to predict volume change in unsaturated soils and good agreement has been found between predicted and measured values usingseveral data sets from the literature.Data to substantiate expression(8)presented in Khalili and Khabbaz(1998)vary from s=s e¼1to 14.For larger ratios,the shear-strength data on two spanish clays by Escario and Saez(1989) display an asymptotic value for s v.However,it is not known how this asymptotic value depends on the material properties.Notice also that v,Eq.(8),is duly continuous at the saturation–desaturation limit s¼s e;the asso-ciated w¼dðs vÞ=d s is not.There might be numerical advantages to satisfy this continuity. Kohgo et al.(1993)have proposed an expression that satisﬁes these two continuity conditions and that displays an asymptotic value for s v.However, since their expression is simple,it is less accurate,102 B.Loret,N.Khalili/Mechanics of Materials34(2002)97–116at moderate suctions,than Eq.(8)which has been obtained from data of several materials.More-over,it requires a calibration for each material considered.3.The elastic–plastic modelThe analysis is restricted to isotropic tests or triaxial compression tests so that the strain states are fully deﬁned by the two invariants v¼Àtr and q;similarly the eﬀective stress r is fully de-termined by the eﬀective mean-stress p and devia-toric stress q,which are work-conjugate to the above strain-invariants.The material behaviour is assumed to be isotropic in both the elastic and plastic responses.3.1.The yield functionIn order to keep the model as simple as possible, an associative plasticﬂow rule in the eﬀective stress-space is assumed.In this context,the mod-iﬁed Cam–Clay yield function f¼q2=M pþ pÀ pc would be a suitable candidate since it provides a vanishingplastic volumetric strain-rate as the critical state line is approached,namely from(6),d pv ¼d K o f=o p.However,this model implies thatthe normal consolidation line and critical state line are deduced from one another by the following elastic shift,see Fig.1:e csð p=rÞ¼e ncð pÞþj e log rð9Þwith r¼2.In fact,it will be shown later that,in order toﬁt the experimental data simulated below, a smaller value is required,namely r%1:6,see Fig. 4(d)and(f),for both the saturated and unsatu-rated tests.Notice that r is taken independent of suction:that is,the modiﬁcation r¼2is not tied to the proposed unsaturated model.The consoli-dation lines and critical state lines can now be derived from one another usingthe experimental data together with Eq.(9),see Fig.4(d)and(f).We have data only on the wet side.However, both the dry side and the wet side of the yield function are kept elliptical as in the Cam–Clay model but they are modiﬁed in such a way as to ensure the continuity of the yield function and of its normal in stress-space alongthe critical state line.The ensuingyield function has the following analytical expression,see Fig.2:f¼q2M2 pþ pÀ2rpcfor p6pcr;ðrÀ1Þ2q2M2 pþ pÀ2rpcþ2rÀ1p2cpfor p Ppcr:ð10Þ8>>>>>><>>>>>>:The complete set of constitutive equations consists in the followingincremental relations.For states of triaxial compression,the elastic Eq.(4),deﬁned by the compliance j and shear-modulus l e,be-comed ev¼d vÀd pv¼jd pp;d eq¼d qÀd pq¼d q3l e:ð11ÞThe incremental plasticﬂow rule(6),d pv¼d Ko fo p;d pq¼d Ko fo q;ð12Þtogether with the consistency conditiond f¼o fo pd pþo fo qd qÀh d Kþo fo pco pco sd s¼0;ð13Þprovides the elastic–plastic material response for stress points on the yield surface,f¼0,with a loadingthat implies d K P0.The plastic modulus hh Ào fo pco p co vo fo p¼ÀpckðsÞÀjo fo pco fo pð14Þis positive on the wet side(hardening)and negative on the dry side(softening)as in the usual Cam–Clay models.The partial derivatives necessary to performed the above algebra and check the sign assertions are given in explicit form in Appendix B.It can be checked from(B.1),(B.3),and(B.4) that,for isotropic loadingat constant suction,the consolidation lines shown in Fig.3are eﬀectively followed,namely for normally consolidated soilsd pv¼ðkðsÞÀjÞd p= p.The increment of void ratio is obtained from the increment of volumetric strain as d e¼Àð1þe iÞd v.B.Loret,N.Khalili/Mechanics of Materials34(2002)97–116103。

对文章结构的把握英语作文

Writing is an art that requires not only the ability to express thoughts and ideas clearly but also a strong understanding of the structure that best conveys the intended message. As a high school student, Ive come to appreciate the importance of article structure in crafting compelling and coherent pieces of writing.In my journey of learning English, Ive discovered that a wellstructured essay is like a wellorchestrated symphony, where each part has its place and contributes to the overall harmony. The introduction, body, and conclusion are the three main movements that, when played in concert, create a beautiful piece of writing.The introduction is the opening act, setting the stage for the reader. Its where I present the topic and grab the readers attention. Ive learned that a strong thesis statement is crucial here, as it provides a clear direction for the rest of the essay. For example, when I wrote about the impact of technology on education, my introduction included a hooka thoughtprovoking questionand a concise thesis statement that laid out my main argument.The body paragraphs are the heart of the essay, where I develop my arguments and present evidence. Each paragraph focuses on a single point, and Ive learned to use topic sentences to guide the reader through my thoughts. Supporting details, such as examples, statistics, and expert opinions, are woven in to strengthen my claims. Transitions between paragraphs help maintain the flow of ideas and keep the reader engaged.One of the most challenging aspects of essay writing for me was learning how to use evidence effectively. I remember struggling with how to integrate quotes and data into my writing without making it seem disjointed. Through practice and guidance from my teachers, Ive learned to paraphrase and cite sources properly, which has greatly improved the credibility of my arguments.The conclusion is where I bring the essay to a close, summarizing the main points and reiterating the thesis. Its also an opportunity to leave the reader with a lasting impression. Ive found that restating the thesis in new words and providing a closing thought that ties back to the introduction can create a sense of completion and satisfaction for the reader.Moreover, Ive come to understand that the structure of an essay can vary depending on the type of writing. For instance, a narrative essay might follow a chronological order, while a persuasive essay might use a problemsolution structure. Being flexible and adapting the structure to suit the purpose of the writing has been an important lesson for me.In addition to the traditional essay format, Ive also explored other forms of writing, such as the fiveparagraph essay, which is a concise and straightforward structure often used in high school. This format has helped me to focus on clarity and brevity, honing my ability to convey my ideas effectively within a limited word count.As Ive grown more comfortable with English writing, Ive also started to experiment with more complex structures, such as the use ofcounterarguments or the integration of multiple perspectives. This has allowed me to delve deeper into topics and present a more nuanced understanding of the issues I discuss.In conclusion, mastering the structure of an essay has been a transformative experience for me as a writer. It has not only improved the quality of my writing but also enhanced my ability to think critically and communicate effectively. As I continue to develop my writing skills, I am excited to explore new structures and styles, always keeping in mind the importance of a strong foundation in essay structure.。

