The Science Activity Planner for the
Mars Exploration Rover Mission:FIDO Field Test Results Paul G.Backes,Jeffrey S.Norris,Mark W.Powell,Marsette A.V ona,Robert Steinke,and Justin Wick Jet Propulsion Laboratory,California Institute of Technology,Pasadena,California
Cornell University
Paul.G.Backes@https://www.doczj.com/doc/7215320997.html,
Abstract—The science activity planning process for the2003 Mars Exploration Rover(MER)mission was exercised in a ten day terrestrial rover?eld test in August2002.A version of the MER mission Science Activity Planner(SAP)tool was used for downlink data visualization and uplink plan gener-ation.The Field Integrated Design and Operations(FIDO) rover was at an undisclosed location in the Arizona desert. Data from the rover was sent via satellite to scientists and en-gineers at JPL who used SAP to generate uplink sequences.
T ABLE OF C ONTENTS
1I NTRODUCTION
2F IELD T EST O PERATIONS A RCHITECTURE
3O PERATIONS P ROCESS
4D OWNLINK D ATA P ROCESSING AND D ATA D IS-TRIBUTION
5D OWNLINK D ATA V ISUALIZATION
6F EATURE AND T ARGET S ELECTION
7U PLINK P LAN G ENERATION
8R ESULTS
9C ONCLUSIONS
1.I NTRODUCTION
Two rovers will land on Mars in January and February of 2004as part of the Mars Exploration Rover(MER)mission. About?fty scientists will be participating in the commanding of each rover.New operations technologies will be used to maximize the in?uence that the scientists have on the rover operations.The Science Activity Planner(SAP)will be the primary science operations tool in the MER mission for sci-entists to visualize downlink data and specify desired uplink activities.
SAP is the name of the adaptation of the Web Interface for Telescience(WITS)that will be used for the MER mission. WITS was the primary command generation tool for the Mars Polar Lander mission robotic arm and robotic arm camera[1]. Unfortunately,communication with the MPL lander on the Martian surface was not achieved,so commanding the lan-der was not possible.WITS has also been used to com-mand the terrestrial Field Integrated Design and Operations (FIDO)rover in?eld tests in2000and2001[2].The many 0-7803-7651-X/03/$17.00/c2003IEEE
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Figure1.Field Test Operations Architecture
new science operations requirements for the MER mission re-sulted in a major redesign and new development of the WITS tool.WITS is run as a Java application on Linux,Windows, and Solaris operating systems.WITS is implemented using Java2D,Java3D and Java Advanced Imaging.
The updated version of WITS was used in a ten day?eld test of the FIDO rover in August2002.The rover was at an undisclosed location in an Arizona desert and was com-manded from JPL by about?fty MER mission scientists.The ?eld test served to introduce scientists to planetary rover op-erations,to test MER mission science operations processes, and to test the capabilities of the updated WITS/SAP tool. This paper describes the ground data system for the FIDO rover?eld test and the capabilities and design of the updated WITS/SAP tool as used in the?eld test.
The FIDO rover is a prototype Mars rover similar to the rovers that will land on Mars in the MER mission[3].Stereo cam-eras on the FIDO rover’s mast and body are used to image the surrounding terrain.The Pancam camera pair on the mast provides color images.The Navcam camera pair on the mast provides monochrome images.The front and rear Hazcam camera pairs mounted at the front and rear of the the rover’s body provide monochrome images.An Infrared Point Spec-trometer(IPS)on the mast is used to characterize both near by and distant targets on the terrain.An instrument arm places a microscopic imager on selected surface targets.
2.F IELD T EST O PERATIONS A RCHITECTURE The?eld test operations architecture is shown in Figure1. The rover was at an undisclosed desert location.Satellite
Figure2.Geochemistry/Mineralogy Theme Group using WITS
communications were provided for communication between the operations center at JPL and the rover in the desert. Downlink data from the rover was processed by the Parallel Telemetry Processor(PTeP)system[4]which placed result-ing data products in the primary database.The database was as structured?le system.When all data for one downlink ses-sion was complete,the Multimission Encrypted Communica-tion System(MECS)automatically distributed the new data products to all client computers[5].All client computers had copies of the data products from the primary database that were needed by their client WITS applications.For the?eld test there were eight client computers each running MECS and WITS clients(the computers were Linux workstations). One of the WITS client applications was used for?nal up-link command sequence planning and it produced the com-mand sequence that was sent to the rover via the satellite communication.For the?eld test all WITS clients were at JPL,but architecturally this was not necessary.WITS clients could have been running anywhere on the Internet and MECS clients would have provided the needed data distribution ca-pabilities.
3.O PERATIONS P ROCESS
The roles for people participating in the?eld test are brie?y described below.
Mission Planner:Provided mission resource availability in-formation,e.g.,data volume.
Mission Manager:Provided high level?eld test manage-ment including both engineering and science issues.Did not get information from the?eld beyond normal downlink data. Test Director:Provided overall direction for the?eld test. Made sure that rules of?eld test were followed.Was the only person besides the engineering team that was in communica-tion with people in the?eld.SOWG Chair:Led the SOWG meeting.
SOWG Documentarian:Took notes during the SOWG meet-ing.
Theme Group Documentarian:Took notes during the theme group meetings.
Theme Group Member:A scientist in a theme group. Rover Uplink Lead:Performed uplink sequence generation. Rover Engineering Lead:Lead person for the engineering team.
Rover Engineering Team:Engineers analyzing the health and status of the rover.
WITS Support Staff:WITS experts who answered scientists’questions on use of the WITS tool.
SOWG WITS Operator:Operated WITS during the SOWG meeting.
Human Factors Observer:Observers who took notes on hu-man factors issues.
Headquarters Representative:Representative from NASA headquarters,e.g.,to decide whether mission success crite-ria were met.
The science team was organized into the following theme groups:Soil,Atmosphere,Long Term Planning,Geochem-istry/Mineralogy,and Geology.Each theme group had a workstation running a MECS and a WITS client,as indicated in Figure1.A photograph of the Geochemistry/Mineralogy theme group using WITS is shown in Figure2.All of the sci-entists from all theme groups made up the Science Operations Working Group(SOWG).
Separate from the science team was the engineering team, WITS support staff,mission manager,test director,and others listed above.The engineering team managed the health and status of the rover and provided information on the health and status of the rover to the science team.The WITS support staff answered scientists’questions about the use of WITS
and provided the WITS operator during the SOWG meeting. The scientists operated WITS on the theme group worksta-tions.
The SOWG meeting area is shown in Figure3.At the bot-tom left of the picture is an engineer from the engineering team.At the right are two WITS support staff with the per-son in front of the two monitors being the SOWG meeting WITS operator.At the head of the center SOWG table is the SOWG chair.The Soil theme group is on the far left and the Atmospheric theme group is at the far right beyond the WITS operator.During the SOWG meeting,scientists from the other theme groups came from the adjoining room where the other three theme groups were located and joined the rest of the operations team for the SOWG meeting.
The?eld test ran for ten consecutive days.Two equivalent MER mission sols of operations were performed per day.One sol is one Mars day.For each sol,the following operations steps were performed in the order shown and with the indi-cated durations in minutes.
