托福单词word pdf-怎样把我的网站加入搜索引擎,例如加入百度,怎么加? ...

个人网站被百度加入到搜索引擎具体方法如下：

第一、网站域名，网站的域名一定要和网站主题相符，这样利用百度对你站的信誉评价。
第二、网站建设完成之后迅速把网站提交给百度，百度提交入口处 http://www.baidu.com/search/url_submit.html 。同时提交各大搜索引擎和目录同样是首选方法；
第三、网站的内容写原创文章最好；
第四、软文营销；
第五、经常在百度搜素自己站点的名称和域名，这样对于百度的相关搜素很有用，容易把你站的关键词记住。
第六、经常到各大论坛和博客发表一些文章，同时注明你站的链接，这样对于百度的收录，同样有很大的价值。
第七、内部链接策略，链接分为外链和内链，合理的外链对于百度容易顺着内链抓取网站的其他页面。
第八、外部链接策略，可以尽量把你网站和高的pr值链接；
第九、口碑营销，对于新站的朋友，善于利用人际关系，宣传本站；
第十、合理利用收藏、书签、和rss订阅。

用电脑或者手机学习英语的软件如下：

1. 沪江英语 有网页版，也有手机软件。
英语听力、英语口语、英语词汇、翻译和阅读 、职场和商务英语 、英语文化 、行业英语 、娱乐英语英语英乐 、影视英语 、真人秀等。
考试英语：四六级英语 、 bec商务英语、口译 、雅思、新托福、专四专八 、职称英语 、考研英语 、其他英语考试。
基础英语：零基础英语 、少儿英语 、小学英语 、初中英语 、高中英语。
英语专题：学习类专题、节日类专题、事件类专题。

2. 大耳朵英语 ：网站是免费的，栏目也很多。英文歌曲、在线背单词频道、在线口语训练频道、零基础、初学者、少儿英语、小学、初中、高中、背单词、每天学英语、音标发音、语法讲解、四六级、商务英语、新概念、雅思、托福。

3. 可可英语
《可可英语》您的英语随身听，使用超方便！支持在线听、wifi批量下载听，收听全免费！一键下载听，不耗流量不花钱。不论是上下班途中、寂寞旅途中还是睡觉之前都可随时随地听英语。
【特色功能】
a 、海量内容：三千多个优质英语学习节目，超过20万篇声音，内容免费无广告。
b、节目订阅：只听自己喜欢的节目，一有更新，立即推送给你。
c、离线收听：支持mp3和中英字幕批量下载，不耗流量不花钱。
d、听力训练: 语音同步双语字幕，单句循环，反复精听，轻松掌握所有知识点。
e、口语训练：逐句朗读，可跟随模仿，系统自动回放朗读录音帮您纠正发音。
f、自由划词：长按单词即可实现查词，让生词无处遁形。
g、云同步: 随时同步用户生词本、收藏记录、学习记录，多设备自由切换学习。
h、贴心功能: 全屏模式、夜间模式、课文生词标注、单词查询、学习提醒。 【热门节目】 voa慢速、voa常速、bbc、cnn、npr、cri、科学美国人、经济学人、有声读物、双语名著、美文欣赏、英语演讲、新概念英语、欧美电影、美剧、商务口语、职场口语、生活口语、双语时事新闻

4. 英语趣配音
a.ugc上传：用户可以通过ugc渠道自由上传想要配音的英语视频；
b 全新方式：摆脱枯燥的传统学习方式，走进轻松又好玩的配音学习社区，跟随app内的精选推送，通过配
音练习来学习英语、提高口语、提高听力。
c. 单词积累：视频台词中的生词点击直接翻译，学习不再困难。一键加入生词本，随时进入学习中心巩固积
累词汇，不知不觉中提升词汇量；
d.社交功能：趣配音有诸多爱好英语的男神女神，私信聊天、个性化表情、互动交流更有
趣！还可以将你的配音作品分享到各类社交网站，与他人交流分享配音体会。

