exercise1.2

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sheet resistance

Exercise1.2I V −Fig.E1.2Problem:Is there another way to derive the sheet resistance expression?Solution:Consider a sample of thickness t and resistivity ρ.The four probes are arranged as in Fig.E1.2.Current I is injected at probe I +and spreads out cylindrically symmet-ric.By symmetry and current conservation,the current density at distance r from the probe isJ =I 2πrt The electric ﬁeld isE =Jρ=Iρ2πrt =−dV drIntegrating this expression gives the voltage drop between probes V +and V −,located atdistances s 1and s 2from I +asV s 2V s 1dV =−Iρ2πts 2s 1dr r ⇒V s 1−V s 2=V 12=Iρ2πt ln s 2s 1By the principle of superposition,the voltage drop due to current injected at I −isV 34=−Iρ2πt ln s 3s 4 leading toV =V 12−V 34=Iρ2πt ln s 2s 3s 1s 4For a collinear arrangement with s 1=s 4=s and s 2=s 3=2sρ=πt ln (2)V I ;R sh =πln (2)V IExercise 1.3Problem:What does sheet resistance mean and why does it have such strange units?Fig.E1.3Solution:To understand the concept of sheet resistance,consider the sample in Fig.E1.3. The resistance between the two ends is given byR=ρLA=ρLW t=ρtLWohmsSince L/W has no units,ρ/t should have units of ohms.Butρ/t is not the sample resis-tance.To distinguish between R andρ/t,the ratioρ/t is given the units of ohms/square and is named sheet resistance,R sh.Hence the sample resistance can be written asR=R sh LWohmsThe sample is sometimes divided into squares,as in Fig.E1.4.The resistance is then given asR=R sh(ohms/square)×Number of squares=5R sh ohmsLooking at it this way,the“square”cancels.The sheet resistance of a semiconductor sample is commonly used to characterize ion implanted and diffused layers,metalﬁlms,etc.The depth variation of the dopant atoms need not be known,as is evident from Eq.(1.19).The sheet resistance can be thought of as the depth integral of the dopant atom density in the sample,regardless of its vertical spatial doping density variation.A few sheet resistances are plotted in Fig.E1.5versus sample thickness as a function of sample resistivity.Also shown are typical values for Al,Cu and heavily-doped Si.Exercise1.4Problem:For the carrier density proﬁles in Fig.E1.6,do the sheet resistances of thethreelayers differ?Fig.E1.410−3101010310−210−1100101102S h e e t R e s i s t a n c e (Ω/s q u a r e )Thickness (cm)Fig.E1.5Solution:Eq.(1.19)shows the sheet resistance to be inversely proportional to theconductivity-thickness product.For constant mobility,R sh is inversely proportional to the area under the curves in Fig.E1.6.Since the three areas are equal,this implies that R sh is the same for all three cases.In other words,it does not matter what the carrier distribution is,only the integrated distribution matters for R sh .Four-point probe measurements are subject to further sample size correction factors.For circular wafers of diameter D ,the correction factor F 2in Eq.(1.12)is given by 16F 2=ln (2)ln (2)+ln {[(D/s)2+3]/[(D/s)2−3]}(1.20)F 2is plotted in Fig.1.6for circular wafers.The sample must have a diameter D ≥40s for F 2to be unity.For a probe spacing of 0.1588cm,this implies that the wafer must be at least 6.5cm in diameter.Also shown in Fig.1.6is the correction factor for rectangular samples.6The correction factor 4.532in Eq.(1.17)is for collinear probes with the current ﬂowing into probe 1,out of probe 4,and with the voltage sensed across probes 2and 3.For the current applied to and the voltage sensed across other probes,different correction factors obtain.17For probes perpendicular to and a distance d from a non-conducting boundary ,the correction factors,for inﬁnitely thick samples,are shown in Fig.1.7.2It is obvious from the ﬁgures that as long as the probe distance from the wafer boundary is atleastn (x )Fig.E1.600102030400.20.40.60.81F 2D /sFig.1.6Wafer diameter correction factors versus normalized wafer diameter.For circular wafers:D =wafer diameter;for rectangular samples:D =sample width,s =probe spacing.0.511.52F 31, F 32, F 33, F 34d /sFig.1.7Boundary proximity correction factors versus normalized distance d (s =probe spacing)from the boundary.F 31and F 32are for non-conducting boundaries,F 33and F 34are for conducting boundaries.three to four probe spacings,the correction factors F 31to F 34reduce to unity.For most four-point probe measurements this condition is easily satisﬁed.Correction factors F 31to F 34only become important for small samples in which the probe is,of necessity,close to the sample boundary.Other corrections must be applied when the probe is not centered even in a wafer of substantial diameter.16For rectangular samples it has been found that the sensitivity of the geometrical correction factor to positional error is minimized by orienting the probe with its electrodes within about 10%of the center.11For square arrays the error is minimized by orienting the probe array with its electrodes equidistant from the midpoints of the sides.There is also an angular dependence of the placement of a square array on the rectangular。

