sample paper
PET听力原文cambridge-english-preliminary
PAUSE 5 SECONDS
Rubric:
3 – What present will the girl give Luisa?
Boy:
What have you got for Luisa’s birthday tomorrow? I saw some lovely flowers in the supermarket . . .
PAUSE 2 SECONDS
Rubric:
There are seven questions in this part. For each question there are three pictures and a short recording. For each question, choose the correct answer (A, B or C).
Girl:
Well I am, but I’ll never be as good as you, Jake.
I don’t know why you gave it up . . . Anyway, I’m thinking of changing to the violin. Everyone says that teacher at school’s really good.
Boy:
Actually not this time. I was wondering if you could get me a newspaper. Not the one Dad gets,
but one called the Daily Herald – there’s an article in it about motorbikes which will be useful for a project I’m doing at school.
印刷行业英语专业词汇
玻璃纸
MG tissue paper雪梨纸
bluelies 蓝粉/蓝纸 CIF 到岸价
blueprints 蓝粉/蓝纸 clamshell blister 贝壳胶盒,像贝壳一样可以对扣的胶盒（双泡壳）
Blues 蓝粉/蓝纸 clay coated news back 粉灰咭(CCNB)
Board
咭纸
leaflet
小折张/单张/折页
memo pad /blotter
记事簿
leaves
对页
metal color
金属墨
length 长 metallic 金属的
lettershop
人封邮寄服务/人信
metal plate
铁片
Lid
盒盖
millboard
版纸
library bound
图书式装订(一般指分衬加白杨布﹑
correst grain 跟纹/顺纹 export 出口
corrugated E-flute box
坑盒
exported carton
出口纸箱
corrugated paper 瓦楞纸/坑纸 eyelet 鸡眼
courier
速递
fancy paper
花纹纸
cover
封面
feather
毛绒
cover drawn on 反封面 Figure/iconograph/illustration 图表/插图
adhesive tape single
单面胶纸
box
盒
advance copies 新书样本/船头版 Brazil 巴西
after-press
印后
Brochure/booklet/pamphlet/handbook
paper sample - 副本
Research on the Loneliness in The Scarlet LetterBy09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)09-1，Song Bo (宋博No.01)A paper submitted in partial fulfillment ofthe requirements for literature classto the College of Foreign LanguagesHebei United UniversityOctober 2011A BSTRACT摘要Nathaniel Hawthorne was a quite renowned American writer in the 19th Century, who is also the representative of American romanticism. His stories displayed a psychological insight into moral isolation and human emotion, therefore he was honored the writer of psychological romanticism. Nathaniel Hawthorne was a fairly productive writer; many of his works were very influential to the world, especially to the academy world.------(作者简介)The Scarlet Letter is typically the works that created great influence in the world then and now. From the time it was published, people have begun to research on it. They make the research on different themes embodied in it: the author’s religious belief, the symbolism writing skill, the conflicts between nature and the people. However, on the loneliness aspect, it is quite few discussed and research. This paper mainly will discuss the loneliness in the novel, and probe 探查into the loneliness contained in the four main characters, as well the loneliness displayed by the symbolism.KEY WORDS:Loneliness Symbolism Nathaniel Hawthorne The Scarlet Letter摘要纳撒尼尔·霍桑是美国十九世纪杰出的作家，是美国浪漫主义小说创作的代表。
纸业专业英语词汇翻译(S2)
纸业专业英语词汇翻译(S2)纸业专业英语词汇翻译(S2)纸业专业英语词汇翻译(S2)spark recording paper 电火花记录纸special book paper 盲人书籍纸special impregnating paper 胶膜纸specialty paper 特种纸spinning paper 纸绳纸split color paper 单一颜色纸张sponge paper 海绵状纸spool parchment paper 红羊皮纸spot carbonized paper 局部炭粉涂布纸spot crown paper 饮用麦管用纸square paper 方格纸square rule paper 方格纸stabilization process paper 稳定处理照相纸stabilized paper 调湿纸stained paper 压光机染色的纸张stamp paper 邮票纸stamped paper 印花票用纸standard cover paper 标准封面纸starch paper 淀粉试纸stay paper 箱角补强纸steel engraver's paper 钢凹版印刷纸steel engraving paper 钢凹版印纸刷steel plate paper 板压光泽纸stencil paper 誊写蜡纸stenotype paper 速记打字用纸stereo (type) paper 铅字铸模纸sterilisable paper 杀菌纸sticky fly paper 灭绳纸stratified paper 层压纸straw paper 草浆纸stretchable paper 伸性纸strip chart paper 刻度记录纸带strip film paper 醋酸纤维素涂布感光纸styrene paper 聚苯乙烯合成纸sugar paper 包糖纸sulfate paper 牛皮纸sulfite paper 亚硫酸盐浆袋纸sulphate paper 牛皮纸sulphite paper 亚硫酸盐浆纸supercalendered paper 超级压光处理的纸张supplement paper 增刊用纸；附页用纸surface coated paper 表面涂布纸；表面涂料纸surface sized paper 表面施胶纸surfaced paper 光泽纸surgicak dressubg paper 外科医疗用纸，外科绷带synthetic paper 合成纸synthetic fiber paper 合杨纤维纸salt removal process 碱回收脱盐法sappi process sappi氧气漂白sca-billerud process sca-billerud亚硫酸钠废液回收法self-regulating process 自动调节过程semi-chemical process 半化学浆制造法simon-cusi process simon-cusi蔗渣制浆法sivola process sivola两级蒸煮soda process 烧碱法（制浆），苏打法（制浆）soda-anthraquinone process 蒽醌烧碱法制浆soda-aq process 蒽醌烧碱法制浆solvay process solvay甲醇法制备二氧化氯sonoco sulfite recovery process sonoco（亚硫酸盐废液）铝酸钠回收法sprout-waldron process s.w.冷碱法制浆steam stripping process 汽提法（除臭）stone process 磨石磨木浆法stora process stora两级蒸煮stora-brite process s.b.亚硫酸钠半化学浆的制备sulfate process 硫酸盐法（制浆）sulfite process 亚硫酸盐法（制浆）sulfite recycle process （亚硫酸钠废液）硫化物循环回收法sveen (glue) process 纤维飘浮回收法semichemical pulping 半化学浆法制浆sivola pulping sivola法两级蒸煮soda pulping 烧碱法制浆，苏打法制浆soda additive pulping 带添加剂烧碱法制浆soda-anthraquinone pulping 蒽醌苏打法制浆soda-aq pulping 蒽醌烧碱法制浆soda-oxygen pulping 氧碱法制浆sodium base bisulfite pulping 亚硫酸钠法制浆solvent pulping 溶剂法制浆stora pulping stora两级蒸煮sulfate pulping 硫酸盐法制浆sulfite pulping 亚硫酸盐法制浆sawdust pulp 木屑浆，锯末浆sereened pulp 筛后浆料semi-bleached pulp 半漂浆semi-chemical pulp 半化学浆semi neutral pulp 中性盐半化学浆sheet pulp 浆板shiny pulp 粘状浆short fibered pulp 短纤维浆sisal pulp 波罗麻浆，西沙罗麻浆slime pulp 腐浆slow (draining) pulp 粘状浆slurry pulp 纸浆悬浮液slush pulp 液体浆soda pulp 浇碱法纸浆，苏打浆soda-anthraquinone pulp 蒽醌烧碱法纸浆soda-aq pulp 蒽醌烧碱法纸浆soda-chlorine pulp 碱氯法纸浆soft pulp 软浆softwood pulp 针叶木浆spoelalty pulp 特种浆spinning pulp 人造丝浆steamed pulp 褐色磨木浆strained pulp 筛后浆料straw pulp 草浆strong pulp 高强度纸浆sulfate pulp 硫酸盐浆sulfite pulp 亚硫酸盐浆synthetic pulp 合成浆sabai grass 印度草saccharic acid 糖（二）酸saccharide 糖类saccharification 糖化作用，糖化水解saccharin(e) 糖精saccharinic acid 变糖酸，糖精酸saccharolytic 变糖的saccharose 蔗糖saddle （打浆的）山墙safe load 安全负荷safety belt 安全带safety cock 安全阀safety code 安全规程safety engineering 技术保安safety equipment 安全设备safety factor 安全系数safety measures 安全措施safety paper base stock 安全纸原纸safety regulations 安全规则，安全规章，安全制度safety rules 安全规则safety sereen 防护屏障safety stripe 安全带safety technique 安全技术safety valve 安全阀sal soda 十分（含）碳酸钠sales book manila 帐薄用马尼拉纸salinity 盐浓度，含盐量salle 精选工段，选纸工段sallon-tree (salix) 柳属salt cake 芒硝salt cake makeup 补充芒硝salt cake rotary screen 芒硝回转筛salt wash 盐（水）洗（涤）salt water 盐水salting out tank 脱盐槽saltpeter 硝石，钾硝，硝酸钾salvage 废旧，回收的salvage of waste paper 废纸回收sammeld ruck 套色印刷sample 试样，样品；取样sample card 样本卡片sample card bristol 样本卡纸sample cup 取样量杯sample plot （植林试验）标准地sample preparation 样品制备sample sheet 纸样sampler 取样器sampling cock 取样旋塞，取样阀sampling well 取样井sand bed 砂层；（过滤池）砂床sand blower 喷砂嘴sand cateher 捕砂器sand filter 砂滤器，沙滤池sand jet blower 喷砂嘴sand papering machine 砂纸加工机sand-pine (pinus clausa sargeut.) 沙松separator 捕砂器；捕砂沟separator-stone 磨石separator table 沉砂盘，除砂盘separator trap 沉砂盘，除砂盘separator well （打浆机）除砂沟sanders 砂纸sanitary dishes （卫生）纸盘sanitary napkin 妇女卫生纸sap 汁液；树汁sap peeling 割树汁；割树脂sapling 幼树saponifiable 可皂化的saponification 皂化（作用）saponification number 皂化值saponifier 皂化剂saponify 皂化saponifying agent 皂化剂saponin 皂角甙sapwood 边材sassafra (sassafras) 檫树属sassafras (sassafras officinale nees et eberm.) 美洲檫树satin cap 缎面装饰单面光包装纸satin finish 施釉；光泽装饰satin white 缎白saturate 饱和saturated 饱和的saturated steam 饱和蒸汽saturating felt 油毡纸saturating machine 浸渍性能saturating properties 浸渍性能saturating test 浸渍试验saturation 饱和度saturation bonding 浸渍结合saturation properties 饱和性质saturation value 饱和值saveall 白水回收装置，白水回收机savalla saveall savalla飘浮白水回收装置scraper saveall 刮板式白水回收机sedimentation (type) saveall 沉降式纤维回收机sveen pederson (flotation) saveall s.p.飘浮式纤维回收机saveall box 白水槽saveall pan 白水盘saveall tray 白水盘saw 锯saw blade 锯条，锯片saw-log 制材用原木saw lumber 成材，制材，锯材saw mill 制材厂saw mill refuse 制材厂废屑，制材厂废料saw mill refuse chipper 板皮削片机saw mill residue 制材厂废料，板皮saw mill waste 制材厂废料；废材saw sharpener 圆锯磨刀机saw teeth 锯齿saw wed 锯片sawdust 锯末sawer 锯木工sawing 锯木sawing machine 锯床sawn tree 成材seab （压光）浆块斑点（纸病）sca-billerud process sca-billeruc高温热解法回收scaffold bridge 踏板scalding water 热水，烫水scale 秤；比例尺；刻度；尺度；规模；结垢scale off 片落，鳞落scaling 结垢scan standard 北欧标准，scan标准scanning 扫描scanning beam 扫描射束scanning electronic microscope 扫描电子显微镜scanning period 扫描周期scanning sensor 扫描头，扫描传感器scarification 割树皮scariform perforation plate 梯状多孔板scattering 散射scattering coefficient 散射系数schamotte brick 粘土质耐火砖schedule 程序scheduling 编制程序；编目录scheid tester scheid平滑度测定仪schibbye fractionator schibbye纤维分离器schiff's reagent （检验醛类）schiff试剂schopper folding tester sxhopper耐折度测定仪schopper-riegler beating degree tester 肖伯尔打浆度（测定）仪，s.r.打浆度仪schopper-riegler freeness s.r.游离度schopper-riegler freeness tester s.r.游离度测定仪schopper torsion meter schopper扭力仪schulz stain （鉴定磨木浆用）schuz染色剂schweitzer's reagent schweitzer铜氨溶液试剂sclerenchyma 厚壁组织sclerenchyma fiber 厚壁纤维sclerenchymatous cell 厚壁细胞scleroid cell 厚壁细胞sclerometer 硬度计sclerotic cell 石细胞scoop 勺，提浆勺scoop wheel 提浆翻斗score 划线score bond 记分册用厚纸score break 断痕score cut 纵切score cutter 压切式纵切刀score type slitter 压切式纵切机scoreability 折曲性能scored 折叠的scoreline 折曲线scorer 折叠机；划线机scoring 折曲；折叠；抓痕（纸病）scotch pine (pinus sylvestris l.) 欧洲赤松scotehban 氟碳与铬络合胶（3mco.产品，商业名称）scoot bond 高级证券纸scoot former scott真空圆网成形装置scour 消除；洗刷，洗涤scouring 净化，提纯；冲洗；（毛毯）脱脂scouring water 洗涤水；污水scrap 碎屑，残渣scrap board 钢笔画用纸板scrap iron 废铁scraper 刮板scraper conveyer 刮板运输机scraper drainer 刮板脱水机scraper knife 刮刀scratch 刮痕scratch board 钢笔画用纸板screen 筛；屏障；网状干毯screen analysis 筛分析screen angle （涂布机）网部倾斜度screen classification 筛分析screen cut 筛缝screen cylinder 筛鼓screen fractionation 筛分（作用）screen plate 筛板screen printing 网目印刷screen room 筛选工段screen room foreeman 筛选工长纸业专业英语词汇翻译(S2) 相关内容:。
