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教师资格认定考试初级中学英语-16_真题-无答案

教师资格认定考试初级中学英语-16_真题-无答案

教师资格认定考试初级中学英语-16(总分150,考试时间90分钟)一、选择题在每小题列出的四个备选项中选择一个最佳答案。

1. What rhetorical device is used in the sentence He is an all-purpose basket?A. Pun.B. Simile.C. Metaphor.D. Transferred epithet.2. Decide on the correct stress pattern of the answer to the question: Where shall we meet?A. We can meet at the gateon next Monday.B. We can meetat the gateon next Monday.C. We canmeetat the gate on next Monday.D. Wecanmeet at the gate on next Monday.3. When we plan our vacation, mother often offers ______ suggestions.A. carefulB. practicalC. effectiveD. acceptable4. My grandfather is as ______ as a young man and hates sitting around doing nothing all day.A. enthusiasticB. energeticC. talkativeD. sensitive5. Sugar is not an important element in bread, but flour is ______.A. uniqueB. essentialC. naturalD. adequate6. Was it five o"clock ______ the fire broke out?A. whenB. thatC. whichD. in which7. Either you or one of your students ______ to attend the meeting that is due tomorrow.A. areB. isC. haveD. be8. Dr. Smith was always ______ the poor and the sick, often providing them with free medical care.A. reminded ofB. absorbed inC. tended byD. concerned about9. ______ refers to the learning and development of a language.A. Language acquisitionB. **prehensionC. Language productionD. Language instruction10. Which of the following description of the sound segments is NOT correct?A. bilabial nasalB. alveolar approximantC. glottal fricativeD. alveolar lateral11. For grammar teaching, if the rule is given first and explained and the student then has to apply the rule to given situation, the method is defined as ______ method.A. deductiveB. inductiveC. grammar-translationD. audio-translation12. Which of the following is NOT a suitable pre-reading activity?A. Demonstrating "skimming" and "scanning" techniques.B. Writing a similar text.C. Introducing the elements of the reading text.D. Writing questions about the topic.13. ______ method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.A. Form-orientedB. Product-orientedC. Content-orientedD. Process-oriented14. Which of the following activities is the most suitable for group work?A. Guessing game.B. Story telling.C. Information gap.D. Drama performance.15. What learning strategy can the following help to train?"Match the adjectives on the left with the nouns on the right."A. Grouping.B. Collocation.C. Imitation.D. Imagery.16. Writing exercises like copying, fill-in, completions and transformation are mainly the type of exercises used in ______.A. controlled writingB. guided writingC. free writingD. expressive writing17. ______ is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.A. Answering questionsB. Gap-fillingC. DictoglossD. Sequencing18. English course objectives at the stage of basic education include five aspects, that is, students" language skills, language knowledge, emotional attitude, cultural awareness and ______.A. learning levelB. practical activitiesC. learning strategiesD. habits of thinking19. When students are doing activities, the teacher walks around and provides help if necessary, both in ideas and language. What role is the teacher playing?A. Manager.B. Assessor.C. Resource-provider.D. Monitor.20. What type of approach does the student apply to listening according to what he describes? "When I listen to English tapes, I am always worried about my limited vocabulary. I tend to figure out its actual meaning **ing across an unknown word, so that stop makes me miss the next part of the speech."A. Detail-oriented approach.B. Top-down approach.C. Interactive approach.D. Bottom-up approach.Looking back on my childhood, I am convinced that naturalists are born and not made. Although we were brought up in the same way, my brothers and sisters soon abandoned their pressed flowers and insects. Unlike them, I had no ear for music and languages. I was not an early reader and I could not do mental arithmetic.Before World War I we spent our summer holidays in Hungary. I have only the dim memory of the house we lived in, of my room and my toys. Nor do I recall clearly the large family of grandparents, aunts, uncles and cousins who gathered next door. But I do have a crystal-clear memory of dogs, the farm animals, the local birds and above all, the insects.I am a naturalist, not a scientist. I have a strong love of the natural world, and my enthusiasm has led me into varied investigations. I love discussing my favorite topics and enjoy burning the midnight oil, reading about other people"s observations and discoveries. Then something happens that brings these observations together in my conscious mind. Suddenly you fancy you see the answer to the riddle, because it all seems to fit together. This has resulted in my publishing 300 papers and books, which some might honor with the title of scientific research.But curiosity, a keen eye, a good memory and enjoyment of the animal and plant world do not make a scientist; one of the outstanding and essential qualities required is self-discipline, a quality I lack. A scientist can be made. A naturalist is born. If you **bine the two, you get the best of both worlds.21. According to the author, a born naturalist should first of all be ______.A. full of ambitionB. self-disciplinedC. full of enthusiasmD. knowledgeable22. The first paragraph tells us that the author ______.A. lost his hearing when he was a childB. didn"t like his brothers and sistersC. was born to a naturalist"s familyD. was interested in flowers and insects in his childhood23. The author says that he is a naturalist rather than a scientist probably because he thinks he ______.A. just rends about other people"s observations and discoveriesB. comes up with solution in most natural waysC. has a great deal of trouble doing mental arithmeticD. lacks some of the qualities required of scientist24. The author can"t remember his relatives clearly because ______.A. he didn"t live very long with themB. he was fully occupied with observing natureC. the family was extremely largerD. he was too young when he lived with them25. Which of the following statements is true?A. The author believes that a born naturalist can not be a scientist.B. The author read a lot of books about the natural world and oil industry.C. The author"s brothers and sisters were good at music and languages.D. The author spend a lot of time working on riddles.Move over Methuselah. Future generations could be living well into their second century and still doing Sudoku, if life expectancy predictions are true. Increasing by two years every decade, they show no signs of flattening out. Average lifespan worldwide is already double what it was 200 years ago. Since the 19808, experts thought the increase in life expectancy would slow down and then stop, but forecasters have repeatedly been proved wrong.The reason behind the steady rise in life expectancy is "the decline in the death rate of the elderly", says Professor Tom Kirkwood from Newcastle University. He maintains that our bodies are evolving to maintain and repair themselves better and our genes are investing inthis processto put off the damage which will eventually lead to death. As a result, there is no ceiling imposed by the realities of the ageing process. "There is no use-by-date when we age. Ageing is not a fixed biological process," Tom says.A large study of people aged 85 and over carried out by Professor Kirkwood discovered that there were a remarkable number of people enjoying good health and independence in their late 80s and beyond. With people reaching old age in better shape, it is safe to assume that this is all due to better eating habits, living conditions, education and medicine.There are still many people who suffer from major health problems, but modern medicine means doctors are better at managing long-term health conditions like diabetes, high blood pressure and heart disease. "We are reaching old age with less accumulative damage than previous generations. We are less damaged," says Professor Kirkwood. Our softer lives and the improvements in nutrition and healthcare have had a direct impact on longevity.Nearly one-in-five people currently in the UK will live to see their 100th birthday, the Office for National Statistics predicted last year. Life expectancy at birth has continued to increase in the UK—from 73.4 years for the period 1991 to 1993 to 77.85 years for 2007 to 2009. A report in Science from 2002 which looked at life expectancy patterns in different countries since 1840 concluded that there was no sign of a natural limit to life.Researchers Jim Oeppen and Dr. James Vaupel found that people in the country with the highest life expectancy would live to an average age of 100 in about six decades. But they stopped short of predicting anything more."This is far from eternity: modest annual increments in life expectancy will never lead to immortality," the researchers said.We do not seem to be approaching anything like the limits of life expectancy, says Professor David Leon from the London School of Hygiene and Tropical Medicine. "There has been no flattening out of the best of the best—the groups which everyone knows have good life expectancy andlow mortality," he says.These groups, which tend to be in the higher social and economic groups in society, can live for several years longer than people in lower social groups, prompting calls for an end to inequalities within societies.Within populations, genes also have an important role to play in determining how long we could survive for—but environment is still the most important factor.It is no surprise that healthy-living societies like Japan have the highest life expectancies in the world. But it would still be incredible to think that life expectancy could go on rising forever. "I would bet there will be further increases in life expectancy and then it will probably begin to slow," says Tom, "but we just don"t know."26. The purpose of the prediction saying that future generations could be doing Sudoku when they are over 100 is to ______.A. report that doing Sudoku is a healthy living styleB. prove that doing Sudoku helps people move to MethuselahC. predict that future generations will like Sudoku since it is very popular nowD. indicate that future generations could remain smart and energetic even if they are over 10027. The underlined phrase "this process" in Paragraph 2 refers to ______ process.A. the ageingB. the body-evolvingC. the genes-repairingD. the body"s putting-off-damage28. Based on recent studies made by various scholars, which of the following factors plays a fundamental role in man"s longevity?A. GenesB. Eating habitsC. EnvironmentD. Medical condition29. The underlined phrase "low mortality" in Paragraph 8 could best be replaced by "______".A. short life spanB. low death rateC. low illness rateD. good health condition30. Which statement below is TRUE concerning life expectancy according to the passage?A. Life expectancy goes on rising forever.B. There could be further increases in life expectancy.C. Life expectancy has slowed down since 1980s and it will stop.D. Life expectancy in Japan doubles what it was 200 years ago.二、简答题根据题目要求完成下列任务,用中文作答。

