An Interactive English Pronunciation Dictionary for Korean Learners
An Interactive English Pronunciation Dictionary for Korean Learners Jong-mi Kim,Chao Wang,Mitchell Peabody,Stephanie Seneff
Department of English,Kangwon National University,Korea
kimjm@kangwon.ac.kr
MIT Computer Science and Arti?cial Intelligence Laboratory
The Stata Center,32Vassar Street,Cambridge,MA02139
wangc,mizhi,seneff@https://www.wendangku.net/doc/c84201413.html,
Abstract
We present research towards developing a pronunciation dictionary that features sensitivity to learners’native phonology,speci?cally designed for Korean learners of English-as-a-Foreign-Language (EFL).We envision a future system that can record and process learners’imitation of the dictionary pronunciation and instantly pro-vide segmental and prosodic feedback on accent.Towards this goal,we have designed and collected a speech corpus to address the phonological and prosodic issues of Korean EFL learners.We leverage the SUMMIT speech recognizer’s ability to model phono-logical rules to automatically identify non-native phonological phe-nomena.These phonological rules were carefully constructed to account for the in?uence of learners’native language(Korean)on the target language(English).Feedback messages are provided to the learner to point out the non-native phonological variations de-tected by the speech recognizer in order to help them improve seg-mental pronunciation.Instructions are also given to the user on the prosodic aspects of the pronunciation,which are based on detected duration and cues.We evaluated the effectiveness of the feed-back mechanism by rating222English utterances from six native Korean subjects,before and after receiving native-language depen-dent feedback messages.Human raters judged61%of the utter-ances as improved after feedback.
1.Introduction
Surveys of language learners have reported that a dictionary with pronunciation exercises is an easily accessible and attractive form of pronunciation reference[1,2].Such audible dictionaries are widely available,and are published by Cambridge,Cobuild,Long-man,MacMillan,Oxford,Webster,etc.However,these dictionaries remain insensitive to a learner’s native language,in spite of?nd-ings that non-native accents in foreign languages are mainly derived from the native phonology[3,4,5,6,7].
In this paper,we present our research towards developing a pronunciation dictionary that features sensitivity to learners’native phonology,speci?cally designed for Korean learners of English-as-a-Foreign-Language(EFL).We envision a future system that can record and process learners’imitation of the dictionary pronuncia-tion and instantly provide segmental and prosodic feedback on ac-cent.Towards this goal,we have designed and collected a speech corpus to address the phonological and prosodic issues of Korean EFL learners.All speech data were force-aligned with their corre-sponding transcriptions using the MIT SUMMIT speech recognition engine[8].Central to our technology is the use of two sets of phono-logical rules,one for native English phonology,and another ex-panded to cover non-native phonological variations expected from Korean EFL learners.Differences in the alignments produced with
Phone Syll.Str.Rhy.Into.Total Word8,1761,5047700010,450 (1,362)(94)(70)(0)(0)(1,526) Phrase0026427232568
(0)(0)(24)(17)(2)(43) Sentence026037156910592259
(0)(20)(33)(32)(68)(153) Total8,1761,7641,4058411,09113,277 (1326)(114)(127)(49)(70)(1722) Table1:Distribution of data.The number of unique stimuli are shown in parentheses.(Note:Syll.=Syllable,Str.=Stress,Rhy.= Rhyme,Into.=Intonation.)
the two sets of phonological rules will reveal segmental insertion, deletion,and substitution in the non-native speech,and are used to trigger feedback messages pointing out the speci?c errors.Instruc-tions are also given to the learner on the prosodic aspects of the pronunciation,which are based on measured duration and cues.
Our prosodic scoring methods take advantage of the fact that the non-native speakers in our corpus were trying to imitate exam-ples from a native speaker.We achieve vocabulary independence in detecting phonetic mispronunciations,since our methodology re-quires only the phonemic baseforms of the words.We believe that these research settings are reasonable for the audible dictionary ap-plication.Our approach can be contrasted with existing pronuncia-tion teaching software,such as Dr.Speaking[9]in Korean English, which typically have a limited set of words and sentences.
The paper is organized as follows.We?rst describe our speech database,which was designed to have a balanced coverage of the major aspects of segmental and prosodic phonology.We then pro-vide a detailed description of our technology,including automatic methods for detecting segmental and prosodic cues of non-native accentedness.After that,we evaluate the effect of native-language-sensitive feedback on improving learners’pronunciation.Finally, we summarize our results and point out potential future research.
2.Non-native speech data collection
The non-native speech database was designed and constructed to cover a broad range of non-native productions of English vowels, consonants,syllables,stress,rhythm,and intonation.The linguistic distribution of the collected data is summarized in Table1.
There were a total of13,277speech samples in the original corpus.Of these,8,176isolated words,taken from SOund RIch DAtabase[10],were used to facilitate segmental research on the phone level,and the remainder,including words,phrases,and sen-
left core right realizations;comments vowel t schwa tcl t dx;?apping
s y sh zh s sh;palatalization en n n[n];de-gemination Figure1:Representative phonological rules in the SUMMIT recog-nition framework.The curly brackets””specify the input phone-mic contexts on the left and right side of the given phoneme.The arrows denote the rewrite rule by which the input phoneme is re-alized in the phonetic surface form on the right side of the arrow. The symbols“”and“”represent alternative and optional forms respectively.
tences,were newly acquired for prosodic research.201samples were discarded from the database because of poor signal quality. The number of speakers reading each stimulus varied,with fewer speakers reading word-level stimuli(5to11speakers),and more speakers reading phrases and sentences(10-18speakers).The cor-pus also includes native English and Korean speech to obtain acous-tic models of native speech for both languages.
