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ANH 8-KIEM TRA TUAN HOC KY Matrix Møc ®é Language skills I Phonetics From Unit to Unit II.Grammar and vocabulary NHẬN BIẾT (50%) TN TL c©u ®iÓm c©u 2®iÓm III.Reading THÔNG HIỂU (30%) TN TL 12 c©u ®iÓm TN TL 12 c©u 4,5®iÓm tæng sè c©u ®iÓm 14c©u 3,5 ®iÓm 6c©u ®iÓm 6c©u 1,5 ®iÓm 6c©u 3®iÓ m IV Writing Tổng số c©u: 32 VẬN DỤNG (20%) 5c©u 2,5®i Óm 5c©u 2,5 ®iÓm I, Choose the word whose part underlined is pronounced differently from the others in each group.(1p) 1, children chicken chair character 2, curly shy fly sky 3, joke local blond sociable 4, fourteen volunteer seem free II, Circle the best answer (2pts) 1, Alexander Graham Bell was born …………March 3rd in Scotland After moving to America, he worked …………deaf-mutes at Boston University A at/with B on/in C in/with D on/with 2, Jack and Nadia watered the plants ………………………… A myself B himself C herself D themselves 3, …………….is your new English teacher like? - She’s very kind and generous A How B Who C What D Which 4, Tom likes football He ……………………… a football player 5c©u 2,5 ®iÓm 29c©u 10 ®iÓm A wants be B is going to be C is going be D was going to be 5, What ………… your friend look ………………….? – She’s beautiful with big round eyes A does/likes B does/like C is/like D is/likes 6, Putting a knife ……….an electrical socket is dangerous A.into B to C at D in 7, I don’t have enough money………………………………… A buy a new car B buying a new car C go away on holiday D to buy a new car 8, ……………are people who can’t speak nor hear A Deaf-mutes B Customers C Messages D Dentists III Give the correct form of verbs in brackets (1.5 pts) Hello Can I (speak)………………….to Mai, please? – I’m sorry She (be)………….out at the moment People (not drive)…………….…….on the right in England They drive on the left Where (be)……………….you yesterday, Lan ? – I was at home doing my Math homework Why …………… ….Mrs.Vui ………… (come) home late tonight? She has to visit Grandma after work What is Nga doing at present? She ……………………… (play) the violin in the living room IV Read and answer the following questions (3 pts) Hello! I am Lan I am in class 8A and I live in Ha Noi I have school six days a week and five periods per day Each period lasts for forty- five minutes I work hard at school and at home I spend more than eight hours on doing homework every week But I think my parents work even harder than me Each year, I have a long summer vacation - the longest vacation in a year During the summer, I often go to the beach and visit beautiful places in the country 1/ Where does Lan live? …………………………………………………………………… 2/ Which class is she in? ………………………………………………………………………… …… 3/ How many hours does she spend on doing homework every week? ………………………………………………………………… 4/ Does Lan think that her parents work even harder than her? ……………………………………………………………… 5/ Does she have a picnic during the summer vacation? ………………………………………………………………………… 6/ What does Lan during the summer? ………………………………………………………………… V Reorder the following sentences using the cues given below (2,5pts) I/ old /to/ enough / drive /a car /am …………………………………………………………………………… Are/ Ngan and Vy /to / enough / sociable /make friends easily? ………………………………………………………………………… He / himself /looking at/ is / in the mirror/ at the moment Mr Jacob /ought / stop/ to/ smoking I /not know /enough /French/ do/ to/ read newspapers DE KIEM TRA HOC KI 1-ANH Matrix Møc ®é Language skills I Phonetics II.Grammar and vocabulary From Unit to Unit NHẬN BIẾT (50%) TN TL THÔNG HIỂU (30%) TN c©u ®iÓm c©u 2®iÓm III.Reading TL VẬN DỤNG (20%) TN TL c©u ®iÓm 12c©u ®iÓm 4c©u ®iÓm 5c©u 2®iÓ m 5c©u ®iÓm IV Writing 5c©u 2®iÓ m V.Listening 12 c©u ®iÓm 14 c©u ®iÓm 5c©u ®iÓm 5c©u ®iÓm 5cau 2diem Tổng số c©u: 32 tæng sè 5c©u ®iÓm DE KIEM TRA HOC KI 1-ANH I Which underlined part is pronouned differently