教师资格证科目三-英语语言技能教学知识点整理

教师资格证科目三-英语语言技能教学知识点整理
教学原则 教学策略 教学模式 影响因素
听力教学
1 分析性的听与综合性的听相结合; 2 听力教学与其他技能教学相结合 3 确定听力的适当难度; 4 注重过程与注重意义相结合
口语教学
阅读教学
1 平衡准确性accuracy与流利性
fluency原则;
2 兼顾语言意义和语言形式, 1 读写结合,以读带写;
以语言意义为中心开展,确保 2 泛读与精度结合;
一 热身\导入 warming up\lead-in
目的:激发兴趣、建立新旧知识联 系,引出新内容;
一 热身\导入 warming up\lead-in
一 热身\导入 warming up\lead-in
目的:激发兴趣、建立新旧知 目的:引起学生注意、激发兴趣及引
识联系,引出新内容;
起学习动机,导入须具有针对性;
二 pre-reading
目的:帮助学生大概了解本节 课的主题,激活背景信息知 识,激发说的兴趣;
读前教师可提供背景知识或利用图片 引导学生预测文章内容,带领学生解 决单词或让学生提前熟悉有关单词 等;
活动:头脑风暴brainstorm; 情景对话 situational dialogues;猜谜语 guessing riddles
基本技能
1 辨音能力 discrimination 2 交际信息辨别能力 recognizing communicating signals 3 大意理解能力 listening for gist 4 细节理解能力 listening for specific information 5 词义猜测能力 word-guessing; 6 推理判断和预测能力 inferring and predicting 7 记笔记能力 note-taking

教师资格证-(初中)英语-章节练习题-第二章-英语教学知识-第一节-英语教学理论

教师资格证-(初中)英语-章节练习题-第二章-英语教学知识-第一节-英语教学理论

教师资格证-(初中)英语-章节练习题-第二章英语教学知识-第一节英语教学理论[单选题]1.The drill i(江南博哥)n the language classroom derives directly from_______.A.the behaviorist theory of learningB.Chomsky’s workC.cognitive psychologyD.1inguistic psychology参考答案:A参考解析:句型操练是听说法的主要特征之一。

听说法的理论基础是行为主义学习理论,故选A。

[单选题]2.When the teacher asks all the students to do completion exercises,he is organizing_________activity.A.pair workB.whole—class workC.individualD.group work参考答案:C参考解析:教师让全班同学做填空练习,此时是在组织学生进行个体活动。

[单选题]3.When the teacher asks questions, he should do as the following EXCEPT__________.A.Questions that require students to compare, evaluate, or infer should be encouraged.B.Questions should be balanced among different types.C.Questions should be focused on those who can answer them.D.Questions should be closely related to the suggested class lesson plan.参考答案:C参考解析:考查课堂提问。

2023年教师资格之中学英语学科知识与教学能力综合练习试卷A卷附答案

2023年教师资格之中学英语学科知识与教学能力综合练习试卷A卷附答案

2023年教师资格之中学英语学科知识与教学能力综合练习试卷A卷附答案单选题(共45题)1、There are two factors which determine an individual's intelligence.The first is the sort of brain he is born with.Human brains differ considerably,some being more capable than others.But no matter how good a brain he has to begin with,an individual will have a low order of intelligence unless he has opportunities to learn.So the second factor is what happens to the individual--the sort of environment in which he is brought up.If an individual is handicapped environmentally,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.A.Measuring Your IntelligenceB.Intelligence and EnvironmentC.The Case of Peter and MarkD.How the Brain Influences Intelligence【答案】B2、请阅读短文,完成第小题。

A.Teresa Berg,the photographerB.Flash,a12-year old long-haired dachshundC.Director of Dallas-fort Worth Dachshund RescueD.A volunteer photographer in Dallas-Fort Worth Dachshund Rescue【答案】A3、The old lady has developed a__________cough which cannot be cured completely in a short time.A.perpetualB.permanentC.chronicD.sustained【答案】C4、__________the weather,the sports meeting will be held on time.A.In favor ofB.Regardless ofC.Apart fromD.Due to【答案】B5、Which of the following goes against efficient classroom management?A.The teacher plays the main roleB.The teacher provides clear instructionsC.There is discipline as well as harmony in the classD.The students'errors are treated properly【答案】A6、Which of the following may better check students′ability ofusing a grammatical structureA.Having them work out the ruleB.Having them give some examplesC.Having them explain the meaningD.Having them explain the structure【答案】B7、Testing is still a usual means_______which students'progress is measured.A.inB.atC.ofD.by【答案】D8、Cats have the widest hearing range of nearly any mammal”not only can they perceive sound in what we define as the“ultrasonic”range, they can also appreciate all the bass Dr Dre can throw at them.They can swivel their whiskers forwards while hunting to provide a kind of short-range radar.And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces lightback,giving it a second chance to hit a photoreceptor.They see more distinct images per second than we do.A.Reproducing more offspringB.Destroying songbirds’habitatC.Killing the country’s songbirdsD.Beingsuspicious of human beings【答案】B9、Which of the following best describes the relation between night and knightA.metonymyB.homonymyC.antonymyD.hyponymy【答案】B10、HSK and CET are_____.A.Criterion-related norm-referenced testB.Norm-referenced testC.Criterion-referenced testD.Summative test【答案】A11、To assess how well students are able to apply what they have learned in completing a given task,a teacher would use__________assessment.A.performanceB.selfpetenceD.peer【答案】A12、Which of the following is a communicative task?A.Reading aloud the dialogue on page24B.Writing a party invitation to your MendsC.Translating the first paragraph into ChineseD.Making sentences with the expressions given【答案】B13、President Arling has put his long awaited economic restructuring program before the Congress.It provides a coordinateD.program of investment credits,research grants,education reforms,and changes designed to make American industry moreA.a reviewB.a prefaceC.an advertisementD.an editorial【答案】D14、The teacher gives students2minutes to skim a text,and when time is up,he asks students to stop and answer some questions.Here the teacher is playing the role of a(an)__________.A.assessorB.prompterC.participantD.controller【答案】D15、Passage2A.waterB.carbon dioxideC.carbon monoxideD.oxygen【答案】B16、The expression"As far as I know..."suggests that people usually observe the Maximof__________in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner【答案】B17、The word"offend"originally meant"to strike against",but now the word signifies"tocreate or excite anger".This is an exampleof__________.A.meaning shiftB.widening of meaningC.narrowing of meaningD.loss of meaning【答案】B18、请阅读Passage2,完成第小题。