15min,Uplink Sequence Review:In the SOWG meeting room,the WITS operator explained the command sequence that was uplinked to the rover for the previous sol by dis-playing the sequence on the projection screens and stepping through the sequence.The rover con?guration at each step of the sequence was displayed.
45min,Downlink Assessment:The DTE data was available at the start of this process step.The downlink data was ana-lyzed and scientists began developing rover activities in their theme group plans using WITS.
15min,Science Assessment Meeting:All scientists met in the SOWG meeting area to discuss the state of the rover and what types of activities they wanted the rover to perform on the next sol.The purpose was to get agreement on the types of activities the rover would perform.
15min,Prep for SOWG Meeting:Scientists returned to their theme groups and?nished their theme group plans by speci-fying desired science activities in their theme group plans. 45min,SOWG Meeting:All scientists met in the SOWG meeting room to generate one SOWG activity plan.Activ-ity plans from all theme groups were merged using WITS to generate the one output SOWG plan.The WITS operator performed the activity and plan editing as requested by the SOWG chair.
15min,Sequencing Team Meeting:A subset of scientists and engineers met in the uplink room to review the SOWG activity plan.
60min,Build and Validate Sequence:A limited number of scientists and engineers in the uplink room used WITS to re-?ne the SOWG activity plan to generate the uplink command sequence to be sent to the rover.
14min,Review and Approve Sequence:The uplink command sequence was reviewed and approved.
1min,Uplink Sequence:The sequence was sent to the rover via the satellite communications.90min,FIDO Rover Field Operations:The rover autonomously executed the uplinked command sequence.
Two types of downlink communication from the rover were used to simulate the two types of communication that will be available for the MER mission:DTE and UHF.DTE is direct to Earth communication where the rover communicates directly to Earth.UHF is where data is relayed to Earth via a satellite orbiting Mars.DTE and UHF data were downlinked from the rover and made available to the operations team at the following times for each sol.
0min:DTE data available
120min:UHF data available
Additionally,there was one hour-long science meeting at the end of each actual day.The equivalent meeting will occur for each sol during the actual MER mission,but there was not time to have the full meeting for each sol during the?eld test. The operations process shown here is similar to the process that is planned for the MER mission,but there are differences due to the reduced operations time per sol and the decision
to not exercise in detail all of the operations steps.The test focused on the science operations process that includes the process steps through the SOWG meeting.The steps after the SOWG meeting will use different tools for actual MER operations than were used in the?eld test.
4.D OWNLINK D ATA P ROCESSING AND D ATA
D ISTRIBUTION
The PTeP tool was used to process downlink data and produce resulting data products in the database[4].Data products sent from the rover were called Engineering Data Records (EDRs).The resulting data products that PTeP generated from EDRs were called Reduced Data Records(RDRs).An example of an EDR is a stereo image pair from the Navcam cameras on the rover mast.Example RDR products that were derived from the an EDR are the extracted left and right im-ages,the updated camera models,range maps,and3D terrain maps.
5.D OWNLINK D ATA V ISUALIZATION Interaction in WITS is done within WITS browsers.The browsers have a selection tree on the left and a work area on the right.There are two primary browsers:the Down-link Browser and the Uplink Browser.These browsers au-tomatically open when a user logs into WITS.The Down-link Browser is shown in Figures4,5,6,and7.The Uplink browser is shown in Figures8and9and described in Sec-tion7.
The Downlink Browser is used to select and view downlink data products.Just like a Web browser can have a list of book-marks on the left side of the window and the remaining space
is for viewing a Web page,the downlink browser arranges links to data products in a tree on the left and creates a view
Figure3.SOWG Meeting
on the right when a link is selected.
Select and Open a Data Product
The downlink selection tree on the left of the downlink browser contains all of the data products in the rover database. The tree is arranged initially by site,position,and instru-ment name.The tree may be reorganized by selecting the Browser Con?gure Tree menu,and choosing from several combinations of sol,site,position,and instrument ordering. Clicking on the turnbuckle icon to the left of a folder will expand the folder into the folders and data products that it contains.Double-clicking on a data product in a folder opens the selected data in its default view.Right-clicking on a data product causes a popup menu to appear that enables selection from all of the available types of views for that data.For example,right-clicking on an image allows opening it in the Image view,Image Cube view,or3D view.
Data products from instruments like the Microscopic Imager are labeled as“set-0”,“set-1”,etc.Image data products that are parts of a panorama are named“wdg-0”,“wdg-1”,etc., where“wdg”is short for“wedge,”or a section of a panorama. Image data products that are from the Navcam or Pancam that are not part of a panorama are labeled“view-0”,“view-1”, etc.,since these are individual observations.
The collections folders in the tree contain groups of data products,for example all of the images in a panorama.When collection data products are viewed,all the data in the collec-tion is shown in a single view,such as the Panorama view or the3D view.
Con?gure the Downlink Browser
Selecting data products from the tree to view causes them to appear in the area on the right called the view grid.At?rst, the view grid takes up all the space in the browser except for the tree.The tree can be hidden by dragging the bar that sepa-rates it from the view grid to the left.The topology of the grid can be changed by partitioning the viewing area into several parts by selecting a topology option from the Browser View Grid Topology menu,at any time.There are various topolo-gies to choose from,such as1by1,2by2,and1over2. When the view grid has multiple view panes,each new view that is opened will appear in one of the empty panes.When there are no more empty panes,the least recently used pane will be re-used,and any view that was there will be sent to the Trash tab(described below).If all the views are occupied and it is desired to open a view in a speci?c pane,then clicking the“X”icon at the upper right of the pane will close the pane and the next opened view will be displayed in that pane.
At?rst,the downlink browser has two tabs:“Tab1”and “Trash”.Tabs are useful for organizing groups of views.A new tab is created by right-clicking on a tab area above the view grid and selecting Insert New Tab.Clicking on a tab causes all the views in that tab to be displayed.Tabs can also be renamed.
Figure4.Downlink Browser with Navcam Panorama,Overhead,and3D views
Figure5.Downlink Browser with APXS,IPS,Microscopic Imager,and Pancam Image Cube Views
Modi?ed using the Contrast Adjuster Dialog
(Left)and CMI(Right)Reachability Overlays
The Trash tab is a special tab:it is where views go tem-porarily when they are closed or replaced by new views.The Trash tab holds onto the four most recently closed or replaced views,and when the Trash tab?lls up,the oldest views are discarded.
View Types
Different types of views are provided for viewing data.The Panorama view,shown in Figure4,automatically reads in a collection of images and mosaics them together[6].Az-imuth and elevation angles are displayed.Many features are provided with the Panorama view such as zoom in and out, conversion to anaglyph stereo,and image processing capabil-ities such as median,low and high pass,gaussian,and edge ?lters.Glyphs are drawn on the Panorama view representing different planning information.The yellow lines in Figure4 are footprints representing commanded images in the current plan.
The Image view is used to display a single image,e.g.,one image of a stereo pair or an individual image.Figure5shows a Microscopic Imager instrument(located at the end of the robot arm)image.Figure6shows left images from the Pan-cam camera pair.Figure7shows Front Hazcam images in the Image View.The Image view provides anaglyph and image processing capabilities of the Panorama view.
