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启航张子宏解析08考研英语大纲：注意新题型主持人：请张老师给英语大纲的变化做一下整体上的点评。
张子宏：同学们非常关心08考研大纲是否有变化，首先可以给大家吃一个定心丸：没有任何变化。
如果你现在有07的考研英语大纲，那幺08的大纲就不用买了。
新的考研大纲规定，08英语考试仍然分为三大部分。
第一部分仍然是英语知识运用，也就是完形填空，20道题，10分，每题0.5分。
第二个部分，阅读理解。
阅读理解又分A、B、C三个小节。
A节也就是平时我们所说的旧阅读，也就是四篇文章。
然后每篇文章下面五道题，一共是20道题，总分40分。
B节也就是所谓的新题型。
这一部分今没有任何变化，仍然是有三种备选题型。
第一种备选题型就是我们平时所说的选择填空，7个句子或段落选5个放回原文，第二种备选题型是排序题，给你7—8段，它的顺序已经重新打乱了，让你重新排序。
第三种题型根据所给的6—7个概括句或者小标题，让你到前面去对号入座。
三种备选题型和去相比没有任何大的变化。
第二大部分的C节仍然是英译汉。
从分值来看，第二大部分阅读理解的A节仍然是40分，B节是10分，C节也是10分。
第三部分是写作，仍然是两篇文章的写作。
其中A节是小作文，也就是应用文的写作10分，B节也就是平时所说的大作文，要求写出160—200字的文章，满分是20分。
因此从这个试卷结构来看，和去相比，没有任何的变化，请诸位网友尽管放心。
英语六级改错改错是CET六级考试的题型。
根据《大学英语六级考试大纲》规定，综合改错（Error Correction）共10题，考试时间15分钟，在一篇题材熟悉、难度适中的短文（约200词）中有10行标有题号，每行有一个错误（不含拼写或标点错误）。
这种篇章型的短文改错形式，与传统的句子改错相比，难度增大。
这部分试题主要测试学生的英语综合表达能力，要求学生在全面理解内容的基础上，根据上、下文增添、删去或改正某一个词（或词组），使短文意思连贯，结构正确。
具体答题方法如下：改正将文中错词用斜线（/）划去，在后面横线上填入正确的词，表示替换该错词。
删去在文中将错词用斜线（/）划去，在后面横线上也划一斜线（/），表示该错词是多余的。
增添在文中两词间加“∧”号，表示有遗漏，然后在横线上添入遗漏的词的正确形式。
总体而言，综合改错题的命题内容有如下三大方面：（1）词汇用法（2）语法知识（3）篇章理解。
一、词汇用法错误词汇错误不同于篇章理解错误，它一般不需要根据整篇文章的主要内容和上下文的逻辑关系来进行分析和思考。
词汇错误常常局限在句子水平上，也就是说，只看某一行或某一个句子就可以把这类错误挑出来并对它们加以改正。
考生只有平时打下扎实的词汇基础，准确把握单词的词性及词义，才能将词语错误辨别出来。
词汇错误主要包括词性错误、易混词误用和固定搭配错误。
二、改错题中的语法错误改错中的语法错误主要是结构方面出现的一些基本语法错误，主要包括主谓不一致、时态、语态错误，现在分词和过去分词的误用，连词误用，代词误用，形容词和副词的比较级、最高级误用，虚拟语气误用和平行结构错误等。
英语六级简答题的命题规律和对策三、篇章理解错误1．语意的颠倒：这类错误多指在语意表达上用了相反的词，造成上下文逻辑推理上的自相矛盾。
做题前如先阅读全文，领会上下文承接关系与语意关系将裨益无穷。
2．指代关系的错误：这类错误主要指由于人称代词、物主代词及指示代词的误用，导致指示不清、逻辑混乱，甚至前后矛盾。
大学英语六级综合改错精析大学英语六级考试不单独考察语法知识，而是在综合改错中，即在语篇上考察考生对语法知识的综合熟练运用程度。
改错是较高级的考试中常见的题型，无论语法、词汇还是惯用法都是改错的对象，这就要求考生具备相当高的英语综合运用能力。
因此，在某种程度上，它反映了应试者的总体水平。
短文形式的改错不仅要求考生有较高的阅读理解能力，而且要求以一种连贯的眼光和思路去处理这一部分的内容。
短文通常200字左右，有十处语法或词汇方面的错误。
主要包括：主谓一致、语态、连接词（并列句和从句）、形容词、副词（及其比较级和最高级）、非谓语动词（-ing分词，-ed分词和不定式）、代词、倒装、赘述、易混淆的词等。
有的错误在某一短句或句子中一眼能辨别，有的错误则必须在充分理解上下文的基础上才能识别。
考生在答题前一定要认真阅读并理解短文，答题时要参考和琢磨上下文。
为了能使考生较为彻底地把握识别错误和解决错误的途径，以下我从典型的错误类型归类入手，总结归纳易错的原因，再通过单句改错的形式举例分析具体的应试技巧。
一主谓一致、名词单复数A)解析英语中，谓语动词必须和主语保持一致，即主语的人称和数决定动词的形式，即主谓一致关系。
这一错误类型在错误各类型的排列中处于首位，是因为在表达中非常常见。
出现错误的原因大致有以下几种：1）主语的单复数没有搞清楚或无法确定；2）对主谓一致的原则不熟练；3）主语、谓语间插入了其他成分，如定语、同位语，这些成分往往构成了干扰因素。
B)做这类的题应注意的几点：1）从形式上判断。
规则名词看字形，不规则名词要熟记，单复数同形的可借助句中的其他线索，如从句或并列句中的主动词是单数还是复数。
2）从含义上判断。
有些集合名词既可表示单数概念，也可表示复数概念，因此谓语动词的数要根据上下文的含义来判定。
要保证概念上一致。
3）熟练掌握主谓一致方面的语法知识可习惯用法。
如either of；neither of等词组做主语时，谓语动词应用单数。
英语六级考试中的高频语法错误及纠正方法英语六级考试是中国大学生常参加的英语考试之一，语法部分是考试内容中的重要一环。
掌握英语语法的正确用法对于提高考试成绩至关重要。
然而，很多学生在考试中常犯一些高频的语法错误。
本文将列举一些常见的语法错误，并给出相应的纠正方法，帮助考生更好地应对英语六级考试。
一、主谓一致错误主谓一致错误是指主语和谓语在人称和数上不一致。
这是常见的语法错误之一，以下是一些常见的例子：1. 错误：The teacher and the students is reading the book.纠正：The teacher and the students are reading the book.2. 错误：Every student need to bring their own textbook.纠正：Every student needs to bring his or her own textbook.主谓一致错误的纠正方法：遵循以下两个原则：1. 当主语为第三人称单数时，谓语动词加“-s”。
2. 如果主语由两个或两个以上的名词或代词组成，谓语动词不加“-s”。
二、冠词错误冠词错误包括使用错误的冠词或者省略冠词。
以下是一些常见的例子：1. 错误：She is working in university.纠正：She is working in a university.2. 错误：I want to eat apple.纠正：I want to eat an apple.冠词错误的纠正方法：根据以下准则使用冠词：1. 用"a"或"an"来表达泛指或不特定的事物。
2. 用"the"来表示特定的事物，或在前面已经提到的特定事物。
三、介词错误介词错误包括使用错误的介词或者省略介词。
以下是一些常见的例子：1. 错误：I am good English.纠正：I am good at English.2. 错误：She is interested playing piano.纠正：She is interested in playing the piano.介词错误的纠正方法：掌握常见的介词搭配和用法，通过阅读和练习来提高对介词的正确使用。
商志老师 6级课程讲义 2:商志老师六级课程专用讲义第 2部分：阅读理解之 B 部分长篇阅读（匹配）六级考试中的阅读理解部分需要 40 分钟做完。
共分为 3 部分，共计 248.5 分：Section A 是选词填空，占 35.5分；Section B是匹配题，占 71分；Section C是深度阅读，占 142分。
之前的课上我们已经讲过了选词填空部分（Section A），现在我们先来讲第二部分（Section B），即长篇阅读（匹配题）。
特别提醒：虽然很多同学是考六级，但是其真实水平是：即使过四级也未必过得了--------上次过了四级很大程度上纯属偶然。
再考一次四级，他都未必能过得了了。
对这种考六级的同学来说，必须先做四级题热身，而后才能碰六级的题，不然六级根本搞不动。
具体操作起来，必须先把四级的题先做了，听我的讲解；然后再做六级的题，之后听我对六级题的讲解。
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.Questions 36 to 45 are based on the following passage.6级练习题1 （2016年12月多题多卷之一）Are We in an Innovation Lull?[A]Scan the highlights of this year’s Consumer Electronics Show (CES), and you may get a slight feeling of having seen them before. Many of the coolest gadgets this year are the same as the coolest gadgets last year—or the year before, even. The booths are still exciting, and the demos are still just as crazy. It’s still easy to be dazzled by the display of drones（无人机）, 3D printers, virtual reality goggles（眼镜）and more “smart” devices than you could ever hope to catalog. Upon reflection, however, it‘s equally easy to feel like you have seen it all before. And it’s hard not to think: Are we in an innovation lull（间歇期）?[B]In some ways, the answer is yes. For years, smartphones, televisions, tablets, laptops and desktops have made up a huge part of the market and driven innovation. But now these segmentsare looking at slower growth curves—or shrinking markets in some cases—as consumers are not as eager to spend money on new gadgets. Meanwhile, emerging technologies—the drones, 3D printers and smart-home devices of the world—now seem a bit too old to be called “the next big thing.”[C]Basically the tech industry seems to be in an awkward period now. “There is not any one-hit wonder, and there will not be one for years to come,” said Gary Shapiro, president and chief executive of the Consumer Technology Association (CTA). In his eyes, however, that doesn’t necessarily mean that innovation has stopped. It has just grown up a little. “Many industries are go ing out of infancy and becoming adolescents,” Shapiro said.[D]For instance, new technologies that are building upon existing technology haven not found their footing well enough to appeal to a mass audience, because, in many cases, they need to work effectively with other devices to realize their full appeal. Take the evolution of the smart home, for example. Companies are pushing it hard but make it almost overwhelming even to dip a toe in the water for the average consumer, because there are so many compatibility issues to think about. No average person wants to figure out whether their favorite calendar software works with their fridge or whether their washing machine and tablet get along. Having to install a different app for each smart appliance in your home is annoying; it would be nicer if you could manage everything together. And while you may forgive your smartphone an occasional fault, you probably have less patience for error messages from your door lock.[E]Companies are promoting their own standards, and the market has not had time to choose a winner yet as this is still very new. Companies that have long focused on hardware now have to think of ecosystems instead to give consumers practical solutions to their everyday problems. “The dialogue i s changing from what is technologically possible to what is technologically meaningful,” said economist Shawn DuBravac. DuBravac works for CTA—which puts on the show each year—and said that this shift to a search for solutions has been noticeable as he researched his predictions for 2016.[F]“So much of what CES has been about is the cool. It is about the flashiness and the gadgets,”said John Curran, managing director of research at Accenture. “But over the last couple of years, and in this one in particular, we are starting to see companies shift from what is the largest screen size, the smallest form factor or the shiniest object and more into what all of these devices do that is practical in a consumer’s life.” Even the technology press conferences, which have been high profile in the past and reached a level of drama and theatrics fitting for a V egas stage, have a different bent to them. Rather than just dazzling with a high cool factor, there is a focus on the practical. Fitbit, for example, released its first smartwatch Monday, selling with a clear purpose—to improve your fitness—and promoting it as a “tool, not a toy.”Not only that, it supports a number of platforms: Apple’s iOS, Google’s Android and Microsoft’s Windows phone.[G]That seems to be what consumers are demanding, after all. Consumers are becoming increasingly bored with what companies have to offer: A survey of 28,000 consumers in 28 countries released by Accenture found consumers are not as excited about technology as theyonce were. For example, when asked whether they would buy a new smartphone this year, only 48 percent said yes—a six-point drop from 2015.[H]And when it comes to the hyper-connected super-smart world that technology firms are painting for us, it seems that consumers are growing more uneasy about handing over the massive amounts of consumer data needed to provide the personalized, customized solutions that companies need to improve their services. That could be another explanation for why companies seem to be strengthening their talk of the practicality of their devices.[I]Companies have already won part of the battle, having driven tech into every part of our lives, tracking our steps and our very heartbeats. Yet the persistent question of “Why do I need that?” —or, perhaps more tellingly, “Why do you need to know that?”—dogs the steps of many new ventures. Only 13 percent of respondents said that they were interested in buying a smartwatch in 2016, for example—an increase of just one percent from the previous year despite a year of high-profile launches. That's bad news for any firm that may hope that smartwatches can make up ground for maturing smartphone and tablet markets. And the survey found flat demand for fitness monitors, smart thermostats (恒温器) and connected home cameras, as well.[J]According to the survey, that lack of enthusiasm could stem from concerns about privacy and security. Even among people who have bought connected devices of some kind, 37 percent said that they are going to be more cautious about using these devices and services in the future. A full 18 percent have even returned devices until they feel they can get safer guarantees against having their sensitive information hacked.[K]That, too, explains the heavy Washington presence at this year’s show, as these new technologies intrude upon heavily regulated areas. In addition to a full slate of senior officials from the Federal Trade and Federal Communications commissions, this year’s list of policy makers also includes appearances from Transportation Secretary Anthony Foxx, to talk about smart cities, and Federal Aviation Administration Administrator Michael Huerta, to talk about drones.[L]Curran, the Accenture analyst, said that increased government interest in the show makes sense as technology becomes a larger part of our lives. “There is an incompatibility in the rate at which these are advancing relative to the way we’re digesting it,” he said. “Technology is becoming bigger and more aspirational, and pervasive in almost every aspect of our lives. We have to understand and think about the implications, and balance these great innovations with the potential downsides they naturally carry with them.”36.Consumers are often hesitant to try smart-home devices because they are worried about compatibility problems.37.This year’s e lectronics show featured the presence of many officials from the federal government.38.The market demand for electronic devices is now either declining or not growing as fast as before.39.One analyst suggests it is necessary to accept both the positive and negative aspects of innovative products.40.The Consumer Electronics Show in recent years has begun to focus more on the practical value than the showiness of electronic devices.41.Fewer innovative products were found at this year’s elect ronic products show.42.Consumers are becoming more worried about giving personal information to tech companies to get customized products and services.43.The Consumer Technology Association is the sponsor of the annual Consumer Electronics Show.44.Many consumers wonder about the necessity of having their fitness monitored.45.The electronic industry is maturing even though no wonder products hit the market.6级练习题2 （2016年12月多题多卷之二）The American Workplace Is Broken. Here’s How We Can Start Fixing It.