Categories and Subject Descriptors H.4 [Information Systems Applications] Miscellaneous Gen

Categories and Subject Descriptors H.4 [Information Systems Applications] Miscellaneous Gen
Categories and Subject Descriptors H.4 [Information Systems Applications] Miscellaneous Gen

Cross-Language Text Classi?cation

J.Scott Olsson

Dept.of Mathematics

University of Maryland College Park,Maryland olsson@https://www.360docs.net/doc/9c13016399.html,

Douglas W.Oard

College of Information

Studies/UMIACS

University of Maryland

College Park,Maryland

oard@https://www.360docs.net/doc/9c13016399.html,

Jan Hajiˇc

Institute of Formal

and Applied Linguistics

Charles University

Prague,Czech Republic

hajic@ufal.mff.cuni.cz

Categories and Subject Descriptors

H.4[Information Systems Applications]:Miscellaneous

General Terms

Algorithms,Design,Experimentation

Keywords

cross-language text classi?cation,topic classi?cation

1.INTRODUCTION

Our goal in cross-language text classi?cation(CLTC)is to use English training data to classify Czech documents (although the concepts presented here are applicable to any language pair).CLTC is an o?-line problem,and the au-thors are unaware of any previous work in this area. CLTC is motivated by both the non-availability of Czech training data(the case,presently,in our dataset)and the possibility of leveraging di?erent topic distributions in di?er-ent languages to improve overall classi?cation for informa-tion retrieval.Consider,for example,that English speakers tend to contribute more to some topics than their Czech counterparts(e.g.,to discuss London more than Prague),so that,having only documents in English,we may expect to do poorly at identifying topics like Prague.Czech speakers, on the other hand,often talk about Prague,so that by lever-aging Czech data,we might expect to improve on detecting the topic Prague in English speakers;and Prague in English speakers is exactly the sort of thesaurus label which infor-mation seekers are most interested in—because it is rare. Accordingly,while a lack of Czech training data presently necessitates CLTC,we would have no reason to warrant the method’s abandonment if such data were to suddenly be-come available.

Our dataset is a collection of manually transcribed,spon-taneous,conversational speech in English and Czech.En-glish transcripts have human assigned labels from a hierar-chical thesaurus of approximately40,000labels.Presently, labeled Czech data is not available for classi?er training. The hierarchy may be divided into two principle branches, containing1)concept labels(e.g.,education)and2)pre-coordinated place-date labels(e.g.,Germany,1914–1918). Copyright is held by the author/owner.

SIGIR’05,August15–19,2005,Salvador,Brazil.

ACM1-59593-034-5/05/0008.2.METHOD

A few methods present themselves for CLTC.As we have training data only in English,we may translate all of the Czech data features into English for classi?cation(we re-fer to this as English sided classi?cation).Alternatively,we may translate all English training features into Czech,be-fore classifying in Czech.Finally,we may classify in both directions and combine the evidence.We here con?ne our-selves to English sided classi?cation,although the concepts may naturally be extended(mutatis mutandis)to the Czech and two sided approaches.

Our classi?cation features are vectors of term frequencies in Czech,c,and English,e.

c=

26

664tf(c1)tf(c2)...

tf(c N c)

37

775,e=

26

664tf(e1)tf(e2)...

tf(e N e)

37

775

A vector’s subscript denotes the language from which the term frequencies were originally drawn(e.g.,e e denotes a feature vector of English term frequencies that were drawn from an English document).The principle novelty of English sided CLTC then is that,given feature vectors e e and c c, we must produce translated testing vectors,e c,suitable for classi?cation.

The matrix E represents a probabilistic dictionary map-ping between Czech and English terms,such that the(i,j) element represents the probability that an English word e i is the translation of the Czech word c j.That is,E i,j≡P(e i|c j),1≤i≤N e,1≤j≤N c

E=0B@P(e1|c1)···P(e1|c N c)

..

.

..

.

..

.

P(e N e|c1)···P(e N e|c N c)

1C

A

By inspection,we see that e c may be reasonably approxi-mated by E c c≈e c,where e c is the left matrix product of the probabilistic dictionary matrix E and the untranslated Czech feature vector c c.Having attained a set of training vectors e e(via normal indexing)and testing vectors e c(via probabilistic word translation),we are free to continue with classi?cation as before in the monolingual case.

