Written for presentation at the 1998 ASAE Annual International Meeting

期末模拟预测卷(时间：90分钟满分：120分)第一部分阅读理解(共两节，满分50分)第一节(共15小题；每小题2.5分，满分37.5分)阅读下列短文，从每题所给的A、B、C和D四个选项中选出最佳选项。

A（2022春·湖南·高二校联考期末）Young students can,and do,make a big difference.As an educator,you have the opportunity to spark(触发)a passion in students that will drive them to do their part to take care of the Earth.Here are activities you could add to your lesson plans to inspire your students on Earth Day:Make signs for school and at homeSometimes we just need a little reminder to help us change our habits.Have students think about what they can do at school and at home to help the environment and how they can encourage others to change their habits.Make a video or presentation urging others to take actionStudents can make a bigger impact if they influence others to do their part to protect the environment.Putting together a video or presentation also helps them internalize the material itself —they need to understand it before they can explain it to others.Presentations can be given in the classroom or even to the whole school.Eventually,they may be able to present their lessons and research at a local conference.Show them examples of other students making a real differenceIt's important for students to see examples of young environmentalists so they know they don't need to wait until they're older to make a difference.Learning about the work these young people are doing can give your students new ideas for how to protect the environment.It can open the door of possibilities for how to think about finding solutions to problems they can help solve.Earth Day isn't just on April22.It's every day.How will you celebrate Earth Day and help students make a difference year-round?1．Who is the text written for?A．Students.B．Teachers.C．Environmentalists.D．Parents. 2．What can we do to remind people to change their habits?A．Make signs.B．Make a video or presentation.C．Make lesson plans.D．Show other students'examples.3．Why is it important for students to learn about young environmentalists?A．It helps make friends.B．It improves learning results.C．It guarantees success.D．It inspires immediate action.【答案】1．B2．B3．D【导语】这是一篇应用文。

