护理三基题库搜题软件哪个好
people learn languages in__________ ways.
learning can be affected by the way __________.（单词与单词之间空一格）
the structural view of language sees language as__________ made up of various subsystems: p __________, m__________ , and s__________ .（三个子答案间用英文逗号相隔，如“，”）
the functional view not only sees language as _____________ but also __________.（两个子答案间用英文逗号相隔，如“，”）
the interactional view considers language to be a__________ ,whose main use is to build up and maintain social __________ between people.（两个子答案间用英文逗号相隔，如“，”）
process-oriented theories emphasizes the nature of the human and physical context in which language learning takes place.
condition-oriented theories are concerned with how the mind organize new information such as habit formation, induction, making inference, hypothesis testing and generalization.
behaviourist theory believes that language is a form of behaviour and it can be learned the same way as an animal is trained to respond to stimuli.
different from constructivist theory, socio-constructivist theory emphasizes interaction and engagement wit and scaffolding.
according to skinner, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.
communicative competence includes the knowledge about the language and the knowledge about how to _______ the language appropriately in communicative situations .
in real life, language is used to perform certain communicative functions, while in a traditional language classroom, the teaching focus is often on .
traditional pedagogy tends to focus on one or two skills and ignore the others while in real language use_________ skills are used.
in real life language is always used in a certain _______, but traditional pedagogy tends to isolate language from its context.
the three principles of communicative language teaching suggested by richards and rodgers(1986) are communication principle, task principle, and formal principle.
given communication principle, activities designed for language teaching and learning should be involved real communication and support the learning process.
in clt, listening is viewed not only as the counterpart speaking, but as an independent skill with its own objectives
in clt, reading is to and learning of grammar and vocabulary is to extract meaning or information, facilitate such a process.
in clt, the writing skill has been expanded to focus on its grammar goals. students should have the chance to write to express their own feeling or describe their own experiences.
given evaluating how communicative classroom activities are, the activity must involve the students in just practicing language for its own sake.
communicative desire refers that the classroom activity must create a desire to communicate in the students.
in clt, when the students are doing the activity, they must be concentrating on how they say it rather than what they are saying.
as far as no teacher intervention in clt, the assesent should be based on whether the students have achieved their communicative purpose, not whether the language they used was correct.
in clt, the activity must involve the students in using one specific language form they’ve learned before from the perspective of variety of language.
according to long(1985), task refers to anything people do in everyday life, at work, and in between.
willis(1996) regards tasks as activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.
a task doesn’t require the group, or pair, to achieve an objective that is usually expressed by an observable result.
a task has the two main components of a purpose and a context.
a purpose means the students have a reason. for undertaking the task.
a task means there will be some form of outcome, either visible(a written plan, a letter, etc.) or invisible (enjoying a story or learning about another country).
when students are focusing on the complete act of communication in activities, these kinds of activities are called exercises.
if the students are required to focus their attention on inidual language items such as vocabulary, grammar or inidual skills, we call these activities tasks .
an exercise-task could be an activity consisting of contextualized practice of language items(often a particular grammar point).
in a tbl framework, the context is already established by the teacher and the students together so that the students can produce the accurate and fluent language effectively.
listening and reading, both part of the tbl framework provide more varied examples made up to illustrate a certain item as in a ppp cycle.
to design a good task for students, we should take into consideration educational value, appropriateness to the students’ needs, interest and abilities, availability of suitable resources as well as time available.
it is suggested by breen(1987) that when designing tasks teachers need to address only two sets of questions: the objective and the context of the task.
the process of consciousness raising used in the tbl language focus activities encourages students to repeat, manipulate and apply.
a ppp cycle leads to fluency from accuracy while a tbl cycle leads to accuracy from fluency.
in tbl, four skills are naturally integrated, which is different from ppp that only provides a framework for grammar and form-focused practice and needs to be supplemented by listening and reading lessons to give students more exposure to language.
while planning a lesson, teachers need to only think about the three elements of the aims to be achieved, materials to be covered and activities to be organized in order to achieve the aims of the lesson.
proper lesson planning is essential only for novice teachers not for experienced teachers because the latter are already very familiar with what they are teaching and how they teach.
it is believed that all experienced teachers need to plan their lessons simply because no teaching and learning situation is really static.
good lesson planning gives novice teachers confidence in class and they know what they are going to do next in class rather than themselves.
when planning the next lesson ,teachers needn’t to change the original plan and simply have a lesson on the original plan.
one lesson may have a number of aims which are usually the things teacher intend his or her students to do during the lesson.
teachers are suggested to plan a number of different types of activities and introduce students to a wide selection of materials so that students will always be interested, motivated and never monotonous.
teachers should always have a class on the prepared plans or a methodology as the class always goes according to the plan.
the contents and tasks planned for the lesson should be within the learning ability of the students.
the stages and the steps within each stage are suggested to be planned in such a way that the teacher would organize students to do a series of language-focused activities to get them prepared linguistically before conducting a communicative task.
for effective lessons, lesson planning should be done at two levels: macro planning and micro planning.
the micro planning is planning for a whole program or a whole-year course over a longer period of time which is often done by a group of teachers who are to teach the same course.
the macro planning is planning for a specific unit which is usually lasts from one to two weeks or forty to fifty minutes respectively.
the two levels of macro planning and micro planning are best viewed as a planning continuum with different levels of planning in between.
the macro planning should be based on the micro planning, and the latter is apt to be modified as lessons go on.
it is more important for a teacher to know what he or she is going to teach or do in a lesson than to know his or her students are able to achieve by the end of the lesson.
it’s a good understanding of teachers regarding teaching aims as the contents to covered, such as grammar, vocabulary or language skills.
the overall objectives described in the new english curriculum indicate a change in the understanding of the nature of english education from purely linguistic to an emphasis on language skills, knowledge, affects, strategies and culture awareness in order to lay a good foundation for continuing development according to wang qiang (2003).
it is desirable to adopt the ppp model in a reading lesson in which ,the focus is on the developing reading skill.
the end of lesson summary is a very important stage for the teacher to take learning further and deeper by helping students to refer back to the learning objectives.
the optional activities should be prepared by the teacher as backups in case the lesson goes too fast and there are a few minutes left.
after lesson reflection is the only part to be finished after a lesson which can contributes greatly to teachers’ professional development.
it’s known that there are uniform lesson plans so that a good lesson plan has to be long or extremely detailed because it is necessary and practical for teachers to remember and follow every detail in the lesson plan while teaching.
teachers often do as controllers, organizers, prompters, participants and resource-providers in a language classroom. decide what role the teacher is playing in the following activity. put the letter a-d in the blankets. the teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.
t: do you have any hobbies? s: yes, i like singing and dancing. t: uhm, and…? s: i also collect coins. t: oh, really, how many…have you already…collected?
the teacher write one of five numbers(1-5) on a number of cards(the same number as the students). each student draws one card. those who have drawn number 1 will from group, and those who have drawn number 2 will from group 2. thus students are put into five groups in a random way.
when a student has made a sentence with borrow, “ i borrowed a paper to write a letter”, the teacher says, “well, we don’t say a paper, we say a piece of paper.”
