The evaluation of question answering systems Lessons learned from the TREC QA track

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专业英语四级模拟试卷177(题后含答案及解析)

专业英语四级模拟试卷177(题后含答案及解析)题型有：1. DICTATION 2. LISTENING COMPREHENSION 3. CLOZE 4. GRAMMAR & VOCABULARY 5. READING COMPREHENSION 6. WRITINGPART I DICTATION (15 MIN)Directions: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be read at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be read at normal speed again and during this time you should check your work. You will then be given 2 minute 1．正确答案：Opportunity Opportunities don’t come often. They come every once in a while. Very often, they come quietly and go by without being noticed. Therefore, it’s advisable that you should value and treat them with care. When an opportunity comes, it brings a promise but never realizes it on its own. If you intend to fulfill one of your ambitions, you must work hard. Otherwise, you will take no advantage of opportunities when they visit you. The difference between a successful man and one who does not lies only in the way treating opportunities. The successful person always makes adequate preparations to meet opportunities. The loser, on the other hand, works little and just waits to see them pass by. There are plenty of opportunities for everyone in our society, but only those who are prepared adequately and qualified highly can make use of them to achieve their purpose. Chance favors the minds that are prepared.PART II LISTENING COMPREHENSION (20 MIN)Directions: In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your answer sheet.SECTION C NEWS BROADCASTDirections: In this section, you will hear several news items. Listen to them carefully and then answer the questions that follow.听力原文：The cook who feeds British workers on a North Sea oil rig has beaten off a challenge by 5,000 other cooks to reach the finals of the International Indian Chef of the Year competition. Rajiv Pathak was one of the eight finalists announced on Saturday. The contestants will have three hours to prepare and present their ideal four-dish Indian meal in Edinburgh on February 22．When did the head chef Rajiv Pathak was announced as one of the finalists?A．It was three hours ago.B．It was in the last week.C．It was on Saturday.D．It was on February 25.正确答案：C听力原文：European leaders, trying to end their bitter dispute over Iraq, warned Saddam Hussein on Monday he faces a “last chance” to disarm, but gave no deadline and said U.N. weapons inspectors must have more time to finish their work. The statement came at the end of a European Union emergency summit on the crisis with Baghdad. Diplomats insisted they had healed the rift (裂口；空隙；分歧) over U.S. calls for military action. But significant divisions remained, with some states saying the United Nations could still disarm Iraq peacefully. “War is not inevitable. Force should be used only as a last resort. It is for the Iraqi regime to end this crisis by complying fully with the demands of the Security Council,” the 15 nations said in the joint declaration. That was seen as a setback for Germany, which has opposed war under any circumstances.3．European leaders trying to give Saddam HusseinA．a last resort.B．a warning.C．a deadline.D．a setback.正确答案：B解析：新闻的第一句话就是European leaders, trying to end their bitter dispute over Iraq, warned Saddam Hussein on Monday。