高中英语必修三教材习题答案及解析【新课标外研社版】

［教材习题研讨］方法点拨INTRODUCTION[P3] Exercise 21.architect2.locatendmark4.writer5.gallery6.scuplture7.ancient[P3] Exercise 31.Paris，Athens2.Barcelona3.Paris4.Paris，Florence，Athens5.Athens[P3] Exercise 4True：1. 2. 5. 7.False：3. 4. 6. 8.FUNCTION[P4] Exercise 21.on2.across3.between4.on5.off[P4] Exercise 41.between2.north3.south4.between5.westGRAMMAR[P5] Exercise 21.Florence is visited by a million tourists each year.2.London was visited by ten million people last year.3.The Mona Lisa was painted by Leonardo da Vinci.4.The Mona Lisa wasn’t painted by Picasso.5.The Great Wall of China was built by thousands of workers.[P5] Exercise 31.No，it isn’t.It is located in Paris.2.No，it isn’t.It is situated on the River Seine.3.No，it isn’t.It is visited by a million tourists on every year.4.No，it isn’t.Athens is known as the birthplace of Western civilization.5.No，it wasn’t.It was built 2400 years ago.GRAMMAR[P7] Exercise 21.are playing2.are having3.lives，live[P7] Exercise 4 辨析词义，准确理解单词，并注意记忆积累，尤其是一个同义的“人”和“语言”形式上的区别。

八年级英语下册1·2单元知识点汇总

Unit 1 What’s the matter?一、基础知识1.What’s the matter? 怎么啦？出什么事情了？【解析】matter/ ' mætə(r)) /n.问题；事情What’s the matter with you?= What’s the trouble with you? = What’s wrong with you?你怎么了？【注】：matter 和trouble 为名词，其前可加the 或形容词性物主代词，wrong 是adj. 不能加the【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with 连用。

即：What’s the matter with sb.? = What’s your trouble?= What’s up? = What happens to sb.?—What’s the matter with you ? —I have a bad cold.2.I had a cold.我感冒了。

have a cold=catch a cold=have the flu感冒have a fever 发烧have a cough咳嗽have a stomachache胃疼，肚子疼have a toothache牙疼have a headache头疼3.身体部位+ache（疼痛）构成新的复合词stomach+ache=stomachachehead+ache=headachetooth+ache=toothacheback+ache=backache后背痛4.much too+ 形容词，意为太...... ，too much+名词，意为很多，大量。

5.enough【形容、副词】足够的/地，enough放在名前后，形副后。

good enough足够好enough money=much money6.lie down躺下，lie 躺，躺着，过去式lay；lie说谎，过去式lied7.maybe ―或许‖，常用于句首，表示可能性，后加句子。

exercise的用法总结

exercise的用法总结一、exercise的基本含义与用法在英语中，动词 "exercise" 是一个非常常见且多功能的词汇。

它可以表示身体活动、进行锻炼，还可以指使命令、思考、使用和执行等意思。

1. 表示身体活动和进行锻炼首先，"exercise" 最常见的用法就是表示身体活动和进行锻炼。

例如：- I love to exercise in the morning to start my day off right.（我喜欢早上锻炼来开始我的一天。

）- They go to the gym every evening to exercise and stay fit.（他们每晚去健身房锻炼以保持健康。

）2. 指使命令或表示执行其次，"exercise" 还可用于表达指使命令或表示执行某种行为。

例如：- The teacher asked the students to exercise caution while working in the chemistry lab.（老师要求学生们在化学实验室里工作时要小心。

）- The company exercised their right to terminate the contract due to breach of agreement.（公司行使了他们终止合同的权利，因为存在协议违反行为。

）3. 表示思考、使用和运用此外，"exercise" 还可用于表示思考、使用和运用某种技能或知识等方面的情况。

例如：- You should exercise critical thinking skills when analyzing complex problems.（当分析复杂问题时，你应该运用批判性思维技能。

）- The detective carefully exercised his reasoning abilities to solve the murder case.（侦探小心地运用推理能力来解决谋杀案。