The3D view displays the3D terrain and rover,as shown in Figure4[7].Targets,features,and clicked points are also displayed.The3D view automatically loads terrain segments from a collection of images,e.g.,the collection of images in a panorama.Automatic level of detail switching improves display performance.Various navigation capabilities are pro-vided.
The Pancam Image Cube view,shown in Figure5,enables a user to quickly switch between the various bands in a multi-spectral image.For the FIDO rover there were three?lters in the Pancam so images from the three?lters are loaded into the Pancam Image Cube view.The view is opened for a Pancam image by right clicking on the image in the downlink selec-tion tree and then selecting the Pancam Image Cube view. The Contrast Adjuster dialog is used to perform some types of stretching operations on an image or collection of images. It can be used for an image in an Image view,as shown in Fig-ure6,or for a whole panorama in a Panorama view.It shows a histogram of the image and allows for selection of various types of stretching operations including Line,LOG,SQRT, and GAMMA.The result of the stretch operation is shown at the top of the Contrast Adjust dialog and the operation can be applied to the speci?ed image or collection by selecting the Apply button.In Figure6,the upper left Pancam image is the original image and the upper right image is the resulting image after the stretch operation from the Contract Adjuster dialog has been applied to it.
6.F EATURE AND T ARGET S ELECTION
To command the rover to drive to or place an instrument on a particular location in the terrain,targets are created.Targets are3D locations on the terrain that are selected from stereo image pairs that come from the Hazcam,Navcam or Pancam instruments.Features are also3D locations on the terrain, but they are not used as parameters in activities.Features represent objects in the terrain and targets are associated with features.
After clicking on an image in an Image view or Panorama view,WITS will try to look up the range of the point in the image.If there is range for the point,then a circular blue annotation,or glyph,is drawn at the clicked point and also in every other open view that contains that point.Glyphs are annotations that are drawn on top of images,like the blue circle,targets,and image footprints.
If a selected point has range data,then a target or feature can be created there via the Action Add Target and Action Add Feature menu items.A dialog prompt will appear for en-tering a name for the target or feature.For targets,the user also associates the target with a feature by selecting a fea-ture from a pull-down list of features in the dialog prompt. Targets and features appear listed in the Targets view of the Uplink Browser.
In order to perform target selection for instrument arm place-ment,a user needs to know what areas on the terrain an instru-ment can reach.A user does this by displaying a Front Haz-cam image in an Image view,as shown in Figure7.Then,via an Image view pull-down menu,the user can select to over-lay the areas that a speci?c instrument can reach.The bottom left image in Figure7shows the overlayed area where the Mossbauer instrument can reach and the bottom right image shows where the Color Microscopic Imager can reach.(The Mossbauer instrument was not actually on the rover arm;it was modeled in WITS to simulate a multi-instrument arm as will be available in the MER mission.)The user can then select a target in the color-overlayed area and know that the instrument should be able to be placed on the target.
7.U PLINK P LAN G ENERATION
The Uplink Browser is used to create and edit activity plans, as shown in Figures8and9.Activity plans consist of tar-gets,observations,and activities,and are stored in the Rover Markup Language(RML)format,which is based on XML. The left side of the Uplink Browser is an uplink selection tree that allows the user to load a previously saved RML plan. This selection tree is organized by sols and theme groups.A plan is opened from the selection tree by double-clicking on it.
The right side of the Uplink Browser is a WITS view grid. Like the Downlink Browser’s view grid,the topology of this
Figure8.Uplink Browser with Details Dialog and Three Plans Loaded
Figure9.Uplink Browser with Targets Tab Selected
area can be arranged in a variety of ways by clicking on the ?rst(furthest-left)icon on the toolbar and selecting a topol-ogy.By default,the view grid is con?gured to show just one plan at a time.The selected topology shown in Figure8has one view pane on top and two view panes below.Different plans can be opened in the different view grid view panes. The tabs above the view grid allow the user to view the dif-ferent sections of the currently open plans.Currently there are two tabs:“Targets”and“Observations,”but more tabs will be added in the future.These tabs change the currently viewed section for all open plans.If the user clicks on the targets tab,the targets de?ned for all plans will be displayed. If the user selects the observations tab,then the observations of the plan will be displayed.The arrangement of the plans in the view grid stays the same on different tabs,so the top area will always represent the same plan,regardless of what tab is currently selected.
When the user clicks within a plan in the view grid,its title bar turns yellow and that plan becomes the currently selected plan.When a plan is selected,its glyphs are displayed in the downlink views.
When the user clicks on an item within a plan(for instance, an activity),details on that item are displayed in a smaller ?oating window called the Details Dialog(see Figure8).The details dialog allows the user to edit attributes of the currently selected item.The Details Dialog can be shown or hidden using the icon on the Uplink Browser toolbar that looks like a piece of paper and a pencil.
The targets tab in the Uplink Browser shows the targets that have been de?ned for the currently open plans.Targets are built within downlink views,as described in Section6,but can be viewed and edited in the Uplink Browser.The targets listed in the targets tab can be used as arguments to activi-ties built within that plan.Target glyphs are displayed in the downlink views for the targets in the currently selected plan. Activity Plan Editing
Activity plans are built within the Observations tab of the Up-link Browser.A user can load a previously stored plan by double clicking on it in the uplink selection tree at the left.A new plan can be created by selecting Browser New Plan in the Uplink Browser.The hierarchy of the activity sequence in a plan is shown below.
Plan
-Observation
Activity
Expanded Activity
New observations are added to the plan by selecting Entry Build New Observation.An observation can be moved in a plan by clicking and dragging the observation.When the observations tab is selected,the activity dictionary appears in the bottom left corner of the Uplink Browser.The activity dictionary has all of the available activities that can be added to an observation.The activities are organized into various sets.A pull-down menu above the activity dictionary (to the right of”Instrument:”)enables selection of the the var-ious sets of activities.The idd set is selected and displayed in Figure8.An activity is added to the currently selected plan by selecting where in the plan to insert it and then double click-ing on the activity in the activity dictionary list.To specify the parameters for an activity,a user selects the activity in the plan to cause its parameter list to be displayed in the Details Dialog window.The user then speci?es the parameters for the activity.Figure8shows the CMI Wedge Step Down activity selected and its list of parameters displayed in the Details Di-alog window.One of the parameter is the Location parameter with the arm test4target selected as its value.Selecting the arm test4parameter box causes the list of available targets to be displayed there and the user can select another target for the Location parameter value.
The activity dictionary is stored as a?le(in an XML format) and contains activity de?nitions including activity parame-ter de?nitions,default parameters,and expansions for activ-ities.Activity expansions de?ne how a higher level activity expands into one or more lower level activities.Higher level activities are provided to enable users to plan activities at as high a level as possible.Planning using the lowest level ac-tivities,the activities that are actually sent to the rover,would be very cumbersome to https://www.doczj.com/doc/7215320997.html,ers can insert high and low level activities,as needed.Activity expansions can be dis-played by selecting Plan Show Expansions.
Plan merging is accomplished using observation and activ-ity click and drag.Observations and activities can be copied from one plan into another plan by clicking on an element and dragging it into another plan.When an observation is dragged from one plan into another plan,all of its activities are copied with it.In the SOWG meeting,each science theme group provides their own activity plan and the plans from all theme groups are merged into one SOWG meeting output plan.Fig-ure8shows the SOWG plan at the top and the Geology and Mineralogy theme group plans below.The theme group ob-servations and activities can be dragged into the SOWG plan for plan merging.
