THE DYNAMICS OF THE SPANISH INSTITUTIONAL EVOLUTION TOWARDS ECONOMIC, SOCIAL AND POLITICAL
英语考研一模拟试题
英语考研一模拟试题Part I: Reading Comprehension (40 points)Section ADirections: In this section, there are four passages followed by questions or incomplete statements. For each of them, there are four choices marked A, B, C, and D. Choose the one that best completes the statement or answers the question.Passage 1Questions 1-5 are based on the following passage.When it comes to hosting a dinner party, most people focus on the menu and the guest list. However, one important aspect that is often overlooked is the seating arrangement.It may seem like a small detail, but the way guests are seated can have a big impact on the success of the dinner party. A well-thought-out seating arrangement can help create a comfortable and enjoyable atmosphere for everyone involved.First and foremost, consider the size and shape of the table. If you have a long rectangular table, it's best to seat guests across from each other. This allows for easy conversation and interaction between guests. For a round table, consider seating guests in a way that allows everyone to see and talk to each other easily.Another important factor to consider is the mix of personalities at the table. Try to seat guests with similar interests next to each other toencourage conversation. It's also a good idea to seat more outgoing guests next to quieter ones to help balance the dynamics of the table.In conclusion, the seating arrangement is a key element in hosting a successful dinner party. By taking the time to carefully plan out the seating, you can ensure that your guests have an enjoyable and memorable experience.1. What is one important aspect that is often overlooked when hosting a dinner party?A. The guest listB. The menuC. The seating arrangementD. The decorations2. According to the passage, what is the best seating arrangement for a long rectangular table?A. Guests sitting next to each otherB. Guests sitting randomlyC. Guests seated across from each otherD. Guests seated in a circle3. What should be considered when seating guests to encourage conversation?A. Similar personalitiesB. Different personalitiesC. Different interestsD. Age differences4. How can outgoing guests help balance the dynamics of the table?A. By being the center of attentionB. By sitting next to each otherC. By engaging with quieter guestsD. By leaving early5. What does the author suggest is the key element in hosting a successful dinner party?A. The menuB. The guest listC. The decorationsD. The seating arrangementPassage 2Questions 6-10 are based on the following passage.Technology has become an integral part of our lives, with smartphones, tablets, and laptops being used on a daily basis. While these devices offer convenience and connectivity, there are also downsides to their constant usage.One of the major concerns related to technology is the impact it has on our sleep. The blue light emitted by screens can disrupt our natural sleep cycle, making it harder for us to fall asleep at night. Additionally, the constant notifications and alerts from our devices can lead to increased stress and anxiety, further affecting our ability to get a good night's rest.Moreover, technology has changed the way we communicate with others. While it has made it easier to stay in touch with friends and family, it has also led to a decrease in face-to-face interactions. Many people now rely on texting and social media to communicate, rather than having meaningful conversations in person.In conclusion, while technology offers many benefits, it's important to be mindful of its impact on our sleep and social interactions. Finding a balance between technology use and offline activities is crucial for maintaining our physical and mental well-being.6. According to the passage, what is a major concern related to technology?A. Its impact on our physical healthB. Its impact on our sleepC. Its impact on our social interactionsD. Its impact on our work productivity7. How does the blue light emitted by screens affect our sleep?A. It helps us fall asleep fasterB. It has no impact on our sleepC. It disrupts our natural sleep cycleD. It improves the quality of our sleep8. What can the constant notifications and alerts from devices lead to?A. Increased productivityB. Decreased stress and anxietyC. Improved memoryD. Increased stress and anxiety9. What has technology changed in terms of communication?A. It has decreased face-to-face interactionsB. It has increased face-to-face interactionsC. It has made face-to-face interactions easierD. It has had no impact on face-to-face interactions10. According to the passage, what is crucial for maintaining our physical and mental well-being in relation to technology use?A. Using technology more oftenB. Limiting offline activitiesC. Finding a balance between technology use and offline activitiesD. Completely avoiding technology useSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in the passage. However, the statements are numbered, and you may find the statements in a different order. Choose the order in which the statements are mentioned in the passage.Passage 3A. Twelve-year-old Laxmi Agarwal was walking down the street when she was attacked by a man twice her age. Enraged that she had rejected his advances, the attacker poured acid on her face, leaving her with disfigured features and a lifetime of physical and emotional pain.B. Acid attacks are brutal acts of violence that scar their victims not only physically but emotionally and psychologically as well. Yet, despite the trauma and discrimination they face, many survivors have shown incredible resilience and strength in rebuilding their lives.C. The aftermath of an acid attack is devastating, as victims are left to deal with physical injuries, trauma, and societal stigma. Reconstructive surgery is often needed to restore their appearance, but the emotional scars can be harder to heal.D. Survivors of acid attacks face numerous challenges, including medical treatment, legal battles, and societal judgment. However, many have turned their pain into power by advocating for stricter laws against acid violence and raising awareness about the issue.E. Acid attacks are a form of gender-based violence that stems from jealousy, revenge, or rejection. Victims are frequently targeted byperpetrators who seek to exert power and control over them, using acid as a weapon to disfigure and intimidate.F. Despite the physical and emotional scars they carry, acid attack survivors have shown remarkable courage and resilience in overcoming their trauma. Many have become advocates for change, speaking out against the violence and discrimination they have experienced.Part II: Vocabulary and Structure (20 points)Section ADirections: Choose the word or phrase that best completes each sentence.16. The teacher ___________ the students to study for the exam.A. suggestedB. explainedC. announcedD. mentioned17. She's always been interested in ____________ cultures and languages.A. foreignB. localC. internationalD. regional18. We ______________ a lot of rain during the rainy season.A. getB. haveC. receiveD. take19. It's important to ______________ yourself before going out in the sun.A. coverB. protectC. preserveD. maintain20. The _____________ of the matter was finally resolved after months of negotiation.A. problemB. questionC. issueD. topicSection BDirections: Complete each sentence with the correct form of the verb in parentheses.21. We ______________ (not/go) to the concert last night because we were too tired.22. The company ______________ (consider) relocating to a bigger office space.23. I ______________ (talk) to my parents on the phone when the earthquake struck.24. She ______________ (learn) Spanish for three years before moving to Spain.25. By the time I had arrived at the station, the train ______________ (leave).Part III: Writing (40 points)Directions: Write a short essay (about 300 words) on the following topic.How has the COVID-19 pandemic affected education around the world? Discuss the challenges faced by students, teachers, and educational systems, as well as the opportunities for growth and innovation in the midst of the crisis.End of Exam---以上为英语考研一模拟试题的内容,希望能够帮助您进行备考。
