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初级汉语口语海南经贸职业技术学院智慧树知到答案2024年第一章测试1.Which of the following is vowel?（）A:b B:a C:l D:m答案:B2.Which of the following is consonant?（）A:e B:a C:g D:o答案:C3.How many vowels are there in Pinyin?（）A:24 B:26 C:33 D:18答案:A4.Choose the correct pronunciation of word “老师”.（）A:laó shǐ B:lǎo shī C:lǎo sī D:lǒ shī答案:B5.Which spelling is wrong?（）A:kuo B:ka C:kua D:ko答案:D6.Pinyin "ai" is not vowel.（）A:错 B:对答案:A7.There is neutral tone in Pinyin.（）A:对 B:错答案:A8.In Pinyin two "third tone" meets, the first third tone is transfered to secondone in pronunciation.（）A:错 B:对答案:B9.The correct pronunciation of “一律”is yī lǜ.（）A:错 B:对答案:A10.Pinyin "in" is vowel.（）A:对 B:错答案:A第二章测试1.早上好。
zǎo shang hǎo.（）。
A:晚上好wǎn shàng hǎo B:下午好xià wǔ hǎo C:你好Nǐ hǎo D:早上好zǎoshang hǎo答案:D2.下午好。
xià wǔ hǎo.（）。
苦干加巧干，定会收到事半功倍之效——如何学习《英语词汇学》张维友(华中师范大学外国语学院，湖北武汉，430079)摘要：本文重申了英语词汇学的性质；讨论了教材内容的安排及重难点问题；阐述了如何处理好重点与一般,识记、领会与应用,读书与做练习,词汇学与语言学等四种关系；介绍和讲解了应考中注意的事项与方法，以帮助学员学好英语词汇学，掌握教材传授的基本理论知识，取得好成绩。
关键词：课程性质；内容安排；重难点问题；四种关系；应考事项中图分类号：G427文献标识码：A文章编号：1008-4851(2003)-03-0088-04作者简介：张维友，男，硕士学位，华中师范大学外国语学院院长，教授。
何谓词汇学？不少学生误以为，词汇学就是“学词汇”，把词汇学与市场上编写的“突破词汇大关”的各种词汇手册联系起来。
然而，真正开始学习，发现完全是两回事，因此产生畏难情绪。
有的学生说，他们把《英语词汇学》看过数遍，书上讲的东西似乎都明白了，但参加考试，结果却不理想。
凡此种种，实际上集中于两个问题：一是词汇学属于什么性质的课程，它包括哪些内容？二是学词汇学，怎样才能收到好效果？本文就这两个问题谈几点意见。
一、《英语词汇学》的性质英语词汇学是一门有关英语词汇的学问，是普通高等院校英语专业普遍开设的专业知识课程。
因为这门课程实用性强，对学好英语语言很重要，所以被列为高等教育自学考试英语语言文学专业本科段选修课。
英语词汇学是专业理论课，它运用现代语言学的有关理论，研究英语语言中的词汇问题。
该课程介绍“词”的基本知识，讨论词的形态结构及构成方式，探讨词的意义及语义关系，阐述英语词汇的发展变化乃至相关的词典知识。
学习本课程的目的是对英语词汇具有比较系统、比较完整的知识，较深入地了解英语词汇的现状及其历史演变过程，并能对现代英语词汇发展中出现的各种词汇现象做出分析和解释，提高对英语词语的理解、阐释和综合运用的能力。
由此可见，词汇学绝对不是一般意义上的“学词汇”。
英文作文电脑评分依据英文：When it comes to computerized essay grading, there are several factors that are taken into consideration. These include grammar, vocabulary, structure, coherence, and overall content. The computer program uses algorithms to analyze the essay and assign a score based on these factors.One of the main advantages of computerized essaygrading is that it is objective and consistent. Unlike human graders, who may be influenced by personal biases or moods, the computer program evaluates each essay based on the same criteria. This ensures fairness and accuracy inthe grading process.However, there are also some limitations to computerized essay grading. For example, the program maynot be able to detect certain nuances in language or understand the context of the essay. It may also strugglewith essays that are highly creative or unconventional in structure.Overall, computerized essay grading can be a useful tool for educators and students alike. It provides a quick and objective way to evaluate essays and can help students improve their writing skills. However, it should not be relied on as the sole method of grading, and human input and evaluation should still play a role in the process.中文：在电脑评分作文方面，有几个因素需要考虑。
最权威的国际教育服务平台
资料来源：教育优选 /
ETS 推出生物语音识别技术 防止考生伪造身份 新泽西州普林斯顿（2014年5月8日） — 美国教育考试服务中心（ETS ）在全球范围内宣布了一项重要安全措施更新，以加强旗下托福考试作为全球最可靠的英语语言测试的领先地位。
作为多年来全球测评领域最重要的安全技术进展之一，生物语音识别技术已于2014年2月8日覆盖全球130多个举行托福考试的国家和地区。
自2012年5月起，托福项目开始引入生物语音识别软件作为考生监测流程的一部分，以识别个别考生企图伪造身份的违规行为。
托福考试是目前唯一在全球范围内使用该先进技术的英语语言水平测试，ETS 目前正为该生物语音识别技术申请专利。
对此，ETS 全球教育及职业部门高级副总裁David Hunt 先生评价道：“生物语音识别软件在试用阶段的效果证明了它能有效地鉴别出伪造身份的嫌疑，这让ETS 能在报告成绩前取消这些考生的分数。
考试安全一贯是ETS 的首要任务，我们对于在托福考试中使用这一世界一流的先进手段非常有信心。
有效的成绩取决于安全可靠的考试管理，这一强有力的新措施将帮助我们确保考试的安全性。
”
开发该语音识别软件的公司也向银行机构、执法部门以及医疗行业提供类似解决方案。
ETS 也鼓励更多人通过公布在其官网主页上的举报热线向ETS 检举任何可疑的舞弊行为。
德克萨斯大学奥斯汀分校研究生与国际招生中心助理主任Robert Watkins 先生表示：“德克萨斯大学奥斯汀分校认为托福考试是目前最好的英语语言水平测试。
生物语音识别技术的使用便是一个很好的例证。
”。
充分利用信息技术搞好小学英语自然品读法词汇教学随着信息技术的发展，我们的教学方式也正在逐步更新和改进。
对于小学英语自然品读法词汇教学，我们可以通过充分利用信息技术来提高教学效果，让学生更好地掌握词汇知识。
1. 利用课件利用课件是小学英语自然品读法词汇教学中非常常用的一种信息技术手段。
通过制作精美的课件，教师可以更加直观、生动地呈现词汇知识，使学生更容易理解和掌握。
同时，课件也可以搭配音频、视频等多种资源，让学生在视听的同时进行学习，更加生动有趣。
2. 利用线上词典尤其对于小学生来说，词典的使用和查询也是一个需要学习的技能。
而利用线上词典，则可以更加快速、方便地进行单词的查找和解释。
此外，线上词典也具备大量的例句、图片等配合信息，可以更加生动、直观地帮助学生了解单词的用法和意义。
3. 利用英语学习App现在各种英语学习App层出不穷，而这些App不仅可以作为单纯的备考工具，更可以借助各种速记、背单词等功能来提升英语词汇的获取率和掌握程度。
一些基于游戏思维设计的学习App，更是将学习与娱乐相结合，既能让学生学到知识，又能在愉悦的氛围中进行学习。
4. 利用社交媒体社交媒体已经成为当代人获取信息和交流的重要平台，而在小学英语自然品读法词汇教学中，我们也可以将社交媒体利用起来。
例如，可以利用微信公众号发布范文或知识点，或者新建一个班级微信群进行词汇学习交流。
这样不仅可以扩大学生获取知识的途径，还可以增强学生与教师之间的互动和交流。
总之，利用信息技术可以让小学英语自然品读法词汇教学更加生动、直观。
希望教师们可以在教学中充分利用各种技术手段，让学生在趣味中掌握更多的英语单词，提高英语水平。
电脑阅卷英语作文评分Automated Essay Scoring in Computer-Based Testing: Challenges and Opportunities.In the age of digitalization and technological advancements, computer-based testing has become a ubiquitous practice in education, assessment, and even recruitment processes. One of the most significant features of this shift is the introduction of automated essay scoring, a technology that aims to provide efficient, consistent, and reliable grading of written responses. While this innovation presents several benefits, it also raises numerous questions and challenges related to its implementation and effectiveness.The first and foremost benefit of automated essay scoring is its efficiency. Traditional essay grading, often done by human teachers or examiners, can be a time-consuming task. With automated scoring, thousands of essays can be graded in a matter of minutes, significantlyreducing the workload on grading teams. This efficiency not only speeds up the testing process but also opens up the possibility of providing feedback to students much faster, enabling them to make timely corrections and improve their writing skills.Moreover, automated essay scoring offers a degree of consistency that is often lacking in human grading. Human graders, despite their best efforts, may be subject to biases, fatigue, or inconsistent standards, leading to variations in grading outcomes. Automated scoring systems, on the other hand, are designed to apply a uniform and pre-defined set of criteria to each essay, ensuring consistency across all responses.Despite these benefits, however, automated essay scoring faces a number of challenges. One of the primary concerns is the issue of validity and reliability. Can a machine truly understand the nuances and complexities of human writing? Can it capture the essence of an argument, the clarity of expression, or the originality of thought? These are questions that remain at the forefront of debatessurrounding the use of automated scoring.To address these concerns, significant research and development efforts have been invested in creating more sophisticated algorithms and models. These systems now employ natural language processing (NLP) techniques, machine learning algorithms, and even artificial intelligence (AI) to analyze and evaluate essays. By learning from a vast corpus of human-graded essays, these systems can identify patterns and features that are predictive of high-quality writing, enabling them to make more accurate and reliable grading decisions.Nevertheless, even with these advancements, there are still limitations to automated essay scoring. For instance, the systems may struggle with evaluating essays that fall outside the scope of their training data. They may not be able to handle innovative or unconventional arguments, or they may fail to detect certain types of errors or misuses of language. Additionally, the lack of human interaction and feedback can limit the ability of students to improve their writing skills beyond the scope of the automatedsystem.Despite these challenges, however, the future of automated essay scoring looks promising. With the continued development of NLP and AI technologies, it is likely that these systems will become more accurate, more adaptable, and more user-friendly. Furthermore, the integration of human and machine grading can potentially lead to a more comprehensive and holistic approach to essay evaluation, where the strengths of both can be leveraged for thebenefit of students and educators alike.In conclusion, while automated essay scoring presents both benefits and challenges, it remains a valuable tool in the modern testing landscape. Its efficiency, consistency, and potential for innovation make it a compelling optionfor those seeking to improve the quality and efficiency of essay grading. As the technology continues to evolve, it is expected to play an increasingly important role in the assessment of writing skills, opening up new possibilities for both students and educators.。
重视英语拼写英语作文Title: The Importance of English Spelling。