2017年大学英语六级三套真题答案解析

2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. Afteryou hear a question, you must choose the best answer from the four choices marked A), B), C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through thecentre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.Part III Reading Comprehension (40 minutes) Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage.Let’s all stop judging people who talk to themselves. New research says that those who can’t seem to keep their inner monologues( 独白) in are actually more likely to stay on task, remain 26 better and show improved perception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to 27 mental pictures helps people function quicker.In one experiment, they showed pictures of various objects to twenty 28 and asked them to find just one of those, a banana. Half were 29 to repeat out loud what they were looking for and the other half kept their lips 30 . Those who talked to themselves found the banana slightly faster than those whodidn’t，the researchers say. In other experiments, Lupyan and Swignley found that 31 the name of acommon product when on the hunt for it helped quicken someone’s pace, but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn, although doing so when you’ve 32 matured is not a great sign of 33 . The two professors hope to refute that idea, 34 that just as when kids walk themselves through a process, adults can benefit from using language not just to communic ate, but also to help “augment thinking”.Of course, you are still encouraged to keep the talking at library tones and, whatever you do, keep the information you share simple, like a grocery list. At any 35 , there’s still such a thing as too much information.Section BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph fromwhich the information is derived. You may choose a paragraph more than once.Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter on Answer Sheet 2.Rich Children and Poor Ones Are Raised Very Differently[A]The lives of children from rich and poor American families look more different than ever before.[B]Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend a lotof time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families, meanwhile, children tend to spend their time at home or with extended family. They are more likely to grow up in neighborhoods that their parents say aren’t great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law.[D]The class differences in child rearing are growing — a symptom of widening inequality withfar-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow uplearning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean Reardon, professor of poverty and inequality in education at Stanford Universi ty. “And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.” The cycle continues: Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.[F]American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no best parenting style or philosophy, researchers say, and across income groups, 92% of parents say they are doing a good job at raising their children. Yet they are doing it quite differently. Middle-class and higher- income parents see their children as projects in need of careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision and organized activities, and teach children to question authority figures and navigate elite i nstitutions.[G]Working-class parents, meanwhile, believe their children will naturally thrive, and give them far greater independence and time for free play. They are taught to be compliant and respectful to adults. There are benefits to both approaches. Working-class children are happier, more independent, complain less and are closer with family members, Ms. Lareau found. Higher-income children are more likely to declare boredom and expect their parents to solve their problems. Yet later on, the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle. Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said.[H]“Do all parents want the most success for their children? Absolutely,” she said. “Do some strategies give children more advantages than others in institutions? Probably they do. Will parents be damaging children if they have one fewer organized activity? No, I really doubt i t.”[I]Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricular activities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of 1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organized sports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have taken arts classes.[J]Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income, less- educated parents. Nonetheless, 20% of well-off parents say their children’s schedules are too hectic, compared with 8% of poorer parents.[K]Another example is reading aloud, which studies have shown gives children bigger vocabularies and better reading comprehension in school. 71% of parents with a college degree say they do it every day, compared with 33% of those with a high school diploma or less. White parents are more likely than others to read to their children daily, as are married parents. Most affluent parents enroll their children in preschool or day care, while low-income parents are more likely to depend on family members. Discipline techniques vary by education level: 8% of those with a postgraduate degree say they often beat their children, compared with 22% of those with a high school degree or less.[L]The survey also probed attitudes and anxieties. Interestingly, parents’ attitudes toward education do not seem to reflect their own educational background as much as a belief in the importance of education for upward mobility. Most American parents say they are not concerned about their children’s grades as long as they work hard. But 50% of poor parents say it is extremely important to them that their children earn a college degree, compared with 39% of wealthier parents.[M]Less-educated parents, and poorer and black and Latino parents are more likely to believe that there is no such thing as too much involvement in a child’s education. Parents who are white, wealthy or college- educated say too much involvement can be bad. Parental anxieties reflect their circumstances. High- earning parents are much more likely to say they live in a good neighborhood for raising children. While bullying is parents’ greatest concern over all, nearly half of low-income parents worry their child will get shot, compared with one-fifth of high-income parents. They are more worried about their children being depressed or anxious.[N]In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell right between working-class and high-earning parents on issues like the quality of their neighborhood for raising children, participation in extracurricular activities and involvement in their children’ s education.[O]Children were not always raised so differently. The achievement gap between children from high- and low-income families is 30-40% larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardon’ s research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children live in single-parent households — a historic high, according to Pew 一and these children are three times as likely to live in poverty as those who live with married parents. Meanwhile, growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class w age.[P]Yet there are recent signs that the gap could be starting to shrink. In the past decade, even as income inequality has grown, some of the socioeconomic differences in parenting, like reading to children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, including public preschool programs and reading initiatives. Addressing differences in the earliest years, it seems, could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents, whether rich or poor, have similar expectations of their children despite different ways of parenting.38.While rich parents are more concerned with their children’s psychological well-being, poor parents are more worried about their children’s safety.39.The increasing differences in child rearing between rich and poor families reflect growing social inequality.40.Parenting approaches of working-class and affluent families both have a dvantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.43.Ms. Lareau doesn’t believe participating in fewer after-class activities will negatively affect children’s development.44.Wealthy parents are concerned about their children’s mental health and busy schedules.45.Some socioeconomic differences in child rearing have shrunk in the p ast ten years.