Extract from SpecificationEdexcel Level 4 Essential Skills Wales inInformation and Communication Technology (ICT)This document has been extracted from – and should be used inconjunction with – the Edexcel Entry Levels 1-4 Essential Skills Wales in Information and Communication Technology (ICT) Specification, the most up to date version of which can be found on the Edexcel website /eswEdexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide.We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment.References to third party material made in this extract from the specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)Publications Code ES026740All the material in this publication is copyright© Edexcel Limited 2011ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and Communication Technology (ICT) – Issue 1 – February 2011 © Edexcel Limited 2011 1Level 4 Essential Skills Wales in ICTLevel: 4Credit value: 6Guided learning hours: 60About this qualificationThis is about demonstrating your skills in:•developing a strategy for using ICT skills (ICT4.1)•monitoring your progress and adapting your strategy as necessary (ICT4.2) •presenting the outcomes of your work (ICT4.3)•evaluating your overall strategy (ICT4.3).Amplification of evidence requirementsNotes1 Each level of the skill incorporates and builds on the previous levels. You musttherefore ensure that you are familiar with all the requirements of ICT Level 3 which, in turn, incorporates the requirements of the lower levels.2 You must provide evidence of your ICT skills, as they are specified in the firstcolumn of the component grid. Your evidence must be in the form described in the third column (Evidence requirements). In order to provide this evidence, you will need to have the skills that are listed in the second column.3 The guidance within the qualification supports the requirements of the threecolumns of the component areas and is intended to advise and help you and your teacher/tutor/trainer in your work. It provides explanations of some of therequirements of the standards that may be useful when you are developing the skill of ICT at Level 4 and producing evidence of your work. It is not a mandatory part of the standards.4 The Mandatory Definitions (Annexe A) give the exact meaning of certain words inthe document. You must always refer to them when you are developing your skills, gathering evidence, and preparing for assessment.5 Witness statements may be used to support written evidence (for example of adiscussion) but must not be the only form of evidence that you provide.ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and CommunicationTechnology (ICT) – Issue 1 – February 2011 © Edexcel Limited 20112EvidenceAt Level 4, you will be assessed via a portfolio of evidence. The term ‘evidence’ is used in this document to refer to the work you produce for final assessment. Your evidence must show the processes you have used to identify and describe the task you have undertaken, to select, enter and develop information, and to develop the presentation of your work. The development process will normally involvedrafting, revising, correcting, redrafting or reformatting your work, so the evidence you submit for assessment must include at least one complete draft with notes,annotations, highlighting, alterations etc. Your final printouts, presentations etc are not, on their own, sufficient as evidence, though they must of course be included in your portfolio.Evidence of some parts of the process might include a signed statement, providing enough detail, from the person (for example manager, teacher, trainer) who has witnessed your work. Where such a witness statement is used, there should normally be supporting evidence in the form of your notes or plans, or evidence that your assessor has discussed the detail of the process with you.You must produce evidence of meeting the requirements of ICT4.1, ICT4.2 and ICT4.3 in the context of one activity.You may present your evidence in electronic format, in hard copy, or in a combination of these.There must be evidence that all your work has been assessed and authenticated, for example there must be records/notes, written by a competent assessor, confirming that your work is your own and that it has achieved the required standard. Where the standards refer to ‘information’, this can take the form of text and/or images and/or numbers. Skill requirementsIn order to achieve this qualification, the evidence that you present for assessment needs to demonstrate that you can meet all of the skills requirements of thequalification for each of the component areas. A piece of work submitted could give assessment evidence for more than one skill.E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20113C o m p o n e n t : I C T 4.1D e v e l o p i n g a s t r a t e g yY o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o :E v i d e n c e r e q u i r e m e n t sI C T 4.1.1D e v e l o p a s t r a t e g y f o r u s i n g I C T s k i l l s o v e r a n e x t e n d e d p e r i o d o f t i m e .• e s t a b l i s h o p p o r t u n i t i e s t o u s e I C T s k i l l s• c l e a r l y i d e n t i f y t h e o u t c o m e s y o u h o p e t o a c h i e v e• p l a n y o u r u s e o f I C T s k i l l s o v e r a n e x t e n d e d p e r i o d o f t i m e t a k i n g i n t o a c c o u n t f a c t o r s t h a t m a y a f f e c t y o u r p l a n s • m a k e a r e a s o n e d c h o i c e o f m e t h o d s f o r a c h i e v i n g t h e q u a l i t y o f o u t c o m e s r e q u i r e d • i d e n t i f y r e l e v a n t s o u r c e s o f i n f o r m a t i o n ,i n c l u d i n g p e o p l e a n d r e f e r e n c e m a t e r i a l , a n d r e s e a r c h t h e i n f o r m a t i o n y o u n e e d .E v i d e n c e m u s t b e w r i t t e n a n d m a y b e i n v a r i o u s f o r m s , i n c l u d i n g e n t r i e s i n a p e r s o n a l d e v e l o p m e n t p l a n o r p r o g r e s s f i l e , o r a p r o j e c t p r o p o s a l .E v i d e n c e m u s t i n c l u d e : • r e a s o n s f o r t h e c h o i c e o f m e t h o d s • a n n o t a t e d r e f e r e n c e s o f s o u r c e s u s e d f o r r e s e a r c h i n g i n f o r m a t i o n .E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20114C o m p o n e n t : I C T 4.2 M o n i t o r i n g p r o g r e s sY o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o :E v i d e n c e r e q u i r e m e n t sI C T 4.2.1M o n i t o r p r o g r e s s a n d a d a p t y o u r s t r a t e g y , a s n e c e s s a r y , t o a c h i e v e t h e q u a l i t y o f o u t c o m e s r e q u i r e d i n w o r k i n v o l v i n g t h e u s e o f I C T f o r t w o d i f f e r e n t , c o m p l e x p u r p o s e s .• p r e p a r e a n d u s e I C T t o a i d :- e f f i c i e n t s e a r c h i n g , e v a l u a t i o n a n d s e l e c t i o n o f i n f o r m a t i o n- e x p l o r a t i o n o f a l t e r n a t i v e l i n e s o f e n q u i r y• d e v e l o p a n d e x c h a n g e r e l e v a n t i n f o r m a t i o n t o m e e t y o u r p u r p o s e• d e r i v e n e w i n f o r m a t i o n , i n c l u d i n g i n t e g r a t i o n o f t e x t , i m a g e a n d n u m b e r• m o n i t o r a n d c r i t i c a l l y r e f l e c t o n y o u r u s e o f I C T s k i l l s , i n c l u d i n g :- o b t a i n i n g f e e d b a c k f r o m o t h e r s- n o t i n g c h o i c e s m a d e a n d j u d g i n g t h e i r e f f e c t i v e n e s s• a d a p t y o u r s t r a t e g y a s n e c e s s a r y t o o v e r c o m e d i f f i c u l t i e s a n d p r o d u c e t h e q u a l i t y o f o u t c o m e s r e q u i r e d .E v i d e n c e o f m o n i t o r i n g p r o g r e s s a n d a d a p t i n g s t r a t e g y m a y b e t h r o u g h :• w r i t t e n r e c o r d s o f t h e l e a r n e r ’s r e f l e c t i o n s o n t h e p r o g r e s s o f t h e w o r k a n d o f f e e d b a c k o b t a i n e d a n d /o r• w r i t t e n n o t e s o f d i s c u s s i o n s w i t h a p p r o p r i a t e p e r s o n s , s u p p o r t e d b y w i t n e s s s t a t e m e n t s .E v i d e n c e m u s t d e s c r i b e c h o i c e s m a d e , r e a s o n s f o r t h e s e , a n d j u d g e m e n t s o f t h e i r e f f e c t i v e n e s s .E v i d e n c e m u s t i n c l u d e :• n o t e s o f p l a n n i n g• a t l e a s t o n e d r a f t , w i t h e v i d e n c e o f c h e c k i n g• f u l l r e f e r e n c e s f o r a l l s o u r c e s u s e d .E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20115C o m p o n e n t : I C T 4.3 P r e s e n t i n g o u t c o m e s a n d e v a l u a t i n g s t r a t e g yY o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o : E v i d e n c e r e q u i r e m e n t sI C T 4.3.1 P r e s e n t t h e o u t c o m e s o f y o u r w o r k .• d e v e l o p t h e s t r u c t u r e f o r p r e s e n t i n g y o u r w o r k , i n t e g r a t i n g d i f f e r e n t t y p e s o f i n f o r m a t i o n t o e n s u r e c o n s i s t e n c y i n t h e d i s p l a y o f t e x t , n u m b e r s a n d i m a g e s• u s e t h e v i e w s o f o t h e r s t o g u i d e r e f i n e m e n t s t o c o n t e n t a n d d e s i g n• p r e s e n t i n f o r m a t i o n e f f e c t i v e l y , u s i n g a f o r m a t a n d s t y l e t o s u i t y o u r p u r p o s e , s u b j e c t a n d a u d i e n c e , a n d e n s u r e t h a t : - i t i s a c c u r a t e i n t e r m s o f c o n t e n t a n d c o n v e n t i o n s- i t m a k e s s e n s e . E v i d e n c e m a y b e p r e s e n t e d e l e c t r o n i c a l l y , i n h a r d c o p y , i n a n o r a l p r e s e n t a t i o n , o r i n a c o m b i n a t i o n o f t h e s e .I f a n y p a r t o f t h e e v i d e n c e i s p r e s e n t e d o r a l l y :• E v i d e n c e m u s t i n c l u d e t h e l e a r n e r ’s p r e p a r a t o r y n o t e s f o r t h e p r e s e n t a t i o n .• T h e r e m u s t b e a d d i t i o n a l e v i d e n c e w h i c h m a y b e i n t h e f o r m o f : - a u d i o /v i s u a l c l i p s o f t h e p r e s e n t a t i o n a n d /o r - w i t n e s s s t a t e m e n t s .• B r i e f n o t e s m a y b e u s e d a s a p r o m p t , b u t t h el e a r n e r m u s t n o t r e a d t h e s e o u t .A s s e s s o r s m u s t l o o k f o r :• c l a r i t y o f e x p r e s s i o n• a p p r o p r i a t e u s e o f v o c a b u l a r y• t h e u s e o f a v a r i e t y o f v e r b a l , v i s u a l a n d o t h e r t e c h n i q u e s• e v i d e n c e t h a t t h e p r e s e n t a t i o n i s w e l l s t r u c t u r e d , w i t h e x a m p l e s t h a t a r e r e l e v a n t t o t h e a u d i e n c e• e v i d e n c e t h a t t h e a u d i e n c e h a s r e s p o n d e d a p p r o p r i a t e l y .E S 026740 E x t r a c t f r o m S p e c i f i c a t i o n – E d e x c e l L e v e l 4 E s s e n t i a l S k i l l s W a l e s i n I n f o r m a t i o n a n d C o m m u n i c a t i o n T e c h n o l o g y (I C T ) – I s s u e 1 –F e b r u a r y 2011 © E d e x c e l L i m i t e d 20116Y o u m u s t p r o v i d e e v i d e n c e t h a t y o u c a n :I n o r d e r t o s h o w t h a t y o u a r e c o m p e t e n t , y o u n e e d t o k n o w h o w t o :E v i d e n c e r e q u i r e m e n t sI C T 4.3.2E v a l u a t e t h e e f f e c t i v e n e s s o f y o u r s t r a t e g y , a n d i d e n t i f y w a y s t o f u r t h e r d e v e l o p y o u r I C T s k i l l s .• e v a l u a t e t h e e f f e c t i v e n e s s o f y o u r s t r a t e g y , i d e n t i f y i n g f a c t o r s t h a t h a d a n i m p a c t o n t h e o u t c o m e s• i d e n t i f y w a y s t o f u r t h e r d e v e l o p y o u r I C T s k i l l s .E v i d e n c e m u s t b e w r i t t e n b u t m a y b e s u p p o r t e d b y a r e c o r d e d d i s c u s s i o n w i t h a n a p p r o p r i a t e p e r s o n .ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and Communication Technology (ICT) – Issue 1 – February 2011 © Edexcel Limited 2011 7Guidance for ICT Level 4The guidance below supports the requirements of the three columns of the component areas and is intended to advise and help you and yourteacher/tutor/trainer in your work. It provides explanations of some of the requirements of the standards that may be useful when you are developing the skill of ICT at Level 4 and producing evidence of your work. It is not a mandatory part of the standards.ICT4.1.1Establish opportunities to use ICT skillsYou must spend some time researching and exploring work activities in order to identify where and how you can use ICT to aid efficient searching, development, exchange and presentation of information, including text, images and numbers. Identify the outcomesAn intended outcome is a statement of what you want or need to achieve (for example a computer-based conferencing system to support team working). You may need to negotiate these outcomes with other people who are involved in the work. You must identify and write down outcomes that are specific, so you will be able to tell if they have been achieved. This will help later when you are monitoring and evaluating your work.Plan your use of ICT skillsYou must take stock of the skills you will need to achieve your intended outcomes, and plan your use of ICT skills so you can make the most of your work activities. You must be able to identify opportunities and constraints (for example your own expertise, resources, work patterns, health and safety issues, and social and ethical concerns). You must set realistic targets and deadlines over the coming months. Make a reasoned choice of methodsYou must be familiar with the strengths and weaknesses of ICT methods for handling, processing and presenting different types of information (for example specific software facilities).Identify relevant sources of informationYou must check a range of different sources, including people who may be able to support you in developing your skills and completing the work. You must know how to access help and gain access to the internet, databases on CD ROM or online, a library, or specialist publications. In using a web browser, you must know how to bookmark relevant web pages, and how to download and save information. You must know how to use appropriate referencing and filing systems, and keep records of the sources you use.ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and CommunicationTechnology (ICT) – Issue 1 – February 2011 © Edexcel Limited 20118ICT4.2.1Prepare and use ICTYou must be able to set up and use:• style-sheets, templates, and macros to handle repeated operations • database structures• queries using search engines, and be able to refine your search. You must be able to:• establish criteria (for example by date, author, subject, organisation, type andformat) to help select the information you require • set up different search strategies and criteria to explore alternative lines ofenquiry, (for example use a financial model on a spreadsheet to explore and predict possible consequences of cost and pricing changes on sales and profits). Evaluation and selection of informationYou must develop a ‘critical eye’ for assessing the quality and reliability of information from different sources, taking into account commercial, political, academic or personal interests that may influence content and presentation. You must check facts, research other sources, and ask additional questions. Develop and exchange relevant informationYou must be able to identify methods of exchanging information (for example email, computer conferencing, video conferencing, web pages, sharing documents) and understand how they affect the development of information and ways of working. You must be able to take into account organisational factors such as version control, document retrieval, transaction monitoring, security, archiving and backup. Derive new informationYou must identify and, where appropriate, make use of information that is generated as your work progresses (for example different ideas, interpretations, improvisations, plans).Monitor and critically reflectYou must know how to track, record, reflect on and evaluate your progress, including any ICT problems and what you did about them. You must identify reliable sources of feedback and use feedback constructively to help you monitor your performance and make decisions, (for example on whether to adapt your overall strategy).ES026740 Extract from Specification – Edexcel Level 4 Essential Skills Wales in Information and Communication Technology (ICT) – Issue 1 – February 2011 © Edexcel Limited 2011 9ICT4.3.1Present information effectivelyYou must know how to develop appropriate structures for integrating different types of information, (for example to ensure that fonts, layout, number formats, sizes and shapes of graphs, images and tables are consistent). You must ensure that conventions of format, language and style are used as agreed, and obtain feedback from others. You must check spelling, punctuation and grammar, and check that graphs, diagrams and charts are correctly labelled and any specific requirements (for example word length, types of binding, paper size) have been met.ICT4.3.2Evaluate the effectiveness of your strategyYou must be able to identify how your decisions, and the resources and people involved in your work, have influenced how you have tackled the activity and its outcomes. You must also take into account the effect of your own strengths and weaknesses in ICT.Identify ways to further develop your ICT skillsYou must reflect on your overall level of ICT skills and suggest areas where you need to improve, based on the experience you have gained in this activity. You must be able to identify opportunities that are available to you (for example for training, for changing working practices, or for tackling new kinds of tasks). You must discuss with a line manager, colleague or mentor how you might improve working methods, take advantage of new opportunities, and further develop your skills.Seb020211 Z:\LT\PD\ESW\Extracts\ ESW ICT L1-4 Individuals\Essential Skills Wales ICT L4 Spec.doc.1–12/1February 2011For more information on Edexcel and BTEC qualificationsplease visit our website: Edexcel Limited. Registered in England and Wales No. 4496750Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07。