[A]Americans are working longer and harder hours than ever before. 83% of workers say they’re stressed about their jobs, nearly 50% say work-related stress is interfering with their sleep, and 60% use their smartphones to check in with work outside of normal working hours. No wonder only 13% of employees worldwide feel engaged in their occupation.[B]Glimmers (少许) of hope, however, are beginning to emerge in this bruising environment: Americans are becoming aware of the toll their jobs take on them, and employers are exploring ways to alleviate the harmful effects of stress and overwork. Yet much more work remains to be done. To call stress an epidemic isn’t hyperbole. The 83% of American employees who are stressed about their jobs—up from 73% just a year before—say that poor compensation and an unreasonable workload are their number-one sources of stress. And if you suspected that the workplace had gotten more stressful than it was just a few decades ago, you’re right. Stress levels increased 18% for women and 24% for men from 1983 to 2009. Stress is also starting earlier in life, with some data suggesting that today’s teens are even more stressed than adults.[C]Stress is taking a significant toll on our health, and the collective public health cost may be enormous. Occupational stress increases the risk of heart attack and diabetes, accelerates the aging process, decreases longevity, and contributes to depression and anxiety, among numerous other negative health outcomes. Overall, stress-related health problems account for up to 90% of hospital visits, many of them preventable. Your job is “literally killing you,” as the Washington Post put it. It’s also hurting our relationships. Working parents say they feel stressed, tired, rushed and short on quality time with their children, friends and partners.[D]Seven in 10 workers say they struggle to maintain work-life balance. As technology (and with it, work emails) seeps (渗入) into every aspect of our lives, work-life balance has become an almost meaningless term. Add a rapidly changing economy and an uncertain future to this 24/7 connectivity, and you’ve got a recipe for overwork, according to Phyllis Moen.“There’s risingwork demand coupled with the insecurity of mergers, takeovers, downsizing and other factors,” Moen said. “Part of the work-life issue has to talk about uncertainty about the future.”[E]These factors have converged to create an increasingly impossible situation with many employees overworking to the point of burnout. It’s not only unsustainable for workers, b ut also for the companies that employ them. Science has shown a clear correlation between high stress levels in workers and absenteeism (矿工), reduced productivity, disengagement and high turnover. Too many workplace policies effectively prohibit employees from developing a healthy work-life balance by barring them from taking time off, even when they need it most.[F]The U.S. trails far behind every wealthy nation and many developing ones that have family-friendly work policies including paid parental leave, paid sick days and breast-feeding support, according to a 2007 study. The U.S. is also the only advanced economy that does not guarantee workers paid vacation time, and it’s one of only two countries in the world that d oes not offer guaranteed paid maternity leave. But even when employees are given paid time off, workplace norms and expectations that pressure them to overwork often prevent them from taking it. Full-time employees who do have paid vacation days only use half of them on average.[G]Our modern workplaces also operate based on outdated time constraints. The practice of clocking in for an eight-hour workday is a leftover from the days of the Industrial Revolution, as reflected in the then-popular saying, “Eight hours labor, eight hours recreation, eight hours rest.”[H]W e’ve held on to this workday structure—but thanks to our digital devices, many employees never really clock out. Today, the average American spends 8.8 hours at work daily, and the the majority of working professionals spend additional hours checking in with work during evenings, weekends and even vacations. The problem isn’t the technology itself, but that t he technology is being used to create more flexibility for the employer rather than the employee. In a competitive work environment, employers are able to use technology to demand more from their employees rather than motivating workers with flexibility that benefits them.[I]In a study published last year, psychologists coined the term “workplace telepressure” to describe an employee’s urge to immediately respond to emails and engage in obsessive thoughts about returning an email to one’s boss, colleagues or clients. The researchers found that telepressure is a major cause of stress at work, which over time contributes to physical and mental burnout. Of the 300 employees participating in the study, those who experienced high levels of telepressure were more likely to agree with statements assessing burnout, like “I have no energy for going to work in the morning,” and to report feeling fatigued and unfocused. Telepres sure was also correlated with sleeping poorly and missing work.[J]Harvard Business School professor Leslie Perlow explains that when people feel the pressure to be always “on,” they find ways to accommodate that pressure, including altering their schedules, work habits and interactions with family and friends. Perlow calls this vicious cycle the “cycle of responsiveness”: Once bosses and colleagues experience an employee’s increased responsiveness, they increase their demands on the employee’s time. And because a failure to accept theseincreased demands indicates a lack of commitment to one’s work, the employee complies.[K]To address skyrocketing employee stress levels, many companies have implemented workplace wellness programs, partnering with health care providers that have created programs to promote employee health and well-being. Some research does suggest that these programs hold promise. A study of employees at health insurance provider Aetna revealed that the roughly one quarter of those taking in-office yoga and mindfulness classes reported a 28% reduction in their stress levels and a 20% improvement in sleep quality. These less-stressed workers gained an average of 62 minutes per week of productivity. While yoga and meditation （静思）are scientifically proven to reduce stress levels, these programs do little to target the root causes of burnout and disengagement. The conditions creating the stress are long hours, unrealistic demands and deadlines, and work-life conflict.[L]Moen and her colleagues may have found the solution. In a 2011 study funded, she investigated the effects of implementing a Results Only Work Environment (ROWE) on the productivity and well-being of employees at Best Buy’s corporate headquarters.[M]For the study, 325 employees spent six months taking part in ROWE, while a control group of 334 employees continued with their normal workflow. The ROWE participants were allowed to freely determine when, where and how they worked—the only thing that mattered was that they got the job done. The results were striking. After six months, the employees who participated in ROWE reported reduced work-family conflict and a better sense of control of their time, and they were getting a full hour of extra sleep each night. The employees were less likely to leave their jobs, resulting in reduced turnover. It’s important to note that the increased flexibility didn’t encourage them to work around the clock. “They didn’t work anywhere and all the time—they were better ab le to manage their work,” Moen said. “Flexibility and control is key,” she continued.36.Workplace norms pressure employees to overwork, deterring them from taking paid time off.37.The overwhelming majority of employees attribute their stress mainly to low pay and an excessive workload.38.According to Moen, flexibility gives employees better control over their work and time.39.Flexibility resulting from the use of digital devices benefits employers instead of employees.40.Research finds that if employees suffer from high stress, they will be less motivated, less productive and more likely to quit.41.In-office wellness programs may help reduce stress levels, but they are hardly an ultimate solution to the problem.42.Health problems caused by stress in the workplace result in huge public health expenses.43.If employees respond quickly to their job assignments, the employers is likely to demand more from them.44.With technology everywhere in our life, it has become virtually impossible for most workers to keep a balance between work and life.45.In America today, even teenagers suffer from stress, and their problem is even more serious than grown-ups’.6级练习题3 （2016年12月多题多卷之三）Countries Rush for Upper Hand in Antarctica[A]On a glacier-filled island with fjords(峡湾)and elephant seals, Russia has built Antarctica’s first Orthodox church on a bill overlooking its research base. Less than an hour away by snowmobile. Chinese laborers have updated the Great Wall Station, a vita l part of China’s plan to operate five basses on Antarctica, complete with an indoor badminton court and sleeping quarters for 150 people. Not to be outdone, India’s futuristic new Bharathi base, built on stills(桩子)using 134 interlocking shipping containers, resembles a spaceship. Turkey and Iran have announced plans to build bases, too.[B]More than a century has passed since explorers raced to plant their flags at the bottom of the world, and for decades to come this continent is supposed to be protected as a scientific preserve, shielded from intrusions like military activities and mining . But an array of countries are rushing to assert greater influence here, with an eye not just towards the day those protective treaties expire, but also for the strategic and commercial that already exist.[C]The newer players are stepping into what they view as a treasure house of resources. Some of the ventures focus on the Antarctic resources that are already up for grabs, like abundant sea life. South Korea, which operates state-of–the-art bases here, is increasing its fishing of krill(磷虾)，found in abundance in the Southern Ocean, while Russia recently frustrated efforts to create one of the world’s largest ocean sanctuaries here.[D]Some scientists are examining the potential for harvesting icebergs form Antarctica, which is estimated to have the biggest reserves of fresh water on the planet. Nations are also pressing ahead with space research and satellite projects to expand their global navigation abilities.