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Youshould decide on the best choice and mark the corresponding letter on Answer Sheet 2 with asingle line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee’s technical and community colleges will not outsource(外包) management of their facilities to a private company, a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday to college presidents in the Tennessee Board of Regents system, outgoing Chancellor John Morgan said an internal analysis showed that each campus’ spending on facilities management fell well below the industry standards identified by the state. Morgan said those findings —which included data from the system’s 13 community colleges, 27 technical colleges and six universities —were part of the decision not to move forward with Governor Bill Haslam’s proposal to privatize management of state buildings in an effort to save money.“While these numbers are still being validated by the state, we feel any adjustments they might suggest will be immaterial,” Morgan wrote to the presidents. “System institutions are operating very efficiently based on this analysis, raising the question of the value of pursuing a broad scale outsourcing initiative.”Worker’s advocates have criticized Haslam’s plan, saying it would mean some campus workers would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the out souring plan, which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week. That letter, which includes several concerns Morgan has with the plan, was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state’s Office of Customer Focused Government, which is examining the possibility of outsourcing, spokeswoman Michelle R. Martin said officials were still working to analyze the data from the Board of Regents. Data on management expenses at the college system and in other state departments will be part of a “business justification” the state will use as officials deliberate the specifics of an outsourcing plan.“The state’s facilities management project team is still in the process of developing its business justification and expects to have that completed and available to the public at the end of February,” Martin said. “At this time there is nothing to take action on since the analysis has yet to be completed.”Morgan’s comments on outsourcing mark the second time this month that he has come out against one of Haslam’s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor’s proposal to split off six universities of the Board of Regents system and create separate governing boards for each of them. In his resignation letter, Morgan called the reorganization “unworkable”.46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their faculty’s demands.D )It will improve their financial situation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campus management.B)Facilities management by colleges is more c ost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise foil control over their own financial a ffairs.48.Workers’ supporters argue that Bill Haslam’s proposal would .A)deprive colleges of the right to manage their facilitiesB)make workers less motivated in performing dutiesC)render a number of campus workers joblessD)lead to the privatization of campus facilities49.What do we learn from the state spokeswoman’s response to John Morgan’s d ecision?A)The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about the outsourcing plan.D)The college spending analysis justifies the outsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee state government.B)He disagreed with the governor on higher education policies.C)He thought the state’s outsourcing proposal was simply unworkable.D)He opposed the governor’s plan to reconstruct the college board system.Passage TwoQuestions 51 to 55 are based on the following passage.Beginning in the late sixteenth century, it became fashionable for young aristocrats to visit Paris,Venice, Florence, and above all, Rome, as the culmination(终极) of their classical education. Thus wasborn the idea of the Grand Tour, a practice which introduced Englishmen, Germans, Scandinavians, and also Americans to the art and culture of France and Italy for the next 300 years. Travel was arduous and costly throughout the period, possible only for a privileged class—the same that produced gentlemen scientists, authors, antique experts, and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as well as some leisure time, some means, and some interest in art. The German traveler Johann Winckelmann pioneered the field of art history with his comprehensive study of Greek and Roman sculpture; he was portrayed by his friend Anton Raphael Mengs at the beginning of his long residence in Rome. Most Grand Tourists, however, stayed for briefer periods and set out with less scholarly intentions, accompanied by a teacher or guardian, and expected to return home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure to great masterpieces.London was a frequent starting point for Grand Tourists, and Paris a compulsory destination; many traveled to the Netherlands, some to Switzerland and Germany, and a very few adventurers to Spain, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompsonspoke for many Grand Tourists when in 1744 he described himself as “being impatiently desirous of viewing a country so famous in history, a country which once gave laws to the world, and which is at present the greatest school of music and painting, contains the noblest productions of sculpture and architecture, and is filled with cabinets of rarities, and collections of all kinds of historical relics”. Within Italy, the great focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist. Panini’s Ancient Rome a nd Modem Rome represent the sights most prized, including celebrated Greco-Roman statues and views of famous ruins, fountains, and churches. Since there were few museums anywhere in Europe before the close of the eighteenth century, Grand Tourists often saw paintings and sculptures by gaining admission to private collections, and many were eager to acquire examples of Greco-Roman and Italian art for their own collections. In England, where architecture was increasingly seen as an aristocratic pursuit, noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative ( 唤起回忆的) ruins of Rome to their own country houses and gardens.51.What is said about the Grand Tour?A)It was fashionable among young people of the time.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of college education.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature and interested in art.D)They had enough travel and outdoor-life experience.53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world’s greatest masterpieces.B)They got a better understanding of early human civilization.C)They developed an interest in the origin of modem art forms.D)They gained some knowledge of classical art and architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to take back home.B)Europe hardly had any museums before the 19th century.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England?A)There appeared more and more Roman-style buildings.B)Many aristocrats began to move into Roman-style villas.C)Aristocrats，country houses all had Roman-style gardens.D) Italian architects were hired to design houses and gardens.Part IV Translation (30 minutes) Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese intoEnglish. You should write your answer on Answer Sheet 2.唐朝始于618 年，终于907 年，是中国历史上最灿烂的时期。