The click and drag feature is also used when copying observa-tions and activities out of library plans.The library plans are stored in the theme group libraries under the library element in the uplink selection tree,as shown in Figure8.A library plan generally has observations that are templates of types of tasks that a user expects to have the rover do in the future.A user can load a library plan and update the observations in it and save the changes back into the library.A user can also load a library plan and then drag observations and activities out of the library plan into the plan that they are generating for that https://www.doczj.com/doc/7215320997.html,ers can quickly generate sophisticated obser-
Figure 10.Resource Plot
vations in this way.
Activity Glyphs,Simulation,and Resource Modeling The activities in the plan are visualized in the Panorama and Image views when possible using activity glyphs.For imag-ing activities,the activity glyphs are footprints on the terrain where the images will be taken.Glyphs for the images in the current plan are shown in Figure 4with yellow outlines.Sin-gle image footprint glyphs are shown and a series of glyphs are shown for a planned Pancam panorama.Glyphs for a ver-tical IPS scan are also shown in Figure 4.The IPS glyphs are yellow circles with the same angular extent that the IPS has.State simulation is also provided to assist in evaluating a plan.In state simulation,when the user selects an activity in the plan,the rover position and con?guration is updated in the 3D view with the predicted rover state at the end of that activity.In Figure 4,the rover position and con?guration is shown for when the user selected the Move Inst Standoff activity in the plan of Figure 8.A user can quickly click through the plan to get an idea of what the rover is going to do.
The rover has very limited resources when executing the up-linked sequence.Resource modeling is provided in WITS to compute the time duration,energy,and DTE and UHF data volume resources that will be consumed by the rover while executing the sequence.The user can plot these resources as shown in Figure 10(plotted as a percentage of total available).This plot was used in the SOWG meeting to ensure that a plan did not require more resources than were available.The plot was used again in the Build and Validate Sequence step to ensure that the sequence to be uplinked did not require more resources than would be available to the rover.
8.R ESULTS
The science team was able to command the FIDO rover us-ing the WITS/SAP tool to achieve all of their ?eld test suc-cess criteria.With the science team at JPL and the rover at the undisclosed desert location,they successfully acquired a
360degree color panorama,traversed 202meters,performed mast-based remote sensing using color stereo imaging and the IPS,performed instrument-arm based in situ measurements,and excavated two trenches using rover wheels.Lessons learned from the ?eld test will be used to further improve the tool for the MER mission.
9.C ONCLUSIONS
Many visualization and activity planning capabilities for rover mission operations have been developed as part of the WITS tool.These capabilities were successfully used to com-mand the FIDO rover in a ten day desert ?eld test.Results of the ?eld test indicate that SAP,the MER mission version of WITS,will provide the needed downlink data visualiza-tion and uplink science activity planning needed by the MER mission science team for rover science operations.
A CKNOWLEDGEMENTS
The research described in this paper was carried out by the Jet Propulsion Laboratory,California Institute of Technology,under a contract with the National Aeronautics and Space Ad-ministration.
R EFERENCES
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Tso,Gregory K.Tharp,and P.Chris Leger.Sequence planning for the ?do mars rover prototype.In Proceed-ings IEEE Aerospace Conference ,Big Sky,Montana,March 8-152003.[3]R.Arvidson,Paul Backes,E.Baumgartner,D.Blaney,
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Paul Backes is a technical group leader
in the Mobility Systems Concept De-
velopment section at the Jet Propulsion
Laboratory,Pasadena,CA,where he has
been since1987.He received a BSME
degree from U.C.Berkeley in1982,and
MSME in1984and Ph.D.in1987in Me-
chanical Engineering from Purdue Uni-versity.He is responsible for distributed operations research for Mars lander and rover missions at JPL.Dr.Backes re-ceived the1993NASA Exceptional Engineering Achievement Medal for his contributions to space telerobotics(one of thir-teen throughout NASA),1993Space Station Award of Merit, Best Paper Award at the1994World Automation Congress, 1995JPL Technology and Applications Program Exceptional Service Award,1998JPL Award for Excellence and1998 Sole Runner-up NASA Software of the Year Award.He has served as an Associate Editor of the IEEE Robotics and Au-tomation Society Magazine.
Jeffrey S.Norris is a computer scien-
tist and member of the technical staff of
the Mobility Systems Concept Develop-
ment section at the Jet Propulsion Labo-
ratory.At JPL,his work is focused in the
areas of distributed operations for Mars
rovers and landers,secure data distri-
bution,and science data visualization. Currently,he is a software engineer on the Mars Exploration Rover ground data systems and mission operation systems teams.Jeff received his Bachelor’s and Master’s degrees in Electrical Engineering and Computer Science from MIT. While an undergraduate,he worked at the MIT Media Lab-oratory on data visualization and media transport protocols. He completed his Master’s thesis on face detection and recog-nition at the MIT Arti?cial Intelligence Laboratory.He lives with his wife,Kamala,in La Crescenta,California.
Mark W.Powell has been a mem-
ber of the technical staff in the Mobil-
ity Systems Concept Development sec-
tion at the Jet Propulsion Laboratory,
Pasadena,CA,since2001.He received
his B.S.C.S.in1992,M.S.C.S in1997,
and Ph.D.in Computer Science and En-
gineering in2000from the University of South Florida,Tampa.His dissertation work was in the area of advanced illumination modeling,color and range image processing applied to robotics and medical imaging.At JPL his area of focus is science data visualization and science planning for telerobotics.He is currently serving as a soft-ware and systems engineer,contributing to the development of science planning software for the2003Mars Exploration Rover mission and the JPL Mars Technology Program Field Integrated Design and Operations(FIDO)rover task.He,his wife Nina,and daughters Gwendolyn and Jacquelyn live in Tujunga,CA.
Marsette A.Vona,III is a computer
scientist,software engineer,and elec-
tromechanical hardware developer.He
is a member of the technical staff of the
Mobility Systems Concept Development
Section at the Jet Propulsion Labora-
tory.At JPL,his work is currently fo-
cused in the areas of high-performance interactive3D data visualization for planetary exploration, user-interface design for science data analysis software,and Java software architecture for large,resource-intensive ap-plications.Marsette received a B.A.in1999from Dart-mouth College in Computer Science and Engineering,where he developed new types of hardware and algorithms for self-recon?gurable modular robots.He completed his M.S.
in2001at MIT’s Precision Motion Control lab,where he developed a high-resolution interferometric metrology sys-tem for a new type of robotic grinding machine.Marsette was awarded the Computing Research Association Outstand-ing Undergraduate Award in1999for his research in Self-Recon?gurable Robotics.
Robert Steinke is a computer scientist
and member of the technical staff of the
Autonomy and Control Section at the Jet
Propulsion Laboratory.At JPL,his work
is focused in the areas of distributed op-
erations for Mars rovers and landers,se-
cure data distribution,distributed data
consistency,and communication support for group collaboration.He received his B.S.in1995and M.S in1997in Computer Science from U.C.Santa Barbara, and his Ph.D.in2001in Computer Science from the Uni-versity of Colorado at Boulder.As a graduate student he completed his Master’s thesis on a serializable lazy update scheme for distributed databases,and his dissertation on dis-tributed shared memory consistency models,and he received a graduate teacher certi?cate from Boulder for his training and work as an instructor.He now lives in Pasadena with his wife Mollie and daughter Adelaide.
