Using the revealed worldviews ofe-Learning stakeholders in the
托福阅读教案
新托福考试阅读部分冯一伟目录The TOEFL TestBrief Introduction to Reading (4)Vocabulary Question (5)Sentence Simplification Question (6)Rhetorical Purpose Question (18)Insert Text Question (29)Factual Information Question (46)Reference Question (66)Inference Question (74)Prose in Summary (82)Vocabulary Practice (83)Preface十六字令(长征) 三首山，快马加鞭未下鞍。
惊回首，离天三尺三。
山，倒海翻江卷巨澜。
奔腾急，万马战犹酣。
山，刺破青天锷未残。
天欲堕，赖以拄其间。
Reading Section : two more passagesOrListening Section: one more section(one more conversation and two lectures)Types of Question in Reading SectionBasic Information and Inferencing questions1. Factual information questions2. Inference question questions3. Rhetorical purpose questions4. Vocabulary questions5. Reference questions6. Sentence simplification questions7. Insert text questionsReading to Learn questions:8. Prose summaryFill in a tableE．G．Vocabulary Question (iBT)Growth, reproduction, and daily metabolism all require an organism to expend energy. The expenditure of energy is essentially a process of budgeting, just as finances are budgeted. If all of one's money is spent on clothes, there may be none left to buy food or go to the movies. Similarly, a plant or animal cannot squander all its energy on growing a big body if none would be left over for reproduction, for this is the surest way to extinction.The word squander in the passage is closest in meaning to:a. extendb. transformc. activated. wasteBackground Preparation:VOA(NORMAL SPEED), science 60 secs,No BBC Please!!!For Business School (MBA,MA,PhD)For Undergraduates1. Vocabulary Questions (3-5)There is no “list of words” that must be tested. (OG, p25)题型1)The word X in the passage is closest in meaning to2)In stating X, the author means that正确选项必须与所选词汇在词性，单复数和情感色彩上一致解题方法1)并列A and B，A or B2)转折A but B3)介词搭配n/v+介词介词本身不是被考察对象4)解释线索形式：A=B/A-B/A(B)/A“B”内容：A is BA that is BA refer to BA is defined as B可以使用的词汇书《词以类记》前120页（张红岩）《托福红宝》（俞敏洪）2. Simplify a Sentencebest express the essential informationin correct answer 1) change the meaning2) leave our essential information从句子拆分的角度讲句子题的实质是保留外层，剥离内层的过程S 逻辑语义相关语义无关语义从句子构造的角度讲句子题的本质是保留逻辑和相关语义，剔除无关语义的过程。
2019年英语二 第四篇阅读
2019年英语二第四篇阅读As an AI language model, I can assist you in writing a 1800-word article for the "2019 English II Fourth Reading" without the need for format restrictions. Here is the article for you:-------------------------------------------------The Importance of Effective Communication in the Digital AgeIn today's digital age, effective communication has become increasingly important. As technology continues to advance, the way we interact and communicate with others has drastically changed. This article will examine the significance of effective communication in various aspects of our lives, including personal relationships, professional settings, and the virtual world.1. Communication in Personal RelationshipsEffective communication is the foundation of strong personal relationships. Whether it's between romantic partners, friends, or family members, open and honest communication is essential to building trust and understanding. In a world where everyone is constantly connected, it is crucial to take the time to communicate meaningfully, both online and offline. By actively listening, expressing emotions, and fostering empathy, we can strengthen our interpersonal connections and cultivate healthier relationships.2. Communication in the WorkplaceEffective communication is equally vital in the workplace. Clear and concise communication among colleagues, managers, and employees iscrucial for the smooth operation of any organization. Miscommunication or the lack thereof can lead to misunderstandings, conflicts, and decreased productivity. By utilizing various communication channels, such as email, video conferencing, and project management tools, teams can collaborate efficiently, exchange ideas, and work towards shared goals. Additionally, effective communication skills are highly valued by employers, as they contribute to stronger teamwork, better problem-solving, and increased job satisfaction.3. Communication in the Virtual WorldIn recent years, the virtual world has become a major platform for communication. Social media, instant messaging, and online forums have connected people from all walks of life across the globe. However, effective communication in the virtual world requires special considerations. Due to the absence of physical cues, it is easy for messages to be misinterpreted or for misunderstandings to occur. In this context, individuals need to be mindful of their tone, remain respectful, and clarify any potential ambiguities. By using online platforms responsibly and thoughtfully, we can engage in meaningful discussions, expand our horizons, and create positive digital experiences.4. Overcoming Communication BarriersEffective communication can also help overcome language and cultural barriers. In an increasingly diverse society, being able to communicate across different languages and cultures is essential. Language barriers should not hinder our ability to connect with others. With the help of language translation tools, language learning applications, and cross-culturalunderstanding, we can bridge the gaps and foster a more inclusive global community.ConclusionIn conclusion, effective communication plays a pivotal role in our personal, professional, and virtual lives. By actively listening, expressing ourselves clearly, and fostering understanding, we can cultivate stronger relationships, enhance productivity in the workplace, and navigate the digital world with confidence. As we continue to embrace the opportunities and challenges presented by the digital age, developing and honing our communication skills will be essential for success and fulfillment in all aspects of our lives.-------------------------------------------------Please note that this article was generated based on the information provided in the title and the instructions. If you would like any specific modifications or changes, please let me know, and I'll be happy to assist you further.。
外研版高考英语一轮总复习 选择性必修第一册精品课件 Unit 5 Revealing nature
3.Which of the following best describes Timothy? A.Patient and humorous. B.Positive and devoted. C.Geneห้องสมุดไป่ตู้ous and tolerant. D.Ambitious and creative. 答案 B 解析 推理判断题。根据第一段以及最后一段内容可推知,Timothy是个积 极、投入的人。故选B项。
ⅠⅡⅢⅣ
Later that week,he battled to brush off the awkward memories.He arrived at work and expected it to be like any other day,but there was something left on the desk for him,a two-page handwritten letter from the teenagers with $18 attached,in which they explained they were unaware of how to tip appropriately due to it being their first time in this bar.Everything suddenly made sense.
Unit 5 Revealing nature
Ⅰ.阅读理解 A
Timothy was exhausted for he worked extended hours.Although earning a low wage and handling ill-mannered customers,he always put serving those who sat at his tables well on the front burner of his mind.He went about his daily duties carefully,putting on a smiling face as customers complained about the food or questioned the bill.
高英课文原文
Pub Talk and the King' s EnglishHenry Fairlie1 Conversation is the most sociable of all human activities. And it is an activity only of humans. However intricate the ways in which animals communicate with each other, they do not indulge in anything that deserves the name of conversation.2 The charm of conversation is that it does not really start from anywhere, and no one has any idea where it will go as it meanders or leaps and sparkles or just glows. The enemy of good conversation is the person who has "something to say." Conversation is not for making a point. Argument may often be a part of it, but the purpose of the argument is not to convince. There is no winning in conversation. In fact, the best conversationalists are those who are prepared to lose. Suddenly they see the moment for one of their best anecdotes, but in a flash the conversation has moved on and the opportunity is lost. They are ready to let it go.3 Perhaps it is because of my up-bringing in English pubs that I think bar conversation has a charm of its own. Bar friends are not deeply involved in each other's lives. They are companions, not intimates. The fact that their marriages may be on the rooks, or that their love affairs have been broken or even that they got out of bed on the wrong side is simply not a concern. They are like the musketeers of Dumas who, although they lived side by side with each other, did not delve into,each other's lives or the recesses of their thoughts and feelings.4 It was on such an occasion the other evening, as the conversation moved desultorily here and there, from the most commonplace to thoughts of Jupiter, without any focus and with no need for one, that suddenly the alchemy of conversation took place, and all at once there was a focus. I do not remember what made one of our companions say it--she clearly had not come into the bar to say it, it was not something that was pressing on her mind--but her remark fell quite naturally into the talk.5 "Someone told me the Other day that the phrase, 'the King's English' was a term of criticism, that it means language which one should not properly use."6 The glow of the conversation burst into flames. There were affirmations and protests and denials, and of course the promise, made in all such conversation, that we would look it up on the morning. That would settle it; but conversation does not need to be settled; it could still go ignorantly on.7 It was an Australian who had given her such a definition of "the King's English," which produced some rather tart remarks about what one could expect from the descendants of convicts. We had traveled in five minutes to Australia. Of course, there would be resistance to the King's English in such a society. There is always resistance in the lower classes to any attempt by an upper class to lay down rules for "English as it should be spoken."8 Look at the language barrier between the Saxon churls and their Norman conquerors. The conversation had swung from Australian convicts of the 19th century tothe English peasants of the 12th century. Who was right, who was wrong, did not matter. The conversation was on wings.9 Someone took one of the best-known of examples, which is still always worth the reconsidering. When we talk of meat on our tables we use French words; when we speak of the animals from which the meat comes we use Anglo-Saxon words. It is a pig in its sty ; it is pork (porc) on the table. They are cattle in the fields, but we sit down to beef (boeuf). Chickens become poultry (poulet), and a calf becomes veal (veau). Even if our menus were not wirtten in French out of snobbery, the English we used in them would still be Norman English. What all this tells us is of a deep class rift in the culture of England after the Norman conquest.10 The Saxon peasants who tilled the land and reared the animals could not afford the meat, which went to Norman tables. The peasants were allowed to eat the rabbits that scampered over their fields and, since that meat was cheap, the Norman lords of course turned up their noses at it. So rabbit is still rabbit on our tables, and not changed into some rendering of lapin.11 As we listen today to the arguments about bilingual education, we ought to think ourselves back into the shoes of the Saxon peasant. The new ruling class had built a cultural barrier against him by building their French against his own language. There must have been a great deal of cultural humiliation felt by the English when they revolted under Saxon leaders like Hereward the Wake. "The King's English"--if the termhad existed then--had become French. And here in America now, 900 years later, we are still the heirs to it.12 So the next morning, the conversation over, one looked it up. The phrase came into use some time in the 16th century. "Queen's English" is found in Nash's "Strange Newes of the Intercepting Certaine Letters" in 1593, and in 1602, Dekker wrote of someone, "thou clipst the Kinge's English." Is the phrase in Shakespeare? That would be the confirmation that it was in general use. He uses it once, when Mistress Quickly in "The Merry Wives of Windsor" says of her master coming home in a rage, "... here will be an old abusing of God's patience and the King's English," and it rings true.13 One could have expected that it would be about then that the phrase would be coined. After five centuries of growth, o1f tussling with the French of the Normans and the Angevins and the Plantagenets and at last absorbing it, the conquered in the end conquering the conqueror. English had come royally into its own.14 There was a King's (or Queen' s) English to be proud of. The Elizabethans blew on it as on a dandelion clock, and its seeds multiplied, and floated to the ends of the earth. "The King's English" was no longer a form of what would now be regarded as racial discrimination.15 Yet there had been something in the remark of the Australian. The phrase has always been used a little pejoratively and even facetiously by the lower classes. One feels that even Mistress Quickly--a servant--is saying that Dr. Caius--her master--will losehis control and speak with the vigor of ordinary folk. If the King's English is "English as it should be spoken," the claim is often mocked by the underlings, when they say with a jeer "English as it should be spoke." The rebellion against a cultural dominance is still there.16 There is always a great danger, as Carlyle put it, that "words will harden into things for us." Words are not themselves a reality, but only representations of it, and the King's English, like the Anglo-French of the Normans, is a class representation of reality. Perhaps it is worth trying to speak it, but it should not be laid down as an edict , and made immune to change from below.17 I have an unending love affair with dictionaries-Auden once said that all a writer needs is a pen, plenty of paper and "the best dictionaries he can afford"--but I agree with the person who said that dictionaries are instruments of common sense. The King's English is a model—a rich and instructive one--but it ought not to be an ultimatum.18 So we may return to my beginning. Even with the most educated and the most literate, the King's English slips and slides in conversation. There is no worse conversationalist than the one who punctuates his words as he speaks as if he were writing, or even who tries to use words as if he were composing a piece of prose for print. When E. M. Forster writes of " the sinister corridor of our age," we sit up at the vividness of the phrase, the force and even terror in the image. But if E. M. Forster sat inour living room and said, "We are all following each other down the sinister corridor of our age," we would be justified in asking him to leave.19 Great authors are constantly being asked by foolish people to talk as they write. Other people may celebrate the lofty conversations in which the great minds are supposed to have indulged in the great salons of 18th century Paris, but one suspects that the great minds were gossiping and judging the quality of the food and the wine. Henault, then the great president of the First Chamber of the Paris Parlement, complained bitterly of the "terrible sauces " at the salons of Mme. Deffand, and went on to observe that the only difference between her cook and the supreme chef, Brinvilliers , lay in their intentions.20 The one place not to have dictionaries is in a sit ting room or at a dining table. Look the thing up the next morning, but not in the middle of the conversation. Other wise one will bind the conversation, one will not let it flow freely here and there. There would have been no conversation the other evening if we had been able to settle at one the meaning of "the King's English." We would never hay gone to Australia, or leaped back in time to the Norman Conquest.21 And there would have been nothing to think about the next morning. Perhaps above all, one would not have been engaged by interest in the musketeer who raised the subject, wondering more about her. The bother about teaching chimpanzees how to talk is that they will probably try to talk sense and so ruin all conversation.Inaugural Address(January 20, 1961)John F. Kennedy1 We observe today not a victory of party but a celebration of freedom, symbolizing an end as well as a beginning, signifying renewal as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribednearly a century and three-quarters ago.2 The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary belief for which our forebears fought is still at issue around the globe, the belief that the rights of man come not from the generosity of the state but from the hand of God.3 We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans, born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of these human rights to which this nation has always been committed, and to which we are committed today at home and around the world.4 Let every nation know, whether it wishes us well or i11, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty.5 This much we pledge--and more.6 To those old allies whose cultural and spiritual origins we share, we pledge the loyalty of faithful friends. United, there is little we cannot do in a host of co-operative ventures. Divided, there is little we can do, for we dare not meet a powerful challenge at odds and split asunder.7 To those new states whom we welcome to the ranks of the free, we pledge our word that one form of colonial control shall not have passed away merely to be replaced by a far more iron tyranny. We shall not always expect to find them supporting our view. But we shall always hope to find them strongly supporting their own freedom, and to remember that, in the past, those who foolishly sought power by riding the back of the tiger ended up inside.8 To those peoples in the huts and villages of half the globe struggling to break the bonds of mass misery, we pledge our best efforts to help them help themselves, for whatever period is required, not because the Communists may be doing it, not because we seek their votes, but because it is right. If a free society cannot help the many who are poor, it cannot save the few who are rich.9 To our sister republics south of our border, we offer a special pledge: to convert our good words into good deeds, in a new alliance for progress, to assist free men and free governments in casting off the chains of poverty. But this peaceful revolution of hope cannot become the prey of hostile powers. Let all our neighbors know that we shall join with them to oppose aggression or subversion anywhere in the Americas. And let every other power know that this hemisphere intends to remain the master of its own house.10 To that world assembly of sovereign states, the United Nations, our last best hope in an age where the instruments of war have far outpaced the instruments of peace, we renew our pledge of support: to prevent it from becoming merely a forum for invective, to strengthen its shield of the new and the weak, and to enlarge the area in which its writ may run.11 Finally, to those nations who would make themselves our adversary, we offer not a pledge but a request: that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction.12 We dare not tempt them with weakness. For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed.13 But neither can two great and powerful groups of nations take comfort from our present course--both sides overburdened by the cost of modern weapons, both rightly alarmed by the steady spread of the deadly atom, yet both racing to alter that uncertain balance of terror that stays the hand of mankind's final war.14 So let us begin anew, remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear, but let us never fear to negotiate.15 Let both sides explore what problems unite us instead of belaboring those problems which divide us.16 Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms and bring the absolute power to destroy other nations under the absolute control of all nations.17 Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths and encourage the arts and commerce.18 Let both sides unite to heed in all corners of the earth the command of Isaiah to "undo the heavy burdens...