QOA问答系统的架构

社区问答系统
问题分类、问题推荐专家发现、信誉评估知识抽取
自动问答系统（1）-问题分析

用自然语言分析技术和语义分析技术，获取问句包含的重要信息，从而让系统更好地理解用户的问题。

问题分类、获取问题的关键字信息、获取问句的语法和语义信息

问题分类把问题按照不同的语义主题进行分类。目的：为了理解问句的问题目标，作为答案查找的必要的约束关系，对不同类型的问题采取不同的处理策略。
问题分析（conf.)

获取问题的关键字信息
英文问句：自动完成了分词，去掉停用词（Stopword）和文本分块（Chunking）中文问句：关键是分词技术。命名实体识别。关键词扩展。
Question
POS Tagger
NER
SPM
Pattern Base
Question target, Keywords,Constr
语法信息主要是指关键字的语法角色、问句的语法树和字词之间的依赖关系等。一般借助于自然语言的分析工具，例如斯坦福大学的语法解析器Standford Parser 和语法依赖关系解析工具 Minipar 或者利用人工设计的语义模板。语义角色标注和框架语义（FrameNet）等技术。
段落或句子检索
<Q> what is the longest river in China? </Q> <P>The Yellow River, with a total length of 5464 kilometers, is the second longest river in China, just next to the Yangtze River. </P> <Q> who is the first president of United State? <P>The 43rd and current President of the United States is George W. Bush</P>

国际雅思英语-学术阅读定位练习-单选题-定位

定位学术阅读文章篇幅较长，通常涉及大量专业词汇和复杂的逻辑，对考生的挑战很大。

其实，不是所有的阅读都需要逐字逐行仔细理解。

反之，我们先要明确的是阅读目的。

比如，如果目的是了解文章梗概，我们则开始速读标题、开头段、每段首句及结论就好，长篇大论的细节跳过就好。

如果目的是寻找某细节信息，我们则可以先在原文中扫描细节信息词，锁定位置后，仅仔细阅读与之相关内容即可，其它部分都可以暂且忽略。

在以下练习中，我们将练习定位技能。

通过学习定位词的选择和定位的方法来帮助学生迅速寻找目标信息，提高阅读效率。

解锁技能可以帮助我们定位的词汇有两大类：原词定位与同义替换定位。

1.原词定位(1)专有名词（人名、地名、生僻词、特殊符号等）(2)数词（年份、百分比、金钱等）例题题干：The name Antilia comes from a _____________. (NO MORE THAN TWO WORDS)原文：Mukesh Ambani is one of the richest men in the world, and the first man to own a private residence costing more than one billion dollars to build. The home is on Altamout Road in Mumbai, one of the most expensive addresses in the world. Named after the mythical island Antilia, the property has 27 floors.以上题干中Antilia这个首字母大写的词汇就可以帮助我们很快定位到原文，从而很快确认答案为mythical island。

