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托福阅读真题第134篇Conso...Laws of incorporation passed in the United States in the 1830s and 1840s made it easier for business organizations to raise money by selling stock to members of the public. The ability to sell stock to a broader public made it possible for entrepreneurs to gather vast sums of capital and undertake large projects. This led to the emergence of modern corporations as a major force in the United States after 1865. These large, national business enterprises needed more systematic administrative structures. As a result, corporate leaders introduced a set of managerial techniques that relied on systematic division of responsibilities, a carefully designed hierarchy of control, careful cost-accounting procedures, and perhaps above all a new breed of business executive: the middle manager, who formed a layer of command between workers and owners. Efficient administrative capabilities helped make possible another major feature of the modern corporation: consolidation (combining many things into one).Businessmen created large, consolidated organizations primarily through two methods. One was horizontal integration—the combining of multiple firms engaged in the same enterprise into a single corporation. The consolidation of many different railroad lines into one company was an example. Another method, which became popular in the 1890s, was vertical integration—the taking over of all the different businesses on which a company relied for its primary function. Thus, Carnegie steel controlled mines and railroads as well as steel mills.The most celebrated corporate empire of the late nineteenthcentury was John D. Rockefeller’s Standard Oil. Shortly after 1865, Rockefeller launched a refining company in Cleveland, Ohio, and immediately began trying to eliminate his competition. Allying himself with other wealthy capitalists, he proceeded methodically to buy out competing refineries. In 1870, he formed the Standard Oil Company of Ohio, which in a few years had acquired twenty of the twenty-five refineries in Cleveland, as well as plants in Pittsburgh, Philadelphia, New York, and Baltimore. He built his own barrel factories, warehouses, and pipelines. Standard Oil owned its own railroad freight cars and developed its own marketing organization. By the 1880s, Rockefeller had established such dominance within the petroleum industry that to much of the nation he served as a leading symbol of monopoly.Rockefeller and other industrialists saw consolidation as a way to cope with what they believed was the greatest curse of the modern economy, “cutthroat competition.” Most businessmen claimed to believe in free enterprise and a competitive marketplace, but in fact they feared that substantial competition could result in instability and ruin for all. As the movement toward consolidation accelerated, new vehicles emerged to facilitate it. The railroads began with so-called pool arrangements—informal agreements among various companies to stabilize rates and divide markets. But if even a few firms in an industry were unwilling to cooperate (as was almost always the case), the pool arrangements collapsed. The failure of the pools led to new techniques of consolidation. At first, the most successful such t echnique was the creation of the “trust”—pioneered by Standard Oil in the early 1880s and perfected by the banker J. P. Morgan. Under a trust agreement, stockholders in individual corporations transferred their stocks to a small groupof trustees in exchange for shares in the trust itself. Owners of trust certificates often had no direct control over the decisions of the trustees, they simply received a share of the profits of the combination. The trustees themselves, on the other hand, might literally own only a few companies but could exercise effective control over many.In 1889, the state of New Jersey helped produce a third form of consolidation by changing its laws of incorporation to permit companies to buy up the stock of other companies. Other states soon followed. These changes made the trust unnecessary and permitted actual corporate mergers. Rockefeller, for example, quickly relocated Standard Oil to New Jersey and created there what became known as a holding company—a central corporate body that would buy up the stock of various members of the Standard Oil trust and establish direct, formal ownership of the corporations in the trust.【Paragraph 1】Laws of incorporation passed in the United States in the 1830s and 1840s made it easier for business organizations to raise money by selling stock to members of the public. The ability to sell stock to a broader public made it possible for entrepreneurs to gather vast sums of capital and undertake large projects. This led to the emergence of modern corporations as a major force in the United States after 1865. These large, national business enterprises needed more systematic administrative structures. As a result, corporate leaders introduced a set of managerial techniques that relied on systematic division of responsibilities, a carefully designed hierarchy of control, careful cost-accounting procedures, and perhaps above all a new breed of business executive: the middle manager, who formed a layer of command between workers andowners. Efficient administrative capabilities helped make possible another major feature of the modern corporation: consolidation (combining many things into one).1. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.A. Corporate leaders expanded the role of middle managers, who now had the responsibility to introduce systematic techniques of cost-accounting and a carefully designed hierarchy of control.B. Corporate leaders replaced the former hierarchy of control with a new system, the main advantage of which was that it divided responsibilities among middle managers.C. Corporate leaders were transformed into middle managers as a result of innovations such as the systematic division of responsibilities and the introduction of careful cost-accounting procedures.D. Corporate leaders introduced a variety of innovative managerial techniques, the most important probably being the middle manager, a new executive layer below owners.【Paragraph 2】Businessmen created large, consolidated organizations primarily through two methods. One was horizontal integration—the combining of multiple firms engaged in the same enterprise into a single corporation. The consolidation of many different railroad lines into one company was an example. Another method, which became popular in the 1890s, was vertical integration—the taking over of all the different businesses on which a company relied for its primary function. Thus, Carnegie steel controlled mines and railroads aswell as steel mills.2. Why does the author provide the information that “Carnegie Steel controlled mines and railroads as well as steel mills”?A. To challenge the idea that railroads generally integrated horizontallyB. To help explain vertical integration by providing an example of a company using itC. To help explain how a company’s primary function influenced the method of integration it usedD. To show that vertical integration was a much more effective technique for consolidation than horizontal integration was【Paragraph 3】The most celebrated corporate empire of the late nineteenth century was John D. Rockefeller’s Standard Oil. Shortly after 1865, Rockefeller launched a refining company in Cleveland, Ohio, and immediately began trying to eliminate his competition. Allying himself with other wealthy capitalists, he proceeded methodically to buy out competing refineries. In 