电子商务英语教程5-Business Models of E-commerce

电子商务英语教程5-Business Models of E-commerce

Text B Understanding B2C E-commerce
New words
property n. 财产 intimacy n. 亲密, 亲密的状况 forum n. 提供公开讨论机会的宣传媒介, 如报纸或广播电视的专题讨论节目等 streamlined a. 有效组织或简单化的 linkage n. 联系或关系 prospective a. 预期的 innovative a. 革新的, 创新的 intellectual a. 智力的 proposition n. 提议, 建议 strengthen v. 加强
过渡页
Transition Page
01
第3 页 第3 页
Text A Business-to-Consumer E-commerce
New words
confidently ad. 信赖地, 安心地 improvement n. 改进, 进步 physically ad. 实体上的 promotion n. 促进, 促销 rapidly ad. 快速地 software n. 软件 suitable a. 适合的, 相配的 virtual a. 虚拟的
随着消费者越来越习惯于在线购买产品,其他产品类别 将会越来越nsumer E-commerce
Analysis of sentences
第9 页
Some experts believe that, in the long term, this type of businesses should be more successful than pure e-commerce businesses.
第4 页
Text A Business-to-Consumer E-commerce

英语科目3

英语科目3

教学设计教学内容teaching content / topicThis is a reading /listening/speaking/writing lesson. It talks about+素材的内容教学目标: teaching objectives 、aims (以…模式,通过课堂教学和老师的引导,让学生具体的到什么:答题模板,要联系材料)1.Knowledge objectives: pronunciation/words/structure/function/topic因为目标是要在教学过程major step中体现出来,所以我们选择投topic比较好解决Students will understand the new words/expressions/sentences correctly.Students are able to understand /get to know the concept /topic of the passage/material.2.Ability objectives:reading/listening/speaking/writing skills including theirsubskills, skimming and scanning (阅读的子技巧)听力Students can give the corresponding response through listening.口语Students can express their opinion about-topic by using the target language through discussion / presentation / report阅读students are able to use different reading strategies, such as prediction /skimming /scanning / grasping the details correctly in their reading progress.写作students can write a passage with the certain topic… (topic的内容)3.Emotion objectives:interest(各式各样的活动)/attitude(素材是比较高尚)/confidence(通过学习掌握知识)/cooperation(post-环节中的小组工作)兴趣爱好:students can foster the interest and desire of learning English , and are fond of taking part in kinds of class activities.自信心 students can improve the confidence of learning English, and not afraid of speaking English in public.团队合作cooperation:students can cooperate with other group mates actively, and complete the tasks together.教学目标的原则:以学生为中心:student s can … (以学生能够说出、列举、解释等模式,明确让学生掌握的主要知识点,体现学生的主体地位)符合课程规律和课程标准,内容标准全面(三个目标都写了),具体(具体的知识,而不是用一个related 混过去),可操作性针对性:看准题目说这是什么课程,阅读课就应该针对阅读的目标阶段性和可测性教学目标四要素:a+b+c+d audience behavior content degree教学重难点 teaching key points or difficult pointsKey points: to grasp the main idea and detailed information of …Difficult points: to use the strategies correctly and naturally教学过程 teaching procedure (45’/15-20’)Lead in 导入 + 3P/PWP + summary +homeworkLead in1.时长:不超过5minutes (超过5分钟,违反简短性)2.作用:指向作用激趣作用铺垫作用目的:让学生能够对接下来的内容有一个明确的方向(避免误导学生)激发学生的兴趣为接下来的课程内容做铺垫,方便自然过渡3.原则:针对性原则趣味性原则启发性原则多样性原则简短性原则4. 温故知新法(问一下上次课的内容before)——设置情景导入法(展示图片,播放视频和音乐)——创疑导入法(问有关本节课的问题)——故事导入法Lead in: (4 minutes)At the beginning of the class, teacher shows the photos/pictures/videos of and ask one question: then invite some students to answer the questions. (justification: the picture is vivid and interesting, which can activate class atmosphere/ arouse student’s interest and then make a preparation for the topic today/lead to the topic today naturally.)Justification:必须结合你的教学方式Summary 总结:可以是学生也可以是老师Ask students to act as an assistant teacher to conclude what we have learned today. And then make a summary together.(justification: reviewing the important knowledge in this lesson can deepen the student’s impression and help them form good habits)Homework 作业常规性:复述(retell);make a mind map习题(exercise)改写(paraphrase)实践性: conversation; collect information, debate; survey, discussion布置作业的原则:量的适中性,难度的层次性,内容的针对性,完成的有效性,形式的多样性Retell the passage and make a simple mind map after class.Search more information about +topic and share with other students next class. (justification: mind mapping can help students sort out the course content, while the task of collecting information can help students actively explore more knowledge and information)板书的作用:有助于吸引学生注意力/有助于加强学生的记忆/有示范作用3P / PWP 教学模式3P :presentation + practice + production 用于语言知识性课堂(语法语音词汇)PWP :pre- +while- + post- 用于技术性课堂(听说读写)课程有45minutes / 15-20minutes (不用写lead in ,summary ,homework)教学知识与能力——阅读课教学原则1.材料选取难度适中2.提前向学生展示阅读任务3.阅读课要针对培养学生的阅读技巧4.阅读课是发展学生的阅读策略和阅读技巧,而不是处理一篇阅读5.教师在学生开始阅读前,应该多给学生指导和帮助教学模式1.自下而上模式(the bottom-up model):字母-单词-句子-全文2.自上而下模式(the top-bottom model):背景知识-预测-检测3.交互补偿模式(the interactive-complementary model)两种模式同时进行Put jumbled sentences(凌乱的句子) in order- understanding textual coherence教学知识与能力——听说课教学原则1.与其他技能相结合,尤其是口语技能2.确定听力的适当难度3.把听力过程与文意理解相结合教学模式1.自下而上模式(the bottom-up model):字母-单词-句子-全文2.自上而下模式(the top-bottom model):背景知识-预测-检测3.交互补偿模式(the interactive-complementary model)两种模式同时进行Make inference :推断—work out the writer’s intentionAsk question before listening –increase student’s schemataGist 要旨- decide on the best title for the passage教学知识与能力——口语课口语技能教学活动控制机械性活动controlled and mechanical – accuracy 准确性半控制和半自动化活动 semi-controlled or semi-mechanical开放性和创造性活动 open and creative — fluency 流畅性教学知识与能力——写作课写作教学模式: 3种模式内容导向模式:content-oriented:强调写作前的,多渠道搜集信息过程导向模式:process-oriented:强调写作前的准备,初稿,修改结果导向模式:product-oriented:强调最终的结果,形式和结构注重语法,句法,拼写写作练习方式:控制性写作练习:controlled writing:抄写;填空;完成句子;句型转换指导性写作练习:guided writing: 段落写作;摘要性写作;基于调查问卷的写作交流性写作练习:expressive writing: 周记,日记,描写自己的朋友等万能模板——阅读课阅读前:(Prediction/topic/background/obstacle选择前两个)Major step:Step 1 Pre-reading(3 minutes)(1)show the photos of Mark Twain and his works, and then ask students two questions: ○1 who is mark twain? How much do you know about him?