In today's globalized world, English has become the lingua franca of communication, commerce, and culture. As a result, mastering English spelling has become increasingly crucial for individuals seeking success in various aspects of life. Let's delve into why English spelling holds such significance.Firstly, accurate spelling is essential for effective communication. Whether it's writing emails, composing reports, or drafting presentations, proper spelling enhances clarity and comprehension. When words are spelled correctly, readers can easily understand the intended message without confusion or ambiguity. Conversely, misspelled words can distort meaning and undermine the credibility of the writer.Moreover, proficiency in English spelling facilitatesacademic achievement. In educational settings, students are often evaluated based on their written assignments, which require correct spelling. Whether it's essays, exams, or research papers, spelling errors can detract from theoverall quality of the work and negatively impact grades.By mastering spelling conventions, students can expresstheir ideas more effectively and achieve academic success.Furthermore, English spelling proficiency is crucialfor professional advancement. In today's competitive job market, employers value written communication skills highly.A job application riddled with spelling mistakes may create a negative impression and hinder one's chances of securing employment. Similarly, professionals who communicate with clients, colleagues, or superiors through written correspondence must maintain a high standard of spelling accuracy to uphold their professional reputation.In addition to communication and career opportunities, mastering English spelling fosters cultural appreciationand linguistic fluency. English literature, poetry, and historical documents abound with rich vocabulary andnuanced spellings. By understanding and correctly spelling these words, individuals can fully appreciate the beautyand depth of the English language. Moreover, fluency in spelling enables individuals to engage more meaningfullywith English-speaking cultures and communities, enriching their cultural experiences.Despite its importance, mastering English spelling can be challenging due to the language's irregularities and exceptions. However, with dedication and practice, individuals can improve their spelling skills significantly. Here are some strategies to enhance English spelling proficiency:1. Regular Practice: Dedicate time each day to practice spelling words correctly. Use online resources, flashcards, or spelling games to reinforce learning.2. Mnemonic Devices: Create mnemonic devices or visual aids to remember tricky spellings. Associating difficult words with images or memorable phrases can aid retention.3. Reading Widely: Read extensively in English to expose yourself to a wide range of vocabulary and spelling patterns. Pay attention to how words are spelled in context.4. Seek Feedback: Ask for feedback on your writing from peers, teachers, or mentors. Constructive criticism canhelp identify spelling errors and areas for improvement.5. Utilize Spell-Check Tools: Take advantage of spell-check tools available in word processors or online platforms. However, use them as aids rather than relying solely on them for correction.In conclusion, English spelling proficiency isessential for effective communication, academic success, professional advancement, and cultural appreciation. By recognizing the importance of spelling and employing strategies to improve it, individuals can unlock opportunities and achieve greater success in their personal and professional lives.。
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（用拉裤头车）拉裤头SINGLE NEEDLE LOCKSTITCH MACHINE 单针平车STAY TAPE 胸衬条STITCH 针步THREE THREADS OVERLOCK MACHINE 3线及骨车TOP STITCHING 间线单针平车1-NEEDLE LOCKSTITCH M/C单针链缝平车1-NEEDLE CHAINSTITCH M/C人字平车ZIG-ZAG STITCHES M/C双针车TWIN-NEEDLE M/C钮门车BUTTONHOLE M/C钉钮车BUTTON ATTACHING M/C打枣车BARTACK M/C埋夹车CHAIN STITCH FEED-OFF ARM M/C切刀车LOCKSTITCH TRIMMING M/C五线及骨车5-THREAD SAFTY STITCHES M/C三线及骨车3-THREAD OVERLOCKING M/C拉筒车MUTI-NEEDLE CHAINSTITCH M/C耳仔机LOOPER SEWING M/C辘脚车SPECIAL STREAMLINED LOCKSTITCH三针网车3-NEEDLE INTERLOCK M/C四针虾苏网车4-NEEDLE INTERLOCK M/C四针拼缝车FEED-OFF-THE-ARM，4 NEEDLE BOTH CUT FLAT SEAMER 挑脚车CHAIN-BLINDSTITCH M/C凤眼车EYELET END M/C开袋机POCKET M/C切耳仔机LOOPER CUTTING MACHINE粘合机FUSING M/C啤钮机SNAP FIXING M/C切领机COLLAR CUTTING M/C切筒车CUTING PLACKET MACHINE拉布机SPREADER直送捆条机BALER大型翻线机(8个头) CROSSING THREAD M/C反领机COLLAR TURNING MACHINE自动反介英机AUTO CUFF TURNING M/C点领机HEAT NOTCHING M/C切领机COLLARTRIMMING M/C切筒机PLACKET TRIMMING M/C裁床CUTTING BED绣花机EMBROIDERING M/C直刀电剪STRAIGHT KNIFE M/C切布机CLOTH CUTTING M/C一字镭射灯"一" LASER LIGHT十字定位灯CROSS LASER LIGHT切朴机INTERLINNING CUTTING M/C卷朴机WINDING INTERLINNING M/C钻孔机HOLER M/C自动裁割机AUTOMATIC CUTTING M/C啤机HYDRAULIC CUTTING PRESSER拉布机SPREADER自动印花机AUTO-PRINTING M/C印花烘干机DRYER手动印花机MANUAL PRINTING M/C洗网机NET WASHER MACHINE晒网机BLUE PRINT MACHINE干网机NET DRYER MACHINE刨刮机SQUEEGE SHARPENER熨画机IRONING DRAWING工业洗衣机INDUSTRY WASHER工业脱水机INDUSTRY SPIN-DRYER工业染色办机INDUSTRY COLORING M/C 震动机SHAKING M/C大货洗衣机BULK WASHER单边Plain 或Jersey坑条Rib四平Full needle扭绳Cable珠地Half cardigan柳条Full cardigan手钩边Crochet stitch搬针Walk stitch挂毛Intarsia拔花(双) Double Jacquard元筒Tubular挑吼Pointelle或Eyelet1X1令士Seeds stitch元筒拔花Tub Jacquard有底毛拔花(单) Float Jacquard反底单边Reverse Jersey谷波Ruffle 或Ripple 或Ottoman坎毛Plaiting三平Half Milano 或Semi Double Knit 打花Tuck stitch或Fancy stitch令士Links 或Lynx stitch 或Purl曼花珠地Racked half cardigan打鸡Full Milano 或Double Knit1X1单/双1x1 Rib single/double曼波Rack 或Zigzag stitch二) 缝盘( Linking )漏眼Drop Stitch笠错横行Incorrect Course错缝毛Incorrect Yarn烂边Broken Selvage黏边Selvage not straight缝线散口Run off对位不符Wrong position to linking骨位起蛇Puckering领贴子口不均Uneven seam跳线Skip stitch领贴扭纹Twist collar缝线紧或松Uneven yarn tension锄歪眼Wrong position of needle and point锄高Stitch on the Higher position起耳仔Unwanted loops on stitch三) 挑撞错针数Incorrect hand stitch count不对支Rib collar of v-point not match抽筋Poor stitch线头Absence trimming没有拉眼Loops on collar stitch out of trimming四) 补衣( Mending )错毛料Wrong material补衣不良Poor done of mending, objectionable mending错色纱Wrong color to mending五) 其它钉珠Beading绣花Embroidery印胶浆Laster cut w/rubber coating原身出较结Self tight字码Tension缝盘机Looper配色Match钑骨车overlocking埋夹车Linking Machine搨脚车Hemming machine打钮车buttoning machine钮门车Button holing machine平车Flat machine照灯Inspecting lamp喷枪Spray gun打毛机Winder洗水机washer烫斗Ironer自动蒸汽熨炉Auto steam boiler脱水机Extractor直间Vertical striped干衣机Tumble插袋Insert pocket横间Horizontal striped反骨缝Outside looping暗袋Patch pockets袖顶打褶With shirring on top of sleeve衫身坎骨Flat lock body前袋Seal pocket扭骨Torque底抓毛Inside brushed款式腰带Waist belt桥唛Stitch both side背心Slipover / Vest裤Pant帽Hood丈巾裙头Elastic waistband半胸贴Half placket夹里Lining围巾Scarf飞唛/吊唛Top stitch套头衫Pullover开胸Cardigan开胸背心Sleeveless Cardigan连衣裙Dress半截裙Skirt后幅匙孔Back key hole七) 唛头,牌,箱唛Hangtag omitted 欠挂牌H/T insecurely attached 挂牌没钉牢Wrong H/T used 错挂牌Wrong label / content / care 错唛头/成份/洗水Label location > 1/4" 唛头位置偏差1/4" Label sewn monofilament 唛头缝线不适合Label thread not matching 唛头缝线颜色不配Label sew uneven, puckered 唛头不平服Harsh or stiff label 唛头手感不好(粗糙/僵硬) Label omitted or insecure 欠唛头或缝不牢Wrong size on label 唛头上错尺码Defective logo 唛头部份设计不正确Damaged label 唛头损坏Wrong hangers 错衣架Wrong carton 错箱尺寸Wrong style on bag 胶袋印错尺寸Wrong H/T placement 挂牌位置错误Extra button omitted 欠士啤钮Wrong spelling / group name 挂牌内有错字/串错字Wrong button bag placement 士啤袋错位置Not sorted correctly应选配而没选配正确Wrong bar code# 挂牌条形码错误Bar code not readable 条形码不能阅读(印制不清楚)Failed scangrade bar code 条形码牌C/D级(不合格)Holes from h/t 因挂牌而成的破洞Defective print 配料印刷质量不良Mixed style (M/P) 挂牌混码(大码与小码)Open / short poly bags 胶袋不够长Clip / hanger marks / shines因衣架/衣夹而成的压印Wrong sugg. Retail price 建议零售价钱错误Scotch tape discoloration因胶纸袋而成的退色Over packed containers 装箱太满Wrong flasher used 错章/贴纸Wrong size stripe used尺码带不合要求Label not symmetry 唛头不正中八)口袋,门襟问题Wrong location > 1/4" 口袋位置错误Shaded poorly 门襟口袋型不良Set or sewn crocked 定位/车缝歪曲Wrong size or shape 错尺寸或错型Slanted pocket flapsUnbalanced pockets 口袋不对称Uneven placket length 门襟长短Pleat at corner of pockets 门襟角位打折Crooked placket 门襟歪曲Lump at corner of flaps 口袋袋角起皱有硬物Holes at corner of pockets 袋角有破洞Puckering around pockets口袋起皱九) 领/袖口问题Puckered collars领起皱Collar pts not uniformed 领尖不规范Puckered / crooked topstitch 面线不直, 弯曲Twisted cuff 袖口扭骨Uneven cuff st bottom 袖口下罢圆圈不顺Insufficient elasticity 橡皮装弹力不够Loop on collar 领起圈RTV collars & cuffs 退回厂方因领与袖口问题Puckered / poor neck shape 领型质量差起皱Unfinish collar points 领尖没起角十)衣服钮扣问题Buttons Missing 欠钮Buttons misaligned 钮扣错位Buttons not sewn securely 钮扣不牢Wrong size, Type or color 错尺寸,种类,颜色Buttonhole omitted 欠钮孔Extra buttonhole / uncut 钮孔过多/没开Wrong size buttonhole 钮孔尺寸不正确Cracked button or rivets 钮扣/撞钉磨掉Def snap or fastener 急钮有问题Improper zipper setting 拉炼缝合不当Def zipper slider / stop 拉炼头/连连有问题Tight seam clearance zip 拉炼缝线太紧Rivets not fastened 撞钉不牢Belts missing 欠腰带Frayed button hole 钮孔毛边,损破Broken belt buckle 腰带扣损断Incorrect buttonhole placement 钮门错位置Do not use ( Belt's missing ) 漏腰带Buttoning the garment 钉钮时误缝夹衣服RTV closures 退回厂方因钮扣问题Improper hook/eye setting乌蝇扣处理方法不当Damaged belts 腰带损坏Do not use ( B/h not central ) 钮门不正中Button loop too small / large 钮耳太大/太小Misaligned snap / fastener 急钮不对称十一) 尺寸规格问题Beyond specified tolerance 规格偏差太大Does not fit correctly 不合身Do not use ( Outseam short ) 外长太短Do not use ( Sleeve long ) 袖太长Mixed styles ( M/P ) 混码(大码与小码)Do not use (Sleeve lengh tolerance ) 超出袖长尺寸要求。