TEST FOR ENGLISH MAJORS (1998)-GRADE FOUR—PART I WRITING （45 MIN）SECTION A COMPOSITION （35 MIN）It is now generally accepted that vehicles (cars, trucks, etc。

) are a major source of air pollution in cities。

You are to suggest only ONE way to solve the problem。

Write on ANSWER SHEET ONE a composition of about 150 words on the following topic:ONE WAY TO SOLVE THE PROBLEMYou are to write in three paragraphs。

In the first paragraph，state what your suggested way is.In the second paragraph, state one or two advantages of your suggestion。

In the last paragraph，bring what you have written to a natural conclusion.Marks will be awarded for content，organization, grammar and appropriateness. Failure to follow the instructions may result in a loss of marks。

SECTION B NOTE-WRITING （10 MIN)Write on ANSWER SHEET ONE a note of about 50—60 words based on the following situation：You are Mark or Sally. You have got a ticket to a computer fair，but you now find that you are unable to go. Write a note to your friend, George，explaining why you are sending the enclosed ticket to him and telling him briefly how to get there. Marks will be awarded for content，organization, grammar and appropriateness.PART II DICTATION (15 MIN)Listen to the following passage. Altogether the passage will be read to you four times。

一、根据首字母填写单词(单词拼写)1. The a of 4, 5 and 9 is 6.2. Because I s________ breakfast all the time, I used to have stomach problems. (根据首字母单词拼写)3. The area can be easily worked out if you know the l________ and the width.（根据首字母单词拼写）二、根据汉语意思填写单词(单词拼写)4. Unluckily, the house we talked about is in ________ (废墟). （根据汉语提示单词拼写）5. Dr. Zhong Nanshan is one of the most ________(杰出的) scientists in the world. (根据汉语提示单词拼写）6. He studies hard, so his ________ (学术的) performance is excellent. (根据汉语提示单词拼写)三、根据中英文提示填写单词(单词拼写)7. Jane was h________(雇用) as a resident physician after graduating from a medical college. （根据中英文提示填空）8. He s________ (略过) this chapter since the topic had been covered in class. (根据中英文提示填空)四、完成句子9. 他除了脸部和手受伤以外，两条腿也断了。

________ the injuries to his face and hands, he broke both legs.10. 这列火车的长度是普通火车的三倍。

This train is three times ________ ________ of a normal one.五、根据所给汉语提示填空11. You ____________(应该) here five minutes ago. (根据汉语提示完成句子)12. The students return in September for the start of ________(新学年). （根据汉语提示完成句子）13. Wolko________（做出了杰出的贡献）to children's medicine. （根据汉语提示完成句子）六、句型转换14. Time or opportunity lost will return no more. (同义句转换)Time or opportunity lost ________ return ________ ________.15. She made up her mind to go and settle in America. (同义句转换）She ________ ________ (determine) to go and settle in America.七、汉译英（单词/短语）(翻译)16. 汉译英1. ________第一手；亲自2. ________谋生3. ________一系列或一连串4. ________除了……外；此外5. ________（朝……）前进；（向……）去6. ________寻找成功致富之路；闯世界7. ________导致；引起8. ________仅举几例八、汉译英（整句）(翻译)17. 正是悠久的历史和浓厚的学术氛围使得这座大学成为游客必到之处。