the teacher asks students to take turns to make sentences with a newly learned structure. if someone makes an error, the teacher asks him or her to revise.
while doing a writing task either inidually or in groups, the students need to use a particular word they don’t know. so they ask the teacher.
the teacher asks a student a question “have you ever bought clothes with problems?” if the students doesn’t seem to be ready, the teacher says “for example, a shirt without…” and points to the buttons on his own shirt or jacket.
when the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.
when students are doing a group-work task, the teacher joins one or two groups for a short period of time.
the teacher asks students to produce conversations(either orally or in writing) by using particular patterns or expressions they have just learned.
the following are the common student groupings in classroom. decide what way that the teacher group students in each situation. put the right letter a-d in the brackets. it refers to the time when students work on an exercise or a task. it could be a dialogue reading, a game or an information-gap task between the two students.
it is the time when students are expected to work on their own at their own speed. it is very important form of learning for the students with the opportunities to process information and consolidate learning in a quiet manner in their own pace.
it refers to the time when students work in all groups. each group may have 3, 4, or 5 students, depending on the activity.
it refers to the time when all the students are under the control of the teacher. they are all doing the same activity at the same rhythm and pace. during the period, the teacher asks questions and students answer either together or one by one as indicated by the teacher.
close questions refer to those with only one single correct answer.
open questions usually have invite many different answers.
genuine questions refer to those that the answers are already known to the teacher and they are used for checking of students know the answer.
display questions are questions which are used to find out new information and since they often reflect real contexts, they are more communicative ( ur,1996).
learners who have more exposure to english need less focus on pronunciation than those who only learn english in the class.
the teaching pronunciation should be focus on the students’ ability to identify and produce english sounds themselves.
students should be led to focus on reading and writing phonetic transcripts of words, especially for young students, because phonetic transcripts are abstract.
stress and intonation are important and should be taught from the very beginning because different stresses and intonations indicate different meanings.
the factors that determine if the students can acquire native-like english pronunciation are not related to the age of learners and the amount of exposure to english.
different students have different phonetic ability and some students are more sensitive to and better at imitating sounds than other students due to biological and physiological differences.
when talking about pronunciation, it is composed of only two aspects of sounds and phonetic symbols.
perception practice of sounds is aimed at developing the students’ ability to identify and distinguish between different sounds.
production practice of sounds is aimed at developing students’ ability to practice sounds and it is focused on mechanical imitation
for good pronunciation, two kinds of stress should be paid attention to. the first is word-level stress which is to stress the proper syllable in multi-syllabic words. the second kind of stress is phrase-level/sentence-level stress and each of them has one syllable that receives greater or more prominent stress than the others.
pronounciation can greatly affect the intention of the speaker’s message. it is used by native speakers to express meaning in many subtle ways
we can use hand or arm movement to indicate change of intonation as if conducting music. when is necessary to mark intonation, we often use rising or falling arrows, such as↗ and↘.
grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
the ultimate goal of language teaching is to develop students’ linguistic competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.
grammar is sometimes defined as ‘the way words are put together to make correct sentences’ or rules for forming words and combining them into sentences’.
english grammar is the core of english language. without grammar english language cannot be well constructed.
diane larsen-freeman ided grammar in two dimensions: form and meaning.
it is essential for the teacher to know how to present the form and meaning of a structure in a way that is clear, simple, accurate and helpful.
the deductive method relies on discussing, analyzing and comparing.
in the inductive method, the teacher induces the learners to realize grammar rules with some form of explicit explanation.
implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.
explicit knowledge refers to our unconscious knowledge about the language. we can talk about it, yze it and apply it in conscious ways.
grammar practice is usually ided into two categories: mechanical practice, effective practice.
comprehension drills and transformation drills are the most frequently used in mechanical practice
in meaningful practice, the focus is on production, comprehension or exchange of structures through the students “keep an eye on” the way newly learned structures are used in the process.
using prompts for practice has also proved to be an effective way of grammar practice.
mechanical practice involves activities that are aimed at form accuracy.
1.what does knowing a word involve? knowing a word means knowing its pronunciation and stress; knowing a word means knowing its spelling and grammatical properties; knowing a word means knowing its ts origin and history;
vocabulary learning “involves at least two aspects of meaning. the first aspect involves the understanding of its denotative and connotative meaning. the second aspect involves understanding the sense relations among words.”
connotative meaning: the primary, literal or explicit meaning of a word, which refers to ―those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world.
collocations help achieve fluency and appropriateness in language learning.
language is made up of three main elements: grammar, phonology and vocabulary.
hyponyms refer to a group of words that go together to form meaning
for effective teaching of vocabulary, it is always useful for a teacher to have a list of techniques so that learners can choose a technique according to the type of vocabulary and different age level of the learners.
providing a visual or physical demonstration whenever possible, using pictures, photos, video clips, mimes or gestures to show meaning is one of the ways to present vocabulary.
labeling is one way to consolidate vocabulary, in which students are given a picture. they are to write the names of the objects indicated in the picture.
use word roots and common affixes to build new lexical knowledge on what is already known.
to improve the quality of revision, learners should do spaced revision and review the newly learned words regularly.
in order to let students create their personal dictionary, perhaps regular class time should be devoted to help students specifically work on their vocabulary notebooks particularly at the beginning stage.
in managing a strategy use, students should first be guided constantly to self-evaluate the effectiveness of their strategy used for vocabulary learning.
there are generally five strategies involved in vocabulary learning: reviewing regularly, guess meaning from context, organizing vocabulary effectively, use a dictionary and treating vocabulary items indiscriminately.
generally speaking, the topic, the word formation, the possible meaning connect between the given word and other words and the linguistic pattern where the word appears may contribute to the discovery of meaning.
characteristics of the listening process include: spontaneity, context, visual clue, listener’s response, and body language.
one major reason for students’ poor listening skill is that listening is often neglected in teaching due to lack of teaching materials, lack of equipment and lack of real-life situations where language learners need to understand spoken english.
the context of listening is usually known to both the listener and the speaker in real life . in other words, we know the relationship between the listener and the speaker.
while listening, the speakers’ facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.
in the top-down model, listening comprehension is believed to start with sound and meaning recognition. in other words, “we use information in the speech itself to try to comprehend the meaning”.
principles for teaching listening are focus on process, combine form-focused teaching with communication ,focus on comprehension of meaning and grade difficulty level appropriately.
there are two major purposes in listening. the first is for social reasons, the second is to obtain and exchange information.
while designing listening tasks, it is very important to grade the difficulty level of the tasks.
in selecting and using listening activities, ur penny takes a step further by summarizing the following principles: authentic language, being interesting, contextualization, meaningfulness and sound accounting
as far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.
in the bottom-up model, listening comprehension is believed to start with sound and meaning recognition. in other words, “we use information in the speech itself to try to comprehend the meaning”.
bottom-up processing refers to the use of background knowledge in understanding the meaning of a message.
the post reading stage is the most difficult for the teacher to control , because this is where students need to pay attention and process the information actively.
there is a method called listen and act, which concentrates on learning language by listening and responding to commands or directions.
spoken english is not well planned, but ______.
sentences in spoken english are often incomplete, ungrammatical, and full of ______, false starts, and redundancies.
if it is not recorded, spoken language can’t be listened to again. it is expected to be understood ______.
the difficulties for english learners to speak include: _____, who are talking to,check if the listener understands.
the features of natural speech include: _____, rephrases, hesitations, incomplete sentences, fillers, pauses.