○2 have you ever read any works of mark twain? Which one do you like best, why?Invite students to answer the questions(如果是45分钟的,在lead in的时候已经用了,pre reading环节就不用写)(2)ask students read the title/key words of the passage and predict what the passage will talk about.(justification: the photos can activate the class atmosphere and provide students with someclues to answer the questions. Prediction can arouse student’s curiosity and make a preparation for reading the passage.)阅读中:包括两个子步骤:Global/fast reading和 detailed/careful readingGlobal /fast:skimming(main idea or best title) and scanning (who ,when where 一些基础信息不用仔细找)Detailed /careful:(做细节题)true of false / complete the table/ make a match / question and answer用时最长Step 2 While-reading (12 minutes)(1)Global reading○1skimmingAsk students to read the passage quickly to check their prediction within 3 minutes and then conclude the main idea of the passage.○2scanningAsk students to locate the certain information by reading the passage quickly to answer the following questions:Is mark twain his real name? if not, what’s his real name?What did mark twain do when he work on the steamboat? (从文章中挑选)(2)Detailed readingAsk students to read the passage carefully and do the true or false task:○1(T/F)○2(T/F)○3(T/F)(justification: In this activity, students will comprehend the passage in detail and their reading ability of getting specific information will be improved.)阅读后的活动:Retell discussion survey(make a survey with desk mate) role-play debate Step 3 Post-reading (6 minutes)Group discussion / do a survey: ask students to work in groups of four to discuss the following questions: why do the lives? how does the resembles?After the discussion, several students will be invited to share their answers. Then the teacher makes a conclusion.(justification: This task can arouse students’interest and involve the whole class. Also, by group discussion, their critical thinking and autonomous learning ability can be developed.)万能模板——听说课Major step:Step 1 Pre-listening(3 minutes)(2)show the photos of Mark Twain and his works, and then ask students two questions: ○1 who is mark twain? How much do you know about him?○2 have you ever read any works of mark twain? Which one do you like best, why?Invite students to answer the questions(2)ask students to look at the photos of the passage and predict what the passage will talk about.(justification: the photos can activate the class atmosphere and provide students with some clues to answer the questions. Prediction can arouse student’s curiosity and make a preparation for reading the passage.)Step 2 While-listening(12 minutes)(1)extensive listeningask students to listen to the tape first time to check their prediction within 3 minutes and then conclude the maid idea of the passage.(2)intensive listeningask students to listen to the tape second time and do the true of false task:○1(T/F)○2(T/F)○3(T/F)(justification: In this activity, students will comprehend the passage in detail and their listening ability of getting specific information will be improved.)Step 3 Post-listening (6 minutes)Group discussion: ask students to work in groups of four to discuss the following questions: why do the lives? how does the resembles?After the discussion, several students will be invited to share their answers. Then the teacher makes a conclusion.(justification: This task can arouse students’interest and involve the whole class. Also, by group discussion, their critical thinking and autonomous learning ability can be developed.)万能模板——口语课Step 1 pre-speaking (8 minutes)(1)shows the pictures about and ask students to guess the what the dialogue is mainly about. After two minutes, invite some students to share their answers with the whole class.(3)the teacher explain the meaning and usage of new sentences: where are you from…and invite students to answer the questions of the sentences.Step 2 while-speaking (7 minutes)Ask students to work in group of 4 and have a discussion about topoic (their personal information). They should try to use the words and sentence structures they learn today. (justification:students will have a deeper understanding about the topic and usage ofthe new knowledge, and they can also have more opportunities to express themselves.)Step 3 post-speaking (5 minutes)Invite some students to share their ideas and others make comments.(justification:the comments will help students learn more from others and improve their speaking ability.)万能模板——写作课Step 1 pre-writing (8 minutes)(1)ask students to read the short essay and lead them to find the supporting ideas of “we can learn we all need on the internet.”○1○2○3(2)divide students into groups of four, ask them to discuss about the opposite points, and give detailed information to support their points.(3)lead students to summarize the structure of an argumentation, and ask students to pay attention to the topic sentence, transitional words and supporting ideas.Step 2 while-speaking (7 minutes)Ask students to write an argument and pay attention to the cohesion, logic, choices of words, grammar and punctuation(标点符号)(justification: students can master some writing strategies and complete an argument to express their ideas.)Step 3 post-speaking (5 minutes)(1)organize students to make a self-editing and exchange their writing with their desk mates to do peer-editing.(2)Then invite some students to share their writing and others make comments.(justification:editing can provide a better writing for students. Meanwhile, the comments will help students learn more from others and improve their writing ability.)。