1870, he formed the Standard Oil Company of Ohio, which in a few years had acquired twenty of the twenty-five refineries in Cleveland, as well as plants in Pittsburgh, Philadelphia, New York, and Baltimore. He built his own barrel factories, warehouses, and pipelines. Standard Oil owned its own railroad freight cars and developed its own marketing organization. By the 1880s, Rockefeller had established such dominance within the petroleum industry that to much of the nation he served as a leading symbol of monopoly.3. According to paragraph 3, which of the following was true of John D. Rockefeller?A. He acquired most of the oil refineries in Cleveland, Ohio.B. He bought some companies solely because they made supplies for competing oil refineries.C. He limited sales of Standard Oil petroleum to companies associated with competing refineries.D. He built many more new oil refineries than he bought.4. According to paragraph 3, the Standard Oil Company of Ohio owned all of the following EXCEPTA. a marketing organizationB. railroad freight carsC. railroad linesD. barrel factories【Paragraph 4】Rockefeller and other industrialists saw consolidation as a way to cope with what they believed was the greatest curse of the modern economy, “cutthroat competition.” Most businessmen claimed to believe in free enterprise and a competitive marketplace, but in fact they feared that substantial competition could result in instability and ruin for all. As the movement toward consolidation accelerated, new vehicles emerged to facilitate it. The railroads began with so-called pool arrangements—informal agreements among various companies to stabilize rates and divide markets. But if even a few firms in an industry were unwilling to cooperate (as was almost always the case), the pool arrangements collapsed. The failure of the pools led to new techniques of consolidation. At first, the most successful such technique was the creation of the “trust”—pioneered by Standard Oil in the early 1880s and perfected by the banker J. P. Morgan. Under a trust agreement, stockholders in individual corporations transferred their stocks to a small group of trustees in exchange for shares in the trust itself. Owners oftrust certificates often had no direct control over the decisions of the trustees, they simply received a share of the profits of the combination. The trustees themselves, on the other hand, might literally own only a few companies but could exercise effective control over many.5. According to paragraph 4, many industrialists in the 1880s worried thatA. pool arrangements would divide marketsB. new vehicles for pool arrangements would failC. too much competition would destroy the modern economyD. trusts would be unable to exert adequate control over companies6. According to paragraph 4, which of the following was a problem with pool arrangements?A. They were effective only with railroads.B. They could succeed only if all the firms in an industry cooperated.C. They were effective only in situations where rates had already been stabilized.D. They could be implemented only in industries with a large number of firms.7. It can be inferred from paragraph 4 that trusts were more successful than pool arrangements atA. exercising effective control over the participating companiesB. excluding less profitable companiesC. allowing small stockholders to participate in decision makingD. limiting the amount of money paid to the owners ofindividual corporations【Paragraph 5】In 1889, the state of New Jersey helped produce a third form of consolidation by changing its laws of incorporation to permit companies to buy up the stock of other companies. Other states soon followed. These changes made the trust unnecessary and permitted actual corporate mergers. Rockefeller, for example, quickly relocated Standard Oil to New Jersey and created there what became known as a holding company—a central corporate body that would buy up the stock of various members of the Standard Oil trust and establish direct, formal ownership of the corporations in the trust.8. According to paragraph 5, why did Rockefeller move Standard Oil to New Jersey?A. To be in a better position to pressure the state to change its laws of incorporationB. To increase the number of corporations under his control in the Standard Oil trustC. To raise the needed amounts of money for the establishment of his new holding companyD. To acquire direct, legal ownership of the corporations in the Standard Oil trust【Paragraph 3】The most celebrated corporate empire of the late nineteenth century was John D. Rockefeller’s Standard Oil. Shortly after 1865, Rockefeller launched a refining company in Cleveland, Ohio, and immediately began trying to eliminate his competition. Allying himself with other wealthy capitalists, he proceeded methodically to buy out competing refineries. ■In 1870, he formed the Standard Oil Company of Ohio, which in a few years had acquired twenty of the twenty-five refineries in Cleveland, as well as plants in Pittsburgh, Philadelphia, New York,and Baltimore. ■He built his own barrel factories, warehouses, and pipeli nes. ■Standard Oil owned its own railroad freight cars and developed its own marketing organization. ■By the 1880s, Rockefeller had established such dominance within the petroleum industry that to much of the nation he served as a leading symbol of monopoly.9. Look at the four squares【■】that indicate where the following sentence could be added to the passage.In addition to expanding horizontally, Rockefeller’s company expanded vertically as well.Where would the sentence best fit?10. 【Directions】An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because the express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Businesses’ increased ability to raise capital by selling stock led to the emergence of large corporations as a major force in the United States after 1865.●●●Answer ChoicesA. Large businesses developed more efficient administrative structures, which allowed them to consolidate through horizontal integration, vertical integration, or both.B. Even though consolidation initially developed in manufacturing, it was J. P. Morgan in the banking industry whocame up with the most successful consolidation technique.C. The most famous corporation was Rockefeller’s Standard Oil, which acquired many competing businesses and controlled its supply sources, eventually establishing itself as a holding company.D. In order to limit competition as effectively as they could, industrialists created pool arrangements and then later trusts and holding companies.E. The rise of corporations as the dominant force in the American economy forced certain states to pass new laws that resulted in direct state control over consolidation.F. Corporate consolidation was an extremely complex process, and required enormous amounts of capital for carrying out various integration procedures.。