练习1: 选择以下题目中的最佳定位词，并完成对应填空练习。

1)题干：Builders spent ______ creating the magnificent Neptune Pool. (NO MORE THAN TWO WORDS)原文：One of the highlights of the estate is the Neptune Pool. It took 15 years to build and includes the front of an ancient Roman temple. It is on top of a hill and has wonderful views of the mountains, ocean and main house. The pool was rebuilt three times until he was satisfied.定位词：_____________答案：_______________2)题干：Web used by social scientists (including Dr. Huberman) to investigate the _____ of socialnetworks. (NO MORE THAN TWO WORDS)原文：Dr Huberman has also helped uncover several laws of web surfing including the number of times an average person will go from web page to web page on a given site before giving up, and the details of the 'winner takes all’ phenomenon whereby a few sites on a given subject attract most of the attention and the rest get very little.定位词：_____________答案：_______________3)题干：Hearst took animals from_______ for his private zoo. (NO MORE THAN TWO WORDS)原文：Although the inside of the house is very European, the outside is very Californian, with palm trees and water. Hearst loved trees and 70,000 were planted on the property during his lifetime. The castle was also home to the world’s largest private zoo, holding animals from every continent. Although the zoo is now closed, zebras can still be seen on the hillside.定位词：_____________答案：_______________练习2: 选择以下题目中的最佳定位词，并完成对应选择练习。

Xerox TREC-8 Question Answering Track Report

Xerox TREC-8 Question Answering Track Report
David A. Hull
Xerox Research Centre Europe 6 chemin de Maupertuis, 38240 Meylan France hull@
This report describes the Xerox work on the TREC-8 Question Answering Track. We linked together a few basic NLP components (a question parser, a sentence boundary identi er, and a proper noun tagger) with a sentence scoring function and an answer presentation function built speci cally for the TREC Q&A task. Our system found the correct 50-byte answer (in the top 5 responses) to 45% of the questions, a quite respectable performance, but with considerable room for improvement. Based on the failure analysis presented in this paper, we can conclude that the system would bene t from having access to a broad range of other NLP technologies, including robust parsing and coreference analysis, or some good heuristic approximations thereof. The system also has a clear need for some semantic resources to help with certain di cult problems, such as nding answers that match the semantic class X in What X? questions.

考研英语试题精解及答案

考研英语试题精解及答案1. Directions: Read the following passage carefully and answer the questions that follow.In a world where technology is advancing at an unprecedented rate, the role of education has become more critical than ever. The integration of technology in classrooms has transformed the way students learn and teachers teach. However, the rapid pace of technological change also presents challenges for educators who must keep up with the latest developments to effectively utilize these tools in their teaching practices.2. Question: What is the main purpose of the passage?A. To highlight the importance of technology in education.B. To discuss the challenges faced by educators due to technological advancements.C. To argue that technology has revolutionized the educational system.D. To emphasize the need for continuous learning in the field of education.Answer: A3. Question: According to the passage, how has technology impacted the educational system?A. It has made learning more difficult for students.B. It has replaced the need for teachers in classrooms.C. It has changed the way students learn and teachers teach.D. It has led to a decline in the quality of education.Answer: C4. Question: What is one of the challenges mentioned for educators in the passage?A. They need to learn new teaching methods.B. They need to keep up with the latest technological developments.C. They need to reduce the use of technology in classrooms.D. They need to focus on traditional teaching methods.Answer: B5. Directions: Complete the sentence by choosing the correct option from the brackets.The use of interactive whiteboards in classrooms has significantly improved student engagement and (A) participation / (B) isolation.Answer: A6. Directions: Choose the best word to fill in the blank.Despite the numerous benefits of incorporating technology into education, there are concerns that it may lead to anover-reliance on digital tools, potentially (A) undermining / (B) enhancing the importance of human interaction in the learning process.Answer: A7. Directions: Read the following dialogue and answer the question that follows.Student: I'm really struggling with the new online learning platform. It's so confusing!Teacher: Don't worry. It's normal to feel overwhelmed at first. With a little practice, you'll get the hang of it.Question: What is the teacher's advice to the student?A. To give up on the online learning platform.B. To practice using the platform more.C. To ask a friend for help.D. To focus on traditional learning methods.Answer: B8. Directions: Identify the main idea of the following statement."The integration of technology in education has not only made learning more interactive and engaging but also has provided teachers with a wealth of resources to enhance their teaching methods."Main Idea: The positive impact of technology integration in education.9. Directions: Match the following terms with their correct definitions.A. Blended learning - a teaching method that combines traditional classroom learning with online learning.B. Flipped classroom - a teaching approach where students learn new material at home and work on assignments in class.C. E-learning - a system of education where instruction is delivered through digital technology.Answer: A - C, B - A, C - B10. Directions: Summarize the main points of the passage in no more than three sentences.The passage discusses the critical role of education in a technologically advancing world, how technology has transformed learning and teaching, and the challenges educators face in keeping up with these rapid changes. It emphasizes the importance of continuous learning for educators to effectively use technology in their teaching practices.。