Exercise 1-2 3

Write on ANSWER SHEET THREE a note of about 50-60 words based on the following situation:One of your foreign friends Ann plans to go sightseeing in China. You have just come back from a place which you think she might enjoy. Write a note to advise her to go to this place.Marks will be awarded for content, organization, grammar and appropriateness.参考April 20, 2013Dear Ann,I heard that you are planning to go sightseeing in China, and I want to recommend you a good place. I just came back from Lijiang, which has beautiful landscape, kind people and interesting custom. Two ethnic minorities are living there, so you can buy many goods made by them and in the riverside bars you can watch shows given by them. You will have a lot of fun there.LilyIt is reported that mental health has become a troublesome issue. The number of people committing suicide is on the rise. You are required to analyze this phenomenon and contribute some suggestions on how to keep psychologically healthy.Write on ANSWER SHEET THREE a composition of about 200 words on the following topic:How to Keep Psychologically Healthy?You are to write in three parts.In the first part, state specifically what your view is.In the second part, provide one or two reasons to support your idea OR describe your idea.In the last part, bring what you have written to a natural conclusion or a summary.Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the instructions may result in a loss of marks.参考How to Keep Psychologically Healthy?Nowadays more and more people are concerned about mental health issue. It is reported that the number of people committing suicide is on the rise. Many of them committed suicide just because of some little frustration such as failing an exam. If they had paid more attention to their mental health, they might not have reacted in such an extreme way.How to keep ourselves psychologically healthy? First, we should adjust ourselves to the new conditions. When we go to a university as freshmen, or go to work in a strange city, we may become nervous because everything is so unfamiliar. The only way out is to adjust ourselves to the new conditions and shake off the anxiety quickly. Second, we should know our-selves well and admit that we are just ordinary people. Knowing that ordinary people may not be good at everything, we can easily accept some small failures in our lives. Third, we should try to share our feelings with friends. By doing this, we are assured that any difficulty can be solved since we are not alone.It is very important for us to be psychologically healthy, and we should pay more attention to our mental health.Write on ANSWER SHEET THREE a note of about 50-60 words based on the following situation:You have heard that your friend, Jim, wishes to sell his bike. Write him a note expressing your interest in it, asking him about its condition and offering a price for it.Marks will be awarded for content, organization, grammar and appropriateness.参考April 20, 2013Dear Jim,I have heard that you wish to sell your bike. At the moment I just need a bike by which I can go to do my part-time job on the weekend. Would you please tell me what color your bike is and how well it works? And is it possible that I buy it at the cost of 50 yuan?MaryHelping strangers used to be considered as a virtue. But nowadays people tend to be very cautious of strangers. They are afraid that helping others can sometimes bring them trouble. What’s your opinion?Write on ANSWER SHEET THREE a composition of about 200 words on the following topic:Should We Help Strangers?You are to write in three parts.In the first part, state specifically what your opinion is.In the second part, support your opinion with appropriate details.In the last part, bring what you have written to a natural conclusion or a summary.Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the instructions may result in a loss of marks.参考Should We Help Strangers?We used to appreciate those who like to help strangers, but nowadays people tend to be very cautious of strangers, because they are afraid that helping others can sometimes bring them trouble. In my opinion, we should try our best to help others in a reasonable way.We should try to help others, no matter they are strangers or not. First, helping others is a virtue, and it will make our society more harmonious. Just imagine what a terrible world it would be if everyone was coldhearted! Second, to some extent, helping others is helping oneself. We may come across some trouble and need others’ help some day. If everyone t urns a blind eye to our trouble and turns a deaf ear to our appeal for aid just because we are strangers to them, what shall we do at that time? Therefore, we should be glad to help others.However, helping others may sometimes bring us trouble or even put us in danger. So when we are helping others, we should also protect ourselves and offer our help in an appropriate way. For example, to help someone who was robbed, calling the police is a much wiser way than chasing the robbers alone.Write on ANSWER SHEET THREE a note of about 50-60 words based on the following situation:Your friend, Ann, just lost her grandmother, and is feeling very sad about it. Write a note to comfort her.Marks will be awarded for content, organization, grammar and appropriateness.Recently some banks extend their business to university campus and offer credit cards to students. A lot of people worry that credit cards may ring harm to students, while others don’t think so. What is your opinion?Write on ANSWER SHEET THREE a composition of about 200 words on the following topic:Will Credit Cards Bring Harm to the Students?You are to write in three parts.In the first part, state specifically what your opinion is.In the second part, support your opinion with appropriate details.In the last part, bring what you have written to a natural conclusion or a summary.Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the instructions may result in a loss of marks.。

