填空题At two minutes to noon in September 1 of 1923, the great clock in Tokyo stopped. (82) Tokyo Bay shook as if huge rug had been pulled from under it. (83) Towered, above the bay, the 4000-meter Mount Fuji stood above a deep trench in the sea. (84) It was from this trench where the earthquake came at a magnitude of 8.3 on the Richter scale. Huge waves swept over the city. (85) Boats were driven inland, and buildings and people were dragged out sea. (86) The tremors dislodged part of a hillside, which gave way, brushing trains, stations and bodies the wafer below. (87) Three massive shocks wrecked the of Tokyo and Yokohama and, during the next six hours, there were more than 100 aftershocks. The casualties were enormous, but there were also some lucky survivors. (88) The most remarkably was a woman who was having a bath in her room at the Tokyo Grand Hotel. (89) As for the hotel collapsed, she and her bath gracefully descended to the street, (90) leave both her and the bath water intact.

填空题汉译英(上海理工大学2005研，考试科目：翻译) 今 李大钊 我以为世间最可宝贵的就是“今”，最易丧失的也是“今”。因为他最易丧失，所以更觉得他可以宝贵。 为什么“今”最可宝贵呢?最好借哲人耶曼孙所说的话答这个疑问：“尔若爱千古，尔当爱现在。昨日不能唤回来，明天还不确实，尔能确有把握的就是今日。今日一天，当明日两天。” 为什么“今”最易是失呢?因为宇宙大化刻刻流转，绝不停留。时间这个东西，也不因为吾人贵他爱他稍稍在人间留恋。试问吾人说“今”说“现在”，茫茫百千万劫，究竟哪一刹那是吾人的“今”，是吾人的“现在”呢?刚刚说他是“今”是“现在”，他早已风驰电掣的一般，已成“过去”了。吾人若要糊糊涂涂把他丢掉岂不可惜? 有的哲学家说，时间但有“过去”与“未来”，并无“现在”。有的又说，“过去”、“未来”皆是“现在”。我以为“过去未来皆是现在”的话倒有道理。因为“现在”就是所有“过去”流入的世界，换句话说，所有“过去”都埋没于“现在”的里边。故一时代的思潮，不是单纯在这个时代所能凭空成立的，不晓得有几多“过去”时代的思潮，差不多可以说是由所有“过去”时代的思潮，一凑合而成的。吾人投一石子于时代潮流里面，所激起的波澜声响，都向水远流动传播，不能消灭。屈原的《离骚》，永远使人人感泣。打击林肯头颅的枪声，呼应于永远的时间与空间。一时代的变动，绝不消灭，仍遗留于次一时代，这样传演，至于无穷，在世界中有一贯相连的永远性。昨日的事件，与今日的事件，合构成数个复杂事件。此数个复杂事件，与明日的整个复杂事件，更合构成数个复杂事件。势力结合势力，问题牵起问题。无限的“过去”，都以“现在”为归宿。无限的“未来”，都以“现在”为渊源。“过去”“未来”的中间全仗有“现在”以成其连续，以成其永远，以成其无始的大实在。一掣现在的铃，无限的过去未来皆遥相呼应。这就是过去未来皆是现在的道理，这就是“今”最可宝贵的道理。

填空题8．At 17 he earned a sch______ to Cambridge to study maths in which he got a first-class degree three years later.

填空题If they ______ (not help)us, our experiment would have failed．

填空题His written French is very good but he needs to practice ______ it． 他的法语写作能力很好，但他需要练习一下口语。

填空题But this peaceful revolution of hope cannot become the prey of hostile powers.

填空题Lyons predicted in the seventies by pointing out that linguistics is______, rather than speculative or intuitive; it operates with publicly variable date obtained by means of observation or experiment.