Before documents are indexed,they are parsed and fed into MORPHA[1]and the Czech Feature-Based Tagger[3] for lemmatization.Lemmatization is motivated by both the disparity in morphological richness between English and Czech(which increases the granularity,and thus the noise,

of translation)and the expectation that most of the seman-tic information associated with words(from which we infer thesaurus labels)is as present in their base forms as it is in their in?ections.

The base of the probabilistic dictionary is taken from ver-sion1.0of the Prague Czech-English Dependency Treebank (PCEDT)[4],which contains conditional word-translation probabilities for46,150word translation pairs.The dictio-nary has been derived from a parallel Czech-English corpus based on Reader’s Digest stories,technical texts,and the translation of the Penn Treebank’s WSJ portion into Czech. IBM model3has been used in the extraction,and data has been subsequently?ltered[2]to avoid most of the noise caused by relatively small datasets.

Indexing proceeds on the English documents by?rst check-ing if the term is already present in the probabilistic dictio-nary.If it is,the term’s frequency is incremented.If the base form for term w is not present in the dictionary,we hope that the term might be a relevant feature sans trans-lation,and therefore augment E with P(e w|c w)=1before incrementing w’s term frequency.We then index the docu-ments in Czech,although here it is unnecessary to augment the dictionary for previously unseen words(i.e.,words not seen in the training documents),as we do not expect to infer a thesaurus label from features never observed in training. The indexed Czech vectors are probabilistically translated via left matrix multiplication of E and classi?ed using k NN with symmetric-Okapi.From informal monolingual trials on held out English data,we determined a reasonable choice to be k=20.

3.EV ALUATION

There is currently no labeled Czech data in our dataset. To evaluate our implementation,English sided classi?cation was run on three disjoint segments of25Czech sentences each.The segment size was chosen to have roughly400 words(the average number of words in three minutes of in-terview).The segments and their ten highest ranked labels were then given to a native Czech speaker for manual rele-vance https://www.360docs.net/doc/9c13016399.html,ing the same training set,monolingual English classi?cation was run on four similarly partitioned test segments.The relevance of many labels could not be determined by inspection(e.g.,Poland,1945was hypothe-sized and,while the text made no explicit mention of Poland in1945,the label was not ruled out).These questionable la-belings were all simply assumed to be non-relevant.Table1 lists precision calculations for both the English sided Czech experiments and monolingual English experiments.Preci-sion was calculated over the?ve and ten highest ranked the-saurus labels(the complete set)as well as the?ve highest concept labels alone(that is,without the pre-coordinated place-date labels).Place-date labels may reasonably be ex-cluded from consideration because it is nearly always im-possible to assess their relevance to short text segments.On concept labels,the cross-language system performed at73% of the monolingual precision.

Consider every label assignment to be an independent trial with probability of success p.Now,p will vary across the-saurus labels,but the largest p,p L,will correspond to the label most commonly seen in the training data.If we were to randomly assign any one of the labels to a segment,p L would represent an upper bound on the probability of this label being relevant.In this spirit,we can consider p L to be

Table1:Precision over highest ranked topics

all

Czech.200

English.325

Czech/English.571

p-value2.8×10?2

p L

C

.033

an upper bound on the probability of success in a series of n Bernoulli trials,such that an upper bound on the chance probability of obtaining r or more successes in n trials is

P{r or more successes}≤

n

X i=r n i!p i L(1?p L)n?i.(1)

Note that for most p,p p L,so that we are strongly bi-asing the test against our method.From inspection,we found p L on all labels,p L

A

=954/43104and p L on con-cepts,p L

C

=954/28896(both corresponding to the label extended family members).The penultimate row of Table 1lists the p-values calculated for each English sided exper-iment using Equation1.We observe that our method is successfully classifying segments across the language bar-rier.This is likewise con?rmed by the?nal row of Table 1,which lists an upper bound on the expected precision for any of the experiments(an interpretation of p L).

4.CONCLUSIONS AND FUTURE WORK Having introduced the problem of CLTC,we discussed some of its salient features and potential methods for its so-lution.Our implementation was outlined and preliminary feedback suggests that it is already meeting with some suc-cess.Future work will be prompted by the availability of additional testing data,possibly through machine transla-tion of available labeled segments(i.e.,to produce labeled pseudo-Czech).This data will allow more extensive eval-uation,parameter optimization on held out data,and two sided classi?er combination studies.