H O W T O P R E P A R E A NCCORDING TO SPEAKING CONSULTANT Lilyan Wilder (1999), two of the greatest mythsabout delivering oral presentations are that you’re better off “winging it” and that good speakers are “naturals.”In order to give an effective presentation, it is necessary to prepare and practice, practice,practice. Despite the need to prepare, one of your goals still should be to sound spontaneous and comfortable while delivering your message in a clear, organized, and stimulating fashion. The information below should help you achieve this goal:FIRST STEPSHERE ARE A FEW steps you need to take before writing your presentation, including thinkingabout who your audience is, what the expectations for the speech are, and selecting an appropriate topic.Researching the topicIf you are presenting something that you’ve already written, then this step won’t require much work. Otherwise, you’ll need to follow the same procedures as with writing and narrowing down your topic for a research paper.Organizing and writing the speechThis requires a different approach than writing a research paper.Practicing the speech and handling logisticsThere are a number of details to prepare for in advance of delivering your presentation.Phrasing the speechA presentation requires different language and phrasing than a written document. A presentation is a dialogue. It should sound natural and be somewhat conversational.A TManaging your stage frightIf you are shy, or unaccustomed to talking to a group of people, there are things you can do to make yourself less anxious.Visual aidsThe big eventIt’s important to present yourself and your material in a polished, yet comfortable, fashion. If you’ve followed the ideas listed above, it should be a successful experience.Web sites of InterestWe have identified a number of Web sites offering information about preparing oral presentations and related issues.ReferencesPRELIMINARY STEPS FOR PREPARING AN ORAL PRESENTATIONAnalyzing the situationBEFORE YOU DECIDE on a topic for your speech, it’s important to think about how to make your presentation interesting to your teacher and classmates. This may sound obvious, but have you looked at the material that you’ve covered so far in class? How could you relate what you want to say to what’s already been taught? Relating your material to information your audience is already familiar with will not only demonstrate to the teacher that you’ve been paying attention, it will also help your classmates understand and remember your points.Example: If you’ve examined a particular novelist in your literature class, you may want to refer to that novelist again in your talk on literary styles.Know how much time you have, how loudly you will need to speak for your classmates to hear you, and how many people will be in the audience. These facts will help determine the depth of your talk, the visual aids you can use, and the environment for your presentation.Choosing a topic and a focusChoose a topic that not only excites you, but one about which you either are an expert or can become one. You may not have a choice about your topic, but regardless of the subject, you still make decisions about what direction you’re going to take. Try to relate your topic to current issues, whether they are happening at your school, in your city, or in the world. Timeliness can make a presentation more interesting to your audience.In order to focus on a topic, follow these steps:Determine your general goal,e.g., to talk about recycling in the city.Develop a precise objective, e.g., to instruct people about the recycling facilities andprograms in the city of Chicago.Develop a precise objective,e.g., to instruct people about the recycling facilities andprograms in the city of Chicago.Develop a one-sentence summary,e.g., There are many recycling facilities in the city of Chicago that are not fully used.Develop a title,e.g., The Underuse of Chicago’s Recycling Facilities.Although there may be some overlap, try to decide what your main goal will be. This will help give your paper direction and consistency. Some important main goals include: InterestInformPersuadeMotivateResearching the TopicCollect more information than you think you need. As you prepare your presentation, you will whittle away at your notes and tighten your focus. Organize your information the same way that you would for a research paper.Recommendation:Read through your finished notes and label each section with a number or word that tells you where each thought fits into your outline (discussed in the next section of this Guide). Then, when you start to flesh out your presentation, you can quickly skim and organize your notes. ORGANIZING AND WRITING THE SPEECHDEVELOPING AN ORAL presentation is different than writing a report that will be read silently.The audience can’t turn back to the first part of your speech and examine what you said. That’s why speakers often repeat themselves throughout their presentations. The informal formula for public speaking is “First, tell the audience what you are going to tell them; then tell them; then tell them what you just told them.”You should follow this same mantra when structuring the notes that will serve as the basis for your oral presentation. Not only should you repeat some things, but you should also be extremely organized, so your listeners can easily follow what you say.The first step to take before writing your speech is to create an outline. Write down three to four main points, fill them in with subheadings, and then add third-level subheadings. Make each point a complete sentence. This skeletal structure will be the outline for your other notes, andeventually, the speech itself. Most word processing software includes an outlining feature, which may help.Suggested organization:IntroductionIn addition to your main points, you need an introduction and a conclusion. The introduction should capture the audience’s attention and warm you up. Some experts recommend humor, but exercise caution; if your joke falls flat, you immediately lose your audience. It’s better to start on a genuine note. Some suggestions (Dodd, 1997) for introductions include:Refer to a local event or a recent event in the newsTell a personal story, preferably one that is humorousRead a quoteAsk a questionRefer to something that’s just happened in classNo matter which of these devices you use, they should be tied somehow to your topic. Make a statement that somehow connects the introduction to the body of the talk.Main pointsInclude at least three or four main points.ConclusionEither end with a concluding statement or invite questions, or both. When you end your speech, only use the words “in conclusion,” “finally,” or “one more thing” if you are really finished. Also, don’t end your speech suddenly without recapping what you’ve said (remember to remind your audience of what you’ve just told them).PRACTICING THE SPEECH AND HANDLING LOGISTICSYOU SHOULD PRACTICE your speech at least once before you present it. Practice in anenvironment that is as similar as possible to where you’ll be giving the presentation. Practice in front of people and use your visual aids. Your talk should be a combination of entertainment, information, and intellectual stimulation, all delivered with a spontaneous and comfortable feel. The following guidelines will help you achieve this:Do not memorize a paper and deliver it verbatim. You may want to memorize certain small sections, and you will want to know the order of your presentation by heart, but the goal is to sound natural. Reading lines does not sound spontaneous unless you’re a really good actor.Write in large, boldface letters, regardless of whether you use note cards or regular paper for your notes. In order to engage your audience, you should look up from your paper or notes several times during the presentation, and you don’t want to lose your place when you look back down at the text. Using note cards makes it easier to find your place, but some people don’t like flipping through cards.Try recording yourself and listening to the tone, pitch, and speed of your voice. Work on sounding natural and relaxed.Pause naturally as you would in conversation.Practicing your speech out loud can help you clarify your thoughts. As you practice, don’t be afraid to add ideas or change what you’ve planned.You may want to add directions on your notes like “slow down,” “look at the audience,”and “remember to pause.” These will remind you to do the things that are sometimes hard to remember during the excitement of speaking in front of a group.LogisticsIf you’re going to use any kind of equipment, make sure that everything is in working order before you arrive for your presentation. Try to anticipate what problems might arise, and how to solve them. For example, “what will you I do if the computer crashes?” Or, “what will I do if the person who speaks before me takes up too much time, and I have to shorten my speech?” Be prepared for all the possible things that can go wrong.If you’re not giving your presentation in a familiar location (like your classroom), check out the space before the day of your presentation so you know how big the room is and what kind of technical options are available (and functioning). Will you need a microphone? Is there an Internet hook-up? Do the electrical outlets and lights work? How are they controlled? If you will need a projection screen, is there one already in the room? If so, how does it work? These are all important details.PHRASING THE SPEECHYOU SHOULD USE different language for an oral presentation than you would for a research paper. A speech should not sound as formal as a report. Remember that you’re talking, and that people will respond better when the language is familiar. Here are a few ways in which oral communication differs from written (Dodd, 1997):More audience-specificMore interactiveMore immediateMore personalMore informalMore opportunities to use visual communicationNot only is the style of a presentation different from that of a paper, but the language is as well. Here are a few considerations for phrasing your oral presentation:Use conjunctions—they sound more natural.Use vocabulary that will be understood. Your audience won’t have time to look up unfamiliar words.Use enumeration to tie your points together. (i.e., First I would like to discuss this issue. Second …)Use parallel construction in your phrasing to help the audience follow what you’re saying.Use personal pronouns and refer to yourself and the audience.Interject ideas and comments—make it personal!Ask occasional questions.With all of this advice about what you should say, it’s easy to forget one of the most important tips of all—do not be afraid of silence! Pause occasionally.MANAGING STAGE FRIGHTRECENT STUDY suggests that people unfamiliar with communication theory think that stagefright is caused mostly by what happens during the speech (Bippus & Daly, 1999). Inactuality, what happens before the speech affects your state of mind as much—if not more—than the speech itself. In other words, practicing and preparing are two of the best ways to eliminate stage fright.Overcoming Stage FrightPractice in a place or situation as similar as possible to where you will be giving your talk. This includes practicing in front of people, preferably classmates.Watch or listen to other speeches, either in person or through (audio or video)recordings. Take note of what works and what doesn’t.Use mental imagery to picture yourself in front of an audience. Try to becomecomfortable with the idea.Before you practice, and again before you deliver your presentation, perform voice and breathing exercises to warm up your vocal cords.If your hands shake, hold on to something like a small object, a pointer, or a lectern.Have water with you if possible, both during practice and while presenting.Take pauses and breathe normally.Try to establish a dialogue with the audience. This will make the whole experience feel more natural.VISUAL AIDS HEN YOU CREATE and display visual aids during an oral presentation, there are a fewgeneral principles that you should follow.Keep it simpleA WUse color, but not too muchColor accelerates learning and recall by 55% or more and comprehension by 70% (Dodd, 1997). But too much color can be distracting.Break complex ideas into simpler visual partsIf you plan to show a complex idea visually, break the image into smaller, less complicated parts. An overlay is a possible option.Show = DiscussDo not show anything that you don’t plan to discuss. Explain what’s in each graphic.Do not talk at your visual aidDirect your presentation toward the audience and refer to your images with a pointer or pen.Steady handsIf you’re hands are shaky, a pointer, pen, or pencil will help steady you.You can use the following options, but beware of the problems associated with each: Overheads are simple and clear, and you don’t have to depend on a computer. They can, however, get out of order, have poor print quality, and cause other problems if the transition between each one is not smooth. If you are able, have someone else be responsible for turning your overheads during your presentation, so you can concentrate on speaking and directing the overall presentation.PowerPoint or similar slide-show software programs can produce professional-looking presentations. You can store your presentation on a disk and carry it with you, and it’s also easy to make changes to your presentation. However, using such software does force dependence on computer technology, and if the computer crashes, or if there are other technology problems, you won’t have your slide-show. Therefore, when you use such software, always have available alternative visuals such as overheads or paper handouts.Slides give you clear images of photographs and also allow for easy change in the order of your presentation. However, they can be expensive, and you can’t change the images once they’re created.Whiteboards and paper are convenient if you feel comfortable writing your points in front of the audience. They also let you be spontaneous and incorporate feedback from the audience. However, they don’t look as professional as other media, and they force you to spend a lot of time writing when you should be talking (often with your back to the audience).Handouts are an excellent accompaniment to any of the options listed above, but they can also pose their own problems. If you distribute them at the beginning of your presentation, you risk losing your audience’s attention; their attention may turn to the handout rather than following what you are saying.Nevertheless, having the audience follow along with the handout can be a successful strategy. You can also pass out a summary of your speech that the audience can take away with them. A final option is to pass out handouts to support the information you bring up as you talk. However, this can also deflect attention away from you, and cause the audience to miss pertinent points. Be sparing with handouts, but understand that they can be instrumental in helping the audience remember your speech.THE BIG EVENTIN ADDITION TO some common sense tips—like getting a good night’s sleep the night before and eating breakfast—here are some other helpful ideas.Warm up with breathing and vocal exercises.Take a deep breath before walking to the front of the room.Walk slowly to the front, pause, and look at the audience before speaking.Learn to be comfortable with the sound of your voice.Remember to pause.Focus on the audience, not your notes or visual aids.Try to change the tone of your speech periodically to keep the audience’s attention.When it’s all over, ask for feedback, and remember that this is a learning experience. You’ll continue to become a better public speaker the more times you go through this process.WEB SITES OF INTERESTEffective Presentations Online Tutorial, University of Kansas/SAH/OTEd/jradel/effective.htmlDos and Don’ts of Oral Presentation, Voice For Success/doc3_pub.htmlMaking an Oral Presentation, University of Toronto/~writing/oral.htmREFERENCESBippus. A., & Daly, J. (1999)What do People Think Causes Stage Fright? Naïve Attributions about the Reasons for Public Speaking AnxietyCommunication Education, 48, 61-72.Dodd, J. (Ed.). (1997)The ACS Style Guide: A Manual for Authors and Editors (2nd ed.)Washington, DC: American Chemical Society.Menzel, K. & Carrell, L. (1994)The Relationship Between Preparation and Performance in Public SpeakingCommunication Education, 43,17-26.Mills, G. (1952)Composing the Speech.New York: Prentice-Hall.Ochs, D., & Winkler, A. (1983)A Brief Introduction to Speech (2nd ed.)New York: Harcourt Brace Jovanovich.Sullivan, L. (1994)Preparing Great Speeches: A 10-step Approach College & Research Libraries News, 55 (11), 710—714. Wilder, L. (1999)7 Steps to Fearless SpeakingNew York: John Wiley & Sons.。