qa问答系统

8
Dan Jurafsky
Many ques%ons can already be answered by web search
• a
9
Dan Jurafsky
IR-‐based Ques%on Answering
• a
10
Dan Jurafsky
IR-‐based Factoid QA
Document Document Document Document Document Document
Indexing
Answer
Question Processing
• Augmented with ontologies and semi-‐structured data
• Score each candidate using richer knowledge sources
Where is the Louvre Museum located? What’s the abbrevia+on for limited partnership? What are the names of Odin’s ravens? What currency is used in China? What kind of nuts are used in marzipan? What instrument does Max Roach play?
Bram Stoker
3
Dan Jurafsky
Apple’s Siri
4
Dan Jurafsky
Wolfram Alpha
5
Dan Jurafsky
Types of Ques%ons in Modern Systems

基于实体类百科知识的问句自动生成系统

-
Classified Index: TP 391.3 U.D.C: 621.3
Thesis for the Master Degree of Engineering
ENCYCLOPEDIC KNOWLEDGE BASED QUESTION AUTO-GENERATION SYSTEM
Candidate: Supervisor: Academic Degree Applied for: Specialty: Affiliation: Date of Defence: Degree-Conferring-Institution:
目
录
摘要 ...................................................................................................................... I ABSTRACT ................................................................................................................. II 第 1 章绪论 ........................................................................................................ 1 1.1 课题背景以及研究的目的和意义 ................................................................. 1 1.1.1 课题背景................................................................................................ 1 1.1.2 课题研究的目的和意义.......................................................................... 1 1.2 问句生成的研究现状 .................................................................................... 2 1.2.1 国外问句生成研究现状.......................................................................... 2 1.2.2 国内问句自动生成的研究现状 .............................................................. 4 1.2.3 国内外对话交流系统的研究现状 .......................................................... 4 1.3 本课题的主要研究内容 ................................................................................ 6 1.3.1 中文问句相关信息获取.......................................................................... 6 1.3.2 确定生成问句的种类 ............................................................................. 6 1.3.3 问句生成与评测 ..................................................................................... 6 1.4 本文结构安排............................................................................................... 7 第 2 章基于问题自动生成相关的方法概述............................................................ 8 2.1 2.2 2.3 2.4 引言 .............................................................................................................. 8 中文分词系统及算法 ................................................................................... 8 基于命名实体识别信息的算法 .................................................................... 9 基于依存句法信息的算法 .......................................................................... 11

备战高考英语复习之真题解读：新高考I卷阅读理解高频考词+长难句分析+拔高突破练(原卷版)