(and) let the oppressed go free".19 And if a beachhead of co-operation may push back the jungle of suspicion, let both sides join in creating a new endeavor, not a new balance of power, but a new world of law, where the strong are just and the weak secure and the peace preserved.20 All this will not be finished in the first one hundred days. Nor will it be finished in the first one thousand days, nor in the life of this Administration, nor even perhaps in our lifetime on this planet. But let us begin.21 In your hands, my fellow citizens, more than mine, will rest the final success or failure of our course. Since this country was founded, each generation of Americans has been summoned to give testimony to its national loyalty. The graves of young Americans who answered the call to service surround the globe.22 Now the trumpet summons us again--not as a call to bear arms, though arms we need; not as a call to battle, though embattled we are; but a call to bear the burden of a long twilight struggle, year in and year out, "rejoicing in hope, patient in tribulation," a struggle against the common enemies of man: tyranny, poverty, disease and war itself.23 Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in the historic effort?24 In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from thisresponsibility; I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it, and the glow from that fire can truly light the world.25 And so, my fellow Americans ask not what your country can do for you; ask what you can do for your country.26 My fellow citizens of the world, ask not what America will do for you, but what together we can do for the freedom of man.27 Finally, whether you are citizens of America or citizens of the world, ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscienceour only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God's work must truly be our own.(from A Treasury of the World's Great Speeches, 1965)--------------------------------------------------------------------------------NOTES1. inaugural address: since 1937, Inauguration Day has been changed to Jan. 20. On this day every four years the newly elected president of the United States faces the people for the first time, takes the presidential oath of office and delivers his inaugural address.2. solemn oath: the presidential oath, traditionally administered by the Chief Justice, is prescribed in Article II, section 1 of the Constitution of the United States. The oath runs as follows: "I do solemnly swear (or affirm) that I will faithfully execute the Office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States. "3. The belief that the rights of man.., hand of God: refers to a passage in the American Declaration of Independence: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. "4. command of Isaiah: one of the greatest Hebrew prophets whose writings are extant (late 8th century B. C. ) ; venerated by rabbis as 2nd only to Moses. The Book of Isaiah, a book in the Old Testament of the Bible of the Christian, is believed to be a work of two authors of different periods; chapters 1--39 relate to the history of the Israelites; chapters 40--66 foretell the coming of the Messiah. The quotation in the text is taken from chapter 58, verse 6: "Is not this the fast that I have chosen? to loose the bands of wickedness, to undo the heavy burdens, and to let the oppressed go free, and that ye break every yoke?"Love is a FallacyMax Shulman1 Charles Lamb, as merry and enterprising a fellow as you will meet in a month of Sundays, unfettered the informal essay with his memorable Old China and Dream's Children. There follows an informal essay that ventures even beyond Lamb's frontier, indeed, "informal" may not be quite the right word to describe this essay; "limp" or " flaccid" or possibly "spongy" are perhaps more appropriate.2 Vague though its category, it is without doubt an essay. It develops an argument; it cites instances; it reaches a conclusion. Could Carlyle do more? Could Ruskin ?3 Read, then, the following essay which undertakes to demonstrate that logic, far from being a dry, pedantic discipline, is a living, breathing thing, full of beauty, passion, and trauma --Author's Note4 Cool was I and logical. Keen, calculating, perspicacious , acuteand astute--I was all of these. My brain was as powerful as a dynamo, as precise as a chemist's scales, as penetrating as a scalpel. And--think of it! --I was only eighteen.5 It is not often that one so young has such a giant intellect. Take, for example, Petey Butch, my roommate at the University of Minnesota. Same age, same background, but dumb as an ox. A nice enough young fellow, you understand, but nothing upstairs.Emotional type. Unstable. Impressionable. Worst of all, a faddist. Fads, I submit, are the very negation of reason. To be swept up in every new craze that comes along, to surrender yourself to idiocy just because everybody else is doing it--this, to me, is the acme of mindlessness. Not, however, to Petey.6 One afternoon I found Petey lying on his bed with an expression of such distress on his face that I immediately diagnosed appendicitis. "Don't move," I said. "Don't take a laxative. I'll get a doctor."7 "Raccoon," he mumbled thickly.8 "Raccoon?" I said, pausing in my flight.9 "1 want a raccoon coat," he wailed.10 I perceived that his trouble was not physical, but mental. "Why do you wanta raccoon coat?"11 "1 should have known it," he cried, pounding his temples. "1 should have known they'd come back when the Charleston came back. Like a fool I spent all my money for textbooks, and now I can't get a raccoon coat."12 "Can you mean." I said incredulously, "that people are actually wearing raccoon coats again?"13 "All the Big Men on Campus are wearing them. Where've you been?"14 "In the library," I said, naming a place not frequented by Big Men on Campus15 He leaped from the bed and paced the room, "I've got to have a raccoon coat," he said passionately. "I've got to!"16 "Petey, why? Look at it rationally. Raccoon coats are unsanitary. They shed. They smell bad. They weight too much. They're unsightly. They--"17 " You don't understand," he interrupted impatiently. "It's the thing to do. Don't you want to be in the swim?"18 "No," I said truthfully.19 "Well, I do," he declared. "I'd give anything for a raccoon coat. Anything!"20 My brain, that precision instrument, slipped into high gear. "Anything?" I asked, looking at him narrowly.21 "Anything," he affirmed in ringing tones.22 I stroked my chin thoughtfully. It so happened that I knew where to set my hands on a raccoon coat. My father had had one in his undergraduate days; it lay now in a trunk in the attic back home. It also happened that Petey had something I wanted. He didn't have it exactly, but at least he had first rights on it. I refer to his girl, Polly Espy.23 I had long covetedPolly Espy. Let me emphasize that my desire for this young woman was not emotional in nature. She was, to be sure, a girl who excited the emotions but I was not one to let my heart rule my head. I wanted Polly for a shrewdly calculated, entirely cerebralreason.24 I was a freshman in law school. In a few years I would be out in practice. I was well aware of the importance of the right kind of wife in furthering a lawyer's career. The successful lawyers I had observed were, almost without exception, married to beautiful, gracious, intelligent women. With one omission, Polly fitted these specifications perfectly.25 Beautiful she was. She was not yet of pin-up proportionsbut I felt sure that time would supply the lack She already had the makings.26 Gracious she was. By gracious I mean full of graces. She had an erectness of carriage, an ease of bearing, a poise that clearly indicated the best of breeding, At table her manners were exquisite. I had seen her at the Kozy Kampus Korner eating the specialty of the house--a sandwich that contained scraps of pot roast, gravy, chopped nuts, and a dipper of sauerkraut--without even getting her fingers moist.27 Intelligent she was not. in fact, she veered in the opposite direction. But I believed that under my guidance she would smarten up. At any rate, it was worth a try. It is, after all, easier to make a beautiful dumb girl smart than to make an ugly smart girl beautiful.28 "Petey," I said, "are you in love with Polly Espy?"29 "1 think she's a keen kid," he replied, "but I don't know if you'd call it love. Why?"30 "Do you," I asked, "have any kind of formal arrangement with her? I mean are you going steady or anything like that?"31 "No. We see each other quite a bit, but we both have other dates. Why?"32 "Is there," I asked, "any other man for whom she has a particular fondness?"33 "Not that I know of. Why?"34 I nodded with satisfaction. "In other words, if you were out of the picture, the field would be open. Is that right?"35 "1 guess so. What are you getting at?"36 "Nothing, nothing," I said innocently, and took my suitcase out of the closet.37 "Where are you going?" asked Petey.38 "Home for the weekend." I threw a few things into the bag.39 "Listen," he said, clutching my arm eagerly, "while you're home, you couldn't get some money from your old man, could you, and lend it to me so I can buy a raccoon coat?"40 "1 may do better than that," I said with a mysterious wink and closed my bag and left.41 "Look," I said to Petey when I got back Monday morning. I threw open the suitcase and revealed the huge, hairy, gamy object that my father had worn in his Stutz Bearcat in 1925.42 " Holy Toledo!" said Petey reverently. He plunged his hands into the raccoon coat and then his face. "Holy Toledo!" he repeated fifteen or twenty times.43 "Would you like it?" I asked.44 "Oh yes!" he cried, clutching the greasy peltto him. Then a canny look came into his eyes. "What do you want for it?"45 "Your girl," I said, mincing no words.46 "Polly?" he said in a horrified whisper. "You want Polly?"47 "That's right."48 He flung the coat from him. "Never," he said stoutly.49 I shrugged. "Okay. If you don't want to be in the swim, I guess it's your business."50 I sat down in a chair and pretended to read a book, but out of the corner of my eye I kept watching Petey. He was a torn man. First he looked at the coat with the expression of a waif at a bakery window. Then he turned away and set his jaw resolutely. Then he looked back at the coat, with even more longing in his face. Then he turned away, but with not so much resolution this time. Back and forth his head swiveled, desire waxing, resolution waning . Finally he didn't turn away at all; he just stood and stared with mad lust at the coat.51 "It isn't as though I was in love with Polly," he said thickly. "Or going steady or anything like that."52 "That's right," I murmured.53 "What's Polly to me, or me to Polly?"54 "Not a thing," said I.55 "It's just been a casual kick --just a few laughs, that's all."56 "Try on the coat," said I.57 He complied. The coat bunched high over his ears and dropped all the way down to his shoe tops. He looked like a mound of dead raccoons. "Fits fine," he said happily.58 I rose from my chair. "Is it a deal?" I asked, extending my hand.59 He swallowed. "It's a deal," he said and shook my hand.60 I had my first date with Polly the following evening. This was in the nature of a survey; I wanted to find out just how much work I had to do to get her mind up to the standard I required. I took her first to dinner. "Gee, that was a delish （=delicious）dinner," she said as we left the restaurant. Then I took her to a movie. "Gee, that was a marvy (=marvelous) movie," she said as we left the theater. And then I took her home. "Gee, I had a sensaysh (=sensational) time," she said as she bade me good night.61 I went back to my room with a heavy heart. I had gravely underestimated the size of my task. This girl's lack of information was terrifying. Nor would it be enough merely to supply her with information First she had to be taught to think. This loomed as a project of no small dimensions, and at first I was tempted to give her back to Petey. But then I got to thinking about her abundant physical charms and about the way she entered a room and the way she handled a knife and fork, and I decided to make an effort.62 I went about it, as in all things, systematically. I gave her a course in logic. It happened that I, as a law student, was taking a course in logic myself, so I had all the。
2023-2024学年山西省知名高中高一上学期11月月考(期中)英语试题
2023-2024学年山西省知名高中高一上学期11月月考（期中）英语试题1. What happened to the man?A．He hurt his knee. B．He failed a test. C．He missed a party.2. Where is Larry now?A．At home. B．In the office. C．At school.3. What does Sam prefer to do?A．Run. B．Sing. C．Dance.4. What are the speakers mainly talking about?A．Where to have a trip.B．Where to park the car.C．Where to see a movie.5. What is the probable relationship between the speakers?A．Teacher and student. B．Schoolmates. C．Co-workers.听下面一段较长对话,回答以下小题。
6. How many rooms does the woman want to book?A．One. B．Two. C．Three.7. Why does the woman book a room with no beds?A．For her cats. B．For her bags. C．For her dogs.听下面一段较长对话,回答以下小题。
8. How did the speakers come to see the match?A．By car. B．By taxi. C．By bike.9. Why did the speakers arrive early?A．To get cheap tickets. B．To find a good place. C．To meet their friends. 听下面一段较长对话,回答以下小题。
[英语考试]四级模拟题12tao
![[英语考试]四级模拟题12tao](https://img.taocdn.com/s3/m/ffdcf1d7fd0a79563c1e728e.png)
[英语考试]四级模拟题12taoCETCollege English TestBand FourModel Test 1注意事项一、将自己的校名、姓名、学校代号，准考证号写在答案纸和试卷二上。
试卷一、答题纸和试卷二均不得带出考场。
考试结束，监考人员收卷后考生才可离开。
二、仔细读懂题目的说明。
三、在90分钟内做完试卷一，在监考人员收取答题纸和试卷一后再做试卷二，试卷二作文答题时间为30分钟。
全部考试时间为120分钟，不得拖延时间。
四、多项选择题的答案一定要划在答题纸上，凡是写在试卷一上的答案一律无效。
试卷二上的题目答案直接写在试卷二上。
五、多项选择题每题只能选一个答案;如多选，则该题无分。
选定答案后，用HB浓度以上的铅笔相应字母的中部划一条横线。
正确方法是:使用其它符号答题者不给分。
划线要有一定粗度，浓度要盖过字母底色。
六、如果要改动答案，必须先用橡皮擦净原来选定的答案，然后再按上面的规定重新答题。
试卷一Part I Listening Comprehension (20 minutes)Section ADirections: In this section you will here 10 conversations. At the end of each conversatin, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.1. A) At a hospital B) At a drugstore.C) At a doctor‘s office D) At a dentist‘s office.12.A) Yes, it is too far to walk. B) No, but it is too far to walk.C) No, it is within walking distance. D) Yes, he must take a bus or a taxi. 3. A) To buy a size six B) To buy a size five-and-half.C) To buy a size half six. D) To buy a size half five. 4. A) Joe. B) Jones. C) Johnson. D) John. 5. A) At a concert. B) At an art museum. C) At a flower shop. D) At a restaurant.6.A) Teacher and student. B) Nurse and patient.C) Patient and doctor D) Customer and salesman. 7. A) 12 o‘clock. B) 11:45. C) 12:15. D) 12:50.8.A) To the cinema. B) To the theatre. C) To a party. D) To alecture.9.A) He likes collecting postcards. B) He likes traveling.C) He will go to Thailand. D) He‘s very glad to visit Thailand.10.A) She thought it was no good to wait.B) She could say nothing about it.C) She thought it was a good idea.D) She didn‘t agree with the man.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on the Answer Sheet with a single line through the center .Passage 1Questions 11 to 13 are based on the passage you have just heard.11.A)He always has a lot of business to do.B) He always has to fill in a form.C) He only buys stamps.D) He has to try to be patient.12.A) There aren‘t so many people waiting there.B) The clerk is more cheerful.C)The people are moving.D) The clerk is not so busy.13.A) It gradually stops.2B) It stops suddenly.C) It keeps stopping.D) It doesn‘t stop.Passage 2Questions 14 to 16 are based on the passage you have just heard.14.A) Students. B) Buildings.C) Teachers D) Equipment.15.A) Teachers there do more work.B) Students may evaluate their teachers.C) Tuition is free.D) Schools offer practical training.16.A) More than one year. B) 4 years.C) No more than 8 months. D) About 10 months.Passage 3Questions 17 to 20 are based on the passage you have just heard.17.A) After five o‘clock in the morning.B) After eleven o‘clock in the morning.C) After five o‘clock in the evening.D) A fter eleven o‘clock in the evening.18. A) $2.60 B) $2.16 C) $2.06. D) $2.66. 19. A) A collect call. B)A direct dial call.C) A person-to-person call. D) A call from a pay phone. 20. A) Dial the operator.B) Check the phone book for the overseas operat or‘s number so that he canhelp you.C) Check the phone book for overseas area codes so that you dial direct.D) Call the Southern Bell Telephone Company.Part II Reading Comprehension: (35 minutes)Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide onthe best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.3Passage oneEvery society is a dynamic system, which might be changed byinternal or external factors, or both. When two different cultures are confronted with each other, there may cause a much deeper disruption(破坏) than a clash(冲突)between the two societies. For instance, a tribal war in Africa is not likely to destroy one of the two cultures. But by modernization, one culture was imposed on another, and this often resulted in the latter giving the worst of two worlds. Once the damage is done, it is difficult to imagine how it can be undone. The reality of today is that very few cultures are unaffected .It is a reality we have to recognize, so that we can start building up from there instead of trying to turn back the clock, or to ―freeze‖ things as they are..Connecting the West, a clear distinction must be made between western culture and the free market system. Both are obvious by connected, but they are not one and the same. In fact, the free market system sets in motion a series of changes that are escaping more and more controls from national governments.The free market has its own dynamic(动态). For instance, if a heavy financial crash occurs, there is little room for governments to intervene(干涉).The ongoing globalization(全球化) of national economies makes itmoreand more difficult to be an island in this global stream. Evenwestern governments can only witness how old values are lost, without being replaced by clear-cut new ones. Things are not only changing, itis the rate of change that is increasing, and in these circumstances, cultural enclaves(飞地) willbecome fewer and smaller. Global trade, mass media, cheap transport, and information explosion: how can anything or anybody resist these?In the forces that are reshaping the world, there will always be a western component, but basically we are all subjected to the free market system with its globalize trade and communication. Maybe here lies an opportunity for those who are not captured by it, to explore the possibilities of using good elements to their advantage, and protecttheir societies against the negative aspects of it. 21. Which of the following statements is true?A) One society can be changed by either internal or external factors.B) Free market system has fewer controls from national governmentsC) The global stream is making more islandsD) Anybody can resist the information explosion22. A tribal war in Africa will most probably_______.A) destroy the two tribes totallyB) not destroy the two tribes at all4C) not destroy the cultures in the two tribes.D) keep on fighting till one of them wins23. In paragraph 3, the ―heavy financial crash‖ means ______.A) government corruption(腐败)B) government interferenceC) economic corruptionD) economic crisis24. According to the author, which of the following goes very rapidly?A) The economic situations.B) The rate of changingC) Circumstances.D) Cultural enclaves25. The author thinks some parts of the society can be protectedbecause______.A) some people are brave even though there are many difficulties inglobalizationB) some people are afraid of globalization even though there is no stopfor the world-reshaping.C) Some people want to use the good parts of the world-reshaping and getrid of the bad partsD) Some people do not want to be caught by other advanced nations evenhough their living conditions are very poorPassage TwoThe cause of the decline of North Africa is popularly attributed to climatic changes, the theory being that the area became hotter and drier and the people were forced to abandon a thriving civilization. However, some geologists, after carefully weighing the evidence, have challenged the conclusion that the climate has changed in any important way since Roman times. Although climatic factors may also have contributed, it was man who destroyed the balance of nature responsible for maintaining soil fertility and moisture(肥沃与湿度).Why is it that under certain circumstances, the plant cover is unable to regenerate itself, thus setting the stage for seriouserosion(侵蚀)? To answerthis question, let us take an extreme example, the destruction of tropical rain forests. In general, the equatorial(赤道的)soil is poor: Forests can exist in theseregions only because they are part of a balanced cycle. All that the forest5produces is returned to the forest. The organic matter that falls from the trees constitutes the humus(腐植土) that the forest requires. When man cuts down all the trees to make room for crops, the soil is laid bare and, deprived of shade, heats up. An increase in soil temperature increases the rate of decomposition of organic matter. Organic nitrogen(氮)is converted into soluble ammonia and nitrates(氨和硝酸盐),which the rains quickly leach(过滤) away. It has beencalculated that a rise in temperature from 77ºC to 78.8ºC may increase the lossof nitrogen by 15 to 20 pounds per acre per year. With the fertility of the soil destroyed, an irreversible change from forest to desert canbe initiated. 