西班牙巴塞罗那大学基本概况.doc
西班牙巴塞罗那大学基本概况巴塞罗那大学创办于1450年,是西班牙国际排名最高的大学,其研究影响力堪称顶尖,目前世界排名第156位。
下面请看整理并翻译的巴塞罗那大学基本概况,供大家参考。
一、关于巴塞罗那大学The University of Barcelona is the most formidable public institution ofhigher education in Catalonia, catering to the needs of the greatest number ofstudents and delivering the broadest and most comprehensive offering in highereducational courses. The UB is also the principal centre of university researchin Spain and has become a European benchmark for research activity, both interms of the number of research programmes it conducts and the excellence thesehave achieved.Its own history closely tied to the history of Barcelona and of Catalonia,our university combines the values of tradition with its position as aninstitution dedicated to innovation and teaching excellence: a university thatis as outward-looking and cosmopolitan as the city fromwhich it takes itsname.巴塞罗那大学是西班牙加泰罗尼亚最具实力的公立高等教育机构,它满足最广大学生的需求,有最广泛和最全面的高等教育课程。
历年大学英语六级真题合集
历年大学英语六级真题合集大学英语六级考试12月24日新六级试题(听力部分文字稿)Section A11. M: I need to find a dentist; you said you know Dr. Smith well, do you recommend her?W: Well, I had to see her a few times, but what impressed me most was the magazines in her waiting room.Q: What does the woman imply ?12. W: I’m afraid I can’t show you the apartment at the moment, because the tenant is still living in it. It’s really a lovely place with a big kitchen and a sunny window for only two hundred dollars a month.M: Sounds good, but we really can’t rent an apartment without seeing it first.Q: What do we learn from the conversation?13. M: So, that’s what’s been keeping you so busy recently!W: Yes, I’ve been tied up with (被缠住) my studies. Youknow I’m planning to go to the United States this coming summer, but I’m a bit nervous about my English.Q: What is the woman busy doing ?14. W: How did you feel when you found out you had high blood pressure?M: Shocked! The problem for me was that there no symptoms (症状); it seemed to have sneaked up on (悄悄接近某人然后突然出现) me.Q: What does the man mean?15. W: So, you’re just back from a trip to India. What were you doing there?M: The trip was intended to bring to the world’s attention the fact that AIDS is not just an African disease; it’s also endangering (危及) other countries , notably, India and Thailand.Q: What was the p urpose of the man’s trip to India?16. M: It’s quite clear from my visit this is a full-size comprehensive (综合性的) university. So why is it still called a college?W: The College of William and Mary is the second oldest institution of higher learning (高等学府)in this country. We have nurtured (培养,培育) great minds like Thomas Jefferson and we’re proud of our name.Q: What do we learn from this conversation about the College of William and Mary?17. M: Have the parts we need for the photocopying machine arrived yet?W: I ordered them last week, but something is holding them up (耽搁).Q: What does the woman say about the part needed for the photocopying machine?18. W: The cafeteria provided many kinds of dishes for us today. Did you notice that?M: Yes. Kind of (有点) rare, isn’t it?Q: What does the man imply?Conversation OneW: Hello, Patrick, is that you?M: Yeah Jane, what can I do for you ?W: I was calling about the apple tree that you were trimming (修剪,剪枝) yesterday. (19)M: That was hard work!W: I’m sure it was. It sure looked difficult.M: Yeah, I’m glad it’s finished. Hauling the branches to the front for garbage pickup was no fun either.W: Well, I don’t think you’re quite finished yet; some ofthe larger branches fell over into my yard, and I think you should come and get them. (20)M: Listen Jane, I don’t see why I should do that. You eat all the apples that fall in your yard and you’ve never complained about that before.W: Well, it’s easier to pick up apples than to drag tree branches all the way to the curb. (20) My kids pick up the apples, and the branches are just too big for them to drag.M: Well, I guess you’ll just have to do it yourself Jane.W: Patrick, I wish you would reconsider (斟酌,再考虑). We’ve always gotten along fairly well, but I think you’re out of line here. The branches are your responsibility.M: Sorry Jane, I disagree! You take the benefits of the apple tree, but refuse to deal with the bad side of it !W: Get the branches off my property or I’ll have to sue you.(21)M: Yeah? For what? You’re taking those law classes too seriously (太较真,太当回事)! (22) I’ll gotta go, I have to pick up my son.W: You’ll be hearing from m e. M: Yeah, yeah. See you in court Jane.Questions 19 to 22 are based on the conversation you havejust heard.19. What did the man do yesterday?20. What did the woman ask the man to do?21. What did the woman threaten to do?22. What was the man’s reaction to the woman’s threat?Conversation TwoM: Did you hear about the air crash that occurred in South America recently? It was quite a tragic accident!W: No, I didn’t see anything in the news about it. What happened?M: A foreign airliner was attempting to land at night in a mountainous area of Argentina and flew into a hill!W: That sounds really terrible! Did anyone survive?M: No, everyone aboard, including the crew, was killed instantly.W: What were the circumstances? Was there bad weather, a fire, or an engine failure?M: Apparently, there were some low clouds in the area, but mostly it was just miscommunication between the pilots and the air traffic controllers.(23)W: Weren’t they both speaking in English, the official international aviation (航空) language?M: Yes, they were. But the transmission from poor-quality radios was slightly distorted (歪曲,曲解) and the accents of the Spanish speaking controllers were so strong that the pilots misunderstood a vital instruction.W: How could a misunderstanding like that cause such a serious accident?M: The pilots were told “Descend to 2-2, 000 feet.” The instruction actually meant 22,000 feet, but they thought they heard descend to 2,000 feet. That’s a huge difference, and it should have been confirmed, but it was not. Unfortunately, the terrain (地形,地势) of the mountains in that region extends up to 2,000 feet.(24)W: So the pilots did descend to the wrong altitude (高度,海拔) then, thinking they were following the air controllers instructions.M: Sadly enough, yes they did. It was a really bad mistake. Many people died as a result of this simple misunderstanding.W: Wow, that’s a powerful lesson in how important it can be to accurately communicate with each other.