造纸英文
safety paper base stock 安全纸原纸safety regulations 安全规则，安全规章，安全制度safety rules 安全规则safety sereen 防护屏障safety stripe 安全带safety technique 安全技术safety valve 安全阀sal soda 十分（含）碳酸钠sales book manila 帐薄用马尼拉纸salinity 盐浓度，含盐量salle 精选工段，选纸工段sallon-tree (Salix) 柳属salt cake 芒硝salt cake makeup 补充芒硝salt cake rotary screen 芒硝回转筛salt wash 盐（水）洗（涤）salt water 盐水salting out tank 脱盐槽saltpeter 硝石，钾硝，硝酸钾salvage 废旧，回收的salvage of waste paper 废纸回收sammeld ruck 套色印刷sample 试样，样品；取样sample card 样本卡片sample card bristol 样本卡纸sample cup 取样量杯sample plot （植林试验）标准地sample preparation 样品制备sample sheet 纸样sampler 取样器sampling cock 取样旋塞，取样阀sampling well 取样井sand bed 砂层；（过滤池）砂床sand blower 喷砂嘴sand cateher 捕砂器sand filter 砂滤器，沙滤池sand jet blower 喷砂嘴sand papering machine 砂纸加工机sand-pine (Pinus clausa Sargeut.) 沙松separator 捕砂器；捕砂沟separator-stone 磨石separator table 沉砂盘，除砂盘separator trap 沉砂盘，除砂盘separator well （打浆机）除砂沟sanders 砂纸sanitary dishes （卫生）纸盘sanitary napkin 妇女卫生纸sap 汁液；树汁sap peeling 割树汁；割树脂sapling 帅树saponifiable 可皂化的saponification 皂化（作用）saponification number 皂化值saponifier 皂化剂saponify 皂化saponifying agent 皂化剂saponin 皂角甙Sapwood 边材sassafra (Sassafras) 檫树属sassafras (Sassafras officinale Nees et Eberm.) 美洲檫树satin cap 缎面装饰单面光包装纸satin finish 施釉；光泽装饰satin white 缎白saturate 饱和saturated 饱和的saturated steam 饱和蒸汽saturating felt 油毡纸saturating machine 浸渍性能saturating properties 浸渍性能saturating test 浸渍试验saturation 饱和度saturation bonding 浸渍结合saturation properties 饱和性质saturation value 饱和值saveall 白水回收装置，白水回收机Savalla saveall Savalla飘浮白水回收装置scraper saveall 刮板式白水回收机sedimentation (type) saveall 沉降式纤维回收机Sveen Pederson (flotation) saveall S.P.飘浮式纤维回收机saveall box 白水槽saveall pan 白水盘saveall tray 白水盘saw 锯saw blade 锯条，锯片saw-log 制材用原木saw lumber 成材，制材，锯材saw mill 制材厂saw mill refuse 制材厂废屑，制材厂废料saw mill refuse chipper 板皮削片机saw mill residue 制材厂废料，板皮saw mill waste 制材厂废料；废材saw sharpener 圆锯磨刀机saw teeth 锯齿saw wed 锯片sawdust 锯末sawer 锯木工sawing 锯木sawing machine 锯床sawn tree 成材seab （压光）浆块斑点（纸病）SCA-Billerud process SCA-Billeruc高温热解法回收scaffold bridge 踏板scalding water 热水，烫水scale 秤；比例尺；刻度；尺度；规模；结垢scale off 片落，鳞落scaling 结垢Scan standard 北欧标准，Scan标准scanning 扫描scanning beam 扫描射束scanning electronic microscope 扫描电子显微镜scanning period 扫描周期scanning sensor 扫描头，扫描传感器scarification 割树皮scariform perforation plate 梯状多孔板scattering 散射scattering coefficient 散射系数schamotte brick 粘土质耐火砖schedule 程序scheduling 编制程序；编目录Scheid tester Scheid帄滑度测定仪Schibbye fractionator Schibbye纤维分离器Schiff's reagent （检验醛类）Schiff试剂Schopper folding tester Sxhopper耐折度测定仪Schopper-Riegler beating degree tester 肖伯尔打浆度（测定）仪，S.R.打浆度仪Schopper-Riegler freeness S.R.游离度Schopper-Riegler freeness tester S.R.游离度测定仪Schopper torsion meter Schopper扭力仪Schulz stain （鉴定磨木浆用）Schuz染色剂Schweitzer's reagent Schweitzer铜氨溶液试剂sclerenchyma 厚壁组织sclerenchyma fiber 厚壁纤维sclerenchymatous cell 厚壁细胞scleroid cell 厚壁细胞sclerometer 硬度计sclerotic cell 石细胞scoop 勺，提浆勺scoop wheel 提浆翻斗score 划线score bond 记分册用厚纸score break 断痕score cut 纵切score cutter 压切式纵切刀score type slitter 压切式纵切机scoreability 折曲性能scored 折叠的scoreline 折曲线scorer 折叠机；划线机scoring 折曲；折叠；抓痕（纸病）scotch pine (Pinus Sylvestris L.) 欧洲赤松Scotehban 氟碳与铬络合胶（3MCo.产品，商业名称）Scoot bond 高级证券纸Scoot former Scott真空圆网成形装置scour 消除；洗刷，洗涤scouring 净化，提纯；冲洗；（毛毯）脱脂scouring water 洗涤水；污水scrap 碎屑，残渣scrap board 钢笔画用纸板scrap iron 废铁scraper 刮板scraper conveyer 刮板运输机scraper drainer刮板脱水机scraper knife 刮刀scratch 刮痕scratch board 钢笔画用纸板screen 筛；屏障；网状干毯screen analysis 筛分析screen angle （涂布机）网部倾斜度screen classification 筛分析screen cut 筛缝screen cylinder 筛鼓screen fractionation 筛分（作用）screen plate 筛板screen printing 网目印刷screen room 筛选工段screen room foreeman 筛选工长screen slot 筛孔screened tender 筛浆工sereenability 筛选性能screened stock 已筛浆料，细浆screened yield 筛选得率，细浆得率screening reject 筛渣screenings 筛渣，浆渣screenings refiner 筛渣再磨机screenman 筛浆工，精选工screw 螺旋；螺杆，螺丝；螺钉screw conveyer 螺旋输送机screw conveyer trough 螺旋输送机底槽screw driver 螺丝起子，螺丝刀，改锥screw elevator 螺丝提升机screw feeder 螺旋喂料器screw press 螺旋压榨screw press for dehydrating bark 螺旋式树皮压榨机screw press washer 螺旋型传感器screw type sensor 螺旋型传感器serim 粗布，麻布Scripset 马来酐与苯乙烯共聚物script 低质书写纸scroll （动物皮胶）皮屑scrub oak (Quercus ilicifolia wangenheim) 冬青叶栎scrub pine (Pinus virginiana L.) 威忌州松scrubber 洗涤器，洗涤塔scrubbing tower 洗涤塔scuff resistance 起毛抗阻性；耐擦性能scuff test 耐擦性试验scuffing （纸张）起毛scum 浮渣；去除浮渣scum mark 油（脂）斑（点）（纸病）scumming 印刷版面沾污，糊版scumming roll 电动调向辊scurf resistance 耐磨强度scutching 梳打seal 封贴；密封seal pit 封闭纹孔seal tank 水封槽sealability 胶粘性sealant 胶粘剂sealer 胶粘器；密封器sealing 密封；封贴zinc oxide paper 氧化锌静电复印纸zinc oxide paper 氧化锌静电复印纸zeo-karb process （软化水）离子交换法zeolite process （软化水）离子交换法Zimmerman process Zimmerman废液湿燃烧法Z direction Z向Z direction strength Z向强度zeeil tensile strength Z向抗张强度zeolite 沸泡石zero adjustment 调零zero point 零点zero span breaking length 零距裂断长zero span tensile strength 零距抗张强度zeroing 调零zero span tensile tester 零距抗张强度测定仪zexon 高密度聚乙烯合成纸zine chloride 氯化锌zine finish 锌版装饰zine hydrosulfite 亚硫酸氢锌zine liner 锌衬里zine oxide 氧化锌zine oxide bath 氧化锌槽zine plate finish 锌版装饰zine stearate硬脂酸锌zine sulfate 硫酸锌zine sulfide 硫化锌zine sulfide pigment 硫化锌颜料zincate solution test 锌酸盐溶液试验zirconium compound 锆化合物zayme 酶zymo-chemistry 酶化学xymohydrolysis 酶解，发酵zymosis 酶解作用，发酵作用zymurgy 酿造学yellow straw paper 草浆制成的黄色纸张yoshire paper 薄页纸yellow straw paper 草浆制成的黄色纸张yoshire paper 薄页纸yellow straw pulp 黄色草浆yellow way-bill copying tissue 黄色货运发票用纸Yankee dryer 单烘缸，杨克式烘缸Yankee machine 单烘缸造纸机Yankee tissue machine 单烘缸薄页纸机，杨克式薄页纸机Yano (type) dirt comparison chart （日本）野纳尘埃度对比图yard 英码；林场；工场yardage 纸张长度（以英码计）yarder 木材堆垛机yardman 堆垛工yarn 纱；细胶yeast 酵母yeast dryer 酵母干燥机yeast growing tank 酵母繁殖槽yeast separator 酵母（离心）分离器yellow birch (Betula lutea Michx.) 红桦yellow fir (Pseudotsuga) 黄杉属yellow fir (Pseudotsuga taxifolia Britt.) 花旗松yellow oak (Quercus velutina Lam.) 黄栎yellowing 返黄，回色yew (Taxus brevifolia Nutt.) 短叶紫杉yield 得率，收获率；（纸板）紧度yield determination 得率测定yield of counter 计数器效率yield of screened pulp 细浆得率yield point 屈服点yield table 得率表yield value 起始值；起始切变；塑变值yoke 叉架Young's modulus 杨氏模量YP yield point 屈服（软化）点的缩略语YI yellow index 返黄值；返黄指数的缩略语YINGE 河南银鸽投资股份有限公司司标的缩写（上市公司）X ray paper X光感光纸Xerograph paper X光感光照相纸X photographic paper 间接法静电复印纸，晒静电复印纸X ray paper X光感光纸X ray photographic paper X光感光照相纸Xerograph paper 间接法静电复印纸，硒静电复印纸X ray X射线，伦琴射线X ray analysis X射线分析X raydiagram X射线图X ray diffraction X射线衍射线干涉图X spectrometer X射线分光计X-Y recorder 座标记录器xanthagenate 磺酸盐xanthate 黄原酸盐xanthation 黄原酸化（作用）xanthator 磺化装置xerographic printer 静电印刷机Xerox xopy 电子复制文件xylan 聚木糖，多木糖xylem 木质部xylem cell 木质细胞xylem fiber 木质纤维xylem parenchyma 木薄壁组织xylem ray 木射线xylematic element 木质细胞xylene 二甲苯xylene sulfinate 亚硫酸二甲苯xylitol 木糖醇xyloisosaccharinic acid 异木糖酸xylonile 赛璐珞xylose 木糖X-Y recorder 座标记录器white water chest 白水槽，白水池white water clarifier 白液澄清器white water distributing head tank 白水分配高位槽white water pan 白水盘white water piping 白水管道white water pump 白水泵white water storage 白水槽，白水池white water tank 白水槽white water tray 白水盘white water treating equipment 白水处理装置white water treatment 白水处理whiteness 白度whitening 增白，显白whitening agent 增白剂whites 白色破布whiting 白垩whole log barker 长木剥皮机whole log chipper 长木削片机whole stuff 成浆wicking 毛细管现象wicking test 吸水试验wide angle refiner 大锥度磨浆机wide grained wood 横纹木材width 宽度；幅宽Wicner reaction 伟氏反应wild formation 云彩花wild-looking sheet 呈现云彩花的纸张wild sheet 呈现云彩花的纸张wildness 云彩花现象Williams freeness tester Williams游离度测定仪willow (Salix) 柳属willow 破布除尘器willower 破布除尘器willowing machine 破布除尘器Willstatter lignin 盐酸木素winch 绞车wind direction 风向wind fall 风倒木wind screen 筛分机winder 复卷机winder trim 复卷机切边winder welts 卷纸纵向折子（纸病）winder wet （复卷后出现）纵向皱纹（纸病）winder wrinkles 卷取皱纹（纸病）winderman 卷纸工winding 卷纸；复卷winding drum 卷纸缸winding machine 卷纸机winding off spindle （复卷机）卷取轴winding roll 卷纸辊winding shaft 卷纸轴winding tightener 复卷机张紧辊windlass 卷扬机，绞车window paster 糊窗纸windshield towel 汽车前窗试擦纸Winestock machine Winestock废纸脱墨装置wing duster 翼式除尘器wing nut 蝶式螺母wing roll 辊刀切纸机的翼辊Winkler-Oeman test W.O.