26. It was once thought that changes of climate adversely affected North Africa.Geologists have now this______.A) confirmedB) disprovedC) favoredD) supported27. The evidence mentioned in line 3 evidently refers to _______.A) factors not mentioned in the passageB) the soilC) climatic conditions and their influence on the landD) the nature of the earth28. What is the stated function of man in the ―balanced cycle‖ mentioned inline 4 of paragraph 2 ?A) He provides fertilizers.B) He has an adverse effect.C) He grows crops.D) He cuts down the trees.29. The purpose of the calculation involving an increase in temperature from77?C to 78.8?C was to _______.A) study the decomposition of nitrogenB) show that cutting down trees produces better cropsC) consider the effect of heat on the soilD) study the way in which rain causes erosion in the tropics. 30. The change mentioned in the last sentence is called ―irreversible‖ because,under the conditions mentioned, _________.A) plants cannot reproduce effectivelyB) there is nothing that man can do to stop itC) plants find difficulty in growing6E) desert conditions are createdPassage ThreeOpportunities for rewarding work become fewer for both men and woman as they grow older. After age 40, job hunting becomes even more difficult. Many workers would rather stay at jobs than face the possible rejections. Our youth-oriented, throw-away culture sees little value in older people. In writer Lilian Hellman‘ words, they have ―the wisdom that comes with age that we cannot make use of ‖.Unemployment and economic need for work is higher among older women, especially minorities, than among younger white women. A nationalcouncil reports these findings: Though unemployed longer when seeking work, older women hold a job longer with less absenteeism(缺勤)，performs as wellor better, are more reliable, and more willing to learn than men or younger women. Yet many older women earn poor pay and face a future of poverty in their retirement years. When ― sexism meets ageism, poverty is no longer on the doorstep----- it moves in ‖, according to Tish somers, director of a special study on older women for the National Organization for women.Yet a 1981 report on the White House Conference on aging shows thatas a group, older Americans are the ― wealthiest, best fed, best housed, healthiest,most self-reliant older population in our history.‖ This statementis a small comfort to those living below the poverty line, but it does explode some of the old traditional beliefs and fears. Opportunities for moving in and up in a large company may shrink but many older people begin successful small businesses, volunteer in satisfying activities, and stay active for many years. They have few role models because inprevious generations the life span was much shorter and expectations of life were fewer. They are ploughing new ground.Employers are beginning to recognize that the mature person can bring a great deal of stability and responsibility to a position. One doesn‘t lose ability and experience on the eve of one‘s 65th or 70th birthday evening more than onegrows up instantly at age 21.31. After the age 40, _______ .A) many workers tend to stick to their present jobsB) most workers are tired of their present jobsC) people still wish to hunt for more suitable jobsD) people find their jobs more rewording than before32. From Hellman‘s remark, we can see that ______.7A) full use has been made of the wisdom of older peopleB) the wisdom of older people is of great value to American societyC) older people are no less intelligent than young peopleD) the wisdom of older people is not valued by American society 33. Tish Somers argues that ______.A) more people have come to believe in sexism and ageismB) old women usually perform better in their jobsC) the major cause of the poverty of older women is sexismD) older women find it hard to escape poverty34. According to paragraph 3 , it can be seen that older Americans ______ .A) have more job opportunities than young peopleB) have new opportunities to remain active in societyC) live below the poverty lineD) no longer believe in the promise of a happy life upon a retirement 35. It can be concluded from the passage that thewriter_____ .A) calls attention to the living conditions of older AmericansB) attempts to justify the youth-oriented ,throw-away culture of the USAC) believes that the value of older people is gaining increasingrecognitionD) argues people should not retire at the age of 65 or 70Passage FourMore and more, the operations of our businesses, governments, and financial institutions are controlled by information that exists only inside computer memories. Anyone clever enough to modify thisinformation for his own purposes can reap(收获)substantial rewards. Even worse, a number ofpeople who have done this and been caught at it have managed to get away without punishment.It is easy for computer crimes to go undetected if no one checks up on what the computer is doing. But even if the crime is detected, the criminal may walk away not only unpunished but with a glowing recommendation from his former employers.Of course, we have no statistics on crimes that go undetected. Butit‘sdisturbing to note how many of the crimes we do know about were detected by accident, not by systematic auditing(检查) or other security procedures. Thecomputer criminals who have been caught may have been the victims of uncommonly bad luck.8For example, a certain keypunch operator complained of having tostay overtime to punch extra cards. Investigation revealed that the extra cards she was being asked to punch were for deceitfultransactions(交易).In another case,dissatisfied employees of the thief tipped off the company that was being robbed. An undercover drug agent stumbled on still another case. An employee was selling the company‘s products on the side and using the computer to get it shipped to the buyers. While negotiation for some drug, the drug agent was offered a good deal on a stereo!Unlike other embezzlers(盗用者，贪污者)，who must leave thecountry ,commit suicide, or go to jail, computer criminals sometimes get away with it, demanding not only that they not be prosecuted(起诉)but that they begiven good recommendations and perhaps other benefits, such as severance pay. All too often, their demands have been met.Why? Because company executives are afraid of the bad publicity that would result if the public found out that their computer had been misused. They hesitated at the thought of a criminal boasting in open court of how he modified the most confidential records right under the noses of the company‘s executives,accountants, and security staff. And so another computer criminal departs with just the recommendations he needs to continue his crimes elsewhere. 36. The main idea of the passage is_______.A) why computer crimes are difficult to detectB) why computer criminals are sometimes able to get away with theircrimesC) that most computer crimes revealed were discovered by chanceD) that it is disturbing that only a small fraction of computer crimes canbe discovered37. Paragraph 3 implies that_________ .A) many more computer crimes go undetected than discoveredB) the rapid increase of computer crimes is disturbingC) most computer criminals are smart enough to cover their crimesD) most computer criminals captured are victims of bad luck38. Paragraph 4 tells us about ________ .A) the tricks of some computer criminalsB) the motives of some computer criminalsC) how some computer criminals committed crimesD) how some computer crimes were discovered by chance39. The last paragraph implies that _________.9A) stricter laws against computer crimes should be introducedB) law procedures against computer crimes usually cost too muchC) companies tend to cover computer crimesD) companies should impose restrictions to safeguard confidentialinformation40. The phrase ―tipped off‖ in line 3 paragraph 4 probably means________ .A) cheated B)warnedC) betrayed D) investigatedPart III Vocabulary and Structure: (20 minutes)Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE answer that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the center41. It‘s advisable that China _____ determined to pursue economic reforms and the open policy.A) is B) must be C) will be D) be42. He said many times he was sorry for what he‘d done, he‘d never do it again, it was just a mistake _____.A) again and again B) and as wellC) and so forth D) and so well43.The average family ______ four members at most is a great deal smaller than it used to be.A) which now consist of B) which now consists ofC) who now consist of D) who now consists of 44 . It is said that saccharin(糖精) is not a satisfactory ____ for sugar.A) component B) compoundC) substitute D) mixture45.The salary of a taxi driver is much higher ______.A) in comparison with the salary of a teacherB) than a teacherC) than that of a teacherD) to compare as a teacher46.If you keep the rope ______ for a long time, it will break.A) inflexible B) rigid C) tense D) tight47.They came all the way to Canada for promoting friendship ______ for10making money.A) better than B) more thanC) other than D) rather than48.Kenya counts ______ a major source of income.A) on tourists being B) tourists to beC) tourists are D) on tourists are 49.―‖How about going sailing with us tomorrow?‖ ―______ very much.‖A) I‘ll like to B) I‘d likeC) I‘ll like it D) I‘d like to50.When the streets are full of melting snow, you can‘t help but______ yourshoes wet.A) get B) to get C) getting D) got51.The plane ______ of passengers and baggage, but we are still here.A) has emptied B) has been emptied ofC) has made empty D) has been made empty 52.With the ______ of Mary,all the girl students are eager to go to the party.A) exhibition B) exceptionC) except D) reception53.To be a good writer, one needs, ______, a very creative mind.A) at intervals B) at one timeC) on the surface D) among other things54.The professor gave orders that the test ______ before 5:30.A) be finished B) will be finishedC) will finish D) shall finish 55.Since last century, a great many immigrants have become _______ of thiscountry.A) inhabitants B) citizensC) people D) folks56______, I couldn‘t find the answer to the q uestion.A) As I tried B) As I might tryC) Try as I might D) Might as I try 57.We never dared to ask him a question, ______ ?A) did we B) dared weC) didn‘t we D) daredn‘t we58.Hardly had she finished her speech ______ the audience started cheering.A) and B) when C) as D) than59.Advertising is distinguished form other forms of communication ______ the11advertise pays for the message to be delivered.A) in that B) in order thatC) in which D) in a way60.George went house-hunting for a wee k but still he didn‘t find a room______.A) to live B) to be living inC) for living D) to live in 61.It won‘t be any use ______ to borrow any more money.A) you to try B) of your tryingC) trying you D) your trying 62._______ a hot day, I decided to go for a swim.A) What B) It being C) Being D) Such 63.The dictionary is to the student ______ the tool is to the worker.A) what B) as if C) that D) whatever 64.He didn‘t believe ______ I said, ______ annoyed me very much.A) what … which B) how … wha tC) which … what D) what … how65.Mr. Smith ______ a restless person. He kept moving from one country toanother.A) should be B) should have beenC) must have been D) must be66.It was the training that he had as a young man _____ made him such a goodengineer.A) that B) has C) what D) later 67.He has ______ her telephone number in his notebook.A) marked down B) marked offC) marked out D) marked up68.The mothers found themselves ______ as they compared their children‘sillness.A) on firm ground B) on common groundC) on the ground D) on their own ground 69.He acted in all kinds of plays, but he was _____ in comedy.A) at best B) on his bestC) for his best D) at his best 70.John has brown hair. In fact it‘s quite similar in shape ______ ours.A) to B) as C) like D) with12试卷二Part ? Short Answer Questions (15 minutes )Directions: In this part there is a short passage with five questions or incomplete statements. Read the passage carefully. Then answer the questions and complete the statements in no more than 10 words.Joe Templer should have known better: after all, he works for a large auto insurance company. It won't hurt to leave the key in thetruck this once, he thought, as he filled his gas tank at a self-service gas station. But moments later, as he was paying the money he saw the truck being driven away.In 1987,1.6 million motor vehicles were stolen in the United States-one every 20 seconds. If current trends continue, experts predict annual vehicle thefts could exceed two million by the end of the decade.Vehicle theft is a common phenomenon, which has a direct impact on over four million victims a year. The cost is astonishing.Many police officials blame professional thieves for the high volume of thefts. It is a major money maker for organized crime. Typically, stolen cars are taken to pieces and the parts sold to individuals. Butas many as 200,000 cars are smuggled out of the country every year. Most go to Latin America, the Middle East and Europe.Only about 15 percent car thefts result in an arrest, because few police departments routinely conduct indepth auto investigations. When thieves are arrested, judges will often sentence them to probation(缓刑), not immediatelyput them in prison because the prisons are overcrowded with violent criminals. One exception is a Michigan program that assigns 92 police officers to work full-time on the state's 65,000 car theft cases a year. Since 1986, when the effort began, the state's auto theft rate hasfallen from second in the nation to ninth. How can you protect your car? If you live in a high theft area or drive an expensive model, consider a security system. It may cost anywhere from $25 to $1, 000. Some systems engage automatically simply removing the key disables the fuel pump and the starter. When cars are equipped with such systems, t hefts may drop by one third. In some states, you may be able to use a device that transmits radio signals, allowing stolen cars to be tracked by police.Questions:71. What is the passage mainly about?______ ______ _______ _____ ________13______ ______ _______ _____ ________.72. What does the author think Joe Templer should be blamed for?______ ______ _______ _____ ______________ ______ _______ _____ ________.73. How serious did the author predict the annual vehicle theftcould in the United States in 1989?______ ______ _______ _____ ______________ ______ _______ _____ ________.74. What are the two ways thieves sell the stolen cars? ____________ _______ _____ ______________ ______ _______ _____ ________.75. What type of security system can help the police track down a stolen car? ______ ______ _______ _____ ______________ ______ _______ _____ ________.Part V Writing (30 minutes)Directions: For this part, you are allowed thirty minutes to write a composition on the topic:Title: Families of the Past, Present and FutureWord Limit: No less than 120 words14Key ant notes to Model Test OneTape scripts for Test 1Section A1: W: I need some Vitamin B pills, please, and I‘d also like to get this prescription filled.M: Fine, I can have everything for you in about five minutes if you want to wait.Q: Where does this conversation most probably take place? [B] 2. M: Excuse me, how can I get to the Grand Theatre from here?W: You can take a taxi or a No. 15bus, but it isn‘t too far. Maybe you‘d like to walk.Q: Is the Grand Theatre far away? [C]3. W: Could I see a pair of leather shoes like the red ones in the window? I need a size five-and-a-half.M: I‘m sorry but that style doesn‘t come in half sizes. What about a six?Q: What will the woman probably buy? [A]4. M: Good evening. This is John Smith at World Travel Agency. Is Mr. Howell there?W: No. He‘s out. I‘ll be glad to take a message.Q: What‘s Mr. Smith‘s first name? [D]5. W: The music and the flowers are lovely.M: Yes. I hope that the food is good.Q: Where did this conversation most probably take place ? [D] 6. M: Now, what seems to be the trouble, madam?W: I‘ve been feeling dizzy lately, and last night my chest painedme a lot.Q: What‘s the probable relationship between the two speakers? [C]7. W: Oh, no. It‘s 12 o‘clock already and I haven‘t finishedtyping theseinvitations.M: Don‘t worry. That clock is fifteen minutes fast. You‘ll still have time to do them.Q: When does this talk take place? [B]8. M: I have to say sorry because I have to attend a lecture. If I could, I‘d go with you to the movieW: That‘s too bad. I wish you could.Q: Where is the man going? [D]159. W: I‘ll send you a postcard from Thailand when I go there on my vacation.M: I‘ll be very glad to get one. I have a collection of cards from all over the world.Q: What can we learn about the man? [A]10.M: It‘s much better to wait until the rain stops. Don‘t you agree?W: Yeah. I couldn‘t agree more.Q: What does the woman think? [C]Section BPassage 1I don‘t know how it is that when I go to a post office I always seem to findmyself in a queue behind some one who has some long and complicated business to do. Having only come in to buy a couple of stamps, I have to wait patiently while some one takes ten minutes to complete a form thata child could do in a minute. People in other queue move quickly forward to take their turn and are served by cheerful, smiling clerks. Sometimes, feeling that I cannot endure waiting in my motionless queue any longer,I decide to join another one. It may be longer, but at least it is moving, I say to myself. This always turns out to be the worst thing I could have done. Not only have I now lost my place in the first queuebut the one I am in now slow to a top.Questions 11 to 13 are based on the passage you have just heard. 11. When the writer goes to the post office, what does he do? [D] 12. Why does the writer sometimes decide to join a queue at another counter? [C]13. What usually happens after the writer has joined another queue?[A]Passage 2Many people think of schools as buildings, teachers and students. They are interested most in satisfying their customers, the students. Proprietary schools are privately owned vocational schools. To remain in business they must give students what they want to learn at a fair price. The students themselves normally pay for the cost of the training. Thus,。
小学下册第14次英语第5单元期末试卷