新高考I卷阅读理解备战高考英语复习之真题解读+高频考词+长难句分析+拔高突破练距离高考还有一段时间，不少有经验的老师都会提醒考生，愈是临近高考，能否咬紧牙关、学会自我调节，态度是否主动积极，安排是否科学合理，能不能保持良好的心态、以饱满的情绪迎接挑战，其效果往往大不一样。

以下是本人从事10多年教学经验总结出的以下学习资料，希望可以帮助大家提高答题的正确率，希望对你有所帮助，有志者事竟成！养成良好的答题习惯，是决定高考英语成败的决定性因素之一。

做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。

总之，在最后的复习阶段，学生们不要加大练习量。

在这个时候，学生要尽快找到适合自己的答题方式，最重要的是以平常心去面对考试。

英语最后的复习要树立信心，考试的时候遇到难题要想“别人也难”，遇到容易的则要想“细心审题”。

越到最后，考生越要回归基础，单词最好再梳理一遍，这样有利于提高阅读理解的效率。

另附高考复习方法和考前30天冲刺复习方法。

阅读理解速选技能真题详解(思路解析, 阅读高频词,长难句分析)拔高突破练命题分析阅读理解文章体裁可以分为：应用文记叙文说明文议论文虽然阅读理解的材料内容千变万化，但考试中的考查方式是有限的，只要能够掌握以下几种主要类型题目的阅读技巧，那么阅读理解拿高分，甚至拿满分就是可以做到的了。

阅读理解题的速选技能，需要结合下面几种题型：主旨大意题，细节理解题，推理判断题，词义猜测题。

秒杀技能一主旨大意题主旨大意题分为两种：一种是要求归纳标题，另一种是归纳段落大意或者文章中心思想。

1. 注意文章的首句和尾句，以及therefore, thus, but, however, in short这些很可能提示文章主旨的词语。

Search Engines：Information Retrieval in Practice搜索引擎——信息检索实践_Slides_Chapter11

XML Retrieval
• XML is an important standard for both exchanging data between applications and encoding documents • Database community has defined languages for describing the structure of XML data (XML Schema), and querying and manipulating that data (XQuery and XPath)
– recent TREC track
• Rank candidate entities e by the joint distribution P(e, q) of entities and query terms
• P(q|e,d) involves ranking entities in those documents with respect to a query • P(e|d) component corresponds to finding documents that provide information about an entity
– query languages similar to SQL but must handle hierarchical structure – XPath restricted to single document type
XML Retrieval
• INEX project studies XML retrieval models and techniques
• Category is used to identify potential answer passages • Additional natural language processing and semantic inference used to rank passages and identify answer

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TheEvaluationofQuestionAnsweringSystems:LessonsLearnedfromtheTRECQATrack

EllenM.VoorheesNationalInstituteofStandardsandTechnology100BureauDr.STOP8940Gaithersburg,MD20899-8940ellen.voorhees@nist.gov

AbstractTheTRECquestionanswering(QA)trackwastheﬁrstlarge-scaleevaluationofopen-domainquestionansweringsystems.InadditiontosuccessfullyfosteringresearchontheQAtask,thetrackhasalsobeenusedtoinvestigateappropriateevaluationmethodologiesforquestionansweringsystems.ThispapergivesabriefhistoryoftheTRECQAtrack,motivatingthedecisionsmadeinitsimplementationandsummarizingtheresults.ThelessonslearnedfromthetrackwillbeusedtoevolvenewQAevaluationsforboththetrackandtheARDAAQUAINTprogram.