1. one can only improve speaking by speaking more. ( )
3. the purpose of giving students a variety of speaking is to make them be able to cope with different situations in reality. ( )
4.controlled activities mainly focus on meaning and communication. ( )
5. communicative activities allow for real information exchange. ( )
writing is a real-life reality. day to day, we write to get things done and to form and maintain______.
we write for various reasons, such as to convey ______ or just to keep a record of what is in our life.
the communicative approach to writing is to motivate students by engaging them in some act of______.
the purpose of writing in flt is to______ language that is recently studied.
while writing, some never put down a word before ______ the sentence many times in their mind.
the product-oriented method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.
in order to motivate students to write, we should leave students enough room for creativity and imagination
the process-oriented method of teaching writing is that the teacher provides the help to guide the students through the process that they undergo when they are writing.
in order to motivate students to write, we should encourage collaborative group writing.
making the topic of writing as close as possible to students’ life is important for motivating students to write.
1. the purpose of pre-reading is to facilitate while-reading activities. ( )
2.the reader’s predictions, whether right or wrong, will get his mind closer to the theme of the text to be read. ( )
3.the key point in scanning is that the reader has something in his mind and he should ignore the irrelevant parts when reading. ( )
4. the purpose of transition device is be able to simplify sophisticated output. ( )
5.information presented in plain text form does not facilitate information retention. ( )
1. the product-oriented method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal. ( )
2. in order to motivate students to write, we should leave students enough room for creativity and imagination.( )
3. the process-oriented method of teaching writing is that the teacher provides the help to guide the students through the process that they undergo when they are writing.( )
4. in order to motivate students to write, we should encourage collaborative group writing. ( )
5. making the topic of writing as close as possible to students’ life is important for motivating students to write.( )
among the four language skills, listening and reading skills are receptive skills.
among the four language skills, productive skills are speaking and listening.
there are often two ways to integrating the four skills, namely simple integration and complex integration.
in terms of simple integration, a listening text is always used as model for the students’ speaking and a reading text is always used as a model for the students’ writing.
if students are able to read a story, this skill will help them write their own story.
integrating the four skills means that teachers work at the level of vocabulary and sentence patterns.
teachers should put every detail into every lesson.
the textbook can never be adjusted as it is standardized.
as integrating the four skills can be demanding for the teacher, the teaching method should not be recommended in practical teaching.
integrating the four skills into language can be motivating, because students are using the language for a real purpose.
assesent involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.
summative assesent is done mostly done at the beginning of a learning period.
formative assesent is based on information collected in the classroom during the teaching process.
testing often takes the pencil and paper form and it is usually done at the end of a learning period.
evaluation is often for administrators who would want to know whether the money they spent or the policy change has had good results.
criteria-referenced language assesent is based on a fixed standard or a set of criterion.
inidual-referenced assesent is designed to measure how the performance of a particular student of group of students compares with the performance of another student or group of students whose scores are given as the norm.
test items cannot be designed in various formats.
in reality, it is quite difficult to follow the assesent principles.
research can be a very simple activity designed to provide answers to very simple questions relating to day-to-day activities.