Justin Wick is a Junior at Cornell Uni-
versity in Ithaca,NY,majoring in Ap-
plied and Engineering Physics.Justin
collaborates with Russian scientists by
developing highly parallel versions of
their astrophysical simulations.He has
also worked on many projects relating to
the Athena project at Cornell.A resident of western Pennsylvania,Justin has always been interested in working with science and computers.When he’s not busy studying,he enjoys hanging out with friends,broadway mu-sicals,science?ction,and archaic board games.Justin plans to eventually pursue a career in computational physics.
发展汉语《初级综合I》第1—10课测试卷 姓名：___________ 分数：______________ 一、读词语，写拼音（1.5×10=15分） 1.名字________ 2.同学________ 3.工作________ 4.一共________ 5.超市________ 6.怎么样___________ 7.每天________ 8.有时候__________ 9.公园________ 10.一点儿__________ 二、给下列词语找到对应的拼音（2×15=30分） 贵姓职员医生电脑银行准备电影漂亮 diànyǐng piàoliang zhǔnbai yīshēng guìxìng diànnǎo zhíyuán yínháng 不客气教学楼没关系图书馆卫生间营业员留学生 M?iguānxi jiàoxu?lóu búkaqi liúxu?shēng waishēngjiān yíngyayuán túshūguǎn 三、选择合适的量词填空（1.5×10=15分） 口个部块台斤本支点种 1.你买几（）中文书？ 2.我要三（）香蕉。 3.电影几（）开始？ 4.我想买一（）电脑。 5.这（）苹果五块一斤。 6.一共五十（）钱。 7.我有十（）笔。 8.我有两（）哥哥。 9.你家有几（）人？ 10.这（）手机多少钱？
四、把下面的词语整理成句子。（4×5=20分） 1.我再一买汉语书本想 _______________________________________________________________ 2.要哪面包种你 ______________________________________________________________ 3.今天生日是妈妈的 _____________________________________________________________ 4.看书下午去图书馆我 _____________________________________________________________ 5.他觉得很新鲜这里的空气 五、完成对话。（4×5=20分） 1.A：我是印尼人，___________？ B：我是泰国人。 2.A：____________________________？ B：我们班有二十个学生。 3.A：________________________，对吗？ B：不，我不是中国人，我是泰国人。 4.A：请问，商店_________________？ B：在前边。你看，那儿就是。 5.A：你晚上做什么？ B：_____________________________________。
大学英语四级口语考试(CET-SET4)内容及流程
2016年5月CET-SET4试题汇总场次1 I. Self-introduction （30seconds） II. Read Aloud(45s to prepare; 60s to read) III. Question & Answer(2 questions; 20s per Q) IV. Individual Presentation(45s to prepare; 60s to talk ) Views on robots doing housework. V. Pair Work(60s to prepare; 90s to talk) Your presentation may include: --for what purpose --what is the price range --whether to buy it at a store or online
I. Self-introduction II. Read Aloud III. Question & Answer ⑴What’s the Lord of the Files about? ⑵There are few people read novels these days, what do you think about this phenomenon? IV. Individual Presentation My school library. V. Pair Work Your presentation may include: --characters --setting --plot
《发展汉语（第二版）?综合初级I》编著荣继华 *********************************************************** 第3课《你叫什么名字》教案 教学任务一、语音知识 1.学习3个声母、10个韵母。 2.主要练习声韵拼合，进一步练习四声。 3.难点：j, q, x 。 二、语言技能 1．读：能够熟读生词，达到发音和声调基本准确，并认识汉字。 2．说：学会询问姓名。 3．写：学习汉字基本笔画（3）和基本笔顺（3），并学会书写有关汉字。 时间安排一、本课共需三次课，6课时 二、课时分配 第一次课：学习声母、韵母，j, q, x的发音方法；辨别j, q, x和z, c, s以及j, q，x和 zh, ch, sh；练习声韵拼合；重点音节和词语的 听读练习。 第二次课：语音练习；学习课文一、二、三； 第三次课：做综合练习； 学习汉字知识及书写汉字。 教学实施 第一次课 （90分钟） 一、复习（20分钟） 1.听读下面的音节 wǒzhōng sān cuī cí chīshàng sān zhī shū chá rè cǎo zài zǎo 2. 朗读下面的词语 Zhōngguó chángchéng chī fàn kànshūzhīdào zhège Rìběn shàng kè sān ge rén réndà lǎoshī shēngcí Hànzì Hànyǔ 3.听写音节 hěn kàn shí máng chīwǔkāi zhōng chǎo róng zài péng cù gē lín yǔsāng bīng tán shuō zì 二、学习语音知识（30分钟） 1. 韵母Finals(3) 教师示范读，学生跟读模仿，每个学生读，老师纠正发音 ia ie iao iou(iu) ian iang iong
《发展汉语（第二版）·初级读写 I》编著李泉王淑红么书君*********************************************************** 教案 第 7 课从ft东到ft西 教学任务1.学习实用语块 2.学习汉字书写 3.实用阅读 4.读写训练 时间安排1.本课所需课时：2 课时 2.课时分配 本教材每一课都有书写汉字和模仿写话的任务，老师可在课堂上教会汉字书写方式，写至熟练程度以及模仿写话，可在课下完成。 教学实施★特别说明 1、本册教材按教学环节、教学步骤设计，课堂教学按书中顺序进行即可。 2、本教材“实用练习”、“实用阅读”部分和《初级综合》（Ⅰ）紧密结合，本课的语法、词汇与《初级综合》（Ⅰ）的第 12、13 课基本对应。 一、背诵并朗读 （1）这部分语块是生活中最常用的词汇和语句。请老师带领学生熟读实用语块，最好达到烂熟于心，张口即出的熟练程度。 （2）熟读课文时请纠正发音。 （3）如果有时间，教师可带领学生就本练习提供的结构复制出更多的语句，并多加练习。 二、汉字书写练习 （1）注意笔画的先后顺序。 （2）注意每个字的基本结构。 三、实用阅读 实用阅读中的词语是生活中最常用的词语，希望通过这部分阅读练习，解决学生生活中的实际问题。 学生最好能够认读，抑或再见到这个字（词）知道它是什么意思。 四、实用练习 1、看图选择词语或句子 根据图片的内容，选择正确答案。【通过练习，巩固和深化学生认汉