托福阅读tpo32原文+答案解析+译文：
early children education
preschools―educational programs for children under the age of five―differ significantly　from one country to another according to the views that different societies hold regarding　the purpose of early childhood education. for instance, in a cross-country comparison of　preschools in china, japan, and the united states, researchers found that parents in the　three countries view the purpose of preschools very differently. whereas parents in china　tend to see preschools primarily as a way of giving children a good start academically,japanese parents view them primarily as a way of giving children the opportunity to be　members of a group. in the united states, in comparison, parents regard the primary　purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.
while many programs designed for preschoolers focus primarily on social and emotional　factors, some are geared mainly toward promoting cognitive gains and preparing　preschoolers for the formal instruction they will experience when they start kindergarten.in the united stated, the best-known program designed to promote future academic　success is head start. established in the 1960s when the united states declared the war　on poverty, the program has served over 13 million children and their families. the　program, which stresses parental involvement, was designed to serve the “whole child”,including children’s physical health, self-confidence, social responsibility, and social and　emotional development.
whether head start is seen as successful or not depends on the lens through which one　is looking. if, for instance, the program is expected to provide long-term increases in iq　(intelligence quotient) scores, it is a disappointment. although graduates of head start　programs tend to show immediate iq gains, these increases do lot last. on the other hand,it is clear that head start is meeting its goal of getting preschoolers ready for school.　preschoolers who participate in head start are better prepared for future schooling than　those who do not. furthermore, graduates of head start programs have better future　school grade. finally, some research suggests that ultimately head start graduates show　higher academic performance at the end of high school, although the gains are modest.
in addition, results from other types of preschool readiness programs indicate that those　who participate and graduate are less like to repeat grades, and they are more like to　complete school than readiness program, for every dollar spent on the program,taxpayers saved seven dollars by the time the graduated reached the age of 27.
the most recent comprehensive evaluation of early intervention programs suggests that,　taken as a group, preschool programs can provide significant benefits, and that　government funds invested early in life may ultimately lead to a reduction in future costs.for instance, compared with children who did not participate in early intervention　programs, participants in various programs showed gains in emotional or cognitive　development, better educational outcomes, increased economic self-sufficiency, reduced　levels of criminal activity, and improved health-related behaviors. of course, not every　program produced all these benefits, and not every child benefited to the same extent.　furthermore, some researchers argue that less-expensive programs are just as good as　relatively expensive ones, such as head start. still, the results of the evaluation were　promising, suggesting that the potential benefits of early intervention can be substantial.
not everyone agrees that programs that seek to enhance academic skills during the　preschool years are a good thing.in fact, according to developmental psychologist　david elkind , united states society tends to push children so rapidly that they begin to feel　stress and pressure at a young age. elkind argues that academic success is largely　dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate　of maturation.consequently, children of a particular age cannot be expected to master　educational material without taking into account their current level of cognitive　development.in short, children require development appropriate educational practice,which is education that is based on both typical development and the unique　characteristics of a given child.
1. according to paragraph1, parents in japan tend to think of preschool primarily as a　place where children can
a. get a good academic start
b. expand their emotional development
c. become more independent
d. experience being part of a group
2. the word “whereas” in the passage is closet in meaning to
a. although
b. because
c. moreover
d. already
3. the word “focus” in the passage is closet in meaning to
a. consider
b. respect
c. concentrate
d. advise
4. it can be inferred from paragraph 2 that the head start program was designed to serve　children who
a. come from families that do not have a lot of money
b. are not doing very well in kindergarten
c. were born in the 1950s
d. need programs that focus primarily on social and emotional factors
5. according to paragraph 3, the head start program had not been successful at which　of the following?
a. helping children adjust to school
b. providing long-term increase in iq scores
c. improving school performance throughout high school
d. preventing children from being placed in special-education classes.
6. in paragraph 4, the author mentions the “results from other types of readiness　programs” to
a. provide support for the idea that preschool readiness programs have been somewhat　successful
b. question the idea that head start is more effective than other preschool readiness　programs
c. indicate school completion is usually the most reliable indicator of success in most　readiness programs
d. emphasize that participation in readiness programs can be increased if costs are　reduced
7. according to paragraph 4, a cost-benefit analysis of one preschool readiness program　revealed that
a. only one dollar’s worth of benefit was gained for every seven dollars spent on the　program
b. the benefits of the program lasted only until the participants reached age 27
c. taxpayers saved seven dollars for every dollars spent on the program
d. to be successful, the program would need to receive about seven times as much　money as it currently receives
8. the word “comprehensive” in the passage is closest in meaning to
a. easily understood
b. thorough
c. respectable
d. objective
9. paragraph 5 mentions that participants in early intervention programs have been　shown to do all of the following better than nonparticipants except
a. take care of there health
b. support themselves financially
c. take care of their own children
d. have increased emotional development
10. according to paragraph 5, which of the following is true about the benefits of early　intervention programs?
a. these programs produce good short-term benefits but few long-term benefits.
b. only the most expensive programs provide substantial benefits.
c. the head start program provides a range of benefits that no other program can　provide.
d. some children benefit more than others do from these programs.
11. the word “seek” in the passage is closet in meaning to
a. claim
b. manage
c. fail
d. attempt
12. the passage mentions “developmental psychologist david elkind” in order to
a. give an example of an expert who has designed an effective early childhood education　program
b. introduce an alternative view about the value of early childhood education
c. explain why early childhood education programs are less effective in the united states　than in other countries
d. refute the claim that academic success is dependent on factors outside parents’control
14. directions: an introductory sentence for a brief summary of the passage is provided　below. complete the summary by selecting the three answer choices that express the　most important ideas in the passage. some sentences do not belong in the summary　because they express ideas that are not presented in the passages or are minor ideas in　the passage. this question is worth 2 points.
preschool programs provide opportunities for young children to develop socially,　emotionally, and cognitively.
answer choices
a. in addition to stressing academic development, preschools should be enjoyable, since　studies show that children benefit from programs they find fun.
b. preschool programs such as head start have been shown to help prepare children for　school and may also have long-team benefits in helping children become effective adults.
c. studies have shown that preschool programs are most effective when they focus on　only one area of development rather than trying to serve the “whole child”.
d. the primary purpose of preschool programs varies by country, with some stressing the　importance of group experience, and others self-reliance or getting a good academic start.
e. critics of preschool programs argue that these programs put undue pressure on　children and may not be effective of children are not developmentally ready for academic　work.
f. david elkind is a critic of publicity funded preschool programs, arguing that the parent　cannot control their children’s emotional development.
详细内容可以看看这个 http://toefl.xiaoma.com/tuofuyuedu/20150601/391480.html?seo=d7.151116