2024年教师资格考试高中学科知识与教学能力英语试题与参考答案

2024年教师资格考试高中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher encourages students to to foster their interest in English literature.A) read extensivelyB) study hardC) focus solely on grammarD) memorize vocabularyAnswer: A) read extensivelyExplanation: Reading extensively is a strategy that can help students to gain a better understanding of English literature. Insisting that students solely focus on grammar or memorize vocabulary would be restrictive and less effective in fostering an interest in the subject.2、In a classroom discussion, the teacher mistakenly called the author ofa famous novel “Jane”. The class pointed out the error, and the teacher should:A)apologize and correct the mistakeB)ignore the student’s interventionC)defend the mistake by dismissing it as a trivial errorD)ASCEND services and report the student to an administratorAnswer: A) apologize and correct the mistakeExplanation: Maintaining a respectful and welcoming classroom environment is crucial. When the teacher makes a mistake, it is important to correct it and apologize to the class. This shows integrity, reinforces the importance of accuracy in academic settings, and strengthens the teacher-student relationship.3、Which of the following sentences is grammatically correct?A. If I am you, I would study harder.B. If I were you, I would study harder.C. If I was you, I would study harder.D. If I will be you, I would study harder.Answer: BExplanation: The correct choice is B. This sentence uses the second conditional form, which is used to talk about hypothetical situations in the present or future. In the second conditional, we use ‘were’ with ‘I’ and ‘he/she/it’ to show that the situation is not real or is unlikely. Options A, C, and D are incorrect because they do not follow the proper structure for the second conditional.4、Choose the sentence where the underlined word is used correctly:A. She was so disinterested in the topic that she fell asleep during the lecture.B. He showed a disinterested concern for the welfare of others, always willing to help.C. The judge listened to both sides of the case with a disinterested air, ensuring fairness.D. Despite being a disinterested party, he still had a lot to say about the matter.Answer: CExpl anation: The correct choice is C. The word ‘disinterested’ means impartial or unbiased, especially in the context of a judge who must remain neutral. In option A, the word should be ‘uninterested’ as it refers to a lack of interest. Option B is incorrect because showing concern for the welfare of others suggests personal interest, which contradicts the meaning of‘disinterested.’ Option D is also incorrect because someone who is disinterested would not have much to say about a matter if they are truly impartial.5、What is the correct tense to use when describing a past event that hasa present result?A. Present perfectB. Simple pastC. Present perfect continuousD. Past perfectAnswer: A. Present perfectExplanation: The present perfect tense is used to describe an action that started in the past and continues to the present, or an action that has a presentresult. For example, “I have finished my homework.”6、Which of the following sentence structures is used to express a condition that is true in the present?A. If + past tense, would + verbB. If + past perfect, would have + past participleC. If + present tense, would + verbD. If + past tense, would + past participleAnswer: C. If + present tense, would + verbExplanation: The correct structure for expressing a condition that is true in the present is “if + present tense, would + verb.” For example, “If it rains, we would stay indoors.” This structure is used to talk about hypothetical or conditional situations that are possible or likely to happen.7、In the teaching of English to senior high school students, which of the following methods is most suitable for fostering critical thinking and analytical skills?A)Memorization of vocabulary listsB)Frequent vocabulary quizzesC)Debate and discussion on complex topicsD)Recitation of literary passagesAnswer: CExplanation: C) Debate and discussion on complex topics is the most suitable method for fostering critical thinking and analytical skills because it encourages students to analyze, evaluate, and construct arguments on varioustopics. This method requires students to think deeply and consider multiple perspectives, which is crucial for developing critical thinking and analytical skills.8、Which of the following is an effective strategy for teaching advanced grammar to senior high school English students?A)Presenting rules through long lectures followed by extensive drillingB)Implementing grammar drills through fill-in-the-blank exercises onlyC)Giving a list of grammar rules to be memorizedD)Using real-life examples and contexts to explain grammar rulesAnswer: DExplanation: D) Using real-life examples and contexts to explain grammar rules is an effective strategy for teaching advanced grammar to senior high school English students. It helps students connect theoretical knowledge with practical situations, making it easier for them to understand and apply the rules in various contexts.9.The sentence “She is not only an excellent teacher but also a caring friend to her students” uses the tense of:A. present simpleB. past simpleC. present perfectD. past perfectAnswer: AExplanation: The sentence “She is not only an excellent teacher but also acaring friend to her students” uses the present simple tense to describe qualities that are true about the teacher. The phrase “not only…but also” is used to connect two a djectives, and both adjectives follow the verb “is,” indicating the present simple tense is the correct choice.10.In the following dialogue, who is asking for help?A. JohnB. MaryC. Mr. SmithD. The teacherDialogue:John: Excuse me, Mr. Smith, I don’t understand the meaning of this part of the text.Mr. Smith: Sure, John. Let me explain it to you.Answer: AExplanation: The correct answer is A, John, because in the dialogue, he is the one who doesn’t understand and is asking Mr.Smith for help. The other options, like Mary, Mr. Smith, and the teacher, are not making the request for help; they are either responding or participating in the conversation.11、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A) Focus on fluency over accuracy.B) Emphasis on learner-centered instruction.C) Use of authentic materials in the classroom.D) Strict adherence to grammatical rules.Answer: D) Strict adherence to grammatical rules.Explanation: Communicative Language Teaching (CLT) emphasizes communication and interaction as both the means and the ultimate goal of learning a language. It focuses on fluency and the ability to communicate effectively, often prioritizing these aspects over strict grammatical correctness. CLT encourages learner-centered activities, the use of real-life materials, and a variety of interactive techniques, which makes option D not a characteristic of CLT.12、In the context of second language acquisition, the term ‘interlanguage’ refers to:A) The native language of the learner.B) The language used by the teacher in the classroom.C) A transitional system that reflects the learner’s current state of L2 knowledge.D) The standard form of the target language.Answer: C) A transitional system that reflects th e learner’s current state of L2 knowledge.Explanation: Interlanguage is a term used in second language acquisition theory to describe the dynamic linguistic system that learners construct as they learn a new language. It is an evolving system that is neit her the learner’sfirst language nor the target language but a unique, intermediate stage of language development. This concept helps explain why learners may make systematic errors and how they progress towards proficiency in the second language.13.The following sentence is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: C) ComplexExplanation: A complex sentence contains at least one main clause and one or more dependent clauses. The example se ntence could be “Although it was raining, the students still played football.”14.Which of the following words is the correct past tense form of the verb “go”?A)GrewB)Goin’C)GoneD)GoteAnswer: C) GoneExplanation: The correct past tense form of the verb “go” is “went,” and its past participle is “gone.” Therefore, the correct answer is “Gone.”15、The following sentence is a conditional clause: “If it rains tomorrow,we will cancel the picnic.” In which of the following scenarios would this conditional clause be in the past perfect tense?A) We will cancel the picnic if it had rained yesterday. (X)B) We will cancel the picnic if it rains tomorrow. (X)C) We will cancel the picnic if it had rained this morning. (X)D) We will have canceled the picnic if it had rained yesterday. (✓) Answer: DExplanation: The past perfect tense is used to describe an action that occurred before another past action. In this scenario, the conditional clause is in the past to imply that the picnic cancellation will have already taken place if the rain occurred prior to the picnic. Option D correctly uses the past perfect tense (“would have canceled”).16、Which of the following sentences is an example of a complex-embedded sentence?A) She decided to go for a walk, the weather seemed nice.B) She decided to go for a walk, because the weather seemed nice. (X)C) She decided to go for a walk and the weather seemed nice. (X)D) Even though the weather seemed nice, she decided to go for a walk. (✓) Answer: DExplanation: A complex-embedded sentence contains a main clause and at least one embedded clause, often introduced by subordinating conjunctions like “even though” or “although.” In option D, the clause “Even though the w eatherseemed nice” is the embedded clause, making it a complex-embedded sentence.17、In the following sentence, which phrase structure angle is used to explain the relationship between the words “students” and “expected”?A. Subject-Verb-Object (SVO)B. Prepositional PhraseC. Subject-Object-Verb (SOV)D. Adverbial ClauseAnswer: BExplanation: The phrase “of the students” is a prepositional phrase. It modifies the verb “expected” by indicating whose attitude or expectation is in focus in the sentence.18、Which of the following sentences demonstrates parallel structure in terms of语法功能？A. The teacher encouraged participation and gave constructive feedback.B. The students studied, while门外weren’t allowed in.C. While the students are studying, the teacher is grading papers.D. When the bell rings, the students rush out of the classroom, and the teacher stops the class.Answer: AExplanation: Parallel structure involves using grammatically similar elements to create a balanced and rhythmical effect. Choice A utilizes parallel structure as both “encouraged participation” and “gave constructive feedback” arephrases that complete the action of “encouraged” with similar structure. Choices B and D use dependent and independent clauses respectively, and choiceC uses a dependent clause with independent clause structure.19.What is the most appropriate method to use when teaching a new vocabulary item to high school students?A)Direct translationB)Contextual cluesC)rote memorizationD)Unresponsive questioningAnswer: B) Contextual cluesExplanation: Using contextual clues helps students understand the meaning of new vocabulary within the context of the text or lesson. It encourages active learning and promotes deeper understanding of the language.20.In a high school English class, which of the following activities is best suited for assessing students’ comprehension of a complex literary text?A)Multiple-choice questionsB)Vocabulary matching exercisesC)Oral presentationsD)Short answer questionsAnswer: C) Oral presentationsExplanation: Oral presentations require students to synthesize and express their understanding of a complex literary text. This activity encourages critical thinking, analysis, and communication skills, making it an effectiveway to assess comprehension.21、Which of the following best describes the concept of “modal verbs” in English?A、Nouns that indicate the type of person or thing.B、Verbs that express the level of formality of a sentence.C、Verbs that express probability, ability, permission, and advice.D、Adjectives that modify the quality or state of a noun.Answer: C解析: Modal verbs in English are a group of verbs that express modality, including possible meanings such as ability, permission, necessity, advice, and probability. Therefore, the correct answer is C.22、In the context of English listening skills, which of the following strategies is most effective for identifying key information and details in a spoken text?A、Listening