On SocietyParaphrase of Section AAcademic report explain that the violence,such as hate crimes and street crimes are result from looking down of themselves. Though it is popular saying, there is no evidence to support it. Recently, the periodical of Psychological Review state that three specialists have study this literature in detail, and conclude that much stronger connection between violence and self-esteem will be. Roy Baumeister of Case Western Reserve University and Laura Smart and Joseph Boden of the U niversity of Virginia. write that a fter seeing that much more violent people are high self-esteem not low self-esteem, we cannot believe low self-esteem is the cause of violence.It is usually thought that one without self-esteem will hurt others to gain self-esteem. Researcher find that people can be violent with unrealistic self-esteem challenged by other people. Therefore, bullies, rapists, psychopaths and members of street gangs and organized crime come to being. The study concludes that Certain forms of high self-esteem seem to make people to be violent. If we accept our cultural self-esteem without criticism, and then, the self-esteem will be dangerous for us and will impede us to realize our goal. The self-esteem required by the society will make a lot of harm to people in the end.When come to prison program making victims not feel bad about themselves, such as self-accusation and shame, specialist write that it will be better to teaching victims modesty and humility.In an interview with the Boston Globe, Baumeister said he believes people’s willness of promoting themselves is weakening. Maybe it will be disappeared one day. We would better make people control themselves more than promote their self-esteem.In the school, what has said above means that we should be away from psychic boosterism and think self-esteem as the product of achievement, not regard it as the end of itself. The self-esteem movement has make school education moreumfangreich. Self-esteem can be seen in spurious equality in school in which teachers think other schools’s students should do the same as themselves, and cannot be more outstanding than their students. I hope this self-esteem is disintegrating and should be an end one day.Text BIn the society of one nationality, there is more chance for big change to occur than in a society of more than one nation. Because people in theBheterogeneous societies hod more different ideas than those in homogeneous ones. More over, in the society with same nationality, people tend to be more tolerant and to have more same interests. Therefore, if we want to make society changes, we should allow people have different ideas rather than confine people’s thought to certain areas. In the a quite homogeneous society, no matter culture, ragion or pursuit are almost the same. So, peole have no need or opportunity to change. Though, people may have some little difference with others, they have been used to it. In the material society, change has more chance to occur than in the non-marterialsociety.For example, in technology rather than in values;in what has been learned later in life rather than what was learned early: in the less basic, less emotional, or less sacred asp ects of society than in their opposites. like religion or a system of prestige: in the simp le elements rather than in the complex ones; in form rather than in substance: and in elements congenial to the culture rather than in strange elements.Furthermore, if the change comes in gradually, tnen the change can be easier. For example, social changes in a society with sharp relationship are less likely to occur in a stable society. This is the reason why changes have not come more quikly to Black American as comeparied to other American minorities. Beacuse there is sharp difference between them and the white people, it is hard for them to form the same oppinion and make a change at the same time.Text COne argument used to support the idea that employment will continue to be the d ominant form of work, and that employment will eventually become available for allwho want it. And the argument state that the working time will going to be much shorter. Wokers will need to worke fewer hours a day. Then, they will worker fewer hours in a day, a week, a year,and in the lifetime than they do now, which means more people will have chance to have jobs. It is said that this is the way that we begin to restore full employment.There is no doubt that something of this kind will happen. The shorter working week, longer holidays, earlier retirement, job-sharing -- these and other ways of reducing the amount of time people spend on their jobs are certainly likely to spread. Part-time job should be a more common form of work than today. And a flexi-life pattern of work that involves paid empolyment at certain stages of life,but not at others will became widespread. But it cannot be certain that flexi-life parttern will help to restore the restore full employment as the dominant form of work.First of all, as the employement is the main form of job for people to make money, it could be hard to make reducting working time come true in a large place and in a fast pace while every can have a job he wants. For example, recently in British and Germany, a negotiation that suggest to reduce working time to 35 hours face great difficulty. But secondly, if share job can happen at a pace and on a scale, and which is possible for all the poeple who want it. the resulting situation in which most people would not be working in their jobs fo r more than two or three short days a week. And it is hardly for situation to be one in which employment was still regarded as the only truly valid for m of work. Then people would spend much time on other activities which are still forms of useful work. Therefore, the employment would be less important than it is today to some extent.Text DOn the early time of industry revolution, the most simple and direct way to communicate and announce. And it is usually a way to advertise new products and theirs derivatives. But when factory production is on the peak of development, and the production, such as processed food, are going to be sold, national advertising campaigns and brand-naming of products became necessary. Before the products are produced in a great amount, the goods’distribution and selling are almost done by people who buys large quantities of goods and resells to merchants rather than to the ultimate customers. The factories that are just good at produce certain good did not spend much money on machine investment,but adapt their production to the change of the demands on the market. But the economic depression from 1873 to 1894 make the old ways of organize industry and distribution become different. From the beginning of the nineteenth century until the 1870s, the production has improved steadly, and the retail shop come out in a great of number. However, there are two other crisis. One is that producing too much for buyers to buy; the other is people have enough money to buy goods. Therefore, lots of goods remain unsold andthe price and profits will fall. At the end of century, many small industries realized that they can divided their business into more small business rather in one sector, so they can weather the economic depression and slumps better. These producers also realize that they should produce the products that are to be bought on the market or are needed by people. This period ushered in the first phase of what economists now call "monopoly capitali sm". To make it simple, it refers to monopoly which means the product market is controlled by a small number of enterprise. And those enterprises are usually big and cooperated.However， previously competitive trading had been conducted by small ri val firms, so after the economical depression, the big companies and integrated corporation well rely more on advertisement to make their products known to buyers.We can view soap trade as an example of change in manufacture and distribution at the time of century changing. From about the 1850s, a mass of soap with no brands on the market. And those soap were produced and sold by hundreds of small manufactures. At the same time, they were distributed by wholesalers and door-to-door sellers who sold products by visiting buyers. Competition grew steadily throughout the latter half of the century, and those companies playing a leading role in the same field should take more aggressive methods in order to make rival companies lost customers and make rival companies buyers their own buyers. For example, the future Lord Leverhulme selling its soap in special packages, which will make their soap recognized by customers more easily and make their buyers buy their products more than once.Lord Leverhulme was one of the first industrialists to realize that advertisements should be words in logical and thought. And also advertisements should also be eye-catching and humorous. Many advertisers followed his lead and make their ad include the reasons why their products are good. For example, one contemporary Pears soap ad went into great detail about how the pr oduct could enhance martial bliss by cutting down the time the wife had to spend with her arms in a bowl of frothy suds. And an ad for Cadbury's cocoa not only state that its cocoa is pure, but also tell customers cocoa’s other benefits in the advertisements. for the infant it is a delight and a support; for the young girl, a source of healthy vigou r; for the young miss in her teens a valuable aid to development... ' and so on. Writer E.S say straightforwardly that present’s ad. is not only state and repeat their ad., they are trying to persuade people to buy their goods. Today, it seems that only the big and expensive companies will advertise, but the small companies do not. Maybe, those small companies have no ability to advertise.TEXT EPlease say again: how are your manners?Gentility Recalled has written that the definition about how to behave ourselves is troubling people more than crime today. And he also laments the breakdown of traditional codes that once regulated social conduct. This publication criticizes people’s behaviors that regard manner as something out of fashion and repressive.according to Mr. Anderson who is a director of the Social Affairs Unit and an independent think-tank, because of the lost of manner, there are a lot of impolite behaviors today, such as loutish behavior on the streets, jostling in crowds, impolite shop assistants and bad-te mpered drivers.Mr. Anderson says these rude behaviors seem to be important, but day after day, they have big impact on people’s daily-life, make our lives uneasy,unpredictable and unpleasant. As they are offensive and encountered far more often than crime, they can cause more anxiety than crime.When people show their sorrow and grief about disruption of law and order, Mr. Anderson argued what really matters is order which has been proved by courteous forms of social contact. At the same time, if we want to make people regulate behavior by rules, it will have a sense of nonliteralnes but not natural.12 academics in different area have make contribution to this book. They are from society, medicine, and so on. And this book has charted "coarsening" of Britain. This book says that some old words, such as gentleman and lady have lost their meanings. So we have to give them new means. Rachel Trickett, honorary fellow and former principal of St Hugh's College. Oxford, s ays that the general inclusive concept is said to protect women rather than belittle them.Asking equal rights for themselves makes the distinction between women and men blurry, and creates a situation where men can take the main place in their relationship, because man is more powerful than woman by nature. A woman says that without the protection of the code, women will be increasing be victims.The first fellow of Peterhouse. Cambridge points out that only has the meaning of satire and mockery.The most accepted meaning of gentleman is that some one incapable andcriminal,between people who are born nobble but talent-less and those who are lacking in feeling or pity or warmth and only stock-in-trade of television.She argues this definition of gentlemen is not bound to certain class or just suit for certain people. The traditional behavior of a gentleman makes a man to behave himself as what is expected by the society in a public place as an individual."Politeness is no constraint, precisely because the manners... are no 'code' but a l anguage, rich flexible, restrained and infinitely subtle. "Anthony O'Hear. professor of philosophy at the University of Bradford says manners are the rightly behavior according to people’s ages and social status. Those gentlemen will control their impulsion and complain in young and old age individually.the doctrine of the equality of mankind and the desirability of political and economic and social equality has led to people failing to act their age. "We have vice-chancellors with ear rings, aristocrats as hippies. . . , the trendy vicar on his motorbike." Dr Athena Leoussi , sociology lecturer at Reading University, regret strongly the people ‘s deliberate sartorial appearance.What people wear represent their life attitudes and aspirations. Almost all the people follow the trend to wear jeans reflect a aim which is said to be the greatest happiness for the greatest number. And this attitude has led to the improvement of our every daily life.Dr Leoussi says that while clothes used to be seen as a means of concealing tabo o forces of sexuality and violence, certain fashions -*- such as leather jackets, on the contrary, means gentleness.Dr Bruce Charlton, a lecturer in public health medicine in Newcastle upon Tyne argue about that the improper relationship between doctors and bank managers and their clients. He says this informality of relations has destroy the necessary respect and distance between them. For Tristam Engelhardt, professor of medicine in Houston. Texas says manners had a closed relationship with manners.Tristam Engelhardt says manners represent certain manners and assign ameaning to and transform social reality. These manners will lead the social trend.。