第一阶段（基础瓶颈阶段）《新托福考试官方指南》：把握考试标准，考试能力要求 通过ets的《新托福官方指南》（og）的学习，首先，了解新托福考试阅读部分的相关评分规则；然后，进一步把握新托福考试阅读部分的官方要求；再次，通过og总结阅读考试相关题型，并且可以通过相应的题型题目的练习发现阅读部分的不足；最后，为复习准备的下一个阶段以及下一本书籍资料的运用打下基础。 （没有看到og的重要性）
第二阶段（提高把握阶段）《新托福考试备考策略与模拟试题》（delta）《新托福考试阅读特训》《新托福考试阅读技能与考点训练》（三册）： 有讲解，有技的进行培训和练习 通过上一个阶段的初步了解把握之后，考生了解了自己针对阅读部分题型的弱势，这三本书的特点就在于有丰富的练习题目，可以进行有针对性的突破训练。主要提高考生的阅读能力。书中的语言技巧和文章内容都比较具有实用性，有趣性。在学习做题的过程中，摒弃枯燥，乏味，了解丰富的世界文化。书中提供的大量的阅读段落和文章以供学生进行练习，符合中国考生的学习特点和要求，对进一步提升中国考试的阅读技巧能力有实质性的帮助。请分别说明这三本书的优势，以及复习如果有针对性的提高。即每本书可以得到什么样的训练。你所提到的“有针对性的突破训练”，这样的“有针对性”分别是指什么？文中提到的“了解丰富的世界文化”，需要完善本句，比如“阅读文章内容丰富，涉及的题材广泛，有如生物的进化、艺术建筑的发展等等，在做题同时，也了解了考试的背景知识，”必要时举例说明。
第三阶段 （专项能力提升阶段）《新托福一遍通阅读应试指南》 《高分新托福阅读120》：专项提升，具有专一性通过以上两个阶段的相关训练之后，到了这一步就应该开始进行考前模拟的专项训练，这两本书也是考前模拟的基础。以此来熟悉新托福考试阅读部分的考试形式，考试范围以及考题的难度，对每个考试题型进行集中训练。同时，小马过河认为针对做阅读文章，如何提取综合信息以及总结归纳能力的提升。帮助考生拓展词汇量，通过单项训练，加强考前的掌握与牢固。对于同一个人来说，两本书都需要看吗？两者的侧重点有何不同？每本书需要查看的次数是多少？阅读时需要留意的哪些点（请按1、2、3.。分别介绍）
第四阶段 （冲刺牢固阶段）《新托福考试全真模考题与精解》（barron） tpo（toefl practice on-line）文勇结合ets出题的阅读分析：结合阅读考试出题方向，实用性较强
最后阶段的冲刺非常重要，在此关键性的阶段我们可以运用barron以及tpo进行最后的练习，barron比较适应机考得界面以及流程，同时还会对你的分数进行一个检测和判断。tpo，其实就相当于真题的练习，只是ets并没有公开使用。至于文勇的结合ets出的阅读题目的分析，可以对整个的备考阅读的过程起到一个点睛的作文，他的分析既有翻译又有讨论，实为一份不错的复习补充资料。修改规则同上。