(25)Questions 23 to 25 are based on the conversation you have just heard.23. What was the cause of the tragedy?24. How high are the mountains in the region?25. What lesson could be drawn from the accident?Section BPassage OneEdgar Poe, an American writer, was born in 1809. His parents were actors. Edgar was a baby when his father left the family. He was two years old when his mother died. (26) He was taken into the home of a wealthy business man named John Allen. He then received his new name, Edgar Allen Poe. As a young man, Poe attended the University of Virginia. He was a good student, but he liked to drink alcohol and play card games for money. As an unskilled game player, he often lost money. Since he couldn’t pay his gambling losses, he left university (27) and began working for magazines. He worked hard, yet he was not well-paid, or well-known. A t the age of 27, he got married. For a time it seemed that Poe would find happiness, but his wife was sick for most of their marriage, and died in 1847. Through all his crises, Poe produced many stories and poems which appeared in different publications, yet he didn’t become famous until 1845, when his poem, The Raven, was published. There is a question, however, about Poe’s importance in American literature. Some critics say Poe was one of America’s best writers, but others disagree. Theysay Poe’s work is difficult to understand (28) and most of his writing describes very unpleasant situations and events. Edgar Allen Poe died in 1849 when he was 40 years old. It is said that he was found dead after days of heavy drinking. (29)26. What happened to Edgar Allen Poe’s family when he was only two years old?27.Why did Edgar Allen Poe leave the University of Virginia?28.What do some critics say about Edgar Allen Poe?29.How did Edgar Allen Poe’s life come to an end?Passage TwoMore than fifty years ago, the United Nations declared that literacy is a basic h uman right. It’s very important for improving the lives of individuals. However, it is estimated that 880 million adults around the world are illiterate, that is, they are unable to read or write. A majority of them are women. (30) More than 110 million school age children in the world do not attend school. Many others complete school or fail to finish their studies without learning to read or write. Many countries depend on the efforts of people who offer their time to help illiterate individuals. For example, John Mogger became concerned about the problem of illiteracy three years ago, so he started teaching five prisoners in Brazil. In his teaching, he developed a system with this group ofprisoners. He says his way of teaching can help anyone learn how to read and write with about thirty hours of study. (32) To learn his system, people must first know how to write letters of the alphabet (字母表) and learn which sounds they represent. The system divides letters into three groups . The first group of letters can be written between two lines. The second can be written between two lines but part of the letter is above the top line. The third group has letters that are partly written below the lower line.(31) John Mogger taught his students to write simple words from the letters. In this way, his students learned more than seven hundred words. Many of them can now write to family members. They also can read newspapers and magazines.30. According to the speaker, which group of people make up the illiterate population?31.What is the most important feature of John Mogger’s method of teaching the alphabet?32.What does John Mogger say about his teaching method?Passage ThreeFarmers usually use ploughs to prepare their fields for planting crops. Ploughs cut into the ground, and lift up weeds, and other unwanted plants. However, ploughing is blamed for causing severe damage to topsoil by removing the plants that protect thesoil from being blown or washed away. (33) Many farmers in South Asia are now trying a process called Low Till Farming. Low Till Farming limits the use of ploughs. (34) in this method of farming seeds and fertilizer are put into the soil through small cuts made in the surface of the ground. Low Till Agriculture leaves much or all the soil and remains of plants on the ground. They serve as a natural fertilizer and help support the roots of future crops. They take in rain and allow it to flow into the soil instead of running off. It has been proved that Low Till Farming increases harvests and reduces water use, and this method reduces the need for chemical products because there are fewer unwanted plants. Scientists say Low Till Farming is becoming popular in South Asia, which is facing a severe water shortage. (35) They say the area will become dependent in imported food unless water is saved through methods like Low Till Farming. Currently, more than 150 million people in South Asia depend on local rice and wheat crops. Farmers grow rice during wet weather. During the dry season they grow wheat in the same fields. Farmers are using the Low Till method to plant wheat after harvesting rice. Scientists say Low Till Agriculture is one of the best examples in the world of technologies working for both people and the environment.33. What is the main problem caused by the usual way ofploughing?34.What does the speaker say about Low Till Farming?35.Where is Low Till Farming becoming popular?Section CAdults are getting smarter about how smart babies are. Not long ago, researchers learned that 4-day-oldscould understand (36) addition and subtraction. Now, British research (37) psychologist Graham Schafer has discovered that infants can learn words for uncommon things long before they can speak. He found that 9-month-oldinfants could be taught, through repeated show-and-tell, to (38) recognize the names of objects that were foreign to them, a result that (39) challenges in some ways the received (40)wisdom that, apart from learning to (41)identify things common to their daily lives, children don’t begin to build vocabulary until well into their second year. “It’s no (42) secret that children learn words, but the words they tend to know are words linked to (43)specific situations in the home,” explains Schafer.” (44)This is the first demonstration that we can choose what words the children will earn and they can respond to them with an unfamiliar voice giving instructions in an unfamiliar setting.” Figuring out how humans acquire language may shed light on why some children learn to read and write later thanothers, Schafer says, and could lead to better treatments for developmental problems. (45) What’s more, the study of language acquisition offers direct insight into how humans learn. “Language is a test case for human cognitive development,” says Schafer. But parents eager to teach their infants should take note: (46) Even without being taught new words, a control group caught up with the other infants within a few moths . “This is not about advancing development,” he says. “It’s just about what children can do at an earlier age than what educators have often thought.”。
《欧洲文化入门》知识点笔记
00230Both Latin and Greek belong to Indo-European language.
00240The Roman writer Horace(:e0lQCQMR65-8t^ WlN0) said captive Greece took her rude conqueror captive 0
00The world s first vast interior space.NLu
N,{ Colosseum('Yt珐) is an enormous.2)Yvsb_q_gRb
00410Sculpture(QX) She-wolf(
00; Father of History ! Herodotus ! war(between Greeks and Persians)
00This war is called Peleponicion wars. ZSWTY嬒d 3
00fH[ v^l g_洺0
00; The greatest historian that ever lived. ( geggO'YvS[) ! Thucydides ! war (Sparta Athens and Syracuse)
00200The burning of Corinth in 146 B.C. Marked Roman conquest of Greece.
00210The melting between Roman Culture and Greek Culture. (Wl_ g ^Jvh)
00220From 146 B.C. Latin was the language of the western half of the Roman Empire.