The prosodic database was acquired using the following proce-dure.A native speaker of General American English played the role of a model speaker.A total of50English-language learners partici-pated in the data collection.They vary in?uency,although most of them are considered intermediate in terms of their academic stand-ing in a pronunciation class.The model speech was?rst recorded and distributed to the learners in CDs or via the Web.The learners then received explicit lessons to resolve any potential dif?culties in pronouncing the stimuli,and were given on average a one-week practice period prior to the recording.They were instructed to imi-tate the model speech as closely as possible.The speech from both the model speaker and the learners was recorded in a quiet room and digitized at16kHz sampling rate using Computerized Speech Lab by Kay Elemetrics.
3.Methodology
In the following,we describe our methods to automatically detect segmental and prosodic cues of non-native accent,which are used to trigger corrective messages to help a learner improve pronunciation.
3.1.Segmental analysis
Our analysis of the segmental properties of the non-native speech used the SUMMIT landmark-based speech recognition system[8], developed by the Spoken Language Systems group at MIT.The SUMMIT system uses context-dependent phonological rules to ex-plicitly encode permissible phonetic variations given the phone-mic pronunciation of a word.Typical rules are epenthetic si-lence insertion at locations of voicing change(”sweet”),gemination (“from Maine”),palatalization(“gas shortage”),and rules account-ing for unreleased stops(”top down”),or contraction across words as in“wanna”for“want to.”The rules also include devoicing in fricatives and stops as well as reduction of vowels with respect to stress alternations.A detailed description of pronunciation varia-tions is provided in[11].Example rules are shown in Figure1.
The phonological modeling framework in SUMMIT can be eas-ily adapted for the automatic detection of non-native segmental vari-ations.The phonological rule set was augmented to include the typ-ical non-native sound forms of English spoken by Korean learners. We then derived a phonetic transcription of the speech by a forced alignment procedure,during which the recognizer was con?gured to?nd the best-scoring phonetic alignment given the alternatives de-
Total Utts.L1better L2better similar identical
5426018360237 Table2:Results of human judgments of phonetic transcriptions pro-duced by L1and L2systems for selected isolated words,spoken by non-native speakers.(Note:Utts.=Utterances)
termined by the lexicon,phonological rules,and the acoustic mod-els.For each non-native utterance,we derived the two types of forced aligned transcriptions,one from the original(L1)rule set and the other from the expanded(L2)one.Any differences in the two alignments are likely to suggest the existence of non-native phono-logical variations.Notice that the non-native phonological expan-sions are independent of the vocabulary.
Figure2illustrates the outlined procedure with an example non-native utterance.The upper phonetic alignment was generated with the expanded L2recognizer,and the lower one was generated with the original L1recognizer.As demonstrated in the?gure,the L2 rule set better captures the spectral features of the speech.In fact, the deleted,inserted,and changed phones in the words“can’t,”“de-cide,”and“whether”were appropriately detected.
The L2realization in Figure2manifests various aspects of phonological in?uence from the native language.The deletion of /t/in the word“can’t”is expected according to Korean phonology, which does not allow consonant clusters in a syllable?nal position. The schwa inserted after the?nal/d/in“decide”re?ects the fact that Korean phonology does not permit voiced stops at word-?nal position.The speaker substituted the stop/d/in place of the dental fricative/dh/in the word“whether,”since/dh/is not present in the native Korean phoneme inventory.
The?rst author,together with a native speaker of American English,evaluated the phonetic alignment accuracy on a randomly chosen data set of542non-native isolated words.Results are shown in Table2.The two phonetic alignments(L1and L2based)were compared,and a decision was made according to four categories: identical,minimally different(“similar”in the table),L1better,and L2better.Each rating was annotated only after both analysts(the researcher and the native speaker)agreed.Since the feedback was triggered upon detected L1-L2differences,it is only the60cases where L1is better(11%of the utterances)that could lead to inap-propriate feedback.
3.2.Prosodic analysis
Prosodic cues play an important role in the perception of non-nativeness in speech,and are perhaps more important than segmen-tal cues.However,prosodic scoring is dif?cult,due to the tremen-dous variability in the acoustic realizations of prosody,and the lack of an effective model representing prosody.In our database,we were able to reduce the variability by instructing the non-native speakers to imitate the native example produced by the model speaker.Hence,the problem could be reduced to the substantially easier task of detecting signi?cant deviations of prosodic proper-ties from the native examples.To that end,we have implemented automatic methods for performing a number of simple calculations on duration and contour,and have devised a perceptual test to evaluate their effectiveness at identifying non-native accent.