[E]Building on a Soviet-era foothold, Russia is expanding its monitoring stations for Glonass, its version of the Global Positioning System(GPS). At least three Russian stations are already operating in Antarctica, part of its effort to challenge the dominance of the American GPS, and new stations are planned for sites like the Russian base, in the shadow of the Orthodox Church of the Holy Trinity.[F]Elsewhere in Antarctica, Russian researchers boast of their recent discovery of a freshwater reserve the size of L ake Ontario after drilling through miles of solid ice. “You can see that we’re here to stay,” said Vladimir Cheberdak, 57, chief of the Bellingshausen Station, as he sipped tea under a portrait of Fabian Gottlieb von Bellingshausen, a high-ranking officer in the Imperial Russian Navy who explored the Antarctic coast in 1820.[G]Antarctica’s mineral, oil and gas wealth are a longer-term prize. The treaty banning mining here, shielding coveted(令人垂诞的)reserves of iron ore, coal and chromium, comes up for review in 2048. Researchers recently found kimberlite(金伯利岩) deposits hinting at the existence of diamonds. And while assessments vary widely, geologists estimate that Antarctica holds at least 36 billion barrels of oil and natural gas.[H]Beyond the Antarctic treaties, huge obstacles persist to tapping these resources, like drifting icebergs that could jeopardize offshore platforms. Then there is Antarctic’s remoteness, with some mineral deposits found in windswept locations on a continent that is larger the Europe and where winter temperatures hover around minus 55 degrees Celsius.[I]But advances in technology might make Antarctica a lot more accessible three decades from now. And even before then, scholars warn, the demand for resources in an energy-hungry world could raise pressure to renegotiate Antarctica’s treaties, possibly allowing more commercial endeavours here well before the prohibitions against them expire. The research stations on King George lsland offer a glimpse into the long game on this ice-blanketed continent as nations assert themselves, eroding the sway long held by countries like the United States, Britain. Australia and New Zealand.[J]Being stationed in Antarctica involves adapting to life on the planet’s driest, windiest and coldest continent, yet each nation manages to make itself at home. Bearded Russian priests offer regular services at the Orthodox church for the 16 or so Russian speakers who spend the winter at the base, largely polar scientists in fields like glaciology and meteorology. Their number climbs to about 40 in the warmer summer months. China has arguably the fastest growing operations in Antarctica. It opened its fourth station last year and is pressing ahead with plans to build a fifth. It is building its second ice-breaking ship and setting up research drilling operations on an ice dome 13,422 feet above sea level that is one the planet’s coldest places. Chinese officials say the expansion in Antarctica prioritises scientific research. But they also acknowledge that concerns about “resource security” influence their moves.[K]China’s newly renovated Great Wall Station on King George lsland makes the Russian and Chilean bases here seem outdated. ”We do weather monitoring here and other research.” Ning Xu, 53, the chief of the Chinese base, said over tea during a fierce blizzard(暴风雪) in late November. The large base he leads resembles a snowed-in college campus on holiday break, with the capacity to sleep more than 10 times the 13 people who were staying on through the Antarctic winter. Yong Yu, a Chinese microbiologist, showed off the spacious building, with empty desks under an illustrated timeline detailing the rapid growth of China’s Antarctic operations since the 1980s “We now feel equipped to grow,” he said.[L]As some countries expand operations in Antarctica, the United States maintains three year-round stations on the continent with more than 1,000 people during the southern hemisphere’s summer, including those at the Amundsen Scott station, built in 1956 at an elevation of 9,301 feet on a plateau at the South Pole. But US researchers quietly complain about budget restraints and having far fewer icebreakers the Russia, limiting the reach of the United States in Antarctica.[M]Scholars warn that Antarctica’s political drif t could blur the distinction between military and civilian activities long before the continent’s treaties come up for renegotiation, especially in parts of Antarctica that are ideal for intercepting(拦截) signals from satellites or retasking satellite systems, potentially enhancing global electronic intelligence operations.[N]Some countries have had a hard time here, Brazil opened a research station in 1984, but it was largely destroyed by a fire that killed two members of the navy in 2012, the same year that a diesel-laden Brazilian barge sank near the base. As if that were not enough. a Brazilian C-130 Hercules military transport plane has remained stranded near the runway of Chile’s air base here since it crash-landed in 2014.[O]However, Brazil’s stretch of misfortune has created opportunities for China, with a Chinese company winning the $100 million contract in 2015 to rebuild the Brazilian station.[P]Amid all the changes, Antarctica maintains its allure. South Korea opened its second Antarctic research base in 2014, describing it as a way to test robots developed by Korean researchers for use in extreme conditions. With Russia’s help, Belarus is preparing to build this first Antarctic base. Colombia said this year that it planned to join other South American nations with bases in Antarctica.[Q]“The old days of the Antarctic being dominated by the interests and wishes of white men from European. Australasian and North American states are over.” Said Klaus Dodds, a politics scholar at the University of L ondon who specialises in Antarctica. “The reality is that Antarctica is geopolitically contested.”36.According to Chinese officials, their activities in Antarctica lay greater emphasis on scientific research.37.Efforts to create one of the world’s largest ocean sanctuaries failed because of Russia’s obstruction.38.With several monitoring stations operating in Antarctica, Russia is trying hard to counter America’s dominance in the field of worldwide navigational facilities.39.According to geo logists’ estimates. Antarctica has enormous reserves of oil and natural gas.40.It is estimated that Antarctica boasts of the richest reserves of fresh water on earth.41.The demand for energy resources may compel renegotiation of Antarctica’s treati es before their expiration.42.Many countries are racing against each other to increase their business and strategic influence on Antarctica.43.Antarctica’s harsh natural conditions constitute huge obstacles to the exploitation of its resources.44.With competition from many countries, Antarctica is no longer dominated by the traditional white nations.45.American scientists complain about lack of sufficient money and equipment for their expansion in Antarctica.6级练习题4 （2016年6月多题多卷之一）Can societies be rich and green?[A]“If our economi es are to flourish, if global poverty is to be eliminated and if the well-being of the world’s people enhanced—not just in this generation but in succeeding generations—we must make sure we take care of the natural environment and resources on which our economic activity depends.” That statement comes not, as you might imagine, from a stereotypical tree-hugging, save-the-world greenie (环保主义者), but from Gordon Brown, a politician with a reputation for rigour, thoroughness and above all, caution.[B]A surp rising thing for the man who runs one of the world’s most powerful economies to say? Perhaps; though in the run-up to the five-year review of the Millennium (千年的) Goals, he is far from alone. The roots of his speech, given in March at the roundtable meeting of environment and energy ministers from the G20 group of nations, stretch back to 1972, and the United Nations Conference on the Human Environment in Stockholm.[C]“The protection and improvement of the human environment is a major issue which affects the well-being of peoples and economic development throughout the world,” read the final declaration from this gathering, the first of a sequence which would lead to the Rio de Janeiro Earth Summit in 1992 and the World Development Summit in Johannesburg three years ago.[D]Hunt through the reports prepared by UN agencies and development groups—many for conferences such as this year’s Millennium Goals review—and you will find that the linkage between environmental protection and economic progress is a common thread.[E]Managing ecosystems sustainably is more profitable than exploiting them, according to the Millennium Ecosystem Assessment. But finding hard evidence to support the thesis is not so easy. Thoughts turn first to some sort of global statistic, some indicator which would rate the wealth of nations in both economic and environmental terms and show a relationship between the two.[F]If such an indicator exists, it is well hidden. And on reflection, this is not surprising; the single word “environment” has so many dimensions, and there are so many other factors affecting wealth—such as the oil deposits—that teasing out a simple economy-environment relationship would be almost impossible.[G]The Millennium Ecosystem Assessment, a vast four-year global study which reported its initial conclusions earlier this year, found reasons to believe that managing ecosystems sustainably—working with nature rather than against it—might be less profitable in the short term, but certainly brings long-term rewards.[H]And the World Resources Institute (WRI) in its World Resources 2005 report, issued at the end。
改错题解析改错部分（error correction）是一种主观测试题，其目的是测试学生综合运用语言的能力。
题型通常为一篇200字左右的短文，文中分布有共10个错误，有"错误"标号的行中最多只有一个错误。
要求考生通过改正、增添或删除行中的某个词或短语的方式写出答案。
答题时间为15分钟。
改错题综合了阅读理解、词汇与语法结构两种题型的特点，它不仅测试考生对篇章的理解能力，而且也测试考生对词汇和语法知识的掌握；同时，它还检查考生拼写单词的能力。
当然，了解错误类型也是答题方法之一。
从形式上看，需要纠正的错误分为两类：语法结构错误和用词错误，而且这两种错误有时是互相关联的。
用词方面可能是意义或形式容易混淆的词，可能是意义相反的词，也可能是语法错误或搭配错误的词；语法结构错误可能是词形变化有误造成的，它可能是词形、时态、语态、性、数、格等语法方面的错误。
一、常考典型错误1、一致性方面的错误1)主谓一致主谓不一致错误是CET-6综合改错题内容之一，主要表现为主语名词与谓语动词间隔较长，首尾不能相接，造成视觉上的混淆。
例：The president of the company, together with the workers, are planning a conference for the purpose of solving financial problems.句中主语的主词为单数名词“president”，介词短语“together with the workers”与主语无关，是插入成分，故谓语动词应用单数is。
2)名词单复数有时名词可以不用复数，但是在特定的句子中由于前面有明确的量词修饰，如many, several, a number of, a variety of等等，就要变成复数形式。
例：Computer, as we all know, has many possible use in different fields.句中名词use前的修饰语many是用来修饰复数名词的，所以use应改为uses。
2023年大学英语四六级短文辨析改错应试技巧一、一致关系错误解析[错误类型]1. 人称代词或物主代词的混淆或误用..Ama.surrounde.b.flame.an.smok.generall.consider.tha.jumpin.ou.o..second-floo.windo.i.a.acceptabl.ris.t.sav.it.life.(1993年6月题72.(答案: it..hi.虽然本句主语和代词之间隔有众多成分, 但我们应当知道, 此句主语是.man, 所以谓语save后面应是hi.life).例.Unconciousl.w.cop.thes.w.ar.clos.t.o.lov.o.admire.(1995年1月题73.(答案: thes..those, 题意是"不经意中, 我们模仿身边的、所爱的、所崇敬的那些人。