1. What does the acronym "B2B" stand for in business context?A) Business to BusinessB) Business to BuyerC) Buyer to BuyerD) Business to Bank2. Which of the following is a key element of effective communication i n international business?A) Using jargonB) Speaking quicklyC) Being conciseD) Ignoring cultural differences3. What is the primary purpose of a business letter?A) To entertainB) To informC) To persuadeD) To decorate4. In a business email, what should be the first thing you write?A) The closingB) The subject lineC) The bodyD) The signature5. Which of the following is NOT a characteristic of a good business pr esentation?A) Clear objectivesB) Complex languageC) Engaging visualsD) Relevant content6. What is the term for translating a document while maintaining its or iginal format?A) Literal translationB) Free translationC) Technical translationD) Desktop publishing7. Which of the following is an example of a business document that mig ht require translation?A) A personal diaryB) A company annual reportC) A novelD) A recipe book8. What is the best practice for ensuring accuracy in business translat ions?A) Using online translation tools onlyB) Hiring a professional translatorC) Relying on non-native speakersD) Translating without checking context9. What does "negotiation" typically involve in a business context?A) Avoiding conflictB) Making demandsC) Discussing terms and conditionsD) Ignoring the other party's needs10. Which of the following is a common mistake in business writing?A) Using passive voiceB) Being direct and clearC) Using active voiceD) Providing detailed information11. What is the purpose of a business proposal?A) To sell a productB) To outline a plan of actionC) To make a complaintD) To request a loan12. Which of the following is a key component of a business contract?A) AnecdotesB) Legal jargonC) Clear terms and conditionsD) Personal opinions13. What is the term for the process of adapting a message to fit the c ultural context of the target audience?A) TranslationB) LocalizationC) InterpretationD) Transcription14. Which of the following is NOT a type of business meeting?A) Informal meetingB) Formal meetingC) Social gatheringD) Teleconference15. What is the main goal of a business plan?A) To impress investorsB) To outline business strategiesC) To decorate the officeD) To entertain employees16. Which of the following is a characteristic of effective business le adership?A) MicromanagementB) DelegationC) IsolationD) Indecision17. What is the term for the process of converting spoken language into written form?A) TranscriptionB) TranslationC) InterpretationD) Localization18. Which of the following is a common challenge in business translatio n?A) Lack of cultural knowledgeB) Excessive use of idiomsC) Complex legal termsD) All of the above19. What is the primary purpose of a business report?A) To provide informationB) To make jokesC) To criticize colleaguesD) To write poetry20. Which of the following is a key skill for a business translator?A) Knowledge of multiple languagesB) Expertise in one fieldC) Ability to adapt to different culturesD) All of the above21. What is the term for the process of converting written text into sp oken words?A) InterpretationB) TranslationC) TranscriptionD) Localization22. Which of the following is a common format for business presentation s?A) NovelB) PoemC) PowerPointD) Play23. What is the main purpose of a business strategy?A) To confuse competitorsB) To achieve business goalsC) To increase office gossipD) To reduce productivity24. Which of the following is a key element of business etiquette?A) RudenessB) PolitenessC) LazinessD) Impulsiveness25. What is the term for the process of converting one language into an other orally?A) TranslationB) InterpretationC) TranscriptionD) Localization26. Which of the following is a common tool used in business translatio n?A) TypewriterB) DictionaryC) PaintbrushD) Violin27. What is the main goal of a business negotiation?A) To create conflictB) To reach an agreementC) To avoid communicationD) To delay decisions28. Which of the following is a characteristic of a successful business meeting?A) Lack of preparationB) Clear objectivesC) Excessive interruptionsD) Off-topic discussions29. What is the term for the process of adapting a product to meet the needs of a specific market?A) TranslationB) LocalizationC) InterpretationD) Transcription30. Which of the following is a common format for business documents?A) NovelB) PoemC) ReportD) Play31. What is the main purpose of a business analysis?A) To criticizeB) To provide insightsC) To entertainD) To confuse32. Which of the following is a key skill for a business analyst?A) Knowledge of financial statementsB) Expertise in poetryC) Ability to play musical instrumentsD) All of the above33. What is the term for the process of converting spoken language into written form in real-time?A) TranscriptionB) TranslationC) InterpretationD) Localization34. Which of the following is a common challenge in business communicat ion?A) Lack of clarityB) Excessive use of simple languageC) Ignoring the audienceD) All of the above35. What is the primary purpose of a business proposal?A) To sell a productB) To outline a plan of actionC) To make a complaintD) To request a loan36. Which of the following is a key component of a business contract?A) AnecdotesB) Legal jargonC) Clear terms and conditionsD) Personal opinions37. What is the term for the process of adapting a message to fit the c ultural context of the target audience?A) TranslationB) LocalizationC) InterpretationD) Transcription38. Which of the following is NOT a type of business meeting?A) Informal meetingB) Formal meetingC) Social gatheringD) Teleconference39. What is the main goal of a business plan?A) To impress investorsB) To outline business strategiesC) To decorate the officeD) To entertain employees40. Which of the following is a characteristic of effective business le adership?A) MicromanagementB) DelegationC) IsolationD) Indecision41. What is the term for the process of converting spoken language into written form?A) TranscriptionB) TranslationC) InterpretationD) Localization42. Which of the following is a common challenge in business translatio n?A) Lack of cultural knowledgeB) Excessive use of idiomsC) Complex legal termsD) All of the above43. What is the primary purpose of a business report?A) To provide informationB) To make jokesC) To criticize colleaguesD) To write poetry44. Which of the following is a key skill for a business translator?A) Knowledge of multiple languagesB) Expertise in one fieldC) Ability to adapt to different culturesD) All of the above45. What is the term for the process of converting written text into sp oken words?A) InterpretationB) TranslationC) TranscriptionD) Localization46. Which of the following is a common format for business presentation s?A) NovelB) PoemC) PowerPointD) Play47. What is the main purpose of a business strategy?A) To confuse competitorsB) To achieve business goalsC) To increase office gossipD) To reduce productivity48. Which of the following is a key element of business etiquette?A) RudenessB) PolitenessC) LazinessD) Impulsiveness49. What is the term for the process of converting one language into an other orally?A) TranslationB) InterpretationC) TranscriptionD) Localization50. Which of the following is a common tool used in business translatio n?A) TypewriterB) DictionaryC) PaintbrushD) Violin51. What is the main goal of a business negotiation?A) To create conflictB) To reach an agreementC) To avoid communicationD) To delay decisions52. Which of the following is a characteristic of a successful business meeting?A) Lack of preparationB) Clear objectivesC) Excessive interruptionsD) Off-topic discussions53. What is the term for the process of adapting a product to meet the needs of a specific market?A) TranslationB) LocalizationC) Interpretation54. Which of the following is a common format for business documents?A) NovelB) PoemC) ReportD) Play55. What is the main purpose of a business analysis?A) To criticizeB) To provide insightsC) To entertainD) To confuse56. Which of the following is a key skill for a business analyst?A) Knowledge of financial statementsB) Expertise in poetryC) Ability to play musical instrumentsD) All of the above57. What is the term for the process of converting spoken language into written form in real-time?A) TranscriptionB) TranslationC) InterpretationD) Localization58. Which of the following is a common challenge in business communicat ion?A) Lack of clarityB) Excessive use of simple languageC) Ignoring the audienceD) All of the above59. What is the primary purpose of a business proposal?A) To sell a productB) To outline a plan of actionC) To make a complaintD) To request a loan60. Which of the following is a key component of a business contract?A) AnecdotesB) Legal jargonC) Clear terms and conditionsD) Personal opinions61. What is the term for the process of adapting a message to fit the c ultural context of the target audience?A) TranslationC) InterpretationD) Transcription62. Which of the following is NOT a type of business meeting?A) Informal meetingB) Formal meetingC) Social gatheringD) Teleconference63. What is the main goal of a business plan?A) To impress investorsB) To outline business strategiesC) To decorate the officeD) To entertain employees64. Which of the following is a characteristic of effective business le adership?A) MicromanagementB) DelegationC) IsolationD) Indecision答案1. A2. C3. B4. B5. B6. D7. B8. B9. C10. A11. B12. C13. B14. C15. B16. B17. A18. D19. A20. D21. C22. C23. B24. B25. B26. B27. B28. B29. B30. C31. B32. A33. A34. D35. B36. C37. B38. C39. B40. B41. A42. D43. A44. D45. C46. C47. B48. B49. B50. B51. B52. B53. B54. C55. B56. A57. A58. D59. B60. C61. B62. C63. B64. B。