4.1Acknowledgments

Thanks to Martin Franz for assisting with relevance as-sessment.This work has been supported in part by NSF IIS award0122466(MALACH)and by the project MˇSMTˇCR No.MSM0021620838.

5.REFERENCES

[1]G.Minnen et al.Applied morphological processing of

English.Natural Language Engineering,7(3):207–223, 2001.

[2]J.Cur′?n,M.ˇCmejrek.Automatic translation lexicon

extraction from Czech-English parallel texts.Prague

Bulletin of Mathematical Linguistics,71:47–58,1999. [3]J.Hajiˇc.Disambiguation of Rich In?ection-

Computational Morphology of Czech.Prague

Karolinum,Charles University Press,2004.334pp. [4]J.Hajiˇc et al.Prague Czech-English Dependency

Treebank1.0.CD-ROM.Catalog no.LDC2004T25.

Linguistic Data Consortium,Philadelphia,PA.,2004.

初中五种基本句型的用法及其运用讲义(无答案)

学科教师辅导教案 学员编号:年级:新初三课时数:学员姓名:辅导科目:英语学科教师:课程主题:初中五种基本句型授课时间:2018.7.24 学习目标 1.掌握五种基本句型的用法以及它们在用法上的区别 教学内容

一、知识精讲 五种基本句型是句子最基本的组成部分。掌握了这五种基本句型,在阅读中当我们遇到较复杂的句子时,运用这些基本句型,对句子的分析就会变得容易多了。在写作中,首先要能运用好这些基本句型,才能得到高分。 (一)五种基本句型的句子成分: 1. 句子成分的定义:构成句子的各个部分叫做句子成分。句子成分包括主要成分和次要成分;主要成分有主语和谓语;次要成分有表语、宾语、定语、状语、补足语等。 2. 主语(subject):主语是一个句子所叙述的主体,一般位于句首。主语可由名词、代词、数词、不定式、动名词、名词化的形容词和主语从句等表示。 【例句】 We often speak English in class. 我们在课上经常说英语。 Smoking does harm to the health. 吸烟对健康有害。 The rich should help the poor. 富有的人应该帮助贫困的人。 3.谓语(verb):谓语可用来说明主语所做的动作或具有的特征和状态。动词常在句中作谓语,一般放在主语之后。分及物动词和不及物动词两种。 【例句】 He practices running every morning. 他每天早晨练习跑步。 I have caught a bad cold. 我得了重感冒。 We like helping the people in trouble 我们喜欢帮助那些处于困境中的人。 4.宾语(object):宾语在句中表示动作的对象或承受者,一般位于及物动词或介词后面。 【例句】 They went to see a film yesterday. 他们昨天看了一场电影。 She often helps her mother with their housework. 她经常帮助她的妈妈做家务。 I enjoy listening to popular music. 我喜欢听流行音乐。 5. 表语(predicative):表语用以说明主语的身份、特征和状态,它一般位于系动词(如be, become, get, look, grow, turn, seem等)之后。表语一般由名词、代词、形容词、分词、数词、不定式、动名词、介词短语、副词构成。 【例句】 The weather has turned cold. 天气变得冷了。 His job is to teach English.

雅思口语part2话题万能模板:事件类

雅思口语part2话题万能模板:事件类今天三立在线教育雅思网为大家带来的是雅思口语part2话题万能模板:事件类的相关资讯,备考的烤鸭们,赶紧来看看吧! 首先我们来说说“一件从数学中学到的事情”,拿到这个话题,先不要急着回答,可以用笔稍微构思一下思路,该怎么回答。首先,可以说一下这件事是什么、发生在什么时候,也就是作文中的事件和事件,这里需要注意的就是具体描述一下什么事但是又不能啰嗦累赘,而时间则可以大致概括点明即可。我们就从资料中的例子来说:高中的时候从乘法表中学到的一件事。 然后,要具体叙述一下这件事,即是最重要的部分,发生的地方、牵扯到的人物、以及这件事情影响到你的原因,为什么影响到你…… 资料例子来说:在高中的一次数学竞赛中失败,以至于灰心丧气,甚至对自己产生怀疑,而此时数学老师拿乘法的规则来比喻人生中的失败与成功的关系来鼓励我,以至于我从失败中走出来,从新赢得了下一次的数学竞赛。这件事情使我明白了,生活就如同数学乘法,有无数种可能,多种多样,我们要坦然面对。 而这里的例子看似像我们中文作文中的思路,但是关键在于它表述方式以及用词造句,不能太中式化。这里的重点,就是描述事件经过,即“在高中的一次数学竞赛中失败,以至于灰心丧气,甚至对自己产生怀疑,而此时数学老师拿乘法的规则来比喻人生中的失败与成功的关系来鼓励我,以至于我从失败中走出来,从新赢得了下一次的数学竞赛。”而老师的话则是重中之重,因为他让我明白了道理“生活就如同数学乘法,有无数种可能,多种多样,我们要坦然面对。”也是我深深牢记的原因,以及这件事对我影响深刻的原因。