马立平中文教材特点介绍张丹获马里兰大学教育学院博士美中实验学校《马立平中文》教研室主任很多家长听说了马立平博士编的中文教材, 很感兴趣, 希望了解这套教材的具体情况. 现就我个人的体会, 从一个家长和教师的角度介绍教材的几大特点:1. 马立平中文教材是专为能听懂普通话的学生学习继承语言而编的。
听不懂普通话的学生会有困难. 同时要求家长在家为孩子创造最大的听说普通话的机会.2. 马立平中文教材三年级时后才引入拼音，使孩子们完全脱离拼音打中文基础。
马立平认为，对讲中文的孩子，学拼音的真正目的不是学汉字学说话，而是查词典，用中文文字软件，以便学生学中文到一定程度后独立学习更深的中文。
这一教学观点早已在国内学校，特别是大城市的学校实施。
3. 教材中每一课的内容都围绕着一个主题。
如第一单元中的七课, 都既是完整的课文同时又是一首儿歌或谜语。
上口，容易背诵。
孩子听了几遍就记住了，跟读几遍就认识字了。
孩子们一下子就被吸引, 回家还能为家里人和朋友说个谜语, “显一显”中文. 以后高单元高年级的课文都是马立平精心挑选出的最适合学生年龄的中国传统故事或散文，又有趣又中国化。
4. 每一课中的读词读句，即练习新学的字又复习学过的字，变着花样地拼在一起，即有意义，又让孩子有充足的机会接触所学字词。
我没见过任何学中文的教材下如此大的气力和脑力科学地编出这些练习。
让人吃惊的是，孩子们真能手指字词，顺口朗读，根本不依赖拼音.5. 马立平教材包括一整套学生家庭作业，配在每一课文后面。
作业形式规范化，类型相似，内容随课文变动。
拿手之处是马立平亲自录制制作的作业光盘，其趣味性与功效性无与比拟，孩子们没个不喜欢的。
在娱乐之中，孩子们就把作业完成了。
作为家长，我总是不知怎么帮孩子又高兴又有成效的做作业。
现在，我那些“骗术”“贿赂术”再也不需要了。
马立平教材将很大的重点放在课后作业上, 即要求学生每天接触, 又要求家长监督, 且按部就班. 每次作业时间短, 效果大.6. 马立平的教材为老师大大减轻了备课与教学的负担。
电脑有道打出英文小作文English: The advancements in technology have revolutionized the way we live our lives. Computers, in particular, have become an indispensable tool in our daily routines. From work to entertainment, communication to education, computers have transformed how we interact with the world around us. With the ability to access vast amounts of information at our fingertips, we now have the power to learn, connect, and create like never before. The convenience of modern computing allows us to streamline tasks, increase productivity, and stay connected with others across the globe. Whether it's browsing the internet, sending emails, creating documents, or playing games, computers have become an essential part of our society. As technology continues to evolve, the role of computers in our lives will only continue to grow, shaping the way we work, learn, and communicate for years to come.中文翻译: 技术的进步彻底改变了我们生活的方式。
充分利用信息技术搞好小学英语自然品读法词汇教学随着信息技术的不断发展，它已经深入到了我们生活的方方面面。
在教育领域，信息技术也发挥着重要的作用，尤其是在语言教学中。
小学英语作为孩子们学习的第一门外语，其词汇教学尤为重要。
如何充分利用信息技术搞好小学英语自然品读法词汇教学，是当前教学工作者需要思考与探讨的课题。
本文将结合信息技术和小学英语自然品读法词汇教学，分享一些有效的教学方法和建议。
一、充分利用多媒体教学资源信息技术最大的特点之一就是丰富的多媒体教学资源，如动画、音频、视频等，这些资源具有直观、生动的特点，对于小学生的词汇教学尤为有效。
教师可以利用多媒体资源进行词汇教学，让学生在视听的刺激下更轻松地掌握词汇。
教师可以利用动画和音频展示单词的发音和意义，通过图文并茂的方式帮助学生更快地理解和记忆词汇。
多媒体教学资源还能够激发学生的学习兴趣，提高他们的学习积极性，从而更好地掌握词汇知识。
二、利用互动教学平台随着信息技术的发展，互动教学平台在教育中的应用也日益普及，这些平台为学生提供了一个与老师和同学进行交流互动的空间，可以有效地提高词汇教学的效果。
教师可以在互动教学平台上设计丰富多彩的词汇教学活动，比如词汇练习、词汇游戏等，让学生通过参与互动活动来巩固和提高词汇掌握水平。
通过这种方式，学生们不仅能够在游戏中感受学习的乐趣，还能够在与同学的互动中提高他们的词汇应用能力。
三、利用移动学习工具移动学习工具是信息技术在教育领域的一大突破，它为学生提供了随时随地进行学习的便利条件。
在小学英语词汇教学中，教师可以引导学生使用移动学习工具，比如英语学习APP、在线词典等，让学生通过手机等移动设备进行词汇学习。
通过移动学习工具，学生可以在课余时间进行词汇学习，如利用碎片化时间背单词，这对于提高学生的学习效率和自主学习能力有着积极的意义。
四、利用虚拟实验教学信息技术还为词汇教学带来了虚拟实验教学的新思路。
通过虚拟实验教学，学生可以在虚拟环境中进行实际操作，体验语言环境，从而更好地理解和掌握词汇知识。
消除外语学习的工具英语作文1. Introduction引言In today's globalized world, proficiency in a foreign language has become an increasingly valuable asset. However, learning a new language often presents a series of challenges that may discourage potential learners. This essay aims to identify and propose solutions for eliminating these obstacles in English language learning, thereby fostering a more accessible and enjoyable educational experience.2. Overcoming Fear and Anxiety克服恐惧与焦虑One significant deterrent in foreign language acquisition is fear – fear of making mistakes, appearing foolish, or not being understood. To combat this, it is crucial to establish a supportive and non-judgmental learning environment where learners feel comfortable taking risks and making errors. Teachers can encourage active participation, emphasizing that mistakes are natural stepping stones to fluency. Moreover, self-pacedonline courses and language exchange platforms can provide learners with a safe space to practice without fear of embarrassment.3. Enhancing Accessibility to Quality Learning Resources提高优质学习资源的可及性Access to effective learning materials is another key factor. Many individuals, particularly those in remote or underprivileged areas, face difficulties in obtaining suitable textbooks, software, or qualified instructors. Governments, educational institutions, and NGOs should collaborate to provide affordable or free resources, such as open-source language apps, e-books, and online tutorials. Additionally, initiatives like distance learning programs and scholarships can help bridge the gap between learners and quality education.4. Integrating Language Learning into Daily Life将语言学习融入日常生活Immersion is a powerful tool for language acquisition, yet many learners struggle to find opportunities to practice outside the classroom. Integrating English into daily routines, such as watchingEnglish-language TV shows, listening to podcasts, or using language-learning apps during commutes, can significantly increase exposure and engagement. Moreover, participating in language exchange programs or attending local conversation clubs can offer authentic interaction with native speakers, further enhancing practical language skills.5. Personalizing Learning Approaches个性化学习方法Every learner has unique strengths, weaknesses, and learning styles. A one-size-fits-all approach may not cater to these individual differences effectively. By incorporating adaptive learning technologies, educators can tailor lessons to suit each student's pace, interests, and learning preferences. Furthermore, regular assessments and feedback can help learners identify their specific areas of improvement and focus their efforts accordingly.6. Encouraging Lifelong Learning Attitude鼓励终身学习态度Learning a language is a continuous process, not a one-time achievement. Promoting a mindset that embraceslifelong learning is vital. Educational campaigns can emphasize the benefits of ongoing language study, such as cognitive development, cultural understanding, and career advancement. Moreover, offering diverse learning pathways, from short-term workshops to advanced certifications, can accommodate learners' evolving needs and motivations throughout their lives.7. Conclusion结论Demolishing the barriers to foreign language learning necessitates a multi-faceted approach that addresses learners' emotional well-being, resource accessibility, daily practice opportunities, personalized instruction, and long-term commitment. By implementing these strategies, we can create an inclusive and stimulating environment that empowers individuals worldwide to master English and unlock its myriad benefits.Word count: 989 wordsTotal words (excluding title): .png。
第二届全国中学英语教师教学技能大赛（NTSCET）初赛试题第II卷中学英语教师职业技能部分（80分，共八大题）一、判断正误，正确打“√”，错误打“×”。
（本题计15分）1．M ．West曾说，英语是学会的，不是教会的。
因此，“学生主体”指在课堂上让学生成为活动的主体，其他方面应由教师主导或指导。
（）2．英语属于印欧语系的日耳曼语族，与德语相近，但使用了拉丁语字母。
（）3．当今科技发达，知识更新快，英语教师应抱着开放态度，从新鲜信息中学习，传统的反思、联想等学习方式已经过时了。
（）4．在英语课上实施“个别对待，因材施教”的有效策略是组织学生之间的合作性学习活动。
（）5．2001年7月，教育部已公布了《英语课程标准》（实验稿），2000年3月和10月先后公布的《九年义务教育全日制初级中学英语教学大纲》（试用修订版）和《全日制普通高级中学英语教学大纲》（试验修订稿）都已失效，不能作为确定教学目的要求的根据了。
（）6．英语教材都经过缜密的编写过程并经国家审定。
所以英语教学中教师要忠实于教材，不必对之再作取舍、分割或组合。
（）7．当前各中学英语教师教哪一年级只领取哪个年级的课本，这意味着教师应倾全力完成当前的教学任务，教什么就管什么，不必考虑教材的前后联系。
（）8．教师的英语表达能力主要体现于采用学生能够听懂、读懂的语言结构，去表达自己需要表达的意思。
所以教师的语言往往是简化语，虽然它必须规范，但并非日常的交际用语。
（）学生易于接受且易9．有效的教学情境要符合两点要求：A 反映所学英语材料的语用特征；B于设置。
（）10．现在的英语课本，尤其是初中英语课本都从听说读写技能训练的角度配备了所需的语言材料，以及反映这些材料使用情境的图画，所以评价教师听说读写唱做画七种技能的高低，只须看他把教材提供的材料用得好不好，七种教学技能已无创造性使用的空间了。