2024年教师资格考试高级中学英语学科知识与教学能力模拟试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、题干：The teacher’s ability to foster critical thinking in students is particularly important in the discipline of ________.A. MathematicsB. HistoryC. EnglishD. Science答案：C解析：The correct answer is C. English. The question emphasizes the importance of fostering critical thinking, which is a key aspect of language arts education. English as a discipline often emphasizes critical thinking skills, such as analyzing texts and interpreting literature, which makes it the most relevant option among the choices provided.2、题干：Which of the following is NOT a common instructional strategy used to promote student engagement in an English class?A. Group discussionsB. Project-based learningC. Teacher-centered lecturesD. Socratic seminars答案：C解析：The correct answer is C. Teacher-centered lectures. The question asks for the instructional strategy that is NOT common for promoting student engagement. Group discussions (A), project-based learning (B), and Socratic seminars (D) are all known to increase student participation and engagement.Teacher-centered lectures (C), on the other hand, are more traditional and may not encourage active student involvement as much as the other strategies.3、The se ntence “She has a bright smile” can be paraphrased as:A. She has a cheerful expression.B. She has a dim smile.C. She has a bright thought.D. She has a dark smile.Answer: AExplanation: The phrase “a bright smile” implies a pleasant and friendly expres sion, which can be accurately paraphrased as “a cheerful expression.” The other options either change the meaning or are not close synonyms of the original phrase.4、Which of the following sentences is an example of a declarative sentence?A. “Where is my pen?”B. “I will be there tomorrow.”C. “Don’t you think she’s talented?”D. “Can you help me with this?”Answer: BExplanation: A declarative sentence makes a statement or declares a fact. “I will be there tomorrow” is a clear statement of future intentio n, making it a declarative sentence. The other options are questions (A and D) or a tag question (C), which are not declarative sentences.5、The teacher’s role in the classroom is crucial for student learning. Which of the following statements best describes the role of a teacher in fostering student engagement?A)The teacher should act as a passive facilitator, allowing students to guide their ownlearning.B)The teacher should dominate the class, ensuring that all students follow the samecurriculum.C)The teacher should create a supportive and interactive environment that encouragesstudent participation.D)The teacher should primarily focus on correcting student mistakes to improve theirperformance.Answer: C) The teacher should create a supportive and interactive environment that encourages student participation.Explanation: A supportive and interactive classroom environment is essential for student engagement. This approach allows students to actively participate in their learning, which can lead to better understanding and retention of the material.6、When designing a lesson plan for a unit on environmental conservation, which of the following teaching strategies would be most effective in promoting critical thinking and understanding among students?A)Presenting a lecture and providing a list of facts about different environmental issues.B)Using multimedia presentations to showcase images and videos related toenvironmental conservation.C)Facilitating a debate or discussion on the causes and solutions to environmentalproblems.D)Assigning a research project where students investigate a specific environmentalissue.Answer: C) Facilitating a debate or discussion on the causes and solutions to environmental problems.Explanation: A debate or discussion encourages students to think critically about the topic, analyze different perspectives, and develop arguments. This interactive approach can enhance their understanding and appreciation of the complexities involved in environmental conservation.7、The following sentence is a fragment. Which of the following words can be added to make it a complete sentence?A. The students enjoyed the movie, but they _______.B. The students were enjoying the movie _______.C. The students enjoyed the movie _______.D. The students were enjoying the movie, and they _______.Answer: BExplanation: The sentence “The students were enjoying the movie” is a complete sentence on its own. The word “but” can be added to show contrast with the following clause, making it a compound sentence. The other options do not make the sentence grammatically correct or complete.8、Which of the following sentence structures is most appropriate for describing a sequence of events?A. It is important that we should do this, because it will help us learn.B. The first step is to collect the necessary information, the second step is to analyze it, and the final step is to make a decision.C. Although we tried, we were unable to reach the destination on time.D. If we do not act now, the situation will become worse.Answer: BExplanation: The structure “The first step is to collect the necessary information, the second step is to analyze it, and the final step is to make a decision” effectively describes a sequence of events, with each step clearly identified. The other options do not present a clear sequence of events.9、The sentence “The students were all engaged in their activities when the bell rang.” is an example of which tense structure?A. Simple PresentB. Simple PastC. Present ContinuousD. Past ContinuousAnswer: C. Present ContinuousExplanation: The sentence describes an action that was ongoing at the moment the bell rang. The present continuous tense is used to talk about actions happening at the moment of speaking, which fits the context of the sentence.10、In the following sentence, “She has finished her homework and is now preparing for the exam,” which part of speech is underlined?A. has finishedB. herC. nowD. preparingAnswer: D. preparingExplanation: The underlined word “preparing” is a gerund, which is a verb form that functions as a noun. Gerunds are often used as subjects, objects, or complements in sentences. In this case, “preparing” is the gerund that functions as the subject of the second clause.11.The teacher, who has been teaching for five years, is highly respected by his students for his_______teaching style.A. creativeB. strictC. humorousD. traditionalAnswer: AExplanation: The question is asking about the teacher’s teaching style that is highly respected by his students. “Creative” is the most appropriate choice to describe a style that is likely to be respected, as it implies innovation and engagement in the teaching process.12.In order to enhance the students’ reading comprehension, the teacher uses a variety of_______techniques in her English class.A. readingB. questioningC. listeningD. writingAnswer: BExplanation: The question is inquiring about the techniques used to improve reading comprehension in an English class. “Questioning” techniques, such as Socratic questioning or guided inquiry, are specifically designed to enhance comprehension and critical thinking skills, making it the most suitable answer among the options provided.13、What is the most appropriate tense to use when describing a routine activity that occurs on a daily basis?A. Present simpleB. Present perfectC. Past simpleD. Future simpleAnswer: A. Present simpleExplanation: The present simple tense is used to describe habits, regular routines, and general truths. It is the correct tense to use when referring to daily activities that are habits or routines.14、Which of the following sentences uses the correct form of the passive voice?A. The students are given by the teacher.B. The teacher gives the students.C. The students are given to by the teacher.D. The students are given from the teacher.Answer: C. The students are given to by the teacher.Explanation: The passive voice is formed by using the past participle of the verb after “be” followed by the subject. In this case, “given” is the past participle of “give.” The correct construction uses “given to by” to indicate that the students are the recipients of the action.15.The teacher is discussing the importance of reading aloud with the students. Which of the following statements is the most appropriate to use in this context?A)“Reading silently is better because