".2. 动名词作为主语, 主谓关系不一致例 And there are no going back to a simple, less technologically complex time.(1998年1月题74)(答案: are → is,在there be结构中, 主语是-ing分词短语going back to,因此谓语动词be应用单数形式.)3.百分数作为主语, 主谓关系不一致例: But if 98 percent of us doesn't need to work, ...(1998年1月题79)(答案:doesn't → don't, 百分数修饰主语,要看of后面的名词的数,us 是复数, 因此谓语动词亦用复数)4.反身代词前后不一.例.…….wha.ar.w.goin.t.d.wit.oneself.(1998年1月题80.(答案:onesel..ourselves,因此主语是we,反身代词应与主语保持一致.5.从句、不定式作语, 主谓关系不一.例.Whethe.wome.wh.hav.starte..caree.wil.attai.pa.equalit.wit.me.res.o.a.leas.tw.factors.(1996年1月题73.(答案:res..rests,由于从句、不定式,分词等形式作主语时谓语动词要用单数形式。
大学英语六级短文改错解题技巧新六级考试“改错的目的是测试学生综合运用语言的能力”。
改错中的很多错误其实就是很多学生在平时写作时经常犯的错误。
短文改错对考生的要求较高，是对语言知识综合运用能力的考查。
改错形式：1、错词（words mistaken）。
在标有题号的一行中有一词在词法、搭配或词义等方面有错误，要求考生找出错误并换上正确的词（change a word），这类错误在所有错误中占绝大多数。
2、缺词（words missing）。
在标有题号的一行的任何位置缺了一词，要求考生按语法、搭配或上下文语义的需要找出缺词的位置并补上所缺的词（insert a word）。
3、多词（words redundant）。
在标有题号的一行中有一词按语法、搭配或上下文语义要求纯属多余，要求考生认定该多余的词并划去（cross out a word）。
做题步骤：一、先通读全文认真阅读短文，在做题之前确保已经弄清原文大意。
根据短文大意和上下文逻辑关系，对文章进行逐字逐句的分析，检查句子的结构是否完整，语气是否连贯，启承转合是否符合文意等。
二、综合运用所学语言知识根据各行不同的错误情况分别进行答题(即改词、加词或减词)。
三、验证答案改完后，要回过头来重读一遍全文，查看改过后是否能使语气通顺，时态一致，合乎逻辑。
再次通读可以在初改时感觉不顺的地方集中精力，仔细推敲，使答案更加准确。
因为有时就一个句子来看可能在两个地方修改都说地过去，但在上下文中却只能在一处修改。
应试技巧： 1. 做改错题时应先用快读的方法通读全文，对文章有个大致的了解。
2. 细读出现 10 个错误的所在行，看有没有出现语法错误和词汇错误。
3. 如果通过细读确认没有语法错误和词汇错误，那就把细读扩大到该行上下各二、三行，有时甚至要联系该行所在的自然段，这时的重点必须转移到对文章的理解上来，从上下文的关系找出连接关系和逻辑关系的前后矛盾的错误。
4. 一般来说，一份标准的改错题，从改错的三种方式来说应该是以改换原词为主，约占 60% ～ 70% ，以去掉原文的词和加词为辅，约占 30% ～ 40%; 从三种错误所占比例来看，语法和词汇为 7 ～ 8 个，而上下文逻辑错误为 2 ～ 3 个。
英语六级改错综合训练一、题型特征作为CET传统题型之一，综合改错题仍然是与完型填空一起作为二选一出现，文章长度大约在200-250词之间，共包含10处错误。
每行不超过一处错误，而且不包括标点符号错误和纯粹的单词拼写错误。
二、错误类型1.逻辑表达错误2.介词使用错误3.代词使用错误4.非谓语动词使用错误5.主谓语前后不一致错误6.名词的错误7.代词使用错误8.冠词的错误9.句子结构的错误10.时态语态和语气的使用错误11.易混淆词的使用错误。
三、考查方式1.改正（correction）（/）2.删除（delete）（/）3.增添（add）（∧）四、解题步骤1、一般来说，做题时千万不要拿起来就改，先花1-2分钟从头到尾通读全文，，对文章大致内容有所了解，做到心中有数。
2、然后把重点放在有错误项的标有题号行，寻找较容易辨认的语法错误，如主谓不一致、时态、语态使用错误、非谓语动词错误等。
3、如果错行中不存在上述明显错误，则应查看是否有词语搭配错误、易混词错误、词性错误等等细节错误。
4、如果错行中急不存在语法错误，也不存在词汇错误，则从整体上查看上下文意思是否连贯，连接词是否使用正确，是否有逻辑混乱的现象，如否定句误用成肯定句造成句意不通等。
5、找到错误项后，按要求形式进行改正、删除或增添，并设法找到一个正确项使句子在语法语义逻辑上都成立。
五、错误类型例析1. 逻辑表达的错误逻辑表达错误是由于某个词语使用不当而造成文章在语义上前后不一致或者矛盾的错误类型，具有难度大、不易发现的特点。
这类错误往往需要在考生充分理解全文并具有较强的语言综合应用能力的基础上方可解答。
一般来说，逻辑表达错误包括两种类型。
第一种是反义词的使用错误，常见的这类错误有：①派生反义词，如：encourage-discourage，load-unload，satisfy-dissatisfy等；②互补性反义词，如：dead-alive，boy-girl，man-woman，male-female，brother-sister，married-single等；③换位性反义词，如：buy-sell，give-receive，lend-borrow，husband-wife，parent-child，left-right等；④相对性反义词，如：easy-hard，big-small，cold-hot，old-young，wide-narrow，love-hate等；⑤按上下文语义，行中多用了not或no，或必须添上not或no。
大学英语四六级考试短文改错主要考查的知识点大学英语四六级考试短文改错主要考查的知识点短文改错是英语六级考试这几年必考的一个题型。
它的考查形式是将一段文章分为若干行，其中的10行中每一行设置一个错误，要求考生找出该错误并加以改正。
这一题型的设置目的是考查考生用英语进行思维的能力和对英语表达方法的熟悉程度，因此其考查的内容，是以语法和英语习惯表达方法为主的。
通过对往年考题的分析，我们总结出六级改错的主要考查内容。
1.时态英语的时态使英语与汉语在表达方法上有很大的区别，因而也就是命题者所热衷出题的内容。
如2001年1月CET6第71题：Now he had the capability to leave that planet ___71___.本题是考查现在时态与过去时态的区别的，正确的做法是将had 改为has。
一般而言，时态的`题目几乎每次考试都有所涉及。
时态的考点，一般集中在现在时与过去时的区分上，应该说是比较容易的题目。
只要大家在阅读文章时稍微细心一点，是不会有太大的问题的。
2.介词介词也是一个考试的热点。
具体的说，介词的考查分为两类，一类是介词基本的用法，另一类是考介词的固定搭配。
前者如2000年6月第78题：ImmediateIy before him was a very flat piece of bread that looked，to him，very much as a nap-kin.本题就是考查介词like，as的意义区别。
后者如2000年1月第73题，land into other planet，本题则考查与动词 land搭配的介词究竟是onto还是into。
3.主谓一致改错题中的主谓一致的考查，主要是考查名词的单数和复数形式。
如1996年6月第73题，The small college…. offer a better student faculty ratio.The small college与offer显然不能搭配，应改为offers。
Production of multimedia content using FlashDepartment of Electronics and Computer Science, University of Southampton1. AbstractMacromedia Flash is one of the most powerful web authoring tools available to web designers today and is used to produce animated and still graphics. However, because of the poor use of Flash animations on the Internet, Flash has acquired a reputation for poor usability. Macromedia itself Macromedia itself and other individuals have produced tools and documentation to help designers make the most out of Flash have now published many usability tips. If these are followed, good multimedia content can be produced which is usable to others.ContentsKeywords ............................................................................................. 1 Introduction .......................................................................................... 1 Background .......................................................................................... 2 Research.............................................................................................. 2 About Flash ..................................................................................... 3 Flash Usability ................................................................................. 3 Alternatives to Flash........................................................................ 4 My Film ............................................................................................ 4 Conclusions.......................................................................................... 9 References......................................................................................... 102. KeywordsMacromedia Flash, Multimedia Content Creation, Animation Graphics, Sound, Video,3. IntroductionThe aim of this paper is to look at multimedia content produced by Macromedia Flash. Flash has become very popular over the past few years; 474 million Internet users use it today. In this paper I research into how Flash is used by developers today and why to give a background into the use of Flash. The advantages and disadvantages of Flash as a multimedia content creation tool are discussed to help developers to decide if Flash is a suitable tool for their project. A number of usability tips for Flash have been put together by a number of individuals, which it is recommended to follow if a usable Flash application is to1be made. I will research into these and outline them. I will also research briefly into alternatives to Flash. To fully understand how to create multimedia applications with Flash, I made a small movie of my own in Flash. I will describe the nature of my film and how it was created. Finally, I will evaluate my film and report my findings and give a summary of my experiences using Macromedia Flash.4. BackgroundFlash was first introduced in 1996 and was known as FutureSplash Animator and run by a company called FutureWave. It was used to play back animation on web browsers through Java. The company decided to sell off their technology due to financial difficulties, they tried Adobe who turned them down, but were soon bought by Macromedia. FutureSplash Animator became Macromedia Flash 1.0. There are 2 main components to the Flash software, which are: • Flash Editor – which is used to create the graphics and animation that make up the end movie • Plug-in or Flash Player – which is used by web-browsers to display the Flash movie Flash can be used to create movies, which incorporate graphics, sound and animation. These movies are generally placed on web sites on the Internet. The main reason web designers use Flash is because it provides a good online user interface, allowing visitors to interact with a web site. Also, animation is known to have a tremendous effect on human peripheral vision and therefore is a good way to relay information to people. Unfortunately, bad use of Flash on web sites has left Flash with a tarnished reputation. Most people either love it or hate it. Even though Flash is very popular on the Internet, many people find the Flash content unusable and annoying. The main arguments for Flash content being unusable are as follows: • The majority of Flash content is unnecessary and gratuitous • Content is usually built once and then not updated regularly • Content usually follows the established standards for Web content5. ResearchFirstly, it is important to look at reasons why and why not to use Flash as a way of conveying information on the Internet. These reasons are outlined below. Advantages of using Flash: • Flash films are browser independent; therefore they can be viewed with any browser, so is not limited. • Designers are able to control colours, fonts and resolution quality, and so can make their films to their needs. • As vector graphics are used, films can be scaled without it affecting the image resolution and objects will be smaller than their bitmap equivalents.2• •Animated and interactive films can be produced with sound, which will be more appealing to visitors, and get information across more easily. Flash software is very powerful, well supported and updated frequently.Disadvantages of using Flash: • Flash is quite a hard piece of software to learn, it may take developers a significant amount of time to learn to use the flash development environment • A plug-in is required to view Flash films, so not all machines will be able to view Flash films. • Flash does not have a user-friendly interface and it not intuitive for designers, and therefore might take designers longer to produce multimedia content. • Printing Flash movies results in poor text quality. • Search engines are unable to read Flash movies, so they do not show up. • It takes longer to create a Flash website than the usual HTML ones.About Flash Flash files have the .SWF extension. These files combine code, media and data into a format that is compact. These are loaded using a steaming model, where the first few frames become available to view once. The files are also cached, so that they can be retrieved again locally, saving time. Video and audio are streamed, which means that MP3 content can be dynamically loaded and player, and that full-motion films can be added. The Sorenson Spark Codec is used for high quality playback with low bandwidth. Flash uses a compressing/decompressing model to help lower network costs. Developers can compress their code when publishing the movie, and when a user wants to run this, it is decompressed on the user’s machine at runtime. Flash Usability One of the main problems with Flash is that it is known to have poor usability. Some usability tips have been produced by individuals. Macromedia’s Flash Usability tips: [/software/flash/productinfo/usability/tips/] • Remember user goals • Remember site goals • Avoid unnecessary intros • Provide logical navigation and interactivity • Design for consistency • Don’t overuse animation • Use sound sparingly • Target low-bandwidth users • Design for accessibility • Test for usability3Alternatives to Flash Flash is not the only development tool available to create multimedia content. A brief discussion of alternatives is presented below. Synchronized Multimedia Integration Language (SMIL) – this is a mark-up language (XML) which is used to write interactive multimedia content. Developers can define the temporal behaviour of their content and the layout of this on screen. Video and audio can be streamed with together with other media types. Scalable Vector Graphics (SVG) – this is a language used to describe two dimensional vector based graphics. It allows for images, text and vector and vector graphic shapes. The Document Object Model (DOM) includes full XML DOM, which allows for effective vector animation via scripting. My Film I used Macromedia Flash to create a small animated film which is to be placed on my university website. I had only ever encountered these types of films on the Internet, but never made one of my own. I also had never used Flash before, so it was a new