人教版2019选择性必修第四册 Unit 2 单元复习检测(原卷版)-(人教版新教材新高考专用)
人教2019新版选择性必修四•Unit 2基础练一、词汇短语精练:用所给词的适当形式或填空。
1. He was fond of ________ (dive) from an early age and he enjoys the wonderful creatures on the ocean floor.2. She is old enough to have the________ (free) to do what she likes.3. The carnival held in our school last week________(sponsor) by several famous graduates.4. The charity organized the ______ (distribute) of food and clothing in the disaster area.5. Road accidents have decreased in ________ (frequent) in this region during the past decade.6. You should keep your ________ (capable) to deal with all kinds of problems.7. Modern science makes it possible for us to be in contact ________ each other much more easily.8. California _________ (refer) to as the Golden State, as you know.9. He picked up a handful ____ gravel (石子) and drew back his arm to throw.10. The organization is called Root Shoots because roots move slowly under the ground to make a firm ________ (found).二、题型精练:阅读理解On September 15, El Salvador, Guatemala, and Honduras celebrate their own independence days. On October 16, Mexico follows suit. Each country above has its own nature, but what combines them is local traditions and Spanish culture. Here are four destinations worthy of planning a trip.Tazumal, El SalvadorEl Salvador is home to some rather impressive Mayan ruins that show off this once great civilization. Tazumal is one such place, which is believed to be more than 7,000 years old and was left abandoned sometime around the 13th century. However, large areas were extensively restored in the 40s’ and 50s’, giving visitors a taste of the past.Antigua, GuatemalaThe 16th-century city of Antigua is surrounded by volcanoes, churches, and Baroque buildings, combining European style with pre-Hispanic traditions, making its way to the list of UNESCO World Heritage Sites. It’s possible to visit most of its attractions on foot, including the Arco de Santa Catalina, the Central Park, and the Palacio del Ayuntamiento.Comayagua, HondurasHonduras may be well-known for its beaches, and one worthy of your travels is the city that was once the capital: Comayagua. Founded in the early 1500s, a visit here is like traveling back in time. Several museums showcase the cultural richness and the must-see clock in the central square, which is the oldest clock in the continent, dating back to the 12th century.Veracruz, MexicoVeracruz is a natural beauty with beaches that stretch for as far as the eye can see, deep blue waves and powerful waterfalls. When visiting Veracruz, stop by the Zocalo in Downtown Veracruz, where locals gather to listen to “son jarocho”, a regional folk music style that started right here. Couples also gather to dance in the square. But not just any dance, rather they take part in Danzόn, a traditional couples dance iconic (标志性的) to this particular state.1. Which place has the potential to be a UNESCO World Heritage Site?A. Tazumal.B. Antigua.C. Comayagua.D. Veracruz.2. What can visitors do in Veracruz?A. Learn to sing folk music.B. Watch unique dances.C. Go in for water sports.D. Walk on man-made beaches.3. What do the listed places have in common?A. They share the same traditional culture.B. They have beautiful long beaches.C. They are home to famous ancient ruins.D. They celebrate independence days the same day.三、语法填空Carrying a message of peace and friendship, the flame for the 2022 Winter Olympic Games arrived to a warm welcome in Beijing on Wednesday.Witnessed by organizers, sports 1(figure), performers and students, the flame housed in a red lantern 2(draw) crowds of onlookers as it was accompanied by volunteers into a ceremony held at Beijing’s Olympic Tower. The flame arrived early on Wednesday after 3 (fly) from Greece, the birthplace of the Olympics, where it was lit two days 4 (early).Public exhibitions of the torch and the traditional national relay (接力) in the host country have been simplified for the Beijing Games due 5 COVID-19 precautionary measures. The relay will take place in three host areas and involve about 1,200 torchbearers, 6 scheduled for Feb 2 to Feb 4, with the route 7 (connect) landmarks, historical sites and major tourism attractions in Beijing and Zhangjiakou. The shortened torch relay with reduced crowds, will help ensure the health and 8 (safe) of all participants as well as that of local communities.“As 9 iconic (偶像) cultural element of the Olympic Games, the torch relay plays a10 (extreme) significant role in promoting the host’s international image while spreading the message of peace and friendship,” said Zhang Jiandong, a vice-mayor of Beijing.提升练四、阅读理解Best places to visit in the UKLondon: The UK's All-in-One DestinationWhile it's possible to plan a trip to the UK without visiting London, it's certainly not to beadvised. The nation's capital offers plenty of attractions to keep you busy. For those interested in learning more about the UK's rich history, one of the top things to do in London is visit the Tower of London. Located beside the Tower Bridge on the banks of the River Thames, this former palace and prison includes highlights such as the iconic 1,000-year-old White Tower, with its fascinating displays of armor and weaponry, and the Jewel House, home to the Crown Jewels.Edinburgh; Scotland's CapitalOne of Scotland's most attractive cities, the capital city of Edinburgh is also one of the UK's most visited destinations. Popular for its many well-preserved historic buildings, Edinburgh is perhaps best known as the home of the Edinburgh Castle.Other Edinburgh highlights include broad Princes Street, popular for its shopping and dining, as well as for the Royal Botanical Garden and the National Gallery of Scotland.Medieval (中世纪的) York and its MinsterOne of northern England's most popular tourist destinations, the medieval city of York, long the ecclesiastical (教会的) capital of the Church of England, boasts one of the country's most magnificent cathedrals (教堂). The country's largest medieval church, York Minster can trace its roots back to the spread of Christianity in the 3rd century, although the splendid present Gothic structure was built almost 1,000 years later.Highlights of a tour include the opportunity to view its 14th-century stained glass windows, plus the richly decorated interiors of the choir and north transept. Also worth a visit is the crypt, which contains parts of the original 11th-century church the cathedral now stands on.Plan your sightseeing adventures with our list of the best places to visit in the UK. Click here for more information.1. If you are interested in UK's rich history; where would you go?A. Tower BridgeB. River ThamesC. Tower of LondonD. White Tower2 Which of the following is Edinburgh best known for?A. Edinburgh CastleB. Princes StreetC. National GalleryD. Royal Botanical Garden3. Which of the following about York is true?A. It was the capital of the Church of England.B. York boasts UK's most magnificent cathedrals.C. York Minster is the country's largest medieval church.D. The present Gothic structure was built almost 1000 years ago.4. Where would you probably read this article?A. On a sports magazine.B. On a travel website.C. On a science report.D. On a geography book.五、七选五The Sahara DesertLocationFilling nearly all of northern Africa, the Sahara Desert measures approximately 3,000 miles from east to west and between 800 and 1,200 miles from north to south. 1 The Sahara Desert is bordered in the west by the Atlantic Ocean, in the north by the Atlas Mountains and the Mediterranean Sea, in the east by the Red Sea, and in the south by the Sahel.LandscapeThe Sahara Desert features iconic sand dune (沙丘) fields, which cover about 15 percent of the entire desert’s surface and lie primarily in the north-central region. 