it helps you concentrate better.”B)“Reading aloud is unnecessary; it only slows down the reading process.”C)“Reading aloud is beneficial because it enhances comprehension and pronunciation.”D)“We should only read aloud in class when we have time.”Answer: CExplanation: The correct answer is C because it highlights the positive aspects of reading aloud, such as improving comprehension and pronunciation. The other options either dismiss the importance of reading aloud or suggest it is unnecessary, which are not appropriate responses in the context of discussing its benefits.16.In a lesson on Shakespeare’s “Romeo and Juliet,” the teacher wants to engage students in a debate about the theme of fate versus free will. Which activity would best facilitate this discussion?A)Assigning students to write a short essay on the theme.B)Organizing a group discussion with prepared questions.C)Playing a scene from the movie adaptation of the play.D)Giving students a multiple-choice quiz about the characters.Answer: BExplanation: The correct answer is B because it encourages active participation and discussion among the students, which is ideal for exploring complex themes like fate versus free will. The other options either focus on individual writing or passive consumption, which may not foster the kind of interactive and critical thinking required for this type of discussion.17.The sentence “She is as tall as her father” is an example of which sentence structure?A. ComparisonB. ConditionalC. FutureD. PastAnswer: AExplanation: The sentence “She is as tall as her father” is using the comparison structure to show that two things (her height and her father’s height) are equal.18.Which of the following sentence is correct in terms of verb tense and subject-verb agreement?A. The dog run in the park every morning.B. The dogs are runs in the park every morning.C. The dog runs in the park every morning.D. The dogs is runs in the park every morning.Answer: CExplanation: The correct sentence is “The dog runs in the park every morning.” It uses the present simple tense correctly with the subject “dog,” which is singular, and agrees with the singular verb “runs.” The other options have incorrect verb tenses or subject-verb agreement errors.19.The teacher is using a teaching strategy to encourage student participation. Which of the following is the most appropriate strategy for discussing a complex historical event?A)Presenting a detailed timeline of the event.B)Asking students to write a brief summary of the event.C)Pairing students to debate the causes and effects of the event.D)Showing a documentary about the event.Answer: C) Pairing students to debate the causes and effects of the event.Explanation: Pairing students to debate a complex historical event encourages critical thinking and collaborative learning. It allows students to engage with the material from different perspectives, fostering a deeper understanding of the event.20.In the context of English language teaching, which of the following activities is most effective for improving students’ listening skills?A)Reading aloud a passage of text and asking students to retell it.B)Listening to a short story and then summarizing the main points.C)Watching a video clip and discussing the characters’ motivations.D)Listening to a dialogue and then analyzing the pronunciation of the speakers.Answer: B) Listening to a short story and then summarizing the main points.Explanation: Listening to a short story and summarizing the main points helps students practice active listening skills, identify key information, and improve their ability to process and recall spoken language. It also encourages them to engage with the content on a deeper level.21.The sentence “He has lived here for ten years, but he doesn’t feel at home yet.” demonstrates which of the following sentence structures?A)SimpleB)ComplexC)CompoundD)Complex-complexAnswer: B) ComplexExplanation: This sentence is a complex sentence because it has one mainclause (“He doesn’t feel at home yet”) and one or more dependent clauses that provide additional information. The dependent clause “He has lived here for ten years” adds extra informa tion about the main clause.22.Which of the following phrases is an example of a gerund phrase?A)To eating ice creamB)Eating ice creamC)Eat ice creamD)Eating ice-creamAnswer: B) Eating ice creamExplanation: A gerund phrase is a phrase that functions as a noun and consists of a gerund (a verb form that ends in -ing and functions as a noun). In this case, “Eating ice cream” is a gerund phrase that can act as a subject, object, or complement in a sentence. The other options do not fit the definition of a gerund phrase.23.What is the main purpose of using cooperative learning in the English classroom?A)To ensure that all students have the same level of English proficiency.B)To encourage students to work independently and develop their own learningstrategies.C)To promote interaction and collaboration among students.D)To test students’ ability to work under time pressure.Answer: CExplanation: The main purpose of using cooperative learning in the English classroom is topromote interaction and collaboration among students. This approach helps students develop their communication skills, critical thinking, and teamwork abilities.24.Which of the following activities is most suitable for assessing students’ understanding of a literary text in an English class?A) A written test that covers all the details of the text.B) A group discussion where students present their own interpretations of the text.C)An individual project that requires students to create a visual representation of thetext.D) A multiple-choice quiz that tests students’ recall of the main events.Answer: BExplanation: A group discussion where students present their own interpretations of the textis the most suitable activity for assessing students’ understanding of a literary text. This method encourages critical thinking, creativity, and the ability to articulate thoughts and ideas. It also promotes peer learning and collaboration.25.The following sentence is a direct quote. Which one of the following punctuation marks is correctly used at the end of the quote?A)Period (.)B)Question mark (?)C)Exclamation mark (!)D)Semicolon (;)Answer: A) Period (.)Explanation: When a direct quote is used within a sentence, it is always followed by a period. The period signifies the end of the quote.26.In the following sentence, “They had been working on the project for months, and it was finally completed,” the comma after “months” is used to:A)Separate a list of itemsB)Introduce a non-restrictive relative clauseC)Indicate a pause in the sentenceD)Separate independent clausesAnswer: B) Introduce a non-restrictive relative clause.Explanation: The comma after “months” i s used to introduce anon-restrictive relative clause, which provides additional information about the subject but is not essential to the main idea of the sentence. The clause “and it was finally completed” adds detail to the time frame of the project.27.The following sentence contains an error in verb tense usage. Which one is it?A. The students will be working on their projects until the end of the month.B. The students worked on their projects last week.C. The students are working on their projects at the moment.D. The students will have worked on their projects by the end of the month.Answer: BExplanation: The sentence that contains an error in verb tense usage is B. The correct tense should be present continuous for the ongoing action, but “worked” is in the past simple tense, which does not fit with the present continuous tense