experience. My film is titled “How to Turn a Geek into a Super Stud”, and shows through animated and still graphics how you can make a geek into a super stud! It can be viewed at /~mkg100 There are some important concepts that need to be understood before starting with Flash, these are described below. • SYMBOLS – these are graphics that have been created by using the drawing tools, and can be used over and over again within the film. • LAYERS – these can be thought of as transparent sheets that are placed on top of each other. Objects can be drawn on one layer without affecting objects in other layers. • FRAMES – displays the contents of I second of the film; a film is made of a series of frames. • KEYFRAMES – these are frames where changes in animation occur. The first frame in a frame is automatically a keyframe. • TIMELINE – shows the frames in all the layers of the film, and what events are occurring in the frames. The film starts of with the opening screen which shows the title, with a moving flashy yellow border, and a button, which when pressed will start the main part of the film. These three objects are placed in their own layers (I made a new layer for each). To place the title on screen, I created a layer called text (Insert ! Layer) and had to use the Text tool from the drawing tools, which works pretty much the same way as the ones found in other programs. You just have to enter the required text into the4box, and change the font size, type and alignment, as you so please. I also inserted a keyframe at frame 25 (Insert ! Keyframe), as this is the last frame that the text appears in. To insert the keyframe, you have to have that particular frame selected from the timeline. I created a new layer for the yellow flashy border, which was created by using keyframes and motion tweening. Motion tweening is used to change the size of objects or rotate them in an animated manner. I placed a keyframe every 5 frames, up to frame 25, and changed the size of the border in each one by transforming the shape (Window ! Inspectors ! Transform), or you could use the re-size option in the drawing tools to change the size. I then inserted the motion tween in each keyframe (Insert ! Create Motion Tween), which makes the border move from one size to the other. These 25 frames run continuously until the arrow button is pressed. This was achieved by selecting frame 25 in this layer and modifying the frame properties (Modify ! Frame ! Actions tab). I added a ‘Go to’ action and specified the frame to ‘go to and play’ scene 1, frame 1; the beginning of the film. The red arrow was also created in another layer, using the drawing tools, and was then turned into a button (Insert ! Convert to Symbol ! Button). When the cursor is placed over the button, the arrow increases in size. To do this you have to select the arrow button and then edit the object (Edit ! Edit Selected). This brings up a new scene with just the button in it. The timeline at the top of the screen has frames for ‘up’, ‘down’, ‘over’ and ‘hit’. You need to edit the button design in each frame depending on what you want the button to do when the corresponding actions occur. In this case, in the ‘over’ frame I drew an enlarged arrow by using the re-size tool. When the arrow button is pressed, the film jumps to the next screen, which starts in frame 30. The button performs this action by editing the buttons properties (Modify ! Instance ! Actions tab). I added a ‘Go to’ action and specified the frame ‘go to and play’ at as frame 30. Again I added a keyframe at frame 25, as this is the last frame for the arrow. There is another layer in this screen, which displays the background. In this instance the layer is empty as the background is white. The next scene shows the geek and ‘Mandy’s Geek Transformer’ machine, which starts from frame 30. The background is now a sea blue colour, which I created by drawing a large box with the drawing tools to fill the screen. The background layer must be the layer at the bottom so that all the other objects can be place on top of it. I created a new layer for the geek and placed a keyframe at frame 30. In this frame I used the drawing tools to create the geek. I then used drawing tools to create the speech bubble and then added a text box inside this to add the words. I also wanted some to be played at this frame; the geek saying “hello, my names Colin”. I had recorded some voices earlier with my microphone onto my5computer. I then imported this sound into Flash (File ! Import ! select sound file). I wanted the sound to be played at frame 30, so created a new layer for this sound. I then edited the frame properties to play the required sound file (Modify ! Frame ! Sound tab ! select file from drop down box) at this frame. Then I added another keyframe at frame 45, as this is the frame in which the transformer machine enters the film. I wanted the film to stop here until the button on the machine is pressed. Therefore, I set an action to frame 45 in the geek layer called ‘Stop’. This causes the film to stop at that frame until another event is triggered; in this case, the red button on the machine is selected. The machine is also drawn in a new layer and is created with the drawing tools. The title is drawn using the text facility. The red circle on the machine is a button whose action is to ‘go to and play’ at frame 50. At frame 50, I placed keyframes in the geek layer and the machine layer, as I wanted the objects in this layer to be displayed on screen but I deleted the geek’s speech bubble, as it was no longer required. I then created another layer, which starts at frame 50. This layer contains the rays that shoot out of the machine when the button is pressed and the ‘zap’ graphic. I drew the rays and zap with the drawing tools and then inserted another keyframe in this layer 3 frames down, frame 53, and used the re-size tool to reduce the size of the rays. I then used motion tweening to make the ray’s change in size on an animated way. I repeated this until frame 71, increasing and decreasing the size of the rays each time, with motion tweening between each. This was to give a shooting rays effect. I moved the ‘zap’ graphic in each of these keyframes as well with the aid of the arrow tool from the drawing tools. During the zapping, the geek shouts “Nooo!” which occurs from frame 50 to frame 82. Again I used the drawing tools to create this.After the zapping has finished the film has reached frame 83. The layer that contains the machine is no longer needed, so there are no frames for this layer anymore. In the geek layer, the geek has a speech bubble beside him, which was made by the drawing tools. The only layers active at this point are the one with the geek in it and the background.6Now the geek transformation begins!In this scene, which starts at frame 98, I entered a keyframe and deleted the glasses from the geek and added a text box, both changes were made to the geek layer. I also drew some new eyes with the drawing tools and placed them over the old eye. I left this scene and all the others after this on for 15 frames in order to give people time read the text and note the difference in the geek.This scene starts at frame 113, where I placed a keyframe. I deleted the spots from the geeks face and entered new text into the text box.Another keyframe was placed at frame 128 in the geek layer. I drew another mouth using the drawing tools and placed it over the old one. I also edited the text in the text box.I placed another keyframe at frame 143 in the geek layer. I deleted the excess hair from the nose and ears with the aid of the eraser tool from the drawing tools. I then re-drew the hair using the paintbrush tool. Again, I edited the text.7This keyframe was added at frame 158 in the geek layer. I used the drawing tools to change the shape of the face and changed the text.A keyframe was inserted at frame at 173, and again drawing tools were used to change the shape of the body.This keyframe is at frame 188 and I used the fill tool to change the colours of the clothes.This is the last scene and the keyframe was inserted at frame 203 and I used the text tool to edit the text. I also created a button using the drawing tool to draw it. I then added an action to the button, which is ‘go to and play’ frame 1, which is the beginning of the film. I also added some sound to this frame, which says “hey baby!”, by changing the frame properties.8This concludes my film. The final step is to convert the Flash file into a movie so that is can be viewed in Flash players (File ! Export Movie ! specify file name and Save).6. ConclusionsI found Macromedia Flash a very powerful tool. It allowed me to draw pictures and make simple animations quite easily. I found Flash relatively easy to use when drawing basic pictures and animations, but it started to get very complicated when I attempted to produce more advanced animations. In my film, where the rays bombard the geek, I tried to animate the geek so that it looked like he was getting electrocuted. Unfortunately I was unable to do this. When I animated the geek Flash automatically turned the geek into a symbol, which meant that I was unable to change the appearance of the geek after this. This meant that I could not finish my film as the last part of the film is concerned with editing the appearance of the geek. I therefore decided that it would be more beneficial to not have the animated geek, but to have the appearance of the geek change. Flash has a large variety of tools, but there are far too many to learn. It would take a tremendous amount of time to fully learn all the tools and functions available. Also, as there are lots of things that Flash can do, it is hard to know exactly what can be done, as lots of time would be required to learn everything. It can also get very confusing knowing what does what. There are a number of tutorials that are available in the Flash software, which cover: • Basic drawing • Concepts • Buttons • Simple animation • Streaming audio These tutorials are extremely useful as you can learn enough to make a simple film and are very easy to follow. There are step-by-step instructions on how to make objects and lots of screen dumps so you can check if you are doing the right thing. Flash also has a good Help, where you can search on keywords. The concept of layers in Flash is extremely useful as it helps to organise objects. You can also colour code the layers, which helps to show which objects belong to which layer, especially when there are a lot of objects. It is also possible to lock layers, which is useful when you do not want to accidentally change objects, Making simple animations is quite straight forward, especially since there is a whole tutorial on it. But it is a lot harder to make complex animations, as there is no extra help. I found Flash quite easy to use, but to fully master it would take a lot of time and energy. It is very good for making multimedia content, as it allows you to incorporate graphics with animation and sound without any programming knowledge. It can annoying sometimes as it can quite awkward to draw objects as you want and it could benefit from more advanced drawing tools. Also, more help is needed on how to produce animations.97. References1. /alertbox/9512.html (last accessed 13/12/02) 2. http://www/iboost/com/build/design/articles/pageview/603.htm (last accessed 13/12/02) 3. /acrlnec/sigs/itig/tc_july_aug2000.htm (last accessed 13/12/02) 4. /software/flash/productinfo/usability/tips/ (last accessed 13/12/02) 5. /macromedia/events/john_gay/page04.html# (last accessed 13/12/02) 6. /approach/ (last accessed 13/12/02) 7. Allaire.J, Macromedia Flash MX – A next - generation rich client 8. /archives/2000/10/desirevu2/ (last accessed 13/12/02) 9. /TR/smil20/ (last accessed 13/12/02) 10. /Graphics/SVG/Overview.htm8 (last accessed 13/12/02)10。