教资英语科目三专业词汇

教资英语科目三专业词汇

中学英语教资科三相关专业词汇整理除了教学设计部分其他词汇认识即可,不需要会拼写,语言教学知识与能力部分自下而上bottom-up model自上而下top-down model交互式教学模式interactive model泛听extensive listening精听intensive listening辨别Discrimination交际信息辨别Recognizing communicating signals听大意Listening for gist听细节Listening for specific information词义猜测Word-guessing推理判断和预测Inferring and predicting记笔记Note-taking配音dubbing角色扮演role play泛读fast/global reading精读careful/detailed reading略读skimming寻读scanning预测prediction猜测意思guessing meanings推理Inferring识别指代关系(Recognizing the Reference)结果导向模式(The Product-oriented Model)过程导向模式(The Process-oriented Model)内容导向模式(The Content-oriented Model)头脑风暴(Brainstorming)思维导图(Mapping)列提纲(Outlining)写初稿(Drafting)自改(Self-editing)互相修改(Peer-editing)订正(Revising)评价(Evaluating)控制性写作(Controlled writing)指导性写作(Guided writing)交流性写作(Expressive writing)系统性原则(Systematic principle)应用原则(Application principle)呈现原则(Presentation principle)文化性原则(Culture principle)词汇选择原则(Word-choice principle)演绎法(deductive)归纳法(inductive)机械训练(Mechanical Practice)替换操练(substitution drills)转换操练(transformation drills)意义性练习(Meaningful Practice)语法翻译法(Grammar-translation Method)直接法(Direct Method)听说法(The Audio-lingual method)认知法(Cognitive Method)交际法(Communicative Language Teaching Approach)视听法(The Audio Visual Approach)情景教学法(Situational teaching method)全身反应法(Total Physical Response,TPR)任务型教学法(Task-based Language Teaching Method) (TBLT)拼图式任务(jigsaw tasks)信息沟活动(information gap tasks)解决问题型任务(problem-solving tasks)选择决定型任务(decision-making tasks)交流观点型任务(opinion exchange tasks)教学设计部分Teaching contents 教学内容Teaching objectives 教学目标Teaching key point and difficult point 教学重难点Teaching methods 教学方法Teaching aids 教具Teaching procedures 教学过程Blackboard design 板书设计Teaching reflection 教学反思Task-based Language Teaching Method(TBLT)(任务型教学法)Communicative Language Teaching Approach(交际型教学法)Situational Language Teaching Method(情景教学法)Total Physical Response(TPR)(全身反应法)Audio-lingual Method(听说法)Cooperative Learning Method 合作学习法Independent/Autonomous(自主的)Learning Method 自主学习法Knowledge objective(s)知识目标Ability objective(s)能力目标Emotional objective(s)情感目标教学实施与评价部分指导者(Instructor)控制者(Controller)评价者(Assessor)组织者(Organizer)提示者(Prompter)促进者(Facilitator)参与者(Participant)研究者(Researcher)资源提供者(Resource-provider)全班活动(Class work)小组活动(Group work)结对活动(Pair work)个人活动(Individual work)开放性问题(open question)封闭性问题(closed question)展示性问题(display question)参考性问题(referential question)直接纠错(Explicit correction)间接纠错(Implicit correction)重述法(Recasting)重复法(Repetition)强调法(Pinpointing)元语言提示法(Metalinguistic feedback)澄清法(Clarification request)启发法(Elicitation)诊断性评价(Diagnostic Assessment)调查与测验(quiz&questionnaire)观察与访谈(observation&interview)形成性评价(Formative Assessment)评价量表(evaluation scale)概念图(concept map)终结性评价(Summative Assessment)口试(oral test)笔试(written test)标准参照评价(Criterion-referenced assessment)常模参照评价(Norm-referenced assessment)个体参照评价(Individual-referenced assessment)成绩测试(Achievement test)水平测试(Proficiency test)潜能测试(Aptitude test)诊断测试(Diagnostic test)常模参照测试(Norm-referenced Tests)标准参照测试(Criterion-referenced Tests)信度(Reliability)区分度(Discrimination)难度(Difficulty)效度(Validity)表面效度(Face Validity)结构效度(Construct Validity)内容效度(Content Validity)教学日志(Teaching journal)叙事研究(Narrative research)行动研究(Action research)语言学部分语言学(Linguistics)Langue & Parole(语言和言语)Prescriptive & Descriptive(规定性和描述性)Synchronic & Diachronic(共时性和历时性)Competence & Performance(语言能力和语言表现)任意性(Arbitrariness)二重性(Duality)创造性(Productivity)移位性(Displacement)文化传播性(Cultural transmission)信息功能(Informative function)人际功能(Interpersonal function)施为功能(Performative function)情感功能(Emotive function)寒暄功能(Phatic function)娱乐功能(Recreational function)元语言功能(Metalinguistic function)语音学(Phonetics)元音(vowels)辅音(consonants)舌头最高部分的位置(position of the highest part of the tongue) 前元音(front vowel)中元音(central vowel)后元音(back vowel)舌头抬起的高度(the height of tongue rising)高元音(high vowel)中元音( middle vowel)低元音(low vowel)长元音(long vowel)短元音(short vowel)圆唇音(rounded vowel)非圆唇音(unrounded vowel)发音方式(Manner of articulation)发音部位(Place of articulation)带声性(Voicing;vibration of the vocal cords)清辅音(Voiceless sound)浊辅音(Voiced sound)爆破音(Stops/Plosives)摩擦音(Fricatives) 塞擦音(Affricates) 鼻音(Nasals)流音(Liquids/Lateral) 滑音(Glides) 双唇音(Bilabial)唇齿音(Labiodental)齿间音(Dental)齿龈音(Alveolar)硬颚音(Palatal)软腭音(Velar)声门音(Glottal)语音变化(Vocal Variety) 连读(Liaison) 失去爆破(Loss of Plosive)不完全爆破(incomplete plosive) 同化(Assimilation)音系学(Phonology)音素(Phone) 音位(phoneme)最小对立体(minimal pairs) 音位对立(phonemic contrast)音位变体(Allophone)互补分布(complementary distribution)自由变体(Free variation)序列规则(Sequential rule)同化规则(Assimilation rule)省略规则(Deletion rule)音节(syllable)重音(Stress)单词重音(word stress)句子重音(sentence stress)语调(intonation)升调(rising tone)降调(falling tone)降升调(falling-rising tone) 升降调(rising-falling tone) 形态学(Morphology)词素(Morpheme) 自由词素(free morphemes)黏着词素(bound morphemes)词根(root)词缀(affix)前缀(prefix)后缀(suffix)中缀(infix)词干(stem)屈折词缀(inflectional affix)派生词缀(derivational affix)词的构成(word formation)复合法(compounding)向心复合词(endocentric compound)离心复合词(exocentric compound)派生法(derivation)创新词(invention) 混成词(blending)截断词(clipping/abbreviation)首字母连写词(initialism)首字母拼写词(acronym)逆构词法(back-formation)类推构词(analogical creation)借词法(borrowing/loanword)语义学(Semantics)外延意义(Denotation)内涵意义(Connotation)同义关系(synonymy)文体(stylistic) 差别地域(dialectal) 差别搭配(collocational) 差别情感(emotive)差别语义(semantic) 差别反义关系(Antonymy)反义词(antonym)的关系等级反义(gradable antonymy)互补反义(complementary antonymy)反向反义(converse antonymy)上下位关系(Hyponymy)一词多义(Polysemy)同音/同形异义(Homonymy)同音异义(homophone)同形异义(homograph)同形同音异义(complete homonym)句子间涵义关系(Sense relations between sentences)X is synonymous with Y (X 与Y 同义)X is inconsistent with Y (X 与Y 不一致)X entails Y/Y is an entailment of X(X 蕴含Y)X presupposes Y/Y is a prerequisite of X(预设关系)X is a contradiction(X 自我矛盾)语用学(Pragmatics)言语行为(speech acts)言内行为/发话行为(locutionary act)言外行为/行事行为(illocutionary act)言后行为/取效行为(Perlocutionary act)直接言语行为(direct speech act)间接言语行为(indirect speech act)会话含义理论(Conversational implicature )合作原则(Cooperative principle)数量准则(The maxim of quantity)质量准则(The maxim of quality)关系准则(The maxim of relevance)方式准则(The maxim of Manner)修辞学(Rhetoric)明喻(Simile)暗喻(Metaphor)转喻/换喻/借代(Metonymy)提喻(Synecdoche)隐喻(Allusion)拟人(Personification)夸张(Hyperbole)矛盾修饰法(Oxymoron)委婉(Euphemism)移就(Transferred Epithet)押韵(Rhyme)押头韵(Alliteration/Initial rhyme/Head rhyme)押尾韵(End rhyme)反韵(Reverse rhyme)准押韵(Assonance)意群(sense group)停顿(pausing)节奏(rhythm)替换(substitution)双关(pun)反语(irony)讽刺(sarcasm)习得假说(The Acquisition-learning Hypothesis)语言输入假说(Input Hypothesis)情感过滤假说(Affective-filter Hypothesis)自然顺序假说(The Natural Order Hypothesis)监察假说(Monitor Hypothesis)语言输出假说(Output Hypothesis)互动假说(Interaction Hypothesis)中介语(Interlanguage)僵化现象(Fossilization)结构型教学大纲(Structural syllabus)功能-意念型教学大纲(Functional-notional syllabus)任务型教学大纲(Task-based syllabus)内容型教学大纲(Content-based syllabus)技能型教学大纲(Skill-based syllabus)体裁型教学大纲(Genre-based syllabus)。