亚硫酸盐蒸煮液总酸测试法wiper 拭擦器；拭擦布wite （铜）网，造纸网wite baling 铜网包装wite brush 刷网工具wite changing 换网wite cleaner 洗网装置wite cloth 铜网，造纸网wite-covered table roll 复网案辊wite direction 纵向wite dolly 铜网预张器wite draw 铜网牵引力wite drum 网鼓wite end 网部wite frame 网案架wite guide (roll) （铜网）校正辊wite guiding 校正铜网wite leading roll 导网辊wite life 铜网寿命wite life extender 铜网寿命延长剂wite loading 网上加填料wite lying machine 换网机；铜网接头机wite roll （换网用）撑网辊筒wite marks 网印，网痕（纸病）wite mesh 网目wite mould 网笼wite part 网部wite pit 网下白水坑wite return roll （铜网）转向辊wite roll 导网辊wite screen 网筛wite section 网部wite side 网面，反面wite sieve 滤网wite speed 网速wite spot 网痕（纸病）wite stitcher 缝网器wite stretch roll （铜网）张紧辊wite suction roll 网部真空吸水辊wite table 网案wite trimming roll 铜网导辊，导网辊wite tying machine 包线机wite washing shower 冲网喷水管wite welding 焊网wite width 网宽wood alcohol 甲醇，木醇，木精wood anatomy 木材解剖学wood assortment 材种wood block 木段wood cell 木材细胞wood cellulose 木材纤维素wood chemistry 木材化学wood chips 木片wood consumption 木材消耗量wood core 木芯，木筒芯wood depot 贮木场wood element 木材纤维细胞wood farm 林场wood fiber 木纤维wood fiberboard 木材纤维板wood filling 垫木；嵌木wood-free 不含磨木浆wood grain 木（材）纹（理）wood grinder 磨木机wood grm 树胶wood handing 原木运搬wood hydrolysis 木材水解wood land 林地，森林wood lot 小块林地wood manila 含磨木浆的马尼拉纸板wood meal 木粉wood measurement 木材量积wood parenchyma 木薄壁纤维wood particle 小木块wood pecker 除节机wood pile 原木垛wood plastic combination 塑料贴面木材wood preparation 备木，调木wood preparation department 备木车间wood preservation 木材防腐wood preservative 木材防腐剂wood preserving 木材防腐wood properties 木材性质wood products 木材制品wood pulp 木浆wood pulp wadding 木浆絮；木浆填充物wood ray 木射线wood refuse 废木料wood reservoir 水上贮木场wood resin 木材树脂wood room 调木车间wood rosin 木松香wood sorter 选木工wood species 材种wood spirit 木精，甲醇wood stack 原木垛wood stave 木制排气管wood stone interface 木石界面wood storage 贮木场wood structure 木材结构wood sugar 木（材）糖wood supply 木材供应wood tissue 木材组织wood tar 木焦油wood vinegar 木醋酸wood volume 材积wood waste 废材wood wool 木丝；上等锯末wood yard 贮木场wooden core 木芯wooden pipe 木管wooden plug 木栓，木钉wooden spoke 木制轮辐woody 木质的；含磨木浆的woody cell 木质细胞woody fiber 木质纤维woof 纬线wool 羊毛wool felt （羊毛织的）毛毯woolen 毛织品；呢绒；羊毛制的woolen dry felt 干燥毛毯work bench 工作台work pressure 操作压力work reliability 使用可靠性work safety 作用安全性work temperature 操作温度worm conveyer 螺旋运输机worm drive 蜗轮传动worm felt roll 毛毯伸展辊worm knotter 螺旋式除节机worm press 螺旋压榨机worm roll 舒展辊，麻花辊worming 条痕（纸病）wound heartwood 假心材wound roll 卷筒wound rotor (type) motor 绕线式电机wound wood 病害木材wove 织法；网印（纸病）wove dandy (roll) 网目水印辊wove dandy reel 网目水印纸卷wove mould 圆网笼woven felt 毛毯woves 布纹纸wrapper 包装纸wrapper roll 卷筒包装纸wrapping 包装wrapping machine 包装机wrapping manila 马尼拉包装纸wringer (roll) 挤水辊wrinkle 摺子（纸病）writing bristol 光泽厚书写纸writing quality 书写性能wrong side （纸幅）反面，（纸幅）网面WORLD PULP AND PAPER 《国际造纸》编辑部双月刊WVTR water vapor transmission rate 水蒸汽传递速度的缩略语WP wood pulp 木浆的缩略语WLC white-lined chipboard 白浆衬里的粗纸板的缩略语WL white ledger 白色账薄纸的缩略语WFMT wet fluorescent magnetic particle test 湿荧光磁粉实验的缩略语WAS waste-activated sludge 废活性污泥的缩略语WESTERN PULP 加拿大“西部纸浆”牌漂白硫酸盐针叶木浆浆纸专业词典W系列3weatherability 风化性能weathering 风化weathering resistance test 耐风化试验veave 编织weaving 编织web 纸幅web break 断头web calendered 纸幅压光，湿压光web embossing 纸幅印花web feeding 领纸web glazing 纸幅压光web guide 导纸web news 卷筒新闻纸web of paper纸幅web of fiber 纤维幅web offset printing 轮转胶版印刷web profile 全幅均匀度；全幅质量web sizing 表面施胶web spreader 纸幅舒展辊web tension 纸幅张力web tension control 纸幅张力控制web threader 领纸纸条web transfer 递纸web turner 纸幅转向辊webing 纸条；交织weddings 高光泽卡片纸wedge 楔；楔入weddings bristol 高光泽卡片纸wedge method (for sampling pulp) （纸浆取样）楔取法weed tree 野生树weft 纬线weft wire 铜网纬线weft yarn 纬线weftless felt 无纬毛毯weigher 过秤员；衡重器weighing hopper 衡重漏斗weighing scale conveyer 称量传送带weight average 重量帄均，重均weight of green wood 鲜材重量weight ratio 重量比weight scaling 按重量计算材积weightometer 重量计，自动秤weir 堰welded digester 焊接蒸煮锅welded joint 焊缝welding 焊接well-beaten stock 打浆优良的浆料well bufted 良好磨光well-closed formation 组织均匀well-conditioned 妥善调整well-formed sheet 组织均匀的纸页well sized 优质施胶Wellstatler lignin 氢氟酸木素welt 烂边（纸病）western hemlock (Tsuga heterophylla Sarg.) 加州铁杉western larch (Larix occidentalis Mutt.) 美国落叶松western red cedar (Jhuja plicata Don) 美国西部侧柏wet 湿的；粘状wet and dry bulb temperature 干湿球温度wet beaten 粘状打浆的wet beater 粘状打浆机wet beating 粘状打浆wet board former 湿抄机wet board former with twin cylinders 双圆网湿抄机wet board machine 湿式纸板机wet box （压光机）水槽wet broke 湿损纸wet bulb temperature 湿球温度wet bulb thermometer 湿球温度计wet bursting strength 湿纸耐破强度wet calender stack 湿式光泽机wet cleaning 湿法净化wet crepe 湿法起皱wet cyclone 湿式旋风除尘器wet disintegrator 湿浆离解机wet draw 湿部牵引力wet embossing 湿纸幅印花wet end 湿部wet end additive 湿部添加剂wet end chemistry 湿部化学wet end efficiency 湿部（生产）效率wet end finish 湿部装饰wet end furnish 湿部配比，浆料配比wet felt 湿毛毯，湿毯wet finish 湿部装饰wet fourdrinier (board) machine 长网湿抄机wet lapped 湿抄wet lay system 湿法制造wet machine 湿抄机wet machine tender 湿抄工，湿抄机操作工wet mat 湿磨木浆wet mechanical 湿磨木浆wet method 湿法wet method of depithing 湿法除髓wet modulus 湿弹性模量wet mullen 湿纸耐破度wet nonwoven fabrics 湿法无纺布wet paper web 湿纸幅wet part 湿部wet pick 润湿粘附性能wet pick-up (felt) 湿领纸（毛毯）wet pickup 湿涂层量wet press 湿压榨wet pressing 湿压榨wet printing 湿式印刷wet refining 精磨wet relief 放气分离液wet relief liquor 放气分离液wet room 精选工段wet room foreman 精选工长wet rub 湿润磨擦阻抗wet rub quality 湿耐磨性能wet rub resistance 湿耐磨性能wet rub strength 湿耐磨强度wet rub test 湿耐磨性测定wet sheet taker 领纸装置，湿纸幅承接器wet spinning 湿法纺丝wet steam 湿蒸汽wet streaks 湿条痕，湿筋（纸病）wet strength 湿强度wet strength agent 湿强度剂wet strength broke 湿强损纸wet strength paper sack 湿强纸袋wet strength retention 湿强度留着wetstrengthening resin 增湿强树脂wet tensile (strength) 湿抗张强度wet tensile test 湿抗张强度试验wet tensile tester 湿抗张强度仪wet trim 湿纸边wet up 润湿wet web 湿纸幅wet web pickup 湿纸幅传递，领纸wet web strength 湿纸幅强度wet weight 湿重wet wood 湿材wet wrinkle 湿皱纹wetness 润湿度；粘状wteness tester 润湿度测定仪wettability 可湿性wetting 润湿wetting agent 润湿剂wetting time 润湿时间WFPL chip quality WFPL木片筛分性质wheat straw 麦草wheel pit 磨木机浆坑whipper 打水板whisk 刷；小帚white-alder (Almus incana Moohch.) 白桤木white bark pine (Pinus albicaulis) 美国白皮松white bark pine (Pinus burgeana Zucc.) 白皮松white birdch (Betula populifolia Marsh.) 白桦white box cover 白色箱面纸white carbon 白色复写纸white fir (Abies concolor) 白冷杉white fir (Abies grandis Lindl.) 大冷杉white groundwood白色磨木浆white liquor 白液white liquor clarifier 白液澄清器white liquor mud 白泥white maple (Acer Saccharinum L.) 糖槭，银槭white mill blanks 白色纸边white mud 白泥，白液沉渣white mud thickener 白液沉渣洗涤器white oak (Quercus alba L.) 白栎white paper tag 白色标签纸white pine (Pinus strobus L.) 美国五叶松white poplar (Populus alba L.) 银白杨white rot 白色腐朽white size 白色（松香）胶white spruce (Picea alba Link.) 银白云杉white spruce (Picea glauca Voss.) 白云杉white tag riber 白色标签纸用纤维white vat-lined 白色挂面纸板white water 白水。
TKT官方模拟试卷-module-3-sample-paper
TEACHING KNOWLEDGE TESTMODULE 3Managing the teaching and learning processTest 4Time 1 hour 20 minutesINSTRUCTIONS TO CANDIDATESDo not open this question paper until you are told to do so.Write your name, centre number and candidate number on your answer sheet if they are not already there.Read the instructions for each part of the paper carefully.Answer all the questions.Read the instructions on the answer sheet.Mark your answers on the answer sheet. Use a pencil.You must complete the answer sheet within the time limit.At the end of the test, hand in both this question paper and your answer sheet.INFORMATION FOR CANDIDATESThere are 80 questions in this paper.Each question carries one mark.PV5*Copyright © UCLES 20212For questions 1 – 6, look at the teaching activities and the three sentences listed A, B and C.Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT.Mark the letter of the sentence (A, B or C) which is NOT appropriate to the teaching activity on your answer sheet.1 conveying meaningA So pedestrian collocates with crossing.B So if he feels cheerful, he’s happy, OK?C So a cathedral is like a large church.2 elicitingA Could you remind me what’s happened in the story so far?B Could you put down your pens and listen to the story, please?C Could you tell me the names of the three characters in the story?3 promptingA Mmm ... yes ... that’s right, homework is due in tomorrow, please.B A footballer ... a boxer ... a dancer ... So for someone who plays golf?C Good try. Think of another animal which likes to look for food at night.4 providing a reason for doing a taskA This task will help you to practise the adjectives we looked at last week.B This task is the kind of task you’ll be doing in the school-leaving exam.C Do your best on this task. Ask me if anything in it is unclear.5 giving an instructionA Take two minutes to write down as many questions as you can.B OK, so can you finish please in two minutes’ time.C This video clip lasts for two minutes.6 asking learners to read for gistA Read the text for a minute and then tell me the main idea.B Read the text and tell me the meaning of the words on the board.C Read the text and tell me if the writer agrees with the idea of recycling.For questions 7 – 13, match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments listed A – H.Mark the correct letter (A – H) on your answer sheet.There is one extra option which you do not need to use.Teacher’s language7 Ana, Lucie, please stop talking. Ok, everyone, please