语⾔结构错误占很⼤⽐例 任何语法精、语感好的考⽣在规定时间的⼆分之⼀的时间内会找出⼀⼤半错误，并且能快速修改。
通常⼀半左右的错误是⽐较明显的，其中最突出的结构问题有以下⼏种： 1.单复数概念。
这是最简单、最基本的语法规则，但是由于它本⾝的特殊⽤法较多，加之考⽣的词汇量、语义场的⽔平差异⼤，不可能⼈⼈都能完全答对。
例1:This dream...was to find a piece of place, and build a house for one's family...(CET-6,9,03) 此句中的a piece of place应改为a place，或者直接将place改为land。
因为place在此为可数名词，通常在land 前才加a piece of。
例2:Can we be so bold as to suggest that we may be able to colonize other planet within the not-too-distant future?(CET-6, 1,00) ⼈类探索其他星体，不只⼀个、两个，除了移民⽉球外，也许还有⽔星、⽊星等。
故应将other 后的可数名词变成复数形式,⽽the other后的可数名词则不为复数形式。
2.主谓⼀致。
主谓⼀致也是初、中级英语的基本知识范畴。
然⽽由于英语中的集体名词、不定代词、指⽰代词、主谓倒装等特殊变量的存在，给语⾔学习者带来许多不好把握的地⽅。
例1:...but behind it lies two myths...(CET-6,6,02) 该句是⼀个例装句。
谓语动词的形式与myths看齐，⽽⾮与介宾it⼀致。
故应把lies改为lie。
例2:...perhaps one in every seven deaths in Europe's crowded cities were caused by the disease.(CET-6,6,01) 该句的主语是one，⽽⾮crowded cities，故谓语动词应改为was。
精品文档大学英语六级改错讲义（张子宏）介词第一节of 介词：中心词+ 考点1More and more people live in towns and cities instead on farm and in villages. (90/1, No.71)：例1s recreation and social life chiefly consisted a drive in the wagon to the nearby small town '：The family例2 or village to transact some business as well as to chat with neighbors who had also come to town. (90/6, No.78)to介词+ 考点2：中心词People are earning higher wages and salaries. This leads changes in the way of life. (90/1, No.76) 1：例2: Similarly, we feel comfortable with people with physical qualities similar as ours. (95/1, No.71) 例on 介词3考点：中心词+, but such reasons are totally dependent in the balance of risks and benefits for the patients.(93/6, ：……例1No.75)with 介词4：中心词+ 考点In every home a stereo or television will fill the rooms sound. (95/6, No.72) ：例1for 介词：中心词+ 考点5Big cities of the world are well-known by their noisiness. (95/6, No.76) ：例1固定搭配: on the contrary, on one hand…on the other hand, on purpose, jon business, on the whole, on the spoton the wall, on the earth k表位置，指与某物面碰面的接触：: on May 4th, on Sunday, on the morning of l表时间，置于某日前on 考点6：介词: on our arrival 表时间，指“在……之后，立即……”m。
曹胖学位英语讲义In the realm of academic English, proficiency is not merely a matter of understanding grammar and vocabulary. It encompasses the ability to engage with and analyze complex texts, as well as the capacity to articulate one's own ideas with clarity and precision. This document delves into the strategies and nuances of mastering degree-level English, offering insights that are crucial for academic success.Understanding Academic English。
Academic English is a specialized language used in higher education and scholarly texts. It is characterized by a formal tone, precise word choice, and a clear structure. To excel in this language, one must develop a strong foundation in grammar and expand their vocabulary to include academic terms.Analyzing Texts。
Critical reading is a cornerstone of academic English. It involves examining arguments, identifying assumptions, and evaluating evidence. When reading scholarly articles, it is essential to discern the main ideas and understand how they are supported by detailed evidence.Articulating Ideas。
大学英语六级历年真题 篇一：英语六级 CET6 历年真题大全 37 套(附答案) 目录 I 历年来英语六级真题 使用说明 ............................................................................................................................................... 壹 1990 年 1 月大学英语六级(CET-6)真题试卷 ....................................................................................... 1 Part I Listening Comprehension (20 minutes) ................................................................................. 1 Section A ................................................................................................................................. 1 Section B ................................................................................................................................. 2 Part II Reading Comprehension (35 minutes) ................................................................................. 4 Part III Vocabulary and Structure (20 minutes) ............................................................................. 10 Part IV Error Correction (15 minutes) ........................................................................................... 15 Part V Writing (30 minutes) .......................................................................................................... 16 1990 年 1 月六级参考答案 .................................................................................................................. 17 1990 年 1 月六级听力原文 .................................................................................................................. 19 1990 年 6 月大学英语六级(CET-6)真题试卷 ..................................................................................... 23 Part I Listening Comprehension (20 minutes) ............................................................................... 23 23 24 Part II Reading Comprehension (35 minutes) ............................................................................... 26 Part III Vocabulary and Structure (20 minutes) ............................................................................. 32 Part IV Error Correction (15 minutes) ........................................................................................... 37 Part V Writing (30 minutes) .......................................................................................................... 38 1990 年 6 月六级参考答案 .................................................................................................................. 39 1991 年 1 月大学英语六级(CET-6)真题试卷 ..................................................................................... 40 Part I Listening Comprehension (20 minutes) ............................................................................... 40 40 41 Part II Reading Comprehension (35 minutes) ............................................................................... 42 Part III Vocabulary and Structure (20 minutes) ............................................................................. 48 Part IV Error Correction (15 minutes) ........................................................................................... 53 Part V Writing (30 minutes) .......................................................................................................... 54 1991 年 1 月六级参考答案 .................................................................................................................. 55 1991 年 6 月大学英语六级(CET-6)真题试卷 ..................................................................................... 56 Part I Listening Comprehension (20 minutes) ............................................................................... 56 Section A ............................................................................................................................... 56Section B ............................................................................................................................... 57 Part II Reading Comprehension (35 minutes) ............................................................................... 59 Part III Vocabulary and Structure (20 minutes) ............................................................................. 65 Part IV Error Correction (15 minutes) ........................................................................................... 70 Part V Writing (30 minutes) .......................................................................................................... 70 目录 II 1991 年 6 月六级参考答案 .................................................................................................................. 72 1991 年 6 月六级听力原文 .................................................................................................................. 74 1992 年 1 月大学英语六级(CET-6)真题试卷 ..................................................................................... 78 Part I Listening Comprehension (20 minutes) ............................................................................... 78 Section A ............................................................................................................................... 78 Section B ............................................................................................................................... 79 Part II Reading Comprehension (35 minutes) ............................................................................... 81 Part III Vocabulary and Structure (20 minutes) ............................................................................. 86 Part IV Error Correction (15 minutes) ........................................................................................... 91 Part V Writing (30 minutes) .......................................................................................................... 92 1992 年 1 月六级参考答案 .................................................................................................................. 93 1992 年 6 月大学英语六级(CET-6)真题试卷 ..................................................................................... 94 Part I Listening Comprehension (20 minutes) ............................................................................... 94 94 95 Part II Reading Comprehension (35 minutes) ............................................................................... 97 Part III Vocabulary and Structure (20 minutes) ........................................................................... 103 Part IV Error Correction (15 minutes) ......................................................................................... 108 Part V Writing (30 minutes) ........................................................................................................ 108 1992 年 6 月 六 级 参 考 答 案 ................................................................................................................ 110 1993 年 1 月大学英语六级(CET-6) 真题试卷 ................................................................................... 111 Part I Listening Comprehension (20 minutes) ............................................................................. 111 Part II Reading Comprehension (35 minutes) ............................................................................. 114 Part III Vocabulary and Structure (20 minutes) ........................................................................... 119 Part IV Error Correction (15 案 minutes) ......................................................................................... 125 Part V Writing (30 minutes) ........................................................................................................ 125 1993 年 1 月 六 级 参 考 答 ................................................................................................................ 