Exercise 1&2

14、吃党参和黄芪这些中药草也对此有好处。 15、那些压力过大、易怒的人可能是拥有太多的阳。
16、每个人有时候都会变得疲劳。
17、我很累，头很痛。 18、如果你饿了，你可以吃个苹果。
Unit 2
1.怎么了? 2. (重)感冒 3. 发(高)烧 4. 胃痛 5. 牙痛 6. 头痛 7. 喉咙痛 8. 背痛 9. 躺下休息 10. 热的蜜茶 11. 看医生 12. 看牙医 13.多喝水 14.应该/不该做某事
15.好主意。 16.太糟了。 17.我认为如此。 18.我希望你能尽快好起来。 19.疲劳 20.压力大 21.早点上床睡觉 22.听音乐 23.参加派对 24. 保持健康 25.此刻；现在
7、传统中医坚信要保持健康我们需要阴、阳的平衡。
8、中药在许多西方一些国家很受欢迎。 9、拥有一个健康的生活方式是很容易的，吃均衡的饮食也是很重要的。 10、Jim 昨天发烧。
11、我很遗憾听到这个消息。
12、你喉咙痛吗？不，不痛。 13、他肚子痛，他应该躺下休息，而且在两个小时内不能吃任何东西。
Unit 1
1. 踩滑板 2. 锻炼 3. 几乎不 4. 一周两次 5. 一个月一次 6. 一年三次 7. 一周三或四次 8. 网上冲浪 9. 多久(一次) 10…….的结果 11.活动调查 12. 有某物给某人 13.在周末
14.活跃的;积极的 15.至于;关于 16.垃圾食品 17.想要(某人)做某事 18.对…有好处 / 坏处 19.健康的 20.从学校放学回家 21.饮食习惯 22.大量,许多 23.当然 24.注意健康 25.有健康的生活方式
26.传统中医 27.例如 28.太多… 29.中药 30.吃药 31.在西方国家 32.吃均衡的饮食 33.(对某人来说)做某事很… 34.少数几个/一些

大学视听说welearn答案

大学视听说welearn答案一、引言大学视听说是一门重要的语言课程，旨在提高学生的听力、口语和阅读能力。

本文档将为大家提供welearn平台上大学视听说课程的答案，帮助同学们更好地完成课程任务。

我们将涵盖不同主题的答案，以帮助学生学习和了解课程内容。

二、Unit 11.1 Listening1.1.1 Exercise A1.bagels and cream cheese2.black coffee3.panini4.tea5.donuts1.1.2 Exercise B1.7:00 am2.Studying math and economics3.Reading for a philosophy class4.Studying for a chemistry exam5.Going to the gym1.2 Speaking1.2.1 Exercise A1.I’m interested in learning about different cultures.2.I like watching movies and reading books.3.I enjoy playing sports, especially basketball.4.I’m good at solving puzzles and riddles.5.I’m skilled in playing the guitar.1.2.2 Exercise B1.My favorite subject is English because I enjoy reading and writing.2.I like history because it helps me understand the world we live in.3.Math is my favorite subject because I find it challenging and rewarding.4.I enjoy biology because I find the study of living organisms fascinating.5.I’m interested in psychology because I like understanding human behavior.三、Unit 22.1 Listening2.1.1 Exercise A1.The Asian Art Museum2.Redwood National Park3.The Golden Gate Bridge4.Union Square5.Alcatraz Island2.1.2 Exercise B1.It originated in San Francisco.2.It was built in 1937.3.It connects San Francisco to Marin County.4.The bridge is painted international orange.5.It’s one of the most famous landmarks in the United States.2.2 Speaking2.2.1 Exercise A1.I have visited the Grand Canyon. It was an awe-inspiring experience.2.I have been to New York City. The vibrant atmosphere and iconic landmarks left a lasting impression on me.3.I have traveled to Paris. The art, architecture, and rich history of the city were incredible.4.I have explored Tokyo. The unique blend of tradition and modernity was fascinating.5.I have been to the Great Wall of China. Standing on the ancient structure was a humbling experience.2.2.2 Exercise B1.I would love to visit Rome to explore its rich historyand visit famous landmarks like the Colosseum.2.I would like to go to Rio de Janeiro to experience itsvibrant culture and attend the Carnival celebration.3.I dream of visiting the Maldives to relax on itsbeautiful beaches and snorkel in the crystal-clear waters.4.I hope to travel to the Serengeti in Tanzania to seethe incredible wildlife and witness the Great Migration.5.I plan to visit the Great Barrier Reef in Australia toadmire its biodiversity and go scuba diving.四、总结本文档提供了welearn平台上大学视听说课程的答案，涵盖了不同主题的听力和口语练习。

Exercise Two(1)