1998年汉译英This visit paid to taiwan for exchange, though rushed, however, involves many places and I made new friends and called on old friends. We got together and an important refferred to is the prosperity of China in 21st century. Though, living in different social environments and owning different life experiences, the Chinese fine cultural tradition imprints deeply on the mind of the young both in mainland and taiwan, and they are also equipped with the same dream, to revitalize the Chinese nation. At the great days of the turn of the century, our motherland is on its way to prosperity and the people at both sides of taiwan straits will promote communication snd the great task of reunifying the motherland. The precious opportunity and great challenge at the turning of the centuries place the yong to the foregrounds of the history. What kind of attitude the cross-century yong generation will have to meet the promising new century is the question we must answer.1999年8级测试汉译英Vancouver’s prosperity is the crystallization of the wisdom and hard work, including the multinational contributions. Canda has a small population of less than 30million occupying a vaster land than that of china. Absorbing in immigrants is long-standing Candian policy of national policy. It can be said that apart from Candian Indians, the rest are all immigrants, differing only in the length of time they have settled in Canda. Vancouver is one of the few multinational cities in the world. Among the 1.8 million Vancouver residents, half of them are non-natives and one out of every four residents is from Asia. The 250,000 Chinese there have played a decisive role in the transformation of Vancouver's economy. Half of them have come to settle in Vancouver over the past five years only, rendering Vancouver the largest area outside Asia where the Chinese inhabit.2000年8级测试汉译英The first generation of museums are those of natural history. It introduces the history of the earth and all kinds of creatures’ evolution by the means of fossil and specimens. The second-generation ones are those of industrial technology. They displayed the fruits of industrialzation at different stages. Although they have played a role in disseminating scientific knowledge, they make visitors passive spectators.The third-generation museums in the world are those designed with mew concepts. In such museums, visitors can operate with their own hands and observe with their own eyes. In this wayIn this way, they are brought closer to advanced science and technology, and offered more opportunities to explore the mysteries.2001年8级测试汉译英QiaoY u’s songs are very familiar to the public. But his two major hobbies are rarely known to people, fishing and wine-drinking. In his later years, Qiao Yu has become keen of fishing. He asserts: “A place with water and fish must necessarily be blessed with a nice setting, which in return keeps people in good mood. I believe that the optimum fishing places are not thosecommercial fishing centers which provide the fishermen with all the conveniences and where fish are kept hungry for ready capture, but those naturally-formed places in the wilderness which exert a special appeal.” According to him, fishing can constitute an activity conducive to the cultivation of one’s temperament and to one’s health, at once physical and psychological. Qiao Yu claims: “Fishing can be divided into three stages. The first stage consists of mere fish-eating; the second a combination of fish-eating and the pleasure of fishing; the third primarily the pleasure of fishing when, confronted with a pond of clear water, one puts aside all his troubling vexations and annoyances and enjoys the total relaxation both mentally and physically.”2002年8级测试汉译英The bounty of nature is equal to everyone, rich or poor, and therefore all men are strongly attached to her. This is particularly true in the rural areas, where people have kept the same lifestyle for a millennium or so. They plant crops and grapevines, brew wine to drink, feed cows to milk, and weed the gardens to grow flowers. They go to church at weekends, and they meet in the square on holidays, singing and dancing. The age-old land remains the same as their family hearth. Each place boasts its folklore and thereby social customs go on.2003年8级测试汉译英Before I was taken ill, I had been a spoiled child of my parents, getting things my way in the family. Once isolated and confined to a small house on the slope of a garden, I suddenly found myself in disfavor and my wings clipped. One spring evening, with myriads of flowers in full bloom in the garden, my parents held a garden party in honor of many guests, whose arrival at once filled the place with laughing chats. In the small house on the slope, I quietly lifted the curtain, only to be met by a great and prosperous world with my elder brothers and sisters and my cousins among the guests, all in jubilation. All at once, seized by a fit of forlorn rage, I could not help bursting into tears1996年8级测试英译汉离选举日还有四个月，五个人聚集在里根—布什竞选总部的一个小型会议室里，看着一张硕大的日历，1984 年总统竞选剩下的日子清晰地标了出来。

安庆师范学院外国语学院2007—2008学年度第二学期期末考试《英语教学理论及方法》课程试卷（A卷）注意事项1. 本试卷共四大题, 第I 、II大题做在客观题答题卡上，第III 、IV大题做在主观题答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。