4th International Conference on Education, Management and Computing Technology (ICEMCT 2017) Computer-aided Mandarin Test in Colleges: Problems and SolutionsYuhan SONGChinese Department of the Engineering and TechnicalCollege of Chengdu University of Technology, Leshan 614000, China**************Key Words: CAMT; Problems; SolutionsAbstract: Computer-aided Mandarin Test (CAMT) is a new window for Putonghua examination in China. As the use of modern information technology, CAMT brings a lot of advantages or merits for both testers and candidates. Meanwhile, it also brings some challenges to us. This paper will elaborates the main problems in CAMT and also gives some suggestive solutions to them in order to promote this novel type of language test.1. IntroductionWith the rapid development of computer and network, how to use information technology to solve problems has become a hot topic in the new century. Language testing is no exception. From the beginning of 1960s, computers are used to analyze tests, restore item banks and offer test results in a large scale. After 1980s, the traditional Paper-and-Pencil Based Language Testing (PBLT) has been replaced by Computer-based Language Test (CBLT) and further developed into Web-Based Individualized Self Adaptive Language Testing. For instance, in 2005 American Educational Testing Service (ETS) officially issued the rules of the online TOEFL measurement mode, that is, TOEFL iBT (Fulcher 2010). Therefore, the theory and practice of Computer-adaptive Language Testing are becoming a hot research topic in the testing mode of distance education.In recent years, Computer-aided Mandarin Test (CAMT), as a new way of Putonghua test by modern technology, has also been popular in multiple cities in China. So far, CAMT has been carried out in 19 provinces with the help of the platform of the State Language Commission (SLC) and approximately 2 million people have taken part in the online test. CAMT to a certain degree is of great objective significance since it has changed the traditional paper-based and people-based test into a paperless and green activity. Although computers have brought some benefits for mandarin tests, some problems have also appeared with more and more college students pouring into them.2. Problems of CAMT2.1 The Problems of the Testing SystemFirstly, although CAMT in colleges has been constantly upgraded many times and its interface is more and more simple, friendly and stable, there are some other problems in the practice, which need to be further solved, for example, the issue that the test software depends a lot on the hardware in the debugging process. At present, the equipment compatibility used for CAMT in colleges like sound card is very bad; hence, abnormal language recognition often occurs in testing process, thus affecting the normal work of the test. It is common knowledge that the maintenance rate of the electronic equipment, such as computers, is very low and therefore its replacement is very fast. So itis very urgent for colleges to purchase the newest hardware.Secondly, the management interface function of the testing system is not perfect. For instance, there is no statistic function for the examination management. Therefore, some abnormal cases cannot be recorded timely, such as the absence of the students and the violation of the testing rules etc. Although these cases can be reported to the server of the provincial center after examination, it will take more labor and money. In addition, there is no examination instruction broadcast program for the monitoring to remind students of the operation rules and attentions. This problem is now solved by the examination management staff members, who will stress them orally many times before testing. It brings a lot of additional labor for the management workers and the effect is actually so-so.Thirdly, the voice evaluation mode of the computer assessing system is poor (Liu Ai’min, 2011). At present, there is a uniform standard for CAMT in all colleges, that is, Outline of Putonghua Proficiency Test, in which a set of complete and standardized evaluations are listed in detail. Both candidates and academic research institutions can sum up the problems of voice and understand the details of scorers according to the scoring rules. However, the fact is that the actual score in the process is not fully implemented by this online although the testing software is introduced theoretically in terms of it.2.2 The Problems of the Management SystemFor one thing, there are some loopholes in the information management of CAMT. In colleges and universities, the intelligent educational administration management system has been set up and used as various testing platforms, in which such students’ information is included as name, gender, number, ID number, school, profession, class, and register time etc. However, it is very tedious and prone to error to operate in the information management system of CAMT because the students’ information is not comprehensive in this system. For instance, there is no “class” information in it; therefore certificate management cannot be made by class as a management unit.For another, random questions cannot be selected in present management system (Zeng Lin, 2012). Machine test software must be assigned tasks by test management staff members, so it will take a lot of time for them to change tasks for each time. If questions are changed for test of every time, the examination interval will become longer and its efficiency will become lower. In the practice of CAMT, students can get some examination content or information from each other because of such problems. Thus, the fairness of the test is lacked to a certain degree. What’s more, because the testing tasks are allocated in a fixed machine, the examination for the second-time candidate who fails in the auditions must be taken in the original testing classroom. Thus ,the whole testing process will be influenced.2.3 The Problems in the Organization ProcessOn the one hand, CAMT differs from the traditional manual test and it needs higher requirements for the staff members who must be familiar with the operation of the computers, learn the basic principles of the machine and be able to wipe out the errors in the testing process. However, the contradiction facts at present are: most of the front-line testers of CAMT cannot master the operation of the testing system while others with strong ability of computer operation are not good at speaking standardized mandarin Chinese. Especially for some older testers, their computer skill is not good, let alone their troubleshooting.On the other hand, CAMT is a new test mode for the majority of candidates and there are someobstacles and adaptability for them psychologically and skillfully, so some targeted training should be given to the students before examination. In fact, due to the limitation of equipments, places and staff members etc, the real training is carried out in the form of meeting before test, focusing on the test processes and attentions. There are no chances for the candidates to operate on real computers, so they do not adapt to such kind of new test mode.3. Solutions of CAMT3.1 To Optimize the Testing SystemSoftware performance is an important guarantee for successful CAMT. Its application is very wide, but its developing technology is very high. Therefore, the development and upgrading of the project is not enough if it relies on only a few bidding commissioned information technology companies, because the researcher are usually not the front-line testers of mandarin Chinese, the language teaching experts or theoretical researchers. So from this angle, the government should shoulder more responsibilities to make the research in this domain. It should especially absorb some researchers who are familiar with both computer technology and Putonghua test. In this way, the management, training and testing of CAMT can be modernized.On the other hand, the development of any product cannot be completely perfect just one time; therefore, in the process of application, all colleges should find and record the relative problems, maintain close cooperation with the department of system development, and give timely feedback in the use of this technology. In this way, the testing system can be upgraded and optimized in time so as to further ensure the implementation of CAMT in colleges.Besides, the network test environment should be carefully examined one week before the examination in order that the test can be carried out smoothly. At the same time, because the testing process should be recorded, the testing room should be a quiet place. When testing, it should be ensured that there are no large-scale activities or noises around the radio and the testing place.3.2 To Improve the Management SystemIn terms of registration, generally speaking, there is students’ information management system in colleges. Therefore, such kind of management system can be used as the platform to get the students’ information. In this way, the staff members of the testing center can effectively avoid the manual entry of information and improve the speed of registration.In terms of examination data, the examination