Exercise TwoDirections: Listen to the following passages carefully and try to fill in the missing words. You will hear the passages only once.1. Focus on the Main IdeaListening and reading require many skills in common. Finding the main idea in a paragraph is just one of these skills. The purpose of this talk is to discuss what a main idea is and how to (1) the main idea. Perhaps the best way to understand the main idea is to think of it as the (2) idea, or the most important idea which gives the paragraph purpose and (3) . That is to say, when you are trying to find the main idea, you are actually thinking about the purpose of the given paragraph: Is it to (4) you about something, to explain, to narrate? Or is it to (5) , to argue, to persuade, etc..? When you get the right answer for yourself, you are likely to have got the main idea.The main idea of a paragraph is usually (6) in what is called a topic sentence. More often than not, the topic sentence is the first sentence of a paragraph. It is followed by other sentences, containing supporting (7) . When a difficult idea is discussed or when the purpose of the paragraph is to (8)and convince, the topic sentence is sometimes placed at the end of the paragraph. If a paragraph has an (9) main idea, it does not have a stated topic sentence. The main idea is (10) at by the sentences in the paragraph as a whole.2. Don’t Attempt to Write Too MuchNote taking is a very (1) skill. But it is essential in listening. It helps us organize facts and retain concepts for later use. Taking good notes requires us to do two things quickly. First, to recognize the main topics; and second, to write down the important details and (2) examples as we hear and understand. In other words, our note-taking should keep (3) with the speaker‟s thinking process.The general principle for note taking is to (4) the language by shortening the words and sentences that we hear. It is important to remember that we should not attempt to write too much. That is to say, we should learn to write the (5) to give sufficient meaning. And we should also learn to choose an (6) time to write the notes quickly and lay them out clearly. Some commonly used Latin(7) are often very useful in note taking. For example, cf. --- compare or compare with; i.e.--- that is; e.g. --- for example; and etc. --- et cetera, and so on.One way to take notes of dialogues or conversations is to write down different speakers‟words in separate spaces, such as separate (8) or lines. This will help us (9) up each speaker‟s views and opinions correctly. Of course, note taking is a highly (10) skill. So we should make constant efforts to develop good ways of note taking which are effective and suitable to ourselves.3. Be Careful with NumbersQuick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prices, temperatures, time and dates are all closely (1) with the use of numbers. Besides, numbers also play a very important part in (2) programs such as scientific stories, statistics update, and reports about ongoing events of various kinds. Although identification of numbers in (3) is usually easy, number identification through listening proves to be a big problem for many people. In actual listening, weare often required to get the numbers immediately after we hear them. And failure to get a correct number, sometimes a mere mistake in (4) , can seriously affect the understanding of the whole story and therefore cause severe (5) . The differences between million and billion, “teen‟s”and “ty‟s” are so great that no one can simply afford to ignore them.Numbers are sometimes read in different ways. For example, “seventeen point five million” or “seventeen million five hundred thousand” can also be read as “seventeen and one half million.” (6) training in numbers can help us get familiar with these different yet still regular ways of number (7) . For easy reading and writing, numbers of more than four digits are often separated by (8) into groups of three digits each. For example, 1,234,567 is one million, two hundred and thirty-four thousand, and five hundred and sixty-seven. Saying numbers over to yourselves after you hear them can increase your (9)to numbers. Numbers are all around us. Let us practice with numbers and learn to be (10) at numbers.4. How Is It Being Said---Formal or Informal LanguageA distinction is sometimes made between “formal” language situations and “informal” language situations. For example, a difference exists between a formal lecture and an informal (1) between friends. A lecture or a public address is expected to consist of relatively (2) speech. The language is more (3)than would be heard in informal conversation. Most lecturers and public speakers plan in advance what to say, and may have notes, or even a complete text, to guide them through the speech. The language they use tends more towards written language than that used in ordinary everyday talk. Their language is “formal” in contrast with the "informal" language of (4) produced speech.Unfortunately for the language learner, the division is not as neat as this. Frequently, for example, a lecturer delivering a very formal lecture (5) to informal language when making an aside or recounting an anecdote. Or a person describing a (6) matter to a friend over coffee may switch in and out of formal and informal styles. A doctor, for example, talking to a friend about his medical condition will probably describe the condition in fairly formal language and then go on to explain it in more informal language. Between the (7) , a range of formality or informality exists. This depends on the social setting, the relative ages and status of the speaker and listener, their attitudes to each other and the topic, to what extent they share the same (8) knowledge, and so on.Many language learners have limited experience of English language in informal situations. In their lessons they tend to use formal language. They have particular difficulty when switching to informal language within a formal situation. For the foreign language learner, (9) the importance of these scattered informal(10) is a problem. Therefore, focusing not only on what is said, but also on how it is being said, is an important listening skill.5. Making Use of Them--- Signals and FillersA speaker has