from the others? ( 1m) 1.A wanted B greeted C needed D smoked A children B child C line D sign A car B cook C corn D city A sound B proud C.countless D generous A good B roof C shoot D poor II/ Complete these sentences with the suitable words or phrases in the brackets 2,0ms We must be there( at /before/ between /after )7 30 and 15 Vietnamese language is different ( as/like / from /with ) English language She told me ( giving / to give /gave ) you this present Jane is( as/ like /the most / more ) beautiful than her sister Mary likes( playing/ plays /played /play )the piano 31c©u 10 ®iÓm When my uncle was young , he used ( go/ went /going/ to go ) fishing on Sundays He ( left / has left / leaves ) for London a year ago I have known her ( since / for / at / in ) three years III Give the correct form of the verbs in parentheses: (1m) I (work) in the factory since I (leave)………… school The weather (get)………………….colder 3.The Sun (rise) in the East IV/ Read the passage carefully Then answer the questions below : ( 2,0 Ps) How has Nam improved his English? In the first year of lower secondary school, I had some difficulties in learning English My English pronunciation ... GS. TS Nguyễn Thị Hiền (chủ biên). GS.TS. Nguyễn Trọng Đàn; ThS. Lê Thị Lan Chi THE LANGUAGE OF CHEMISTRY,FOOD AND BIOLOGICAL TECHNOLOGY IN ENGLISH (NGÔN NGỮ TIẾNG ANH CHUYÊN NGÀNH CÔNG NGHỆ HÓA HỌC, CÔNG NGHỆ THỰC PHẨM VÀ CÔNG NGHỆ SINH HỌC) ĐẠI HỌC BÁCH KHOA HÀ NỘI 2009 http://www.ebook.edu.vn 2LỜI NÓI ĐẦU Cuốn sách Tiếng Anh “The language of Chemistry, Food and Biological Technology in English” (TACN) được biên soạn để cung cấp những kiến thức cơ bản thuộc các chuyên ngành Hóa, Thực phẩm và Công nghệ sinh học. Cuốn sách này có thể dùng làm tài liệu cho sinh viên và các bạn đọc quan tâm đến các chuyên ngành trên. Cuốn sách được chia làm bốn phần chính theo kinh nghiệm các giáo trình tiếng Anh chuyên ngành Hóa, Thực phẩm của các trường Đại học kỹ thuật Hóa Thực phẩm Praha Tiệp Khắc, Ba Lan, Nga, Úc, Anh. Phần 1: Các bài khóa cơ bản - gồm 60 bài khóa giới thiệu bức tranh toàn cảnh của chuyên ngành Hóa, Thực phẩm và Công nghệ sinh học. Từ các ngành Hóa đến các nguyên tố; từ kỹ thuật ngành Hóa nói chung đến việc chưng cất hoặc khái niệm tạo ra một sản phẩm cụ thể nói riêng trong các lĩnh vực khoa học về công nghệ thực phẩm và công nghệ sinh học, với các ngôn từ và kết cấu quan trọng, cách diễn đạt bằng tiếng Anh. Phần 2: Tóm tắt ngữ pháp tiếng Anh áp dụng trong khoa học - đó là thứ ngữ pháp mang đặc thù của ngành với cách viết tắt, cách đọc các công thức hóa học, các nguyên tố hóa học, cách phát âm các từ chuyên ngành có gốc La tinh, Hy lạp. Phần 3: Bài tập - gồm một số bài tập để luyện cách phát âm, cách đọc các từ viết tắt, công thức hóa học, các nguyên tố hóa học, số và phân số, các bài dịch Anh-Việt, Việt-Anh . và một số bài kiểm tra để người đọc tự đánh giá khả năng ngôn ngữ của mình, tăng khả năng dịch và đọc tiếng Anh chuyên ngành. Phần 4: Từ vựng - bao gồm các từ và các cụm từ đã dùng trong các bài khóa được liệt kê theo thứ tự A, B, C. Nghĩa của từ và cụm từ là nghĩa văn cảnh của ngành khoa học có liên quan đến các bài khóa. Hệ thống phiên âm quốc tế cũng được dùng để giúp cho việc tự học và tra cứu của người đọc và độc giả có thể hiểu và đọc chính xác các từ tiếng Anh chuyên môn này. Mỗi bài ở phần 1 có 1Tutorial: XML programming in JavaDoug TidwellCyber Evangelist, developerWorks XML TeamSeptember 1999About this tutorialOur first tutorial, “Introduction to XML,” discussed the basics of XML and demonstrated its potential torevolutionize the Web. This tutorial shows you how to use an XML parser and other tools to create,process, and manipulate XML documents. Best of all, every tool discussed here is freely available atIBM’s alphaWorks site (www.alphaworks.ibm.com) and