management program can be compiled and used in the registration form to add key information such as students’ ID, class number and telephone number and so on. Thus, it is easier for the staff members of the testing center to obtain the key information of the students. In addition, it is also important to solve the problem that a large amount of students take part in the examination, so it is better for students to register and download data online.In terms of the supervision, the monitoring program and examination procedures can be designed to realize the following automatic operations: to send out the warning sound alarm when a test is abnormal, to give the entrance instruction to the candidates when a former test is over and to tell them attentions. As a result, the main job of the staff members in the testing center is not to supervise the candidates but to guide them to obey the testing disciplines. By the means of auxiliary examination procedures, CAMT becomes more automatic, smooth and orderly. Besides, such problem should also be solved that the staff members of the testing center cannot depart from thetesting machine. Through these reforms, the standardization and automation of CAMT in China will gradually be realized.3.3 To Perfect the Organization ProcessesIn order to perfect the organization processes, the following aspects should be stressed. In the first place, the staff training of the testing station is an important basis to ensure the standardization and normalization of the test. As the guider of CAMT, the staff members should be proficient in software installation and debugging, testing system maintenance and troubleshooting work etc. and be active in the innovation and optimization of the testing environment. Besides, they should be familiar with the whole processes of registration, verification, preparation, testing and evaluation in order to guide the candidates to successfully complete the test. In the second place, the college teachers of Mandarin Chinese should teach the students not only Putonghua itself but also some details about CAMT, such as computer-aided testing procedures, testing content, testing techniques and the psychological preparation so as to let them avoid fear, worry and anxiety. In the final place, special attentions should be paid to waiting room and preparing room. The waiting room should be kept a certain distance from the preparing room and the testing room so as to reduce the influence of external factors on the test. The preparing room should be closed to the testing room; thus it is more convenient for the candidate to enter the latter. In some cases, it should be considered that the waiting room and the preparing room can share the same machine room; thus the candidates can directly take part in the test after he or she selects the examination questions in order to ensure that he or she can have a better performance.4. ConclusionCAMT has been fully carried out and become a hot topic in Putonghua testing in China. It not only improves the testing efficiency but also reduces the workload of the staff members in the testing center. In practice, there will be some new problems which cannot be avoided. But it is believed that CAMT will have a better application and development if continuous improvement or constant innovation is made.References:[1] Fulcher, G. Practical Language Testing [M]. London: Hodder Education, 2010.[2] Liu Ai’min. The Problems and Countermeasures of Computer-assisted Mandarin Test in Colleges [J]. Journal of Chongqing University of Arts and Sciences, 2011 (3): 90-92.[3] Zeng Lin. Thoughts about Computer-aided Mandarin Test in Universities [J]. Journal of Sanming University , 2012 (3): 85-88.。
卜人入州八九几市潮王学校蕺山外国语二零二零—二零二壹高二技术上学期期末考试试题说明：1、本套试卷总分值是100分，考试时间是是90分钟第一局部信息技术〔一共50分〕一、选择题〔本大题一一共15小题，每一小题2分，一共30分。
在每一小题给出的四个选项里面，只有一个符合题目要求〕1．WannaCry讹诈病毒利用Windows系统的破绽，侵入电脑并对数据文件进展加密，使其无法翻开，并声称只有缴纳赎金才能恢复数据。
以下说法不正确的选项是〔〕A．缴纳赎金一定能恢复数据，可选择支付赎金恢复数据B．使用正操作系统，及时安装系统补丁确保系统平安C．定时备份重要的数据，以防此类病毒攻击时数据丧失D．病毒制作传播违背法律，青少年不应该效仿此类行为2.关于网页和搜索引擎，以下说法正确的选项是()A．网页通过FTP协议传输，可以通过阅读器解释执行网页文件B．网页可能含有图片、动画等素材，故不能用记事本编辑网页C．通过搜索引擎搜到的信息一定是真实可信的，无需仔细鉴别D．统统过搜索引擎检索信息时，搜索到的信息也有可能是假信息3．使用Word软件编辑某文档，局部界面如下列图。
以下说法正确的选项是A．批注的对象是“地处西湖边〞B．删除批注，文字“太子湾〞同时被删除C．修订前，第三行文字是“地处西湖边太子湾公园，郁金香争奇斗艳。
〞D．承受所有修订后，第三行文字是“太子湾公园中郁金香花争奇斗艳。
〞4．以下应用中，表达了人工智能技术的有〔〕①网站自动统计歌曲下载次数②在线中英文互译③门口车牌识别系统④汽车导航系统中，用语音读入后导航确定道路⑤使用OCR软件从图像中识别汉字A.①②③④B.①②④⑤C.②③④⑤D.①③④⑤5．以下列图中图片的文字环绕方式为〔〕。
A、四周型B、严密型C、衬于文字下方D、浮于文字上方6.某算法的局部流程图如以下列图所示，执行这局部流程后，变量x的值是〔〕A.0B.17．用户进入QQ邮箱后，“写信〞时的局部界面如下列图，以下说法错误的选项是〔〕A.该邮件带有附件B.邮件发送的协议是SMTPC.点击发送一共有3人可接收该邮件D.收件人可以看到该邮件发给了Apple8.小明妈妈想理解一下蕺山外国语最新新闻动态，上网使用阅读器访问绍外网站，阅读网站所采用的协议是〔〕A.FTPB.POPC.HTTPD.SMTP9．如以下列图所示，将C3单元格中的数据改成90000，那么H3单元格中的〔〕。
充分利用信息技术搞好小学英语自然品读法词汇教学随着信息技术的发展，教育领域也开始充分利用信息技术来提升教学质量。
在小学英语教学中，自然拼读法是一种有效的教学方法，可以帮助学生快速有效地掌握英语词汇。
本文将探讨如何充分利用信息技术来搞好小学英语自然拼读法词汇教学。
一、利用互联网资源互联网资源是丰富的，老师可以利用各种英语学习网站、英语学习App等资源，为学生提供丰富多样的词汇学习材料，让学生在课堂之外也能进行词汇学习。
老师也可以通过互联网资源来寻找各种英语词汇教学的教学案例和教学视频，丰富自己的教学资源，提升教学水平。
二、利用多媒体教学多媒体教学在小学英语教学中发挥着重要作用，老师可以利用多媒体资源来呈现英语单词的拼写、发音、词义等信息，让学生在视觉和听觉上都能获得更好的学习体验。
可以通过PPT、教学视频等多媒体形式来展示英语词汇的学习内容，让学生在轻松愉快的氛围中掌握词汇知识。
三、利用教育软件现在市面上有很多优秀的英语教育软件，老师可以选择适合自己教学内容和学生学习情况的软件，让学生在课余时间可以通过这些软件进行英语词汇学习。
教育软件通常有很多互动性强的功能，可以吸引学生的注意力，提高学习的效果。
而且通过教育软件，学生可以根据自己的学习进度和学习方式进行个性化学习，从而更好地掌握英语词汇。
四、利用在线教育平台在线教育平台为学生提供了一个更加开放和自主的学习环境，老师可以通过在线教育平台搭建词汇教学的线上课程，为学生提供更加灵活的学习时间和空间。
通过在线教育平台，老师可以及时了解学生的学习情况，通过数据分析来更好地指导学生学习。
五、利用电子教材现在很多学校已经开始使用电子教材，电子教材具有更新快、内容丰富、交互性强等特点，可以为学生提供更加优质的学习资源。
老师可以通过电子教材来搞好词汇教学，利用其中的互动练习、动画教学等功能来提升教学效果。
电子教材还能够为学生提供更加轻便的学习方式，随时随地进行词汇学习。
一、改写句子1. We want to know. Does water come from clouds? (合并成一句)We want to know ________ water ________ from clouds.2. He used to live in the village.（改成一般疑问句）________ he ________ to live in the village?3. I had a great time at the party.(改为感叹句）______ _______ _______ ______ I had at the party!4. Jack must have arrived here.（改为反意疑问句）Jack must have arrived here, ________?5. The old man used to walk along the lake after dinner. (改为一般疑问句)________ the old man ________ to walk along the lake after dinner?二、单项选择6. —My father ________ watches TV. He thinks watching TV is a waste of time. —Neither do I.A．seldom B．often C．always D．usually7. Our school sports meeting will be ________ because of the bad weather. A．given off B．put off C．got off D．taken off8. —How do you keep in touch with your friends?—We used to ________ to each other, but now we often talk on the phone! A．write B．writing C．writes D．wrote9. I must admit（承认）that I was heart-broken at that time. But it is a good thing that I did not get the job ________.A．in a way B．in this way C．in that way D．in some ways10. Can you see ________ boy in brown over there? He is my cousin.A．a B．an C．the D．/11. My uncle works in a hospital, and he is a ________.A．doctor B．teacher C．pilot D．farmer12. No one should ________ whenever he meets difficulties.A．give away B．give up C．give back13. Bob’s head feels very hot. Maybe he has ________ fever and he needs to see ________ doctor.A．the; / B．a; a C．a; the14. —Thank you for helping me with my English. I’ve already ______ so much your valuable time.—My pleasure.A．taken up B．taken over C．taken off D．taken down15. The person who loses his ________and hard-working spirit will have nothingin his life because they are the most valuable personalities（人品）.A．health B．wealth C．honesty三、句型转换16. You had better go to Paris for a holiday next week. (改为否定句)You had better ________ ________ to Paris for a holiday next week.17. He got up at five o’clock. He wanted to catch the early bus. (合并句子)He got up at five o’clock ________ ________ the ear ly bus.18. The lady in yellow is our new teacher.（对划线部分提问）________ ________ is your new teacher?19. A: He gets up early in order to get to school on time.B: He gets up early _______ _______ he can get to school on time.20. Basketball is an indoor game. Basketball is also an outdoor game. (将两句连为一句)Basketball is ________ an indoor ________ outdoor game.四、单词拼写21. W _____ you need help, send me an email or telephone me.22. The government should pay more attention to the basic _____ (教育) to avoid the improper study situation for children.23. He finally fell ________ / əʹsli:p/ when the wind was dying down at around 3 a.m.24. When I grew up, I’d like to be my own ________ (老板) instead of depending on someone else to offer me a job.25. Though the problem was difficult，the boy didn't give up and_________（成功）at last.五、用所给单词的正确形式填空26. Miss Yang is one of the ________ (popular) teachers in our school.27. More people would like to help others. Some even _________ (give) up their jobs to be a volunteer.28. It’s reported that it is going to rain, so you’d better, I think, not ________ (go) for a picnic tomorrow.29. So far, scientists ________ (success) in developing a new kind of energy-saving car.30. ________ BA123 to Vienna is now boarding at Gate 21. (fly)六、完成句子31. 今年我们学校学生的数目是两千多。