《发展汉语（第二版）·初级读写 I》编著李泉王淑红么书君*********************************************************** 字、认词语的能力，增强学生在具体场景中运用汉语的能力】 参考答案：①火车②电梯 ③在这儿吸烟④我天天喝咖啡 2、填写词语或句子 根据图片的内容，写出能表达图片内容的词语或句子。【通过练习，消化、深化和扩展综合课学习过的内容。】 参考答案： ①跑步 ②我每天骑自行车去学校。 ③我对太极拳很感兴趣。 ④ A：你昨天怎么没来上课？ ⑤ A：明天你走路去还是骑车去？ 五、阅读理解 1、根据图片的内容选择句子 根据图片及对话中的语句提供的语境，完成练习。【通过练习，进一步消化、扩展和灵活运用综合课学习过的内容。】 参考答案： （1）D （2）F （3）A （4）E （5）B 2、为左面的句子选择合适的回应句 这部分练习是综合课学习内容的深化和灵活运用。【通过练习，可进一步消化、扩展和灵活运用综合课学习过的内容。】 参考答案： （2）E （3）F （4）B （5）C （6）D 3、选择合适的词语填空 把上面的词语填到句子中，使句子完整、正确。【通过练习，进一步消化、扩展和灵活运用综合课学习过的内容。】 参考答案： 有汉语课星期四感兴趣有时候一起 4、抄写句子并模仿写出自己的句子 （1）带领学生读本练习的例句； （2）引导学生模仿例句，说出自己的句子； （3）指导学生把说出的句子记录下来，完成这项作业。 备课心得 要让学生真正觉得，写短文真的不难，比如这一课，通过“朗读并背诵”，可能学生掌握最好的就是“从……到……”结构，好，那就开始写短文吧：我是×国人，我家在×××，我的学校叫×××。从我家到 学校不远，走路 10 分钟。我家旁边有超市，有银行，有……。现在我在
大学英语四级口语自我介绍20秒 大学英语四级口语自我介绍主要是考察我们语言组织，语言表达能力，下面是小编收集整理的大学英语四级口语自我介绍20秒，欢迎阅读借鉴，更多资讯请继续关注自我介绍栏目。 Hello! My name is X. My English name is X. I’m X years old. My father and my mother are both office workers. In my school, I have many friends. All my friends are polite and helpful. My friends are all nice to me. They can make me happy. So I like playing with them. My hobbies are listening to music and reading. I like pop music very much. I have a happy family, a beautiful school and many nice friends. I enjoy every day. From a middle class family, I was born in Hsin Ying, Tainan on October 10 th, 1965. My father is a civil official at Tainan City Government. My mother is a house wife good at cooking. Although I am the only child of my parents, I am by no mans a spoiled one. On the contrary, I have been expected to be a successful man
第25课《我听不懂他们说的话》教案
第一次课（90分钟） 一、复习第24课（15分钟） 1. 听写第24课部分生词 为了、大使馆、晚会、如果、短信、让、 后边、绿色、护照、忘不了 2. 用下面所给词语组成句子 为了感恩节他们举行庆祝要一个 晚会 如果短信你给我有时间发就一 个 妈妈了寄礼物生日来给我 下课以后我宿舍去回就了 下次把带我咖啡我的来 看到我邮件已经你的了 楼下就快餐店是 二、学习课文一（70分钟） 1.读课文一生词：跟CD读两遍，教师领读两遍，学生自读 至熟练；请学生读，纠正发音。 难读的词语：出租车、司机、住院、担心、机会 2.词语用法 （1）懂 听懂了他的话我全听懂了。
没听懂司机的话我没听懂。 能听懂你能听懂一般中国人说的话吗？ 听不懂有时候听不懂，有时候能听懂。 练习：理解下面词语的意思，并用这些词语说一说 看懂了 没看懂 能看懂 看不懂 （2）出租（汽）车 坐出租车我坐出租汽车去学校。 打车我打车去。 打的（dī）我们打的走吧。 （3）担心 担心：担心（谁，什么事），担心有什么不好的事情发生。 妈妈生病了，但是他不能回家，他很担心妈妈。 我担心我听不懂。 不用担心！ 我担心。 （4）机会 在中国，说汉语的机会很多。
有机会我希望去中国人家里看看。 有机会我一定去韩国旅游。 有机会我。 （5）感觉 我感觉北京人很好。 我感觉身体有点儿不舒服。 看了这部中国电影，你感觉怎么样？ 你感觉这里的老师（食堂、宿舍、天气）怎么 样？ 你在北京感觉怎么样？ 3.读课文一：听CD两遍，领读两遍，然后学生自读，最后请学生读，教师纠正发音。 上课的时候，我能听懂（）的话。可是，到了（），（）我常常听不懂。坐出租车的时候，虽然我很喜欢（），但是他们（），我常常听不懂。 我生病住院的时候，也担心听不懂（）的话，可是他们知道我是外国人，跟我说话（），我差不多（）。还有，很多中国人也喜欢跟我（）。我每天能有机会跟这么多中国人（），感觉（）。 4.学习语法
大学英语四、六级考试口语考试大纲 一、评分标准 CET-SET 主考在评分时使用以下标准： a. 准确性指考生的语音、语调以及所使用的语法和词汇的准确程度 b. 语言范围指考生使用的词汇和语法结构的复杂程度和范围 c. 话语的长短指考生对整个考试中的交际所作的贡献、讲话的多少 d. 连贯性指考生有能力进行较长时间的、语言连贯的发言 e. 灵活性指考生应付不同情景和话题的能力 f. 适切性指考生根据不同场合选用适当确切的语言的能力 二、语言功能 CET-SET 考试要求考生参与不同形式的口头交际，其语言能力将根据其在考试中的表现予以测量。考生需要掌握的语言功能和意念在《大学英语教学大纲》中已明确列出。以下仅列举其中部分的语言功能和意念。 友好往来 问候，介绍，告别和告辞，祝愿和祝贺，感谢和应答，道歉和应答，提议、邀请和应答。 相互交流 开始交谈，继续交谈，改变话题，停止交谈。 态度 愿意，希望，意向，决心，责任，能力，允许，禁止，同意和不同意，否定，喜欢和不喜欢，偏爱，责怪和抱怨，判断、决定和意见。 劝说 命令，劝告和建议，承诺，提醒。 感情 焦虑，惊奇，兴趣，加重感情色彩。 存在 存在和不存在，有和没有。 空间描述 位置，方向，运动，距离。 时间
时刻，时段，时间关系，频度，时序。 发表意见和看法 询问意见和看法，发表意见和看法，对意见和看法的反应，同意，不同意，要求澄清，澄清意见和看法。 争辩 讨论，讨论观点，反驳论点，提出进一步论证，劝说和对劝说的反应。 三、考试形式 CET-SET 考试分三部分： 第一部分是考生和 CET 授权的主考进行交谈，采用问答的形式。时间约 5 分钟。 第二部分包括 1.5 分钟的考生个人发言和 4.5 分钟的小组讨论。时间共约 10 分钟。 第三部分由主考再次提问以进一步确定考生的口头交际能力。时间约 5 分钟。 四、输入信息 CET-SET 考试运用以下两种形式的输入信息来产生信息差： 1 ）画面提示（如图片、图表、照片等）； 2 ）文字提示。 五、标准描述
Examiner: Task 3Individual Presentation In this task, you are to talk about the picture displayed on the screen. You will have 45 seconds to prepare and 1 minute to talk about it. Now here is the picture.