2 A few examples include crescent (新月形的) dunes, linear dunes, transverse dunes and star dunes. These dunes, with their various forms, raise many questions about the dynamics of their formation.Water3 Its age-old rivers are the Nile and the Niger. The Nile rises south of the Sahara and empties into the Mediterranean. The Niger rises southwest of the Sahara and flows northeastward into Mali.4 It is the expansive but shallow Lake Chad, a body of water that lies at the southernmost edge of the Sahara. Other lakes hold a salty stew of undrinkable water.ClimateAcross the Sahara Desert, the annual average rainfall equals no more than a few inches or fewer. In the summer, daytime air temperatures often soar to over 100 degrees Fahrenheit, with the hottest air temperature meteorologists have ever recorded — 136 degrees — occurring at EL Azizia, Libya, on September 13, 1922. 5 In the winter, freezing temperatures may occur in the northern Sahara Desert, and milder temperatures across the southern Sahara Desert. Snow may fall occasionally in some of the higher mountain ranges and rarely, on the desert floor.A. No rain at all may fall for several more years.B. It has a total area of some 3,320,000 square miles.C. The dunes usually take on varied and complex forms.D. Star dunes form under winds that blow from several directions.E. The Sahara Desert has some lakes, but only one with drinkable water.F. The Sahara Desert has only two permanent rivers and a handful of lakes.G. Under the clear skies, the temperature may fall 40 degrees or more during an evening.六、完形填空According to a Chinese saying, he who doesn’t reach the Great Wall of China is never a great man. Growing up in Beijing I 1 historical sites and natural attractions (吸引) perfectly well. However, I’d 2climbed the Great Wall before until recently. I, along with my friends, aimed for the top. We soon discovered that the hike (远足) was much more 3 than we had imagined. But we didn’t 4. It took us about two hours to finally reach where we had wanted to get to.As I 5 at the top of the Great Wall, I looked back at the waves (浪) of 6 walking to the top. At that moment, I saw an amazing view that would forever change my opinion on humans’ limits. I saw young couples carrying their children, walking 7but surely towards the top. They would stop once in a while to take a 8 under the hot sun.As I stood there, I began to 9 words that can describe us humans. If one would like to describe Giraffes (长颈鹿), he/she would use words such as 10and long-necked—But what about us? I took another look down below and my 11 began to gather, persevering (坚持不懈的), determined, and strong... As these words came into my mind, I12 that it was not appearance (外貌) or physical characteristics that should define (定义) us humans, but the 13 that we share.I don’t know if I became a great man after returning from this 14 according to the Chinese saying, 15 I surely returned as a more thoughtful person.1. A. show B. accept C. imagine D. know2. A. still B. also C. never D. already3. A. expensive B. interesting C. difficult D. important4. A. break up B. give up C. keep up D. look up5. A. shook B. lay C. walked D. stood6. A. children B. sights C. people D. foreigners7. A. dangerously B. slowly C. worriedly D. strangely8. A. break B. tip C. step D. note9. A. care about B. make up C. tell about D. think of10. A. healthy B. tall C. fat D. scary11. A. thoughts B. emotions C. rules D. plans12. A. worried B. argued C. feared D. realized13. A. dreams B. qualities C. concerns D. experiences14. A. trip B. country C. vacation D. risk15. A. but B. as C. unless D. so七、书面表达假如你是李华,你远在英国的朋友Peter对历史文化名城扬州很感兴趣,发邮件来询问详细信息。
Spanish Club Activities
Spanish Club ActivitiesAs a member of the Spanish Club, I have been involved in organizing and participating in a variety of activities that have enriched my understanding and appreciation of the Spanish language and culture. Our club has been dedicated to creating an inclusive and engaging environment for students who are interested in learning more about Spanish-speaking countries and their traditions. One of the most popular activities that we have organized is the Spanish movie nights, where we screen a wide range of films from different Spanish-speaking countries. These movie nights have not only provided entertainment but have also served as a platform for members to improve their language skills and gain insight into the diverse cultures within the Spanish-speaking world. In addition to movie nights, the Spanish Club has also organized cultural festivals that showcase the rich traditions and customs of various Spanish-speaking countries. These festivals have been a great way for students to immerse themselves in the vibrant and colorful celebrations that are an integral part of Spanish culture. From flamenco dancing to traditional music and food, these events have allowed us to experience the beauty and diversity of the Spanish-speaking world firsthand. Furthermore, the Spanish Club has been actively involved in community outreach programs that aim to promote the importance of bilingualism and multiculturalism. We have collaborated with local schools and community centers to offer free Spanish language classes and cultural workshops, providing an opportunity for individuals of all ages to learn about the Spanish language and its cultural significance. These outreach programs have not only benefited the community but have also allowed our club members to take on leadership roles and make a positive impact through their passion for the Spanish language and culture. Another significant aspect of the Spanish Club's activities is our participation in language exchange programs with native Spanish speakers. These programs have provided us with the opportunity to practice our language skills in a real-world setting and have allowed us to forge meaningful connections with individuals from Spanish-speaking countries. Through these exchanges, we have gained a deeper understanding of the linguistic nuances and cultural intricacies that are inherent to the Spanish language, fostering a sense of appreciation and respect for the diversity within the Spanish-speakingcommunity. Moreover, the Spanish Club has been instrumental in organizing educational trips to Spanish-speaking countries, providing members with the chance to immerse themselves in the language and culture they have been studying. These trips have been transformative experiences, allowing us to interact with native speakers, explore historical landmarks, and gain a deeper understanding of the societal and cultural dynamics of the countries we visit. The firsthand exposure to the language and culture has been invaluable in reinforcing our language skills and broadening our global perspective. In conclusion, the Spanish Club has played a pivotal role in fostering a deep appreciation for the Spanish language and culture among its members. Through a diverse range of activities, we have been able to create an inclusive and engaging environment that has allowed us to not only improve our language skills but also gain a profound understanding of therich and diverse cultures within the Spanish-speaking world. The experiences and connections we have forged through our involvement in the Spanish Club have been transformative, shaping us into global citizens who are passionate about embracing and celebrating linguistic and cultural diversity.。
2024届上海春季高考(押题卷03)-英语试题+答案