教师资格认定考试初级中学英语模拟题32

教师资格认定考试初级中学英语模拟题32

教师资格认定考试初级中学英语模拟题32一、选择题在每小题列出的四个备选项中选择一个最佳答案。

1. The correct pronunciation of the underlined letter i(江南博哥)n the word "wanna" is ______.A.B.C.D.正确答案:B[考点] 本题考查元音字母的发音。

[解析] “wanna”这个单词的发音是,最后一个字母a发的音。

2. Which of the following correctly describes the English phoneme______A.A voiceless alveolar fricative.B.A voiceless post-alveolar affricate.C.A voiced palatal affricate.D.A voiced alveolar fricative.正确答案:B[考点] 本题考查辅音分类。

[解析] 按发音方式分类,属于塞擦音(affricate);按发音部位分类,属于齿龈后音(post-alveolar);按声带振动与否分类,属于清辅音(voiceless)。

故本题选B。

3. I felt so bad all day yesterday that I decided this morning I couldn't face ______ day like that.A.otherB.anotherC.the otherD.others正确答案:B[考点] 本题考查词义辨析。

[解析] 句意为“昨天一整天我感觉太难受了,所以今天早上我决定再也不能像昨天那样过一天了”。

other“别的,其他的”;another“另一,再一”;the other“两者或两部分的另一个”;others是代词,后面不可以再跟名词。

故B项最符合句意。

4. It was very generous ______ your husband to lend us all that money.A.fromB.ofC.forD.to正确答案:B[考点] 本题考查固定搭配。

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A Content-Oriented Data Model forSemistructured DataTom´a ˇs Novotn´yCzech Technical University,Faculty of Electrical Engineering,Technick´a 2,16627Prague 6,Czech Republic novott2@fel.cvut.czTomáš Novotný Czech Technical University, Faculty of Electrical Engineering Technická 2, 166 27 Prague 6, Czech Republic novott2@fel.cvut.cz Abstract. There are several data models that are capable of handling semistruc-tured data. The best known are OEM, XML DOM, RDF, and the ECMAScript object model. All these models have different purpose. OEM was used by sys-tems for integration of heterogeneous data sources. XML DOM is specified as a programming interface to manipulate XML documents used as a unified me-dium for data exchange. RDF provides primarily a data model for sharing metadata. The ECMAScript object model is widely used to manipulate data in web applications. However, none of these models is intended to be used directly in an interactive way. This paper presents the CO (Content-Oriented) data model, which is designed for users to browse, annotate, and relate pieces of in-formation. It can provide change notifications hence it can be directly used in interactive applications without building an extra object model.Keywords: data entity, data aspect, informed list, informed property1 IntroductionTraditional mainstream databases save data according a schema that describes the context of the data. They usually need to specify the schema in advance. This re-quirement is for certain data very difficult or even impossible to fulfill. It is a case of irregular data or data that structure changes over time [1].Another option is to store data together with a description of its meaning. Such da-ta do not have to be structured according a schema and therefore they are referred to as semistructured data [2]. Data models for semistructured data can be easily used by knowledge management systems or systems for integration of heterogeneous informa-tion sources [3].The existing well-known data models for semistructured data are not intended to be directly used in interactive applications. Programming interfaces around these models are usually based on elaborate query languages that simplify locating and extracting of particular information from these models. However, the more advanced queries can be answered, the more complex systems have to be built to detect changes. Therefore, there is usually no unified support for events that notifies user interface controls when J.Pokorn´y ,V.Sn´a ˇs el,K.Richta (Eds.):Dateso 2007,pp.55–66,ISBN 80-7378-002-X.56Tom´aˇs Novotn´ysomething has changed hence such data models cannot be directly used in interactive applications.This paper describes the CO data model that unlike other data models for semis-tructured data is intended for interactive applications, especially applications that al-low users to browse, annotate, and relate pieces of information. It can be also used for visual manipulation with data stored in other data models or exchange formats for semistructured data like XML or JSON. It is designed to be very simple in order to keep implementation simple.The CO data model has a modular architecture. A core provides very limited func-tionality enabling basic manipulation with data. The core itself is not intended for in-teractive applications as the change notifications are not supported. Nevertheless, it may be used by scripts that are using the same data model. Other features are pro-vided by external modules called extensions. This extensible architecture allows de-velopers to choose particular configuration that will support just required features without unwanted ones. It also enables having various implementations of the same feature in order to enable direct data binding for various user interface toolkits.Other data models for semistructured data and systems for that they were built are described in the second chapter. A design the CO data model and an implementation of a framework for the CO data model are presented in the third and fourth chapters. Conclusions and a future work are given in the last chapter.Work2 RelatedWith the development and growth of the Web [4] in the last decade of the last century there arose a need to extract and integrate data that are available on the Web [5]. At the same time, there was a research project called TSIMMIS whose aim was to create a system for assisted integration of data either structured (e.g. database records), semistructured (e.g. web pages), or unstructured (e.g. plain files) from heterogeneous data sources [6].2.1 TSIMMISTSIMMIS was a joint project between Stanford and the IBM Almaden Research Cen-ter [3]. It had mediator architecture [7] [8] and it basically consisted of four types of core components: translators, mediators, constraint managers, and classi-fier/extractors. Translators were template-based wrappers [9] that converted data from various sources into a common information model. Mediators were information routers that forward queries to particular translators and merge the results [10]. Con-straint managers [11] ensured that the integrated data are consistent. Classi-fier/extractors automatically classified and extracted key properties of resources from the unstructured data sources. They were based on the Rufus system developed by the Almaden Research Center [12].Information between these components was exchanged in a self-describing object model called OEM (Object Exchange Model) [13]. OEM allowed the storing of nested objects. Each object was represented by a structure with four fields: label, type,A Content-Oriented Data Model for Semistructured Data57 value, and oid. The label was a string tag that describes what the object represents. The type was a data type of the object’s value. The value stored the actual data. The oid was a unique identifier of the object.TSIMMIS was not a fully automated system, but rather a tool to assist humans. It provided a graphical user interface component called MOBIE (MOsaic Based Infor-mation Explorer) [14] that allowed users to browse OEM objects and specify queries in an SQL-like language called OEM-QL [13].2.2 LORELORE (Lightweight Object REpository) was a database management system designed to manage semistructured data [1]. It was built on top of the O2 object database [15]. Semistructured data were stored in a modified OEM that was presented in the TSIMMIS project. That version of OEM could be represented as a labeled directed graph where the vertices were objects. There were two types of objects: complex ob-jects and atomic objects. Whereas the complex objects might have outgoing edges to other objects, the atomic objects had no outgoing edges but they contained a value from one of the atomic types (e.g. integer or string).LORE provided a query language called LOREL [16]. LOREL was defined as an extension to OQL (an SQL-like query language for the ODMG model) [17]. LOREL was also later used as a query language for TSIMMIS [8].LORE introduced a DataGuide [18]. The DataGuide was a structure summary of the OEM model that was automatically maintained. DataGuides allowed users to browse the OEM model and formulate queries. They were also used by the system to store statistics and to optimize the queries. The DataGuide itself was an OEM object so it could be stored in and managed by an OEM DBMS.Another feature of LORE was an external data manager [19]. The external data manager allowed users to integrate data from external data sources. The external data were represented by an external object. The external object was stored in the OEM database and it contained both a specification on how to fetch the external data and a cached version of the external data. The wrappers for the