A duration difference has been proposed to be a signi?cant in-dicator of non-native accent,as in[5,6,4].We calculated ratios of the duration of the native speech reference compared with the non-native imitation for three distinct units:non-?nal function words,
Figure2:Speech recognition result,illustrating a non-native accent in a Korean learner’s English.The alignment with L2rules is different from that of L1rules in that the former detects the deleted phone[t]in the word“can’[t],”the inserted phone[ax]at the end of the word“decid[ax],”and the changed phone in the word“whe[d]er.”
feet1,and sentences.A longer duration of function words is ex-pected for Korean learners,because Korean is a syllable timed lan-guage where unstressed syllables would not get reduced.We would also expect a longer duration of sentences,simply due?uency is-sues,such as hesitations,repairs,and lengthened unstressed sylla-bles.A higher variance in foot duration is expected,because the Korean timing beat disregards stress.For function words and sen-tences,we de?ned a20%deviation in length as non-native accent. For foot duration,the standard deviation for selected feet within an utterance was calculated.The threshold for non-native accent de-pends linearly on the number of feet.
Pitch slope is also an effective indicator of non-native ac-cent[7].Flat or opposite pitch slopes are expected to be frequent errors for Korean learners,because Korean does not have lexical stress.We used the pitch detection algorithm described in[12]. Each contour was?rst normalized with respect to the speaker’s average pitch.The slope was then computed as a ratio of dif-ference between two adjacent vowels over the time difference of their center points.values were averaged over a small window centered on the vowel.A signi?cant deviation in the computed slope for corresponding native and non-native speech triggered a re?nement feedback message.Empirically determined thresholds indicated whether the non-native speaker’s pitch slope is too?at, too sharp,or opposite in direction(drop or rise)compared to that of the model speaker.
The slope difference between non-native and native utterances was calculated on selected vowels for each utterance.For example, slopes on the underlined vowel regions in the following utterance were compared:“Not all[dark rooms]NP are[dark rooms]N.”For compound nouns(N),a greater pitch drop is expected between the ?rst and the second vowel in comparison,while a smaller pitch drop or increase is expected for a noun phrase(NP).The re?nement feed-back message is triggered if the slope is in the opposite direction of the native slope.
Empirical experiments were conducted to evaluate the correla-tion between the numeric values and human perception,using a total of127sentences with10stimuli and10-17speakers as test exam-ples.An audio-visual perception test was conducted to determine whether all six counts of error annotation correlate with perceived anomalies for the designated portion of each stimulus.For instance, when the underlined vowels in“Not all dark rooms are dark rooms”are measured as“?at,”according to our pitch slope computation,the subsequence“dark rooms are dark”really sounds?at.When an an-notation indicates slopes in opposite directions,a method involving 1Each group in brackets in the following sentences represents a foot:“[Deliver][books][Friday]”and“[Deliver the][books by][Friday].”visual inspection of the pitch contour was used:It would be persua-sive if visually presented to a user of the pronunciation dictionary. For this combined test of acoustic and perceptual correlation on the given portion of each stimulus,97%(all but3out of117non-native utterances)of the error annotations were rated correct.
The second set of perception tests was done to determine whether the feedback messages derived from this computation on selected portions of each stimulus would be considered reasonable to learners.Two bilingual speakers of Korean and American En-glish participated in the perception test.They were asked to listen to the test samples of all127utterances and answer whether the sen-tences with error annotation need more practice,and whether the sentences without an error annotation deserve congratulatory com-pliments.They were asked to reply’yes’or’no’after each compar-ison of the native and learner samples.The test was repeated twice to standardize their ratings.Both raters answered“yes”for91.5% of the learner data,and the inter-labeler agreement rate was95%.
4.Evaluation of feedback effects
The effectiveness of the native-language-dependent feedback mes-sages was tested on240utterances collected from six Korean EFL speakers.The subjects,differing in age group,academic back-ground,and?uency level,each read20utterances twice.The stim-uli were composed of10words and10sentences.
The subjects?rst received the stimulus list as well as a ver-bal phonetic lesson about the stress placement of the given stim-uli depending on different morphological and emphatic composi-tions.They were then asked to listen to and repeat the model native speech sample of American English.The written stimulus list was also available for their reference during the“listen-and-repeat”task. An English teacher(the?rst author)listened to their pronunciation of the?rst production and selected one or two feedback messages written in Korean.Each feedback message consists of one congrat-ulatory message and2-4re?nement suggestions derived from our analysis described in the previous section.For word stimuli,phone-level feedback was given for insertion,deletion,and substitution; for sentence stimuli,prosodic-level feedback was given on stress placement,rhythm,and intonation.
Table3illustrates an English translation of Korean feedback messages provided to the subjects.The bracketed messages re-sulted from the analysis as described in the previous section,e.g., in terms of the phone quality as in“add[ax],”the pitch slopes as in“d[ar]k r[oo]ms[a]re d[ar]k,”and the durations of the reduced function words as in“[whether to]”or of the three foot units of “[Addition and subtraction are learned].”
Aspects Feedback message
Phone add[eu]:You insert the vowel[eu]in this red
marked part.Try to say the word“add”without
the insertion at the end.Listen to the native
speaker again and repeat as closely as possible. Stress Not all[dark rooms are dark]rooms:You placed
the stress incorrectly in this red marked part.
Try to say“not ALL dark ROOms are DARk
rooms.”Listen to the native speaker....
Rhythm I can’t decide[whether to]wear[my]gray suit
[or the]brown[one]:You say these words too
long and strong.Try to say“I CAN’t deCIde
whether to WEAR my GRAY suit or the
BROWN one.”Listen to the native speaker... Intonation[[Addition and subtraction are learned][skills]]:
Overall,you are not using correct English
intonation.Try saying“aDDItion
and subTRAction are LEARNed sKILLs.”Listen
to the native speaker...