many ways to indicate that he or she is moving from one point to another, or giving an example, or repeating a point, or whatever. To a language learner these signals can easily be (1) . Lecturers, for example, in a formal situation generally show clearly when a new point begins. They use expressions like "Secondly..." or "Then...". They may pause or make a (2) or move slightly. A change to a new point is often made by increased loudnessor a change of pitch. In spontaneous conversations, a different (3) indicates a new idea or the repeating of something the listener already knows. Students need to learn to listen to and watch the speaker for the "signals" in order to (4) the various parts of a speech.Pauses in speech give the listener time to think about what has been said and to relate it to what has gone before. Beginning students find it easier to listen to speakers who make long pauses between the "bits" of their utterances. Pause (5) depends on the speaker‟s speech habits, on the behavior and reactions of those listening, and on the speaker‟s (6) to work out what to say next. Long (7) in speech are often filled with sounds or expressions such as “er...”, “erm...”, “and er ...” sim ply to avoid long silences, which are thought to be (8) in English conversation. A good idea is to explain the use of these “fillers”, particularly to speakers of languages where long silences are a normal conversation feature. They can then (9) them and know that fillers such as “er”, “erm”, “and er...” are not part of the (10)message.6. Letting Things Go---Speed and VocabularyMany English language learners believe that the greatest difficulty with listening comprehension is that the listener cannot (1) how quickly a speaker speaks. They feel that the utterances disappear before they can sort them out, whereas the words in a written text remain on the page where the reader can (2)back at them or re-examine them thoroughly. This frequently means that students who are learning to listen cannot keep up. They are so busy working out the meaning of one part of what they hear that they miss the next part. Or they simply ignore a whole section because they fail to sort it all out quickly enough. Either way, they (3) .Another difficulty is that the listener is not always in a (4) to get the speaker to repeat what has been said. And, of course, repeats cannot be asked for when listening to the radio or watching television.Choice of vocabulary is in the hands of the speaker, not the listener, although in some circumstances it is possible to stop the speaker and ask for (5) . Sometimes, listeners can get the meaning of a word from its context. But very often, for people listening to a foreign language, an unknown word can be like a suddenly dropped (6) causing them to stop and think about the meaning of the word and thus making them miss the next part of the speech. In listening, it really is a case of “He who hesitates is lost!”Indeed, (7) to listen to what is coming, and letting things that have passed go rather than dwelling upon them, often gives surprising good results. Speakers often say things more than once, or rephrase them, or another speaker echoes what has been said. The listener who has not “stopped” to dwell on a half-missed point gets a second, or even third chance to fill the (8) in the message he or she is receiving.Students need to develop the skill of keeping up with the speaker (even being ahead of the speaker) even if this means letting parts which they have failed to sort out (9) . Professor H. H. Stern says that the good l anguage learner is the one who “can tolerate vagueness and (10) of knowledge.” This is especially true of good listeners.7. Thinking Ahead of the Speaker--- Anticipation HelpsListening is an extremely complex (1) activity. In this book Principles and Implications of Cognitive Psychology, Neisser defines listening as a “temporally extendedactivity” in which the listener “continuously develops more or less specific readiness for what will come next.” In other words, an effectiv e listener is constantly setting up a hypothesis in his mind, and also, he is constantly testing his hypothesis by (2)it with what he has heard in reality. If he hears what he has expected, he receives the information. But if what he hears is totally out of his expectation, he fails to get the message.The skill to anticipate what is coming in listening comprehension depends largely on the listener‟s (3)with the theme of the message. It also depends on the listener‟s (4) of the speaker as well as the setting. Obviously, when we listen to something that we already have some information about, it is generally a lot easier for us to take in the new information. Therefore, (5) preparation seems to have a big role to play in enhancing listening comprehension. Before actual listening, we could perhaps first give some thought to the topic, discuss it with others, read some (6) materials and do some vocabulary work. If we could make ourselves fully (7) for the forthcoming talks or lectures, we are more likely to become effective listeners.Of course, (8) beforehand is not at all enough. Active thinking must take place all the way through. In fact, we should always try to think ahead of the speaker. The ability to anticipate helps us in (9) and intelligent guesswork. It does not only enable us to know generally what a person is going to talk about in a certain situation, but also, interestingly enough, sometimes even exactly what a person‟s next (10)is going to be in a discussion!8. You Just Can’t Remember So Much ---Learn to Select, Learn to SimplifyAt a certain stage of English listening, some students may report a kind of unpleasant or even (1)experience. They say that while listening, they seem to understand everything that they hear, but as soon as the voice stops, all is gone! They say that they just can‟t remember what they heard, not to mention writing down or speaking out. What causes this problem? Is it also your complaint?Let us try to discuss the matter from two perspectives. First, knowing some difference between comprehension and (2) is important. When we learn a new language, we usually pass through at least three communication stages, namely, the one-way stage, the (3) two-way stage and the full two-way