for t he speaker’s accent and dialect.B、Focusing on the overall structure of the speech.C、Noting the intonation and stress patterns in the speech.D、Paying attention to specific information and facts provided.Answer: D解析: Effective listening skills include paying attention to the specific information and facts provided in a spoken text to identify key details and information. Therefore, the correct answer is D.23.Which of the following phrases is used to describe a past event that has already finished in the past?A)“I have gone to the movies last night.”B)“I had gone to the movies last night.”C)“I went to the movies last night and I was tired.”D)“I’m going to the movies last night.”Answer: B) “I had gone to the movies last night.”Explanation: The correct answer is “had gone” because it uses the past perfect tense, which is used to describe a past event that happened before another past event. Options A, C, and D use different tense structures, which are not appropriate for this specific context.24.In the senten ce “She was reading a book when the bell rang,” which clause indicates that the action started first?A)“She was reading a book”B)“She read a book”C)“The bell rang”D)“She went to school”Answer: A) “She was reading a book”Explanation: The clause “She was reading a book” indicates that the action of reading started first, which is followed by the action of the bell ringing, represented by the clause “The bell rang.” Option B uses the past simple tense, which indicates that the actions occurred at different times but not necessarily in sequence. Option C focuses on the bell ringing event. Option D introducesa completely different unrelated event.25.The following sentence is an example of which sentence structure?A. SimpleB. CompoundC. ComplexD. Compound-complexAnswer: C. ComplexExplanation: A complex sentence contains an independent clause and at least one dependent clause. The example sentence is “Although it was raining, the students still played outside.” Here, “Although it was raining” i s a dependent clause, and “the students still played outside” is an independent clause.26.Which of the following is NOT a characteristic of a good vocabulary teaching strategy?A. Encourages students to use new words in different contextsB. Provides students with multiple examples of word usageC. Requires students to memorize a large number of words without contextD. Involves students in activities that promote word retentionAnswer: C. Requires students to memorize a large number of words without contextExplanation: A good vocabulary teaching strategy should avoid rote memorization and instead focus on helping students understand and use words indifferent contexts. Therefore, requiring students to memorize words without context is not an effective strategy. The other options (A, B, and D) are all characteristics of effective vocabulary teaching strategies.27、Which of the following texts is NOT an excellent example for teaching narrative writing skills in high school English?A) “To Build a Fire” by Ja ck London — This text provides a vivid narrative that can be dissected for how to structure a compelling narrative.B) “The Lottery” by Shirley Jackson — This story has a timeless theme and can be used to teach how to build tension and surprise in a narrative.C) “The Road Not Taken” by Robert Frost — This poem is a classic and can be used to expound on narrative poetry rather than a narrative essay.D) “Raymond’s Run” by Toni Cade Bambara —This story can be used to analyze character development and plot structure.Answer: C) “The Road Not Taken” by Robert Frost —This poem is primarily a narrative of a poet contemplating his past decisions, and it is not an example of narrative writing.28、Which of the following activities is most effective for developing students’ comprehension skills when teaching a complex text in high school English?A) Group discussions about the main ideas of the text —This activity encourages students to share their ideas and defend their interpretations.B) Summarizing the text in their own words — This activity helps students toretell the text and understand the main points.C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis.D) Reciting the text from memory — This activity helps with memorization but not necessarily with comprehension.Answer: C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis, prompting students to think critically about the text.29.Choose the word that best completes the sentence.The student’s performance in the_________was exceptional, which impressed the teacher greatly.A. actB. playC. danceD. performanceAnswer: BExplanation: The correct answer is “play” because it is the correct noun that fits the context of student performance. The other options (act, dance, performance) do not fit as well in the context of a student’s performance in a class setting, as “play” typically refers sp ecifically to a theatrical performance performed by students.30.Which of the following is an example of scaffolding in instruction?A. Teaching a complete lesson at onceB. Providing students with detailed notes and instructionsC. Breaking a complex concept into smaller parts and building upon themD. Asking questions that require students to provide only one-word answersAnswer: CExplanation: The correct answer is “C. Breaking a complex concept into smaller parts and building upon them.” Scaffolding is a teaching technique that involves providing support to students as they move toward a goal. Breaking a complex concept into smaller parts helps students manage the complexity and gradually move towards a full understanding of the material, which is the essence of scaffolding. The other options do not represent scaffolding; instead, they describe different teaching strategies or methods.二、简答题（20分）Question:Explain the importance of vocabulary teaching in high school English language learning and discuss two effective strategies for teaching vocabulary to high school students.Answer:Vocabulary teaching plays a crucial role in high school English language learning for several reasons:1.Foundation for Language Skills: Vocabulary is the building block of language. A strongvocabulary enables students to understand and express themselves more effectively. It is essential for reading comprehension, writing, and speaking.2.Enhances Reading Comprehension: A diverse vocabulary allows students to understand complex texts, grasp the nuances of language, and appreciate literature.3.Facilitates Communication: A rich vocabulary helps students articulate their thoughts and emotions more precisely, both in written and spoken forms.4.Boosts Confidence: As students expand their vocabulary, they become more confident in their language abilities, which can positively impact their self-esteem and motivation.Two effective strategies for teaching vocabulary to high school students are:1.Contextual Teaching: Presenting new words in context helps students understand their meanings and usage. This can be done by incorporating new vocabulary into readings, discussions, and writing activities. For example, when teaching the word “euphemism,” provide examples from various texts and encourage students to identify other euphemisms in their own lives.2.Interactive Vocabulary Games: Engaging students in interactive games can make vocabulary learning enjoyable and memorable. Games like “Word Search,” “Scattergories,” and“Word Association” can help students practice and reinforce new vocabulary in a fun and engaging way.Explanation:The importance of vocabulary teaching in high school English languagelearning is highlighted by the reasons mentioned in the answer. The first reason emphasizes the foundation that vocabulary provides for language skills. The second reason explains how a diverse vocabulary aids in reading comprehension. The third reason highlights the impact of vocabulary on communication, and the fourth reas on emphasizes the positive effects of a rich vocabulary on students’ confidence and motivation.The answer also provides two effective strategies for teaching vocabulary: contextual teaching and interactive vocabulary games. Contextual teaching ensures that students understand the meanings and usage of new words, while interactive vocabulary games make the learning process enjoyable and memorable.三、教学情境分析题（30分）Teaching Context Analysis QuestionPassage:This passage is from the novel “The Great Gatsby” by F. Scott Fitzgerald. The protagonist, Jay Gatsby, has hosted an extravagant party at his mansion, hoping to impress an old flame, Daisy Buchanan. Tom Buchanan, Daisy’s husband, arrives at the party. Tom, who is aware of Gatsby’s identity, cautions Gatsby about Daisy’s true qualities.Context:Teacher Ms. Chen will be teaching a class on the theme of “Isolation and Longing” from the novel “The Great Gatsby.” She plans to use this passageto illustrate the theme and to enhance students’ reading comprehension skills.Task:Ms. Chen decides to ask students to discuss the reasons behind Gatsby’s isolation and the factors that contribute to his longing for Daisy. She wants to encourage open, critical thinking.Teaching Objectives:•To understand the characters’ motivations.•To analyze the literary devices used to convey the characters’ emotions and themes.•To enhance critical thinking and discussion skills.Situation Analysis:1.Identify the Factors Behind Gatsby’s Isolation:•Discuss the potential reasons for Gatsby’s feelings of isolation.•Identify the social dynamics and class differences that contribute to Gatsby’s isolation.•How does the setting of the Great Gatsby during the 1920s reflect the isolation of the character?2.Explain Gatsby’s Longing for Daisy:•Why is Gatsby so captivated by Daisy?•What does Gatsby’s relationship with Daisy represent in the context of the novel and the time period?Question:How can Ms.Chen effectively use the given passage to teach the theme of “Isolation andLonging”? What strategies should she employ to enhance students’ understanding and critical thinking skills?Answer and Explanation:Answer:Ms. Chen can effectively use the following strategies and questions to teach the theme of “Isolation and Longing” and enhance students’ understanding and critical thinking skills:1.Introduction:•Begin with a brief background on the setting and context of the 1920s in the novel “The Great Gatsby”. This will help students understand the social and historicalcontext and how it influences Gatsby’s isolation.2.Discussion Questions:•Encourage students to discuss potential reasons for Gatsby’s isolation.Potential reasons could include the social barriers between the wealthy elite and the middle class, Gat sby’s fabricated background, and his general loneliness.•Ask students to explore the literary devices in the passage (e.g., tone, imagery, symbolism) that contribute to the portrayal of Gatsby’sisolation. For example, the opulent yet superficial parties mightsymbolize the emptiness of Gatsby’s life.•Discuss Gatsby’s longing for Daisy. Why does Gatsby hold on to the past and his illusions about Daisy? Explore how Gatsby’s longing reflects romantic and societal ideals of the 1920s.3.Pair and Group Work:•Pair students to discuss their initial thoughts, then form small groups to share and debate their points. This fosters a collaborative andinteractive learning environment.•Use guided questions to prompt deeper analysis, such as: “What does Gatsby’s fixation on Daisy reveal about his personality and motivations?”or “How does the setting and social context impact Gatsby’s characterand desires?”4.Critical Thinking and Analysis:•Prompt students to think critically about the themes of isolation and longing. As k them to consider how Gatsby’s situation relates to othercharacters or to their own lives.•Encourage students to draw connections between the novel and current issues of social isolation and longing in modern times.5.Summarize and Conclude:•Conclude the lesson by summarizing the key points and encouraging students to share their insights. Ask them to reflect on how the characters’ situations influencethe overall narrative.Explanation:The teaching strategies mentioned are designed to engage students in critical thinking and deep analysis of the text. By discussing potential reasons for Gatsby’s isolation and the literary devices used to convey his emotions, students can gain a deeper understanding of the text and its themes. Pair andgroup work encourages collaborative learning, allowing students to share and build on each other’s ideas. Critical thinking questions prompt students to consider the broader implications of the text, fostering a more nuanced and meaningful interpretation of the novel.四、教学设计题（40分）1.请根据以下教学要求，设计一节45分钟的英语课堂活动。