give me all your attention now!8 Oh look, class. Can you see the rainbow? Isn’t it beautiful?9 Paolo, can you explain to us all what a fridge is?10 We need to get rid of two things from this list. Which would you eliminate, An-Ju?11 You don’t seem to be trying very hard with your writing today. Let’s practise our songinstead.12 You’re doing well. But let’s see which pair is the first to label all the pictures.13 My other class did much better in the progress test.Trainer’s commentsA It’s better not to nominate at the beginning of a question so all the learners pay attention.B You should try to give formative feedback.C Ringing a bell or clapping your hands can be a good way to make the class listen.D I like the way you encouraged the learners to try harder.E It’s a good idea to use what’s happening around you to teach some new vocabulary.F Your instructions were not always given in the most logical order.G It was sensible to change task in the circumstances.H Make sure you keep the lexis in your instructions at an appropriate level.Turn overFor questions 14 – 19,look at the teacher’s actions and the three instructions the teacher gavelisted A, B and C. Choose the instruction which came first.Choose the instruction which followed the teacher’s action.Mark the correct letter (A, B or C) on your answer sheet.14 The teacher handed out a questionnaire so learners could find out about their partner.The first instruction was …A Work in small groups and compare your answers.B Ask and answer questions with your partner to complete the questionnaire.C How many people had the same answers?15 The teacher wrote We’ve never met before, … on the board.The first instruction was …A Listen We’ve never met before, have we?B Katja, please repeat my sentence.C Say it with falling intonation on the question tag.16 The teacher asked the learners in small groups to write ten questions for a questionnaireabout the reading habits of the class.The first instruction was …A Choose the five most interesting questions your group has written.B Summarise what you found out about another group’s reading habits.C Work with someone from another group and ask your five questions.17 The teacher wrote the topic for the class debate on the board.The first instruction was …A Go to the left of the room if you agree with the statement and to the right if youdisagree.B Put your hand up if you have changed your opinion since you heard both sides of theargument.C Brainstorm your arguments and anticipate the arguments of the other side.18 The teacher collected several objects from around the classroom and she put them in a bag.The first instruction was …A Describe it but do not say the name of the object.B Andre, put your hand in the bag and touch one of the objects.C Write the adjectives that describe the object.19 The teacher wanted to elicit some adverbs by miming some actions.The first instruction was …A Mime an action and your partner has to say if you’re doing it patiently or impatiently.B Do you think I was waiting patiently?C Tell your partner which action you think I was miming.Turn overFor questions 20 – 26, match the examples of Learner 2’s language with the functions listed A – H. Mark the correct letter (A – H) on your answer sheet.There is one extra option which you do not need to use.FunctionsA correctingB stating intentionC predictingD complainingE expressing obligationF giving permissionG warningH disagreeingExamples of learners’ language20 Learner 1: I’ve got Friday written down here.Learner 2: That’s right, we’re supposed to hand it in by 12:00.21 Learner 1: I’ve got ski for number 6. Have you?Learner 2: Surely it can’t be if it comes after enjoy?22 Learner 1: Do you think we’ve spelled everything correctly?Learner 2: I’m going to check in a dictionary this evening.23 Learner 1: I forgot to bring my homework in again.Learner 2: Oh, the teacher won’t mind.24 Learner 1: We aren’t allowed to go home until 4.Learner 2: That’s such a silly rule.25 Learner 1: So you’re getting married next Friday, I hear?Learner 2: Actually, the Friday after.26 Learner 1: Can I borrow your grammar book this evening?Learner 2: That’s fine, but can you give it back to me tomorrow?Turn overFor questions 27 – 33, look at the incomplete statements about functions of learner language and the three options for completing them listed A, B and C.Two of the options complete the statements correctly. One option does NOT.Mark the letter (A, B or C) which does NOT complete the statement correctly on your answer sheet.27 In order to do an information gap task, learners usually need toA ask questions.B express disagreement.C share knowledge.28 In order to do a group ranking task, learners usually need toA make guesses.B give opinions.C express agreement.29 In order to prepare a poster together, learners usually need toA negotiate roles.B express preferences.C make predictions.30 In order to categorise some vocabulary into groups, learners usually need toA compare and contrast.B narrate.C express doubt.31 In order to role play a job interview, learners usually need toA offer corrections.B ask for information.C give reasons.32 In order to label a picture of a house with rooms and furniture in pairs, learners usually needtoA offer suggestions.B describe a process.C express certainty.33 In order to do peer evaluation on homework, learners usually need toA negotiate.B express ideas.C give clarification.Turn overFor questions 34 – 40, match the error in each line of the learner’s writing to the types of error listed A, B and C.Mark the correct letter (A, B or C) on your answer sheet.You will need to use each option at least once.Types of errorA articlesB pronounsC prepositionsLearner’s writing34 The classmate I will describe to you is a bit smaller than I.35 He has a brown hair and blue eyes and wears glasses36 but he doesn’t like it when anyone reminds that he is small.37 He loves maths and plays lots of sport in the weekend.38 He has a brother and a ten year old sister who name is Flora.39 He has many friends and is very good for organising parties.40 He is in his last year at school and he is in same class as me.BLANK PAGEFor questions 41 – 47, look at the following situations and three possible teacher actions listedA, B and C.Choose the most appropriate action for each situation.Mark the correct letter (A, B or C) on your answer sheet.41 The teacher wants to build good rapport in her new elementary class.A She gives the class some extra irregular verbs to learn for homework.B She makes an effort to learn all the learners’ names.C She decides to ask the best learner in the class to be teacher for a lesson.42 The teacher has a wide range of levels in her class and she wants to make sure they allmake progress.A She aims her lessons at the middle of her class.B She teaches lessons for weaker, average and stronger learners in turn.C She provides different activities for weaker and stronger learners.43 The teacher wants to encourage cooperative learning.A He sets the class a project to plan and produce a class magazine.B He asks each member of the class to do a short talk to the other learners.C He goes to the library with his class to practise using reference materials.44 The teacher wants to set some rules for classroom behaviour with a new class.A Learners and teacher spend time discussing and agreeing on a learning contract.B The teacher tells her learners that she expects them to use English outside theclassroom.C The teacher gives extra work to learners who do not follow her rules.45 The teacher wants to make sure that quieter learners have the chance to speak.A He has regular lessons where more dominant learners are not allowed to speak.B He nominates who he wishes to answer questions.C He puts learners in pairs where there is one quieter and one noisier person.46 The teacher wants to make sure that learners understand instructions for a paired role playactivity.A She gives feedback after learners do the activity in closed pairs.B She asks if the learners understood everything after giving the instructions.C She asks a strong pair to demonstrate the activity in an open pair.47 The teacher wants to settle the class after a mingling activity in which the learners discussedtheir favourite sports.A She makes learners call out all the words they can think of in the lexical set of sport.B She asks each learner to write down one interesting thing they learnt during the activity.C She organises a competition in which learners in one team mime sports for the otherteam to guess.For questions 48 – 54, match the learners’ comments with the teacher trainers’ comments listed A – H.Mark the correct letter (A – H) on your answer sheet.There is one extra option which you do not need to use.Teacher trainers’ commentsA Try to vary the order and type of activities you use in your classroom.B Remember to listen carefully to how the learners say things, they may begiving suitable alternatives and should be encouraged.C Consider collecting in some of the work the learners have done to markoutside class time.D Make sure you include materials and activities which are useful to everyone.E Introduce a system where you give all members of the class a chance toparticipate.F Encourage your learners to suggest or bring in material they would like to usein class.G Create a supportive atmosphere where learners see making mistakes as partof the learning process.H If you have a lot of information you want to give the learners, consider puttingit on a handout which you could photocopy for them.Learners’ comments48 We like listening to songs but the ones in the book aren’t very good. No one wants tolisten to them or sing them.49 There are some learners who are planning to do an exam soon and the teacher onlyfocuses on the language they need.50 The teacher spends a lot of time writing things up on the board and then we all have tocopy it down.51 I don’t like talking in front of everyone else because I know their English is better thanmine.52 The tasks are all good but it gets a bit boring sometimes to learn something new, thenpractise it with a writing exercise, and then read something.53 I realise it’s important that we know the answers but I think we spend too much timecorrecting exercises every day.54 The teacher just reads the answers from the book, he doesn’t accept any different answersthat we suggest.For questions 55 – 61, match the trainer’s comments with the teacher’s role as a language resource listed A, B and C.Mark the correct letter (A, B or C) on your answer sheet.You will need to use each option at least once.Teacher’s role as a languageresourceA clarifying meaningB correctingC contextualisingTrainer’s comments55 It will be more memorable if you encourage learners to write sentences using the newwords.56 If a learner is enthusiastically telling a story don’t interrupt him to ask him to rephrasethings that aren’t clear, but discuss the points later.57 It was good that you encouraged the learners to proofread their written stories beforehanding them in to you.58 I liked the way you used concept questions to show the differences between two tenses.59 It’s better to use a coloured code with written work because learners remember what theyfind out themselves.60 A good way of focusing on the passive is to ask learners to underline examples in a text.61 It can be helpful to remind learners to notice any affixes in unfamiliar words.For questions 62 – 67, choose the best option (A, B or C) to complete each statement about ways of grouping learners.Mark the correct letter (A, B or C) on your answer sheet.62 The teacher moves from choral drilling to group drilling to individual drilling of a structurebecauseA she wants to build learners’ confidence when using the structure.B she wants everyone to understand the use of the structure.C the structure is easily confused with the learners’ L1.63 Before learners start a paired feedback activity the teacher tells them they will give peerfeedback afterwards becauseA she wants learners to listen carefully to each other.B she wants to introduce learner independence.C different learners will produce different errors.64 After planning a writing task as a whole class, the teacher asks the learners to write the firstparagraph on their own becauseA she wants to check that they use their own ideas.B she wants to make sure all learners attempt the task.C she wants stronger learners to write a longer text.65 The teacher puts learners into mixed-ability groups to do a grammar exercise becauseA she wants the learners to get to know each other better.B stronger learners may benefit from explaining the answers.C the grammar structure is new to all learners.66 The teacher puts learners of similar ability into small groups to do a gap-fill task becauseA she wants weaker learners to work out the answers for themselves.B she wants all the groups to finish at the same time.C she doesn’t want learners to be aware of differences in ability.67 The teacher asks each of the learners who are working on a project together to do part ofthe project presentation becauseA speaking ability varies from learner to learner.B some learners lack confidence.C she wants to encourage a sense of responsibility among learners.For questions 68 – 73, match the method of correction with the teacher’s purpose (A – G).Mark the correct letter (A – G) on your answer sheet.There is one extra option which you do not need to use.Teacher’s purposeA to encourage the use of peer feedbackB to give the class an understanding of the natural orderC to provide a quick way of checking an exercise for the whole classD to help a learner with a language difficulty that is not common to thewhole classE to remind learners of the pattern of sentence stressF to signal in an oral activity that a learner has used the wrong wordG to develop learners’ ability to edit and proofread their own workMethod of correction68 The teacher underlines but does not correct mistakes on each learner’s written dialogue.69 The teacher claps out for the class a regular rhythm while repeating a line from a dialogue.70 The teacher echo-corrects a learner’s question.71 The teacher arranges to give individual feedback with a learner.72 The learners exchange written work before it is given to the teacher for marking.73 The learners shout out the answers to a true-false exercise and the teacher writes thecorrect answer on the board.For questions 74 – 80, match the teacher’s feedback comments with the feedback focus on writing listed A – D.Mark the correct letter (A – D) on your answer sheet.You will need to use each option at least once.Feedback focusA organisationB accuracyC rangeD registerTeacher’s comments74 Don’t you think your email would sound better if you used some contractions – like I’minstead of I am?75 I like this letter of application a lot. It includes all the right information. Can you find a goodplace to start another paragraph? This one is quite long and the reader might get lost.76 I think the manager would be impressed by this letter but can you check the word order inthe request?77 Next time you write a formal email like this it’s a good idea to start by saying why you’rewriting – don’t leave that until the end.78 This letter uses a lot of good language but your English friend won’t be sure if your job atthe supermarket is permanent or temporary. Look at the verb form again.79 This story is really interesting. There’s a nice introduction and it’s quite simple and easy tounderstand but you could have used more past tenses because we’ve done more than the past simple this term. Look back at units 3 and 4 in the course book.80 It’s quite difficult to follow this essay because you’ve put some of the advantages in withthe disadvantages. Make notes before you write your next one.BLANK PAGE。
TKT-module-2-sample测试题
INFORMATION FOR CANDIDATES There are 80 questions in this paper. Each question carries one mark.
PV5 © UCLES 2015
2 For questions 1 – 6, match the activities for teaching writing with the main teaching focuses listed A – G. Mark the correct letter (A – G) on your answer sheet. There is one extra option which you do not need to use.
14
The main aim of Stage 1 is to A B C introduce key themes for the unit. present a set of proper nouns. review structures from a previous unit.
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5 15 The main aim of Stage 2 is to A B C remind learners of structures they will need for the activity. assess learners’ own experiences. stimulate learners’ interest in the topic.
3 4 5 6
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3 For questions 7 – 13, match the stages of a lesson with the main stage aims listed A – I. Mark the correct letter (A – I) on your answer sheet. There is one extra option which you do not need to use.
有关印刷的专业术语