external data were reused from the TSIMMIS project.After the emergence of XML, developers of LORE found that data models of XML and OEM were similar. So they decided to modify LORE to serve as a data manage-ment system for XML [20]. The modifications to LORE also required changes to the data model [21].2.3 XMLXML is a markup language designed for data exchange [22]. The data are represented as documents. The XML document is a tree-like structure built from nested tagged elements. Each element can contain data stored as attributes/value pairs or as a plain text. XML also provides a mechanism to create links between elements.There are several ways to extract information from XML documents. None of them can be considered as universal but each is convenient for a particular purpose. One of58Tom´aˇs Novotn´ythe best known is SAX. SAX (Simple API for XML) provides a read-only and for-ward-only event-driven interface [23]. Another read-only interface is XmlReader (not to be confused with XMLReader, the Java interface from the SAX2 library). In con-trast to SAX, XmlReader allows developers to navigate through XML on-demand in the way that is sometimes referred to as a pull model [24]. More sophisticated naviga-tion provides XPathNavigator that enables cursor-like navigation in a XML document powered by XPath expressions [25].There is also a standardized virtual data model for XML called DOM (Document Object Model) that is specified as a programming interface and it is developed to ma-nipulate a memory representation of XML documents [26].2.4 RDFRDF (Resource Description Framework) is a set of specifications [27] that was cre-ated to provide a unified way to share metadata and it can be also used to represent data [28]. Although RDF is more complex than previous models, the data model of RDF can be represented by a collection of triples [29]. Each triple consists of a sub-ject, a predicate, and an object. Predicates are also called properties. Subjects may be URIs or blanks. Predicates are URIs. Objects can be URIs, literals, or blanks. URIs may be used both as references to existing resources and as a global identifiers. Liter-als represent values. They may be plain or typed. Blanks are local identifiers.There are various languages that extend capabilities of RDF. The best known are RDF Schema and OWL. RDF Schema allows users to describe classes and properties [30]. OWL (Web Ontology Language) enables data description using ontologies [31].2.5 ECMAScript object modelThe ECMAScript object model is widely used by web applications to manipulate data [32]. Structure of the ECMAScript is similar to LORE’s version of OEM. The difference between LORE’s OEM and the ECMAScript object model is that objects in the ECMAScript object model have no identifiers and each object can have only a single property with the same name. Multiple values can be represented by a special build-in type of object – an array. The textual representation of this model is some-times referred to as JSON [33]. JSON has similar purpose as XML. There is also a standard ‘ECMAScript for XML’ that adds native XML support to ECMAScript [34].2.6 iDMiDM is an advanced data model that is designed to represent heterogeneous data [35]. iDM is now being developed as a part of a personal information management system iMeMex [36].A Content-Oriented Data Model for Semistructured Data593 DesignAs mentioned in the introductory chapter, this paper describes the CO data model that is designed for interactive applications. This implies that except of developers, the de-sign should also take account of users. There are three elemental requirements: The first is that the data model should be simple because the simplest it would be, the ea-siest the implementation of a framework for the data model would be. The next is that the data model has to be extensible so the developers can use only that parts what they really need. The last requirement is that it should have similar concepts as existing systems for information handling that are widely used by users, so that users do not need to spend time for an extra training.The most famous and widely used system that is used by users to access informa-tion is the Web. The information on the Web is usually stored in a document called a web page. There are two basic ways to access a particular web page: users can either enter the address of the web page or navigate to a particular web page from another web page. Advanced methods include searching by entering a query into a search en-gine or navigating through tags. Tags are usually keywords that are attached to a piece of information. In fact, navigation through tags is mostly a particular form of simple page to page navigation, as tags are usually located within the page.The data model should offer thus similar ways of accessing information as the Web: The data model should allow users to navigate through the data and access the data directly from an address, enable developers to easily create tagging systems, and provide programming interfaces so that specialized search engines can be built or adapted to process search queries.3.1 Data modelThe architecture of the CO data model results from its requirements. The data model consists of items called entities. The entity is a wrapper for data. The data contained in the entity will be referred to as content. In addition to the content, each entity has a type and optionally has references to other entities.The content of an entity can be anything. Entities can store numbers, text docu-ments, multimedia files, an array of objects or other entities, or any other pieces of in-formation. Entities do not need to contain data directly, but they can contain special objects that refer to external data stored in local files, databases, or even remote web sites.The entities’ types have a similar purpose as the labels in TSIMMIS’s version of OEM or the tags in XML, with the difference that labels in OEM and tags in XML are strings but entities’ types are represented by another or, in special cases, the same en-tity. This architecture allows saving common metadata to the entity that represents the type. Metadata can contain both information for humans, such as documentation, and information for machines, for instance specifications of constraints or processing in-structions for manipulation of external data that are referred in the content. The fact that the type of entity A has is entity B can be expressed in RDF by a triple <en-tity:A> <rdf:type> <entity:B>.60Tom´aˇs Novotn´yEntity reference is consists of a key and a value. It is a simplified version of the properties in RDF. Both the key and value of a reference are entities. In contrast to RDF, the value of a reference cannot be a literal. As with the ECMAScript object model, entity can have at most one reference with the same key. As the reference key is an entity, the entity can store metadata that can provide information such as seman-tic meaning, usage constraints, or human-readable documentation. Fig. 1 shows the data model of the entity.Fig. 1. The data model of the entity.Entities can be directly accessed by URIs. However, URIs are not mandatory for enti-ties. An entity without a URI can be accessed by searching or by local navigation.This part described the core part the CO data model. Additional features can be provided as extensions. Following part describes representation of several basic data structures.3.2 Data structuresUnlike RDF or the ECMAScript object model, the CO data model has no direct sup-port for collections. As collections are the most common data structures, this part sketches how to form collections in the CO data model.There are basically two ways to build a collection. The first way is to create a spe-cial data type that represents a collection, so the collection will be stored in the con-tent of an entity. This method allows the storing of any type of collection. It is espe-cially useful for vectors or matrices and it can be likened to containers in RDF or arrays in the ECMAScript object model.The second method uses references to group items in a collection. There are two types of collection that can be formed. The first type includes collections whose entity directly refers to multiple items. Basic examples of such collections are simple or hi-erarchical dictionaries.The other type of collection points directly to just one item. One of the simplest examples is a singly linked list. The singly linked list is usually formed by adding to each item a reference that points to the following item. There can be also a special ob-ject that represents a whole collection. This object has a reference to the first item in the collection. In this scenario, items of a collection