Table3:Examples of Korean-dependent feedback message.
Once the Korean-dependent feedback was given in the written sheet,the subjects were once again asked to listen to the native example and repeat it,for the words and sentences that triggered the re?nement feedback.No verbal explanation was given on the written feedback.Individual subjects spent from16to69minutes for the practice and the second set of recordings.After the record-ing,the subjects were asked if they understood the instructions,and if the instructions were helpful.All the subjects unanimously an-swered“yes”to both questions.
A total of222utterances were judged by two native speakers,to determine whether the?rst production is non-native accented,and whether the second production is better,worse or the same.Their judgment was monitored by the?rst author of this paper and three other near-native speakers on80%of the data,and was considered to be reliable for all monitored cases.Figure3shows the ratings of utterances in percentage on all data.Nine utterances(45%)from speaker’s?rst recording session were judged as native-like, and were thus excluded from the plot.
As shown in Figure3,all the subjects showed substantial im-provement in clarity.On average,61%of the utterances were rated improved in the second rendering.Speaker did not show as much improvement as the others,perhaps because he spent the shortest time(only16minutes)on the task after feedback.
5.Conclusions and future work
An implementation of non-native phonological rules and native-language-sensitive feedback in an audible lexical dictionary allows speakers to improve their intelligibility in speech,as demonstrated in our preliminary results.Currently,the feedback messages are generated manually depending on the detected cues.We plan to fully automate the process in the future.We have thus far ignored cross-lingual confusions,e.g.,confusions between English and Ko-rean vowels.This problem can be addressed by augmenting the En-glish acoustic models with distinctively different Korean acoustic models and expanding the phonological rules to allow cross-lingual confusions.The Korean speech in our database can be used to train Korean acoustic models.We also plan to investigate more sophisti-cated prosodic scoring
mechanisms.Figure3:Effectiveness of native-language-sensitive feedback mes-sages.Learners’pronunciations were rated by two native English speakers,comparing utterances spoken before and after feedback. Learners are arranged in increasing order of time spent during the second session(after feedback).(Note:m=male,f=female.)
6.Acknowledgements
The work was supported by the Korea Research Foundation Grant (KRF-2003-A00097).The work has bene?ted from valuable com-ments from Kenneth Stevens,Stefanie Shattuck-Hufnagel,Wodz-imierz Sobkowiak,and Suzanne Flynn.
7.References
[1]J-M.Kim.English pronunciation dictionaries for Korean
learners.Jungang Journal of English Language and Litera-ture,44(2):59–91,2002.
[2]W.Sobkowiak.Pronunciation in EFL machine-readable dic-
tionaries.Motivex,Poznan,1999.
[3]https://www.wendangku.net/doc/c84201413.html,do.Linguistics Across Cultures.Univ.of Michigan
Press,Ann Arbor,1957.
[4]K-S.Kim and U.Lim.An acoustic analysis and English pro-
nunciation teaching.Seoul:Hankook,2002.
[5] B.Yang.An acoustical study of English word stress produced
by Americans and Koreans.Speech Sciences,9(1):77–88, 2002.
[6]K-M.Park,O-H.Lee,and J-M.Kim.English rhythm in for-
eign language education for Korean learners(abstract only).
In Proc.PAAL,Okayama,Japan,2003.
[7]K.Jeong.Accentuation of English noun compounds and
phrases by Korean learners.Master’s thesis,Kangwon Na-tional University,Chuncheon,Korea,2003.
[8]J.Glass.A probabilistic framework for segment-based speech
https://www.wendangku.net/doc/c84201413.html,puter Speech and Language,17,2003.
[9]Dr.Speaking.[software].Eoneo Inc.,Seoul,2002.
[10]J-M.Kim,S.A.Dyer,and D.D.Day.Construction of a
speech translation database.In Proc.LREC,pages1071–1079,Granada,Spain,1998.
[11]T.J.Hazen,I.L.Hetherington,H.Shu,and K.Livescu.Pro-
nunciation modeling using a?nite-state transducer represen-tation.In PMLA Workshop,pages99–104,2002.
[12] C.Wang and S.Seneff.Robust pitch tracking for prosodic
modeling in telephone speech.In Proc.ICASSP,Istanbul, Turkey,2000.