教育部全国翻译证书考试2001年试题（中级笔译）2001年北外英语翻译资格中级笔译试题passage 1artificial speechbecause speech is the most convenient form of communication, in the future we want essentially natural conversations with computers. the primary point of contact will be a simple device that will act as our window on the world. you will simply talk to it. the device will be permanently connected to the internet and will beep relevant information up to you as it comes in.just how quickly people will adapt to a voice-based internet world is uncertain. many believe that, initially at least, we will need similar conventions for the voice to those we use at present on screen: click, back, forward, and so on. but soon you will undoubtedly be able to interact by voice with all those it-based services you currently connect with over the internet by means of a keyboard. this will help the internet serve the entire population, not just techno-freaks.changes like this will encompass the whole world. because english is the language of science, it will probably remain the language in which the technology is most advanced, but most speech-recognition techniques are transferable to other languages provided there is sufficient motivation to undertake the work.within ten years we will have computers that respond to goal-directed conversations, but for a computer to have a conversation that takes into account human social behaviour is probably 50 years off. we’re not going to be chatting to the big screen in the living room just yet.there are those in the it community who believe that current techniques will eventually hit a brick wall. personally, i believe that incremental developments in performance are more likely. but it’s true that by about 2040 or so, computer architectures will need to beco me highly parallel if performance is to keep increasing. perhaps that will inspire some radically new approaches to speech understanding that will supplant the methods we’re developing now. small vendors engage in simple spot-market transactions, with buyers and sellers dealing face to face to trade fairly standard products whose quality is easy to verify. lange multinational firms exchange more differentiated products, face greater difficulties in verifying quality, and must span greater separations in time and space between one part of the transaction and the other. most economies have both types of markets. but the first is relatively more common in developing countries, the second in industrial economies.developed markets- more global, more inclusive, and more integrated-offer more opportunity and choice. underdeveloped markets, more likely in poor countries, tend to be more local and segmented. so, compared with farmers in canada, poor farmers in bangladesh have fewer opportunities and far fewer formal institutions (such as banks and formal courts ) to reduce their risks and increase their opportunities.what limits market opportunities? the transaction costs stemming from inadequate information and incomplete definition and enforcement of property rights. and barriers to entry for new participants. what increases them? institutions that raise the returns from market exchange, reduce risk, and increase efficiency.yet not all institutions promote inclusive markets. institutional designs that evolve through historical circumstances or are directed by policy makers are not necessarily the best for all of society or for economic growth and poverty reduction. for instance, state agricultural marketing boards, instead of helping farmers, have often resulted in lower incomes for them in africa. and institutions that once supported market transactions can outlive their usefulness, for example, privatization agencies and bank restructuring agencies. the challenge for policymakers is to shape institutional development in ways that enhance economic developmentPart 2 Translation from Chinese into English 2 hoursPassage 1保姆校长常常听到一些大学校长说：“我把学生当自己的儿女看待。
计算机二级职称评审英文回答：Computer Literacy and Fundamentals of Computer Science.Definition.Computer literacy refers to an individual's ability to use computers effectively and efficiently. It encompasses a wide range of skills, including the ability to:Use a computer's operating system and applications.Find, evaluate, and use information on the Internet.Communicate using email and other online platforms.Importance.Computer literacy is essential for success in a rapidlydigitizing world. It allows individuals to:Access information and knowledge.Communicate and collaborate effectively.Use technology to solve problems and make informed decisions.Requirements for Computer Literacy Certification.To obtain a certification in computer literacy, individuals typically need to demonstrate proficiency in:Computer hardware and software.Operating systems and applications.Internet navigation and safety.Communication and collaboration tools.Problem-solving and critical thinking.Assessment.Computer literacy certification exams typically include multiple-choice questions and hands-on tasks that assess an individual's ability to use computers effectively.Job Opportunities for Computer Literate Individuals.Computer literacy is required for a wide range of jobs, including:Administrative assistants.Customer service representatives.Sales and marketing professionals.Data entry clerks.Healthcare professionals.Educators.Librarians.Continuing Education.As technology continues to evolve, it is important for individuals to keep their computer literacy skills up to date. This can be done through continuing education courses, online tutorials, and self-directed learning.中文回答：计算机二级职称评审。
Computerized Spelling Recognition of Words Expressed in the SoundApproach Phonetic Alphabet1. Background and MotivationIn 1993-1994, Dr. Michael Higgins of Yamaguchi University developed and did initial testing on a new system of phonetic spelling of the sounds in English as an aid to learning better English pronunciation and improving listening and spelling skills in English for Japanese students of English. The method, subsequently entitled "A Sound Approach"ã, was tested initially on Japanese high school and university students. The results of the testing indicated that the creation of a "sound map" of English was very helpful in overcoming several common pronunciation difficulties faced by Japanese learners of English as well as improving their English listening, sight reading, and spelling skills. [1] It was further tested on Japanese Kindergarten children (ages 3-6), primary school pupils (ages 6-11), and Russian primary school pupils (ages 9-10) and secondary school students (ages 11-13) with similar results. [2-3] It was further tested on a wide range of international ESL students at the University of Regina. These latest results indicate that it is an effective and useful tool for helping any non-native speaker of English to overcome pronunciation and orthographic barriers to the effective use of English. The current stage of development for ESL/EFL (English as a Second Language/ English as a Foreign Language) includes lesson plans for teachers, flip-cards and a workbook for students, and laminated wall charts. The next stage of development includes interactive CD-ROMs and various computer applications.One of the objectives of the Sound Approach to teaching English language is the development of a spelling recognition system for words expressed in a phonetic alphabet of forty-two symbols known as the Sound Approach Phonetic Alphabetã (SA). The SA alphabet represents without ambiguity all sounds appearing in the pronunciation of English language words, and does so without using any special or unusual symbols or diacritical marks; SA only uses normal English letters that can be found on any keyboard but arranges them so that consistent combinations of letters always represent the same sound. Consequently, any spoken word can be uniquely expressed as a sequence of SA alphabet symbols, and pronounced properly when being read by a reader knowing the SA alphabet. Due to representational ambiguity and the insufficiency of English language characters to adequately and efficiently portray their sounds phonetically (i.e., there are between 15 