土木工程专业英语6.5.1

6. 5 Ductile Design of Concrete Frame Structures6. 5.1 Ductility Iksign PhilosophyThe seismic design philosophy relies on providing sufficient ductility to the structure by which the structure can dissipate seismic energy. A reinforced concrete structure with sufficient ductility has the following advantages：(a) A ductile reinforced concrete structure may take care of overloading, load reversals, impact and secondary stresses due to differential settlement of foundation.(b) A ductile reinforced concrete structure gives the occupant sufficient time to vacate the structure by showing large deformation before its final collapse. Accordingly，the loss of life is minimized with the provision of sufficient ductility.(c)Properly designed ductile joints are capable of resisting forces and deformations at the yielding of steel reinforcement. Therefore, these sections can reach their respective moment capacities, which is one of the assumptions in the design of reinforced concrete structures by limit state method.The ductile design of reinforced concrete members should ensure both strength and ductility. Strength of members can be assured by proper design of the sections following limit stat^ method. To achieve an appropriate degree of ductility, the following failure mode are expected： (a) Brittle failure modes should be suppressed；and (b) beams should fail before columns.Flexural yielding of bending members is ductile. Shear failure is brittle and should be avoided under seismic loading. To prevent shear failure occurring before bending failure it is good practice to design so that the flexural steel in a member yields while the shear reinforcement is working at a stress less than yield (say 90%).The structural ductility is achieved in the form of inelastic rotations in reinforced concrete members. The inelastic rotations spread over definite regions called as plastic hinges. During inelastic deformations, the actual material properties are beyond elastic range and hence damages in these regions are obvious. The plastic hinges are “expected”locations where the structural damage can be allowed to occur due to inelastic actions involvinglarge defomuitions. Hence, in seismic design»the damages in the form of plastic hinges are accepted to be formed in bcams rather than in columns as shown in Figure 6. 18. Mechanism with beam yielding is characteristic of strong column-weak-beam behavior in which the imposed inelastic rotational demands can be achieved reasonably well through proper detailing practice in beamsFigure 6. 18 rame mechanismTherefore, in this mode of behavior, it is possible for the structure to attain the desired inelastic response and ductility. On the other hand, if plastic hinges are allowed to form in columns, the inelastic rotational demands imposed are very high that it is very difficult to be catered with any possible detailing. The mechanism with such a feature is called column yielding or storey mechanism、乂岣2 FiRure 6. 19 Colum^and-beam assemblyOne of the basic requirements of design that the columns above andjoint should have sufficient flexural strength when the adjoining beams develop flexural over-strength at their plastic hinges. This column to beam flexural strength ratio is an important parameter to ensure that possible hinging occurs in bcams rather than in columns.The moment capacities of beams and columns are such that the column moments oppose the beam moments as shown in Figure 6. 19. To obtain a strong-column- weak-beam design，GB 50011-2001 requires that the design flexural strength of thecolumns framing into a joint excecd the design flexural strength of the beams framing into the joint. ThereforeS M«*- = ^Y l M ixtm(6.6.1Wherey~! A^= sum of moments at joint faces corresponding to design flexural umnstrength of columns framing into jointy^j M= sum of moments at joint faces corresponding to design flexural bfamstrength of beams framing into jointjjt=column to beam flexural strength ratio, taken as 1. 4 for Grade 1，taken as1.2 for Grade 2，and taken as 1. 1 for Grade 3. The sum of moment capacity of the lower end of column at the first storey of Grade 1，2 and 3 shall be multiplied by an amplifying factor of 1. 5，1. 25 and 1. 156. 5. 2 Ductility DetailingFor ensuring ductility, specific recommendations are to be followed regarding the materials, dimensions, minimum and maximum percentages of reinforcement.1.Frame BeamsBeams in frames must have a clear span-to-effective depth ratio of at least 4，a width-to-depth ratio of at least 0. 25，and a web width of not less than 200mm. The minimum clear span-to- effective depth ratio helps ensure that flexural rather than shear strength dominates member behavior under inelastic load reversals. Minimum web dimensions help provide adequate copfinement for the concrete, whereas thc width of beam relative to the column is limited to provide adequate moment transfer between bearns and columns.In accordance with seismic design code GB 50011-2001, both top and bottom minimum flexural steel is required. Thc minimqm tension reinforcement ratio should not be less than that given by Table 6. 6. I，with a minimum of two reinforcing bars, top and bottom, through out the member. In addition，the positive to negative moment resistance ratio shall not be less than 0. 5 for frames assigned to Grade 1 and 0. 3 for frames assigned Grade 2 or Grade 3，nor be less than the calculated necessary ratio. Neither the negative nor the positive moment resistance at any section along the member length shall be less than one-quarter of the maximum moment resistance provided at the face of either end joint. These criteria are designed to provide for ductile behavior throughout the member, although the minimum of two reinforcing bars on the top and bottom is based principally on construction requirements. A maximum reinforcement ratio of 0. 025 is set to limit problems with steel congestion and to ensure adequate member •size for carrying shear that is governed by the flexural capacity of the member.Table 6. 6. 1 Minimum tension reinforcement ratio ( %) in frame beamsTo obtain ductile performance, the location of splices is limited They maybe not be used within joints* within the closely spaced transverse reinforcement area of beams. Lap splice must be enclosed by hoops or spirals，with a maximum of IOOmm or 5 times the diameter of the smaller spliced bar. Welded and mechanical connections may be used, provided that they are not used within the closely spaced transverse reinforcement area.Transverse reinforcement is required throughout beams in frames resisting earthquake-induced force. Closely spaced transverse reinforcement in the form of hoops must be used over a length from the joint face toward mid-span, at the both ends of the beam. These hoops are intended to prevent buckling of the longitudinal bars in the compression zone in plastic hinge regions where both the top and bottom reinforcement can be subjected to yielding in tension and compression due to reversed cyclic flexure. Bars that buckle in compression and are subsequently stressed to yield in tension usually rupture. The length of closely spaced transverse reinforcement area, the maximum spacing of the hoops and the minimum diameter of the hoop bars should be taken according to Table 6. 6. 2; when the tension reinforcement ratio at the end of thc beam is greater than 2%» the minimum diameter of hoop bars listed in the table should be increased by 2mm.Table 6. 6. 2 Construction requirements for closely spaced transverse reinforccment area at beam ends in framesNOTES：hi is thc beam depth；J is the diameter of the smallest longitudinal bar.2. Frame ColumnTo help ensure constructability and adequate confinement of the concreteseismic design code GB 50011-2001 requires that columns in frames have (a) a minimum cross-section dimension of at least 300mm，（b) a ratio of the largest cross-section dimension to the perpendicular dimension of no more than 3 . and(c)the shear-to-span ratio of no greater than 2.The axial compressive force in the column due to design load effects shall not exceed, nA c f c, where n is taken as 0. 7 for Grade 1，taken as 0. 8 for Grade 2，and taken as 0. 9 for Grade 3.The column reinforcement ratio hased on the gross section shall not exceed0.05. Welded splices and mechanical connections in columns must satisfy the same requirement specified for frame beams* whereas lapped splices must be designed for tension and are permitted only within the center half of column.GB 50011-2001 specifies the use of minimum transverse reinforcement over the length of the closely spaced transverse reinforcement area from each joint face. The maximum spacing and the minimum diameter cf hoops should satisfy the stipulation in Table 6. 6. 3. The length of the closely spaced transverse reinforcement area may not be less than (a) the larger cross-section dimension ofthe column, (b) one-sixth the column height, or (c) 500mm. As for the corner columns of aseismic Grade I and II，columns with a shear-to-span ratio of no more than 2，and short columns with a clear span-to- effective depth ratio of no more than 4，the hoops should be closely spaced along the full column height.Table 6.6.3 Construction requirements for closely spaced Iransvcrscreinforcement area at column cnds in framesNOTES：d is thc diameter of the smallest longitudinal bar.3.Joints Detailing（1）Confinement and transverse joint reinforcementThe successful performance of a beam-column joint depends strongly on the lateral confinement of the joint. Confinement has three benefits： (a) the core concrete is strengthened and its strain capacity improved, (b) the vcrtical columnbars are prevented from buckling outward, and (c) its structural integrity is also ensured under cyclic loading.Difficulties arise due to rcinforcement congestion whcn trying to achieve high ductility in framed structures, and the detailing of beam-column joints to withstand strong cyclic loading remains a difficult problem. Often, confinement around a joint is provided by hoops. The maximum spacing and minimum diameter of hoops in the core area of the frame joint should be taken according to Table 6. 6. 3.(1)Anchorage and development of beam reinforcementFor interior joints, normally the flexural reinforcement in a beam entering one face of the joint is continuous through the joint to become the tlexural steel for the beam entering the opposite face.Therefore, for loading associated with interior joints, pullout is unlikely. However, for exterior or corner joints, where one or more of the beams don^t continue beyond thc joint, a problem of baranchorage exists. Thecriticalsection for development of theyield strength of the beamsteel is at the face of thecolumn. Column dimensionseldom permit development ofthe steel entering the jointbystraight embedment alone. If a bar entering the joint need to develop its strength A 1 /yat the face of the joint, itshould have 90 degree hookextending toward and beyondthe mid-depth of the joint.In an interior joint of themiddle floors* thedevelopmentlength of the bottom bars ofthebeam in the interior jointshould not be less than I tg . for aseismic Grade I or fl , and the length extendsbeyond the mid-depth of the column should not be less than 5d (Figure6. 20).In an external joint of top floor of the frame ，the longitudinal steel bars ofFigure 6. 20 Anchorage and splice of longitudinal reinforcing bars in frame jointthe column should extend into the top of the column. The anchorage lengih starting from the bottom edge of the beam should not be less than 1. 5/…E. When the anchorage length of the straight-line segment is insufficient, these longitudinal steel bars can be bent inwards after they have extended to the top of the column and be spliced with the beam top bars. The splice length should not be less than 12c/. The vertical segment of the anchorage length hefore bending should not be less than 15c/.In an external joint of the middle floor of the frame, the anchorage length should not be less than /,E. When the anchorage length of the horizontal segment is insufficient, the beam top bars should turn downward. Thc horizontal segment before bending should not be Iess than 0. 4/oE, and the vertical segment after bending is not less than 15J. The anchorage measurement for the beam bottom bars are the same as those for beam top bars.Words and Expressionsclosely spaced transverse reinforcement area 孩筋加密区differential settlement 不均匀沉降strong-column-weak-beam 强柱弱梁Questions1.What are the expected failure modes of frame structures?2.Why should shear failure of a beam be avoided under selsmIc loading?How would you prevent shear failure occurring before bending fellure?3.How to prevent story mechanism?4.What Is the requirement for flexural steel in frame structures?5.What Is the requirement for anchorage and development of beam reinforcement In frame Joints?。

福建师范大学2023年2月课程考试《高级英语(二)》作业考核试题

《高级英语(二)》期末考试（A卷）答题纸姓名：专业：学号：学习中心：成绩：注意：全卷请在答题纸上作答，否则不得分！I．Among the four choices, choose the one that is the closest in meaningII. Decide whether the following statements are true for false.(PleaseIII. Fill in the blank with the proper word given (Please write down yourIV. Translate the following sentences into English (Please write down your answer on the Answer Sheet 20%)1.雇主将雇员们的忍耐理解为软弱，没有意识到忍耐是有限度的。

The employer understood the employees' patience as weakness, and did not realize that there was a limit to their patience.2.回顾过去，他认识到自己虚度了青春年华。

Looking back, he realized that he had wasted his youth.3.在解决国际争端时，我们应该避免诉诸武力。

In resolving international disputes, we should avoid resorting to force.4.他继续往下说，唯恐暴露出内心的不安来。

He went on talking for fear of revealing his uneasiness.5.当地居民预感到滑坡即将发生，于是纷纷逃离危险区。

The local residents fled the danger area in anticipation of the landslide.V. Translate the following paragraph into Chinese.(Please writedown your answer on the Answer Sheet. 20%)We hold these truths to be self-evident, that all men are created equal, that they are endowed by the Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government.我们认为这些真理不言自明，人人生而平等，造物主赋予他们某些不可剥夺的权利，其中包括生命、自由和追求幸福。

英语作文中考高级结尾句型

Writing a highlevel conclusion for an essay is a skill that can significantly enhance the overall impact of your work. Here are some advanced sentence structures and phrases that you can use to conclude your English compositions effectively:1. Reflecting on the Topic:In conclusion, the subject of topic is multifaceted and warrants further exploration.2. Summarizing Main Points:To recapitulate, the key arguments presented in this essay have underscored the significance of topic.3. Reinforcing the Thesis:Reiterating the thesis, it is evident that topic plays a pivotal role in context.4. Calling for Action:It is imperative that we take proactive measures to address the issues surrounding topic.5. Highlighting the Importance:The gravity of topic cannot be overstated, as it permeates every aspect of context.6. Suggesting Further Research:Future research is necessary to delve deeper into the intricacies of topic.7. Leaving a Lasting Impression:As we bring this discussion to a close, the implications of topic remain profound and farreaching.8. Using a ThoughtProvoking Question:How might we harness the potential of topic to desired outcome? This question remains at the forefront of our collective inquiry.9. Citing a Relevant Quote:To encapsulate the essence of our discourse, the words of notable person resonate deeply: quote.10. Making a Final Appeal:As we navigate the complexities of topic, let us not lose sight of the ultimate goal: desired outcome.11. Using a Metaphor or Simile:Much like a compass guiding a ship through treacherous waters, topic provides direction amidst the challenges of context.12. Revisiting the Introduction:Returning to the initial premise, the journey through this essay has illuminated the critical nature of topic.13. Providing a Final Thought:In the final analysis, the significance of topic extends beyond the scopeof this essay, inviting a broader societal reflection.14. Using a Conditional Statement:Should we continue to ignore the implications of topic, the consequences could be dire for context.15. Ending with a Rhetorical Question:Is it not our responsibility to ensure that topic is given the attention it deserves?These sentence structures and phrases can elevate the sophistication of your essays conclusion, leaving your readers with a sense of completeness and a lasting impression of your argument. Remember, the conclusion is your last chance to leave a mark on your reader, so make it count.。

the greeks assumed that the structure of language

the greeks assumed that the structure of languageThe Greeks had a very strong belief that language was closely connected to the structure of reality. They assumed that, just as the universe had an underlying structure, the structure of language should mirror this structure. For them, language was not just a way of conveying meaning, but also of reflecting the underlying order of the universe.This belief was closely connected to their ideas about philosophy, with language seen as a tool for understanding the true nature of reality and the universe. The Greek philosopher Plato believed that language was not just a way of communicating, but it was a way of discovering truth and revealing the underlying structure of the world. He did this by analyzing the structure of language to try and discover the underlying laws of the universe.Plato's student Aristotle extended this idea, claiming that language was a tool for understanding the logic of the universe, and that the structure of language itself could be used to discover the true nature of reality. Aristotle believed that language was a reflection of the order of the universe, and that studying language was a way of understanding the trueunderlying structure of the world.This belief in the structure of language was very influential in Ancient Greek culture, and had an impact on how they studied language and wrote their works. This influence can still be seen today, with many of the principles of modern linguistics developed by ancient Greek scholars who wrote about the importance of language in understanding reality.。