福建省福州格致中学2014-2015学年高一上学期期中考试英语试题 Word版无答案
福州格致中学2014-2015学年第一学段 高一英语《必修一》模块考试 第二部分：英语知识运用 单项填空 从每题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳答案，并在答题卡上将该选项涂黑。 21.In _______ distance is a tall tree which is said to have ______ history of over 500 years. A. the; a B. /; / C. a; a D. the; / 22.--- Look! The telephone is broken. Someone damaged it _______ purpose. --- That may be right. But perhaps it was broken ________ accident. A. on; on B. on; by C. by; by D. by; on 23.It might be very difficult to find _______ of the information. A. cause B. resource C. source D. course 24. Shall we go there by bus or by taxi? The ______ seems to be quicker. A. late B. latter C. later D. lately 25. After living in the United States for fifty years, he returned to the small town where he ______. A. brought up B. grew up C. gave up D. turned up 26. The engine of the ship was out of order and the bad weather ________ the helplessness of the crew(船员) at sea. A. added to B. added up to C. added up D. was added to 27. --- Daddy, I don’t want to go to Jimmy’s birthday. --- You had better go. ______ you make a promise, you have to keep it. A. Even B. Once C. Unless D. In case 28. --- Won’t you stay for lunch? --- No, thanks, I _______ my uncle at the airport at 10:30. A. met B. have met C. meet D. am meeting 29. ________ out for food, Some work in the nest as guards or workers. A. All the bees not go B. Both the bees don’t go C. Not all the bees go D. All the bees go 30. The old town has narrow streets and small houses _______ are built close to each other. A. they B. where C. what D. that 31. --- Don’t you know our town at all? --- No, It is the first time I _______ here. A. was B. am coming C. came D. have come 32. Can you make sure _____ the gold ring? A. where Alice had put B. where had Alice put C. where Alice has put D. where has Alice put 33. He decided to help the poor girl _______ were killed in the earthquake. A. which parents B. parents of them C. whose parents D. whom parents 34. The settlement is home to nearly to 1,000 people, many of _______ left their village homes for a better life in the city. A. whom B. which C. them D. who 35. ---We could invite John and Barbara to the Friday night party. --- Yes, _______ ? I’ll give them a call right now. A. why not B. what for C. why D. what 第二节完形填空（共20 小题；每小题一分，满分20分） 阅读下面短文，从短文后各题所给的四个选项（A,B,C,D）中选出可以填入相应空白处的最佳选项，并在答题卡上将该选项涂黑。 This little story I’m going to tell you happened when I was about 11 years old and I’II never forget it. I was at my friend Jenny’s __36__ after school one day, and we were doing (or not doing) homework.. __37__ I was there, Jenny’s mom came over to visit. I don’t remember her name__38__ what her face looked like. I just remember her hands, her voice and the__39__ she taught me. I can still see her hand __40__ for mine in our introduction. __41__ were so
【2019最新】高一英语上学期期末考试试题
【2019最新】高一英语上学期期末考试试题 高一英语试卷 第二部分阅读理解（共两节，满分40分） 第一节（共15小题：每小题2分，满分30分） 阅读下列短文，从每题所给的四个选项（A、B、C和D）中选出最佳选项，并在答题卡上将该项涂黑。 A Americans like to travel on vacations. Today more and more travelers in the United States are spending nights at small houses or inns instead of hotels. They get a room for the night and the breakfast for the next morning. Staying at a bed-and-breakfast inn is much different from staying at a hotel. Usually the cost is much less. Staying at an inn is almost like visiting someone’s hom e. The owners are glad to tell about the area and the interesting places to visit. Many vacationists say they enjoy the chance to meet local families. 21. Where do more and more travelers in the USA like spending nights? ________.
英语听力与阅读答案的测试训练
英语听力与阅读答案的测试训练 第一节(共5小题;每小题1.5分，满分7.5分) 听卜ici 5段对话每段对话后有一个小题，从题中所给的a,b,c 三个选项中选出 选项，并标在试卷的相对应位置听完每段对话后，你都有10秒钟的时间来回答相关小题和 阅读下一小题。每段对话仅读一遍。 1.what does the woman plan to do during the summer? a.to teach. b.to stay at home and rest. c.to go to china for a visit. 2.what did the woman buy her husband for christmas? a.a book. b.a watch. c.a case for coin collection. 3.what does the man intend to do? a.he intends to put something into the boxes. b.he intends to ask the woman to help him carry boxes. c.he intends to help the woman carry boxes. 4.what does the woman mean? a.she doesn’t agree with the man. b.me man shouldn’t eat the fish. c.the fish is safe to eat.
5.how much will the woman lend the man? a.$6 . b. $4 . c.$7. 第二节(共15小题;每小题1 .5分，满分22.5分) 听下面5段对话或独白。每段对话或独白后有几个小题，从每题 所给的a,b,c三个选 项中选出选项，并标在试卷的相对应位置。听每段对话或独白前，你将有时间阅读各个小 题，每小题5秒钟;听完后，各小题将给出5秒钟的作答时间。每 段对话或独白读两遍。 听第6段材料，回答第6至8题。 6.what is going on in the dialogue? a.a formal talk between the boss and his secretary. b.a formal talk between a professor and a student. c. an interview between the interviewer and the job applicant(申请者). 7.which of the following is not true about ms.jenkins? a.she types well. b.she speaks italian. c.she can say not only one language. 8.when(：art m5.jenkins know the result? a.in 2 days. b. in 14 days. c.in 40 days. 听第7段材料，回答第9至11题。