127 1993 年 1 月 六 级 听 力 原 文 ................................................................................................................ 128 1993 年 6 月大学英语六级(CET-6) 真题试卷 ................................................................................... 132 Part I Listening Comprehension (20 minutes) ............................................................................. 132 Section A ............................................................................................................................. 132 Section B ............................................................................................................................. 133 Part II Reading Comprehension (35 minutes) ............................................................................. 135 Part III Vocabulary andStructure (20 minutes) ........................................................................... 140 Part IV Error Correction (15 minutes) ......................................................................................... 146 Part V Writing (30 minutes) ........................................................................................................ 146 1993 年 6 月 六 级 参 考 答 案 ................................................................................................................ 147 目录 III 1993 年 6 月六级听力原文 ................................................................................................................ 149 1994 年 1 月大学英语六级(CET-6)真题试卷 ................................................................................... 153 Part I Listening Comprehension (20 minutes) ............................................................................. 153 Section A ............................................................................................................................. 153 Section B ............................................................................................................................. 154 Part II Reading Comprehension (35 minutes) ............................................................................. 156 Part III Vocabulary and Structure (35 minutes) ........................................................................... 162 Part IV Error Correction (15 minutes) 案 ......................................................................................... 167 Part V Writing (30 minutes) ........................................................................................................ 168 1994 年 1 月 六 级 参 考 答 ................................................................................................................ 169 1994 年 1 月 六 级 听 力 原 文 ................................................................................................................ 170 1995 年 1 月大学英语六级(CET-6) 真题试卷 ................................................................................... 174 Part I Listening Comprehension (20 minutes) ............................................................................. 174 Part II Reading Comprehension (35 minutes) ............................................................................. 177 Part III Vocabulary and Structure (20 minutes) ........................................................................... 183 Part IV Error Correction (15 案 minutes) ......................................................................................... 188 Part V Writing (30 minutes) ........................................................................................................ 189 1995 年 1 月 六 级 参 考 答 ................................................................................................................ 190 1995 年 1 月 六 级 听 力 原 文 ................................................................................................................ 192 1995 年 6 月大学英语六级(CET-6) 真题试卷 ................................................................................... 196 Part I Listening Comprehension (20 minutes) ............................................................................. 196 Part II Reading Comprehension (35 minutes) ............................................................................. 199 Part III Vocabulary and Structure (20 minutes) ........................................................................... 205 Part IV Error Correction (15 案 minutes) ......................................................................................... 210 Part V Writing (30 minutes) ........................................................................................................ 211 1995 年 6 月 六 级 参 考 答 ................................................................................................................ 212 1995 年 6 月 六 级 听 力 原 文 ................................................................................................................ 214 1996 年 1 月大学英语六级(CET-6) 真题试卷 ................................................................................... 218 Part I Listening comprehension (20 minutes).............................................................................. 218 Section A ............................................................................................................................. 218 Section B ............................................................................................................................. 219 Part II Reading Comprehension (35 minutes) ............................................................................. 221 Part III Vocabulary and Structure (20 minutes) ........................................................................... 228 Part IV Error Correction (15 minutes) ......................................................................................... 233 Part V Writing (30 minutes) ........................................................................................................ 234目录 IV 1996 年 1 月六级参考答案 ................................................................................................................ 235 1996 年 1 月六级听力原文 ................................................................................................................ 237 1996 年 6 月大学英语六级(CET-6)真题试卷 ................................................................................... 240 Part I Listening comprehension (20 minutes).............................................................................. 240 Section A ............................................................................................................................. 240 Section B ............................................................................................................................. 241 Part II Reading Comprehension (35 minutes) ............................................................................. 243 Part III Vocabulary and Structure (20 minutes) ........................................................................... 249 Part IV Error Correction (15 minutes) 案 ......................................................................................... 255 Part V Writing (30 minutes) ........................................................................................................ 255 1996 年 6 月 六 级 参 考 答 ................................................................................................................ 257 1996 年 6 月 六 级 听 力 原 文 ................................................................................................................ 259 1997 年 1 月大学英语六级(CET-6) 真题试卷 ................................................................................... 262 Part I Listening Comprehension (20 minutes) ............................................................................. 262 Part II Reading Comprehension (35 minutes) ............................................................................. 265 Part III Vocabulary and Structure (20 minutes) ........................................................................... 271 Part IV Short Answer Questions 案 (15 minutes) ............................................................................ 277 Part V Writing (30 minutes) ........................................................................................................ 278 1997 年 1 月 六 级 参 考 答 ................................................................................................................ 279 1997 年 1 月 六 级 听 力 原 文 ................................................................................................................ 280 1997 年 6 月大学英语六级(CET-6) 真题试卷 ................................................................................... 284 Part I Listening comprehension (20 minutes).............................................................................. 284 Part II Reading Comprehension (35 minutes) ............................................................................. 287 Part III Vocabulary and Structure ................................................................................................ 293 Part IV short Answer Questions 案 (15 minutes) ............................................................................. 299 Part V Writing (30 minutes) ........................................................................................................ 300 1997 年 6 月 六 级 参 考 答 ................................................................................................................ 301 1997 年 6 月 六 级 听 力 原 文 ................................................................................................................ 302 1998 年 1 月大学英语六级(CET-6) 真题试卷 ................................................................................... 305 Part I Listening Comprehension (20 minutes) ............................................................................. 305 Section A ............................................................................................................................. 305 Section B ............................................................................................................................. 306 Part II Reading Comprehension (35 minutes) ............................................................................. 308 Part III Vocabulary (20 minutes) ................................................................................................. 314 Part IV Short Answer Questions (15 minutes) ............................................................................ 320 目录 V Part V Writing (30 minutes) ........................................................................................................ 321 1998 年 1 月六级参考答案 ................................................................................................................ 322 1998 年 1 月六级听 力原文 ................................................................................................................ 324 1998 年 6 月大学英语六级(CET-6)真题试卷 ................................................................................... 328 Part I Listening Comprehension (20 minutes) ............................................................................. 328 Section A ............................................................................................................................. 