英语四级范文的分论点

英语四级范文的分论点Captivating the essence of effective communication, the art of crafting an English Level Four essay hinges on the strategic deployment of well-structured arguments. The core of such a composition lies in the meticulous arrangement of its main points, which not only serve to support the central thesis but also to engage the reader in a compelling narrative. Each sub-point acts as a pillar, reinforcing the overarching message with clarity and precision. To achieve this, one must delve into the intricacies of the topic, identifying the most persuasive angles that resonate with the audience. The first sub-point should be a natural extension of the introduction, seamlessly leading the reader into the body of the argument. It is here that the writer begins to unravel the complexities of the subject matter, providing concrete examples and evidence to bolster the claim. Moving forward, subsequent points should build upon the foundation laid by the first, each offering a fresh perspective or a deeper insight into the issue at hand. The transition between points must be smooth and logical, ensuring that the reader remains engaged and follows the flow of thought without confusion. Finally, the conclusion should not only summarize the main points but also leave a lasting impression, encapsulating the significance of the argument and its implications for the broader discourse. In essence, the art of writing a compelling English Level Four essay is akin to weaving a tapestry of ideas, where each thread contributes to the overall design and beauty of the final piece.。

英语四级作文高分结尾句型

英语四级作文高分结尾句型The concluding sentence of an essay is a critical component that can significantly impact the overall effectiveness and impression of the writing. For the CET-4 or College English Test Band 4, a well-crafted concluding sentence can be the key to achieving a high score. In this essay, we will explore various effective concluding sentence structures that can elevate your CET-4 writing performance.One of the most powerful concluding sentence structures is the restatement of the thesis statement. This approach allows you to reinforce the central idea of your essay in a concise and impactful manner. By rephrasing the thesis in a slightly different way, you can leave a lasting impression on the reader and demonstrate your mastery of the topic. For example, if your thesis statement was "Learning a foreign language can broaden one's cultural horizons and enhance cognitive abilities," a strong concluding sentence could be "Undoubtedly, the acquisition of a new language is a transformative experience that expands our worldview and sharpens our intellectual capacities."Another effective concluding sentence structure is the call to action. This approach encourages the reader to take a specific action or consider a particular perspective based on the content of the essay. For the CET-4 writing, a call to action can be particularly relevant when addressing issues or problems that require solutions. For instance, if your essay discusses the importance of environmental conservation, a compelling concluding sentence could be "It is our collective responsibility to take immediate action and adopt sustainable practices to safeguard the future of our planet."The use of a quotation or a relevant anecdote can also be a powerful concluding sentence structure for the CET-4 writing. By incorporating a meaningful quote or a relatable personal story, you can leave the reader with a lasting impression and reinforce the key message of your essay. This approach can be especially effective when the quote or anecdote directly ties back to the central theme of your writing. For example, if your essay explores the transformative power of education, you could conclude with a quote from a renowned educator: "Education is the most powerful weapon which you can use to change the world," as stated by Nelson Mandela.Furthermore, the concluding sentence can be used to provide a broader perspective or a future outlook on the topic. This approach allows you to step back and consider the larger implications or the potential impact of the ideas presented in your essay. For the CET-4writing, this structure can demonstrate your ability to think critically and connect the specific topic to broader societal or global contexts.A concluding sentence in this style could be "As we move forward in an increasingly interconnected world, the importance of cross-cultural understanding and educational exchange will only continue to grow, shaping the future of our global community."Finally, the concluding sentence can be used to leave the reader with a thought-provoking question or a call for further reflection. This approach encourages the reader to continue contemplating the ideas presented in the essay and can showcase your critical thinking skills. For the CET-4 writing, a concluding sentence that poses a thought-provoking question could be "With the rapid advancements in technology, how can we ensure that the benefits of innovation are equitably distributed and accessible to all members of society?"In conclusion, the concluding sentence of an essay is a powerful tool that can elevate your CET-4 writing performance. By mastering various effective concluding sentence structures, such as the restatement of the thesis, the call to action, the use of quotations or anecdotes, the broader perspective, and the thought-provoking question, you can leave a lasting impression on the reader and increase your chances of achieving a high score on the CET-4 writing assessment. Remember, a well-crafted concluding sentence can be the difference between a good essay and an exceptional one.。

让朋友给建议关于古代科学家的报道英语作文

让朋友给建议关于古代科学家的报道英语作文**English Essay: Seeking Friends" Advice on a Report about Ancient Scientists**In the pursuit of gathering comprehensive information for a report on ancient scientists, I have decided to reach out to my friends for their valuable insights and suggestions.The purpose of this report is not only to highlight the significant contributions of these brilliant minds from our past but also to inspire future generations to appreciate the history of science.Below, I outline the key aspects that I plan to cover, and I am eager to receive feedback and recommendations on how to enhance its quality and depth.Firstly, the report will focus on the ancient scientists who revolutionized their respective fields, such as Archimedes, Hippocrates, and Confucius.Each of these individuals brought about groundbreaking ideas and discoveries that shaped the course of human civilization.I aim to delve into the details of their lives, their work, and the social and historical contexts in which they operated.Secondly, the report will explore the scientific advancements made during their time.This includes the development of mathematical principles, medical practices, and philosophical ideas that have had a lasting impact on our understanding of the world.Here are a few areas where I seek your advice:1.**Historical Accuracy**: How can I ensure that the report is historically accurate while also being engaging to the reader? Are there any reliable primary or secondary sources that you could recommend for my research?2.**Narrative Structure**: What structure would be most effective in presenting the lives and achievements of these scientists? Should I organize the report thematically, chronologically, or by scientific discipline?3.**Inclusivity**: Are there any ancient scientists from diverse backgrounds or underrepresented regions that I should consider including in the report? I want the report to be as inclusive and representative as possible.4.**Visual Aids**: What kind of visual aids or graphics would complement the text and help to clarify complex scientific concepts?5.**Contemporary Relevance**: How can I relate the ancient scientists" work to modern scientific discoveries or challenges? Are there any parallels that could help readers connect the past with the present?I am open to any and all suggestions that would make this report more informative, interesting, and impactful.Your perspectives would be greatly appreciated.**中文作文：关于古代科学家报道向朋友征询建议**为了收集关于古代科学家的全面信息，以便撰写一份详尽的报告，我决定向朋友们寻求宝贵的见解和建议。