福建省福州格致中学高考英语备考听力训练二十五试题 含答案
25. 第一部分听力(共两节。满分30分) 第一节(共5小题；每小题l．5分，满分7．5分) 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有l0秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1．What is the probable relationship between the speakers? A. Father and daughter． B. Doctor and patient． C. Teacher and student． 2．Why can’t the machine work according to the woman? A．The power may have been cut off． B．There is something wrong with it． C．Both of the speakers can’t operate it． 3．What does the woman mean? A She is tired of keeping pets． B She wants to have a dog． C She won’t have a dog as a friend． 4．What can we learn from the conversation? A．The man will invite Mary to dinner． B The man will buy his daughter a gift． C．Mary has a lovely girl． 5．Which of the following does the woman like best? A. Fishing．13．Swimming．C．Climbing． 第二节(共15小题；每小题l．5分，满分22．5分) 听下面5段对话或独白。每段对话或独自后有几个小题，从题中所给的A、B、C 三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独自读两遍。 听第6段材料。回答第6，7题。 6．What season is it now? A Spring． B Summer． C Autumn． 7．What will the speakers do? A. Drive to San Diego． B．Have take—away food in the park． C. See an outdoor movie． 听第7段材料。回答第8,9题。 8．What color is the tie the man is looking for? A. Green． B. Blue． C. Brown．
【新课标版】高一英语上学期期末考试
2012-2013学年度上学期期末考试 高一英语试题【新课标】 说明：本试题满分150分，所有答案填写在答题卷上。写在其它地方无效。 第一部分：听力（共三节，满分30分） 第一节（共5小题；每小题1．5分，满分7．5分） 听下面一段对话，回答第1小题。 1.How did the girl get to school this morning? A．On foot．B．By bus．C．In a car． 听下面一段对话，回答第2小题。 2.Who has been fooled? A．Sue．B．Bob．C．Nobody． 听下面一段对话，回答第3小题。 3.Are the keys in the backpack? A．No, they aren’t．B．Yes, they are．C．We don’t． 听下面一段对话，回答第4小题。 4.What kind of party will they have? A．A money-raising party．B．A birthday party．C．A costume（服装） party． 听下面一段对话，回答第5小题。 5.Why did the girl cook herself? A．Because she likes cooking． B．Because she came back home late． C．Because she wanted to help her parents． 第二节（共11小题；每小题1．5分，满分16．5分） 听下面一段对话，回答第6和第8三个小题。 6.What’s the woman’s favouite hobby? A．Bowling．B．Collecting coins．C．Boating． 7.What countires has the woman been to? A．Canada and China．B．Mexico and America．C．Japan and Canada． 8.Why doesn’t the man have a hobby? A．Because he is too lazy． B．Because he has to wok outside in the garden． C．Because his work takes up too much of his spare time． 听下面一段对话，回答第9至第11三个小题。 9.What do you think the woman’s job is? A．A truck driver．B．A policeman．C．A journalist（新闻记者）． 10.When did the car accident happen? A．Around half to seven． B．While the man was waiting for the green light． C．When the man was passing the crossing．
新译林版五年级英语(下)试卷、听力、答案
小学五年级英语（B ）期末试卷 （考试时间为60分钟） 题号 一 二 三 四 五 六 七 八 九 十 十一 十二 总 分 等 第 得分 阅卷人 听力部分（30分） 一 、听录音，选出你所听到的选项。(听两遍，共10题，每小题1分，计10分) ( ) 1. A . touch B. watch C. catch ( ) 2. A. dragonfly B. firefly C. butterfly ( ) 3. A. lift B. left C. foot ( ) 4. A . happy B. copy C. hobby ( ) 5. A. surf B. surfs C. surfing ( ) 6. A. sunny B. Science C. Saturday ( ) 7. A. many B. any C. man ( ) 8. A. hobby B. hope C. happy ( ) 9. A. beautiful B. beautifully C. carefully ( ) 10.A .stay at home B . stay here C. stay in bed 二、听录音，用数字给下列图标上序号。(听两遍，共5题，每小题1分，计5分) ( ) ( ) ( ) ( ) ( ) 三、听问句，选择合适的答句。 (听三遍，共5题，每小题1分，计5分) ( )1. A. Yes, we do. B. Yes, there are. C. We have two. ( )2. A. It ’s seven thirty. B. On Thursday. C. It ’s Tuesday. ( )3. A. Yes, speaking. B. Yes, I ’m Tom C. Yes, I ’m Tom speaking. ( )4. A.Yes, she is. B. No, he isn ’t. C. No, I don ’t. ( )5. A.He often plays cards. B. She often watches TV . C. I often wash clothes. 四、听录音，根据所听内容完成短文。 (听三遍，共10空，每空1分，计10分) Frank is a boy. He lives in a small in China now. He goes to school from to . He has three English lessons . He likes making model and stamps. He has Chinese friends. They play football after school. 1 2 3 4 5 班级 姓名
福建省福州格致中学(鼓山校区)高一英语上学期第五次月考(期末)试题
福州格致中学2015级高一学段第一学期质量评定 高一年级第五次月考英语试卷 时间：100分钟分值120分 ★祝考试顺利★（完型填空启用备用卷题号不同答题卡区域注意区别） 第Ⅰ卷选择题（共两部分，满分70分） 第一部分阅读理解（共两节，满分40分） 第一节、完形填空（共20小题；每小题1.5分，满分30分） 阅读下面短文，从短文后所给各题的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。 