of “are working” in the other parts of the sentence.28.Choose the word that best fits the blank in the following sentence:The teacher_______to the students that the exam would be postponed due to bad weather.A. mentionedB. suggestedC. notifiedD. impliedAnswer: CExplanation: The correct word to fill in the blank is “notified.” The teacher is informing the students of an important change, which is best described by “notified,” meaning to inform formally. “Mentioned” could also be correct, but “notified” is more formal and appropriate for official announcements. “Suggested” and “implied” do not fit the context of formally informing students of a change.29、Which of the following is NOT a component of communicative language teaching (CLT)?A) Focus on accuracyB) Emphasis on using the language for real communicationC) Grammar translation as the main activityD) Task-based learning activitiesAnswer: C) Grammar translation as the main activityExplanation: Communicative Language Teaching (CLT) emphasizes the use of language for real communication and often incorporates task-based learningactivities. While focus on accuracy is also important, CLT moves away from the traditional grammar-translation method, which focuses more on the analysis and translation of written texts rather than the ability to communicate effectively in the target language.30、In the context of second language acquisition, what does the term “comprehensible input” refer to?A) Input that is slightly above the learner’s current level of competenceB) Input that is slightly below the learner’s current level of competenceC) Input that matches exactly the learner’s current level of competenceD) Any form of input regardless of the learner’s level of competenceAnswer: A) Input that is slightly above the learner’s current level of competenceExplanation: The concept of “comprehensible input,” developed by Stephen Krashen, suggests that learners acquire language best when they receive input that is just beyond their current linguistic capabilities, known as i+1, where “i” represents the learner’s current language level and “+1” is the next level of language complexity. This type of input challenges learners without overwhelming them, facilitating language acquisition effectively.二、简答题（20分）Question:In your opinion, what are the key factors that contribute to successful language learning inhigh school students? Explain how you would incorporate these factors into your teaching practice.Answer:The key factors that contribute to successful language learning in high school students include:1.Motivation: Motivation plays a crucial role in language learning. High school students need to be intrinsically motivated to learn the language, as well as extrinsically motivated by the goals and expectations set by their teachers and parents. As a teacher, I would create a positive learning environment by using engaging materials, encouraging students to set personal goals, and recognizing their achievements.2.Interaction: Interaction among students and with the teacher is essential for language learning. By incorporating activities such as group discussions, role-playing, and pair work, I would encourage students to communicate in English and practice their speaking and listening skills.3.Authentic materials: Using authentic materials such as newspapers, films, and songs can help students connect the language they learn in the classroom to real-life situations. I would integrate these materials into my lessons to provide students with practical language use.4.Effective assessment: Regular and varied assessment methods can help students monitor their progress and identify areas for improvement. As a teacher, I would use formative and summative assessments to track student performance and adapt my teaching strategies accordingly.5.Collaborative learning: Encouraging students to collaborate and worktogether can enhance their language skills and foster a sense of community in the classroom. I would incorporate group projects, peer tutoring, and cooperative learning activities to promote collaboration among students.6.Individual differences: Recognizing and addressing individual differences among students is crucial for successful language learning. I would differentiate my instruction by using varied teaching methods, providing additional support for struggling students, and challenging advanced learners.Incorporating these factors into my teaching practice would involve: •Creating a motivating and supportive learning environment•Incorporating interactive and collaborative activities•Utilizing authentic materials•Employing various assessment methods•Differentiating instruction to meet individual student needs•Continuously reflecting on and improving my teaching strategiesBy focusing on these key factors, I believe that high school students can achieve successful language learning and develop their English language skills.三、教学情境分析题（30分）III.Teaching Situation Analysis (30 points)Question 1:You are a high school English teacher preparing to teach a unit on American literature. Your students come from diverse backgrounds and have varying levelsof English proficiency. You notice that some students are particularly interested in contemporary issues, while others prefer classic literature. Considering these factors, design a lesson plan for a 45-minute class session that incorporates both traditional and modern elements of American literature. The lesson should aim to engage all students and foster critical thinking about the relevance of literature today. Include:•Objectives•Materials needed•Activities and procedures•Assessment methodsAnswer:Lesson Plan: Bridging Past and Present Through American LiteratureObjectives:1.Students will explore themes common to both classical and contemporary American literature.2.Students will analyze how different literary works reflect societal changes over time.3.Students will engage in a group discussion to compare and contrast two texts: one classical and one contemporary.Materials Needed:1.Excerpts from “The Great Gatsby” by F. Scott Fitzgerald (classical text).2.A short story or poem from a contemporary author such as “Interpreter of Maladies” by Jhumpa Lahiri.3.Handouts with guiding questions for each text.4.Access to online resources for additional research if available.Activities and Procedures:1.Introduction (5 minutes): Briefly introduce the authors and provide historical context for their works.2.Reading and Individual Analysis (20 minutes): Distribute the excerpts and handouts. Instruct students to read the texts silently and answer the guiding questions individually.3.Group Discussion (15 minutes): Organize students into small groups to share their insights and discuss the similarities and differences between the texts. Encourage them to consider how each work reflects its respective era.4.Whole-Class Sharing (5 minutes): Invite each group to present key points from their discussion to the class.Assessment Methods:1.Participation in group discussions will be observed and noted.2.Students’ written response s to the guiding questions will be collected and evaluated for comprehension and critical analysis.3.Group presentations will be assessed based on clarity, engagement, and depth of analysis.Analysis:This lesson plan addresses the diverse interests and English proficiency levels of the students by combining classical and contemporary literature. It allows for differentiated instruction, as students can choose which text theyfeel more comfortable with initially, yet still exposes them to both. The guiding questions facilitate deeper understanding and encourage students to make connections between the texts and the world around them, thereby enhancing their critical thinking skills. The combination of individual work, group discussion, and whole-class sharing ensures multiple opportunities for engagement and learning, catering to different learning styles and preferences within the classroom.