2024学年上海市高考押题卷03英语学科(满分115分)II. Grammar and Vocabulary (20分)Section ADirections: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.The United States of America (commonly ____1____(refer) to as the United States, the U.S.,the USA,the States or America) is a federal constitutional republic comprising fifty states and a federal district.The country is situated mostly in central North America,____2____ its forty-eight contiguous states and Washington,D.C., the capital district, lie ____3____ the Pacific and Atlantic Oceans,bordered by Canada to the north and Mexico to the south. The state of Alaska is in the northwest of the continent, with Canada to its east and Russia to the west across the Bering Strait.At 3.79 million square miles (9.83 million km²) and with more than 300 million people,the United States is the third or fourth ____4____ (large) country by total area,and third largest by land area and by population.The United States is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries. The U.S.economy is the largest national economy in the world, with an estimated 2008 gross domestic product (GDP) of US $14.3 trillion.The nation was founded by thirteen colonies of Great Britain located along the Atlantic seaboard. On July 4,1776,they issued the Declaration of Independence, ____5____ proclaimed their independence from Great Britain and their formation of a cooperative union.The rebellious states ____6____ (defeat) Great Britain in the American Revolutionary War,the first successful colonial war of independence. A federal convention adopted the current United States Constitution on September 17,1787; its ratification the ____7____ (follow) year made the states part of a single republic with a strong central government. The Bill of Rights, comprising ten constitutional amendments guaranteeing many fundamental civil rights and freedoms, was ratified in 1791.In the 19th century, the United States acquired land from France, Spain, the United Kingdom, Mexico, and Russia, and annexed the Republic of Texas and the Republic of Hawaii. Disputes between the agrarian South and industrial North over states’ rights and the expansion of the institution of slavery provoked the American Civil War of the 1860s. The North's victory prevented a permanent split of the country and led ____8____ the end of legal slavery in the United States. By the 1870s, ___9___ national economy was the world's largest. The Spanish–American War and World War I confirmed the country's status as a military power. In 1945, the United States emerged from World War II as the first country _____10_____ (have) weapons,a permanent member of the United Nations Security Council, and a founding member of NATO.The end of the Cold War left the United States as the sole superpower. The country accounts for approximately 50% of global military spending and is a leading economic,political,and cultural force in the world.Directions: Complete the passage with the words in the box. Each word can only be used once. Note that there is one word more than you need.A. catch-up;B. substitute;C. advance;D. committed;E. exhausted;F. multitask;G. transferred;H. maintaining;I. commenting;K. challenge;J. embraceMy friend Haley called me the other day. She hadn't texted me in ___11___ to “find a time “to chat. Nor did we have a Zoom date on the calendar. She just up and called me unannounced.It was thrilling, this unscheduled, spontaneous conversation without a purpose or the weight of a formal ____12____. It felt like wheeling over to someone in the office to hear a joke.I was reminded of that larger orbit of friendships outside the inner core of those we still see in person, usually because we live with them. Think about all those relationships once sustained by serendipity and proximity, now starved by a year of social distancing.In what may be the world's largest sociological experiment, many of us have had to rely almost completely on technology to tend these connections. We now have a whole new cadre of Appointment Friendships.And even with ____13____ scheduling, it's not really enough. A recent study from researchers at the University of Nevada, Las Vegas, confirms what we now know in our ____14____ hearts: video calls, texts, social media, even phone calls are a great supplement to face-to-face interactions, but they aren't a(n) ____15____.Contrary to what you might expect, the more sophisticated the technology, the less it satisfies our need for connection.Researchers reported that the humble phone call was associated with decreases in stress, loneliness, and relationship difficulties. Meanwhile, video chats were associated with increased stress, loneliness, and difficulties in ____16____.I get it, we’re less self-conscious on the phone, and you can ____17____ and talk — maybe fold laundry or eat or both. With video, that uncanny valley of almost being there tends to make you long for the real thing. The UNLV researchers also reported that social media posting, ____18____ and sharing was the “modality most strongly associated with stress. “No one is less surprised about all this than Sherry Turkle, a clinical psychologist at M.I.T. She's been studying how technology affects our capacity for empathy and connection since the first Apple computer showed up with a smiley face, reporting her findings in two seminal books “Reclaiming Conversation” and “Alone Together.”When I spoke to her a few weeks ago, she’d just published her memoir, “The Empathy Diaries,” which is about becoming one of very few women at M.I.T. and one who was willing to ____19____ the enduring gospel of the engineering universe: that technology would solve the problems it caused.Turkle finished working on this book during pandemic shutdowns, which were akin to a real-world test of her life's work. She writes:In the crucible of enforced isolation, we explored the limits of where our screens can take us as technology became our lifeline, we realized how much we missed the full ___20___ of the human.III. Reading ComprehensionDirections: For each blank in the following passages there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Today we live in a world where GPS systems, digital maps, and other navigation apps are available on our smart phones. ___21___of us just walk straight into the woods without a phone. But phones ___22___on batteries, and batteries can die faster than we realize.If you get lost without a phone or a compass, and you ___23___can’t find north, a few tricks to help you navigate ___24___to civilization, one of which is to follow the land...When you find yourself well ___25___a trail, but not in a completely ___26___area, you have to answer two questions: Which ___27___is downhill, in this particular area? And where is the nearest water source? Humans overwhelmingly live in valleys, and on supplies of fresh water. ___28___, if you head downhill, and follow any H2O you find, you should ___29___see signs of people.If you’ve explored the area before, keep an eye out for familiar sights—you may be ____30____how quickly identifying a distinctive rock or tree can restore your bearings.Another ____31____: Climb high and look for signs of human habitation.