上期答案:1.原句意思:我手表上的秒针坏了,请问哪儿有换的? 答案:In a second-hand store.(在旧货店里.) 注解:second-hand adj.二手货的,旧的;second hand n.秒针2.原句意思:人们为什么会睡觉? 答案:Because the bed won’t come to u...上期答案:1.原句意思:我手表上的秒针坏了,请问哪儿有换的? 答案:In a second-hand store.(在旧货店里.) 注解:second-hand adj.二手货的,旧的;second hand n.秒针2.原句意思:人们为什么会睡觉? 答案:Because the bed won’t come to us.(因为床不会走向我们.) 注解:go to bed的字面意思是:走向床。展开更多
这里刊登的材料选自Harold S. Madsen编的Techniques in Testing(1983),简单介绍了英国和美国的标准化的、可以出售的主要英语测试题和研究测试的服务机构。其中,大部分是水平测试,少量为成绩测试,也有个别的是潜能测试。有笔试,有口试...这里刊登的材料选自Harold S. Madsen编的Techniques in Testing(1983),简单介绍了英国和美国的标准化的、可以出售的主要英语测试题和研究测试的服务机构。其中,大部分是水平测试,少量为成绩测试,也有个别的是潜能测试。有笔试,有口试,也有二者的结合。大部分是英语测试,也有少量的双语测试。有适用于成人或大学生的,有适用于不同年龄的儿童的,也有只用于成人初学者的。有的把英语作为母语而测。展开更多
在一些英语测试题中，我们常常见到“将肯定句改为否定句”这样的题目，你会改吗？下面对此作一简单归纳，供大家学习时参考。一、否定句的一般改法：１．如果句中的谓语部分含有“be动词”或“助动词、情态动词+行为动词”，改为否定...在一些英语测试题中，我们常常见到“将肯定句改为否定句”这样的题目，你会改吗？下面对此作一简单归纳，供大家学习时参考。一、否定句的一般改法：１．如果句中的谓语部分含有“be动词”或“助动词、情态动词+行为动词”，改为否定句时，一般在be动词／助动词／情态动词后面加not。例如：He is a worker．→He isn’t a worker．They will have a meeting．→They won’t have a meeting．We have finished our work．→We haven’t finished our work．He can mend the computer．→He can’t mend the computer．展开更多
As far as we are concemed, one of the elements of assessing EFL/ESL （English as a Foreign Language/English as a Second Language） learners＇ language proficiency in institutions and universities in our country ＂lran...As far as we are concemed, one of the elements of assessing EFL/ESL （English as a Foreign Language/English as a Second Language） learners＇ language proficiency in institutions and universities in our country ＂lran＂ are multiple-choice reading comprehension tests. We also know that, it comprises one major section of the standard and TOEFL （Test of English as a Foreign Language） tests. Taking into account its importance and the problems which EFL learners have answered them, I get motivated to uncover some of the test-taking strategies which they employ to answer multiple-choice reading comprehension questions when dealing with familiar versus unfamiliar topics. To get a better conclusion, I choose 20 advanced male and female candidates whose English proficiency is at an acceptable level and at least at the same age level, and they major in English language from different colleges and universities. They are given two reading comprehension passages （familiar and unfamiliar）, each one with five final questions and allotted time to answer the questions. Two main instruments in this study are a retrospective think-aloud protocol and a semi-structured interview. The results of the reading comprehension tests and interview part revealed that advanced learners＇ high scores in the familiar topic were not because of their strategy use but because of their high linguistic and background knowledge on the topic. I also concluded that the number, kind, and sequence of strategies employed, were greatly dependent on the degree of testees＇ familiarity on the topic. In other words, test-takers used more strategies to compensate for their lack of linguistic knowledge.展开更多
文摘上期答案:1.原句意思:我手表上的秒针坏了,请问哪儿有换的? 答案:In a second-hand store.(在旧货店里.) 注解:second-hand adj.二手货的,旧的;second hand n.秒针2.原句意思:人们为什么会睡觉? 答案:Because the bed won’t come to us.(因为床不会走向我们.) 注解:go to bed的字面意思是:走向床。
文摘这里刊登的材料选自Harold S. Madsen编的Techniques in Testing(1983),简单介绍了英国和美国的标准化的、可以出售的主要英语测试题和研究测试的服务机构。其中,大部分是水平测试,少量为成绩测试,也有个别的是潜能测试。有笔试,有口试,也有二者的结合。大部分是英语测试,也有少量的双语测试。有适用于成人或大学生的,有适用于不同年龄的儿童的,也有只用于成人初学者的。有的把英语作为母语而测。
文摘在一些英语测试题中，我们常常见到“将肯定句改为否定句”这样的题目，你会改吗？下面对此作一简单归纳，供大家学习时参考。一、否定句的一般改法：１．如果句中的谓语部分含有“be动词”或“助动词、情态动词+行为动词”，改为否定句时，一般在be动词／助动词／情态动词后面加not。例如：He is a worker．→He isn’t a worker．They will have a meeting．→They won’t have a meeting．We have finished our work．→We haven’t finished our work．He can mend the computer．→He can’t mend the computer．
文摘As far as we are concemed, one of the elements of assessing EFL/ESL （English as a Foreign Language/English as a Second Language） learners＇ language proficiency in institutions and universities in our country ＂lran＂ are multiple-choice reading comprehension tests. We also know that, it comprises one major section of the standard and TOEFL （Test of English as a Foreign Language） tests. Taking into account its importance and the problems which EFL learners have answered them, I get motivated to uncover some of the test-taking strategies which they employ to answer multiple-choice reading comprehension questions when dealing with familiar versus unfamiliar topics. To get a better conclusion, I choose 20 advanced male and female candidates whose English proficiency is at an acceptable level and at least at the same age level, and they major in English language from different colleges and universities. They are given two reading comprehension passages （familiar and unfamiliar）, each one with five final questions and allotted time to answer the questions. Two main instruments in this study are a retrospective think-aloud protocol and a semi-structured interview. The results of the reading comprehension tests and interview part revealed that advanced learners＇ high scores in the familiar topic were not because of their strategy use but because of their high linguistic and background knowledge on the topic. I also concluded that the number, kind, and sequence of strategies employed, were greatly dependent on the degree of testees＇ familiarity on the topic. In other words, test-takers used more strategies to compensate for their lack of linguistic knowledge.