填空题 Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A) B) C) or D) on ANSWER SHEET 1. (10 points) Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened (21)[ ]. As was discussed before, it was not (22)[ ] the 19th century that the newspaper became the dominant preelectronic (23)[ ], following in the wake of the pamphlet and the book and in the (24)[ ] of the periodical. It was during the same time that the communications revolution (25)[ ] up,beginning with transport, the railway, and leading (26)[ ] through the telegraph, the telephone, radio, and motion pictures (27)[ ] the 20thcentury world of the motor car and the airplane. Not everyone sees the process in (28)[ ]. It is important to do so. It is generally recognized, (29)[ ], that the introduction of the computer in the early 20th century, (30)[ ] by the invention of the integrated circuit during the 1960s, radically changed the process, (31)[ ] its impact on the media was not immediately (32)[ ]. As time went by, computers became smaller and more powerful,and they became “personal” too. as well as (33)[ ], with display becoming sharper and storage (34)[ ] increasing. They were thought of, like people, (35)[ ] generations, with the distance between generations much (36)[ ]. It was within the computer age that the term “information society” began to be widely used to describe the (37)[ ] within which we now live. The communications revolution has (38)[ ] both work and leisure and how we think and feel both about place and time, but there have been (39)[ ] views about its economic ,political, social and cultural implications. “Benefits” have been weighed (40)[ ] “harmful” outcomes. And generalizations have proved difficult. 21、 A)between B)before C)since D)later 22、 A)after B)by C)during D)until 23、 A)means B)method C)medium D)measure 24、 A)process B)company C)light D)form 25、 A)gathered B)speeded C)worked D)picked 26、 A)on B)out C)over D)off 27、 A)of B)for C)beyond D)into 28、 A)concept B)dimension C)effect D)perspective 29、 A)indeed B)hence C)however D)therefore 30、 A)brought B)followed C)stimulated D)characterized 31、 A)unless B)since C)lest D)although 32、 A)apparent B)desirable C)negative D)plausible 33、 A)institutional B)universal C)fundamental D)instrumental 34、 A)ability B)capability C)capacity D)faculty 35 A)by means of B)in terms of C)with regard to D)in line with 36、 A)deeper B)fewer C)nearer D)smaller 37、 A)context B)range C)scope D)territory 38、 A)regarded B)impressed C)influenced D)effected 39、 A)competitive B)controversial C)distracting D)irrational 40、 A)above B)upon C)against D)with