stage. Obviously, there‟s a gap between. Just as Brown and Terrell point out in their books on language learning and language teaching. “The (4) to produce an item should not be taken to mean that the learner cannot comprehend it.” Therefore, if we can comprehend what is being said to us, we have achieved the first (5) . That‟s quite encouraging! Secondly, of course, we‟ll have to move on. And we must be aware of some possible traps on our way to effective listening. When we listen, are we paying equal attention to every element in each utterance? Are we attempting to memorize and repeat and write down all the details in a passage? If so, we need to think for a while. Human memory can retain only a limited amount of information at a time. Therefore, only by learning to select and (6) can we possibly absorb what is really important and then remember what is the most (7) . In fact, when we listen, we usually listen with a purpose. Although it is sometimes necessary to get detailed and specific information on the subject, it is, more often than not, quite enough for us to (8) the key words and the main points. Furthermore, in the course of listening, if we are capable of (9) the complicated sentence structures into simple ones, interrogative into affirmative, or passive into active, our brain will certainly do amuch (10) job in helping our memory.9. Represent the Ideas Clear and Clean--- OutliningOutlining is a method of (1) and organizing ideas. It is a skill very useful to language learners when they are taking lecture notes, reading, or writing a paper. In listening, the skill of outlining reflects, to a certain extent, the listener‟s ability in understanding how the facts or ideas, or the (2) pieces of information are related to one another.People generally use a system of Roman numerals, Arabic numbers, and letters to show relationships. There is a kind of standard form for using these (3) to show which ideas are most important. The symbols used, in order of (4) importance, are Roman numerals ( I , II, III, ...) , capital letters (A, B, C, ...) , Arabic numbers (1, 2, 3, ...) , and numbers in parentheses [ ( 1 ) , (2) , (3) , ... ].The placement of the topics on paper is also important. The most important items are entered farther to the left. (5) items are entered farther and farther to the fight. Headings of (6) importance are indented the same distance from the left margin. The purpose of this indentation is to make each idea easy to see and also to show just how it is (7) to the ideas before and after it. No (8) is needed at the end of an idea unless it is written as a (9) sentence.Outlining, as a fairly comprehensive and effective method in language learning, certainly deserves our attention and (10) , particularly for advanced listeners.The blank form of an outline looks like this:I.A.B.1.a.b.2.C.II.A.1.2.B.C.10. The "Inverted Pyramid" in News ReportingBroadcasting news in English has some particular (1) , such as its style, its structure, the choice of words, and the logical order of presentation, etc.The standardized narrative (2) in news reporting is often called the "inverted pyramid". That is to say, the most important information is usually included in the news lead. And a news lead, in a sense, is also a condensed form of a complete news story. Each (3) sentence becomes less significant, providing further information on the “who”, “what”, “where”,“when” or …how”.If we want to sum up a certain news item, we can take words from either inside or outside the news stories. We can say, for example, “this news is about somebody‟s (4) onsomething”, or “it‟s about the (5)between country A and count ry B”.Other words such as (6) , remarks, attitudes, analysis can also be very useful.Apart from current news, radio reports on some breaking-throughs in science and technology also help update our knowledge about the world. However, vocabulary has proved to be a problem that often (7)our understanding of the new information. Therefore, in order to enhance our ability in listening, words that frequently appear in some popular science programs should be carefully studied. Besides, if we have a close examination of the (8) reports, we may find that they are often divided into different parts or paragraphs on the “(9) ”, the “test or experiment procedures”, the“observa ti ons”, the “findings or results” and so on. Thi s kind of knowledge also helps us in following the (10) developments in science.Key to Exercise 21. Focus on the Main Idea( 1 ) recognize ( 2 ) central ( 3 ) direction (4) inform ( 5 ) compare(6) stated (7) details (8) persuade (9) implied (10) hinted2. Don't Attempt to Write Too Much(1) complex (2) supporting (3) pace (4) reduce (5) minimum(6) appropriate (7)abbreviations (8)columns (9)sum (10)personal3. Be Careful with Numbers( 1 ) linked ( 2 ) broadcast ( 3 ) print ( 4 ) digit ( 5 ) losses(6) Intensive ( 7 ) presentations (8) commas (9) sensitivity (10) good4. How Is It Being Said -- Formal or Informal Language(1) chat (2) well-organized ( 3 ) structured (4) spontaneously(5) switches (6) complicated ( 7 ) extremes ( 8 ) background(9) judging (10) utterances5. Making Use of Them -- Signals and Fillers(1) missed ( 2 ) gesture ( 3 ) intonation (4) connect(5) length ( 6 ) need ( 7 ) gaps ( 8 ) embarrassing(9) recognize (10) essential6. Letting Things Go -- Speed and V ocabulary( 1 ) control (2) glance ( 3 ) fail (4) position( 5 ) clarification (6) barrier ( 7 ) determination ( 8 ) gap( 9 ) pass ( 10 ) incompleteness7. Thinking Ahead of the Speaker -- Anticipation Helps( 1 )communicative (2)matching (3)familiarity (4)knowledge( 5 ) pre-listening (6) related (7) orientated ( 8 ) readiness( 9 ) logical ( 10 ) utterance8. You Just Can't Remember So Much -- Learn to Select, Learn to Simplify( 1 ) frustrating ( 2 ) production ( 3 ) partial (4) inability( 5 ) goal ( 6 ) simplify ( 7 ) essential ( 8 ) grasp( 9 ) turning (10) smarter9. Represent the Ideas Clear and Clean -- Outlining( 1 ) classifying ( 2 ) scattered ( 3 ) symbols (4) decreasing ( 5 ) Lesser (6) equal ( 7 ) related ( 8 ) punctuation ( 9 ) complete ( 10 ) practice10. The "Inverted Pyramid" in News Reporting( 1 )characteristics (2)procedure (3)succeeding (4)view( 5 ) relationship ( 6 ) comments ( 7 ) hinders ( 8 ) experiment (9) subjects (10) latest。