and 20 English vowel sounds depending on regional dialect, but only five letters to represent them in traditional English orthography), the relationship between a word expressed in SA alphabet and itspossible spellings is one to many. That is, each SA sequence of characters can be associated with a number of possible, homophonic sequences of English language characters (e.g. "tuu" is equivalent to "to", "too", and "two"). However, within a sentence usually only one spelling for a spoken word is possible. The major challenge in this context is the recognition of the proper spelling of a homophone/homonym given in SA language. Automated recognition of the spelling has the potential for development of SA-based phonetic text editors which would not require the user to know the spelling rules for the language but only being able to pronounce a word within a relatively generous margin of error and to express it in the simple phonetic SA-based form. Computerized text editors with this ability would tremendously simplify the English language training process, for example, by focusing the learner on the sound contents of the language and its representation in an unambiguous form using SA symbols, and in a wider sense, allow for more equal power in the use of English by any native or non-native speaker of English.2. ApproachThe approach adapted in this project would involve the application of the mathematical theory of rough sets in the development of a data-based word spelling recognizer. The theory of rough sets is a collection of mathematical tools mainly used in the processes of decision table analysis, reduction and decision rules derivation from data (see, for instance references [4-9]).In the word spelling recognition problem, one of the difficulties is the fact that many spoken words given in SA form correspond to a number of English language words given in a standard alphabet. To resolve, or to reduce this ambiguity, the context information must be taken into account. That is, the recognition procedure should involve words possibly appearing before, and almost certainly after the word to be translated into standard English orthography. In the rough-set approach this will require the construction of a decision table for each spoken word. In the decision table, the possible information inputs would include context words surrounding the given word and other information such as the position of the word in the sentence, and so on. Identifying and minimizing the required number of information inputs in such decision tables would be one of the more labor-intensive parts of the project. In this part, the techniques of rough sets, supported by rough-set based analytical software such as KDD-R [10-11], would be used in the analysis of the classificatory adequacy of the decision tables, and their minimization and extraction of classification (decision) rules to be used in the spelling recognition. It should be emphasized at this point that the process of minimization and rule extraction would be automated to a large degree and adaptive in the sense that inclusion of new spoken word-context combinations would result in regeneration of the classification rules without human intervention. Inthis sense the system would have some automated learning ability allowing for continuous expansion as more and more experience is accumulated while being used. The adaptive pattern classification part of the system development is being directed by Dr. Wojciech Ziarko, Computer Science Professor at the University of Regina, one of the pioneers and key members of the community of researchers in the area of rough sets and its applications to pattern classification and data mining, developer of several systems for data analysis and data pattern identification such as DATAQUEST [12], DATALOGIC [13] and most recently of the system KDD-R [10-11] .3. Rough SetsThe theory of rough sets and their application methodology has been under continuous development for over 15 years now. The theory was originated by Zdzislaw Pawlak [4] in the 1970's as a result of long term fundamental research on logical properties of information systems, carried out by himself and a group of logicians from the Polish Academy of Sciences and the University of Warsaw, Poland. The methodology is concerned with the classificatory analysis of imprecise, uncertain or incomplete information or knowledge expressed in terms of data acquired from experience. The primary notions of the theory of rough sets are the approximation space and lower and upper approximations of a set. The approximation space is a classification of the domain of interest into disjointed categories. The classification formally represents our knowledge about the domain, i.e., knowledge is understood here as an ability to characterize all classes of the classification, for example, in terms of features of objects belonging to the domain. Objects belonging to the same category are not distinguishable which means that their membership status with respect to an arbitrary subset of the domain may not always be clearly definable. This fact leads to the definition of a set in terms of lower and upper approximations. The lower approximation characterizes domain objects about which it is known with certainty, or with a controlled degree of uncertainty [7-8] that they do belong to the subset of interest, whereas the upper approximation is a description of objects which possibly belong to the subset. Any subset defined through its lower and upper approximations is called a rough set.The main specific problems addressed by the theory of rough sets are:1.representation of uncertain, vague or imprecise information;2.empirical learning and knowledge acquisition from experience;3.decision table analysis;4. evaluation of the quality of the available information with respect to its consistency and presence or absence of repetitive data patterns;5. identification and evaluation of data dependencies;6. approximate pattern classification;7. reasoning with uncertainty;8. information preserving data reduction.A number of practical applications of this approach have been developed in recent years in areas such as medicine, drug research, process control and others [5,9]. The recent publication of a monograph on the theory and a handbook on applications facilitate the development of new applications [4-5]. One of the primary applications of rough sets in artificial intelligence (AI) is for the purpose of knowledge analysis and discovery in data [6]. Several extensions of the original rough sets theory have been proposed recently to better handle probabilistic information occurring in empirical data, and in particular the Variable Precision Rough Sets (VPRS) model [7-8] which serves as a basis of the software system KDD-R to be used in this project. The VPRS model extends the original approach by using frequency information occurring in the data to derive classification rules.In practical applications of rough sets methodology, the object of the analysis is a flat table whose rows represent some objects or observations expressed in terms of values of some features (columns) referred to as attributes. Usually, one column is selected as a decision or recognition target, called a decision attribute. The objective is to provide enough information in the table, in terms of attributes of a sufficient number and quality, and a sufficient number of observations, so that each value of the decision attribute could be preciselycharacterized in terms of some combinations of various features of observations. The methodology of rough sets provides a number of analytical techniques, such as dependency analysis, to asses the quality of the information accumulated in such table (referred to as a decision table). The decision table should be complete enough to enable the computer to correctly classify new observations or objects into one of the categories existing in the table (that is, matching the new observation vector by having identical values of conditional attributes). Also, it should be complete in terms of having enough attributes to make sure that no ambiguity would arise with respect to the predicted value of the target attribute (which is the spelling category in the case of this application). One of the advantages of the rough sets approach is its ability to optimize the representation of the classification information contained in the table by computing so-called reduction, that is, a minimal subset of conditional attributes