Most of us are highly aware of various channels through which we can obtain information on food safety. A majority of us have shown much __36___ in experts and authorities and taken a(n) __37___ part in science activities organized by such experts. __38_, we do not always form an accurate picture When there is __39_news about one brand, our trust in all brands or similar products tends to be __40___ . We would doubt not only the brand in __41___ but also similar brands when a safety issue (问题）_42___ in the news. At the same time，our purchase __43___ change as food safety incidents occur. We are becoming _44___ confident in domestic(国内的）food companies ，for they have done too little in publishing and sharing food safety __45__ so far. As a result ，we would turn to __46__ brands more often. Food safety incidents in China have attracted a lot of attention. As a matter of fact ，we only have a very _47__ knowledge base on the issue. In developed countries，there have been relatively _48__ measures and response system toward safety issues. Therefore, the __49___ in those countries are less likely to become over-panicked and form serious _50 about all brands. Food companies should pay more attention to our insights, listen to our voices, _51___ the opinions of experts and authorities ,have effective strategies for response _52____ various media channels, and __53___ information in time and face the public honestly. In addition ，both the government and an independent third - party should have a role to play in providing information about food companies__54___ in raw material selection, production and distribution (流通) However, this might require several years and we still need to learn more about food __55___ 36. A. respect B.enthusiasm C. distrust D. confidence 37. A. slight B. broad C. active D. natural 38. A. However B. Consequently C. Meanwhile D. Furthermore 39. A. negative B. exciting C. detailed D. special 40. A. protected B. affected C. increased D. preserved
高一英语上学期期中试题(新版)新人教版
2019级高一上学期期中考试 英语试题 2018年11月本试卷分第I卷（选择题）和第II卷（非选择题）两部分，共12页。满分150分，考试时间120分钟。考试结束后，将答题卡和答题纸一并交回。答卷前，考生务必将自己的姓名、准考证号、考试科目填涂在答题卡和答题纸规定的地方。 第I卷(选择题，共100分) 第一部分：听力（共两节, 满分30分） 第一节（共5小题，每小题1.5分，满分7.5分） 听下面5段话对话。每段对话后有一个小题，从题中所给的A,B,C 三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1.What is probably the woman ? A.A doctor B. A taxi driver C. A policewoman 2. What’s the matter with the woman’s husband A. He is having a serious headache. B.There is something wrong with his leg. C.He was knocked down by an ambulance. 3. What does the man think of the newest Readers? A. Just so-so. B.Wonderful. C. Dull. 4. How old is Mary now? A.Twenty. B.Twenty-eight. C.Thirty. 5. Where does the conversation probably take place? A.In the hospital B.In a supermarket C.In a coffee bar. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段话或独白。每段对话和独白后有几个小题，从题中所给的A,B,C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话和独白前，你将有时间阅读各个小题，每小题5秒钟，听完后，各小题将给出5秒时间作答。每段对话或独白读两遍。 听第6段材料，回答第6，7题。 6.How does the girl feel at first？ A.Nervous. B.Confident? C.Relaxed. 7. When will the English speech contest start? A.At 2:00pm. B.At 3:00pm. C.At 5:00pm. 听第7段材料，回答第8, 9题。 8. What does the woman think of the man’s plan for the weekend？
2020年中考英语 写作训练及范文(10篇)
中考英语作文专题训练及范文(10篇) 1.越来越多汽车进入我们的家庭生活，改善了我们的生活，但同时也带来了很多问题，如堵车和车祸，给家庭和社会带来极大的危害。作为中学生，我们应该怎样做呢？请写一篇有关交通安全的短文(80字左右) 内容包含：遵守交通规则，如走人行道/过斑马线。 别在街道上或马路上玩耍和踢球。 劝父母不能酒后驾车。 你可以适当增加内容，让短文通顺，过渡自然。 参考词汇：sidewalk 人行道 zebra-crossing 斑马线 注：第一段已给出，不计入总数 With more and more cars coming into our families, we are happy that it has greatly improved our life. But unluckily, it has also brought many problems, such as heavy traffic and traffic accidents. 2. 根据中文大意和英语提示词语，写出意思连贯、符合逻辑、不少于90词的短文。所给英文提示词供选用。注意：不要写出你的真实姓名和校名。 假设你是刘伟，你的美国朋友Mike 想通过你了解中国的传统节日。请你根据提示，给Mike 写一封e-mail，向他介绍我国传统节日春节的情况。 内容提示：1.春节是中国最重要的传统节日；
2.春节期间人们的主要活动(节前、除夕、节日期间) < Spring festival, traditional, decorate, on the eve of the festival, get together, Spring Festival Gala set off fireworks, lucky money> Dear Mike, 3.幸福是什么？幸福是父母为你营造的温馨的家，幸福是老师望向你的赞许的目光，幸福是孤独时朋友送来的一杯奶茶，幸福是…… 请以My happiness为话题，写一件曾经发生过的令你感到幸福的事情。 要求：条理清晰，语言流畅，用词准确，字迹工整，90词。
六年级英语6B期中听读训练
六年级英语6B期中听读训练 一．听录音，完成下列对话。 A：Hi,Helen.Look at my family photo. B:Oh,it’s an photo.Is the man your father? A:No,he is my . B:He and your father both young.But who is ? A:My father is. B:I see.The girl is your ,I think. A:Yes,you’re right.she is than me. B:Really?But she than you. 二．听录音，根据所听对话，选择正确答案。 （）1.How old is Lily? A.She is 10. B.She is 11. C.She is 12. ( )2.Does Jim swim faster than David? A.Yes,he does. B.No,he doesn’t. C.Yes,he is. ( )3.How heavy is Helen’s mother? A.She is 43kg. B.She is 46kg. C.She is 49kg. ( )4.Who is taller,Wang Bing or Gao Shan? A.Wang Bing is. B.Gao Shan is. C.Gao Shan does. ( )5.Does Su Hai go to bed earlier than Su Y ang? A.Yes,she does. B.No, she doesn’t. C.Yes,she is. 三．听录音，完成下列对话。 Today the students are having a meeting.David jumps than Jim.Mike jumps than Tom.Look,the girls are .Can you see that girl in ?She’s Julia.She is running than Lily and Helen.Look,Mary is now running faster than . 四．听录音，在下列对话框里填入所缺的单词。 A：Excuse me,can you tell me the way to the ? B:Yes.Go along this road and at the .You can see it on your . A: is it from here? B:Aboat one kilometre.You should take . 五．听录音，完成对话。 A：Excuse me, is there a nearby? B:No,But there is one the Bank of China. A: I there? B:It’s far from here.You’d better bus No.102. A:But where’s the bus stop?