2. 考生答卷时必须准确填写院系、班级、姓名、学号等栏目，字迹要清楚、工整。

I. Multiple ChoicesDirections: In this part, you are given twenty questions or incomplete sentences which are followed by four choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question or complete the sentence. Mark the corresponding letter on the Answer Sheet for the objective items (30 points; 1.5 points each).1. The _________ view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.A. structuralB. functionalC. mentalistD. interactional2. What type of learners can benefit most from hands-on activities?A. Individual learners.B. Tactile learners.C. Auditory learners.D. Visual learners.3. What type of intelligences is cooperative learning best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.4. What is the teacher doing in terms of error correction in the following situation?S: I go to the theatre last night.T: You GO to the theatre last night?A. Correcting the student’s mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the Student whether he really went to the theatre.5. In what situation does the following conversation involve the correct register use?__ Pardon me. Do you think you could give me the time?__Certainly, it’s twelve thirty.__ Thank you.__ Not at all.A.Wife to Husband.B.Friend to Friend.C.Management to Staff.D.Man speaking to Stranger.6. The key point of is reflected in his most famous question: if all language is alearned behavior, how can a child produce a sentence that has never been said by others before?A. Skinner’s behaviorist theoryB. Chomsky’s cognitive theoryC. Watson and Raynor’s theory of conditioningD. Hymes’s theory of communicative competence考试答案不得超过此线7．Which of the following is not considered to be a essential condition for language learning?A. Exposure to a rich but comprehensible input of real spoken and written languagein use.B. Use of the language to do things (i.e. exchange meanings).C. Motivation to listen to and read the language and speak and write it (i.e. to processand use the exposure).D. Instruction in language (i.e. chances to focus on form).8. Which of the following statement about task-based language teaching is NOT true?A. Students should be given tasks to perform or problems to solve in the classroom.B. Students are task-driven.C. Task-based language teaching is student-centered.D. Task-based language teaching follows the PPP model.9. Which of the following is most suitable for speaking?A. TPR actions.B. Recognizing pictures.C. Information-gap activities.D. Matching pictures with descriptions.10. One of the major principles behind good lesson planning is , which means thecontents and the tasks planned for the lesson should be within the capability of the students, following the principle of i+1.A. varietyB. flexibilityC. learnabilityD. linkage11. What's the teacher d oing by saying “Anything else?” when a student finishes with a very short answer?A. Controlling discipline.B. Giving prompts.C. Evaluating students' work.D. Directing students’ attention to the lesson.12. Considering our English learning context, our realistic goals of teaching pronunciation should include the following except .A. consistencyB. intelligibilityC. communicative efficiencyD. native-like pronunciation13. The role of the teacher changes following the aims of the class. The teacher mayfunction more as a(n) if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.A. controllerB. resource-providerC. participantD. organizer14. Which of the following assumptions about vocabulary is NOT true?A. A vocabulary item can be more than one word.B. Both teachers and students need to know that there is a difference between activeand passive vocabulary.C. Words can be taught and learned most effectively in groups of words that arerelated to each other in meaning.D.The best way to explain vocabulary is to translate.15. Which of the following statements about listening is NOT true?A. Lack of background knowledge constitutes one of the main factors affectinglistening.B.Students need to be comfortable with some ambiguity in listening and realize thatthey can still learn even when they do not understand every single word.C.Teaching listening should focus on the process of listening rather than the resultof listening.D.Since listening is a kind of receptive skills, it is a passive skill.16. The fact that speech is spontaneous means that that it is full of false starts, brokengrammar, , short phrases, hesitation and fillers, etc.A. complete sentencesB. repetitionsC. formal languageD. complex vocabulary17. Which of the following statements about reading is NOT true?A. We need to read and understand all the words in order to understand a text.B.Reading is a silent activity. Reading aloud does not help much withunderstanding.C.Reading with a purpose will be most effective.D.The lack of cultural knowledge may affect the rate of reading comprehension.18. The deductive method for teaching grammar is often criticized for the followingreasons except .A. It teaches grammar in an isolated way.B. Little attention is paid to meaning.C. The practice is often mechanical.D. It could save time when students are confronted with a grammar rule which iscomplex but which has to be learned.19. Which of the following statements about assessment if NOT true?A. Summative assessment is mainly based on testing.B. Testing is part of assessment, but it is only one means of gathering informationabout a student.C. Individual-reference assessment is based on how well the learner is performingrelative to his or her own previous performance, or relative to an estimate of his or her individual ability.D. Formative assessment focuses on the final product or result of learning rather thanthe process of learning.20. Which of the following activities do you think would help prepare the students forreal-life speech in English?A. Reading aloud.B. Giving a prepared talk.C. Interviewing someone or being interviewed.D. Doing a drill.II. True or FalseDirections: In this part, you are given thirty statements about English teaching. Read these statements carefully and decide whether they are true or false.Mark “A” for “True”, “B” for “False” on the Answer Sheet for the objective items (30 points; 1 point each).21.One question that all approaches of language teaching should answer is “Whatis language?”The answer to this question is the basis for syllabus design, teaching methods, teaching procedures in the classroom, and even the techniques used in the class.22.Acquisition is a subconscious process where language is acquired as a result ofnatural and largely random exposure to language.23.The behaviorist theory of language learning was initiated by behavioralpsychologist Skinner. Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli.24.Teachers have to be aware of the students’ learning styles as well as their ownlearning/teaching styles. In teaching, teachers should try to use different techniques and ways of teaching to meet students’ different learning styles.25.In the following activity the teacher acts as a prompter:While doing a writing task either individually or in groups, the students need touse a particular word they don’t know. So they ask the teacher.municative competence entails knowing not only the language code or theform of language, but also what to say to whom and how to say it appropriately in any given situation.27.The role of the teacher changes following the aims of the class. The teachermay function more as a controller if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.28.Speech flow, such as stress, intonation, pauses, etc. can help to convey themeaning that is intended by the speaker. They should be taught from the very beginning.29.There are two methods in teaching grammar: the deductive method and theinductive method. The former starts with real examples, and through a study of the examples comes to the grammar rule that is suggested in the examples.The latter starts with the presentation of the grammar rules first and then processes to the study of illustrative examples.30.Receptive words refer to those which are not only understood in listening andreading, but also produced readily in speech and writing, esp. those used in everyday speech.31.The purpose of pre-listening activities is to activate the students’schema, inother words, to add context, so that the actual listening itself becomes easier. 32.At the early stage of the PPP model more focus should be laid on accuracywhereas at the later stage, fluency becomes the focus of teaching.33.Efficient reading depends first of all on having a purpose for reading, i.e.,knowing why you are reading a text. The purpose will usually determine what specific information you are going to look for and the appropriate type of reading skills to be used.34.The bottom-up model of teaching reading reflects the belief that one’sbackground knowledge plays a more important role than new words and new structures in reading comprehension. 35.The purpose of pre-reading is to facilitate while-reading activities. This stageof reading is often called Lead-in, where the students and teacher prepare themselves for the tasks and familiarize themselves with the topic of the reading exercises.36.The way to transfer information from one form to another is called a transitiondevice. Pictures, drawings maps, tables, diagrams and charts, etc. are some transition devices that are often used in teaching reading.37.In order to motivate students, we should advocate authentic writing tasks thathave some communicative elements. It is necessary to engage them in some act of communication. This means either writing for a specific recipient or engaging in an act of creative writing where their work is intended to be read by an intended audience.38.Good teachers plan their classes minutely so that everything they do isprearranged, and once they are in the classroom, they follow their plan without deviation.39.The National English Curriculum is designed to promote the students’ overalllanguage ability, which is composed of five components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding.40.The teaching of pronunciation should focus on the students’ ability to identifyand produce English sounds themselves. Students should not be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful.41.The more communicative an activity is, the less the control that is needed.42.It is believed that the inductive method for teaching grammar is more effectivein that students discover the grammar rules themselves while engaged inlanguage use.43.One way to make speaking tasks communicative is to use information gapactivities, in which the students have different information and they need to obtain information from each other in order to finish a task.44.The process approach to writing does not only pay attention to what students dowhile they are writing, it also attaches great importance to what the students do before they start writing and after they finish writing.45.Discourse features include aspects such as: the way the text is organized, itslayout, the style of the language and the register.46.Integration of the four skills is concerned with realistic communication. Thismeans that we are teaching at the discourse level, not just at the level of the sentences or individual words and phrases.47.During a communicative activity, whenever a teacher finds a mistake, no matterin what sense, grammatical or cultural or any other aspect, he should stop the student and correct it.48.In Hymes’s words, there are “rules of use without which the rules of grammarwould be useless”, which simply means, besides grammatical rules, language use is governed by rules of use.49.One of the major principles behind good lesson planning is flexibility, whichmeans planning to use a number of different methods and techniques rather than being a slave to one methodology.50.An important feature of today’s language classroom is that students do notalways study as one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are whole class work, pair work, group work, and individual work. III. Short Answer QuestionsDirections: In this part, there are two questions about English teaching. Choose ONE of them and write down your answers in brief. You will be assessed in the points you present and the way you present them (15 points).1. When a communicative activities starts, the teacher is left nothing to do, sincenon-teacher-intervention is important in a genuine communicative activity. He sits in front of the class and does some private reading until the time is up. Do you think it is the correct thing for the teacher to do in class? Give your reasons.2. What are the reasons for using group work in the language teaching classroom,especially in speaking tasks?IV. Lesson PlanningDirection:Suppose you are to teach a class of 40 senior middle school students. Design an outline lesson plan of the first 45-minute period for the reading text given. Make sure you include clear objectives, organization type, reasonable procedure (stages and steps), assumed time, detailed instructions, teaching aids, etc. (25 points).安庆师范学院2007—2008学年度第二学期期末考试《英语教学理论及方法》（A卷）主观题答题纸院系班级姓名学号□□□□□□□注意事项1. 本试卷共四大题, 第I 、II大题做在客观题答题卡上，第III 、IV大题做在此答题纸上；客观题答题卡上准考证号码为00+学号，如，001205001。