other places on the Web.About the authorDoug Tidwell is a Senior Programmer at IBM. He has well over a seventh of a century of programmingexperience and has been working with XML-like applications for several years. His job as a CyberEvangelist is basically to look busy, and to help customers evaluate and implement XML technology.Using a specially designed pair of zircon-encrusted tweezers, he holds a Masters Degree in ComputerScience from Vanderbilt University and a Bachelors Degree in English from the University of Georgia. Section 1 – Introduction Tutorial – XML Programming in Java2Section 1 – IntroductionAbout this tutorialOur previous tutorial discussed the basics of XMLand demonstrated its potential to revolutionize theWeb. In this tutorial, we’ll discuss how to use anXML parser to:• Process an XML document• Create an XML document• Manipulate an XML documentWe’ll also talk about some useful, lesser-knownfeatures of XML parsers. Best of all, every tooldiscussed here is freely available at IBM’salphaWorks site (www.alphaworks.ibm.com) andother places on the Web.What’s not hereThere are several important programming topicsnot discussed here:• Using visual tools to build XML applications• Transforming an XML document from onevocabulary to another• Creating interfaces for end users or otherprocesses, and creating interfaces to back-enddata storesAll of these topics are important when you’rebuilding an XML application. We’re working onnew tutorials that will give these subjects their due,so watch this space!XML application architectureAn XML application is typically built around an XMLparser. It has an interface to its users, and aninterface to some sort of back-end data store.This tutorial focuses on writing Java code that usesan XML parser to manipulate XML documents. Inthe beautiful picture on the left, this tutorial isfocused on the middle box.XMLApplicationXML ParserUserInterfaceDataStore(Original artwork drawn by Doug Tidwell. All rights reserved.) Tutorial – XML Programming in Java Section 2 – Parser basics3Section 2 – Parser basicsThe basicsAn XML parser is a piece of code that reads adocument and analyzes its structure. In thissection, we’ll discuss how to use an XML parser toread an XML document. We’ll also discuss thedifferent types of parsers and when you might wantto use them.Later sections of the tutorial will discuss what you’llget back from the parser and how to use thoseresults.How to use a parserWe’ll talk about this in more detail in the followingsections, but in general, here’s how you use aparser:1. Create a parser object2. Pass your XML document to the parser3. Process the resultsBuilding an XML application is obviously moreinvolved than this, but this is the typical flow of anXML application.Kinds of parsersThere are several different ways to categorizeparsers:• Validating versus non-validating parsers• Parsers that support the Document ObjectModel (DOM)• Parsers that support the Simple API for XML(SAX)• Parsers written in a particular language (Java,C++, Perl, etc.) Section 2 – Parser basics Tutorial – XML Programming in Java4Validating versus non-validating parsersAs we mentioned in our first tutorial, XMLdocuments that use a DTD and follow the rulesdefined in that DTD are called valid documents.XML documents that follow the basic tagging SECRET KEY SHARING1. Notation N : number of authorities A1, A2, … , An: N authorities t: maximum number of malicious and dishonest authorities A: any set of t+1 authorities M: number of eligible voters m: number of voters participating in the voting; m<=M V1, V2, …, Vm: M voters v1, v2, …, vm: intentions (voters) of the voters Zp: field of positive integers modulo p, where p is prime number Zn: set of integers modulo, i.e. {0, 1, …, n-1} Zn*: set of integers from Zn relatively prime to n a|b: an integer a is a divisor of an integer b gcd(a,b): greatest comon divisor of the integer a,b a||b: concatenation of the string a, b a⊕b: bitwise exclusive orx∈RX: x is a random element of the set X (uniformly distributed) X∈RY: X is a random subset of the set Y (uniformly distributed) x ?