而最后,只需要简单概括,从这件事中学到的东西即可。其实这个话题思路并不是很难,关键在于烤鸭们的表述以及词汇的积累。 其实,大家都知道事件类话题是雅思口语考试中最简单的、最容易描述,却也是最常见的话题,所以大家要多注意积累素材、思考思路。其实“A way of communication”和“A good parent”这两个话题也可以用这个例子来阐述回答,而最关键的则是把老师的那段话稍作转述即可。例如,“A way of communication”我们可以先描述手机及其性能作用,以及现今的流行趋势,然后从一件事引到交流方式,还是那件事,还是那写话,只不过要突出老师用短信的方式告知我,最后,简单概述手机的用处及好处即可。是不是很简单呢?同样的,“A good parent”只需要根据情况把那些话转述为父母亲对你说的话,已经对你的影响,所以一个模板真的是百用哦! 那么我们赶紧来看看还有哪些话题可以这样转换呢? 多米诺骨牌效应:=Something you learned from math=Something you learned from your family=A piece of advice=A change you had=An important stage in your life=A text message you got=A letter you got=An E-mail you got=A way of communication=An important decision you made=A person who helped you=A kind thing someone did to you=A family member you love talking to=A good parent=An elderly family member=A neighbor=A good friend=A teacher=A science course you took=A subject you love/d at school=Your personality=First day of college=Your experience of getting money as a gift=Your experience of getting congratulations=A person you helped=A thing your friend did made you admire.

感官动词和使役动词

感官动词和使役动词 默认分类2010-05-28 23:14:26 阅读46 评论0 字号:大中小订阅 使役动词,比如let make have就是3个比较重要的 have sb to do 没有这个用法的 只有have sb doing.听凭某人做某事 have sb do 让某人做某事 have sth done 让某事被完成(就是让别人做) 另外: 使役动词 1.使役动词是表示使、令、让、帮、叫等意义的不完全及物动词,主要有make(使,令), let(让), help(帮助), have(叫)等。 2.使役动词后接受词,再接原形不定词作受词补语。 He made me laugh. 他使我发笑。 I let him go. 我让他走开。 I helped him repair the car. 我帮他修理汽车。 Please have him come here. 请叫他到这里来。 3.使役动词还可以接过去分词作受词补语。 I have my hair cut every month. 我每个月理发。 4.使役动词的被动语态的受词补语用不定词,不用原形不定词。 (主)He made me laugh. 他使我笑了。 (被)I was made to laugh by him. 我被他逗笑了。 使役动词有以下用法: a. have somebody do sth让某人去做某事 ??i had him arrange for a car. b. have somebody doing sth.让某人持续做某事。 ??he had us laughing all through lunch. 注意:用于否定名时,表示“允许” i won't have you running around in the house. 我不允许你在家里到处乱跑。 ******** 小议“使役动词”的用法 1. have sb do 让某人干某事 e.g:What would you have me do? have sb/sth doing 让某人或某事处于某种状态,听任 e.g: I won't have women working in our company. The two cheats had the light burning all night long. have sth done 让别人干某事,遭受到 e.g:you 'd better have your teeth pulled out. He had his pocket picked. notes: "done"这个动作不是主语发出来的。 2.make sb do sth 让某人干某事 e.g:They made me repeat the story. What makes the grass grow?