the difference between research and non-research activity is, in the way we find answers to our research questions.
research is not a systematic process of inquiry.
be rigorous means that the research procedures you follow to find answers to questions are relevant, appropriate and justified.
be empirical means that any conclusions you draw are based on evidence you gather from information collected from real-life experiences or observations.
explanatory research attempts to explore an area where little is known or to investigate the possibilities of undertaking a particular research study.
descriptive study attempts to discover or establish the existence of a relationship between two or more aspects of a situation.
experimental research is the most conclusive of scientific methods.
the classification of the types of a study is mutually exclusive.
the problem statement should be accompanied by a description of the background of the problem and a rationale or justification for studying it
research problems are usually stated as questions and often as hypotheses.
each of the measuring intruments that will be used to collect data from the subjects should be described in detail and a rationale should be given for their use.
other studies related to the research problem should be located and their results briefly summarized.
not all the key terms in the problem statement and hypothesis should be defined as clearly as possible.
《宪法》第19条规定：推广全国通用的 。
通用语言文字法》规定：凡以普通话作为工作语言的岗位，其工作人员应当具备说普通话的能力，以普通话作为工作语言的播音员、节目主持人和影视话剧演员、教师、机关工作人员的普通话水平，应当分别达到规定的等级标准，对尚未达到规定的普通话等级标准的，分别情况进行培训.
要求教师应达到的普通话等级是二级乙等，也就是80分及以上；其中语文教师的普通话水平要达到二级甲等。
普通话水平测试的内容包括读单音节字词、读多音节词语、朗读短文、命题说话。
普通话是以北京语音为标准音，以北方话为基础方言，以 为语法规范的汉民族共同语。
宪法》第19条规定：推广全国通用的 。
普通话的辅音声母有（）个。
请选择正确的一组。
j、q、x发音时是由舌尖抵住或接近硬腭前部构成阻碍而成音。
辅音声母按照发音部位进行分类可分为：双唇音、唇齿音、舌尖前音、（）、舌尖后音、（）、舌根音
舌尖后音有：zh、（）、sh、（）。
请选出声母是z的音（）。
时、升、神这三个音的声母是（）
发音时，声母为不送气音的是（）。
男女和褴褛的声母相同。
在普通话的39个韵母中，鼻韵母有（）个。
魔、波、佛、破这四个音的韵母是（）。
ba的韵母是a，ban的韵母也是a。
普通话共有10个单元音，a、o、e、i、u、ü、ê这7个是（）音，-i[前]、-i[后]这2个是舌尖元音，er是卷舌元音。
属于后响复韵母的是：（）
请选出前响复韵母（）
友、秒、对这三个音节的韵母属于（）
“水”在拼写时写作shuĭ，所以发音时可以读成uĭ，也可以读成ueĭ。
“外wài”的韵母属于中响复韵母。
属于前鼻韵母的是（）
属于后鼻韵母的是（）
请选出前鼻韵母的音节（）
红凤凰、黄凤凰、粉红凤凰、花凤凰。请选出不是后鼻音韵母的音节（）
请选出声调为上声的字 （）
请选出声调为“阴平 阳平”的词语（）
去声的调值是（）
请选出声调相同的一组音节（）
音节“天”，声母是t，韵母是（），声调是阴平。
下面哪个词语是三个音节（）
“想”这个音节的韵尾是（）
普通话音节必须由声母、韵母和声调三个部分组成。
声母j、q、x不能和撮口呼韵母相拼。
下列词语中，“演”变为35调值的是（）
下列词语中，“一”变为35调值的是（）
下列词语中，不是必读轻声词的有（）
上声在阴平、阳平、去声、轻声前，变为半上声，调值由214变为211。
三个上声相连，且词语结构是“双音节 单音节”，在语流音变中，前面两个音节读成阳平。
在语流中，“啊”读作na的是（）
在语流中，“啊”读作nga的是（）
在语流中，“啊”不读作ya的是（）
“画”是动词，“画儿”是名词，所以儿化有区别词义和词性的作用。
“雪球儿”可以读成三个音节。
单音节字词测试时，遇到上声音节，可以读成211的调值。
多音节词语测试，主要测查应试人声母、韵母、声调的发音和音变的发音标准程度。
在读单音节字词时，“削”读xuē或xiāo都是正确的。
在读多音节词语时，“灯笼”读dēng lóng或 dēng long都是正确的。
在测试中，每个音节是允许应试人改读一次的，并以第二次读音作为评分依据，隔音节改读也是可以的。
按发音部位分类，普通话声母j、q、x属于：
“发财”这两个音节的声母分别是：
下列词语中，按变调规律 “一”调值变为35的是：
在语流中，“展览馆”的“展览”产生变调，这两个音节调值变为：
“牛奶”这两个音节的声母都是n 。
鼻韵母分为前鼻韵母和后鼻韵母，“天安门”三个音节的韵母都是前鼻韵母。
er独立自成音节，不和任何声母相拼。
按照上声变调规律，“演说”的“演”在语流中调值变为35。
“玻璃”“姑娘”都是必读轻声词。
一个音节，可以没有声母，但必须有韵母和声调。
“小孩儿”是三个音节。
普通话有 个辅音声母。
“水”的韵母在音节拼写中写作 。
“长城”的声母都是 。
普通话的韵母分为单韵母、 、鼻韵母。
判断：朗读和朗诵是两种不同的口语表达艺术形式，朗读具有平易性，朗诵具有很强的表演性。
判断：朗读就是照字念音，不必考虑情感表达。
判断：朗读必须忠实于原作品，不能随意地添字、掉字、改字。
填空：朗读是把书面语言转化为有声语言的再创作活动，它具有三个特点：再造性、依凭性、 。
填空：朗读的基本要求是:准确无误、 、感情真挚。
判断：朗读时把字音读正确就可以了，不必做其它准备。
判断：正式朗读前，可以先试读，并做出停顿、重音、语调等标记。
判断：成功的朗读是建立在充分理解作品的基础之上的。只有理解了作品，朗读者才能有鲜明的态度和真实的情感。
判断：作品的基调是一个整体概念，是层次、段落、语句中具体思想感情的综合表露。比如，有的作品基调喜悦明快，有的则悲愤凝重。
填空：朗读前，需要先通读作品，弄准每个字词的 。
判断：内在语，在戏剧艺术中又叫潜台词，是体现于朗读中的言外之意、弦外之音。
判断：朗读下面这段话时，要调动视觉感官，脑海中浮现画面。 夕阳落山不久，西方的天空，还燃烧着一片橘红色的晚霞。大海，也被这霞光染成了红色，而且比天空的景色更要壮观。
判断：“天空的霞光渐渐地淡下去了，深红的颜色变成了绯红”中，“绯”的声调是上声。
填空：朗读的内部心理感受可以分为两大类： 感受和逻辑感受。
填空：朗读《荔枝蜜》中这段话：“一开瓶子塞儿，就是那么一股甜香，调上半杯一喝，甜香里透着股清气，很有点鲜荔枝的味儿。”，朗读时，可以调动嗅觉、 觉等感官，好像真的闻到了、尝到了荔枝蜜的甜香和清气。
判断： 朗读时，有标点符号的地方不停顿，连起来读，就是连接。
判断：朗读中的停顿，不单单是生理上换气的需要，更主要的是表情达意的需要。
判断：朗读时，遇到标点符号就要停顿。
判断：“我们那条胡同的左邻右舍的孩子们放的风筝/几乎都是叔叔编扎的。 ”“风筝”一词后的停顿，是主语和谓语之间的停顿。
填空：朗读中，我们要根据表情达意的需要进行停连。停，是指停顿；连，是指 。
选择：普通话水平测试“朗读短文”项，评分以朗读作品的前400个音节为限，要求在（ ）分钟内完成，超时会被扣分。
填空：朗读时，为了突出主题、表达重点，我们会对句中的某个词或词组加以突出强调，这些被强调的词或词组，就是 。
填空：找准重音之后，我们可以根据语意和情感表达的需要，用加强音量、重音轻吐、 的方法把重音表达出来，以达到引起听众共鸣的朗读目的。
判断：张颂《朗读学》中，将朗读的节奏分为六种类型，分别是：轻快型、低沉型、凝重型、舒缓型、高亢型、紧张型。
判断：朗读时，语速会随文中的场景、作品的思想感情变化而变化。一般来说，朗读热烈、欢快、兴奋、紧张的内容，语速会快；朗读平静、庄重、悲伤、沉重、回忆的内容，语速会稍慢，叙述、说明、议论的内容，则用中速。
选择：朗读时，语气的表达是有一定规律的。一般情况下，表达爱的感情应“气徐声柔”，表达憎的感情应“气足声硬”，表达喜的感情应“气满声高”，表达疑的感情应（ ）。
判断：在朗读中，语气是指由语音的高低、快慢、升降、强弱、虚实等外在形式所表现出的特定的内在意蕴与感彩。
判断：语调的基本类型有四种：平直调、上扬调、降抑调、曲折调。
填空：在朗读或说话时，语句会有高低升降的变化，这种变化就形成了 。
判断： 普通话测试“朗读”测试项满分为30分。
判断：普通话水平测试中，“朗读”测试项主要测查应试人使用普通话朗读书面作品的水平，包括声母、韵母、声调读音标准程度，以及音变、停连、语调、流畅程度等。
判断：朗读下面这句话时，停顿位置应该在“说到”后面：“阿诺德很快就从集市上回来了。向老板汇报说到/现在为止只有一个农民在卖土豆......”