有关印刷的专业术语彩盒：retailbox/colorcarton礼盒：giftbox说明书：manual/booklet贴纸：label商标：brand木盒：woodbox1、?纸板:：pasteboard双灰板：greyboard再生纸：recycled(循环)paper合成纸：syntheticpaper格拉辛底：glassinepaper胶底纸：adhesivelabel可移胶底纸：Removablelabel非可移胶底纸：Permanentlabel 彩纸：printedpaper卡纸：Paperboard，board,cardboard面纸：Topsheet底纸：Linersheet雪铜：Coatedartpaper再生纸：NRrecyclepaper2、印刷颜色inkinformation/printing单黑：blackinkonly,专色：PMS，specialcolor四色：4colorsCMYK-----Cyan青,Magenta品红,Yellow黄,black黑3、?尺寸长：4、?页对折foldinhalf3折3fold风琴折：concertinafoldaccordionfold骑马钉saddlestitch，staple胶装perfectbound/bindingWire钉Wire-ObindingYO圈锁线：scwing规格:specification简称specs车中线：singlesewing精装书：case(hard)boundbookclothbook空白页：unprintpageblankpage未切页：uncutpages封面：Cover内文：Text/content自封：selfcover信封：envelope5???????光油水油丝印烫金击凸模具：mouldPlate(版)烫金版：foilgold烫银版：foilsilver 6、?后序加工裱纸：laminating对裱：mounting啤切：diecut粘贴：Glue（Joint）裁切：trim切：cut/cutting驳盒：multijointsgluing自动扣底：automaticbottomauto-lockbottom扣底：lockbottomtucktop盖:Lid底:Base硬盖:RigidTop7丝带8、运输散货：货柜：（集装箱）：container纸箱：carton卡板：pallet护角：cornerprotect包装：packingpackaging最大：Maximum(max)最小：Minimum(Min)净重：Netweight(NW)毛重：GrossWeight(GW)体积：CBM出厂价：Ex-work一般常用的:买主：buyer卖主：vendor/suppier客户：client/customer 兰图：bluedraft看附件：seeattached拼版：样板：。
PET样卷-听力题cambridge-english-preliminary-for-schools-sample-paper-1-listening v2
PRELIMINARY ENGLISH TESTfor Schools0092/02 Listening∗SAMPLE TEST 1Time Approximately 35 minutes (including 6 minutes’ transfer time)INSTRUCTIONS TO CANDIDATESDo not open this question paper until you are told to do so.Write your name, centre number and candidate number on your answer sheet if they are not already there.Listen to the instructions for each part of the paper carefully.Answer all the questions.While you are listening, write your answers on the question paper.You will have 6 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil.At the end of the test, hand in both this question paper and your answer sheet.INFORMATION FOR CANDIDATESThere are four parts to the test.Each question carries one mark.You will hear each piece twice.For each part of the test there will be time for you to look through the questions and time for you to check your answers.* 500/2414/0© UCLES 2015 Cambridge English Entry Level Certificate in ESOL International (Entry 3)2Listening ● Part 1Questions 1 – 7There are seven questions in this part.For each question, choose the correct answer (A , B or C )Example: Where is the girl’s hat?AB C1 What does the boy want from the shops?AB C2Which programme is on first this evening?AB C3 Turn Over ► 3 What present will the girl give Luisa?A BC4 Which instrument does the boy play now?A BC5 What will the weather be like for sports day tomorrow?A BC6 Who is the boy phoning?A B C7 What food will the boy's mother buy?A B C4Questions8 – 13You will hear part of an interview with a girl called Sally Myers whose first book has recently been published. For each question, choose the correct answer A, B, or C.8 Why did Sally decide to write her first book?A people said her stories were goodB her family bought her a diaryC her penfriend suggested it9 Why didn’t Sally’s Dad want her to send her book to a publisher?A He didn’t like it very much.B He had given her help to write it.C He was worried that they wouldn’t be interested.10 Sally sent her book to a company whichA published books only on the internet.B published her favourite stories.C published books of a similar type.11 How did Sally feel when the company phoned her Mum?A very excitedB extremely surprisedC anxious about the future12 Sally says that, as a result of her book,A she now has more money.B she has lost some of her friends.C she is in contact with new people.13 What does Sally say about her next book?A It will be quite different from her first one.B It will be written for older readers.C It will be about something all children experience.5Turn Over ►6Questions 14 – 19You will hear some information about a film-making competition.For each question, fill in the missing information in the numbered space.FILM-MAKING COMPETITIONMaximum length of film: (14) .........................Type of film: (15) ........................Subject this year: The (16) .........................JUDGES:Martha Fernando, presenter of the programme called ‘Film (17) .........................’Mark Matthews, directorPRIZES:First prize: visit to a film schoolOther prizes: books and modern (18) .........................Where the best films will be shown: (19) .........................7 Turn Over ►Questions 20 – 25Look at the six sentences for this part.You will hear a conversation between a girl, Michelle, and a boy, Antony, about a television programme called ‘Pop Choice’ in which teenage singers compete for a prize.Decide if each sentence is correct or incorrect.If it is correct, choose the letter A for YES . If it is not correct, choose the letter B for NO .YES NO20 Antony enjoyed watching last night’s ‘Pop Choice’.A B21 Michelle believes the first prize would be a good career opportunity.A B22 Antony thinks that Michelle sings well enough to appear on TV.A B23 Michelle thinks the singers should wear more fashionable clothes.A B24 Antony often disagrees with the opinions of the judges in the programme.A B25 Antony tells Michelle that he would prefer to watch the programme alone.A B。
sample paper带批注
摘要随着改革开放的不断发展，中国与世界的交流的不断加深，英语作为一种国际性的语言，在我们的日常生活中占有举足轻重的地位。
能够用英语交流已经成为英语学习者的主要目标。
而听力理解作为语言输入的重要环节，在英语学习过程中起着至关重要的作用。
而面对中国英语教学的现状，听力理解仍然是国内英语学习者的薄弱环节。
本文通过对英语听力理解过程中所遇到的心理障碍、背景知识了解不足以及语言知识的匮乏三个主要影响因素的阐述，作者分析了英语学习者听力差的原因，希望能够帮助英语学习者及英语教师寻求到更为有效的解决方法。
关键词：障碍；听力理解；克服；听力理解过程AbstractWith the development of the Reform-Opening Policy and the rapid development of the relationship with the outside world, communication in English has become a more crucial factor in social organization, and is regarded as the main target of English learners. English, as an international language, plays an ever more significant role in daily life. Given the importance of listening in language learning and teaching, it is essential for language teachers to help learners become effective listeners and for language learners to pay greater attention to listening comprehension. Most English listeners believe that listening comprehension is only paying attention to what someone is saying or to sounds that they can hear. They regard the process of listening comprehension as passive, but it is actually a very active and complicated process involving many factors, such as the speakers’ pronunciation, the listeners’ vocabulary and ability to comprehend meaning. I n order to improve their listening ability, English learners must not only make a diligent effort to listen to speakers’ words, but also make use of all their prior knowledge of English. The main obstacles to effective English listening comprehension which must be addressed to improve listening comprehension in English are in the areas of limited phonetic knowledge, quantity of mastered vocabulary, limited understanding in cultural background and some specific psychological obstacles.Keywords：obstacles；listening comprehension；overcome；listening processTable of ContentsOutline (1)Introduction (3)Chapter I The Importance of Listening Comprehension (5)1.1 Definition of the Listening Comprehension (5)1.2 The Significance of Listening (6)Chapter II The Process of Listening Comprehension (9)Chapter III Obstacles and Countermeasures in the Listening Process (11)3.1 The Limitation of Phonetic Knowledge (11)3.1.1 The Effect of Distinguishing Sounds on Listening (11)3.1.2 The Effect of Liaison on English Listening (12)3.1.3 The Effect of Intonation on English Listening (13)3.1.4 The Effect of Stressed and Unstressed Words (14)3.2 Quantity of Mastered V ocabulary (14)3.3 Limited Cultural Background Knowledge (17)3.4 The Limitation of Psychological Factors (19)3.4.1 Interest in Learning English Listening Comprehension (20)3.4.2 The Effect of Different Environments on English Listening (21)Conclusion (24)Bibliography (25)Acknowledgements (28)OutlineThesis Statement: The main obstacles to effective English listening comprehension which must be addressed to improve listening comprehension in English are in the areas of limited phonetic knowledge, quantity of mastered vocabulary, limited understanding in cultural background and some specific psychological obstacles.I. Given the importance of listening in language learning and teaching, it is essential forlanguage teachers to help learners become effective listeners and for language learners to pay greater attention to listening comprehension.A. All English learners need to understand the definition of listening comprehension.B. More people who are qualified in listening and speaking skills will be demanded.II. Understanding the process of listening comprehension is helpful for improving listening skills.III. There are four main obstacles with corresponding countermeasures to improve the process of listening comprehension.A．