The way常见用法

The way 的用法 Ⅰ常见用法: 1)the way+ that 2)the way + in which(最为正式的用法) 3)the way + 省略(最为自然的用法) 举例:I like the way in which he talks. I like the way that he talks. I like the way he talks. Ⅱ习惯用法: 在当代美国英语中,the way用作为副词的对格,“the way+ 从句”实际上相当于一个状语从句来修饰整个句子。 1)The way =as I am talking to you just the way I’d talk to my own child. He did not do it the way his friends did. Most fruits are naturally sweet and we can eat them just the way they are—all we have to do is to clean and peel them. 2)The way= according to the way/ judging from the way The way you answer the question, you are an excellent student. The way most people look at you, you’d think trash man is a monster. 3)The way =how/ how much No one can imagine the way he missed her. 4)The way =because

subject_to_浅谈

首先将subject 和to 单独理解,subject的主要和常用意思是: 1. As a noun, a person owing loyalty to a certain state or royal ruler: a subject of the United Kingdom. 作名词,指对某个国家或统治者表示忠诚的人,用常用汉语表述为“臣民、国民”;如:英国国民。 2. As a noun, something being considered, as in a c onversation: Don’t change the subject; answer the question. 作名词,指如在一个谈话中正在讨论、考虑的东西,汉语表述为“话题、主题、论题”;如:不要改变话题,回答这个问题。从翻译的角度来讲,这句话可以用更好的中文表述:不要东拉西扯,回答这个问题;不要罔顾左右而言它,回答这个问题。 3. As a noun, a branch of knowledge studied, as in a system of education: she’s taking 3 subjects in her examinations. 作名词,所学知识的一个分支,如在教育系统中的学科,汉语表述为“科目、学科”:她在参加三门学科的考试。 4. As a noun, a cause: his strange cloth was a subject for amusement. 作名词,(事情的)起因,汉语表述为“起因、原因、缘由”:他奇怪的服饰是大家取笑的原因(直译);他奇怪的服饰成了大家的笑料。 5. As a noun, the main area of interest treated in a work, esp. written: a book on the subject of love. 作名词,著作中的主题思想,尤其是在书面作品中,汉语表述“主题、主体、题材”:一本以爱情为主题的书。 6. As an adjectiv e, governed by some one else; not independent: a subject race. 作形容词,(被)统治的,不独立的;汉语表述为“隶属的、统治的、管辖的、服从的”:一个隶属民族。 7. As a verb, to cause to be controlled or ruled: These people have been subjected by another tribe. 作动词,被统治、控制;汉语表述为“统治、控制”:这些人被另外一个部落统治着。 我们都知道“to”在英语中都作介词使用,主要意思是:向、去、到、达到、比、对、在等等。 当subject 和to连用,构成短语subject to,其意思发生了很大变化,尤其是和它的名词形式。因而Subject to 是英语中一个很常见、很重要但很难把握的短语。特别是在商务合同、法律和税收等中出现的频率很高,不少人由于没有真正了解它的用法,而不能正确理解、翻译和使用它。下面谈谈subject to的用法: 一、作形容词用 1.基本含义是“应服从……的……”、“受制于……”。英语解释:owing obedience to, 示例: All the foreigner friends are subject to the law of our country. 所有外国朋友都应服从我们国家法律。 2.基本含义是“有……倾向”、“易受……”。英语解释为:prone to,vulnerable to。 Wenchuan and Qingchuan counties in Sichuan province are subject to earthquakes as they are located on Longmenshan Earthquake Zone. 四川省的汶川和青川县易受地震的影响,因为它们位于龙门山地震带上。 A weak man is subject to cold. 体质不好的人易感冒。