判断：朗读测试时，停顿断句不当，造成歧义，是会被扣分的。
普通话水平测试中，“朗读短文”测试项只测查作品的前400个音节，要求在 分钟内完成，超时会被扣分。
朗读必须忠实于原作品，不能随意地添字、掉字、改字。
朗读时把字音读正确就可以了，不必做其它准备。
语调的基本类型有四种：平直调、上扬调、降抑调、曲折调。
朗读是把书面语言转化为有声语言的再创作活动，它具有三个特点：再造性、依凭性、 。
语句“我的邻居刘姥姥养了一头牛”中，“刘”和“牛”的拼音分别是：
语句“我发现姥姥特别喜欢百合花”中，“发”和“花”的拼音分别是：
在普通话测试机测时，第三项朗读短文结束后，考生点击“下一题”按钮，会出现命题说话的话题页面， 该页面出现两个话题，考生选择其一，说出话题：“我选择的题目是……”，然后展开说话内容。
命题说话的重点应放在内容的深刻性.主题的鲜明性.结构是否完整.语言是否优美等方面。
“在放假的时候，我喜欢出去旅个游、逛个街。”这句话符合现代汉语词汇语法规范。
下面这句话符合词汇语法规范： 说起童年的记忆，我比较印象深刻的是……
命题说话的评分主要从三个方面进行评判： 、词汇语法规范程度、自然流畅度。
计算机辅助普通话水平测试时，屏幕下方有时间提示，凡说话不足 分钟的，根据其缺时长短，依据标准酌情扣分。
将这句话修改为符合现代汉语词汇语法规范的句子： 在旅途中，我有看到很多美丽的建筑。
音节diàn 中，韵腹是
“心情”一词的拼音应写作
“一定”一词中，“一”的声调应读作
下列词语中，哪些是必读轻声词
“知识”两个音节的声母都是舌尖后音。
“它黑黝黝地卧在那里，牛似的模样”一句中，“似”的读音是sì。
“美好”的“美”，在语流中产生音变，读作35或24的调值。
我们朗读某些语句，脑海中要浮现画面，像看到了、听到了、闻到了、尝到了这种事物，这种感受叫做形象感受。
普通话的音节一般由声母、 、声调构成。
给下列音节注音（可不标声调）：中 华 伟 大
第一分角投影的三视图的对正关系正确的是
第三分角投影的三视图的对正关系正确的是
第一分角投影的三视图的对正关系正确的是
第三分角投影的三视图的对正关系正确的是
标高投影属于哪种投影
读懂三视图，找出对应的轴测图
下面哪些是平行投影法的基本性质
工程中常用有哪几种投影方法
三视图中视图与物体方位的对应关系正确的是
第一分角投影的三视图中视图与物体方位的对应关系正确的是
第三分角投影的三视图中视图与物体方位的对应关系正确的是
三视图投影基本规律有
在土建工程中哪个比例是不允许采用的?
标注角度的尺寸时，角度的尺寸数字应该如何书写？
断开界线可采用什么线型？
关于图线的用法描述错误的是
尺寸标注的几个要素指的是
在尺寸标注中哪些情况下只能采用箭头作为尺寸起止符？
抄绘同一张图形时，按照小比例抄绘和按照大比例抄绘的图形的尺寸标注数值应该是不同的。
对于大于半圆的圆弧应该标注其直径尺寸，对于小于等于半圆的圆弧应该标注其半径尺寸。
用45度斜线做尺寸起止符时，其方向应该与尺寸界线成逆时针的夹角45度。
尺寸界线不能和图线重合，也不能位于图线的延长线上。
平面图形的绘图顺序是：已知线段（圆弧）、中间线段（圆弧）、连接线段（圆弧）。
已知c点坐标（0，0，10），其投影图正确的是
下列a、b点的投影图正确的是
已知点的坐标为（10，20，30），则点的位置
已知a（30，20，15）、b（40，20，15）、c（30，20，10）、d（40，10，15）四点中在w面上重影点应是
已知a（50，40，15）、b（20，45，30）、c（45，15，37）三点从后到前的顺序是
已知点a（20，25，30），关于v面对称的点b点应是
已知点a（25，20，45）和点b（30，30，35），这两点的相对位置应是
已知点c（10，0，5）和点d（10，8，5），这两点的相对位置是
直线ab的名称应是
直线cd的名称应是
下图中各直线的命名，哪一种说法是正确的
由点a向左前作水平线，长10mm，β=30°，下图中哪个是正确的
点b与直线ac的相对位置应是
下面关于交叉直线重影点的标注哪一个是正确的
不补侧面投影，直线cd、ef的相对位置应是
已知三棱锥的投影，下面关于所指棱线位置的说法哪一种是正确的
关于直线ab、cd间的相对位置应是
下面图中反映两直线相互垂直相交的是
已知矩形abcd的水平投影及a’b’，其正面投影的图形应是
关于下面的投影图，哪一种判断是正确的
关于两平行直线间的距离作图，哪个是距离的实长？
已知a’c’ =a’b’，ab =ac，三角形abc平面是
一平面的两投影（正方形），该平面应是
已知a’b’=b’c’=a’c’=ab=bc=ac,该平面应是
平面图形abcd应是
下面的投影图表示的是
已知ac=bc,a"c"=b"c",则三角形abc应是
关于直线ad的判断哪一个是正确的
包含水平线能作几个投影面的垂直面
包含正垂线可作哪些平面？
在一般位置面内可作的直线是
已知平面对v及h面的最大斜度线都是侧平线，则此平面应是
已知ac∥v面，bc∥h面，那么平面abc上的ⅰⅱ线应是
在投影图中反映对h面最大斜度线的边是
下列点的投影表示正确的是
下面关于点a到直线ef距离的作图，哪些是正确的
下面关于点a到直线ef距离的作图，哪些是正确的
下面哪种判断是正确的
过一点作平面与已知直线平行，它的解是
过一点作一平面垂直于已知直线，则此平面有
过d点作直线de使其平行于δabc及v面，下面关于作图的判断，哪个是正确的
下面关于过点k作平面平行于直线ab，哪种判断是正确的
下面关于两平面平行的条件的说法，哪种是正确的
关于直线ab与平面p交点的水平投影，应是图中哪一点
正平面与正垂面的交线是
两一般位置平面相交时，可能得到的交线是
下面关于对图的描述，哪个是正确的
关于两平面（ab∥cd、ef∥gh）的相对位置应是
关于矩形abcd与δefg相对位置的判断，哪个是正确的
判断下面关于过h点作已知平面（ab∥cd）平行面的作图是否正确
下面关于过点m作平面abcd（ab∥cd）的垂线作图，是否正确
求直线ab对投影面的倾角，下面的叙述哪一个是正确的
下面关于用换面法求一般位置直线对投影面倾角的叙述，哪个是正确的
已知点a的两个投影及新投影a1’,新投影轴应位于
用换面法求图示cd的实长及其对v面的倾角，新投影轴应位于
已知ab=30mm，用换面法求点b的水平投影b，新投影轴的位置应是
关于下面的叙述，不正确的应是
关于下面的叙述，正确的应是
下面是点a经过一次变换后的作图，是否正确
投影面的垂直面要变成新投影面的平行面，只须变换一次。
关于下面的投影图说确的是
已知圆投影为全等的两椭圆，下面哪一种说法是正确的
已知两投影椭圆大小全等，下面的叙述哪一个是正确的
关于椭圆在投影面上的投影，下面哪种叙述是正确的
关于椭圆上共轭直径的条数，正确答案是
当截平面平行于圆锥面的一条素线时，其交线应是
下面有关柱状面的定义，哪个是正确的
下面有关锥状面的定义，哪个是正确的
与正圆柱（轴线⊥h面）相截切，其交线的正面和水平投影均为圆的的截平面应是
一柱面的上下两底为圆，正截面为椭圆，该柱面应叫做
关于单叶双曲回转面的叙述，哪一个是正确的
图中的立体表面应是
下图中a、b、c三个点的可见性判别正确的是
关于球面上的点的三面投影，下列说确的是
关于球面上的点的三面投影，下列说确的是