四、教学设计题（40分）Question:Design a 45-minute lesson plan for an Advanced High School English class on the topic of “Global Warming and Its Impact on the Environment”. The lesson should include activities that encourage critical thinking, group discussion, and a creative project. Students are expected to be able to identify the causes of global warming, discuss its effects, and propose potential solutions.Answer:Lesson Title: “The Perils of Climate Change: Causes, Effects, and Solutions”Objective:By the end of this lesson, students will be able to:1.Identify the main causes of global warming.2.Discuss the effects of global warming on the environment.3.Propose potential solutions to mitigate the impact of global warming.Materials:1.Projector and screen2.Handouts with facts about global warming3.Whiteboard and markers4.Chart paper5.Pencils and colored markersLesson Outline:I. Introduction (10 minutes)1.Begin with a short video clip on global warming to spark students’ interest.2.Ask students to write down three things they learned from the video.3.Facilitate a class discussion on what global warming is and its importance.II.Group Work - Causes of Global Warming (15 minutes)1.Divide the class into small groups of four.2.Distribute handouts with facts about the causes of global warming.3.Instruct each group to identify at least three causes and explain their impact.4.Each group will create a poster highlighting their findings.5.Allow groups to present their posters to the class.III.Class Discussion - Effects of Global Warming (15 minutes)1.Discuss the effects of global warming on the environment, such as rising sea levels, extreme weather events, and loss of biodiversity.2.Facilitate a class discussion, encouraging students to share their opinions and experiences.3.Summarize the key points on the whiteboard.IV.Creative Project - Potential Solutions (5 minutes)1.Instruct students to work in pairs to brainstorm potential solutions to mitigate the impact of global warming.2.Give each pair 5 minutes to present their ideas to the class.V. Conclusion (5 minutes)1.Summarize the main points discussed in the lesson.2.Encourage students to continue exploring the topic outside the classroom.Explanation:The lesson plan is designed to engage students in an interactive and thought-provoking way. By using a combination of videos, group work, and class discussions, students will be able to gain a deeper understanding of the causes, effects, and potential solutions to global warming. The creative project allows students to apply their knowledge and come up with innovative ideas to tackle this pressing issue.。
高频词汇6881.alter [?:lt?] v. 改变，改动，变更. As times alter, men's affections change. 时过境迁。
2. burst [b?:st] vt. & vi. & n. 爆炸, 爆裂，爆发, 突然发生，His appearance on the platform was greeted with a burst of applause.3.dispose [disp?uz] vt. & vi. 去掉，舍弃，处理; 处置He was forced to dispose of his art treasures. 他被迫处理（舍弃）掉自己的艺术珍藏。
4. blast [blɑ:st] n. 爆炸; 气流vt. & vi. 炸, 炸掉（用炸药）炸毁，把…炸成碎片；爆破A blast of hot air came from the furnace. 一股热风从火炉里吹出来。
The village was blasted by enemy bombs.村子被敌人的炸弹毁掉了。
5.consume[k?n'sju:m] vt. 消耗, 消费, 耗尽（燃料、能量、时间等）Arguing about details consumed many hours of the committee's valuable time.6. split [split] vt. & vi. (使)裂开; (使)破裂The wood splits easily.这木头容易劈开。
7. spit [spit] vt. & vi. .吐痰; 吐出It's bad to spit. 吐痰是不好的行为。
8.spill [spil] vt. & vi. 溢出; 泼出The coffee is so full that it might spill over. 咖啡太满可能会溢出来。
1.半元音(semivogal)当元音字母i和u与a、e、o一起构成三重元音或三重元音时，它们就发半元音的[j]和[w]。
半元音不能单独构成一个音节，也不重读。
2.三重元音(ditongo)一个元音和一个半元音共同组成一个音节时就构成了三重元音。
在发音时，构成二重元音的元音和半元音连续发出，两者之间没有停顿。
葡萄牙语中多数的二重元音都是元音在前，半元音在后。
这种二重元音我们称之为渐弱二重元音(ditongo decrescente)。
发音时前面的元音发得重而完整，后面的半元音发得轻而短促。
相反，少数半元音在前、元音在后的二重元音我们称之为渐强工重元音(ditongo crescente)。
发音时前轻后重。
葡萄牙语中渐强二重元音很少，主要指在辅音字母g和q之后由u充当半元音[w]构成的二重元音。
基本形式只有如下几种。
口二重元音：ua[wa]和uo[wo]两种。
]和uin[wĩ]三种。
鼻二重元音：uan[wã]、uen[we 具体情况请留意字母组合gu 和qu的发音规则。
3.渐弱口二重元音[aj]、[aw]、[αj]、[ew]葡萄牙语中渐弱口二重元音及其相对应的字母如下：发音[aj] [aw] [αj][ew] [εj][εw][oj] [ɔj] [uj] [iw] [o]字母ai au ei eu éi éu oi óiui iu ou这里先看其中部分的发音。
[aj]→近似于英语[ai]当元音字母a和i同处一个音节时发此音。
发音时，先发开音的[a]，然后向半元音[j]滑动。
[a]音发得重而完整，[j]音发得轻而短促。
请跟读：pai sai mais Maio[aw] →近似于英语[au]元音字母a和u同处一个音节时发此音。
发音时，先发开音的[a]，然后向半元音[w] 滑动，口型逐渐收圆。
[a]音发得重而完整，[w]音发得轻而短促。
请跟读：pau aula Paulo cacau[αj] →近似于英语[eij]当元音字母e和i同处一个音节时发此音。
A Comment on the"Basic Security Theorem"of Bell and LaPadula*John McLeanCenter for High Assurance Computer SystemsNaval Research LaboratoryWashington,D.C.20375Many claim that the security model developed by Bell and LaPadula and used as a basis for numerous pro-totype military computer systems is superior to others partly because its authors prove a"Basic Security Theorem"that applies to it.This paper shows that the theorem does not support such claims since it can be proven for security models that are obviously not secure.Further,the theorem provides little help to those who design and implement secure systems.1.IntroductionThe security model developed by Bell and LaPadula[1]has been widely used as a basis for design-ing systems with specified security properties[2].It has been argued that one reason developers should have confidence in the security provided by systems based on this model is a theorem,called the"Basic Security Theorem"(BST)[1,p.20],proven about a formalization of the model by its authors[1,p.90, corollary A1].Several authors have proven similarly named theorems about related security models [3,4,5].This note reviews the Bell-LaPadula model briefly and shows that the BST can be proven for sys-tems that directly contradict the notion of security embodied in the Bell-LaPadula model.We conclude that the value of the BST is much overrated since there is a great deal more to security than it captures. Further,what is captured by the BST is so trivial that it is hard to imagine a realistic security model for which it doesn’t hold.2.Bell-LaPadula ModelThe Bell-LaPadula model is based on a state machine in which subjects apply operations(rules)that may require access to objects.The state of the system includes a set of triples that define the current access mode each subject has to each object in the system.Permissible access is determined partly by a security level(classification or clearance)associated with each object and subject.These security levels are par-tially ordered.Each subject also has a current security level that is bounded above by its clearance.There is also an access matrix that further constrains the access mode an arbitrary subject is allowed to have to an arbitrary object.The following formal description of the Bell-LaPadula model corresponds to the original notation[1] as closely as possible,but nonessential details are omitted.Consider the sets S,O,and A whose elements are known as subjects,objects,and access modes,respectively.Intuitively,S consists of all system users and programs;O consists of all systemfiles;and A is{read,execute,write,append},the set of all modes in which an element of S can have access to an element of O.Bell and LaPadula define a system state v as an element of V=(B×M×F×H),whereB is the set of current accesses,a subset of S×O×A that gives the access modes each subjectcurrently has to each object,M is the access permission matrix,where M ij⊆A is the set of access modes subject i may have to object j,F consists of the three functions f s,which gives the security level(clearance)associated witheach subject,f o,which gives the security level(classification)associated with each object,andf c,which gives the current security level for each subject,andH defines the current object hierarchy and is of no concern here.