高级英语(下)试卷C试题含答案

绍兴文理学院元培学院学年学期英语专业级《高级英语(下)》试卷(C)（考试形式：闭卷）I. Paraphrase the following sentences by using your own words. (20%)1. All would resurface in his books, together with the colorful language that he soaked up with amemory that seemed phonographic.2. They will throw the book, and never mind who it hits, or whether they got fancy titles.3. …and I asked whether for him the arch anti-Communist, this was not bowing down in the House ofRimmon.4. For eight months he flirted with the colossal wealth available to the lucky and the persistent, and wasrebuffed.5. The public education, so often a dreary and capricious process in the U.S. may be invested with theinspiriting quality of an Oxford tutorial.6. Her husband was now a tense but passive spectator of the exchange between the evil fat man andherself.7. Hitler was counting on enlisting capitalist and Right Wing sympathies in this country and the U. S. A.8. I experienced a twinge of embarrassment at the prospect of meeting the mayor of Hiroshima in mysocks.9. In no area of American life is personal service so precious as in medical care.10. If he does guess correctly, he will price the item high, and yield little in the bargaining.II. Cloze: complete the blanks in the following passage by choosing the right word from the list. Make sure the word you fill is both grammatically and semantically correct. (10%)at collision efficient estimate happy luck makeoption pencil-size punch read-in read-out selectspeed underNext to health, heart and home, _____1_____ for mobile Americans depends upon the automobile. Computer technology may make the car, as we know it, a Smithsonian antique. In addition to the microprocessors ______2____ the hood that will help the auto operate more ______3____, tiny computers will ease tensions and make life simpler for the driver and passengers too. Ford Motor Co. now offers buyers of its Continental Mark Vs an ____4______ called “miles to empty”. At the push of a button, the driver can get a _____5_____ on the amount of fuel in the tank, and the number of miles he can expect to go (at current ____6______) before a refill is necessary. Drivers of General Motors 1978 Cadillac Seville will also be able to ______7____ a button and find out the miles yet to go to a preset destination and the _______8____ arrival time. The ultimate auto will accommodate a _____9_____ portable phone capable of reaching any number in the world in seconds, automatic braking that will take over from a panicked driver, and a mini-radar to avert ____10______.III. Proofreading and Error Correction(10%)Directions: The following passage contains TEN errors. Each line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way. For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line. For a missing word, mark the position of the missing word with a “∧” sign and write the word you believe to be missing in the blank provided at the end of the line. For an unnecessary word cross out the unnecessary word with a slash “/’ and put the word in the blank provided at the end of the line.If it were only necessary to decide whether to teach elementaryscience to everyone on a mass basis or find the gifted few and take them 1._______as far as they can go, our task would be fairly simple. The public schoolsystem, therefore, has no such choice, for the jobs must be carried on at 2._______the same time. Because we depend so heavy upon science and technology 3._______for our progress, we must produce specialists in many fields. Because welive in a democratic nation, which citizens make the policies for the nation, 4._______large numbers of us must be educated to understand, to support, and whennecessary, to criticize the work of experts. The public school must educateall the producers and users of scientific services. 5._______ In education, there should be a good balance between the branches of 6._______ knowledge that attribute to effective thinking and wise judgment. Such7._______balance is defeated by too much emphasis on any one field. This questionof balance involves not only the relation of natural sciences, the socialsciences, and arts but relative emphases among the nature sciences8._______ themselves.Similarly, we must make a balance between current and classical9._______ knowledge. The attention of the public is continually drawn to nowpossibilities in scientific fields and the discovery of new knowledge; theseshould not be allowed to turn our attention away from the sound,established materials that form the base of courses for beginners. 10.______IV. Reading Comprehension (30%)In this section there are four passages followed by a total of fifteen multiple-choice questions. Read the passages and then mark your answer in your ANSWER SHEET.Text AUrban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more traveling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of ur ban life, but today’s ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them.As a defense against these developments, city dwellers tend to use various strategies to try and reduce the pressure upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these decisive forms of behavior are harmful to society in general; they cause widespread loneliness and destroy the community’s concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime.Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond.Present-day architecture and planning have enormously worsened the human problems of urban life. Old-established neighborhoods have been ruthlessly swept away, by both public and private organizations, usually to be replaced by huge, ugly, impersonal structures. People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. This destruction of established social structures is the worst possible approach to the difficulties of living in a town or city. Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks.1. According to the author, living in a city causes stress because there are so many people whoare_____A. anxious to succeed.B. in need of help.C. naturally aggressive.D. likely to commit crime.2. The author thinks that crimes are increasing in cities because______A. people do not communicate with their neighbors.B. criminals are difficult to trace in large populations.C. people feel anonymous there.D. the trapping of success are attractive to criminals.3. According to the article, what is the worst problem facing people living in cities?A. crimeB. finding somewhere to liveC. social isolationD. drugs and alcoholism4. The majority of people who live in inner cities do so because they_______A. dislike having to travel far to work.B. have been forced by circumstances to do so.C. don’t like the idea of living in the suburbs.D. have turned against society.Text BThe translator must have an excellent up-to-date knowledge of his source languages, full facility in the handling of his target language, which will be his mother tongue or language of habitual use, and a knowledge and understanding of the latest subject-matter in his fields of specialization. This is, as it were, his professional equipment. In addition to this, it is desirable that he should have an enquiring mind, wideinterests, a good memory and the ability to grasp quickly the basic principles of new developments. He should be willing to work on his own, often at high speeds, but should be humble enough to consult others should his own knowledge not always prove adequate to the task in hand. He should be able to type fairly quickly and accurately and, if he is working mainly for publication, should have more than a nodding acquaintance with printing techniques and proof-reading. If he is working basically as an information translator, let us say, for an industrial firm, he should have the flexibility of mind to enable him to switch rapidly from one source language to another, as well as from one subject-matter to another, since this ability is frequently required of him in such work. Bearing in mind the nature of the translator’s work, i.e. the processing of the written word, it is, strictly speaking, unnecessary that he should be able to speak the languages he is dealing with if he does speak them, it is an advantages rather than a hindrance, but this skill is in many ways of luxury that he can dispense with. It is, however, desirable that he should have an approximate idea about the pronunciation of his source languages, even if this is restricted to knowing how proper names and place names are pronounced. The same applies to an ability to write his source languages. If he can, well and good; if he cannot, it does not matter. There are many other skills and qualities that are desirable in a translator.5. The source language should be_______A. the translator’s native language.B. the translator’s language of habitual use.C. a language the translator speaks as well as his mother tongue.D. a language the translator is proficient in.6. Which description of a translator would fit the author’s requirements?A. He is a slow but thorough worker.B. He has contacts in printing and publishing.C. He has good social skillsD. He is well acquainted with his subject.7. Why is humility desirable in a translator?A. because he must not impose his views on a translation.B. because he will be more faithful to the text.C. because he may sometimes need to accept help from others.D. because he will put up with being left alone.8. Some good translators do not speak the languages they translate because_____A. they are concerned with the written wordB. they never meet the authors.C. this allows them to wok more efficiently.D. this saves them expense during training.Text COpera is expensive: that much is inevitable. But expensive things are not inevitably the province of the rich unless we abdicate society’s power of choice. We can choose to make opera, and other expensive forms of culture, accessible to those who cannot individually pay for it. The question is: why should we? Nobody denies the imperatives of food, shelter, defense, health and education. But even in a prehistoric cave, mankind stretched out a hand not just to eat, drink or fight, but also to draw. The impulse towards culture, the desire to express and explore the world through imagination and representation is fundamental. In Europe, this desire has found fulfillment in the masterpieces of our music, art, literature and theatre. These masterpieces are the touchstones for all our efforts; they are the touchstones for the possibilities to which human thought and imagination may aspire, they carry the most profound messages that can be sent from one human to another.What would we think of a society which did not attempt to teach its children about these achievements? And what would those children think of, having learnt that Mozart was one of the greatest creative minds who had ever lived, they discovered that his works were denied to all but those who passed the test of being rich?Nobody should denigrate the value of patronage of the rich. It is one of the greatest traditions of our culture, and the desire and ability to beautify your life and your surroundings at your own expense is a noble one. But in method, taste and consumption, it is individual and private, and thus at odds with the fundamental nature of music, theatre and opera, which is public and communal.Theatre sprang out of a need to dramatize the unknowable. We learnt from a handful of human beings, most born without exceptional material privileges, that theatre can aspire to a genuinely profound and mystical experience. When the people of a city gather together in the darkness and immerse themselves collectively in the works of Mozart and Verdi they are not only imbibing these great spirits for themselves but in concert with their unknown neighbors on either side. This is profound social activity, which is by no means to be compared with sitting in isolation listening to a reproduction. The greatest spiritual force of the highest forms of theatre, music and opera stems from its ability to inspire an audience to feelings which are generously and publicly expressed, not harbored secretly and privately.The civilized society will make music, theatre and opera the province of all its people. An uncivilized society reserves such achievements for a privileged few. The rest of society may learn about the existence of these achievements, but denied access to them, they will tend to hate the ideals and aspirations they embody, and ultimately, hate society itself. It is simply a question of choice.9. The writer believes that since opera is expensive_______A. people should be charged the full cost to see it.B. It is unreasonable to expect it to become a popular art form.C. Society should give those with little money a chance to see it.D. Only people who can afford it should see it.10. According to the writer, the opportunity to see opera is important because_______A. opera embodies certain cultural values.B. opera combines music and theatre in a unique way.C. the experience is the same for every generation.D. the productions are spectacular.11. What criticism does the writer make of the patronage of the rich?A. It is a way of showing off their status.B. It is against the spirit of opera.C. It is an outdated tradition.D. It has affected the development of opera.12. The theatre is a good place to enjoy music because______A. you are listening to an original performance.B. you are actively taking part yourself.C. you can appreciate the sound and colors.D. you are sharing an experience with other people.Text DWith its common interest in lawbreaking but its immense range of subject-matter and widely-varying methods of treatment, the crime novel could make a legitimate claim to be regarded as a separate branch of literature, or, at least, as a distinct, even though a slightly disreputable, offshoot of the traditional novel.The detective story is probably the most respectable (at any rate in the narrow sense of the word) of the crime species. Its creation is often the relaxation of University dons, literary economists, scientists or even poets. Fatalities may occur more frequently and mysteriously than might be expected in polite society, but the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not from our own experience, at least in the newspaper or the lives of friends. The characters, though normally realized superficially, are as recognisably human and consistent as our less intimate associates.A story set in a more remote environment, African jungle or Australian bush, ancient China or gaslit London, appeals to our interest in geography or history, and most detective story writers are conscientious in providing a reasonably authentic background. The elaborate, carefully-assembled plot, despised by the modern intellectual critics and creators of ‘significant’ novels, has found refuge in the murder mystery, with its sprinkling of clues, its spicing with apparent impossibilities, all with appropriate solutions and explanations at the end. With the guilt of escapism from Real Life nagging gently, we secretly revel in the unmasking of evil by a vaguely super-human sleuth, who sees through and dispels the cloud of suspicion which has hovered so unjustly over the innocent.Though its villain also receives his rightful deserts, the thriller presents a less comfortable and credible world. The sequence of first fights, revolver duels, car crashes and escapes from gas-filled cellars exhausts the reader far more than the hero, who, suffering from at least two broken ribs, one black eye, uncountable bruises and a hangover, can still chase and overpower an armed villain with the physique of a wrestler. He moves dangerously through a world of ruthless gangs, brutality, a vicious lust for power and money and, in contrast to the detective tale, with a near-omniscient arch-criminal whose defeat seems almost accidental. Perhaps we miss in the thriller the security of being safely led by our imperturbable investigator past a score of red herrings and blind avenues to a final gathering of suspects when an unchallengeable elucidation of all that has bewildered us is given and justice and goodness prevail. All that we vainly hope for from life is granted vicariously.13. The crime novel may be regarded as______A. an independent development of the novel.B. related in some ways to the historical novel.C. not a true novel at all.D. a not quite respectable form of the conventional novel.14. The passage suggests that intellectuals write detective stories because______A. the stories are often in fact very instructive.B. they enjoy writing these stories.C. the creation of these stories demands considerable intelligence.D. detective stories are an accepted branch of literature.15. Which of the following is mentioned in the passage as one of the similarities between the detective story and the thrillers?A. both have involved plots.B. both are condemned by modern critics.C. both are forms of escapist fiction.D. both demonstrate the triumph of right over wrong.V. Translate the following passage into Chinese. (15%)We've come a long way with computers already. The interactive children's toy called a Furby has ten times the processing power of the Apollo command module, and there are now so many microchips in anautomobile that Chrysler like to joke that they only bother to put wheels on their cars to stop the computers dragging along the highway.In simple terms, the eighties were shaped by cheap microprocessors and the nineties by cheap lasers; the symbol of the eighties was the IC, and the symbol of the nineties is the web. The next decade? Well, that's going to be shaped by very low-cost, very high-performance sensors. We're basically going to attach eyes, ears and sensory organs to our computers and ask them to observe and manipulate the physical world on our behalf.Processors and sensors are going to be everywhere: helping McDonalds to keep your French fries consistent the whole world around by embedding networked sensors in their frying machines; telling Coca-Cola when a vending machine is broken or empty; and helping diabetics with subcutaneous microdelivery systems for insulin which deliver medication on a precise schedule.VI. Translate the underlined part of the following passage into English. (15%) 8月17日的下午，约克逊号邮船无数的窗眼里，飞出五色飘扬的纸带，远远的抛到岸上，任凭送别的人牵住的时候，我的心是如何的飞扬而凄恻!痴绝的无数的送别者，在最远的江岸，仅仅牵着这终于断绝的纸条儿，放这庞然大物，载着最重的离愁，飘然西去!船上生活，是如何的清新而活泼。