(屏幕上显示以下文字) Your plan may include: 1.place(s) to visit 2.schedule 3.means of transportation (考生准备时间1分钟) Now please start your talk on hearing the beep. (考生A和B讨论，时间3分钟) Thank you. That is the end of the test. 大学英语四、六级考试口语考试样题 CET Spoken English Test Sample Paper Topic A - 1 Topic Area : City Life Topic : City Traffic Part 1 (5 minutes) Examiner: Good morning (Good afternoon), everybody. Could you please tell me your name and the number of your admission ticket? Your name, please. And your number? … Your name? … And your number? ... Thank you. Now would you please briefly introduce yourselves to each other? Remember, you should not mention the name of your university. (1.5 minutes) OK, now that we know each other we can do some group work. First of all, I'd like to ask each of you to say something about life in the city. [ C1, C2, C3 ] 1) How do you like living in Beijing ( Shanghai , Nanjing …)? 2) What do you think is the most serious challenge of living in a city like Beijing ( Shanghai , Nanjing …)? 3) How do you like shopping in a supermarket? 4) Where would you like to live, downtown or in the suburbs, and why? 5) What measures do you think we should take to reduce air pollution in Beijing ( Shanghai , Nanjin g …)? 6) Can you say something about the entertainment available in your city? 7) Where would you like to find a job after graduation, in a big city like Beijing or Shanghai or in a small town and why? 8) What's your impression of the people in Beijing ( S hanghai , Nanjing …)? Part 2 (10 minutes) Examiner:
英语四级口语自我介绍 英语四级口语自我介绍 Hello! My name is X. My English name is X. I'm X years old. My father and my mother are both office workers. In my school, I have many friends. All my friends are polite and helpful. My friends are all nice to me. They can make me happy. So I like playing with them. My hobbies are listening to music and reading. I like pop music very much. I have a happy family, a beautiful school and many nice friends. I enjoy every day. 英语四级口语自我介绍 1、 Good morning/afternoon/evening, my name is. It is really a great honor to have this opportunity/chance to introduce myself. I would like to answer whatever you may raise, and I hope I can make a good performance today.中华考试网 上午好/下午好/晚上好!我的名字叫……。今天有机会进行自我介绍深感荣幸。我乐意回答你们所提出来的任何问题。我希望我今天能表现的非常出色。 2、I am -years old, born in province/Beijing, northeast/southeast/southwest…… of china, and I am currently a freshman (大一新生)/sophomore (大二学生)/junior (大三学生)/senior (大四学生) student at Capital Institute of Physical Education. 我今年……岁，出生在……省/北京，它位于中国的东北/东南/西南……等部。我目前是首都体育学院大一/大二/大三/大四的学生。 3、My major is sports training of basketball/voellyball/football/badminton/pingbang/tennis/
大学英语四级口语自我介绍 大学英语四级口语自我介绍 当来到一个新环境时，我们时常会需要作自我介绍，自我介绍有助于自我宣传、自我展示。那么你真的会写自我介绍吗？以下是为大家收集的大学英语四级口语自我介绍，欢迎大家借鉴与参考，希望对大家有所帮助。 大学英语四级口语自我介绍1 My name is ________. There are 4 people in my family. My father is a Chemistry teacher. He teaches chemistry in senior high school. My mother is an English teacher. She teaches English in the university. I have a younger brother, he is a junior high school student and is preparing for the entrance exam. I like to read English story books in my free time. Sometimes I surf the Internet and download the E-books to read. Reading E-books is fun. In addition, it also enlarges my vocabulary words because of the advanced technology and the vivid animations. I hope to study both English and computer technology because I am interested in both of the subjects. Maybe one day I could combine both of them and apply to my research in the
大学英语四级口试试题(I) 1、Some people say “it is what you do that defines you”. To what extent do you agree with this? Which do you think is more important, words or action? Give examples and reasons. 2、Have you noticed any gender difference in the university and in society? Do boys and girls have different way to achieve excellence and success? What do you think about these? 3、What should be given priority in education knowledge and skills or creativity? why ?how can schools and colleges encourage creatively in students 4、 Which athlete is your role model? Why? (What good qualities does he or she have?) 5、 What things can we do in order to properly manage risks in our life? Phase II CARD A: What is important when --planning a presentation ? --Finding out about the audience ? --Researching the topic ? B: What is important when --aiiming to improve customer service ? --Staff training --Customer sat isfaction C: What is important when --Managing a project --Encouraging teamwork --Keeping to schedule
《发展汉语（第二版）·综合初级I》编著荣继华 *********************************************************** 第3课《你叫什么名字》教案 教学任务一、语音知识 1.学习3个声母、10个韵母。 2.主要练习声韵拼合，进一步练习四声。 3.难点：j, q, x 。 二、语言技能 1．读：能够熟读生词，达到发音和声调基本准确，并认识汉字。 2．说：学会询问姓名。 3．写：学习汉字基本笔画（3）和基本笔顺（3），并学会书写有关汉字。 时间安排一、本课共需三次课，6课时 二、课时分配 第一次课：学习声母、韵母，j, q, x的发音方法；辨别j, q, x和z, c, s以及j, q，x和 zh, ch, sh；练习声韵拼合；重点音节和词语的 听读练习。 第二次课：语音练习；学习课文一、二、三； 第三次课：做综合练习； 学习汉字知识及书写汉字。 教学实施 第一次课 （90分钟） 一、复习（20分钟） 1.听读下面的音节 wǒzhōng sān cuī cí chīshàng sān zhī shū chá rè cǎo zài zǎo 2. 朗读下面的词语 Zhōngguó chángchéng chī fàn kànshūzhīdào zhège Rìběn shàng kè sān ge rén réndà lǎoshī shēngcí Hànzì Hànyǔ 3.听写音节 hěn kàn shí máng chīwǔkāi zhōng chǎo róng zài péng cù gē lín yǔsāng bīng tán shuō zì 二、学习语音知识（30分钟） 1. 韵母Finals(3) 教师示范读，学生跟读模仿，每个学生读，老师纠正发音 ia ie iao iou(iu) ian iang iong