斜椭圆柱面上的a、b两点未做可见性的判别，下列判别正确的是
斜椭圆锥面上的a、b两点未做可见性的判别，下列说确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
曲面立体相交，其相贯线可能是
回转体与球相交且轴线通过球心，其相贯线应是
下面关于用辅助平面法求相贯线，其辅助面选择的原则是
圆柱和圆球的相贯线可能是
关于图示两立体的侧面投影，正确的应是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
图示立体的侧面投影，画得正确的是
下面关于图示平面截切圆锥面所得交线的说法，哪一种是正确的
正等测投影的轴间角取值是
以下哪一个角度是斜二测的轴间角
正等测投影的轴向变形系数取值是
以下哪一个数值是斜二测的轴向变形系数取值
关于斜二测投影的说确的是
关于正等测投影的说确的是
在选择轴测图时，形体只有一个方向有圆或者只有一个方向比较复杂时，选择斜二轴测投影图比较合适。
轴测投影图有很好的度量性和直观性。
多面正投影因为其度量性和直观性都非常好，所以在工程图中被广泛采用。
上图由主视图和俯视图表达的形体适合使用斜二轴测图图表达其直观图。
已知物体的俯视图及左视图，所对应的主视图为
根据主视图和俯视图选择正确的左视图
根据主视图和俯视图选择正确的左视图
根据主视图和俯视图选择正确的左视图
组合体视图上的一个封闭线框通常表示形体上的
组合体视图上的“线”通常表示形体上的
根据主视图和左视图补画的俯视图是否正确
下图中红色条线是否正确？
下图中直径40的尺寸标注是错误的，应该标注半径——此说法是否正确？
重合断面（剖面）图的外轮廓应该用什么线表示？
剖面图（断面图）、剖视图中的通用材料图例采用的是
下列哪种建筑材料图例表示钢筋混凝土？
下图中波浪线的错误有几处？
选择下图形体正确的全剖视图
根据下面的俯视图选择其正确的全剖视图
根据下面的俯视图选择其正确的全剖视图
根据全剖视图选择其正确的俯视图
根据全剖视图选择其正确的俯视图
哪些视图中常常出现波浪线？
视图的图名标注包括哪几个方面？
剖视图、剖面图（断面图）的图名标注包括哪几个方面？
由单位膜构成，具有合成与运输蛋白质功能的细胞器是（ ）
为细胞生命活动提供能量，被称为细胞内“能量工厂”的细胞器是（ ）
细胞核的组成中，具有rrna合成、加工以及核糖体亚基组装等功能的是（ ）
猪胃的胃底腺区胃壁结构中，固有层内有多种细胞，其中细胞体积大，胞质强嗜酸性，能分泌盐酸的细胞是（ ）
肠腺位于肠壁的（ ）
十二指肠同空、回肠黏膜下层的区别在于前者含有（ ）
肝血窦中的血液来自（ ）
胰腺的内分泌部含有多种细胞，其中能分泌胰岛素的细胞是（ ）
肺导气部的各种管道中，管壁出现杯状细胞、腺体及软骨片消失，平滑肌增多等特点的是（ ）
终末细支气管的黏膜上皮为（ ）上皮
肺泡结构中能分泌表面活性物质的细胞是（ ）
下列细胞不属于单核吞噬细胞系统成员的是（ ）
在临床上对某家畜进行尿液检查时发现尿液中含有大量的血细胞和蛋白质，假设是肾脏出现问题，则最有可能是肾的（ ）结构出现了病变
致密斑是一种化学感受器，可感受肾脏中远曲小管内（ ）的变化
位于曲精小管的管壁上，能支持营养生精细胞、分泌雄性激素、参与形成血睾屏障的细胞是（ ）
卵泡发育过程中最早出现透明带的卵泡是（ ）
脾脏实质内首先捕获、识别、处理抗原物质以及诱发免疫应答的结构区域是（ ）
骨的有机质骨胶原决定骨的（ ）
下列不属于扁骨的是（ ）
关于猪肋的组成，下列哪项是正确的（ ）
胸廓主要由下列骨组成（ ）
长骨由下列哪些部分组成（ ）
下列不属于脊柱骨的是（ ）
完成骨生长和修补作用的是（ ）
骨为造血器官，其具有造血功能的部位 是( )
骨质内含量最多的无机盐是( )
直接与胸骨体侧缘相接的是( )
关节的结构比较复杂，限制关节活动方向的结构是( )
可动关节的关节液来源于( )
家畜前肢的肘关节由肱骨远端和（ ）近端构成
动物颈椎的数目为（ ）
牛胸椎的数目（ ）
头骨中最大的骨是（ ）
参与构成跗关节的骨有（ ）
构成荐髂关节的骨有（ ）
肌肉的辅助器官包括（ ）
位于下颌支外面的肌肉是（ ）
组成家畜颈静脉沟的肌肉是 （ ）
皮内注射是把药物注入到 （ ）
组成腹股沟管的肌肉是（ ）
动物全身最长的肌肉是（ ）
作为胸腔和腹腔间分界的吸气肌是（ ）
属于偶蹄动物的是（ ）
常用于猪肉品质鉴定的肌肉是（ ）
家畜的乳池的主要功能是（ ）
不是腹侧壁肌肉是（ ）
不是作用于腕关节的伸肌有（ ）
参与构成前臂正中沟的是（ ）
作用于跗关节的屈肌有（ ）
各种动物唇的特点叙述正确的为（ ）
唾液腺叙述正确的为（ ）
下列哪项不是胃的结构（ ）
下列哪项不是肠的结构（ ）
口腔主要由下列骨构成（ ）
不是舌的结构（ ）
消化腺包括（ ）
大肠中最长的一段是（ ）
下列不属于壁外腺是（ ）
消化管壁的组织结构叙述正确的为（ ）
下列不属于壁外腺是（ ）
消化管壁的组织结构叙述正确的为（ ）
牛羊的胃分为（ ）
牛羊四个胃中容积最小、位置最前的一个胃是（ ）
牛四个胃的位置描述正确的是（ ）
犬胃特点叙述不正确的为（ ）
下列哪项不是呼吸道器官（ ）
呼吸的核心器官为（ ）
鼻与上唇之间形成的部位哪项叙述不正确（ ）
鼻旁窦又称副鼻窦，为鼻腔周围头骨内的含气腔洞，直接或间接与鼻腔相通，包括（ ）
不是鼻腔的结构是（ ）
肺实质包括（ ）
肺通气部包括（ ）
肺呼吸部包括（ ）
肺进行气体交换的最主要场所是 （ ）
构成家畜喉的软骨成对的是（ ）
属于平滑多肾的动物是（ ）
肾脏的形态描述正确的是（ ）
下列动物肾脏位置描述错误的是（ ）
下列叙述正确的是（ ）
肾的实质包括（ ）
输尿管起自集收管→开口于膀胱颈背侧的动物是（ ）
卵巢位置叙述正确的是（ ）
下列子宫角形态叙述正确的是（ ）
心脏形态呈（ ）形，左右稍扁，前缘凸、后缘平直
是心脏传导系统起搏点的是（ ）
肺循环路径叙述正确的是（ ）
体循环路径叙述正确的是（ ）
牛子宫的血液供应来自（ ）
猪腹腔淋巴结位于腹腔动脉及其分支附近，有（ ）
中枢神经包括（ ）
外周神经包括（ ）
下列有关白质与髓质叙述正确的是（ ）
机体内最粗最长的神经是 （ ）
小脑的结构叙述正确的是 （ ）
（ ）是植物性神经系统的皮质下中枢。
腰间神经丛下列叙述正确的是 （ ）
关于迷走交感干（ ）
支配眼的神经描述何者错误（ ）
交感神经椎旁神经节说法何者错误（ ）
下列关于神经核叙述正确的是（ ）
下列辅音中不属于双唇辅音的是
以下四个选项中关于字母“y”的发音音标书写正确的是
汉语拼音中的韵母按照a o e i u ü的顺序来诵读，是按照韵母发音从后到前的顺序来排列的。
元音的舌位高就是指发该元音的时候我们口腔的开口度要张得更大。
发音时，从肺里出来的气流经过口腔或者鼻腔时受到阻碍时形成的发音叫辅音。
以下四个单词中字母a发短音的是
以下单词中字母u发长音的有哪些（多选！）
单元音的长音和短音的区别就在于前者发得长一些，后者发得短一些就可以了。
长音[o:]和短音[ɔ]相比，前者的舌位更低。
以下单词中，字母g的发音与其它不同的是
塞音又叫爆破音，[b], [t], [g]等都是塞音。
发音时声带振动的辅音称为浊辅音，因此[g], [d], [b]都是浊辅音。
das _______ peter.