高二英语试题

高二英语试题考试范围：xxx ；考试时间：xxx 分钟；出题人：xxx 姓名：___________班级：___________考号：___________1．答题前填写好自己的姓名、班级、考号等信息 2．请将答案正确填写在答题卡上一、单项选择1.--- Do you like your new job, George?--- Yes, everything is great and being able to walk to work is an added ________for me ． A ．bargain B ．budget C ．bonusD ．balance2.He gave up smoking to_________ the money for his son’s education. A ．set out B ．set aside C ．set up D ．set down3.Tom, who is always shy in public, has made some friends at school, ______ has pleased his parents.A ．whoB ．whereC ．thatD ．which 4.---- David has made great progress recently. ---- ________ and ________. A ．So he has; so you have B ．So he has; so have youC ．So has he; so have youD ．So has he; so you have5.With all the food supply ___, the researchers had to put an end to the wildlife protection project and returned home.A ．running outB ．to use upC ．run out ofD ．using up6._________ some time for your family, which __________ a better family relationship. A ．Set out; leads to B ．Set aside; contributes toC．Set off; devotes toD．Set up; relates to7.China understands the situation and needs of underdeveloped countries on the issue of climate change and urges developed countries to support them ______ technology and finance.A．in terms ofB．in spite ofC．owing toD．regardless of8.All Paul’s money had been ________,so he had to make a living by begging. A．used up B．taken up C．made up D．done up9.Important people don’t often have much free time as their work________ all their time.A．takes awayB．takes overC．takes upD．takes in10.—Could you give us an account about the big fire?—OK. It was a Friday evening _______the fire broke out and ten persons were killed in it.A．where B．on which C．that D．when二、完形填空Last Friday when Jose Rodriguez , a 5-year-old white boy, asked his mother Lydia Rodriguez if he could get his blonde hair cut like his black friend Reddy’s, and of course his mother agreed. For a very ____ reason the two pre-school friends decided to ____ their teacher with matching haircuts.Jose ____ that if he and Reddy had the same haircut, no one would be able to ____ them. Reddy apparently thought this trick was ____ as well.“It is just two ____ boys. Obviously, they see they are different colors, t hey just don’t care. It is not ____ , Rodriguez said. She sees Jose’s inability to see a ____ between himself and his friend as a parenting win. “I just taught him to ____ everyone the same,” she said.The teacher played along and ____ she was talking to Jose when Reddy arrived before Jose, he told the teacher and his _____he was Jose.On Monday, Rodriguez ____ the story on the Facebook.78,000 people ____ it and the story has gone viral（疯传）. On the post she wrote: “If this isn’t proof that ____ and prejudice is something that is ____ , I don’t know what is. Their ____ is the only difference Jose sees in the two of them. Though Jose loves ____ himself on TV and the Internet, he remains unsure why his haircut became such a big ____ .“He still has no idea why people ____ so much”, Rodriguez said. “He wanted to ____ Reddy and now he thinks t hey look the same.”11.A．wrong B．obvious C．sweet D．funny12.A．trick B．entertain C．surprise D．frighten13.A．feared B．decided C．promised D．admitted14.A．tease B．substitute C．persuade D．distinguish15.A．simple B．amusing C．perfect D．stupid16.A．innocent B．naughty C．happy D．clever17.A．ridiculous B．important C．reasonable D．convincing18.A．friendship B．cooperation C．respect D．difference19.A．praise B．blame C．love D．attend20.A．confirmed B．pretended C．reminded D．explained21.A．classmates B．parents C．relatives D．guests22.A．downloaded B．commented C．read D．shared23.A．contributed to B．submitted to C．reacted to. D．turned to24.A．hate B．identity C．justice D．happiness25.A．forbidden B．taught C．permitted D．expected26.A．colors B．characters C．hair D．status 27.A．watching B．introducing C．reflecting D．amusing28.A．reward B．gift C．debate D．deal29.A．care B．envy C．talk D．admire30.A．believe in B．look like C．appreciate D．inspireI was on a flight to New York. The first half of the hour-long flight was joyful. We were a sandwich and a drink for breakfast. Ten minutes later, we into a huge thunderstorm.Suddenly, daylight night, and lightning flashed from all the . People got frightened as the plane shook violently. Bags, gifts, and clothing fell from overhead lockers. Sandwich plates flew through the air, and half-finished fell onto passengers’ heads. People screamed and .The airplane began to dive. From my in the back, I could see into the cockpit(驾驶舱) down the aisle (通道) . We were falling . People’s shouts and the noise of the plane suddenly went .My mother was no longer by my side, I was no longer in the plane. I was still trapped into my seat, at a(n) of about 10,000 feet. I was alone. And I was falling. The seat belt my body was so tight tha t I couldn’t breathe. Before I felt fear, I lost consciousness(意识).I came to life, I found myself on all fours in a jungle.I felt I was still alive. I decided to try my best to get out of here. So I didn’t give up. I kept moving until it got dark.The next morning, I and still no one had turned up. I no longer had the to struggle to my feet because of hunger. But I told myself I couldn’t stop moving.At dawn I heard voices. I was imagining them, I thought. But thevoices closer. Three men came across me. When they saw me, they stopped in .“ I’m a girl who was in a crash,” I said in Spanish. “My name is Julianne.”The three men delivered me to safety. You see nothing is impossible ifyou trying.31.A．added B．attended C．showed D．served32.A．slid B．happened C．flew D．broke33.A．took to B．got to C．turned to D．contributed to34.A．directions B．ways C．sides D．points35.A．packed B．designed C．decorated D．tidied36.A．coffee B．drink C．water D．juice37.A．spoke B．whispered C．cried D．laughed38.A．seat B．floor C．chair D．sofa39.A．down B．away C．back D．fast40.A．quick B．flat C．silent D．black41.A．so B．and C．for D．or42.A．base B．area C．altitude D．air43.A．around B．on C．above D．by 44.A．While B．When C．Until D．Since45.A．cautious B．positive C．curious D．lucky46.A．stood B．rose C．sat D．woke47.A．power B．strength C．force D．energy48.A．took B．grew C．tried D．got49.A．fright B．shock C．wonder D．amusement50.A．make B．keep C．stay D．bearMy husband Sid and I were never able to have children. I had always wanted a family and that feeling 36 after his death. He was all I had. When he 37 , I felt like I had lost my entire family. I never 38 I would finally get the family I had always wished for. A few years later I met Tom. When we married,I 39 got four grown children and eight grandchildren.I was 40 about my first meeting with his children. My worries melted away when I realized that they 41 me and were more than willing to bring me into their family. And when his daughters 42 me if their children could call me “Mimi,” I was excited, Tom was div orced, and 43 I was also concerned about the 44 that the children already had two grandmothers. Would the little ones understand 45 I fit into the family？At our first extended family gathering, I 46 our six-year-old grandson Jim staring at me with a 47 look. He seemed to be thinking about something serious. 48 sporting a big grin(咧嘴笑)，he jumped and said, “I know who you are! You are our 49 grandma!” At that moment, I know it was time to just relax and enjoy my new 50 .People say when a door close, God opens a window. Now I know whatthat 51 . I lost so much joy when Sid died, 52 now I have a new happy life. I am enjoying so many things I 53 got to experience before like reading bedtime stories. My refrigerator is covered with drawings, and my walls are 54 with photos of the kids. I may be an instant “extra” grandma in Jim’s eyes, but I am just as 55 any other “regular” grandma I know.51.A．disappeared B．deepened C．improved D．worsened52.A．died B．returned C．recovered D．divorced53.A．dreamed B．found C．forgot D．regretted54.A．unwillingly B．merely C．naturally D．surely55.A．excited B．crazy C．curious D．anxious56.A．doubted B．praised C．liked D．changed57.A．challenged B．asked C．promised D．tested58.A．as a result B．in other words C．from then on D．in the end59.A．trouble B．behavior C．choice D．fact60.A．when B．where C．what D．why61.A．allowed B．noticed C．ignored D．hated62.A．frightened B．sad C．happy D．confused63.A．Generally B．Eventually C．Gradually D．Suddenly64.A．new B．extra C．distant D．great 65.A．cause B．partner C．role D．job66.A．contains B．determines C．means D．matters67.A．and B．but C．or D．so68.A．ever B．still C．once D．never69.A．decorated B．replaced C．covered D．filled70.A．proud B．busy C．careful D．healthyI used to hat e being called upon in class mainly because I didn’t like attention drawn to myself. And 36 assigned（指定）a seat by the teacher, I always 37 to sit at the back of the classroom.All this 38 after I joined a sports team. It began when a teacher suggested I try out for the basketball team. At first I thought it was a crazy 39 because I didn’t have a good sense of balance, nor did I have the 40 to keep pace with the others on the team and they would tease me. But for the teacher who kept insisting on my “ 41 for it”, I wouldn’t have decided to give a try. Getting up the courage to go to the tryouts was only the 42 of it! When I first started 43 the practice sessions（练习赛）, I didn’t even know the rules of the game, much 44 what I was doing. Sometimes I’d get 45 and take a shot at the wrong direction—which made me feel really stupid. 46 , I wasn’t the only one “new” at the game, so I decided to 47 on learning the game, do my best at each practice session, and not be too hard on myself for the things I didn’t 48 “just yet”.I practiced and practiced. Soon I knew the 49 and the “moves”. Being part of a team was fun and motivating. Very soon the competitive 50 in me was winning over my lack of confidence. With time, I learned how to play andmade friends in the 51 — friends who respected my efforts to work hard and be a team player. I never had so much fun!With my 52 self-confidence comes more praise from teachers and classmates. I have gone from “53” in the back of the classroom and not wanting to call attention to myself, 54 raising my hand— even when I sometimes wasn’t and not 100 percent 55 I had the right answer. Now I have more self-confidence in myself.71.A．as B．until C．though D．unless72.A．hoped B．agreed C．chose D．meant73.A．continued B．changed C．settled D．started74.A．going B．looking C．cheering D．applying75.A．enjoying B．preparing C．attending D．watching76.A．try B．act C．focus D．rely77.A．want B．do C．support D．know78.A．rules B．orders C．steps D．games79.A．dreaming B．playing C．relaxing D．hiding80.A．lucky B．happy C．sure D．satisfied阅读下面短文，从短文后各题所给四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

suggest结构

Suggest StructureIntroductionThe suggest structure is a powerful tool used to make recommendations or offer advice. It helps in suggesting alternatives, solutions, or improvements to a given situation or problem. This article will explore the suggest structure in detail, discussing its components, usage, and examples.Components of the Suggest StructureThe suggest structure typically consists of the following components: 1.Introductory phrase or clause: This sets the context for thesuggestion and indicates the subject or problem that requires arecommendation. Examples include “I suggest,” “It would beadvisable to,” or “Have you considered.”2.Verb of suggestion: This is the main action word that indicatesthe act of suggesting or recommending. Examples include“consider,” “try,” “recommend,” or “suggest.”3.Alternative or solution: This is the specific suggestion orrecommendation being proposed. It should be clear, concise, andrelevant to the context. It can be a verb, noun, or phrasedepending on the situation. Examples include “taking a different approach,” “implementing a new strategy,” or “exploring other options.”4.Reasoning or justification: This component explains why thesuggestion is being made and provides supporting arguments orevidence. It helps to convince the listener or reader of thevalidity of the recommendation. Examples include “This approachhas been proven to be more effective,” “It can lead to costsavings,” or “It aligns with current industry trends.”Usage of the Suggest StructureThe suggest structure can be used in various situations and contexts, including personal, professional, and academic scenarios. Some common areas where it is applicable are:1. Decision-Making ProcessesWhen faced with difficult decisions, using the suggest structure can help explore different options and make informed choices. By suggesting alternatives and providing reasoning, it allows individuals or teams to consider various perspectives and weigh the pros and cons before deciding.2. Problem-Solving and TroubleshootingIn problem-solving situations, the suggest structure can be used to propose solutions or recommend actions that could resolve the issue at hand. By analyzing the root causes of the problem, one can suggest appropriate steps or strategies to mitigate or overcome the challenges.3. Improving Efficiency and EffectivenessThe suggest structure is valuable in enhancing efficiency and effectiveness in various domains. By suggesting improvements or changes to existing processes, systems, or workflows, individuals or organizations can optimize their operations and achieve better results.4. Personal Development and GrowthThe suggest structure can be applied to personal development and growth. By suggesting new habits, practices, or approaches, individuals can improve their skills, expand their knowledge, or enhance their overall well-being.Examples of the Suggest StructureTo better understand how the suggest structure is applied in different contexts, let’s consider some examples:1.Professional Context: “I suggest implementing a pr ojectmanagement software to streamline our team’s workflow. This willimprove collaboration, task tracking, and overall projectefficiency.”2.Academic Context: “It would be advisable to allocate more timefor research and thorough analysis before starting the writingprocess. This will help strengthen the arguments and ensure ahigh-quality academic paper.”3.Personal Context: “Have you considered practicing mindfulnessmeditation as a way to reduce stress and improve mental well-being?Studies have shown it to be effective in promoting relaxation andfocus.”4.Problem-Solving Context: “To address the issue of high customerchurn, I recommend conducting a customer satisfaction survey toidentify pain points and gather feedback. This will help us tailor our servi ces to better meet the customers’ needs.”ConclusionThe suggest structure is a valuable tool for making recommendations, offering advice, and finding solutions. By following its components and guidelines, individuals can effectively communicate their ideas, propose improvements, and contribute to decision-making processes. Whether in personal, professional, or academic settings, the suggest structure enables thoughtful and constructive suggestions. So next time you encounter a situation that requires input, consider using the suggest structure to offer valuable recommendations.。