do not know in what collection they are contained without an additional reference and they can be usually contained in a single collection.A Content-Oriented Data Model for Semistructured Data61The CO data model enables the creation of specialized singly linked lists where each item can be contained in multiple collections and each item knows what collec-tions it is contained in without additional references. Such linked lists will be referred to as informed lists. The architecture of an informed list is as follows.The entity that represents a collection remains unchanged – it has a reference to the first item. Items also contain references to the next item. However these references are not identified by a general next entity but by the entity of the collection. As each col-lection is represented by a different entity, items have references with different keys and hence they can be contained in multiple collections. Items also know the collec-tions where they are included because this information is stored in the keys of the ref-erences to the next items. Fig. 2 shows an example of an informed list.Fig. 2. Example of an informed list. The list is represented by entity “a list”. It contains three items: “item 1”, “item 2”, and “item 3”. Entity “first” represents a known entity that is used as key that refers to the first item and “none” is another known entity needed to store ref-erence to the owning list in the last item. Entities are represented by boxes, references are ren-dered as solid arrows, and keys of the references are pointed by dashed lines.One possible application for informed lists is a tagging system where each tag is represented by a collection of entities that are tagged by this tag. A tagging system can list all tags for a resource in a constant time without any additional indexes. It can also immediately retrieve an additional resource for each tag. This feature can be use-ful to provide a simple and fast tag-based ‘see also’.Several informed lists can form a multilevel hierarchical structure where descen-dants know their ancestors. One of the possible applications is a system for hierarchi-cal categorization.The idea of informed lists can be also used to construct properties that can have multiple values and that know what objects refer to them. Such properties will be called informed properties. This construct can be conceived as a fusion of informed lists. Each list contains values for a particular property. And the key of the reference to the first value in each list is replaced by a key that will identify the property. An example of informed property is in Fig. 3.62Tom´aˇs Novotn´yFig. 3. Example of informed properties. Entity “an object” has two informed properties: “property A” and “property B”. Property “property A” has two values “value A1” and “value A2” and property “property B” with one value “value B1”.4 ImplementationThis chapter is divided into two parts. The first part outlines the general architecture of a framework that implements the CO data model. The second part describes a pro-totypical implementation to evaluate the CO data model.4.1 ArchitectureAll frameworks for the CO data model should implement the core of the data model. The core was described in the Architecture part of the Design chapter. A core frame-work should provide programming interfaces to access entities and to get and set a type, references, and content. There are no methods to create or delete entities be-cause each URI refers to an existing entity. The consequence is that there is an infinite number of entities. However, only a finite number of entities contain non-default in-formation hence the framework should store only the entities with non-default infor-mation. The entities with default information are called implicit entities and the other entities are called explicit entities. The implicit entities have null content, no refer-ences, and a default type.The minimal framework may implement only a volatile data model. Such a frame-work can be useful, for instance, in applications that use existing web services to store data.Other features are optional and they are not part of the core. They are provided by extensions. There are several types of extensions. One type of the extension is a data aspect. The data aspect is a component that simplifies manipulation with a complex data structure, such as the informed list. The data aspect for the informed list can pro-vide methods to add, remove, or search items. It can enhance the performance by cached backward links or a cached index array for immediate random access.Another type of extension is a data store provider. The data store provider allows loading and saving data to data storages either local (e.g. files, databases) or remoteA Content-Oriented Data Model for Semistructured Data63 (e.g. web services). They can also serve as data adapters between the CO data model and internal object models of other applications.Moreover, interactive applications require knowing when something has changed. This implies enhanced implementation of the core that raises an event if a change oc-curs. The system for event notification may be developed for a certain user interface toolkit so the application developers can directly bind controls to the data model.4.2 PrototypeCurrently, there is a prototype of a framework for the CO data model. It is written in C# [37] and runs on the .NET 3.0 Framework [38] [39]. The data model is imple-mented as .NET Component Model [40]. It was specially developed for the Windows Presentation Foundation [41]. It implements a data aspect for the informed list that caches backward links and an index array to provide faster random access. The data aspect also provides collection-change notifications so it can be bound to standard controls that display collections.The framework supports simple transactions that delays commit and provides roll-back of changed data. There are four data store providers: file system provider, SQL provider, [42] provider, and Berkeley DB [43] provider.4.3 EvaluationThe architecture of the data model allows simple implementation of the data model as .NET Component Model with change notifications. Therefore, application developers can directly bind data to user interface controls. Two-way data binding [44] let them develop applications where users can interactively manipulate data while the develop-ers do not have to build an extra object model and write a glue code to transfer data between data stores and user interface controls.5 ConclusionThe extensible architecture of the CO data model has some advantages and draw-backs. The main advantage is that complex features can be later replaced with a better implementation. However, it can result in several implementations of the same feature and developers have to choose one that best fits their needs, so they may spend extra time analyzing various implementations. This can be avoided, of course, by maintain-ing a list of various implementations with comparisons and use cases.As is mentioned in the introduction, in contrast to OEM, XML, and RDF, the CO data model is intended to be directly manipulated by users through user interface con-trols. Therefore, before a development of other extensions is undertaken, this model must prove that it is really useful and that future work on this model will not be a waste of time. Such proof may be done by building small applications that will help users to organize information from various aspects, such as a system to store personal thoughts or to manage personal data from other applications.64Tom´aˇs Novotn´yIf the data model will be successful, it can be later enhanced by other extensions demanded by users. Some possible extensions might be a change log to enable full undo functionality or allowing users to share their information on a peer-to-peer net-work and letting them specify particular access rights for particular users on a particu-lar set of their information.Acknowledgments. I would like to express many thanks to Christoph Quix, who has taught me to write a paper and with whom I was consulting the content of this paper, and Roger Hughes, who made a deep language correction of the draft. References1. J. McHugh, S. Abiteboul, R. Goldman, D. Quass, J. Widom. Lore: A database managementsystem for semistructured data. SIGMOD Record, 26(3), pages 54-66, 1997.2. P. Buneman. Semistructured data. In Proc. of the 16th ACM SIGACT-SIGMOD-SIGARTSymposium on Principles of Database Systems, pages 117-121, 1997.3. S. Chawathe, H. Garcia-Molina, J. Hammer, K. Ireland, Y. Papakonstantinou, J. Ullman, J.Widom. The TSIMMIS Project: Integration of Heterogeneous Information Sources. 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