guten _______ ! 以下选项中错误的是
下面的单词中都包含有两个字母e，请选出一个两个字母e都读成轻音[ə]的单词。
选出下列单词中字母v发音不同的一个。
下列单词中字母s发音不一样的一个单词是
下列单词中字母s发音不一样的一个单词是
德语字母表中的字母b应该发成汉语的“杯”。
das ist ___________ schwester monika.
mein vater ______________ als lehrer.
在句子“in der stadtmitte ist die miete oft sehr hoch.”中，读长音[e:]的单词有
在句子“in der stadtmitte ist die miete oft sehr hoch.”中，读长音[i:]的单词有
在句子“in der stadtmitte ist die miete oft sehr hoch.”中，读长音[o:]的单词是hoch。
下面哪两个肯定不可能是德语单词的字母组合
德语中，字母ä的短音和字母e的短音发音是一样的，音标都标注成[ɛ]。
因为[e:]和[ø:]舌位相同，所以它们之间没有什么区别。
因为边音[l]除了要让气流从舌面与上腭形成的空腔两侧边出来，同时还要声带配合发音，因此它是一个浊辅音。
_______ ist warm. 天气暖和。
（请认真学习完补充课件再做下面的练习） 选出动词geben变位错误的一项
下面单词中复合元音读音不同的一个是：
德语中的[aɪ̯], [aʊ̯]和[ɔɪ̯]这三个变元音都是从高舌位元音向低舌位元音过渡。
在常见的德语单词中，字母组合ei和ai的发音是一样的，都读成[aɪ̯]。
下列单词中，字母ch组合读音与其它不一样的是：
以下单词中，字母g按德语标准发音应该读成[ç]的有：（有两个答案）
[aɪ̯]当中ɪ的下标表明，此处ɪ需要重读。
以下四个单词中包含的不是塞擦音的是
新冠肺炎属于中医哪类疾病的范畴
下列可用于“防疫香囊”中的药物是
用艾灸预防新冠肺炎，可选择的穴位是
经络拍打操预防新冠肺炎，所涉及的经络和腧穴是
下列关于经络拍打操的操作，正确的是
《黄帝内经》中所记载的“正气存内，邪不可干”，对预防新冠肺炎具有非常好的借鉴，因而提倡大家应做到
下列关于新冠肺炎的居家防护措施，正确的是
面对这次新冠肺炎，应做到
采用耳穴保健操预防新冠肺炎的具体操作是
传统保健操可以增强体质，更好的预防新冠肺炎，可选择的是
因感受触冒风邪所致的，临床表现以鼻塞、流涕、喷嚏、咳嗽、头痛、恶寒、发热、全身不适等为特征的常见外感疾病
一年四季均可发生，但以冬春季节为多见的疾病是
感冒的病因，在外感六淫中，主因是
感冒的病位是
感冒的病机特点是
感冒的治疗原则是
患者，男，30岁。恶寒重，发热轻，无汗，头痛，肢节痠痛，鼻塞声重，时流清涕，咽痒咳嗽，痰稀薄色白，渴喜热饮，舌质淡润，苔薄白，脉浮紧。其证候是
患者，女，38岁。身热重，微恶风，汗出不畅，头胀痛，面赤目胀，咳嗽，痰黄，咽燥，口渴欲饮，咽喉红肿疼痛，鼻塞，流黄浊涕，舌苔薄黄，边尖红，脉浮数。其证候是
患者，男，65岁。身热微恶风，汗少，肢体痠重，头昏重胀痛，鼻流浊涕，心烦，口渴，渴不多饮，小便短赤，胸闷，脘痞，泛恶，便溏，舌苔薄黄而腻，脉濡数。其证候是
患者，女，60岁。经常感冒，反复不愈。恶寒较甚，发热，无汗，身楚倦怠，咳嗽，咯痰无力，舌苔淡白，脉浮无力。其证候是
患者，男，23岁。恶寒较甚，发热，无汗，头痛身楚，咳嗽，痰白，咯痰无力，舌淡苔白，脉浮紧。其治法是
五汁饮出自（ ）
下列关于风热咳嗽的叙述，正确的是（ ）
《温病条辨》记载的五汁饮，其食材除了梨和藕之外，还包括（ ）
咳嗽分为外感咳嗽和内伤咳嗽。
肺为娇脏，寒热皆所不宜。
雪羹汤可用于肺热咳嗽。
下列适合食滞胃脘证患者食用的食物是（ ）
下列属于瘀血阻滞所致胃痛的特点是（ ）
八珍糕的食材包括（ ）
一日之内，夜不食姜。
花类尤其擅长调节人的情绪。
山药平补上、中、下三焦之气。
下列属于不孕症治疗过程特点的是（ ）
针对不孕症患者可采用的心理干预方法包括（ ）
五行音乐治疗的原理包括（ ）
五行音乐治疗的原则包括（ ）
思伤脾，怒胜思。
下列除哪项外，均为感冒的临床特征（ ）
眩晕若兼头胀而痛，心烦易怒，肢麻震颤，应警惕发生（ ）
以突然昏仆，不省人事，半身不遂，口舌歪斜，言语蹇涩或不语，偏身麻木为主症的病证是（ ）
下列各项中不属于风水泛滥证水肿的临床表现的是（ ）
下列除哪项外，均属于癃闭的对症处理措施（ ）
患者，男，69岁。经常感冒，反复不愈。恶寒较甚，发热，无汗，身楚倦怠，咳嗽，咳痰无力，舌苔淡白，脉浮无力。证属 （ ）
下列除哪项外，均为眩晕的致病因素（ ）
导致痛痹病情加重的主要病邪是（ ）
消渴主要相当于现代医学中的（ ）
导致胃痛最常见的外邪是（ ）
诊断黄疸的最主要依据是（ ）
消渴之上消的突出症状是（ ）
导致外感头痛的主要外邪是（ ）
下列除哪项外，均为癃闭的临床特征（ ）
下列哪项不是眩晕肝阳上亢证的主症（ ）
阳明经头痛的部位是（ ）
中风昏仆，不省人事时，应辨清（ ）