2016-2017-1大学英语口语（三） 1.Who is the person that made a big impression on you? Without question,Lisa is the person who has influenced my college life most. She is my classmate, who always leaves a deep impression on you by demonstrating her passion for life and the spirit of never yielding,even in the face of extreme challenges.She is the most courageous person I have ever known. During my college years, it is Lisa that kept teaching me how to live through setbacks. in the life journey .I will never forget that when I failed in my English examination and I felt overwhelmed, Lisa taught me that failure teaches success, everyone had to persevere and face up to innumerable setbacks, as long as I face my problems bravely, I would create my own wonderful life.With her help, I finally gained the confidence and passed the exam. Thanks to Lisa, I have learned the importance of courage, which is the in dispensable characteristic in my life. She also let me know the importance of confidence. It means a lot to me and still in my head till this day. 2.What are the ways to bridge the generation gap? Nowadays, generation gap is a very popular saying. It refers to the communicative barrier between different generations, especially between parents and their children. With the development of the society,
大学英语四级口语考试要求
大学英语四级口语考试要求大学四、六级英语考试的口语考试，每场考试都由两名主考主持、3名考生参加，时间为20分钟。考试由3部分组成。第一部分主要是“热身”练习，先由每位考生作一个简短的自我介绍，目的是使考生进入良好的应考状态，以利发挥自己的英语口语水平;然后，主考老师对每位考生逐一提问，所提的问题根据每次考试的话题而定，每位考生回答一个问题。时间约5分钟。第二部分是考试的重点部分，主要考核考生用英语进行连贯的口头表示能力，以及传达信息、发表意见、参与讨论和进行辩论等口头交际能力。主考先向每位考生提供文字或图片等形式的提示信息，让考生准备1分钟，然后要求每位考生就所给信息作1分半钟时间的发言，此后，主考要求考生根据发言的内容，就规定的话题进行小组讨论，尽量取得一致意见。时间共约10分钟。第三部分由主考再次提问以进一步确定考生的口头交际能力。时间约5分钟。考试内容一、语言功能CET-SET考试要求考生参与不同形式的口头交际，其语言能力将根据其在考试中的表现进行测定。考生需要掌握的语言功能和意念在《大学英语教学大纲》中已明确列出。以下作为举例列举其中部分语言功能和意念。友好往来问候，介绍，告别和告辞，祝愿和祝贺，感谢和应答，道歉和应答，提议、邀请和应答。相互交流开始交谈，继续交谈，改变话题，停止交谈。态度愿意，希望，意向，决心，责任，能力，允许，禁止，同意和不同意，否定，喜欢和不喜欢，偏爱，责怪和抱怨，判断、决定和意见。劝说命令，劝告和建议，承诺，提醒。感情焦虑，惊奇，兴趣，加重感情色彩。存在和不存在，有和没有。空间描述位置，方向，运动，距离。时间、时刻，时段，时间关系，频度，时序。发表意见和看法询问意见和看法，发表意见和看法，对意见和看法的反应，同意，不同意，要求澄清，澄清意见和看法。争辩讨论，讨论观点，反驳论点，提出进一步论证，劝说和对劝说的反应。二、输入信息CET-SET考试运用以下两种形式的输入信息来产生信息差：1.画面提示(如图片、图表、照片等);2.文字提示。口语考试成绩与证书大学英语四、六级考试口语考试分为A、B、C、D 四个等级。A等：能用英语就熟悉的题材进行口头交际，基本上没有困难。B等：能用英语就熟悉的题材进行口头交际，虽有些困难，但不影响交际。C等：能用英语就熟悉的题材进行简单的口头交际。D等：尚不具有英语口头交际能力。大学英语四、六级考试口语考试成绩合格者由教育部高等教育司发给证书。证书分为三个等级：A等、B等和C等。考试成绩为D等者不发给证书。凡在两年内参加过大学英语四级考试，且四级成绩在560分以上的考生，均可报名参加大学英语四级口语考试。大学英语四级考试口试在每年的五月份和十一月分举行。报名时间为第年的三月份和九月份。 大学英语四级考试口语考试样题 CET Spoken English Test Sample Paper Topic A - 1
教案 第1课一学就会 教学任务1.实用语块 2. 实用阅读 3. 读后写作 时间安排1.本课所需课时：2课时 2.课时分配 本教材每一课都有读后写作。写作可在课下完成，教师须安排时间，对学生写作中的错误给予纠正。 教学实施★特别说明 本册教材按教学环节、教学步骤设计，课堂教学按书中顺序进行即可。 ____________________________________________________ 一、背诵并朗读 【1】背诵课文 （1）这部分语句都是生活中最有用、复制性强的语句。 请老师带领学生熟读实用语块，最好达到张口即出的程度。（2）熟读语块时，请纠正发音。 （3）配合背诵第二部分，听邓丽君的歌曲《路边的野花你不要采》（4）《路边的野花你不要采》歌词 送你送到小村外， 有句话儿要交待， 虽然已经是百花开， 路边的野花你不要采， 记着我的情记着我的爱， 记着有我天天在等待， 我在等着你回来， 千万不要把我来忘怀。
【2】文化语句 既来之，则安之：已经来了，就安下心来。 二、实用阅读 实用阅读中的词语是生活中最常见的，希望通过这部分阅读练习，解决学生生活中的实际问题。 学生最好能够认读，抑或再见到这个词语或句子，知道它是什么意思。 三、相关阅读 可参考PPT。 阅读课文中几乎没什么生词，特别需要注意的是，不要把阅读上成精读，。 参考答案：1、B 2、C 3、A 四、阅读练习 1、请参照例句（1），分别为（2）-（6）找出合适的下句 通过阅读练习，逐渐建立学生的语境意识。 参考答案：（2）E （3）F （4）D （5）B （6）A 2、排序组句并加上标点 通过练习，使学生建立语段组建能力。 参考答案：（1）A，C，B。（2）B，A ，C？ （3）B，C，A。（4）C，B，A。 （5）A，C，B。 五、读后写作 对刚开始用汉语写作的学生要求不要过高，可启发学生，结合自己的实际情况，谈谈想法，之后把想法记录成文字。 写，可以留为课后作业，老师要找时间帮助学生批改，指出错误，
别把责任推给我。 Don't blame me. *blame “把责任归于……”、“让人承担罪责等”。 It's all your fault! (都是你的错!) Don't blame me, I'm innocent. (这可不能怨我，我是清白的。) Don't say it's my fault. Don't put the blame on me. Don't accuse me. 这是你的过错。 You're to blame. You're to blame. (这是你的过错。) Why me? (怎么是我?) It's your fault. 你站在我的立场上想想。 Put yourself in my shoes. *直译是“把你的脚放到我的鞋里试试?”，即“你站到我的立场上考虑考虑。” We will not take your illness into consideration. (我们没考虑到你生病。) Put yourself in my shoes. (你们该为我想想。) Try to see it from my point of view. Try to see it my way. 你就不觉得害臊吗? Aren't you ashamed of yourself? *ashamed “做了不好的事感到的羞愧和惭愧”。 be ashamed of... 表示“……觉得害臊”。 How do you live with yourself?
You should be ashamed of yourself. (你该为自己害臊。) 我要教训他一顿。 I'll give him a piece of my mind. *give...a piece of...'s mind “严厉批评、责备……”、“大声地叱责……”。 I'll give him a piece of my mind for lying! (他撒谎了，我会好好说说他的。) I don't blame you. (我不会怪你的。) 别把我卷进去。 Don't involve me! I'd like you to lie for me. (能不能帮我撒一次谎?) Please don't involve me! (请别把我卷进去。) I don't want to get involved. (我不想被卷进去。) 我早说过了吧。 I told you so. I got in trouble for lying. (因为撒谎，我闯祸了。) I told you so. You shouldn't lie. (我早说过吧，你不该撒谎。) See, I told you so. There now, didn't I tell you? You should have listened to me. (你要听我的就好了。) 你知道的吧? You knew that, didn't you? My son stopped going to school. (我儿子没去上学。) You knew that, didn't you? (你知道这事儿吧?)
英语四级口语自我介绍20秒 英语四六级的改革加入了口语的考查内容，大学英语四级口语自我介绍是口语考试的一个基本环节，下面是小编收集整理的英语四级口语自我介绍20秒，欢迎阅读借鉴。 Sample 1:My name is ________. I am graduate from ________ senior high school and major in ________. There are ________ people in my family. My father works in a computer company. And my mother is a housewife. I am the youngest one in my family. In my spare time, I like to read novels. I think reading could enlarge my knowledge. As for novels, I could imagine whatever I like such as a well-known scientist or a kung-fu master. In addition to reading, I also like to play PC games. A lot of grownups think playing PC games hinders the students from learning. But I think PC games could motivate me to learn something such as English or Japanese. My favorite course is English because I think it is interesting to say one thing via different sounds. I wish my English could be improved in the next four years and be able to speak fluent English in the future. Sample 2: I am. ________. I was born in ________. I