小学下册英语第5单元期末试卷英语试题一、综合题(本题有50小题，每小题1分，共100分.每小题不选、错误，均不给分)1 The ferret has a slender ________________ (身体).2 What do you call a baby goose?A. GoslingB. DucklingC. ChickD. Calf答案: A3 What is the name of the famous American writer known for "The Adventures of Tom Sawyer"?A. Mark TwainB. Ernest HemingwayC. F. Scott FitzgeraldD. J.D. Salinger4 The capital of the Republic of the Congo is ________ (布拉柴维尔).5 A solution is homogeneous, meaning it has a _______ composition.6 The hamster runs on a ______ wheel.7 Which of these is a type of cake?A. MuffinB. CookieC. BrownieD. All of the above答案:D8 I have a pet ________.9 What is the capital of India?A. New DelhiB. MumbaiC. KolkataD. Chennai10 Carta paved the way for modern ________ (民主制度). The Magn11 I like to play with my toy ________ (玩具名称) during rainy days.12 A physical property can be observed without changing the _______ of the substance.13 What is 7 + 2?A. 9B. 10C. 8D. 7答案:A14 The snow is ________ (白).15 What do we call the study of animals?A. BotanyB. EcologyC. ZoologyD. Anthropology答案:C16 My sister is a _____ (学生) who enjoys literature.17 The capital of Greece is ________.18 What is the main ingredient in bread?A. SaltB. SugarC. FlourD. Water答案: C. Flour19 The boiling point of a substance can be altered by ______.20 What is the largest organ in the human body?A. HeartB. SkinC. LiverD. Brain答案:B21 The dragonfly is flying over the ______ (水面). It is very ______ (轻盈).22 The fall of the Roman Empire happened in ________ (公元476年).23 What do we call a scientist who studies the weather?A. MeteorologistB. ClimatologistC. GeologistD. Biologist答案:A24 I want to study ________ (生物) in high school.25 A _______ (老虎) is often seen in the zoo.26 What is the capital city of Gabon?A. LibrevilleB. Port-GentilC. FrancevilleD. Moanda27 What is the capital of Saint Lucia?A. CastriesB. Vieux FortC. SoufrièreD. Gros Islet答案: A28 What is the capital of Venezuela?A. CaracasB. QuitoC. BogotáD. Lima答案: A29 A ______ is a type of reaction where energy is released.30 We have a ______ (丰富的) range of activities at school.31 What do you call a baby crocodile?A. HatchlingB. PupC. CalfD. Kid32 Bees produce _______ (蜂蜜).33 Animals that have fur are typically called __________.34 The __________ is a famous archaeological site in Greece. (雅典)35 What is the main ingredient in tofu?A. SoybeansB. PeasC. CornD. Wheat答案:A36 She rides the _______ (bus) to work.37 What is the opposite of young?A. OldB. NewC. FreshD. Young38 The main component of fertilizers is _____.39 What is the name of the ancient city buried by volcanic ash?A. AthensB. PompeiiC. RomeD. Carthage40 What is the name of the famous battle fought during the American Civil War?A. Battle of GettysburgB. Battle of AntietamC. Battle of Bull RunD. All of the Above答案：D41 The chemical reaction that occurs when food is digested is called ______.42 I want to create a ________ to share with others.43 Acids taste ________ and can be sour.44 The ______ (小鱼) swims in schools to protect itself from ______ (捕食者).45 The chemical symbol for cobalt is ______.46 What is the main ingredient in hummus?A. ChickpeasB. LentilsC. BeansD. Peas答案:A. Chickpeas47 My uncle is a __________ (人力资源专家).48 The study of matter and its changes is called __________.49 The __________ (人权) must be respected worldwide.50 I like to ________ (evaluate) options carefully.51 The _____ (月亮) is full tonight.52 Stellar evolution describes the life cycle of a _______.53 What do we call the study of the relationships between organisms?A. EcologyB. BiologyC. ZoologyD. Botany54 We have a ______ (丰富的) program for students.55 Organic chemistry is the study of carbon-containing ______.56 I saw a _______ (小猫) playing with a ball.57 What is the capital city of Italy?A. MadridB. RomeC. ParisD. Berlin答案:B58 Napoleon Bonaparte was a leader from ________.59 A ________ (植物文化) enriches society.60 My dad grows ________ in the garden.61 A ____ is a clever creature that can solve puzzles.62 What do we call the process of using the sun's energy to generate electricity?A. Solar heatingB. Solar powerC. Solar panelsD. Solar batteries答案:B63 What do you call a person who grows flowers?A. FloristB. GardenerC. BotanistD. All of the above64 The ______ (松鼠) gathers food for the winter.65 I enjoy singing ________ (歌曲) with my friends.66 What do you call the process of plants making their own food?A. PhotosynthesisB. RespirationC. FermentationD. Transpiration答案:A67 What do you call a group of fish swimming together?A. SchoolB. School of FishC. PodD. Flock答案:A68 Plants can grow in both _______ and dry conditions.69 We are going to _____ the museum tomorrow. (visit)70 The _____ (bridge) is long.71 The _____ of a star is how bright it appears from Earth.72 Chemistry is the study of matter and its _____ (interactions).73 The Earth's crust is divided into large sections called ______ plates.74 Certain plants have ______ that allow them to survive in cold climates. (某些植物有耐寒的特性，使它们能够在寒冷的气候中生存。
父母不理解英语建议作文
父母不理解英语建议作文全文共3篇示例，供读者参考篇1Dreaded English Composition: A Teenage StruggleLet's be real, English composition is pretty much every teenager's worst nightmare when it comes to school assignments. I mean, who actually enjoys pouring their heart and soul into an essay that's just going to be ripped apart by a ruthless teacher's red pen? Not this guy, that's for sure.The biggest issue, though, isn't even the writing itself. It's the fact that our parents, God bless their souls, simply do not understand the struggle. Whenever I sit down to churn out yet another torturous five-paragraph essay, I can practically hear my mom's voice echoing in my head: "Back in my day, we actually had to use pen and paper! You kids have it so easy with your fancy computers."Ah yes, because that definitely makes the soul-crushing task of trying to bulls&*t my way through an analysis of The Catcher in the Rye any easier. Thanks for that insightful perspective, mom.But I digress. The main problem here is that our parents seem to think that just because the tools have changed, the process of writing itself has become simpler. Allow me to walk you through a glimpse into the modern student's English comp experience:It starts with the teacher assigning a fairly vague,open-ended prompt. Something along the lines of "Analyze the significance of symbolism in a novel of your choice." Cool, cool, I think to myself. I've got this. I skim through a SparkNotes summary to jog my memory on the book I read last year (or was it the year before that?), and I start brainstorming.After about 20 minutes of staring blankly at my computer screen, I've managed to cobble together a rough outline comprising an intro, three body paragraphs, and a conclusion. Feeling rather pleased with myself, I start hammering away at the keyboard, plastering my ideas down on the blank canvas that is my Word document.Fast forward two hours, and I've got a relativelydecent-looking draft. Solid thesis statement? Check. Clearly structured body paragraphs with relevant evidence and analysis?I mean, it's there, more or less. A conclusion that reiterates my main points while adding a broader significance? You bet.Feeling rather proud of my hard work, I gleefully print out my masterpiece and call my parents over to take a look. This is where the problems begin."What's this line supposed to mean?" my dad asks, squinting at my beautifully crafted words."It's a metaphor," I attempt to explain, already feeling my patience wearing thin. "The author used it to represent..."I'm abruptly cut off by my mom. "Why did you use such a complicated phrase here? Couldn't you have just said it a simpler way?""But that's not really how academic writing works..." I start, before catching myself. There's no point in even trying to argue.The next few minutes devolve into a painful cycle of my parents line-editing my work with a total disregard for stylistic choices, turning of phrases, or any of the other nuanced aspects that go into a properly revised essay. All they seem to care about is making sure that everything is spelled correctly and that I've followed the simplest is best mantra they firmly stand by.By the time they're done, my once thoughtfully crafted sentences have been transformed into dry, robotic statements that could put an insomniac into a coma. All hints of voice,personality, and creativity have been surgically removed, leaving behind a soulless husk of an essay.As I sulkily reprint their heavily edited version, preparing to resign myself to turning in something that makes me cringe, I overhear my parents' parting remarks: "See, was that so hard? Writing is easy if you just follow the rules!"Sure, thanks for that...I'll be sure to employ that genius mentality the next time I'm asked to compose a thoughtful analysis on highly complex literature. Clearly, the academic writing process is just about filling a page with words, with no regard for high-level thinking, engaging stylistic choices, or successfully navigating complex rhetorical situations. My parents have opened my eyes!In all seriousness, though, this disconnect between parents and students when it comes to English composition is a legitimate issue. Our parents mean well, but at the end of the day, they're working off an outdated model of what good writing looks like. The academic expectations have evolved, but their perspectives haven't quite caught up yet.I'm certainly not asking them to be experts on the intricacies of rhetorical analysis or anything like that. But a littleopen-mindedness and willingness to accept that there's more toeffective writing than just following a rigid set of rules would go a long way. The actual process students go through when completing an academic assignment – formulating our thoughts, considering our audience, making careful rhetorical choices, thoughtfully structuring and revising our work – is largely lost on them.Instead of offering unproductive criticisms about silly things like "this word is too fancy" or "you should just say what you mean," it would be great if they could appreciate the larger context of the assignment. A little encouragement regarding the real challenges we face, like analyzing complex themes or crafting a comprehensive argument, would be far more helpful.At the end of the day, they need to recognize that we're not just mindlessly filling a page, but rather engaging in a sophisticated process that requires high-level thinking, decision-making, and skillful execution. It's not about making things as simple as possible, but about effectively communicating our ideas in a clear, cohesive way while operating within the expectations of an academic setting.Is that too much to ask? Probably, considering the permanently furrowed brows and utter bewilderment I encounter anytime I attempt to have this discussion. For now, Iguess I'll have to suffer through many more painful review sessions filled with oversimplifications, well-intentioned but ultimately unhelpful suggestions, and no real understanding of what I'm actually trying to accomplish as a student writer.Or maybe I'll just spare myself the headache and stick to getting feedback from people who actually speak the language of modern English composition. As much as I love my parents, there are just some things they'll never really "get." And that's okay – I'll still keep giving it my best shot on those essays, even if I have to deal with a little bit of well-meaning, oblivious criticism along the way.篇2Title: The Struggle is Real: When Your Parents Just Don't Get English EssaysI can still vividly remember the dread that would wash over me whenever an English teacher assigned yet another essay. It wasn't the writing itself that bothered me - I actually quite enjoyed putting pen to paper (or fingers to keyboard these days). No, the true source of my anxiety was trying to explain the assignment to my parents.You see, my parents immigrated to this country when I was just a young child. They had studied English to some degree back home, but literary analysis and composition just wasn't really a thing over there. So trying to convey the nuances of a rhetorical analysis essay or a response to anti-transcendentalist literature was...well, challenging to say the least.I can vividly picture sitting at the dinner table, my mom's classic chicken curry wafting through the air as I tried and failed yet again to elucidate why I needed to write about symbolism in The Scarlet Letter."But WHY you need to write this thing?" my mom would ask tiredly, throwing her hands up in defeat. "You read book, you know story. Why analyze this symbol, that symbol?""Because that's just how it is in English class, Mom!" I'd protest, feeling my cheeks burn with a mixture of embarrassment and frustration. "I have to look at things like symbolism, figurative language, authorial intent..."She'd furrow her brow, totally perplexed, and shake her head. "This American education...I will never understand."My dad wasn't much more help, though his approach was a little different. Whenever I'd attempt to explain an assignment,he'd nod slowly, pretending to take it all in. But I knew he was just humoring me - those intricate writing concepts just went straight over his head. His go-to advice was always:"Just write simple English. No need to make things too complex, beta. The teacher will understand."Oh dad, if only it were that easy!The writing modes themselves seemed to stump them as well. Narratives were fine - "You tell a story, no problem!" But anything beyond that...yikes. Persuasive essays? Expositions? Rhetorical analyses? You might as well have been speaking ancient Greek.Then there was the issue of research and citations. Trying to explain why I needed to use scholarly sources from databases instead of just Googling was an uphill battle. And citations? Fuggedaboutit."Why you need to cite so much?" my dad would grumble. "You wrote it yourself, no? Who else words are you using?"The intricacies of academic integrity and intellectual property just weren't computing. Not their fault - it simply wasn't a cultural value where they came from.I remember many a night sitting at my desk, essay assignment in hand, mentally preparing myself to traverse the familiar terrain of confusion and cross-cultural chaos. Rapping lightly on my parents' bedroom door, I'd find them watching the Hindi news and psych myself up for the main event: the explanation session.Some nights were better than others in terms of their comprehension. But more often than not, I'd end up slinking back to my room, a glazed look in their eyes telling me all I needed to know. Yup, nice try kid, but it was another unsuccessful meeting of the minds on the essay front.As difficult as it was at times, I realize now just how hard my parents were trying to understand. They had lived their whole lives in a totally different academic culture, but they still made the effort because they knew how important school was. I definitely don't give them enough credit for that.These days, even though I'm out of the English essay sphere (thank goodness!), I still have to deal with cultural chasms when I explain my work or studies to my parents. Like most immigrant kids, I live with a perpetual foot in two worlds - one steeped in heritage and tradition, the other in modernity and Western values.It can be tiring having to constantly translate between the two, but I've come to see it as an advantage. Being able to straddle cultures has given me perspective, empathy, and one killer skill: the ability to take complex concepts and break them down into simple terms.Today when I'm explaining anything from philosophical theories to legal jargon, I channel my younger self from all those years ago, desperately trying to convey things like rhetorical modes and MLA format. I imagine my parents' furrowed brows of confusion and I adjust accordingly, using plainer language and more concise examples.So while those English essay days were often frustrating and draining, they ended up equipping me with an invaluable skill for today's world of cross-cultural communication and collaboration.A skill that has served me well in everything from presentations to interviews.These days, my parents still struggle to grasp the specifics of what I'm working on or studying. But we've gained an unspoken understanding - they no longer need to comprehend every single nuance. They just have to trust that I've got it figured out, that I can navigate between those two worlds they know so littleabout. And I have those English essays to thank for helping me learn how.篇3My English Essay: A Battle for UnderstandingAs I sit down to write this English essay, I can already feel the tension building. It's not the assignment itself that has me worried – I've tackled plenty of essays before. No, the real challenge lies in the fact that my parents don't understand a single word of English. And for a topic as personal and expressive as an essay, that language barrier can feel like an insurmountable wall separating us.Don't get me wrong, I love my parents dearly. They've always been my biggest supporters, cheering me on through every academic milestone and extracurricular endeavor. But when it comes to this particular class, there's a disconnect that neither of us can seem to bridge.I remember the first time I brought home an English assignment, my eyes shining with excitement over the creative possibilities. But as I tried to explain the premise to my parents, their faces quickly clouded with confusion. The words tumbledout of my mouth, but they might as well have been in a foreign language (which, ironically, they were)."It's about exploring metaphors and symbolism," I said, only to be met with blank stares."Like, using descriptive language to convey deeper meaning," I tried again, desperately grasping for a way to make them understand.But it was no use. The nuances of literary analysis were lost on them, buried beneath the language barrier that separated our worlds.From that moment on, every English essay became a battle –a fight to convey not just the content of my writing, but the very essence of why it mattered. I'd spend hours agonizing over how to translate the abstract concepts into terms they could grasp, only to end up feeling defeated and misunderstood."It's just words on a page," they'd say, their voices laced with frustration. "Why do you make everything so complicated?"But to me, it was so much more than that. English was a gateway to self-expression, a chance to explore the depths of human emotion and experience through the power of language.It was a world of metaphor and allegory, where the simplest turn of phrase could hold profound meaning.And yet, no matter how hard I tried to share that world with my parents, the divide between us only seemed to grow wider.As the years went by, I learned to accept that there were certain aspects of my academic life that would remain foreign to them. I stopped trying to explain the intricacies of every assignment, instead focusing on the tangible milestones – the grades, the awards, the accolades that they could understand and celebrate.But deep down, a part of me still craved their validation, their understanding of the passion that fueled my love for English. Because without that connection, it felt like a piece of me was missing – a vital part of my identity that remained hidden from the very people who knew me best.And so, with every new essay, the cycle would repeat itself. I'd pour my heart and soul into the words, crafting them with care and precision, only to have them met with polite nods and half-hearted compliments."It's good, dear," they'd say, their eyes glazing over as they skimmed the pages without truly comprehending their depth.But their approval, as well-intentioned as it was, rang hollow. Because what I desperately wanted was not just their acknowledgment of my efforts, but a genuine understanding of the artistry behind them.Perhaps that's why this particular essay feels so poignant, so laden with subtext that extends far beyond the confines of the assignment itself. Because in many ways, it's a reflection of the ongoing struggle to bridge the gap between our worlds – a testament to the power of language to both unite and divide us.As I sit here, pen in hand, I can't help but wonder: Will this essay, too, be met with the same well-meaning but ultimately empty praise? Or will it somehow, miraculously, be the key that unlocks that door to understanding – the bridge that finally connects our disparate realities?Only time will tell. But for now, I'll keep writing, keep striving to weave my words into a tapestry of meaning that transcends the barriers of language and culture. Because even if my parents may never fully grasp the depths of my passion, I owe it to myself to honor that passion with every ounce of my being.This essay is more than just an assignment; it's a battle cry, a declaration of my commitment to the craft that has become an inextricable part of who I am. And while the path ahead may befraught with misunderstandings and miscommunications, I'll keep pushing forward, one carefully crafted sentence at a time.For in the end, that's all any writer can do – persevere, even in the face of adversity, and trust that the power of our words will ultimately prevail.。