____32____ , even in dense forest, you should be able to ____33____gaps in the tree line due to roads, train tracks, and other paths people carve through the woods. Head toward these breaks to find a way out. At night, scan the horizon for artificial light sources, such as fires and streetlights, then walk toward the glow of light pollution.Finally, assuming you’re lost in an area humans tend to frequent, look for the ____34____we leave on the landscape. Trail blazes, tire tracks, and other features can ____35____you to civilization.21. A. Some B. Most C. Few D. All22. A. put B. take C. run D. come23. A. formally B. relatively C. gradually D. literally24. A. back B. next C. around D. away25. A. onto B. off C. across D. alone26. A. unattractive B. uncrowded C. unchanged D. unfamiliar27. A. site B. point C. way D. place28. A. So B. Yet C. Instead D. Besides29. A. immediately B. intentionally C. unexpectedly D. eventually30. A. surprised B. annoyed C. frightened D. confused31. A. problem B. option C. view D. result32. A. Above all B. In contrast C. On average D. For example33. A. bridge B. avoid C. spot D. separate34. A. memories B. marks C. notes D. belongings35. A. restrict B. adopt C. lead D. exposeSection BDirections: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read(A)Why make a film about Ned Kelly? More ingenious crime than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.The bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to“justice” are afflicted with doubts about their role.The bandits had a role to play as definite as that of the authorities who condemned them. These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules.There robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from. They didn’t steal the peasant’s harvest; they did steal the lord’s.And certain characteristics seem to apply to “social bandits” whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passiverole of peasant.They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits proposed best where authority was merely local —over the next hill and they were free. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “take from the rich and gives to the poor” in conformity with his own sense of social justice; he never kills except in self-defense or justifiable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as of invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors.None of the bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera — Don Jose on “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest,their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.36. Which of the following words is NOT intended to suggest approval of bandits?A. Bold (Para. 1).B. Claimed (Para. 4).C. Legend (Para. 2).D. Loyalty (Para. 4).37. Of the following reasons which is the LEAST likely one for becoming bandits?A. They liked theatrical clothes and behavior.B. They wanted to help the poor country folk.C. They were unwilling to accept injustice.D. They had very few careers open to them.38. “…began their careers harshly victimized” (Par. 9) means that they _____.A. had received excessive ill-treatmentB. were severely punished for their crimesC. took to violence through a sense of injusticeD. were misunderstood by their parents and friends39. What has made bandits suitable as film heroes is that they_____.A. are sure they are invincibleB. possess a theatrical qualityC. retain the virtues of a peasant societyD. protest against injustice and inequality(B)Literary Festivals across the WoldLondon Book FairTime: held annually in April for three daysPlace: London, U.K.The London Book Fair is a part of the London Book & Screen Week.Visitors include anyone who is involved with the creation, distribution, sale or treatment of content.Authors, talent scouts (星探), editors, designers, and digital gurus(领袖人物)all walk thefloor-----meeting, talking, observing, discovering. It’s a great opportunity to meet all kinds ofpeople.BookExpo AmericaTime: held annually on May or June for four daysPlace: various cities in the U.S.Unlike most book fairs, BookExpo America doesn’t have a base city. It moves to different placesevery year —— mostly big cities such as New York, Washington, Los Angles and Chicago.It is the largest gathering in the United States of librarians, booksellers and industry professionals,as well as a great place to discover the latest trends in technology while networking with others in the business, Go to book signing sessions(签书会)with your favorite authors, and participate in panel discussions with top writers while you enjoy breakfast. With hundreds of participating authors, there’s lots to do, see and read.Frankfurt Book FairTime: held annually in October for a weekPlace: Frankfurt, GermanyThe Frankfurt Book Fair is the world’s biggest and oldest book event with more than 500 years of history, yet it never stops developing with time.Thematic tours are provided, during which trade visitors and the general public can learn more about the Frankfurt Book Fair. Led by experts, these topical tours take interested groups to stands and other locations around the fair that are relevant to specific themes, such as educations, science, kids. With our Book Fair app, visitors have the possibility to take a time-independent, thematic tour.Tokyo international Book FairTime: held annually in September for three daysPlace: Tokyo, JapanBeing Asia’s leading book fair, the Tokyo International Book Fair has several sub categories, including the Natural Sciences Book Fair, the Humanities & Social Sciences Book Fair, and the Children’s Book’s Fair.One of the highlights of the event is the e-books expo, which shines a spotlight on the fact that people’s reading habits are switching from printed books to digital books.Besides book products, the newest e-learning software and digital technologies are also presented.40. How is BookExpo America different from the other three book fairs?A. It is held in different cities every year.B. It attracts many famous writers.C. It displays the latest trends in technology.D. It is the longest annual book fair.41. Which book fair providers tours of specific themes?A. The London Book Fair.B. BookExpo America.C. The Frankfurt Book Fair.D. The Tokyo International Book Fair.42. What do we know about the Tokyo International Book Fair?A. It is the most popular book fair in Asia.B. It is a great place for e-book lovers.C. It mainly focuses on natural science books.D. It mainly displays printed books for schools.(C)For years, the U. S. has experienced a shortage of registered nurses. The Bureau of Labor Statistics projects that while the number of nurses will increase by 19 percent by 2022, demand will grow faster than supply, and that there will be over one million unfilled nursing jobs by then.So what's the solution? Robots.Japan is ahead of the curve when it comes to this trend. Toyohashi University of Technology has developed Terapio, a robotic medical cart that can make hospital rounds, deliver medications and other items, and retrieve records. It follows a specific individual, such as a doctor or nurse, who can use it to record and access patient data. This type of robot will likely be one of the first to be implemented in hospitals because it has fairly minimal patient contact.Robots capable of social engagement help with loneliness as well as cognitive functioning, but the robot itself doesn't have to engage directly—it can serve as an intermediary for human communication. Telepresence robots such as MantaroBot, Vgo, and Giraff can be controlled through a computer, smartphone, or tablet, allowing family members or doctors to remotely monitor patients or Skype them, often via a screen where the robot's ' face' would be. If you can't get to the nursing home to visit grandma, you can use a telepresence robot to hang out with her. A 2016 study found that users had a "consistently positive attitude" about the Giraff robot's ability to enhance communication and decrease feelings of loneliness.A robot's appearance affects its ability to successfully interact with humans, which is why the RIKEN-TRI Collaboration Center for Human-Interactive Robot Research decided to develop a robotic nurse that looks like a huge teddy bear. RIBA (Robot for Interactive Body Assistance), also known as ‘Robear', can help patients into and out of wheelchairs and beds with its strong arms.It's important to note that robotic nurses don't decide courses of treatment or make diagnoses (though robot doctors and surgeons may not be far off). Instead, they perform routine and laborious tasks, freeing nurses up to attend to patients with immediate needs. This