*From Information Processing Letters20(1985),pp.67-70.The set of requests(e.g.,to acquire or rescind access to objects)is denoted by R,and the set of decisions (e.g.,yes,no,error)is denoted by D.Finally,W⊂R×D×V×V represents the actions of the system:a request r yields a decision d and moves the system from state v to its successor.Let T be the set of positive integers,and X,Y,and Z the set of functions from T to R,D,and V, respectively.The Bell-LaPadula model defines a systemΣ(R,D,W,z0)to be a subset of X×Y×Z such that (x,y,z)∈Σ(R,D,W,z0)if and only if(x t,y t,z t,z t−1)∈W for each t∈T,where z0is the initial state of the system.Each triple(x,y,z)∈Σ(R,D,W,z0)is called an appearance of the system,and each quadruple (x t,y t,z t,z t−1)is called an action of the system.The concept of a secure state is defined by three properties:the simple security(ss)property,the *-property,and the discretionary security(ds)property.A state satisfies the ss-property if,for each ele-ment of B that has an access mode of read or write,the clearance of the subject dominates(in the partial order)the classification of the object.A triple(s,o,x)satisfies the simple security condition relative to f (SSC rel f)if x is execute or append,or if x is read or write and f s(s)dominates f o(o).A state satisfies the*-property if,for each(s,o,x)in B,the current security level of s is equal to the classification of o if the access mode is write,dominates the classification of o if the access mode is read, and is dominated by the classification of o if the access mode is append.A state is said to satisfy the*-property relative to S′,where S′⊂S,if this condition holds for all triples ofB in which s∈S′.Subjects not in S′(and therefore not bound by the*-property relative to S′)are called trusted subjects.A state satisfies the ds-property if,for each member of B,the specified access mode is included in the access matrix entry for the corresponding subject-object pair.A state is secure if and only if it satisfies the ss-property,*-property relative to S′and the ds-property.In addition to restricting subjects from having direct access to information for which they are not cleared,this concept of security is intended to prevent the unauthorizedflow of information from a higher security level to a lower one.The*-property relative to S′specifically prevents nontrusted subjects from simultaneously having read access to information at one level and write access to information at a lower level.Bell and LaPadula introduce analogous constraints on a system.A system appearance(x,y,z)∈Σ(R,D,W,z0)satisfies the ss-property if each state in the sequence<z0,z1,...>satisfies it.1A system satisfies the ss-property if each of its appearances does.Analogous definitions introduce the notions of a system satisfying the*-and ds-properties and the concept of a secure system.Theorems A1,A2,and A3 [see below],for the ss-,*-,and ds-properties respectively,show that a systemΣ(R,D,W,s0)satisfies the property in question for any initial state that satisfies the property if and only if W(1)adds no new ele-ments to B that would violate the property and(2)deletes any elements that,following the state change, would violate that property.The BST is presented without proof as a corollary of theorems A1,A2,and A3:Basic Security Theorem:A systemΣ(R,D,W,z0)is secure if and only if z0is a secure state and W satisfies the conditions of theorems A1,A2,and A3for each action.23.Basic Security Theorem for an Alternative Security ModelSuppose that a different set of properties were chosen to define the concept of a secure state.If the BST is indeed a basis for having confidence that the Bell-LaPadula model captures the desired notion of security,then it should not be possible to prove a comparable theorem for a security model that has a sub-stantially different definition for"secure state",and it certainly should not be possible to prove the theorem for a security model that is obviously not secure.The example below shows that this is not only possible but simple.Define the†−property to hold for a state if,for each triple(s,o,write)in B,the current security level of s dominates the classification of o.This is in essence the reverse of the*-property of Bell-LaPadula1.In[1]an appearance satisfies the ss-property if each state in<z1,z2,...>satisfies the property;no restriction is placedon z0.Nevertheless,the intent is clear since without this restriction,the BST as stated in[1]is false.See n.2below.2.As noted in n.1above,this theorem as presented in[1]is actually false since it is possible for a system to be secure eventhough its initial state is not secure.and allows subjects to transfer information from higher security levels to lower security levels.Hence,the model is not secure since it allows secret information to be copied into unclassifiedfiles,e.g.,the Wash-ington Post.Define a secure state to be one that satisfies the ss-property,†-property and the ds-property. Following Bell and LaPadula,a"Basic Security Theorem"will be proven as a corollary from three other theorems.Theorem A1:Σ(R,D,W,z0)satisfies the ss-property for any initial state z0that satisfies the ss-property iff W satisfies the following conditions for each action(R i,D i,(b*,M*,f*,H*),(b,M,f,H)):(i)each(s,o,x)∈b*∼b satisfies SSC rel f*;(ii)if(s,o,x)∈b does not satisfy SSC rel f*,then(s,o,x)∈/b*.Proof:Given in[1].Theorem A2†:Σ(R,D,W,z0)satisfies the†-property relative to S′,a subset of S,for any initial state z0 that satisfies the†-property relative to S′iff W satisfies the following conditions for each action (R i,D i,(b*,M*,f*,H*),(b,M,f,H)):(i)for each s∈S′,any(s,o,x)∈b*∼b satisfies the†-property with respect to f*;(ii)for each s∈S′,if(s,o,x)∈b does not satisfy the†-property with respect to f*,then(s,o,x)∈/b*. [N.B.:This is the†-property analogue of a simplified statement of the original theorem A2.]Proof:(←)Proof by strong induction:Assume that for all i<n z i satisfies the theorem and that z n satisfies(i)and(ii). It follows that z n satisfies the†-property as can be seen by the following argument:If n=0then z n satisfies the†-property by hypothesis.If n>0,then z n−1.satisfies the†-property by hypothesis.The only way z n could fail to satisfy the property is if a new write access has been granted that violates the property with respect to f*or if an old write access is kept that violates the property relative to f*.But the former possibility is ruled out by(i)and the latter by(ii).