2020学年高一英语上学期期末考试试题(新版)新人教版
阜蒙县第二高中2017--2018学年度上学期高一期末考试 英语试卷 时间：100分钟总分：150分 第一部分：阅读理解（共两节，满分40分） 第一节（共15小题；每小题2分，满分30分） A A teenager needs to have a sense of independence in their life to feel secure （安全的）. To some teenagers independence means a lot to them, and I think that some parents don’t allow their teenagers enough independence. Independence has something to do with freedom. Some kids are not allowed to go anywhere alone, and the only thing their schedule includes is going to school, coming home, going to sleep, and repeating the process the next day. Parents tend to be afraid that their kids can get hurted if they go outside into the world. But if parents control their kids too much, they may never learn to live on their own. The best way for a teenager to learn lesson is through experience. I think it is beneficial for teenagers to have freedom. Teenagers’ lack of freedom can also stop them from having good friendship at school. Some might say that this is a good thing, because it helps them focus more on their school work. I argue that this can only discourage them not to do their school work. Some parents do not allow their children to be around their friends outside the school, thinking that this will get them into trouble. But I don’t think so. Instead, isn’t this a good reason for parents to get their children a cellphone? Cellphones allow teenagers to stay in touch with their parents, and communicate better with their friends. Privacy is another issue between parents and their teenagers. Teenagers tend to enjoy relaxation by themselves in their own room. This also gives them a sense of independence. It often annoys teenagers when their parents enter their room when they are not home. I know that my mom always goes in m y room when I’m not home, and this has brought me to the point where I have asked many times to get a lock on my door. 1. What is the main idea of the second paragraph? A. Kids know how to live independently. B. Some parents allow their kids no freedom. C. It benefits teenagers to have freedom. D. Kids have a dull routine every day 2. In the opinion of the author, ___________. A. parents should make it easy for kids to communicate with their friends B. good friendships between kids harm their school work C. it is unnecessary for a kid to have a cellphone D. kids should focus on the school work 3. How do teenagers usually feel when their parents enter their rooms in their absence?
英语写作基础训练
写作基础训练 Ⅰ) 五大句型 根据谓语动词的不同性质，语言学家总结出英语的五大基本句型。无论多么错综复杂的句子，都是在五大句型的基础上扩展而成的。总体上，句子必须包含至少一个主谓结构。有了这种认识，就可以避免写出残缺句。 使用动词时应考虑以下几个方面： ●及物还是不及物？ ●短暂性还是持续性？ ●描述动作还是状态？ ●一次性动作还是习惯性动作？ ●助动词还是习动词。 1.主+谓(+状) SV(A) The sun rises in the east. Everything is going on well. We set off in the early morning. 2.主+系+表SVC He is an expert in computers. They remain silent. Leaves turn yellow in autumn. 3.主+谓+宾SVO I like sports. Mary has finished her work. My father will meet one of my uncles at the airport. 4.主+谓+双宾SV oO Pass me the salt, please. (= pass the salt to me, please.) Would you buy him a gift? (= would you buy a gift for him?) The teacher asked me a question. (= the teacher asked a question of me.) 5.主+谓+宾+宾补SVOC The young couple watched their baby play on the grassland. Carl Marx made London the base for his revolutionary work. I found it hard to keep up with them. Exercise1. SV A 1.他期盼的那封信最终来了。 2.生活费用上涨了百分之二十。 3.那座寺庙坐落在山顶上。 4.谢谢你，我自己应付得了。 5.作为艺术家，他的成功开始了。 6.时不我待。 7.鸟可以随时飞翔。 8.听了他的话，在场的人都笑了。 9.他们停下来休息， 10.车子突然抛锚了。 Exercise2. SVC 11.天气变得越来越暖和了。 12.他的梦想会成真吗？ 13.船到桥头自然直。 14.这个主意听起来很有道理。 15.做一名知名作家让人感觉不错。 16.我感到有些紧张。 17.女士们希望永葆青春。 18.孩子们很容易地入睡了。 19.腐败的食物对健康不利。 20.你妹妹看上去病了。 Exercise3. SVO 21.你打算到哪儿去度假？ 22.我对这件事全然不知。 23.失败后他从不泄气。 24.你最后一次见到它是什么时候？ 25.你应当为他人树立榜样。 26.晚会上我们玩得很开心。 27.教室需要打扫。 28.结果令我失望。 29.有钱人应帮助穷人。 30.妇女可以把任何事做得与男人一样好。Exercise4. SV oO 31.他送给我一本书作为生日礼物。 32.我可以把我的朋友介绍给你的父母吗？ 33.老师耐心地向我们解释了原因。 34.你给我买了什么东西没有？ 35.她为全家人做一日三餐。 36.小时候爸爸经常给我讲故事。 37.借给我五元钱，好吗？ 38.我侄子每两个月给我写封信 39.经理已经为客人订了房间。 40.我可以请你帮忙吗？ Exercise5. SVOC 41.同学们选他当班长。