填空题Distance Education 远程教育 What is Distance Education? Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i. e. voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. Is Distance Education Effective? Many educators ask if distant students learn as much as students receiving traditional face-to-face instruction. Research comparing distance education to traditional face-to-face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction, when the method and technologies used are appropriate to the instructional tasks, where there is student-to-student interaction, and when there is timely teacher-to-student feedback. How is Distance Education Delivered? A wide range of technological options are available to the distance educator. They fall into four major categories: Voice-Instructional audio tools include the interactive technologies of telephone, audioconferencing, and short-wave radio. Passive (i. e. one-way) audio tools include tapes and radio. Video-Instructional video tools include still images such as slides, pre-produced moving images (e. g. film, videotape), and real-time moving images combined with audioconferencing (one-way or two-way video with two-way audio). Data-Computers send and receive information electronically. For this reason, the term data is used to describe this broad category of instructional tools. Computer applications for distance education are varied and include. Computer-assisted instruction (CAI) uses the computer as a self-contained teaching machine to present individual lessons. Computer-managed instruction (CMI)-uses the computer to organize instruction and track student records and progress. The instruction itself need not be delivered via a computer, although CAI is often combined with CMI. Computer-mediated education (CME) describes computer applications that facilitate the delivery of instruction. Examples include electronic mail, fax, real-time computer conferencing, and World Wide Web applications. Print is a foundational element of distance education programs and the basis from which all other delivery systems have evolved. Various print formats are available including: textbooks, study guides, workbooks, course syllabi, and case studies. Which Technology is Best? Although technology plays a key role in the delivery of distance education, educators must remain focused on instructional outcomes, not the technology of delivery. The key to effective distance education is focusing on the needs of the learners, the requirements of the content, and the constraints faced by the teacher, before selecting a delivery system. Typically, this systematic approach will result in a mix of media, each serving a specific purpose. For example: A strong print component can provide much of the basic instructional content in the form of a course text, as well as readings, the syllabus, and day-to-day schedule. Interactive audio or video conferencing can provide real time face-to-face (or voice-to-voice) interaction. This is also an excellent and cost-effective way to incorporate guest speakers and content experts. Computer conferencing or electronic mail can be used to send messages, assignment feedback, and other targeted communication to one or more class members. It can also be used to increase interaction among students. Pre-recorded video tapes can be used to present class lectures and visually oriented content. Fax can be used to distribute assignments, last minute announcements, to receive student assignments, and to provide timely feedback. Using this integrated approach, the educators task is to carefully select among the technological options. The goal is to build a mix of instructional media, meeting the needs of the learner in a manner that is instructionally effective and economically prudent. Effective Distance Education Without exception, effective distance education programs begin with careful planning and a focused understanding of course requirements and student needs. Appropriate technology can only be selected once these elements are understood in detail. There is no mystery to the way effective distance education programs develop. They dont happen spontaneously; they evolve through the hard work and dedicated efforts of many individuals and organizations. In fact, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators. Key Players in Distance Education Students—Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. Regardless of the educational context, the primary role of the student is to learn. This is a daunting task under the best of circumstances, requiring motivation, planning, and an ability to analyze and apply the instructional content being taught. When instruction is delivered at a distance, additional challenges result because students are often separated from others sharing their backgrounds and interests, have few if any opportunities to interact with teachers outside of class, and must rely on technical linkages to bridge the gap separating class participants. Faculty—The success of any distance education effort rests squarely on the shoulders of the faculty. In a traditional classroom setting, the instructors responsibility includes assembling course content and developing an understanding of student needs. Special challenges confront those teaching at a distance. For example, the instructor must. 1) Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact. 2) Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences. 3) Develop a working understanding of delivery technology, while remaining focused on their teaching role. 4) Function effectively as a skilled facilitator as well as content provider. Facilitators—The instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. To be effective, a facilitator must understand the students being served and the instructors expectations. Most importantly, the facilitator must be willing to follow the directive established by the teacher. Where budget and logistics permit, the role of on-site facilitators has increased even in classes in which they have little, if any, content expertise. At a minimum, they set up equipment, collect assignments, proctor tests, and act as the instructors on-site eyes and ears. Support Staff—These individuals are the silent heroes of the distance education enterprise and ensure that the myriad details required for program success are dealt with effectively. Most successful distance education programs consolidate support service functions to include student registration, materials duplication and distribution, textbook ordeing, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc. Support personnel are truly the glue that keeps the distance education effort together and on track. Administrators—Although administrators are typically influential in planning an institutions distance education program, they often lose contact or give up control to technical managers once the program is operational. Effective distance education administrators are more than idea people. They are consensus builders, decision makers, and referees. They work closely with technical and support service personnel, ensuring that technological resources are effectively distributed to further the institutions academic mission. Most importantly, they maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility. The Need for Instructional Development—Instructional development provides a process and framework for systematically planning, developing, and adapting instruction based on identifiable learner needs and content requirements. This process is essential in distance education, where the instructor and students may share limited common background and typically have minimal face-to-face contact. Although instructional development models and processes abound, the majority follow the same basic stages of design, development, evaluation, and revision. The Instructional Development Process should help us be able to. Determine the need for instruction—Analyze your audience—Establish instructional goals/objectives—Create a content outline—Review existing materials—Organize and develop content—Select/develop materials and methods—Review goals and objectives—Collect and analyze evaluation data—Revise and improve. Conclusion While it is possible, even appropriate on occasion, to shorten the instructional development process, it should be done only after considering the needs of the learner, the requirements of the content, and the constraints facing both teacher and students. Adhering to sound principles of instructional development wont overcome all obstacles one encountered en route to developing effective distance education programs. It will, however, provide a process and procedural framework for addressing the instructional challenges that will surely arise. Notes [1] These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. 句子中三个动词provide，reach，update和can作句子的谓语。译文：这些教学计划可以给成人提供再次接受大学教育的机会，使由于时间、距离或客观环境所限的人有机会学习，使工人在岗位上获得新知识。 [2] audioconference：电视会议。电视会议是近年兴起的一种通信方式，它大大缩短了面对面的通信的距离，它便捷、高效，改变了传统的会议模式。电视会议电话系统是通过摄像机拾取图像和声音，通过编解码器转化为数字信号，并加以压缩，再通过通信网络把信号传送出去。对方则将接收到的数字信号解压缩、还原，通过显示器和扬声器播放出来，整个过程“实时”进行。 [3] short-wave radio：短波收音机。世界上许多国家利用短波频率来进行世界范围的广播传输，短波频率范围通常在1. 6MHz-30MHz之间，能接收到上述某一段频率的收音机叫短波收音机。 [4] CAI(Computer-Assisted/Aided Instruction)计算机辅助教学。这是一种利用计算机作为教学手段的教学系统。由于传统的教学方式受到时间和空间的限制，因此，很难根据学生的不同情况进行教学，但在采取计算机辅助教学之后，则可以改变“一对多”的集体学习方式，有效地弥补这一缺陷。 [5] CMI( Computer Managed Instruction)计算机管理教学，是计算机支持的教学管理任务的各种应用。 [6] logistics：物流。最早是在二战中，围绕战争物资供应，美国军队建立的“后勤”(Logistics)理论为原型的。当时的“后勤”是指将战时物资生产、采购、运输、配给等活动作为一个整体进行统一布置，以求战略物资补给的费用更低、速度更快、服务更好。后来，后勤体系逐步演变为今天的物流。 [7] While it is possible, even appropriate on occasion，to shorten the instructional development process, it should be done only after considering the needs of the learner, the requirements of the content, and the constraints facing both teacher and students. 译文：虽然远程教育可能缩短教育过程，但也只能在考虑了学生的需求、内容要求以及教师和学生所受的限制后才能实施。 While连词，引起表示让步的状语从句，表示“虽然”，如：While I understand what you say，I can，t agree with you. 虽然我理解你的意思，但我还是不同意。

填空题Author______Title______ I really don"t see anything romantic about proposing. It is very romantic to be in love. But there is nothing romantic about a definite proposal. Why, one may be accepted. One usually is, I believe. Then, the excitement is all over. The very essence of romance is uncertainty. If ever I get married, I"ll certainly try to forget the fact.