the existing studies have shown that
the existing studies have shownthatThe existing studies have shown that the impact of technology on modern society is profound and far-reaching. From the way we communicate and access information, to the manner in which we work, learn, and even娱乐, technology has transformed our world in ways that are both remarkable and sometimes challenging to comprehend.One of the most significant impacts of technology has been on communication. The advent of the internet and mobile devices has made it possible for people to stay connected no matter where they are in the world. Social media platforms have billions of users who share their thoughts, experiences, and opinions in real-time, creating a global conversation that is constantly evolving. This has had a profound effect on how we understand and engage with the world.Another significant impact of technology is in the realm of education. Online learning has opened up new possibilities for students who may not have had access to traditional classrooms. E-learning platforms provide a flexible and convenient way to acquire new skills and knowledge, often at a lower cost than traditional education. However, the rise of online education has also presented challenges, such as ensuring equal access and the quality of education provided.In the workplace, technology has transformed the way we do business. Cloud computing, artificial intelligence, and automation have made processes more efficient and productive, while also creating new job opportunities. However, these changes have also led to job losses and displacement, particularly in sectors that have been traditionally reliant on human labor.The impact of technology on entertainment is also noteworthy. Streaming services, video games, and virtual reality have provided new ways for people to engage with content and each other. While this has led to more personalized and immersive entertainment experiences, it has also raised concerns about addiction, privacy,and the impact on traditional industries like cinema and gaming.Overall, the existing studies have shown that the impact of technology on modern society is both positive and negative. While it has brought about remarkable advancements and opportunities, it has also presented challenges that require careful consideration and response. As we continue to march into the future, it will be crucial for us to harness the potential of technology in a way that benefits everyone, while also addressing the challenges it poses to our society.。
Revealing Lives from the Pharaohs Era
Revealing Lives from the Pharaohs EraThe ancient Egyptians were masters of storytelling, not only through their elaborate hieroglyphics but also through the meticulous preservation of their dead. Their elaborate tombs, packed with everyday objects and adorned with intricate murals, offer us a unique window into the lives of those who lived along the Nile millennia ago. These remnants, carefully excavated and studied by archaeologists, allow us to piece together a surprisingly vivid picture of life in Pharaonic Egypt, revealing a society rich in complexity and nuance. One of the most fascinating aspects revealed by these remnants is the social hierarchy that governed Egyptian life. Tombs of the wealthy, filled with luxurious goods and intricate sarcophagi, stand in stark contrast to the simpler burials of commoners. The presence ofspecific items, such as tools or weapons, provides insight into the deceased's occupation, shedding light on the diversity of roles within Egyptian society. We encounter scribes meticulously recording information, farmers tending to their crops, and artisans crafting exquisite jewelry, each playing a vital part in the intricate tapestry of Egyptian life. Beyond their occupations, the tombs also reveal intimate details about the Egyptians' personal beliefs and practices. The inclusion of amulets and other religious artifacts points to their deep-seatedbelief in the afterlife, a journey for which they meticulously prepared.Paintings depicting scenes from the afterlife, such as the weighing of the heart ceremony, offer a glimpse into their intricate cosmology and the ethical framework that guided their lives. These glimpses into their spiritual lives provide adepth of understanding that transcends the mere material aspects of their existence. The presence of children's toys, games, and even scribbled school exercises in some tombs adds a layer of tenderness to our understanding. We see glimpses of family life, imagining parents doting on their children, teachingthem skills, and playing games. This humanizes the ancient Egyptians, reminding us that beneath the grand monuments and complex rituals, they experienced the samejoys and sorrows as any other society. Their lives were not merely defined bytheir societal roles or religious beliefs but were also enriched by the love and laughter shared within their families. Furthermore, the discovery of medical instruments and written records on papyrus scrolls reveals the sophistication ofEgyptian medicine. Their knowledge of anatomy, surgery, and the use of herbal remedies was remarkably advanced for their time. We see evidence of their efforts to heal the sick and injured, highlighting their compassion and understanding of the human body. The intricate medical procedures documented in these ancient texts challenge the simplistic view of ancient civilizations as primitive, revealing a depth of knowledge that continues to amaze scholars today. In conclusion, the tombs of the Pharaohs era are not just repositories of the dead, but vibrant repositories of life. They offer a nuanced and multifaceted perspective on a civilization that continues to captivate our imaginations. Through careful analysis and interpretation, we are granted a precious glimpse into the lives of individuals who lived thousands of years ago, experiencing their joys, sorrows, beliefs, and innovations. These glimpses into the past serve as a powerful reminder of the enduring human spirit and the rich tapestry of experiences that connect us across time and cultures.。
大学新视野英语4每一单元preview翻译
<The unit one>A person’s reputation is one of the most important things he possesses and it deserves protecting. The key to building a good name is to be consistent. You will not win the favor of the public or the people around you overnight. In fact, it will take many years of efforts before you establish your proper place in society. Once you have earned a good name, be careful to maintain it through civility, integrity and humility.翻译：一个人的声誉是他拥有的值得被保护的最重要的事情之一。
建立一个好名声的关键是一致的。
你不会赢得大众的青睐，你周围的人也不会一夜之间都喜欢你。
事实上，在你建立起你合适的社会地位之前，需要多年的努力。
一旦你赢得了一个好名声，你要小心地通过谦恭，正直和谦逊维护它。
<The unit two>To be successful, you must swim against a strong current of public opinion if you ever hope to have your efforts appreciated. Consider the comic genius of Charlie Chaplin, who was considered by the people of his own country to be crude and not at all representative of the English working class he aimed to please. He would have to go to the United States where he was recognized as the greatest comedian of all time. Or possibly we might reflect on the efforts of the few female politicians in Africawhere men dominate political life, whose success has inspired women around the world.翻译：如果你想成功，并希望有人欣赏你的努力，你必须迎刃有余地应对强大的社会舆论。
暨南大学研究生英语精读1-7课练习参考答案和译文
UNIT ONE STAY HUNGRY. STAY FOOLISH.VOCABULARY AND STRUCTUREA1 naively2 curiosity3 combination4 let down5 vision6 baton7 creative8 mirror9 trap 10 inventionB1 drowned out2 tuition3 Commencement4 deposit5 typography6 make way for7 animation8 intuition9 destination 10 divergeC1 follow:orders, rules, advice, fads, an ideal, one’s instinct2 trust in: honesty, the Lord, power, intuition, sixth sense3 wear out, fade out, put out, make out, get out, break out4 play writer/playwright, speedwriter, blog writer, letter writer, editorial writer5 habitual, textual, accentual, sexual, spiritual, conceptual6 shocking, stunning, eye-catching, astonishing, striking, dazzlingD 1 an 2 great 3 the 4 to 5 √ 6 that 7 √ 8 been 9 been 10 inTRANSLATIONA1热烈的鼓掌2波涛汹涌的海面3熟睡4烟瘾大的人5油腻而难消化的食物6烈酒7悲痛的消息8沉闷冗长的读物9〈化〉重水10他在一家法国银行拥有外国人账户。
(完整版)历年6级阅读真题(整理版)
历年英语六级阅读真题(2012,6---2006,12)2012 年12 月英语六级阅读真题(1) Passage OneAmid all the job losses of the Great Recession, there is one category of worker that the economic disruption has been good for: nonhumans.From self-service checkout lines at the supermarket to industrial robots armed with saws and taught to carve up animal carcasses in slaughter-houses, these ever-more-intelligent machines are now not just assisting workers but actually kicking them out of their jobs.Automation isn’t just affecti ng factory workers, either. Some law firms now use artificial intelligence software to scan and read mountains of legal documents, work that previously was performed by highly paid human lawyers.“Robots continue to have an impact on blue-collar jobs, and white-collar jobs are under attack by microprocessors,” says Edward Leamer, an economics professor at UCLA’s Anderson School of Management and director of the UCLA Anderson Forecast, a survey of the U.S. and California economies. Leamer says the recession permanently wiped out 2.5 million jobs. U.S. gross domestic product has climbedback to pre-recession levels, meaning we’re producing as much as before, only with 6 percent fewer workers. To be sure, robotics are not the only job killers out there, with outsourcing stealing far more gigs than automation.Jeff Burnstein, president of the Robotics Industry Association, a trade group in Ann Arbor, Mich., argues that robots actually save U.S. jobs. His logic: companies that embrace automation might use fewe r workers, but that’s still better than firing everyone and moving the work overseas.It’s not that robots are cheaper than humans, though often they are. It’s that they are better. “In some cases the quality requirements are so stringent that even if you wanted to have a human do the job, you couldn’t,” Burnstein says.Same goes for surgeons, who are using robotic systems to perform an ever-growing list of operations—not because the machines save money but because, thanks to the greater precision of robots, the patients recover in less time and have fewer complications, says Dr. Myriam Curet.Surgeons may survive the robot invasion, but others at the hospital might not be so lucky, as iRobot, maker of the Roomba, a robot vacuum cleaner, has been showing off Ava, a three-foot-tall droid on wheels that carries a tablet computer. iRobot reckons Ava could be used as a courier in a hospital.And once you’re home, recovering, Ava could let you talk to your doctor, so there’s no need to send someone to your h ouse. That “mobile telepresence” could be useful at the office. If you’re away on a trip, you can still attend a meeting. Just connect via videoconferencing software, so your face appears on Ava’s screen.Is any job safe? I was hoping to say “journalist,” but researchers are already developing algorithms that can gather facts and write a news story. Which means that a few years from now, a robot could be writing this column. And who will read it? Well, there might be a lot of us hanging around with lots of free time on our hands.(2) Passage TwoYou've now heard it so many times, you can probably repeat it in your sleep. President Obama will no doubt make the point publicly when he gets to Beijing: the Chinese need to spend more; they need to consume more; they need —believe it or not — to become more like Americans, for the sake of the global economy.And it's all true. But the other side of that equation is that the U.S. needs to save more. For the moment, American households actually are doing so. After the personal-savingsrate dipped to zero in 2005, the shock of the economic crisis last year prompted people to snap shut their wallets.In China, the household-savings rate exceeds 20%. It is partly for policy reasons. As we've seen, wage earners are expected to care for not only their children but also their aging parents. And there is, to date, only the flimsiest（脆弱的）of publicly-funded health care and pension systems, which increases incentives for individuals to save while they are working. But China is a society that has long esteemed personal financial prudence（谨慎）for centuries. There is no chance that will change anytime soon, even if the government creates a better social safety net and successfully encourages greater consumer spending.Why does the U.S. need to learn a little frugality(节俭). Because healthy savings rates are one of the surest indicators of a country's long-term financial health. High savings lead, over time, to increased investment, which in turn generates productivity gains, innovation and job growth. In short, savings are the seed corn of a good economic harvest.The U.S. government thus needs to act as well. By running constant deficits, it is dis-saving, even as households save more. Peter Orszag, Obama's Budget Director, recently called the U.S. budget deficits unsustainable and he's right. Todate, the U.S. has seemed unable to have what Indiana Governor Mitch Daniels has called an "adult conversation" about the consequences of spending so much more than is taken in. That needs to change. And though Hu Jintao and the rest of the Chinese leadership aren't inclined to lecture visiting Presidents, he might gently hint that Beijing is getting a little nervous about the value of the dollar —which has fallen 15% since March, in large part because of increasing fears that America's debt load is becoming unmanageable.That's what happens when you're the world's biggest creditor: you get to drop hints like that, which would be enough by themselves to create international economic chaos if they were ever leaked. (Every time any official in Beijing deliberately publicly about seeking an alternative to the U.S. dollar for the $2.1 trillion China holds in reserve, currency traders have a heart attack.) If Americans saved more and spent less, consistently over time, they wouldn't have to worry about all that.2012 年6 月英语六级阅读真题(3)Passage OneAs anyone who has tried to lose weight knows, realisticgoal-setting generally produces the best results. That's partially because it appears people who set realistic goals actually work more efficiently, and exert more effort, to achieve those goals.What's far less understood by scientists, however, are the potentially harmful effects of goal-setting.Newspapers relay daily accounts of goal-setting prevalent in industries and businesses up and down both Wall Street and Main Street , yet there has been surprisingly little research on how the long-trumpeted practice of setting goals may have contributed to the current economic crisis , and unethical （不道德的）behavior in general.“Goals are widely used and promoted as having really beneficial effects. And yet, the same motivation that can push people to exert more effort in a constructive way could also motivate people to be more likely to engage in unethical behaviors,” says Maurice Schweitzer, an associate professor at Penn’s WhartonSchool.“It turns out there’s no economic benefit to just having a goal---you just get a psychological benefit” Schweitzer says.“But in many cases, go als have economic rewards that make them more powerful.”A prime example Schweitzer and his colleagues cite is the 2004 collapse of energy-trading giant Enron, where managers used financial incentives to motivate salesmen to meet specific revenue goals. The problem, Schweitzer says, is the actual trades were not profitable.Other studies have shown that saddling employees with unrealistic goals can compel them to lie, cheat or steal. Such was the case in the early 1990s when Sears imposed a sales quota on its auto repair staff. It prompted employees to overcharge for work and to complete unnecessary repairs on a companywide basis.Schweitzer concedes his research runs counter to a very large body of literature that commends the many benefits ofgoal-setting. Advocates of the practice have taken issue with his team’s use of such evidence as news accounts to support his conclusion that goal-setting is widely over-prescribedIn a rebuttal (反驳) paper, Dr. Edwin Lockewrites:“Goal-setting is not going away. Organizations cannot thrive without being focused on their desired end results anymore than an individual can thrive without goals to provide a sense of purpose.”But Schweitzer contends the “mounting causal evidence” linking goal-setting and harmful behavior should be studied to help spotlight issues that merit caution and further investigation. “Even a few negative effects could be so large that they outweigh many positive effects,” he says.“Goal-setting does help coordinate and motivate people. My idea would be to combine that with careful oversight, a strong organizational culture, and make sure the goals that you use are going to be constructive and not significantly harm the organization,” Schweitzer says.(4) Passage twoFor most of the 20th century, Asia asked itself what it could learn from the modern, innovating West. Now the question must be reversed. What can the West’s overly indebted and sluggish (经济滞长的) nations learn from a flourishing Asia?Just a few decades ago, Asia’s two giants were stagnati ng(停滞不前) under faulty economic ideologies. However, once China began embracing free-market reforms in the 1980s, followed by India in the 1990s, both countries achieved rapidgrowth. Crucially, as they opened up their markets, they balanced market economy with sensible government direction. As the Indian economist Amartya Sen has wisely said, “The invisible hand of the market has often relied heavily on the visible hand of government.”Contrast this middle path with America and Europe, which have each gone ideologically over-board in their own ways. Since the 1980s, America has been increasingly clinging to the ideology of uncontrolled free markets and dismissing the role of government---following Ronald Regan’s idea that “government is not the solution to o ur problem; governmentis the problem. “Of course, when the markets came crashing down in 2007, it was decisive government intervention that saved the day. Despite this fact, many Americans are still strongly opposed to “big government.”If Americans could only free themselves from their antigovernment doctrine, they would begin to see that the America’s problems are not insoluble. A few sensible federal measures could put the country back on the right path. A simple consumption tax of, say, 5% would significantly reduce the country’s huge government deficit without damaging productivity. A small gasoline tax would help freeAmerica from its dependence on oil imports and create incentives for green energy development. In the same way, a significant reduction of wasteful agricultural subsidies could also lower the deficit. But in order to take advantage of these common-sense solutions, Americans will have to put aside their own attachment to the idea of smaller government and less regulation. American politicians will have to develop the courage to follow what is taught in all American public-policy schools: that there are good taxes and bad taxes. Asian countries have embraced this wisdom, and have built sound long-term fiscal (财政的) policies as a result.Meanwhile, Europe has fallen prey to a different ideological trap: the belief that European governments would always have infinite resources and could continue borrowing as if there were no tomorrow. Unlike the Americans, who felt that the markets knew best, the Europeans failed to anticipate how the markets would react to their endless borrowing. Today, the European Union is creating a $580 billion fund to ward off sovereign collapse. This will buy the EU time, but it will not solve the bloc’s larger problem.2011 年12 月英语六级阅读真题(5) Passage OneQuestions 52 to 56 are based on the following passage.What's the one word of advice a well-meaning professional would give to a recent college graduate? China"} India! Brazil! How about trade!When the Commerce Department reported last week that the trade deficit in June approached $50 billion, it set off a new round of economic doomsaying. Imports, which soared to $200.3 billion in the month, are subtracted in the calculation of gross domestic product. The larger the trade deficit, the smaller the GDP. Should such imbalances continue, pessimists say, they could contribute to slower growth.But there's another way of looking at the trade data. Over the past two years, the figures on imports and exports seem not to signal a double-dip recession – a renewed decline in the broad level of economic activity in the United States – but an economic expansion.The rising volume of trade – more goods and services shuttling in and out of the United States – is good news for many sectors. Companies engaged in shipping, trucking, rail freight, delivery,and logistics (物流) have all been reporting better than expected results. The rising numbers signify growing vitality in foreign markets – when we import more stuff, it puts more cash in the hands of people around the world, and U.S. exports are rising because more foreigners have the ability to buy the things we produce and market. The rising tide of trade is also good news for people who work in trade-sensitive businesses, especially those that produce commodities for which global demand sets the price – agricultural goods, mining, metals, oil.And while exports always seem to lag, U.S. companies are becoming more involved in the global economy with each passing month. General Motors sells as many cars in China as in America each month. While that may not do much for imports, it does help GM's balance sheet – and hence makes the jobs of U.S.