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1.Linda worked for the Minnesota Manufacturing and Mining Company,______ as 3M.A. knowingB. knownC. being knownD. to be known2. The disc, digitally ________ in the studio, sounded fantastic at the party that night.A. recordedB. recordingC. to be recordedD. having recorded3.Don’t use words, expressions, or phrases _______ only to people with specific knowledge.A. being knownB. having been knownC. to be knownD. known4. The flowers _______ sweet in the botanic garden attract the visitors to the beauty of nature.A. to smellB. smellingC. smeltD. to be smelt5.As is known to us all, traveling is ______, but we often feel ______ when we are back from travels.A. interesting; tireB. interested; tiringC. interesting; tiringD. interested; tired2. Hearing the ____ news, we all felt ___.A. encouraging, encouraging,B. encouraged, encouragedC. encouraged, encouragingD. encouraging, encouraged. From the dates ______ on the gold coin, it is confirmed that was made five hundred years ago.A. markingB. markedC. to be markedD. having been marked4. The _______ look in her face suggested that she _______ it before.A.surprising, wouldn’t knowB.surprised, hadn’t knownC.surprising, hadn’t knownD.surprised, shouldn’t know5. The man ______ there is my uncle.A. seatB. seatingC. to seatD. seated6.The first textbooks ______ for teaching English as a foreign language came out in the 16th century.A. having writtenB. to be writtenC. writtenD. being written7、Most of the artists to the party were from South Africa.A.invitedB.to inviteC.being invitedD.had been invited8、The Olympic games , in 776 BC, didn't include women players until 1912.A.first playingB.to be first playeC.first playedD.to be first playing9、As we joined the big crowd I got ____ from my friends.A. separatedB. sparedC. lostD. missed10.From his ____ look on his face, the price of meat must have risen.A. disappointedB. disappointing11. He hung up the phone with a ____ smile on his face.A. satisfiedB. satisfying12. Judging from her ____ face, she must be in trouble.A. puzzledB. puzzling13. The ____ parents are not ____ with their ____ son.A. disappointingB. disappointedC. satisfied14. In some Muslin countries, women do not _______their faces in the public.A. revealB. uncoverC. exposeD. disclose15. The boy is often found _____in reading books.A. absorbsB. is absorbedC. absorbingD. absorbed16.___to complete the job on time, they set out to work immediately.A. DeterminedB. Be determinedC. Having determinedD. To be determined17. Don’t trust such people ___ praise you to your face.A. whoB. thatC. whichD. as18. The students expected ____ more reviewing classes before the exam.A. there to beB. there areC. there beingD. there to have19. You shouldn’t keep silent when ____A. speakingB. spoken toC. spokenD. speaking to20. The storms did a lot of _____and caused some______.A. damage, deathsB. damages, deathsC. damage, deathsD. damages, death21. With a lot of difficult problems_____, the newly-elected president is havinga hard time.A. settledB. settlingC. to settleD. being settling22. After being ____,he was told he was suffering from cancer.A. checkedB. testedC. examinedD. treated23. The way he suggests to us doesn’t make______A. differenceB. opinionsC. useD. sense24. The Group of Eight (G8) ______ the eight richest countries in the world.A. is consisted ofB. is made upC. consists ofD. consists in25. ______ no need to worry about her, for she is always careful.A. There isB. It isC. We areD. That is26. ______ the little girl can speak four foreign languages.A. Much to our surpriseB. To our much surpriseC. Great to our surpriseD. To our greatly surprise27. They will go to Guangzhou by plane ______ by train.A. in place ofB. instead ofC. insteadD. take the place of28. It is reported that a province has ______ to form a new state.A. broken downB. broken upC. broken awayD. broken out29. The building was named Ford Hall ______ a man named James Ford.A. in need ofB. in memory ofC. in charge ofD. in search of30. ______ impressed me most was his honesty and bravery.A. ThatB. AllC. WhoD. What31. The pilot asked all the passengers on board to remain ______ as the plane was making a landing.A. seatB. seatingC. seatedD. to be seating。