328 Section B ............................................................................................................................. 329 Part II Reading Comprehension (35 minutes) ............................................................................. 331 Part III Vocabulary (20 minutes) ................................................................................................. 338 Part IV Short Answer Questions (15 minutes) 案 ............................................................................ 343 Part V Writing (30 minutes) ........................................................................................................ 344 1998 年 6 月 六 级 参 考 答 ................................................................................................................ 345 1998 年 6 月 六 级 听 力 原 文 ................................................................................................................ 346 1999 年 1 月大学英语六级(CET-6) 真题试卷 ................................................................................... 350 Part I Listening Comprehension (20 minutes) ............................................................................. 350 Part II Reading Comprehension (35 minutes) ............................................................................. 353 Part III Vocabulary (20 minutes) ................................................................................................. 360 Part IV Short Answer Questions 案 (15 minutes) ............................................................................ 365 Part V Writing (30 minutes) ........................................................................................................ 366 1999 年 1 月 六 级 参 考 答 ................................................................................................................ 367 1999 年 1 月 六 级 听 力 原 文 ................................................................................................................ 368 1999 年 6 月大学英语六级(CET-6) 真题试卷 ................................................................................... 372 Part I Listening Comprehension (20 minutes) ............................................................................. 372 ........................................................................................... 373 Part II Reading Comprehension (35 minutes) minutes) minutes) 案 ............................................................................. 374 Part 381 386 III Part Part Vocabulary IV VI Cloze Writing (20 (15 (30 ................................................................................................. ..........................................................................................................minutes) ....................................................................................................... 389 1999 年 6 月 六 级 参 考 答 ................................................................................................................ 391 1999 年 6 月 六 级 听 力 原 文 ................................................................................................................ 393 2000 年 1 月大学英语六级(CET-6) 真题试卷 ................................................................................... 395 Part I Listening Comprehension (20 minutes) ............................................................................. 395 Section A ............................................................................................................................. 395 Section B ............................................................................................................................. 396 Part II Reading Comprehension (35 minutes) ............................................................................. 398 Part III Vocabulary (20 minutes) ................................................................................................. 404 篇二：2016 年 12 月英语六级(CET6)真题及答案(完整版)) 2016 年 12 月 CET6 大学英语六级考试真题及答案解析【官方完整版】 Part I 写作 Writing(30 minutes) Directions: Directions: For this part, you are allowed 30 minutes to write a short essay on innovation. Your essay should include the importance of innovation and measures to be taken to encourage innovation.You are required to write at least 150 words but no more than 200 words.【参考范文】 It is universally acknowledged that innovation refers to being creative, unique and different. In fact, today it is impossibly difficult for us to image a 21st century without innovation. We should place a high value on innovation firstly because innovative spirit can enable an individual to ameliorate himself, so he can be equipped with capacity to see what others cannot see, be qualified for future career promotion, and be ready for meeting the forthcomingchallenges. What’s more, we ought to attach importance to the role played by innovation in economic advancement. Put it another way, in this ever-changing world, innovation to economic growth is what water is to fish. To sum up, if innovation misses our attention in any possible way, we will suffer a great loss beyond imagination. In order to encourage innovation, it is wise for us to take some feasible measures. For example, mass media should greatly publicize the significance of creative spirit and encourage the public to cultivate awareness of innovation. Besides, those who manage to innovate should be awarded generous prize. Though there is a long way ahead to go, I am firmly certain that the shared effortswill be paid off. 【参考译文】 众所周知创新意味着有创造力，独一无二和不同。
、|!_一个人总要走陌生的路，看陌生的风景，听陌生的歌，然后在某个不经意的瞬间，你会发现，原本费尽心机想要忘记的事情真的就这么忘记了..大学英语六级改错讲义（张子宏）第一节介词考点1：中心词+ 介词of例1：More and more people live in towns and cities instead on farm and in villages. (90/1, No.71)例2：The family’s recreation and social life chiefly consisted a drive in the wagon to the nearby small town or village to transact some business as well as to chat with neighbors who had also come to town. (90/6, No.78)考点2：中心词+ 介词to例1：People are earning higher wages and salaries. This leads changes in the way of life. (90/1, No.76) 例2: Similarly, we feel comfortable with people with physical qualities similar as ours. (95/1, No.71)考点3：中心词+ 介词on例1：……, but such reasons are totally dependent in the balance of risks and benefits for the patients. (93/6, No.75)考点4：中心词+ 介词with例1：In every home a stereo or television will fill the rooms sound. (95/6, No.72)考点5：中心词+ 介词for例1：Big cities of the world are well-known by their noisiness. (95/6, No.76)j固定搭配: on the contrary, on one hand…on the other hand, on purpose,on business, on the whole, on the spotk表位置，指与某物面碰面的接触：on the wall, on the earth考点6：介词on l表时间，置于某日前: on May 4th, on Sunday, on the morning ofm表时间，指“在……之后，立即……”: on our arrivalnon和to合成的介词onto: 表示运动的方向和场所，意为“到……上，在……上”。
get onto the bus, slip onto the floor例1：……, on the contrast, the intimate atmosphere of the small college allows the students four years of structural living in which to expect and prepare for the real world. (96/6, No.79)例2: Men have explored parts of the moon, put spaceships in orbit around another and possibly within the decade will land into another planet and explore it. (00/1, No.73)考点7：其它常用介词的基本含义j介词in: 表示“在（某空间）里面”，构成“in+空间、范围”k介词for: 表示“为某一目的而准备”；或者，for用于表示持续的时间; 表原因l介词from: 表示“特定地点或时间的起点”；或者，指特定的“来源或起因”m介词by: 表示“按照，根据, 由, 依据,”；或者，为“借助于，通过”例1：On some fields, this had clearly not happened. (96/1, No.78)例2：……about an American who had been invited to an Arab meal at one of the countries of the Middle East. (00/6, No.75)例3：If he was absent because of sickness, there was often no job from him when he returned. (94/1, No.77) 例4：We asked a lady, who replied that she thought you could tell a well-mannered person on the way they occupied the space around them……. (00/6, No.71)例5：…, and winning affection and respect in this way without aware of their methods. (95/1, No.80)例6：Then, about ten years ago, when this immensely long formative period of hunting for food, they became farmers. (02/1, S8)第二节动词考点8：使役动词感官动词+ sb. do sth. +sb. do /doing sth.例1：They believe that it was good business to hire men, women and children as cheaply as possible, make them to work as hard as they could and, …(94/1, No.80)例2：You can pass any factory or construction area and the roar of its machinery will make your ears ringing. (95/6, No.75)考点9：主语+ 及物动词+ 宾语主语+ 不及物动词例1：The farmer aroused at dawn or before and had much work to do, with his own muscles as his chief source of power. (90/6, No.75)例2：…is a highly personal matter, not a decision we should remain to doctors alone. (93/6, No.80)例3：You may have noticed about how people who live or work closely together come to behave in a similar way. (95/1, No.72)例4：But perhaps we should look at both sides of the coin before arriving hasty conclusion. (00/1, No.80) 例5：His Arab host, who had been watching, said of nothing, but immediately copied the action of his guest. (00/6, No.80)考点10：分词作定语的用法：j-ing分词+ 中心词k-ed分词+ 中心词例1：So a sportsman’s individual way of walking with raised shoulders is imitated by an admired fan. (95/1, No.74)例2：Even the quiet of our carefully protected wilderness areas can be invaded at any moment by a passed jet.(95/6, No.79)考点11：动词的-ing与-ed形式在谓语中的用法区别j主语+ be + -ingk主语+ be + -ed例1：Deciding how much discomfort and risk we are preparing to put up with in the name of better health is …(93/6, No.78)例2: …one is surely justified in his concern for the money and resources they are poured into the space exploration efforts. (00/1, No.79)考点12：其它需注意的动词用法j常见动词词组为固定短语，不可随意变更，如keep in mind，grow up，call off等。
k thus, thereby等副词后常跟动词-ing形式。
lconsidering，regarding，concerning可作介词，其后接名词或动名词作介词宾语m连词and连接的并列动词为平行结构，或同为不定式，或同为分词形式。
例1：This tendency of technology to make workers superfluous but at the same time allowing their number to grow up so large is creating psychological tensions. (98/1, No.78)例2：But we must keep in head the billions of dollars we might spend in carrying out the project. (00/1, No.76)例3：The small college, however, generally provides a limited number of courses and specializations but offers a better student-faculty ratio, thus permit individualized attention to students. (96/6, No.74) 例4：Consider the great need for improving many aspects of the global environment, one is surely justified in his concern for the money…(00/1, No.79)例5：…the intimate atmosphere of the small college allows the student four years of structural living in which to expect and preparing for the real world. (96/6, No.80)第三节数词、名词和代词考点13：j置于表时间的名词前：fifteen minutes，fifty hoursk置于表距离的名词前：forty miles，four kilometresl置于表价格的名词前：thirty dollars基数词m置于表重量的名词前：three kilogramsn置于表温度的名词前：89ºFo表示考试得分：get eighty-eight on the testp表示尺码，置于表尺码的名词后：wear size thirty-eightq表示物件数目或数量，置于名词前：two caps，four novelsj表示某月中的第几号：on July the 4th，on the 10th of Septemberk表示在几世纪：in the 4th century B.C.，in the eighteenth century序数词l表示运动会或其它大型活动的第几届：the 25th Olympic Gamesm表示考试的排名：come in 11th in the testn表示顺序或位置，置于名词前：in the 15th row，the 2nd longest river例1：In the nineteen century, farm work and life were not much changed from what they had been in the old days. (90/6, No.73)例２：During the early stages of the industrial revolution, perhaps one in every seventh deaths in Europe’s crowded cities was caused by the disease. (00/1, No.75)考点14：名词(noun)j可数名词(countable noun)单数形式前用a/an；复数形式后加-s或-es。