(→)Proof by contradiction:Assume that some state zˆsatisfies the†-property but not(i).Then there is an s∈S′such that(s,o,x)is in b*∼b(and hence b*),but fails to satisfy the†-property,yielding a contrad-iction.Similarly,if zˆsatisfies the†-property but fails to satisfy(ii),then there is an s∈S′such that(s,o,x) is in b,fails to satisfy the†-property,and is in b*as well,also yielding a contradiction.Theorem A3:Σ(R,D,W,z0)satisfies the ds-property iff the initial state z0satisfies the ds-property and W satisfies the following condition for each action(R i,D i,(b*,M*,f*,H*),(b,M,f,H)):(i)if(s k,o l,x)∈b*∼b,then x∈M*k,l;(ii)if(s k,o l,x)∈b and x∈/M*k,l,then(s k,o l,x)∈/b*.Proof:Provided in[1].Basic Security Theorem:Σ(R,D,W,z0)is a secure system(i.e.satisfies the ss-,†-,and ds-properties) iff z0is a secure state and W satisfies the conditions of theorems A1,A2†,and A3for each action.Clearly this exercise could be repeated,substituting alternative versions of either of the other security properties(e.g.,only allowing users to read information classified above their clearances)as well.4.DiscussionWe have shown that the Basic Security Theorem does nothing to establish that a system is really secure.An analogue holds for any definition of"secure state"in a system whose states can be indexed tosupport induction.As such,it is a property of state indexing,not of security.The real problems to be dealt with in considering a security model are(1)is the definition of"secu-rity"offered in the model a good one,i.e.,does it capture what we really mean by"security",and(2)can we prove that a real system meets the definition.Thefirst problem is not addressed by the BST since it is hard to imagine an explication of security for which there is not an analogous theorem,and the second problem is not made any simpler by the BST owing to the uninformativeness of the theorem’s hypothesis.This latter point deserves emphasis.It may seem as though the Basic Security Theorem is a significant tool in that it provides a means for proving security of every reachable system state by only con-sidering the initial state and the rules that transform a system from one state to the next.However,the triviality of the tool renders it all but useless.Stripped of all formalism,the theorem states that if a system starts in a secure state and if all its transitions are such that at each state any old access that violates secu-rity under the new state’s clearance functions is withdrawn and no new access is introduced that violates security,then the system will remain secure.But this is so obvious that it is of virtually no help.In short,the theorem does not address the real problems.Nevertheless,the theorem has been advanced[1,3,6]as a substantial argument in favor of adopting the Bell-LaPadula model as a basis for developing secure systems,probably because people have confused the theorem with the nontrivial task of proving that an implementation meets the conditions of a given security definition.What is perhaps more damaging is that every new explication of"security"is expected to be accompanied by an analogue of the BST even though the time spent proving the theorem is,as should be clear by now,wasted.By focusing on the theorem,the security community has lost track of what needs to be done.In fairness to Bell and La Padula,they do not seem to have suggested that the theorem addresses the above problems.They merely wanted to show that security is an"inductive"property,unlike(according to them)deadlock.Given the previous discussion,it should be obvious that an analogue of the theorem holds for deadlock as well.In any event,once security has been shown to be inductive,why insist on proving it over and over again?AcknowledgmentsThe exposition of the Bell-LaPadula model owes much to Carl Landwehr.Marv Schaefer,when confronted with my doubts about the BST,first formulated the†-property and challenged me to prove the BST for the resulting security model.References[1] D.E.Bell and Padula,Secure computer system:unified exposition and Multics interpreta-tion,MITRE MTR-2997,March1976.Available as NTIS AD-A023588.[2] ndwehr,Best available technologies for computer security,IEEE Computer,July,1983.[3]K.G.Walter,W.F.Ogden,W.C.Rounds,F.T.Bradshaw,S.R.Ames,and D.G.Shumway,Primi-tive models for computer security,ESD-TR-74-117,January,1974.Available as NTIS AD-778467.[4]J.McLean,ndwehr,and C.L.Heitmeyer,A formal statement of the MMS security model,Proc.1984Symposium on Security and Privacy,(IEEE Computer Society Press,1984).[5] ndwehr,C.L.Heitmeyer,and J.McLean,A security model for military message systems,Transactions on Computer Systems,to appear August,1984.[6]Panel session on Bell-LaPadula and alternative models of security,S.B.Lipner moderator,IEEESymposium on Security and Privacy,April1983.。
葡萄牙语发音规则1.元音和辅音(vogais e consoantes)在葡萄牙语的26个字母中，k、y、w其实是3个外来字母，在葡萄牙中比较少出现，因此，本书中也就不多作介绍了。
在其余的23个字母中，有5个是元音字母，即：a、c、i、o、u。
其他的18个字母都为辅音字母。
1)元音(vogais)发音时声带振动，气流在通路上不受阻碍的音为元音。
(1)口元音和鼻元音(vogais orais e vogais nasais)葡萄牙语的元音可分为口元音和鼻元音两种。
口元音：气流通过口腔发音。
鼻元音：气流通过鼻腔发音。
(2)开元音和闭元音(vogais abertas e vogais fechadas)根据发音时嘴巴张开的大小程度，元音可分为开元音和闭元音两种。
其中，开元音又可分为开音和半开音，闭音又可分为半闭音和闭音。
2)辅音(consoantes)发音时气流在通路上有阻碍的音为辅音。
它可分为清辅音和浊辅音两种。
清辅音(consoantes sonoras) ：发音时声带不振动。
如：p和t。
浊踊音(consoantes surdas) ：发音时声带振动。
如：b和d。
2.重音符号(acentos)葡萄牙语中有些单词的某些音节上会出现重音符号。
重音符号只出现在元音字母上方，它一方面标明这个元音字母的发音，另一方面则表示这个元音所在的音节要重读。
葡萄牙语的基本重音符号有：开音重音符号"´"、闭音重音符号" ^ "和鼻音符号"~"等。
1)开音重音符号"´" (acento agudo)适用于所有五个元音字母：á、é、í、ó、ú。
这时，a、e、o要发开音或半开音。
2)闭音重音符号" ^" (acento circunflexo)俗称三角重音。
雅思托福常用单词句型精选（四）1、Because of the space crunch, the Art Museum has become increasingly cautious in considering acquisitions and donations of art, in some cases passing up opportunities to strengthen is collections.中翻译:由于空间不足，艺术博物馆在考虑购买和接受捐赠的艺术品是越来越慎重，有些情况下放弃其进一步改善收藏的机会。
2、Anarchism is a term describing a cluster of doctrines and attitudes whose principal uniting feature is the belief that government is both harmful and unnecessary.中翻译:无政府主义这个词描述的是一堆理论和态度，它们的主要共同点在于相信政府是有害的，没有必要的。
3、Alexander Graham Bell once told his family that he would rather be remembered as a teacher of the deaf than as the inventor of the telephone.中翻译:Alexander Graham Bell 曾告诉家人，他更愿意让后人记住他是聋子的老师，而非电话的发明者。
4、Among almost seven hundred species of bamboo, some are fully grown at less than a foot high, while others can grow three feet in twenty-four hours.中翻译:在竹子的近七百个品种中，有的全长成还不到一英尺，有的却能在二十四小时内长出三英尺。
ACT语法：AS引导定语从句定语从句是指修饰名词或代词的从句，起修饰作用。
在英语中，定语从句通常由关系代词或关系副词引导，而在ACT考试中，我们也需要了解一种特殊的定语从句，即由as引导的定语从句。
1. AS引导的定语从句结构在英语中，as引导的定语从句通常用来表示一种比较关系或原因关系。
其结构为：as + 主语 + 谓语。
例如：- He is not as clever as he thinks.- Mary, as the capt本人n, led the team to victory.在这两个例句中，as引导的定语从句分别表示了比较关系和原因关系。
第一个例句中，as引导的定语从句表示了He认为自己聪明，但实际情况并非如此的比较关系；第二个例句中，as引导的定语从句表示了Mary作为队长，带领团队获得胜利的原因关系。
2. AS引导的定语从句的注意事项在ACT考试中，我们需要注意以下几点关于as引导的定语从句的用法和注意事项：（1）as引导的定语从句通常用在句中，偶尔出现在句首，但相对较少。
（2）as引导的定语从句多用于口语和非正式写作，正式写作中更常见的是由which或that引导的定语从句。
（3）as引导的定语从句中，主语和谓语的位置不能颠倒，即主语在前，谓语在后。
3. AS引导的定语从句与其他关系代词的比较与which和that引导的定语从句相比，as引导的定语从句在表达比较和原因关系时更为直接和简洁。
它可以更好地强调两者之间的关系，使句子更具有比较和逻辑性。
as引导的定语从句在英语中虽然使用频率较低，但是在口语和非正式写作中仍然有其独特的用处。
在ACT考试中，了解as引导的定语从句的用法和注意事项可以帮助我们更好地理解和处理相关的语法题目，提高我们的考试成绩。
4. AS引导的定语从句的练习在考试中，了解语法知识固然重要，但实际的练习同样不可或缺。
以下是一些练习题，来帮助你更好地掌握as引导的定语从句的用法。
3List OneAs 加强acend 爬sert 插入set 放置sist 站1,assault salt 可以看作是盐vt.（武力或口头上的）攻击，袭击：Mike very unwisely assaulted a police officer.n.①袭击，攻击：The criminal was charged with assault with a deadly weapon.②威胁，伤害2. assign 指示，委派，分派sign signatureAllocate, allot, give3,assert as加强sert 插入强行插入观点vt.①断言，肯定地说：He asserted that this could be done.②坚持，维护：assert national independence维护民族独立assert oneself坚持自己的权利（意见），显示自己的权威（威力）assess ass+ess 区别在哪里—评定，评估vt.①对…进行估价，确定…的数额：assess the value of a house估算房子的价值②评价，评论：It is difficult to assess the impact of the President's speech.Assessment4 ,assetn.①有价值的人（物），优点，长处：He's an enormous asset to his team.②（常用复数）资产，财产：The Jones lived -so simply that no one guessed their assets so large. 128,assimilatevt./Vi.①同化：He was assimilated to the village way of life.②吸收，消化：I have not quite assimilated the new rules so I sometimes violate them by mistake.5,associatevt. /Vi.（with）①（在思想上）把…联系在一起，联想：He always associated the smell of tobacco with his father.②联合，交往，结交：I do not associate with people who usevulgar language.a 副的：an associate professor副教授n.同事，伙伴：He is not a friend but a business associate.6, astonishvt.使惊讶使吃惊：His words astonished all.7,assume①假定，假设，臆断：Let us assume that in the future everyone is going to have to know how to use a computer to be a competent citizen.我们可以设想一下，将来每一个人为了成为有竞争力的市民将不得不学习怎样使用计算机。