-based executives more stable.One great challenge for the U.S. economy is slack domestic consumer demand. Americans arepaying down debt, saving more, and spending more carefully. That's to be expected, given what we've been through. But there's a bigger challenge. Can U.S.-based businesses, large and small, figure out how to get a piece of growing global demand? Unless you want to pick up and move to India, orBrazil, or China, the best way to do that is through trade. It may seem obvious, but it's no longer enough simply to do business with our friends and neighbors here at home.Companies and individuals who don't have a strategy to export more, or to get more involved in foreign markets, or to play a role in global trade, are shutting themselves out of the lion's share of economic opportunity in our world.(6) Passage TwoA recurring criticism of the UK's university sector is its perceived weakness in translating new knowledge into new products and services.Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured. We should take this concern seriously as universities are key in the national innovation system.However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UKshows that, from a relatively weak starting position, the UK now leads on many indicators of commercialisation activity.When viewed at the national level, the policy interventions of the past decade have helped trans form the performance of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very large variation in the performance of individual universities. The evidence shows that a large number of universities have fallen off the back of the pack, a few perform strongly and the rest chase the leaders.This type of uneven distribution is not peculiar to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities receive 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and licence income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which areresearch-led and commercially active. It seems clear that the concentration of research and commercialisation work creates differences between universities.The core objective for universities which are research-led must be to maximise the impact oftheir research efforts. These universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise in order to build greater confidence in the sector.Part of the economic recovery of the UK will be driven by the next generation of research commercialisation spilling out of our universities. There are three dozen universities in the UKwhich are actively engaged in advanced research training and commercialisation work.If there was a greater coordination of technology transfer offices within regions and a simultaneous investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.2011 年6 月英语六级阅读真题(7) Passage OneQuestions 52 to 56 are based on the following passage.At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks they're bad. Yet the consensus among most economists is that immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap labor, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants' impact on the economy and the reality?There are a number of familiar theories. Some argue that people are anxious and feel threatened by an inflow of new workers. Others highlight the strain that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nation's fears and insecurities. There's some truth to all these explanations, but they aren't quite sufficient.To get a better understanding of what's going on, consider the way immigration's impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at UC Berkeley, notesthat the ones who profit most directly from immigrants'low-cost labor are businesses and employers – meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers' savings probably translate into lower prices at the grocery store, but how many consumers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Borjas, a Harvard economist, immigration reduced the wages of American high-school dropouts by 9% between 1980-2000.Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, was the fiscal (财政的)burden of immigration. That conclusion was reinforced by another finding: that their opposition appeared to soften when that fiscal burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants' access to certain benefits.The irony is that for all the overexcited debate, the net effect of immigration is minimal. Even for those most acutely affected – say, low-skilled workers, or California residents –the impact isn't all that dramatic. "The unpleasant voices have tended to dominate our perceptions," says Daniel Tichenor, a political science professor at the University of Oregon. "But when all those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one." Too bad most people don't realize it.(8) Passage TwoPicture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western. Walk into a class today, however, and you'll get a completely different impression. For a start, you will now see plenty more women – the University of Pennsylvania's Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country.It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But,increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones among the business leaders of the future.Diversity, it seems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programmes recruit their students. At the moment candidates are selected on a fairly narrow set of criteria such as prior academic and career performance, and analytical and problem solving abilities. This is then coupled to a school's picture of what a diverse class should look like, with the result that passport, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach – arguably the only diversity that, in a business context, really matters.Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such as banking,consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context.Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been eradicated completely, there is a definite shift in emphasis towards less tough styles of management – at least in America and Europe. Perhaps most significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those prevalent in Scandinavia, which seek to integrate the hard and soft aspects of leadership and encourage delegated responsibility and accountability.2010 年12 月英语六级阅读真题(9) Passage OneIn the early 20th century, few things were more appealing than the promise of scientific knowledge. In aworld struggling with rapid industrialization, science and technology seemed to offer solutions to almost every problem. Newly created state colleges and universities devoted themselves almost entirely to scientific, technological, and engineering fields. Many Americans came to believe that scientific certainty could not only solve scientific problems, but also reform politics, government, and business. Two world wars and a Great Depression rocked the confidence of many people that scientific expertise alone could create a prosperous and ordered world. After World War Ⅱ, the academic world turned with new enthusiasm to humanistic studies, which seemed to many scholars the best way to ensure the survival of democracy. American scholars fanned out across much of the world—with support from the Ford Foundation, the Fulbright program, etc.—to promote the teaching of literature and the arts in an effort to make the case for democratic freedoms.In the America of our own time, the great educational challenge has become an effort to strengthen the teaching of what is now known as the STEM disciplines (science, technology, engineering, and math). There isconsiderable and justified concern that the United States is falling behind much of the rest of the developed world in these essential disciplines. India, China, Japan, and other regions seem to be seizing technological leadership.At the same time, perhaps inevitably, the humanities—while still popular in elite colleges and universities—have experienced a significant decline. Humanistic disciplines are seriously underfunded, not just by the government and the foundations but by academic institutions themselves. Humanists are usually among the lowest-paid faculty members at most institutions and are often lightly regarded because they do not generate grant income and because they provide no obvious credentials (资质) for most nonacademic careers.Undoubtedly American education should train more scientists and engineers. Much of the concern among politicians about the state of American universities today is focused on the absence of “real world” education—which means preparation for professional and scientific careers. But the idea that institutions ortheir students must decide between humanities and science is false. Our society could not survive without scientific and technological knowledge. But we would be equally impoverished (贫困的) without humanistic knowledge as well. Science and technology teach us what we can do. Humanistic thinking helps us understand what we should do.It is almost impossible to imagine our society without thinking of the extraordinary achievements of scientists and engineers in building our complicated world. But try to imagine our world as well without the remarkable works that have defined our culture and values. We have always needed, and we still need, both.(10) Passage TwoWill there ever be another Einstein? This is the undercurrent of conversation at Einstein memorial meetings throughout the year. A new Einstein will emerge, scientists say. But it may take a long time. After all, more than 200 years separated Einstein from his nearest rival, Isaac Newton.Many physicists say the next Einstein hasn’t been born yet, or is a baby now. That’s because the quest for a unified theory that would account for all the forces of nature has pushed current mathematics to its limits. New math must be created before the problem can be solved.But researchers say there are many other factors working against another Einstein emerging anytime soon.For one thing, physics is a much different field today. In Einstein’s day, there were only a few thousand physicists worldwide, and the theoreticians who could intellectually rival Einstein probably would fit into a streetcar with seats to spare.Education is different, too. One crucial aspect of Einstein’s training that is overlooked is the years of philosophy he read as a teenager—Kant, Schopenhauer and Spinoza, among others. It taught him how to think independently and abstractly about space and time, and it wasn’t long before he became a philosopher himself.“The independence created by philosophical insight is—in my opinion—the mark of distinction between a mere artisan (工匠) or specialist and a real seeker after。
英语阅读理解
KEY:A. X-ray microscope enable samples to be studied in natural environment.
4.What can be inferred from the passage about the future of X-rapassage mainly about?
Now another type of microscope, one that utilizes x rays rather than light or electrons, offers a differe nt way of examining tiny details; it should extend h uman perception still farther into the natural world. 现在一种新的显微镜，利用X 光而不是自然可见 光或电子，为观察微小细节提供了不同的观察方 式，它将扩展人类对自然世界进行的更深入的认 识。 KEY:A. A new kind of microscope.
这就意味着生物样品可以在与它们自然环境相近的条件下被观察研究。其使用的照 明度，即所谓的软性 X 射线，其波长在20到40埃之间(1 米的 100亿分之一为 1 埃)。 在许多情况下也能够穿透完整无缺的生物细胞并成像。由于使用的 X 射线的波长使软 性X 射线显微镜永远比不上电子显微镜可能具有的最高分辨力。
The new x ray microscopes considerably improve on the res olution provided by optical microscopes.They can also be us ed to map the distribution of certain chemical elements. Som e can form pictures in extremely short times; others hold the promise of special capabilities such as three dimensional im aging. Unlike conventional electron microscope, x ray micros cope enables specimens to be kept in air and in water, which means that biological samples can be studied under conditi ons similar to their natural state. The illumination used, so c alled soft x rays in the wavelength range of twenty to forty an gstroms (an angstrom is one ten billionth of a meter), is also sufficiently penetrating to image intact biological cells in ma n y cases. Because of the wavelength of the x rays used, soft x ray microscopes will never match the highest resolution po ssible with electron microscopes.
TheTrialThatRockedtheWorld全文及翻译
TheTrialThatRockedtheWorld全文及翻译The Trial That Rocked the WorldJohn ScopesA buzz ran through the crowd as I took my place in the packed court on that sweltering July day in 1925. The counsel for my defence was the famous criminal lawyer Clarence Darrow. Leading counsel for the prosecution was William Jennings Bryan, the silver-tongued orator , three times Democratic nominee for President of the United States, and leader of the fundamentalist movement that had brought about my trial.A few weeks before I had been an unknown school-teacher in Dayton, a little town in the mountains of Tennessee. Now I was involved in a trial reported the world over. Seated in court, ready to testify on my behalf, were a dozen distinguished professors and scientists, led by Professor Kirtley Mather of Harvard University. More than 100 reporters were on hand, and even radio announcer s, who for the first time in history were to broadcast a jury trial. "Don't worry, son, we'll show them a few tricks," Darrow had whispered throwing a reassuring arm round my shoulder as we were waiting for the court to open.The case had erupted round my head not long after I arrived in Dayton as science master and football coach at the secondary school. For a number of years a clash had been building up between the fundamentalists and the modernists. The fundamentalists adhered to a literal interpretation of the Old Testament. The modernists, on the other hand, accepted the theory advanced by Charles Darwin -- that all animal life, including monkeys and men, had evolved from a common ancestor.Fundamentalism was strong in T ennessee, and the state legislature had recently passed a law prohibiting the teaching of "any theory that denies the story of creation as taught in the Bible." The new law was aimed squarely at Darwin's theory of evolution. An engineer, George Rappelyea, used to argue with the local people against the law. During one such argument, Rappelyea said that nobody could teach biology without teaching evolution. Since I had been teaching biology, I was sent for."Rappelyea is right," I told them."Then you have been violating the law," one of them Said."So has every other teacher," I replied. "Evolution is explained in Hunter's Civic Biology, and that's our textbook." Rappelyea then made a suggestion. "Let's take this thing to court," he said, "and test the legalityof it."When I was indicted on May 7, no one, least of all I, anticipated that my case would snowball into one of the most famous trials in U. S. history. The American Civil Liberties Union announced that it would take my case to the U. S Supreme Court if necessary to establish that a teacher may tell the truth without being sent to jail." Then Bryan volunteered to assist the state in prosecuting me. Immediately the renownedlawyer Clarence Darrow offered his services to defend me.Ironically, I had not known Darrow before my trial but I had met Bryan when he had given a talk at my university. I admired him, although I did not agree with his views.By the time the trial began on July 10, our town of 1,500 people had taken on a circusatmosphere. The buildings along the main street were festoonedwith banners. The streets around the three-storey red brick law court sproutedwith rickety standsselling hot dogs, religious books and watermelons. Evangelists set up tents to exhortthe passersby. People from the surrounding hills, mostly fundamentalists, arrived to cheer Bryan against the " infidel outsiders" Among them was John Butler, who had drawn up the anti-evolution law. Butler was a 49-year-old farmer who before his election had never been out of his native county.The presiding judge was John Raulston, a florid-faced man who announced: "I'm just a reg'lar mountaineer jedge." Bryan, ageing and paunchy , was assisted in his prosecution by his son, also a lawyer, and Tennessee's brilliant young attorney-general, Tom Stewart. Besides the shrewd 68-year-old Darrow, my counsel included the handsome and magnetic Dudley Field Malone, 43, and Arthur Garfield Hays, quiet, scholarly and steeped in the law. In a trial in which religion played a key role, Darrow was an agnostic, Malone a Catholic and Hays a Jew. My father had come from Kentucky to be with me for the trial.The judge called for a local minister to open the session with prayer, and the trial got under way. Of the 12 jurors, three had never read any book except the Bible. One couldn't read. As my father growled, "That's one hell of a jury!"After the preliminary sparring over legalities, Darrow got up to make his opening statement. "My friend the attorney-general says that John Scopes knows what he is here for," Darrow drawled. "I know what he is here for, too. He is here because ignorance and bigotryare , and it is a mighty strong combination."Darrow walked slowly round the baking court. "Today it is the teachers, "he continued, "and tomorrow the magazines, the books, the newspapers. After a while, it is the setting of man against man and creed against creed until we are marching backwards to the glorious age of the sixteenth century whenbigots lighted faggots to burn the men who dared to bring any intelligence and enlightenment and Culture to the human mind. ""That damned infidel," a woman whispered loudly as he finished his address.The following day the prosecution began calling wit-nesses against me. Two of my pupils testified, grinning shyly at me, that I had taught them evolution, but added that they had not been contaminated by the experience. Howard Morgan, a bright lad of 14, testified that I had taught that man was a mammal like cows, horses, dogs and cats."He didn't say a cat was the same as a man?" Darrow asked."No, sir," the youngster said. "He said man had reasoning power.""There is some doubt about that," Darrow snorted.After the evidence was completed, Bryan rose to address the jury. The issue was simple, he declared "The Christian believes