preserving the prediction accuracy. Another useful aspect is the possibility of the extraction of the minimal length, or generalized decision rules from the decision table. Rules of this kind can subsequently be used for decision making, in particular for predicting the spelling category of an unknown sound.In the current preliminary testing of SA, a selection of homonyms were put into representative sentences. The words in the sentences were assigned numbers (features) according to a simple, and relatively unrefined, grammatical protocol. These numbers were then inserted into decision tables and using KDD-R it was found that the computer could accurately choose the correct spelling of non-dependent homonyms (i.e., those homonyms for which the simple grammatical protocol was unable to determine the correct spelling from the context) 83.3% of the time, as in the sentence, "The ayes/eyes have it." With dependent homonyms, as in the sentence, "We ate eight meals," the computer could accurately choose the correct spelling more than 98% of the time.4. Major Stages of the Initial ProjectThe initial project can be divided into the following major stages which, depending on funding, could have significantly shortened time-frames:Stage 1Construction of decision tables for the selected number of English language homonyms or homophones. This part would involve research into possible contexts surrounding the selected words in typical sentences and their representation in decision table format. This would also involve rough set analysis, optimization and testing (with respect to completeness and prediction accuracy) of the constructed tables using existing software systems Dataquest or KDD-R. The related activity would be the extraction of classification rules from such tables. This is a very labor-intensive part of the project since the number of possible homonyms or homophones is in the range of approximately 3000. The time-frame for this part of the project is approximately two years. Dr. Michael Higgins, Professor at Yamaguchi University Faculty of Technology, is in charge of the linguistic aspects of representing the rule contexts of the English homonyms in basic decision tables. The actual decision table construction for the advanced adaptive pattern classification is under the supervision of Dr. Wojciech Ziarko, Computer Science Professor at the University of Regina.Stage 2Editor development using the tables constructed in Stage 1 as a main component of the spelling recognition system. The editor would have some learning capabilities in the sense of being able to automatically acquire new feedback word combinations in cases of unsuccessful recognitions. The editor will be constructed in a similar pattern to Japanese Romaji-Hiragana-Kanji word processing selection tables. The estimated time for this stage of the project is approximately one year to construct a workingprototype system assuming two full-time programmers would be involved in the system development. The system will be developed for different computational environments including PC and UNIX platforms.Stage 3This stage would involve both system testing and refinement, going through multiple feedback loops until satisfactory system performance and user satisfaction is achieved. The system would be tested with English language students at Yamaguchi University and other international locations. The accumulated feedback would be used to retrain and enhance the system's spelling recognition capabilities and to refine the user's interface to make it as friendly as possible. It is also felt that using SA, it can be adapted to any regional pronunciation style (e.g., Australian, British Received, Indian, Irish, etc.) by offering the user their choice of "keyboard" for their particular area. For example, in standard International Broadcast English the word "table" would be represented in SA by spelling it "teibul", whereas in Australian English it could be represented in SA by spelling it "taibul" and the computer would still offer the standard orthographic representation of "table" in the spell-checking process in either "keyboard" format. At this stage, not only could it be used as an ordinary spell checker, but could be programmed for speech as well so that the user could have the word or passage read and spoken by the computer in either sound spelling or in regular spelling. As a normal spell checker, for example, it would be difficult to distinguish between the words "bother" and "brother." However, with speech capacity, the user could potentially hear the difference and catch the mistake. This could also become an excellent teaching/learning device for practicing and learning correct pronunciation whether for native or for non-native English speakers.Stage 4 System commercialization.ConclusionIn the initial study on the efficacy of the Sound Approachã phonetic alphabet in meeting the requirements for the development of easily accessible and accurate computer word recognition capability conducted at the University of Regina in 1997, the VPRS (Variable Precision Rough Sets) model was used to construct decision tables on a list of various English homonyms. It was found that the Sound Approachã phonetic alphabet and the VPRS model were quite compatible with each other in determining generalized decision rules used in decision making for predicting the correct spelling of a word written either phonetically or in standard English orthography. It was found that even using a relatively unrefined grammatical protocol, the software KDD-R, which is based on the VPRS model, was able to correctly identify the correct spelling of non-dependent homonyms 83.3% of the time. Thisaccuracy rate rivals already extant forms of standard spelling recognition systems. When confronted with dependent homonyms, the computer could accurately choose the correct spelling more than 98% of the time.It is felt that with further refining of the grammatical protocol and expansion of the sample sentences using the approximately 3000 English homonyms, a spelling recognition system could be constructed that would allow even non-native speakers of English to gain equal access and power in the language. Further, this would be but one of the necessary building blocks for the construction of a total voice recognition operating system, and a major step forward in computer speech technology. It is also considered that these advancements have considerable commercial possibilities that should be developed.REFERENCES1. Higgins, M.L., The Quest for a Universal Auxiliary Language: Addressing Pronunciation and Orthographic Barriers of English. Hawaii: University Microfilms, pp. 162, 1994.2. Higgins, M.L., Higgins, M.S., and Shima, Y., Basic Training in Pronunciation and Phonics: A Sound Approach. The Language Teacher, vol. 19, number 4, April 1995, pp. 4-8.3. Higgins, M.L. A Report On The Development Of The Yuzhno-Sakhalinsk International School: The First English Language Immersion Program in Russia. Journal of the Faculty of Liberal Arts (Humanities and Social Sciences). Yamaguchi University, V ol. 28. pp. 209-222.4. Pawlak, Z., Rough Sets: Theoretical Aspects of Reasoning About Data. Kluwer Academic Publishers, Dordrecht, 1991.5. Slowinski, R. (ed.) Intelligent Decision Support: Handbook of Applications and Advances of the Rough Sets Theory. Kluwer Academic Publishers, Dordrecht, 1992.6. Ziarko, W. The Discovery, Analysis and Representation of Data Dependencies in Databases. In Piatesky-Shapiro, G. and Frawley, W.J. (eds.) Knowledge Discovery in Databases, AAAI Press/MIT Press, 1991, pp. 177-195.7. Ziarko, W. Variable Precision Rough Sets Model. Journal of Computer and Systems Sciences, vol. 46, no. 1, 1993, pp. 39-59.8. Katzberg, J. and Ziarko, W. Variable Precision Extension of Rough Sets. Fundamenta Informaticae, "Special Issue on Rough Sets", vol. 27, no. 2-3, 1996, pp. 223-234.9. Ziarko, W. (ed.) Rough Sets, Fuzzy Sets and Knowledge Discovery. Springer Verlag, 1994.10. Ziarko, W. and Shan, N. KDD-R: A Comprehensive System For Knowledge Discovery Using Rough Sets. Proceedings of the International Workshop on Rough Sets and Soft Computing, San Jose 1994, 164-173.11. Ziarko, W. and Shan, N. On Discovery of Attribute Interactions and Domain Classifications. Intelligent Automation and Soft Computing, vol. 2, no. 2, 1996, pp. 211-218.12. Reduct Systems Inc. Dataquest System, User Manual.13. Levinson, L. Data Mining: Intelligent Technology Down to Business. PC-AI, Nov/Dec 1993, pp. 17-23.。