雅思口语part2中不建议背诵范文

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The obligations of the Company under the Guarantee (a) will be subject to the laws from time to time in effect relating to the bankruptcy, insolvency, liquidation, possessory liens, rights of set off, reorganization, merger, consolidation, moratorium or any other laws and legal procedures, whether of the similar nature or otherwise, generally affecting the rights of the creditors; (b) will be subject to the statutory limitation of the time within such proceedings may be bought; (c) will be subject to the principles of equity and, as such, specific performance and injunctive relief, being equitable remedies, may not be available; (d) may not be given effect to by a British Virgain Island court, whether or not it is applying the foreign laws, is and to the extent they constitute the payment of an amount which is in the nature of a penalty and not in the nature of liquidated damages; 译文: 解析: 以上是我们在翻译实物中遇到的,无论是原文表达还是翻译及修订,都比较经典,所以特摘录下来与大家一起交流学习。 本段落考查: (1)法律翻译中常见的subject to 的用法,在此句子中,"subject to + laws(statutory 的法律(诉讼时效,原则)的限制(约束)”;limitation of time, the principles)”译为“受……. (2) subject to一般有两种用法: 等法律文件名或文件中一、以介词短语形式出现,后跟“agreement”, “contract”“regulations” 特定条款名等名词配合使用; 通常可翻译成“根据……规定”及“在不抵触……的情况下”;二、以介词短语/动词短语(be subjected to,较少见)出现,后接法律文书或条款以外的 或“…..服从或接受” 等, 例: 其它名词;一般译为“使…..面临/遭受……..”  (1) Subject to the provisions of Clause 5.4.1, the contributions of Party A and Party B to the Company’s registered capital shall be made in one instalment by no later than six (6) months after the Establishment Date. The Parties shall make their respective capital contributions to the registered capital of the Company on the same date. 根据5.4.1 条款的规定,甲乙双方对公司注册资本的出资必须在成立日之后最晚6个月内一次性付清。双方必须在同一天支付各自对注册资本的出资。 (2)员工应服从公司有关部门领导的安排与指导。 The Employee shall be subject to the reasonable arrangement and direction by appropriate officers of the Company.

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一:表示相对,针对 be strange (common, new, familiar, peculiar, distinct, sensitive,immune, vulnerable, indispensable) to Air is indispensable to life. Aircrafts are vulnerable to interference caused by radiation. This injection will make you immune to infection. 二:表示对比,比较 1:以-ior结尾的形容词,后接介词to表示比较,如:superior ,inferior,prior,senior,junior The quarrel happened prior to my arrival. 2: 一些本身就含有比较或比拟意思的形容词,如equal,similar,equivalent,analogous A is similar to B in many ways. 3:表示一些先后顺序的形容词,如:second,subsequent,next,preliminary,preparatory Subsequent to the war,they returned to their hometown. 4: to也偶尔出现在个别动词之后,与动词形成固定词组,表示比较,如:prefer to,compare to,incontrast to compare to sth.表示比喻或比拟,而compare with sth.表示比较,如: World is usually compared to a stage Compared with his past,he has changed a lot. Prefer的正确句型是:prefer A to B或prefer doing A to doing B,但当prefer后接动词不定式时,表示比较的介 词to就要改成rather than ,如: The undaunted soldier preferred death to surrender. Many people prefer spending money to earning money. They prefer to pursue careers rather than remain home as house wives. 5: to与及个别的名词构成比较之意,如:alternative Going to an under water concert is a great alternative to going to dinner. 三: 表示修饰关系 1: 表示回复,反应意思的词,如:answer to question, solution to problem,response to inquiry,reaction to proposal,reply to letter 2: 表示建筑构件的词汇,如: entry,entrance,approach,access,passage,exit,vent,path the approach to a bridge引桥 the approach to science Half of the population was estimated to have no access to the health service. The access to education 接受教育的机会 The access to medical care 享受公费医疗的权利 3: 表示人物职位和官衔的词,如:assistant to manager, ambassador to Spain, successor to tradition,heir to throne,deputy to the National People’s Congress advisor to the Prime Minister 4: 表示权利和许可的词汇,如:right,admission The employee finally got the admission to the boardroom. Everyone has an equal right to …….. 5: 表示栅栏或障碍的词汇,如:bars to development,the barrier to progress 6: 表示与书籍,文本相关的词,如:introduction to passage.

★雅思口语万能连接词

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You mustn''t aim too high你不可好高骛远。 You''re really killing me!真是笑死我了! You''ve got a point there. 你说得挺有道理的。 Being criticized is awful !被人批评真是痛苦! 15 divided by 3 equals 5.15 除以3 等于5. All for one ,one for all.我为人人,人人为我。 East,west,home is best. 金窝,银窝,不如自己的草窝。 He grasped both my hands. 他紧握住我的双手。 He is physically mature.他身体已发育成熟。 I am so sorry about this. 对此我非常抱歉(遗憾)。 以上是三立在线老师带来的关于分享常用的雅思口语句型模版的详细内容,希望各位考生能从中受益,并不断改进自己的备考方法提升备考效率,从而获得理想的考试成绩。

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