下列关于黄疸健康教育的内容，叙述错误的是（ ）
下列关于风寒感冒和风热感冒的区别，错误的是（ ）
消渴的主要病机是（ ）
下列不属于月经生理现象的是（ ）
关于月经期调护的表述，错误的是（ ）
崩漏的诊断依据是（ ）
下列不属于崩漏的常见证型的是（ ）
血瘀崩漏的主要证候中，错误的是（ ）
患者经断前后，头晕耳鸣，腰酸腿软，烘热汗出，五心烦热，失眠多梦，口燥咽干，月经周期紊乱，量少，经色鲜红，舌红，苔少，脉细数，证属（ ）
婚后夫妇同居三年以上，未避孕而不受孕者，为原发性不孕，古名（ ）
患者婚久不孕，月经后期量少，色淡，质稀，甚则闭经，平时带下量多，腰痛如折，腹冷肢寒，淡漠，小便清长，面色晦黯，舌淡，苔白，脉沉细而迟或沉迟无力，辨证属（ ）
患者婚久不孕，经行先后不定期，量或多或少，色暗，有血块，经前胀痛，经行腹痛，情志抑郁，烦躁易怒，舌暗红，苔薄白，脉弦，以下哪种食物不适于该患者（ ）
产后病的特点是（ ）
产后恶露淋漓不净达多长时间，可诊断为“产后恶露不绝”。（ ）
产后哺乳期内，产妇乳汁甚少或全无，称为产后缺乳，下列不属于其病位的是（ ）
对于产后缺乳的生活起居护理，下列哪项是错误的（ ）
下列关于三伏贴的表述，错误的是（ ）
积滞的病位在（ ）
感冒又称为( )
痹证的起居护理中，应注意的事项是（ ）
下列关于眩晕的护理，叙述正确的是（ ）
不孕症常见的证型有（ ）
下列关于妊娠恶阻饮食护理的表述，正确的是（ ）
风温一年四季均可发生，以冬春季节为多，发于冬季的又称为冬温。
消渴肺热津伤者可选鲜芦根、天花粉等泡水代茶饮。
脾胃虚寒型胃痛的主要临床表现是胃脘隐隐灼痛，似饥而不欲食。
“胃不和则卧不安”说明脾胃不和，痰湿、食滞内扰可致不寐。
周身皮肤发黄是黄疸最易发现的指征，也是最具特征的症状。
重伤风多为感受非时之邪。
眩是指感觉自身或周围景物旋转不定，晕是指视物昏花，模糊不清。
绝经前后诸证病位主要在肝，病机以肝郁为本。
乳汁分泌的多少与大小有关。
伤食泻患儿可用丁香、吴茱萸、胡椒共研细末，每次1.5～3g，黄酒或醋调成糊状，敷贴脐部。
下列除哪项外，均为感冒的临床特征（ ）
眩晕若兼头胀而痛，心烦易怒，肢麻震颤，应警惕发生（ ）
以突然昏仆，不省人事，半身不遂，口舌歪斜，言语蹇涩或不语，偏身麻木为主症的病证是（ ）
下列各项中不属于风水泛滥证水肿的临床表现的是（ ）
下列除哪项外，均属于癃闭的对症处理措施（ ）
患者，男，69岁。经常感冒，反复不愈。恶寒较甚，发热，无汗，身楚倦怠，咳嗽，咳痰无力，舌苔淡白，脉浮无力。证属 （ ）
下列除哪项外，均为眩晕的致病因素（ ）
导致痛痹病情加重的主要病邪是（ ）
消渴主要相当于现代医学中的（ ）
导致胃痛最常见的外邪是（ ）
诊断黄疸的最主要依据是（ ）
消渴之上消的突出症状是（ ）
导致外感头痛的主要外邪是（ ）
下列除哪项外，均为癃闭的临床特征（ ）
下列哪项不是眩晕肝阳上亢证的主症（ ）
阳明经头痛的部位是（ ）
中风昏仆，不省人事时，应辨清（ ）
下列关于黄疸健康教育的内容，叙述错误的是（ ）
下列关于风寒感冒和风热感冒的区别，错误的是（ ）
消渴的主要病机是（ ）
下列不属于月经生理现象的是（ ）
关于月经期调护的表述，错误的是（ ）
崩漏的诊断依据是（ ）
下列不属于崩漏的常见证型的是（ ）
血瘀崩漏的主要证候中，错误的是（ ）
患者经断前后，头晕耳鸣，腰酸腿软，烘热汗出，五心烦热，失眠多梦，口燥咽干，月经周期紊乱，量少，经色鲜红，舌红，苔少，脉细数，证属（ ）
婚后夫妇同居三年以上，未避孕而不受孕者，为原发性不孕，古名（ ）
患者婚久不孕，月经后期量少，色淡，质稀，甚则闭经，平时带下量多，腰痛如折，腹冷肢寒，淡漠，小便清长，面色晦黯，舌淡，苔白，脉沉细而迟或沉迟无力，辨证属（ ）
患者婚久不孕，经行先后不定期，量或多或少，色暗，有血块，经前胀痛，经行腹痛，情志抑郁，烦躁易怒，舌暗红，苔薄白，脉弦，以下哪种食物不适于该患者（ ）
产后病的特点是（ ）
产后恶露淋漓不净达多长时间，可诊断为“产后恶露不绝”。（ ）
产后哺乳期内，产妇乳汁甚少或全无，称为产后缺乳，下列不属于其病位的是（ ）
对于产后缺乳的生活起居护理，下列哪项是错误的（ ）
下列关于三伏贴的表述，错误的是（ ）
积滞的病位在（ ）
感冒又称为( )
痹证的起居护理中，应注意的事项是（ ）
下列关于眩晕的护理，叙述正确的是（ ）
不孕症常见的证型有（ ）
下列关于妊娠恶阻饮食护理的表述，正确的是（ ）
风温一年四季均可发生，以冬春季节为多，发于冬季的又称为冬温。
消渴肺热津伤者可选鲜芦根、天花粉等泡水代茶饮。
脾胃虚寒型胃痛的主要临床表现是胃脘隐隐灼痛，似饥而不欲食。
“胃不和则卧不安”说明脾胃不和，痰湿、食滞内扰可致不寐。
周身皮肤发黄是黄疸最易发现的指征，也是最具特征的症状。
重伤风多为感受非时之邪。
眩是指感觉自身或周围景物旋转不定，晕是指视物昏花，模糊不清。
绝经前后诸证病位主要在肝，病机以肝郁为本。
乳汁分泌的多少与大小有关。
伤食泻患儿可用丁香、吴茱萸、胡椒共研细末，每次1.5～3g，黄酒或醋调成糊状，敷贴脐部。