填空题{{U}}The first{{/U}} electric lamp had two carbon rods {{U}}from which{{/U}} vapor {{U}}served{{/U}} to conduct the current {{U}}across{{/U}} the gap. A. The first B. from which C. served D. across

填空题He paused and went on ______ (explain)the text to us．

填空题The conflict can easily turn what should be a united effort to improve the q______ of education into a power struggle between faculty members and administrators.

填空题Translate the following into English．(南京航空航天大学2007研，考试科目：翻译与写作)人们常常因为同爱一本书而结为知己，就像有时两个人因为敬慕同一个人而交为朋友一样。古谚说：“爱屋及乌”。但是，“爱我及书”这句话却有更深的哲理。书是更为坚实而高尚的情谊纽带。人们可以通过共同爱好的作家沟通思想感情，彼此息息相通。

填空题Translate the following sentences into Chinese．Write your answers on the ANSWER SHEET．(首都师范大学2011研，考试科目：英语综合水平)Translators are not sufficiently sensitive to the fact that words only have meanings in terms of the cultures to which they refer and of which they are a part.

填空题The rooms were then empty and most of them have been shut up. A. empty B. most C. them D. have been

填空题Even if we could make it impossible for people to commit crimes, should we? Or would doing so improperly deprive people of their freedom? This may sound like a fanciful concern, but it is an increasingly real one. The new federal transportation bill, for example, authorized funding for a program that seeks to prevent the crime of drunken driving not by raising public consciousness or issuing stiffer punishments — but by making the crime practically impossible to commit. {{U}} 1 {{/U}}______ The Dadss program is part of a trend toward what I call the "perfect prevention" of crime: depriving people of the choice to commit an offense in the first place. The federal government's Intelligent Transportation Systems program, which is creating technology to share data among vehicles and road infrastructure like traffic lights, could make it impossible for a driver to speed or run a red light. {{U}} 2 {{/U}}______ Such technologies force us to reconcile two important interests. On one hand is society's desire for safety and security. On the other hand is the individual's right to act freely. Conventional crime prevention balances these interests by allowing individuals the freedom to commit crime, but punishing them if they do. The perfect prevention of crime asks us to consider exactly how far individual freedom extends. Does freedom include a "right" to drive drunk, for instance? It is hard to imagine that it does. {{U}} 3 {{/U}}______ For most familiar crimes (murder, robbery, rape, arson), the law requires that the actor have some guilty state of mind, whether it is intent, recklessness or negligence. {{U}} 4 {{/U}}______ In such cases, using technology to prevent the crime entirely would not unduly burden individual freedom ; it would simply be effective enforcement of the statute. Because there is no mental state required to be guilty of the offense, the government could require, for instance, that drug manufacturers apply a special tamper-proof coating to all pills, thus making the sale of tainted drugs practically impossible, without intruding on the thoughts of any future seller. But because the government must not intrude on people's thoughts, perfect prevention is a bad fit for most offenses. {{U}} 5 {{/U}}______ Even if this could be known, perhaps with the help of some sort of neurological scan, collecting such knowledge would violate an individual's freedom of thought. Perfect prevention is a politically attractive approach to crime prevention, and for strict liability crimes it is permissible and may be good policy if implemented properly. But for most offenses, the threat to individual freedom is too great to justify this approach. This is not because people have a right to commit crimes; they do not. Rather, perfect prevention threatens our right to be free in our thoughts, even when those thoughts turn to crime. [A] But there is a category of crimes that are forbidden regardless of the actor's state of mind: so-called strict-liability offenses. One example is the sale of tainted drugs. Another is drunken driving. [B] The Dadss program, despite its effectiveness in preventing drunk driving, is criticized as a violation of human rights because it monitors drivers' behavior and controls individual's free will. [C] And the Digital Millennium Copyright Act of 1998 has already criminalized the development of technologies that can be used to avoid copyright restrictions, making it effectively impossible for most people to illegally share certain copyrighted materials, including video games. [D] If the actor doesn't have the guilty state of mind, and he commits crime involuntarily, in this case, the actor will be convicted as innocent. [E] Perfect prevention of a crime like murder would require the ability to know what a person was thinking in order to determine whether he possessed the relevant culpable mental state. [F] The program, the Driver Alcohol Detection System for Safety (Dadss), is developing in vehicle technology that automatically checks a driver's blood-alcohol level and, if that level is above the legal limit, prevents the car from starting. [G] But what if the government were to add a drug to the water supply that suppressed antisocial urges and thereby reduced the murder rate? This would seem like an obvious violation of our freedom. We need a clear method of distinguishing such cases.