Many English learners are limited in phonetic knowledge.1. Distinguishing sounds means to differentiate between two or more sounds which arein the neighboring position in terms of the place of articulation.2. The meanings of an identical sentence are different if a speaker utters it using adifferent intonation or tone.3. Stressed and unstressed words are another important factor affecting Englishlistening.B. The understanding and ability to use a large amount of vocabulary is of crucialimportance both in reading comprehension and listening.1. Although many students have studied a large amount of vocabulary, most ofthem have difficulties in applying and making use of these words in speaking andlistening.2.The phenomenon of one word with several meanings is very common in Englishvocabulary.C．A lack of cultural background knowledge is a big obstacle in listening comprehension.1. According to Piaget’s schema theory, information that does not fit into a particularschema may not be comprehended, or may not be comprehended correctly.2. The way that learners acquire knowledge under schema theory is quite similar toPiaget’s model of the process of development.D. Psychological factors have a direct impact on students’ willingness and commitment tolistening instruction.IV. Conclusion: One’s ability to comprehend a listening text or conversation is ba sed on whether he or she has mastered relevant knowledge and techniques for listening and understanding such as application of relevant phonetic knowledge, mastering large amounts of vocabulary, acquiring an adequate knowledge of cultural background and an awareness of significant psychological factors.IntroductionWith the development of the Reform-Opening Policy and the rapid development of the relationship with outside world, communication in English has become a more crucial factor in society, and is regarded as the main target of contemporary English learners. English, as an international language, plays an ever more significant role in daily life. Therefore, to improve English competency, English learners must improve their ablilities in listening, speaking, reading and writing all at the same time. Although each of these skills is important, “language learning depends on listening since it provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication ”(Nai and Wills). Therefore, listening plays the most critical role in learning English because it is the source of language input. A learner cannot master the language communicative process if they do not learn to listen effectively; they cannot efficiently communicate and cooperate with others unless they understand those that they are speaking with and listening to.In the practice of English teaching in China, listening has failed to receive as much attention as reading, writing and translation. What most listening comprehension teachers do in class is merely play listening materials and check the answers to the listening exercises, so most students learn little in class, and listening comprehension does not markedly increase. Hence, listening is a very vulnerable area for most English learners in China. It is necessary to foster English learners’ abilities in reading and writing as well as listening, but improving listening ability is an urgent problem that needs to be resolved now. ……Chapter I The Importance of Listening Comprehension1.1 The Definition of the Listening ComprehensionGiven the importance of listening in language learning and teaching, it is essential for language teachers to help learners become effective listeners and for language learners to pay greater attention to listening comprehension. Most English listeners believe that listening comprehension is only paying attention to what someone is saying or to sounds that they can hear. They regard the process of listening comprehension as passive and not able to be controlled by themselves as listeners. In order to better understand the nature of listening comprehension, all English learners need to understand the definition of listening comprehension; this will help them to better recognize the importance of listening comprehension.According to Howatt and Dakin (1974), listening is the ability to identify andunderstand what others are saying. This process involves understanding aspeaker’s accent or pron unciation, the speaker’s gram mar and vocabulary, andcomprehension of meaning. An able listener is capable of doing these four thingssimultaneously.（qtd. in Nai and Wills）Other listening specialists add another important component of listening, namely the role of empathy with the speaker.Thomlison’s (1984) definition of listening incl udes “active listening”, which goesbeyond comprehending as understanding the message content, to comprehension asan act of empathetic understanding of the speaker. Furthermore, Gordon (1985)argues that empathy is essential to listening and contends that it is more than apolite attempt to identify a speaker’s perspectives. Rather more importantly,empathetic understanding expands to “egocentric prosocial behavior”. Thus, thelistener altruistically acknowledges concern for the speaker’s welfare and interests.Ronald and Roskelly (1985) define listening as an active process requiring thesame skills of prediction, hypothesizing, checking, revising, and generalizing thatwriting and reading demand; and these authors present specific exercises to makestudents active listen ers who are aware of the “inner voice” one hears when writing.（qtd. in Nai and Wills）Listening comprehension is a very active and complicated process involving many factors, such as the speakers’ pronunciation, the listeners’ vocabulary and ability to comprehend meaning. In order to improve their listening ability, English learners must not only make a diligent effort to listen to speakers’ words, but also make use of all their prior knowledge of English.1.2 The Significance of ListeningAlong with the success of Beijing’s app lication for the 2008 Olympic Games, China’s economy has developed rapidly and gradually deepened the Reform and Opening Policy. In addition, with its entry into the WTO and opening its markets to the outside world, China has integrated more into the global economy. As communication increases, more people who are qualified in listening and speaking skills will be demanded. To meet this need, Ministry of National Education has published new English curriculum standards emphasizing training objectives for English teaching which are based on students’ language skills, knowledge of languages, emotional attitudes, learning strategies and the development of cultural consciousness.[Note: The purpose of this sample paper is to provide an authentic and accurate example of writing style, paper formatting, and paper content for Senior English Major students to follow in the preparation for their paper. Since a complete paper is not necessary, several paragraphs or pages of text have been removed from this section.]Chapter II The Process of Listening ComprehensionThe listening process is often described from an information processing perspective as “an active process in which listeners select and interpret information that comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express.” (Yang 44)It should be made clear that listening and understanding are two separate processes.We should distinguish between listening as a process which requires mere listeningto the message and which does not necessarily involve interpretation or reaction tothe text, and listening comprehension as a process which involves the meaningfulinteractive activity for an overall understanding of the text. Listeningcomprehension in this paper is taken to refer to the way listeners select andinterpret information that comes from the auditory and/or visual clues in order tocome to better understanding and comprehension of what speakers say. This viewof listening comprehension is in accordance with second-language theory whichviews listening to spoken language as an active and a complex process in whichlisteners focus on selected aspects of aural input, construct meaning, and relatewhat they hear to existing knowledge. (Hasan)Understanding the process of listening comprehension is helpful for improving listening skills. Listening is an active and complex process. The process of listening comprehension can be divided into three cognitive processing phases—perception, parsing, and utilization. Perceptual processing refers to maintaining attention to spoken input, parsing means encoding the input to establish a meaningful representation in short-term memory, and utilization concerns using the background knowledge to interpret the input for storage (Liang 225).Chapter III Obstacles and Countermeasures in theProcess of Listening3.1 The Limitation of Phonetic KnowledgeMany factors affect learners’ English listening, but a student’s phonetic knowledge and ability will deeply