= y: check whether x=y 2. Secret Sharing Scheme Purpose of secret sharing scheme is to share a secret among N authorities. In such away that only some predefined coalitions of authorities can later reconstruct the secret. Other coalitions of authorities should get no knowledge about the secret. We introdure Shamir’s (t+1, N) secret sharing scheme from [Sha 79] that alows any coalition of t+1 from N authorities to get the secret. Any set of at most t authorities knows noting about the secret.1 Let the set of possible secrets forms a field F(for instants, F could be set of real numbers, or Zp). F should have a least N+1 distinct elements – we will denote them 0, 1, 2, …, N. Distribution of the shares. A secret s∈F is distributed among the N authorities; each authority gets it share sj∈F. The idea behind is simple: Choose a random polynomial f of degree t over the field F satisfying f(0)=s. Give the authority Aj its share sj = f(j). Reconstruction of the secret. Set of t+1 authorities A gains the secret s by reconstructing the polynomial f (using Lagrange interpolation) and computing s=f(0):s=f(0)=∑∈Ajf(j)λj,A =∑∈Ajsjλj,Aλj,A=∏−∈−}{ jatjtt Information that t or less authorities have about the polynomial f reveals nothing about the value f(0)=s. Whatever value for f(0)=r they choose, using their shares they can compute possible polynomial g satisfying g(0)= r.3. Publicly Verifiable Secret Sharing Publicly Verifiable Secret Sharing scheme is the secret sharing scheme allowing verifying that the dealer has distributed valid shares (any set of t+1 authorities will obtain the same secret) and allowing catching the dishonest authority in forging its share. The following publicly verifiable secret sharing comes from [Sch99]. Initialization. The group Zp and the generators G, g are selected. The authority Aj choose its secret key zj and publishes its public key hj=gzj. The dealer wants to share a secret gs to the authorities1. Distribution of the shares. The dealer picks a random polynomial of degree t over Zp:p(x)=∑=tk 0αk xkwhere α0 = s and α1 , …, αt ∈Zp. The polynomial is kept secret and the commitment Ck=Gαk , 0≤ k≤ t as well as the encrypted shares Hj=hjp(j), j= 1, 2, …, N are published. Moreover, the dealer shows that the encrypted shares are consistent: Let Xj=∏ tk=0 Cjkk = G∑tk=0 αk j k = G p(j) ,the dealer proves that:2 log GXj=log hj Hjusing the non – interactive proof from the section 4. Reconstruction of the secret. The authority Aj decrypts its share Sj= gp(j) by computing Sj= Hj/Zjj. Aj also proves that logGhj = - logHjSj (again the proof from the section 4). Further, suppose that t+1 authorities Aj, j∈A. The secret gs is reconstructed by Lagrange interpolation∏∈AjAjjS,λ= ∏∈AjAjjpg,)(λ= gAjAjjp,)(λ∑∈= gp(0) = gsWhere λj,A =∏−−∈jttjAt }{ is a Lagrange coefficient.4. Equality of Discrete Logarithms In this secsion, we present protocol that shows equality of discrete logarithms. The prover has an 4 – tuple (g, x, h, y), g, x, h, p ∈Zp, and he shows possession of an α∈Zp satisfying x= gα and y = hα. The protocol is depicted in the figure. [...]... were ………………………….of wood a make b made c making d to make 6 Your English test must ………………………… carefully a do b to do c be done d doing 7 Would you like……………………….for a drink? a go b to go c going d went 8 She asked me I could help her with the heavy bags a what b if c why d where III Fill in each blank with a suitable word from the box (1m) contest; connect; compost; mixed; natural; recycle 1 We should