that man came from above. The evolutionist believes that he must have come from below." The spectators chuckled and Bryan warmed to his work. In one hand he brandished a biology text as he denounced the scientists who had come to Dayton to testify for the defence."The Bible," he thundered in his sonorous organ tones, " is not going to be driven out of this court by experts who come hundreds of miles to testify that they can reconcile evolution, with its ancestors in the jungle, with man made by God in His image and put here for His purpose as par t of a divine plan."As he finished, jaw out-thrust, eyes flashing, the audience burst into applauseand shouts of "Amen". Yet something was lacking. Gone was the fierce fervour of the days when Bryan hadswept the political arena like a prairie fire. The crowd seemed to feel that their champion had not scorched the infidels with the hot breath of his oratory as he should have. Dudley Field Malone popped up to reply. "Mr. Bryan is not the only one who has the right to speak for the Bible, he observed. "There are other people in this country who have given up their whole lives to God and religion. Mr. Bryan, with passionate spirit and enthusiasm, has given post of his life to politics." Bryan sipped from a jug of water as Malone's voice grew in volume. He appealed for intellectual freedom, and accused Bryan of calling for a duel to the death between science and religion."There is never a duel with the truth," he roared. "The truth always wins -- and we are not afraid of it. The truth does not need Mr. Bryan. The truth is eternal, immortal and needs no human agency to support it! "When Malone finished there was a momentary hush. Then the court broke into a storm of applause that surpassed that for Bryan. But although Malone had won the oratorical duel with Bryan, the judge ruled against permitting the scientists to testify for the defence.When the court adjourned, we found Dayton's streets swarming with strangers. Hawkerscried their wares on every corner. One shop announced: DARWIN IS RIGHT – INSIDE. (This was J. R. Darwin's everything to Wear Store.) One entrepreneur rented a shop window to display an ape. Spectators paid to gaze at it and ponderwhether they might be related."The poor brute cowered in a corner with his hands over his eyes, ” a reporter noted, "afraid it might be true. "H. L. Mencken wrote sulphurous dispatches sitting in his Pants with a tan blowing on him, and there was talk of runninghim out of town for referring to the local citizenry as yokels . Twenty-two telegraphists were sending out 165 000 words a day on the trial.Because of the heat and a fear that the old court's floor might collapse, under the weight of the throng, the trial was resumed outside under the maples. More than 2 000 spectators sat on wooden benches or squattedon the grass, perched on the tops of parked cars or gawked from windows.Then came the climax of the trial. Because of the wording of the anti-evolution law, the prosecution was forced to take the position that the Bible must be interpreted literally. Now Darrow sprang his trump card by calling Bryan as a witness for the defence. The judge looked startled. "We are calling him as an expert on the Bible," Darrow said. "His reputation as an authority on Scripture is recognized throughout the world."Bryan was suspicious of the wily Darrow, yet he could not refuse the challenge. For year s he had lectured and written on the Bible. He had campaigned against Darwinism in Tennessee even before passage of the anti-evolution law. Resolutely he strode to the stand, carrying a palm fan like a sword to repel his enemies.Under Darrow's quiet questioning he acknowledged believing the Bible literally, and the crowd punctuated his defiant replies with fervent "Amens".Darrow read from Genesis: "And the evening and the morning were the first day." Then he asked Bryan if he believed that the sun was created on the fourth day. Bryan said that he did."How could there have been a morning and evening with-out any sun?" Darrow enquired.Bryan mopped his bald dome in silence. There were sniggers from the crowd, even among the faithful. Darrow twirled his spectacles as he pursued the questioning. He asked if Bryan believed literally in the story of Eve. Bryan answered in the affirmative."And you believe that God punished the serpent by condemning snakes for ever after to crawl upon their bellies?""I believe that.""Well, have you any idea how the snake went before that time?"The crowd laughed, and Bryan turned livid. His voice rose and the fan in his hand shook in anger."Your honor," he said. "I will answer all Mr. Darrow's questions at once. I want the world to know that this man who does not believe in God is using a Tennessee court to cast slurs on Him...""I object to that statement,” Darrow shouted. “ I am examining you on your tool ideas that no intelligent Christian on earth believes."The judge used his gavel to quell the hubbuband adjourned court until next day.Bryan stood forlornly alone. My heart went out to the old warrior as spectator s pushed by him to shake Darrow's hand.The jury were asked to consider their verdict at noon the following day. The jurymen retired to a corner of the lawn and whispered for just nine minutes. The verdict was guilty. I was fined 100 dollars and costs.Dudley Field Malone called my conviction a "victorious defeat." A few southern papers, loyal to their faded champion, hailed it as a victory for Bryan. But Bryan, sad and exhausted, died in Dayton two days after the trial.I was offered my teaching job back but I declined. Some of the professors who had come to testify on my be-half arranged a scholarship for me at the University of Chicago so that I could pursue the study of science. Later I became a geologist for an oil company.Not long ago I went back to Dayton for the first time since my trial 37 years ago. The little town looked much the same to me. But now there is a William Jennings Bryan University on a hill-top over looking the valley.There were other changes, too. Evolution is taught in Tennessee, though the law under which I was convicted is still on the books. The oratorial storm that Clarence Darrow and Dudley Field Malone blew up in the little court in Dayton swept like a fresh wind through the schools and legislative offices of the United States, bringing in its wake a new climate of intellectual and academic freedom that has grown with the passing years.。
2023-2024学年吉林省部分名校高一下学期联合考试英语试卷含答案
高一英语试卷注意事项：1．答题前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
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3．考试结束后，将本试卷和答题卡一并交回。
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 does the man advise the woman to do?A．Find a special gift. B．Give Mary $100. C．Ask other people.2．What gift did Jenny get?A．Some flowers. B．A silk dress. C．A scarf.3．What will the woman give the man?A．Some cakes. B．The recipe for the cakes. C．Some books.4．What will the man do first?A．Finish the paper. B．Get parents’ permission. C．See the professor.5．Why did some people hand in the paper early?A．They finished it in a short time.B．They couldn’t answer the questions.C．They had other important things to do.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。
职称英语阅读理解译文
第四部分阅读理解第一篇福特放弃电动汽车分析人士评论，福特汽车公司放弃电动汽年的举动有力地证明了这种技术是行不通的。
通用汽车公司和日本本田汽车公司早于1999年就停止了电池动力汽车的生产，转而开发燃料电池和电池内燃混合机，这对消费者更有吸引力。
福特宣布它现在也要做同样的尝试。
3年前，福特推出名为Think City的双排座汽车和Think或Think Neighbor系列高尔夫车，希望能销售5000辆汽车、10000高尔夫车。
但由于需求不足，截至2002年仅生产了大约1000辆汽车，售出的高尔夫车还不足1700辆。
“关键是我们认为电动车不能代表大众市场环保交通的未来”，福特欧洲区的Tim Holmes于周五说，“我们感觉自己对电力车已做了昀好的尝试。
”Think City系列的运行里程仅53英里，电池充电需6小时。
通用公司的EVI电力车也仅能运行100英里。
昂贵的电池也意味着电动汽车的造价比汽油动力车高出许多。
日本丰田产的RAV4EV系列电动车在美国的售价达42000美元，而同系列的汽油动力车仅售17000美元。
丰田和日产汽车公司是现在仅存的两大电动车制造商。
“应该说电池动力车已经获得了充分的机会。
福特现已转向电池内燃混合机开发项目，我们应据此评价他们的发展。
”Roger Higman，英国Friends of the Earth组织的一位高级交通运动代表这样对《环保新闻》评论说。
日本本田和丰田公司推出的混合机汽车在过去几年取得了良好的销售业绩。
混合动力车比汽油机车运行里程更长，电池又可自行充电。
福特表示，他们认为这样的机车有助于达到美国新制订的车辆排放规定。
不过，这些规定究竟允许怎样的排放物现在还不十分清楚。
六月份通用和戴姆勒克莱斯勒公司赢得一项法庭裁决，可推迟两年执行一项加州法令，该法令要求汽车生产商在2003年前向该州提供10万辆零排放和其他低排放汽车。
制造商希望修改此法令，允许他们生产更多低排放而不是零排放的汽车。
pisa2006科学试题
Document: ReleasedPISAItems_Science.docPISA RELEASED ITEMS - SCIENCEDecember 2006Table of ContentsS126: Biodiversity (3)S127: Buses (6)S128: Cloning (8)S129: Daylight (11)S195: Semmelweis’ Diary (16)S210: Climate Change (22)S212: Flies (24)S251: Calf Clones (28)S253: Ozone (31)S307: Corn (37)S409: Fit for Drinking (40)S414: Tooth Decay (45)S420: Hot Work (48)S423: Mousepox (50)S433: Stickleback Behaviour (53)S439: Tobacco Smoking (59)S441: Starlight (63)S448: Ultrasound (64)S470: Lip Gloss (67)S472: Evolution (69)S505: Bread Dough (72)S507: Transit of Venus (76)S515: Health Risk? (79)S516: Catalytic Converter (82)S526: Major Surgery (86)S529: Wind Farms (90)Source Publications for Released Items (94)S126: BiodiversityBiodiversity Text 1Read the following newspaper article and answer the questions which follow.BIODIVERSITY IS THE KEY TO MANAGING ENVIRONMENTAn ecosystem that retains a high biodiversity (that is, a wide variety of living things) is much more likely to adapt to human-caused environment change than is one that has little. Consider the two food webs shown in the diagram. The arrows point from the organism that gets eaten to the one that eats it. These food webs are highly5simplified compared with food webs in real ecosystems, but they still illustrate a key difference between more diverse and less diverse ecosystems. Food web B represents a situation with very low biodiversity, where at some levels the food path involves only a single type of organism. Food web A represents a more diverse ecosystem with, as a result, many more alternative feeding pathways. 10Generally, loss of biodiversity should be regarded seriously, not only because the organisms that have become extinct represent a big loss for both ethical and utilitarian (useful benefit) reasons, but also because the organisms that remain have become more vulnerable (exposed) to extinction in the future.Source: Adapted from Steve Malcolm: ‘Biodiversity is the key to managing environment’, The Age , 16 August 1994.FOOD WEB A FOOD WEB BEucalypt Beetle Spider Lizard SnakeWattle Tea TreeLeaf HopperButterfly LarvaeParasitic Wasp HoneyeaterRobinButcher BirdNative CatNative CatButcher BirdSnakeLizard RobinParasitic WaspLeaf HopperWattleQuestion 3: BIODIVERSITY S126Q03 In lines 9 and 10 it is stated that “Food web A represents a more diverse ecosystem with, as a result, many more alternative feeding pathways.”Look at FOOD WEB A. Only two animals in this food web have three direct (immediate) food sources. Which two animals are they?A Native Cat and Parasitic WaspB Native Cat and Butcher BirdC Parasitic Wasp and Leaf HopperD Parasitic Wasp and SpiderE Native Cat and HoneyeaterBIODIVERSITY SCORING 3QUESTION INTENT: Process: Demonstrating knowledge and understandingTheme: EcosystemsArea: Science in life and healthFull creditCode 1: A. Native Cat and Parasitic WaspNo creditCode 0: Other responses.Code 9: Missing.Question 4: BIODIVERSITY S126Q04 Food webs A and B are in different locations. Imagine if Leaf Hoppers died out in both locations. Which one of these is the best prediction and explanation for the effect this would have on the food webs?A The effect would be greater in food web A because the Parasitic Wasp has onlyone food source in web A.B The effect would be greater in food web A because the Parasitic Wasp hasseveral food sources in web A.C The effect would be greater in food web B because the Parasitic Wasp has onlyone food source in web B.D The effect would be greater in food web B because the Parasitic Wasp hasseveral food sources in web B.BIODIVERSITY SCORING 4QUESTION INTENT: Process: Drawing/evaluating conclusionsTheme: BiodiversityArea: Science in life and healthFull creditCode 1: C. The effect would be greater in food web B because the Parasitic Wasp has only one food source in web B.No creditCode 0: Other responses.Code 9: Missing.S127: BusesQuestion 1: BUSES S127Q01 A bus is driving along a straight stretch of road. The bus driver, named Ray, has a cup of water resting on the dashboard:1 2waterdriving directionSuddenly Ray has to slam on the brakes.What is most likely to happen to the water in the cup?A The water will stay horizontal.B The water will spill over side 1.C The water will spill over side 2.D The water will spill but you cannot tell if it will spill at side 1 or side 2.BUSES SCORING 1QUESTION INTENT: Process: Demonstrating knowledge and understandingTheme: Forces and movementArea: Science in technologiesFull creditCode 1: C. The water will spill over side 2.No creditCode 0: Other responses.Code 9: Missing.Question 4: BUSES S127Q04-0189 Ray’s bus is, like most buses, powered by a petrol engine. These buses contribute to environmental pollution.Some cities have trolley buses: they are powered by an electric engine. The voltage needed for such an electric engine is provided by overhead lines (like electric trains). The electricity is supplied by a power station using fossil fuels.Supporters for the use of trolley buses in a city say that these buses don’t contribute to environmental pollution.Are these supporters right? Explain your answer. .................................................... ................................................................................................................................... ................................................................................................................................... ...................................................................................................................................BUSES SCORING 4QUESTION INTENT: Process: Demonstrating knowledge and understandingTheme: Energy transformationsArea: Science in Earth and environmentFull creditCode1: Gives an answer in which it is stated that the power station also contributes to environmental pollution:• No, because the power station causes environmental pollution as well.• Yes, but this is only true for the city itself; the power station however causesenvironmental pollution.No creditCode 0: No or yes, without a correct explanation.Code 8: Off task.Code 9: Missing.Example responsesCode 1:• Yes and No. The buses don’t pollute the city which is good, but the power stationdoes pollute and that’s not very good.• The buses do contribute to the environmental pollution by using fossil fuels butthey’re not as harmful as normal buses with all their gases. [Note: This answercan be given the benefit of the doubt.]Code 0:• Well they have no outlet so no harmful smoke goes into the air which candamage the O-zone layer, and having electricity created by fossil fuels is alsomore environmental friendly.• Yes, they are. Because electricity isn’t harmful for the environment we only useup our Earth’s gas.S128: CloningRead the newspaper article and answer the questions that follow.Question 1: CLONING S128Q01 Which sheep is Dolly identical to?A Sheep 1B Sheep 2C Sheep 3D Dolly’s fatherCLONING SCORING 1Full creditCode 1: A. Sheep 1No creditCode 0: Other responses.Code 9: Missing.Question 2: CLONING S128Q02 In line 14 the part of the udder that was used is described as “a very small piece”. From the article text you can work out what is meant by “a very small piece”.That “very small piece” isA a cell.B a gene.C a cell nucleus.D a chromosome.CLONING SCORING 2Full creditCode 1: A. a cell.No creditCode 0: Other responses.Code 9: Missing.Question 3: CLONING S128Q03In the last sentence of the article it is stated that many governments have alreadydecided to forbid cloning of people by law.Two possible reasons for this decision are mentioned below.Are these reasons scientific reasons?Circle either “Yes” or “No” for each.Reason: Scientific? Cloned people could be more sensitive to certain diseases thanYes / Nonormal people.People should not take over the role of a Creator. Yes / NoCLONING SCORING 3Full creditCode 1: Yes, No, in that order.No creditCode 0: Other responses.Code 9: Missing.S129: DaylightRead the following information and answer the questions that follow. DAYLIGHT ON 22 JUNE 2002Today, as the Northern Hemisphere celebrates its longest day, Australians will experience their shortest.In Melbourne*, Australia, the Sun will rise at 7:36 am and set at 5:08 pm, giving nine hours and 32 minutes of daylight. Compare today to the year’s longest day in the Southern Hemisphere, expected on 22 December, when the Sun will rise at 5:55 am and set at 8:42 pm, giving 14 hours and 47 minutes of daylight.The President of the Astronomical Society, Mr Perry Vlahos, said the existence of changing seasons in the Northern and Southern Hemispheres was linked to the Earth’s 23-degree tilt.*Melbourne is a city in Australia at a latitude of about 38 degrees South of the equator.Question 1: DAYLIGHT S129Q01 Which statement explains why daylight and darkness occur on Earth?A The Earth rotates on its axis.B The Sun rotates on its axis.C The Earth’s axis is tilted.D The Earth revolves around the Sun.DAYLIGHT SCORING 1Full creditCode 1: A. The Earth rotates on its axis.No creditCode 0: Other responses.Code 9: Missing.Question 2: DAYLIGHT S129Q02 - 01 02 03 04 11 12 13 21 99 In the Figure light rays from the Sun are shown shining on the Earth.Suppose it is the shortest day in Melbourne.Show the Earth’s axis, the Northern Hemisphere, the Southern Hemisphere and the Equator on the Figure. Label all parts of your answer.DAYLIGHT SCORING 2Note: the important features when marking this question are:1. The Earth’s axis is drawn tilted towards the Sun within the range 10° and 45° from vertical for credit: refer to the following diagram:Outside of 10° and 45° to vertical range: no credit.2. The presence or absence of clearly labelled Northern and Southern Hemispheres, or one Hemisphere only labelled, the other implied.3. The equator is drawn at a tilt towards the Sun within the range 10° and 45° above horizontal for credit: refer to the following diagram:CREDIT FOR AXIS10O 23O 45OFigure: light rays from SunThe equator may be drawn as an elliptical line or straight line.Outside of 10° and 45° to horizontal range: no credit.Full creditCode 21: Diagram with Equator tilted towards the Sun at an angle between 10° and45° and Earth’s axis tilted towards the Sun within the range 10° and 45°from vertical, and the Northern and or Southern Hemispheres correctlylabelled (or one only labelled, the other implied).Partial creditCode 11: Angle of tilt of axis between 10° and 45°, Northern and / or SouthernHemispheres correctly labelled (or one only labelled, the other implied), butangle of tilt of Equator not between 10° and 45°; or Equator missing.CREDIT FOR EQUATOR 10O23O45ONS A EquatorAxis N Equator Axis N NAxisS S EquatorCode 12: Angle of tilt of Equator between 10° and 45°, Northern and / or SouthernHemispheres correctly labelled (or one only labelled, the other implied), butangle of tilt of axis not between 10° and 45°; or axis missing.Code 13: Angle of tilt of Equator between 10° and 45°, and angle of tilt of axisbetween 10° and 45°, but Northern and Southern Hemispheres notcorrectly labelled (or one only labelled, the other implied, or both missing).No creditCode 01: Northern and or Southern Hemispheres correctly labelled (or one only, theother implied) is the only correct feature.Code 02: Angle of tilt of Equator between 10° and 45° is the only correct feature.NS AxisEquator N S Axis Equator N Axis Equator Axis EquatorN SEquatorCode 03: Angle of tilt of axis between 10° and 45° is the only correct feature.AxisCode 04: No features are correct, or other responses.SNCode 99: Missing.S195: Semmelweis’ DiarySemmelweis’ Diary Text 1‘July 1846. Next week I will take up a position as “Herr Doktor” at the First Ward of the maternity clinic of the Vienna General Hospital. I was frightened when I heard about the percentage of patients who die in this clinic. This month not less than 36 of the 208 mothers died there, all from puerperal fever. Giving birth to a child is as dangerous as first-degree pneumonia.’These lines from the diary ofIgnaz Semmelweis (1818-1865)illustrate the devastating effects of puerperal fever, a contagious disease that killed many women after childbirth. Semmelweiscollected data about the numberof deaths from puerperal fever in both the First and the SecondWards (see diagram).Physicians, among them Semmelweis, were completely in the dark about the cause of puerperal fever. Semmelweis’ diary again:‘December 1846. Why do so many women die from this fever after giving birth without any problems? For centuries science has told us that it is an invisible epidemic that kills mothers. Causes may be changes in the air or some extraterrestrial influence or a movement of the earth itself, an earthquake.’Nowadays not many people would consider extraterrestrial influence or anearthquake as possible causes of fever. But in the time Semmelweis lived, many people, even scientists, did! We now know it has to do with hygienic conditions. Semmelweis knew that it was unlikely that fever could be caused by extraterrestrial influence or an earthquake. He pointed at the data he collected (see diagram) and used this to try to persuade his colleagues.Diagram184118421843184418451846Year15105Number of Deaths First WardSecondWardNumber of Deaths per 100 deliveries from puerperal feverQuestion 2: SEMMELWEIS’ DIARY S195Q02- 01 02 03 04 11 12 13 21 99 Suppose you were Semmelweis. Give a reason (based on the data Semmelweis collected) why puerperal fever is unlikely to be caused by earthquakes. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ...................................................................................................................................SEMMELWEIS’ DIARY SCORING 2QUESTION INTENT: Process: Drawing/evaluating conclusionsTheme: Human biologyArea: Science in life and healthFull creditCode 21: Refers to the difference between the number of deaths (per 100 deliveries) in both wards.• Due to the fact that the first ward had a high rate of women dying compared towomen in the second ward, obviously shows that it had nothing to do withearthquakes.• Not as many people died in ward 2 so an earthquake couldn’t have occurredwithout causing the same number of deaths in each ward.•Because the second ward isn’t as high, maybe it had something to do with ward 1.• It is unlikely that earthquakes cause the fever since death rates are so differentfor the two wards.Partial creditCode 11: Refers to the fact that earthquakes don’t occur frequently.• It would be unlikely to be caused by earthquakes because earthquakes wouldn’thappen all the time.Code 12: Refers to the fact that earthquakes also influence people outside the wards.• If there were an earthquake, women from outside the hospital would have gotpuerperal fever as well.• If an earthquake were the reason, the whole world would get puerperal fevereach time an earthquake occurs (not only the wards 1 and 2).Code 13: Refers to the thought that when earthquakes occur, men don’t get puerperal fever.• If a man were in the hospital and an earthquake came, he didn’t get puerperalfever, so earthquakes cannot be the cause.• Because girls get it and not men.No creditCode 01: States (only) that earthquakes cannot cause the fever.• An earthquake cannot influence a person or make him sick.• A little shaking cannot be dangerous.Code 02: States (only) that the fever must have another cause (right or wrong).• Earthquakes do not let out poison gases. They are caused by the plates of theEarth folding and faulting into each other.• Because they have nothing to do with each other and it is just superstition.• An earthquake doesn’t have any influence on the pregnancy. The reason wasthat the doctors were not specialised enough.Code 03: Answers that are combinations of Codes 01 and 02.• Puerperal fever is unlikely to be caused by earthquakes as many women dieafter giving birth without any problems. Science has told us that it is an invisibleepidemic that kills mothers.• The death is caused by bacteria and the earthquakes cannot influence them. Code 04: Other responses.• I think it was a big earthquake that shook a lot.• In 1843 the deaths decreased at ward 1 and less so at ward 2.• Because there aren’t any earthquakes by the wards and they still got it. [Note:The assumption that there were no earthquakes at that time isn’t correct.] Code 99: Missing.Semmelweis’ Diary Text 2Part of the research in the hospital was dissection. The body of a deceased person was cut open to find a cause of death. Semmelweis recorded that the students working on the First ward usually took part in dissections on women who died the previous day, before they examined women who had just given birth. They did not pay much attention to cleaning themselves after the dissections. Some were even proud of the fact that you could tell by their smell that they had been working in the mortuary, as this showed how industrious they were!One of Semmelweis’ friends died after having cut himself during such a dissection. Dissection of his body showed he had the same symptoms as mothers who died from puerperal fever. This gave Semmelweis a new idea.Question 4: SEMMELWEIS’ DIARY S195Q04 Semmelweis’ new idea had to do with the high percentage of women dying in the maternity wards and the students’ behaviour.What was this idea?A Having students clean themselves after dissections should lead to a decrease ofpuerperal fever.B Students should not take part in dissections because they may cut themselves.C Students smell because they do not clean themselves after a dissection.D Students want to show that they are industrious, which makes them carelesswhen they examine the women.SEMMELWEIS’ DIARY SCORING 4QUESTION INTENT: Process: Recognising questionsTheme: Human biologyArea: Science in life and healthFull creditCode 1: A. Having students clean themselves after dissections should lead to a decrease of puerperal fever.No creditCode 0: Other responses.Code 9: Missing.Question 5: SEMMELWEIS’ DIARY S195Q05-01 02 11 12 13 14 15 99 Semmelweis succeeded in his attempts to reduce the number of deaths due to puerperal fever. But puerperal fever even today remains a disease that is difficult to eliminate.Fevers that are difficult to cure are still a problem in hospitals. Many routine measures serve to control this problem. Among those measures are washing sheets at high temperatures.Explain why high temperature (while washing sheets) helps to reduce the risk that patients will contract a fever. ......................................................................................................................................................................................................................................................................SEMMELWEIS’ DIARY SCORING 5QUESTION INTENT: Process: Demonstrating knowledge and understandingTheme: Human biologyArea: Science in life and healthFull creditCode 11: Refers to killing of bacteria .• Because with the heat many bacteria will die.• Bacteria will not stand the high temperature.• Bacteria will be burnt by the high temperature.• Bacteria will be cooked. [Note: Although “burnt” and “cooked” are notscientifically correct, each of the last two answers as a whole can be regardedas correct.]Code 12: Refers to killing of microorganisms, germs or viruses.• Because high heat kills small organisms which cause disease.• It’s too hot for germs to live.Code 13: Refers to the removal (not killing) of bacteria.• The bacteria will be gone.• The number of bacteria will decrease.• You wash the bacteria away at high temperatures.Code 14: Refers to the removal (not killing) of microorganisms, germs or viruses.• Because you won’t have the germ on your body.Code 15: Refers to sterilisation of the sheets.• The sheets will be sterilised.No creditCode 01: Refers to killing of disease.• Because the hot water temperature kills any disease on the sheets.• The high temperature kills most of the fever on the sheets, leaving less chanceof contamination.Code 02: Other responses.• So they don’t get sick from the cold.• Well when you wash something it washes away the germs.Code 99: Missing.Question 6: SEMMELWEIS’ DIARY S195Q06 Many diseases may be cured by using antibiotics. However, the success of some antibiotics against puerperal fever has diminished in recent years.What is the reason for this?A Once produced, antibiotics gradually lose their activity.B Bacteria become resistant to antibiotics.C These antibiotics only help against puerperal fever, but not against otherdiseases.D The need for these antibiotics has been reduced because public health conditionshave improved considerably in recent years.SEMMELWEIS’ DIARY SCORING 6QUESTION INTENT: Process: Demonstrating knowledge and understandingTheme: BiodiversityArea: Science in life and healthFull creditCode 1: B. Bacteria become resistant to antibiotics.No creditCode 0: Other responses.Code 9: Missing.S210: Climate ChangeClimate Change Text 1Read the following information and answer the questions which follow.WHAT HUMAN ACTIVITIES CONTRIBUTE TO CLIMATE CHANGE?The burning of coal, oil and natural gas, as well as deforestation and variousagricultural and industrial practices, are altering the composition of the atmosphere and contributing to climate change. These human activities have led to increased concentrations of particles and greenhouse gases in the atmosphere. The relative importance of the main contributors to temperature change is shown in Figure 1. Increased concentrations of carbon dioxide and methane have a heating effect. Increased concentrations of particles have a cooling effect in two ways, labelled ‘Particles’ and ‘Particle effects on clouds’.Figure 1: Relative importance of the main contributors to change intemperature of the atmosphere.Bars extending to the right of the centre line indicate a heating effect. Bars extending to the left of the centre line indicate a cooling effect. The relative effect of ‘Particles’ and ‘Particle effects on clouds’ are quite uncertain: in each case the possible effect is somewhere in the range shown by the light grey bar.Source: adapted from /ipcc/qa/04.htmlCooling Relative ImportanceHeatingQuestion 1: CLIMATE CHANGE S210Q01-01289 Use the information in Figure 1 to develop an argument in support of reducing the emission of carbon dioxide from the human activities mentioned. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... CLIMATE CHANGE SCORING 1QUESTION INTENT: Process: CommunicatingTheme: The Earth and its place in the universeArea: Science in Earth and environmentFull creditCode 2: Carbon dioxide is the main factor causing an increase in atmospheric temperature/causing climatic change, so reducing the amount emitted willhave the greatest effect in reducing the impact of human activities.Partial creditCode 1: Carbon dioxide is causing an increase in atmospheric temperature/causing climatic change.No creditCode 0: Other responses, including that an increase in temperature will have a bad effect on the Earth.Code 8: Off task.Code 9: Missing.Example responsesCode 2:• The emission of CO2 causes significant heating to the atmosphere and thereforeshould be lessened. [Note: The term “significant” can be considered asequivalent to “most”. ]• According to figure 1 reduction in the emission of carbon dioxide is necessarybecause it considerably heats the earth. [Note: The term “considerable” can beconsidered as equivalent to “most”.]Code 1:• The burning of fossil fuel such as oil, gas and coal are contributing to the buildup of gases in the atmosphere, one of which is carbon dioxide (CO2). This gasaffects the temperature of the earth which increases causing a greenhouseeffect.Code 0:• The way that humans could help control carbon dioxide levels to drop would beby not driving a car, don’t burn coal and don’t chop down forests. [Note: Noconsideration given to the effect of carbon dioxide on temperature.]S212: FliesFlies Text 1Read the following information and answer the questions which follow.FLIESA farmer was working with dairy cattle at an agricultural experiment station. The population of flies in the barn where the cattle lived was so large that the animals’ health was affected. So the farmer sprayed the barn and the cattle with a solution of insecticide A. The insecticide killed nearly all the flies. Some time later, however,the number of flies was again large. The farmer again sprayed with the insecticide. The result was similar to that of the first spraying. Most, but not all, of the flies were killed. Again, within a short time the population of flies increased, and they were again sprayed with the insecticide. This sequence of events was repeated five times: then it became apparent that insecticide A was becoming less and less effective in killing the flies.The farmer noted that one large batch of the insecticide solution had been made and used in all the sprayings. Therefore he suggested the possibility that the insecticide solution decomposed with age.Source: Teaching About Evolution and the Nature of Science, National Academy Press, Washington, DC, 1998, p. 75.Question 1: FLIES S212Q01-01234589 The farmer’s suggestion is that the insecticide decomposed with age. Briefly explain how this suggestion could be tested. ................................................................................................................................... ................................................................................................................................... ...................................................................................................................................FLIES SCORING 1QUESTION INTENT: Process: Identifying evidenceTheme: Chemical and physical changesArea: Science in life and healthFull creditCode 5: Applies to answers in which three variables (type of flies, age ofinsecticide, and exposure) are controlled eg. Compare the results from anew batch of the insecticide with results from the old batch on two groupsof flies of the same species that have not been previously exposed to theinsecticide.。
小学下册第七次英语第五单元期末试卷(含答案)
小学下册英语第五单元期末试卷(含答案)英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.We have a ________ (家庭聚会) every year.2.The country famous for its shepherd's pie is ________ (英国).3.I love to ________ my family.4.We have ______ (很多) decorations for the party.5.The ____ has a shiny shell and is often found in gardens.6.What do you call the study of the earth and its features?A. BiologyB. GeographyC. ChemistryD. Physics答案:B7. A ____ is known for its beautiful patterns and can be found in gardens.8.What do we call a story that is told through pictures?A. ComicB. Graphic NovelC. Picture BookD. All of the above9.The __________ is a large area of land that is often dry. (旱地)10.What do you call a story about someone's life?A. NovelB. BiographyC. PoetryD. Fiction答案:B11.My friend is a ______. He likes to build models.12.Some _______ are known for their unique characteristics.13.My dad is a great __________ (榜样) for us.14.What do you call a group of owls?A. ParliamentB. FlockC. GaggleD. Murder答案:A15.What is the primary ingredient in guacamole?A. TomatoB. AvocadoC. OnionD. Pepper16.What is the name of the famous race car event held in Indianapolis?A. Daytona 500B. Le MansC. Indianapolis 500D. Monaco Grand Prix答案:C17. A ____(community involvement) fosters active citizenship.18.The main gas in the atmosphere is _______.19.She has a _____ dress. (blue)20.Flowers are often used in _______.21.I like _____ (to run/to walk).22.The ________ is a delightful friend to have.23.What is the name of the famous Roman amphitheater?A. ColosseumB. ParthenonC. AcropolisD. Forum答案:A24.The element with the atomic number is ______.25.My grandma loves to quilt ____ (blankets).26.I have a toy _______ that can talk and walk.27.What is the capital of Italy?A. FlorenceB. RomeC. VeniceD. Milan28.What is the primary language spoken in Spain?A. PortugueseB. SpanishC. ItalianD. French答案:B29.Which animal is known for its long neck?A. ElephantB. GiraffeC. LionD. Bear答案:B30.The chemical formula for ammonium sulfate is ______.31.What is the capital of Mexico?A. CancunB. GuadalajaraC. Mexico CityD. Tijuana答案:C Mexico City32.My family has a ______ pet. (我的家里有一只______宠物。
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Author References (2)
• Stainton Rogers, R. (1995). Q Methodology. In Rethinking Methods in Psychology, eds. Smith, J. A. & Van Langenhove, L., pp. 178192. Sage, London. • Stephenson, W. (1953). The Study of Behavior: Q-Technique and its Methodology, University of Chicago Press, Chicago
Using the revealed worldviews of e-Learning stakeholders in the design and evaluation of ODL provision
Tim Deignan
Freelance Consultant to the Minerva ODL Project & to Leeds College of Technology
The Project : “DOODLE”
Developing Online Open Distance Learning E-models for vocational skills education
DOODLE: Participants
The ODL Providers: • Leeds • Huddersfield • Dublin • Romania • Greece • Finland The Learners: • Print • Construction • Print • Networking • Software • Business
Project Aims
• Using Q-methodology to reveal the attitudes of various stakeholders towards e-Learning • Using revealed attitudes to review the design and evaluation of ODL provision • NB: Work in Progress! Final report to project sponsors due September 2004.
1. Identifying and sampling the concourse
Identifying the concourse
*What is written and said about the topic? *Diversity of sources
Sampling aims
* Points of view not knowledge * Represent the concourse
2. Selecting Participants
* Participants are the variables * Selected for diversity of views…..including directors, curriculum leaders, web developers, online tutors, and e-learners embarking on ODL programmes provided by the DOODLE partner organisations
23 40 13
-4 Strongly Disagree
-3
-2
-1
0
+1 +2
+3 +4 Strongly Agree
4. Factor Analysis
* Enter the data using Q dedicated software
* Extract the initial factors
ห้องสมุดไป่ตู้
DOODLE www Reference
For the official project listing, see p30 of the ‘Socrates Compendium 2002’ which can be found at: http://www3.socleoyouth.be/static/Bots/do cbots/Documents/Compendium/Odl/co mp_M_2002.pdf
Correspondence timdeignan@
• Freelance educational consultant, trainer and researcher, working mainly in UK Post-Compulsory Education and Training. Wide range of client organisations, particular interest in student support systems.
2 (cntd). 125 participants
DOODLE • Leeds • Huddersfield • Dublin • Romania • Greece • Finland staff 10 3 11 5 5 5 39 students 26 16 21 7 6 10 86
3. Q-sorting: a sorter in action
Q set
1(cntd). Sampling the flow of communicability around the topic
statements categories items
ODL item examples:
E-training is not suitable for all learners. E-training threatens the existence of traditional training providers.
Stephenson, W. (1953). The Study of Behavior: Q-technique and Its Methodology
Q-methodology ~ stages
1. Identifying and sampling the ‘concourse’ 2. Selecting participants 3. Q sorting 4. Factor analysis 5. Factor interpretation
Electronic Resources
• an introductory website • the official Q website of the International Society for the Scientific Study of Subjectivity • http://www.rz.unibwmuenchen.de/~p41bsmk/qmethod/webq/inde x.html a web-based application for Q sorting questionnaire items
Author References (1)
• Brown, S. R. (1980). Political Subjectivity: Applications of Q Methodology in Political Science, Yale University Press, New Haven. • Kerlinger, F. N. (1986) Foundations of Behavioural Research, Holt, Rinehart & Winston, New York
William Stephenson, psychologist and physicist…. Stephenson, W. (1935). Correlating persons instead of tests, Character and Personality 4, 17-24.
William Stephenson (1902 - 1989)
3 (cntd). A Q-sorting matrix
8 44 27 26 10 33 20 28 17 42 2 37 41 11 50 29 36 18 30 4 25 39 19 38 31 3 5 45 6 48 32 46 16 24
22 1 9
34 14 15 21 43
12 47 49 7 35
What is Q-methodology?
…a structured approach to the study of subjectivity, using the Q sorting technique……making internal beliefs observable….
Q-methodology ~ origins
* Select and rotate the factors to calculate distinct ‘voices’ among the participants
5. Factor Interpretation
Interpret the factors using: *Factor arrays (most agree/most disagree & neutral) *The consensus items and distinguishing items (similarities and differences between factors) * The sorters’ comments NB: ANALYSIS OF PROJECT DATA IS ONGOING (Final Report to sponsors due September 2004) - SEE VISUALISER FOR INITIAL DATA / FACTORS