affect their English listening ability. Four basic factors are included in the area of phonetic knowledge: distinguishing sounds, liaison, intonation, and stressed and unstressed words. Language students are most likely to pronounce English words in the way of their mother tongue or local dialect, seldom paying any attention to the stress, approximate sound, rhythm, plosive and intonation of a sentence. However, there is a direct correlation between one’s phonetic knowledge and listening c omprehension. As an active language, English pronunciation is the first obstacle that must be overcome. “Irregular pronunciation and intonation influence information output as well as quality of receiving information” (Dong 47). This requires a speaker to express himself or herself as clearly as possible, but on the other hand, the speaker must also understand the opposite side. This requires speakers to listen to others’ expressions; if a speaker/listener cannot understand the others’ words, there can be no real communication3.1.1 The Effect of Distinguishing Sounds on ListeningDistinguishing sounds means to differentiate between two or more sounds which are in the neighboring position in terms of the place of articulation. For example, when hearing a sentence such as, “When I come back home, I can talk about my day with her, and then just forget about it,” many students will write “For get about it,” and not “Forget about it.”Distinguishing sounds is the students’ major problem in studying phon etics as well as in studying English listening.3.2 Quantity of Mastered V ocabularyThe understanding and ability to use a large amount of vocabulary is of crucial importance both in reading comprehension and listening. “As formation component of lan guage, vocabulary is said to be language’s building material. To study English well without a certain amount of vocabulary is just like sett ing up a house without bricks” (Yang Weihong 122). Although many students have studied a large amount of vocabulary, most of them have difficulties in applying and making use of these words in speaking and listening. They will definitely encounter some difficult words while listening, especially when a topic is not very familiar to them. When listening to English, an unknown word will always make students feel anxious. They will most probably stop suddenly and focus on the meaning of this new word and neglect the rest of the passage. Therefore, mastering a certain amount of vocabulary, including being able to use it correctly is an essential basis for listening.ConclusionEnglish listening is a complex process in which the students utilize various knowledge and techniques. Through analysis of factors which affect English listening, it is clear that th ere are many reasons why students feel it difficult to comprehend English listening. One’s ability to comprehend a listening text or conversation is based on whether he or she has mastered relevant knowledge and techniques for listening and understanding such as application of relevant phonetic knowledge, mastering large amounts of vocabulary, acquiring an adequate knowledge of cultural background and an awareness of significant psychological factors. In addition, in order to solve these problems, some suggestions have been put forward. First of all, it is essential that students learn and review some basic phonetic knowledge while drilling their listening texts. Secondly, students should increase the amount of vocabulary that they know, which includes the ability to hear, understand, and use the words properly in context. English learners should also attempt to gain knowledge of the cultural background in relevant areas. Last, but not least, students must seek to overcome psychological factors which can influence their listening comprehension ability.BibliographyDai Liangzheng 戴良整. “浅谈英语教学的听说领先”. Journal of Suzhou Education College. Jun. 2005: 21-25.Dong Liping 董莉萍. “大学英语听力理解过程中的障碍因素及对策”. (“Obstacles and Countermeasures in the Process of College English Listening Comprehension”). 《教学改革与实践》. ( Education Reform and Practice.)April 2005: 42-49.Hasan, Ali S. “Learners’ Perceptions of Listening Comprehension Problems”. Multilingual Matters Website. /lcc/013/0137/ lcc0130137.pdf.Date accessed: April 3, 2006.Hu Zhanglin, et al. Linguistics: A Course Book. Beijing: Beijing University Press, 1998. Liang Yu 梁玉. “影响英语专业听力教学因素解析”. 《教书育人》. August, 2005: 75-58. Li Li 李丽. “浅谈英语专业学生对听力课的恐惧感”. Journal of YanBei Teachers’ C ollege.April. 2001: 6-9.Lu Baojiang 卢保江. “大学英语习得情感障碍研究与应对策略”. Journal of GuangXi Medical University. Sept. 21 2004: 79-82.Nai Zhaoguo and Robin Wills. “An Investigation of Factors Influencing English Listening Comprehension and Possible Measures for Improvement”. The Australian Association for Research in Education website. .au/05pap/guo05088. pdf. Date accessed: May 3, 2006.Song Fangqing. “The Methods-Changing College English Listening Teaching”. Foreign Languages and Their Teaching.1999: 126.Widmayer, Sharon Alayne. “Schema Theory: An Introduction”. George Mason University Website. /immersion/knowledgebase/strategies/cognitivism/ SchemaTheory.htm. Date accessed: April 3, 2006.Xiao Liquan 肖礼全. “Get out of the Historical Misunderstanding in the English Education in China—Philosophica l Thinking of Foreign Language”. Foreign Language Education.2004: 67-71.Xu Huiwen. “Some Thoughts on Developing the Students’ Listening Ability”. Journal of Suzhou Education Institute.June 2002: 22-29.Yang Dejia 杨德嘉. “改进课堂教学方法提高英语听说能力”. Journal of Sichuan College of Education. 2005: 44-49.Yang Weihong 杨卫红. “影响英语听力的因素及对策”. 《卫生职业教育－教学探讨》.2005: 122.Yu Rongmei. “Exploring Methods of Teaching English Listening”. Foreign Languages and Other Subjects in Middle Schools. 1996: 75.AcknowledgementsDuring the process of composing my thesis, my advisor, Ms. XXX, and the second advisor, Ms. XXX, gave me many good suggestions for my work and helped me check the entire paper. Meanwhile my good friend, XXX, also helped me search for references for this paper. This has been a hard but joyful period of time for me；however，I have experienced the complete learning process and learned a great deal. This has been an unforgettable time in my life. I would also like to give my thanks to my teachers and friends; I could not have finished my project without their help.。
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The Sample Paper
1. You have been asked to review a biochemistry text prior to publication comment on the following statements found in the book, as to whether they are true or false. Circle T for true and F for false. If the answer is false, briefly (1~2 sentences) explain why. (1 points each)
(1) All the TCA cycle immediates can be used as precursors for gluconeogenesis.
(2) Lys的缺乏应可以通过在食物中添加相应的α-酮酸加以纠正
2. Single-choice questions
(1) Which one of the following dimerizes upon phosphorylation by tyrosine kinase and then translocates to the nucleus and directly activates the expression of particular genes?
A. SOS
B. STATS
C. Ras
D. Steroid hormone receptor
E. GC
(2) Which one of the following amino acids is the precursor for NO?
A. Pro
B. Lys
C. Arg
D. Trp
E. Tyr
(3) 细胞中FFA氧化的天然抑制剂是
A. Citrate
B. G-6-P
C. Malonyl CoA
D. HMGCoA
E. NADPH
(4) Glycogen synthase b is allosterically regulated by which one of the following compound?
A. G-1-P
B. F-6-P
C. G-6-P
D. F-1,6-BP
E. Glucose
3. For each of following, fill in the blank. (0.5 points each)
（1）硝化甘油能够治疗缺血性心脏病是因为它在体内能够转变成 ，该物质能够激活 酶的活性。
（2）呼吸链上的复合体Ⅱ的主要成分是 。
（3）成熟的红细胞主要通过 途径合成ATP。
4. Match-making questions
Match the following descriptions with the correct component of the ETC or Oxidative phosphorylation system
(A) Complex I
(B) Complex II
(C) Complex III
(D) Complex IV
(E) F1/F0-ATP Synthase
(F) Cytochrome c
(1)It produces no proton gradient across the inner membrane
(2)It is inhibited by rotenone
(3) It is inhibited by cyanide
(4) It is inhibited by antimycin A
(5) It is inhibited by oligomycin
(6)It is the only soluble component of the respiratory
5. Questions and Answers
(1) Suppose that, for some bizarre reason, you decide to exist on a diet of whale and seal blubber,
exclusively.
a. How would lack of sugar affect your ability to utilize fat?
b. What would your breath smell like?
One of you best friends, after trying unsuccessfully to convince you to abandon this diet, makes you promise to consume a healthy dose of odd-chain fatty acids. Does your friend
have your best interests at heart? Explain.
(2) 简述脂肪吸收和动员的机制并根据上述机制提出你的减肥方法。
(3) If cells synthesizing glucose from lactate are exposed to CO2 labeled with 14C, what will be the distribution of label in the newly synthesized glucose?
6. Extra Credit
Omitted。