英语专四作文结构

英语专四作文结构Sure, here's a structured approach for an English writing composition for the CET-4 exam:Introduction:The introduction serves to introduce the topic and provide some background information. It should also contain your thesis statement, which outlines the main points you will be discussing in the essay.Example:In recent years, there has been a growing trend towards globalization, leading to increased interconnectivity among nations. This phenomenon has sparked a debate about its impact on traditional cultures. While some argue that globalization poses a threat to cultural diversity, others believe that it promotes cultural exchange and understanding. This essay will explore both perspectivesand provide a balanced analysis of the issue.Body Paragraphs:The body paragraphs should each focus on one main point or argument. Use evidence, examples, and reasoning to support your points.Example:Paragraph 1 (Argument for Globalization as a Threat to Cultural Diversity):One argument against globalization is that it homogenizes cultures, leading to the loss of unique traditions and customs. For example, the spread of Western fast food chains and fashion brands to different parts of the world has been criticized for eroding local cuisines and clothing styles. This can result in a loss of cultural identity as younger generations may prioritize global trends over traditional practices.Paragraph 2 (Argument for Globalization as a Promoter of Cultural Exchange):On the other hand, globalization has facilitated unprecedented cultural exchange and dialogue. Through advancements in technology and communication, people from diverse backgrounds can now easily share their traditions and beliefs with a global audience. Social media platforms, for instance, have become powerful tools for promoting cultural awareness and understanding. Moreover, international travel and education have enabled individuals to experience different cultures firsthand, fostering empathy and appreciation for diversity.Paragraph 3 (Addressing Counterarguments):While it is true that globalization has led to the spread of Western culture in many parts of the world, it would be inaccurate to overlook the ways in which local cultures have also influenced and enriched the global landscape. In fact, cultural hybridization is becoming increasingly common, as people adapt and incorporateelements from various traditions into their own lives. This blending of cultures has the potential to create new formsof expression and creativity, challenging the notion of a monolithic global culture.Conclusion:The conclusion should summarize the main points of the essay and reiterate your thesis statement. You can alsooffer some final thoughts or recommendations based on your analysis.Example:In conclusion, while globalization does present challenges to cultural diversity, it also offers opportunities for cross-cultural exchange and collaboration. Rather than viewing globalization as a threat totraditional cultures, we should embrace it as a means of enriching our collective human experience. By promoting dialogue and understanding among diverse communities, wecan foster a more inclusive and interconnected world.Word Count:Ensure that your essay meets the minimum word count requirement of 800 words while avoiding revealing your prompt within the essay itself. Use transitional phrases to connect your ideas smoothly and maintain coherence throughout the essay. Good luck!。

2020年教师资格《初中英语》真题及答案解析

2020下半年教师资格《初中英语》真题及答案一、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列岀的四个备选项中只有一个是符合题目要求的，请用2B铅笔把答题卡上对应题目的答案字母按照要求涂黑。

错选、多选或未选均无分。

1.Which of the fol lowing shows the cor rect stress of the word "pedestrian" ?A./1 pa destria n/B./pe des1 tria n/C./pa destri a n/D./pa destrio n/【答案】D2.Which of the fol lowing words has a different stress pattern?A.Faci I i tyB.Caterpi IlarC・ Commun i tyD. Accompany2.【答案】B3.Because of the strong sun the new draw ing-roomcurtains haveA.fadeB.paled from dark blue to grey.C.faintedD.blurred3.【答案】A4.Which of the fol lowing pai rs of words are synonyms?A.Red-colorB.Ta I l-shortC・ Petrol-gasolineD・ Father-father4.【答案】C5.We dor? t know what exper iment those researchers would ________________ on females to test this hypothesisA.ApplyB・ carryC・ de I i verD. Perform5.【答案】B6.Tom said he v/ouId go to Hong Kong for winter vacation and he __________________ goA.DidB.hadC.DoesD・ wi I I6.【答案】A7.It is forbidden _________ faster than 60 mph on thish i ghwayA.to dr i ving B・ to drivefaster than 60 mph on th i sC.being dr ivenD. to be dr iven 7.【答案】B【解析】本题考查动词不定式。

2023-2024学年北京西城区八中高三(上)期中英语试题及答案

2023北京八中高三（上）期中英语(考试时间90分钟，满分100分)第一部分：知识运用(共两节，30分)第一节(共10小题;每小题1.5分，共15分)阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

Making My Own BicycleIt was a Saturday morning. James and I were at the Bamboo Bicycle Club, ready for our bamboo bicycle building course.The first step was setting up the structure for holding the frame (骨架) in place. After that we were told to___1___ the bamboo to be of use, which was a delicate job. There were several things to ___2___. Of course, finding pieces that were the color we wanted was just as important.The rest of the afternoon was spent ___3___ each piece of the frame into the structure. Bamboo is fairly flexible, and this particular ___4___ meant that some adjustments were really necessary. One problem lining up the two chains causes ___5___ made our frame useless. Luckily, however, after some careful ___6___, we confirmed that it was alright. There was just enough space to fit a wheel.On Sunday morning we returned to the workshop to complete the final ___7___. We began to tightly wrap each joint on the frame, to keep it ___8___ with natural fibers kept in special glue. All that was left now was for it to dry. In a few hours we would be official members of the Bamboo Bicycle Club.Finally we finished our job. I couldn’t wait to ___9___ our bicycle to find out what it was really like to ride a bamboo bicycle. It felt just as ____10____ as any bicycle, but softer and more relaxed. Now, every time I get on our bicycle, I can’t help smiling. It reminds me of when James and I built it and makes me proud of myself.1. A. return B. cover C. deliver D. select2. A. bring in B. watch for C. take over D. give away3. A. fixing B. changing C. leaving D. mixing4. A. angle B. position C. quality D. stage5. A. only B. almost C. seldom D. still6. A. checks B. requests C. preparations D. links7. A. report B. command C. judgement D. process8. A. smooth B. heavy C. firm D. slim9. A. charge B. test C. seek D. equip10. A. complicated B. accurate C. suitable D. capable第二节(共10小题;每小题1.5分，共15分)A阅读下列短文，根据短文内容填空。

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Suggested structure Deadline: 11 December 2012 Words: 2,000
Teaching excellence for over 100 years
Structure
Introduction (200) Part I – External analysis (500 words) Part II – Internal analysis (500 words) Part III – APPLE’s Issues and challenges (200 words) Part IV – The Selection of Strategic Options (400 words) Part V – Conclusions (200)
Global Strategy – Analysis and Practice BUSI 1271
Teaching excellence for over 100 years Teaching excellence for over 100 years
Teaching excellence for over 100 years
4.3 Which are the resources needed to implement the strategy chosen? Physical, Financial, Human, Intangible
Teaching excellence for over 100 years
Part V – CONCLUSIONS
Teaching excellence for over 100 years
Part IV – The identification of APPLE’ business strategy and its strategic options for growth
4.1 APPLE generic strategy Refer to the Strategy Clock model (appendix?) and/or Porter’s Generic Strategies model (appendix?) 4.2 Strategic options
What products and services does it offer and what are the market segments?
What are APPLE mission, vision and value? What generic strategy it is following? (cot leadership or differentiation?) Who are the key stakeholders?
3.
Next week will be about the application of the: ANSOFF and TOWS Matrices
Teaching excellence for over 100 years
Structure
APPLE Case study
Final INDIVIDUAL Assignment
Teaching excellence for over 100 years
Part III – APPLE Issues and challenges
Provide a summary of the issues from the external and internal analyses Then highlight the issues and challenges that you believe APPLE now faces in order to remain competitive and continue to grow the business
REFERENCES LIST
Teaching excellence for over 100 years
Thank you for your attention
Teaching erial’s objective
1. 2.
Reminder: just two remaining tutorials Today will be about the structure for the Final Individual Assignment on APPLE. Deadline: 11.12.12 (2,000 words)
Teaching excellence for over 100 years
Cover page
Contents page
Teaching excellence for over 100 years
Introduction
o o o o o o o o o
Purpose of the report What does APPLE do? What is the background of the organisation? What industry does it operate in? What are its geographical markets?
5.CONCLUSIONS
Provide Your strategic solutions for the company’s ongoing health. What problems will APPLE have in trying to sustain a competitive advantage over its rivals?
o o
After having identified the generic strategy that APPLE is following (in 4.1) say if, in your opinion, it is appropriate to continue with the same one Which are the 3/4 strategic options available to grow and develop the business further? To do this use Ansoff matrix and Tows Matrix models (appendix?)
Draw conclusions: which resources and competencies are really contributing
towards APPLE sustainable competitive advantage? 2.2 Strengths and Weaknesses (Partial SWOT analysis) Here you can also add some discussion about The Financial Performance of APPLE (using some financial ratios and statistics ..etc)
Teaching excellence for over 100 years
Part II – Internal analysis
Overview to state the purpose of the analyses 2.1 Analysis of APPLE resources and competencies Refer to Value Chain model (appendix?) - Discuss the main points Refer to Threshold/distinctive resources and competencies framework Refer to the VRIO framework
Teaching excellence for over 100 years
Part I – External analysis
Overview to state the purpose of the analyses 1.1 Macro-Environmental Analysis Refer to PESTEL model (appendix?) Discuss the main points 1.2 Industry Analysis Refer to Porter’s Five Forces of Competition model (appendix?) Discuss it and draw conclusions about the attractiveness of the industry analysed. 1.3 Opportunities and Threats (Partial SWOT analysis) Derive them from 1.1 and 1.2 You need to carry out some additional research (online) in order to undertake these first 3 sections