1.TheTRECQATaskTRECisaworkshopseriesdesignedtoprovidethein-frastructurerequiredforlarge-scaleevaluationoftextre-trievalandrelatedtechnologies(NationalInstituteofStan-dardsandTechnology,2002).A“track”fortheinvesti-gationofquestionansweringsystemswasintroducedintoTREC-8in1999,andhasbeenruneachyearsincethenforatotalofthreetimestodate.Theoriginalmotivationforthetrackwastofosterre-searchthatwouldmoveretrievalsystemsclosertoinfor-mationretrievalsystemsratherthandocumentretrievalsys-tems.Documentretrievalsystems’abilitytoworkinanydomainwasconsideredanimportantfeaturetomaintain.Atthesametime,thetechnologythathadbeendevelopedbytheinformationextractioncommunityappearedreadytoexploit.ThusthetaskfortheTREC-8QAtrackwasdeﬁnedsuchthatboththeinformationretrievalandtheinformationextractioncommunitiescouldworkonacommonproblem.ThetaskwasverysimilartothatusedintheMURAXsys-tem(Kupiec,1993),whichusedanon-lineencyclopediaasasourceofanswersforclosed-classquestions,exceptthattheanswersweretobefoundinalargecorpusofdocumentsratherthananencyclopedia.Sincethedocumentsconsistedmostlyofnewswireandnewspaperarticles,thedomainwasessentiallyunconstrained.However,onlyclosed-classquestionswereused,soanswersweregenerallyentitiesfa-miliartoinformationextractionsystems.Participantsweregivenadocumentcollectionandatestsetofquestions.Thequestionswerefact-based,short-answerquestionssuchasHowmanycaloriesarethereinaBigMac?andWhereistheTajMahal?.Eachquestionwasguaranteedtohaveatleastonedocumentinthecollectionthatansweredit.Foreachquestion,participantsreturnedarankedlistofﬁve[document-id,answer-string]pairssuchthateachanswerstringwasbelievedtocontainananswertothequestion.Answerstringswerelimitedtoeither50or250bytesdependingontheruntype.Humanassessorsreadeachstringandmadeadecisionastowhetherornotthestringcontainedananswertothequestioninthecontextprovidedbythedocument.Individualquestionsreceivedascoreequaltothereciprocaloftherankatwhichtheﬁrstcorrectresponsewasreturned(or0ifnoneoftheﬁvere-sponsescontainedacorrectanswer).Thescoreforarunwasthemeanoftheindividualquestions’reciprocalranks.2.EvaluationTheTRECQAevaluationshavebeenbasedontheas-sumptionthatdifferentpeoplewillhavedifferentideasofwhatconstitutesacorrectanswer.ThisassumptionwasdemonstratedtobetrueduringtheTREC-8evaluation.ForTREC-8,eachquestionwasindependentlyjudgedbythreedifferentassessors.Theseparatejudgmentswerecombinedintoasinglejudgmentsetthroughadjudicationfortheof-ﬁcialtrackevaluation,buttheindividualjudgmentswereusedtomeasuretheeffectofdifferencesinjudgmentsonsystems’scores.Assessorshadlegitimatedifferencesofopinionastowhatconstitutedanacceptableanswerevenforthedeliberatelyconstrainedquestionsusedinthetrack.Twoprimeexamplesofwheresuchdifferencesarisearethecompletenessofnamesandthegranularityofdatesandlocations.Fortunately,aswithdocumentretrievalevaluation,therelativescoresbetweenQAsystemsremainstabledespitedifferencesinthejudgmentsusedtoevaluatethem(VoorheesandTice,2000).Thelackofadeﬁnitiveanswerkeydoesmeanthatevaluationscoresareonlymean-ingfulinrelationtootherscoresonthesamedataset.Abso-lutescoresdochangeifyouuseadifferentsetofjudges,oradifferentsetofquestions.However,thisisanunavoidablecharacteristicofQAevaluation.Sinceassessors’opinionsofcorrectnessdiffer,theeventualendusersoftheQAsys-temswillhavesimilardifferencesofopinion,andaneval-uationofthetechnologymustaccommodatethesediffer-ences.A[document-id,answer-string]pairwasjudgedcorrectif,intheopinionoftheNISTassessor,theanswer-stringcontainedananswertothequestion,theanswer-stringwasresponsivetothequestion,andthedocumentsupportedtheanswer.Iftheanswer-stringwasresponsiveandcon-tainedacorrectanswer,butthedocumentdidnotsupportthatanswer,thepairwasjudged“Notsupported”(exceptinTREC-8whereitwasmarkedcorrect).Otherwise,the