is one industry where it seems the integration of robots will lead to collaboration, not replacement.43. What does the author say about Japan?A. It delivers the best medications for the elderly.B. It takes the lead in providing robotic care.C. It provides retraining for registered nurses.D. It sets the trend in future robotics technology.44. What do we learn about the robot Terapio?A. It has been put to use in many Japanese hospitals.B. It provides specific individualized care to patients.C. It does not have much direct contact with patients.D. It has not revolutionized medical service in Japan.45. What are telepresence robots designed to do?A. Directly interact with patients to prevent them from feeling lonely.B. Cater to the needs of patients for recovering their cognitive capacity.C. Closely monitor the patients' movements and conditions around the clock.D. Facilitate communication between patients and doctors or family members.46. What can we infer from the last paragraph?A. Doctors and surgeons will soon be laid off.B. The robotics industry will soon take off.C. Robots will not make nurses redundant.D. Collaboration will not replace competition.Section CDirections: Complete the following passage by using the sentences given below. Each sentence can be used only once. Note that there are two more sentences than you need.In a few years you will be able to order a transcript of your entire genetic code for less than $1,000. ___47___ Two different university laboratories have developed tests that will reveal the entirety of a baby’s genetic code using just a blood sample from the mother plus a drop of saliva (唾液) from the father.Prenatal (出生前的) whole-genome sequencing will provide volumes of information beyond the currently available tests exclusively for genetic disorders such as Down’s syndrome or Tay-Saches disease. The three billion units of code furnished in the new tests will also dwarf(使…相形见的) the relative trickle (零散) of information provided by consumer gene-testing services such as 23andMe, which currently look only at perhaps about one million locations in the genome.___48___ Without careful planning, the new prenatal genetics might rob a child of the chance to make decisions best left until adulthood — whether or not to learn, for instance, if a mutation (突变) predicts the inevitability of Huntington’s disease 20 years hence.___49___ Similar laissez faire(放任) action to prenatal whole-genome testing could portend (预示) tragedy.Ultimately certain agency will need to develop a comprehensive policy on prenatal whole genome testing. Bioethics scholars wrote an analysis last summer that calls on the medical community to develop a guide to the most relevant genomic data for future parents. ___50___ Without access to a much higher level of refined expertise, the secrets of our offspring’s genetic code will continue to remain an unnerving cipher — or worse.A. Unfortunately, there aren’t nearly enough trained genetics counselors to handle the coming upsurge in demand for this type of information.B. Adults cannot do much to alter their biological lot, but what if parents could examine their unborn child’s genome?C. Cancer has become the first killer these years. That’s why people tend to take overtreatment with the knowledge of family history.D. Another fear is that a customer without discussing with genetics counselor can receive information via the Internet about a multifold greater risk of breast cancer.E. Another problem arises whether it is moral to choose to stop pregnancy because of the genome problem.F. Attitudes toward child rearing might change along with the new technology.IV Summary Writing51. Directions: Read the following passage. Summarize the main idea and main point(s) of the passage in no more than 60 words. Use your own words as far as possible.'This is crisis teaching': students with disabilities are neglected as coronavirus shuts schoolsHomeschooling your children during the Covid-19 pandemic(流行病) is hard. For parents whose children have a disability, it's a 'herculean(困难的) task'As her mom tells it, Sesame Street(儿童节目) is Aubrey's first and only love. Her affection for the program's cast of puppets, for Elmo in particular, is so aggressive and pure that her parents have to restrict her access to it because she gets so peculiar after watching it.Aubrey, whose real name her parents asked be withheld to protect her privacy, is a 16-year-old student in Los Angeles. As a teenager living with autism(自闭症), routine is the bedrock of her day.But in the days of a spiraling coronavirus crisis, predicting what comes next is all but impossible. “Think about how we are with uncertainty and multiply it by a million. For her not knowing is almost unbearable,” said her father, Pirouz Kavehpour.Today, with 124,000 of the nation's schools closed due to coronavirus, Kavehpour has joined the ranks of millions of parents turned into homeschool teachers overnight – no easy feat for any working parent, but especially challenging for parents whose children have disabilities.It remains unclear when schools across the country will reopen. California officials already indicated they won't restart this academic year and a handful of other states have closed doors until fall. And as classrooms shift to online learning, many of the services guaranteed to the nation's roughly 7 million children with disabilities have been effectively suspended.Federal law promises to give students educational services that address individual needs. But it's unclear when children with disabilities will get the kind of face-to-face help they had been getting at school before.(Adapted from the Guardian BY Jerry)V. TranslationDirections: Translate the following sentences into English, using the words given in the brackets.52. 你应该就你的所作所为向在场的所有人表示歉意。
询问四位老师不同的国籍并做出回答英语作文
询问四位老师不同的国籍并做出回答英语作文Exploring the Diversity of Nationalities Among Four EducatorsIn today's increasingly interconnected world, the opportunity to engage with individuals from diverse cultural backgrounds has become more prevalent than ever before. As an inquisitive student, I was eager to delve into the unique perspectives and experiences of four educators from different nationalities. Through a series of engaging conversations, I gained invaluable insights into the richness that cultural diversity can bring to the educational landscape.The first educator I had the pleasure of speaking with was Mrs. Emilia Fernandez, a passionate Spanish literature professor at a local university. Born and raised in the vibrant city of Madrid, Mrs. Fernandez shared her profound appreciation for the rich literary traditions of her homeland. She eloquently described the captivating works of renowned Spanish authors such as Miguel de Cervantes and Federico García Lorca, and how their writings have profoundlyinfluenced the cultural identity of the Spanish people. Her enthusiasm for her subject matter was palpable, and I found myself captivated by her ability to weave together the historical and social contexts that have shaped the evolution of Spanish literature.Next, I had the opportunity to converse with Mr. Takeshi Nakamura, a respected professor of Japanese history at a prestigious institution. Hailing from the bustling city of Tokyo, Mr. Nakamura provided me with a deep understanding of the intricate tapestry of Japanese culture and its enduring influence on the global stage. He eloquently discussed the significance of traditional Japanese art forms, such as calligraphy and woodblock printing, and how they continue to be celebrated and preserved in contemporary society. Furthermore, he shared his insights into the unique social dynamics and hierarchical structures that have defined Japanese society throughout its rich history, offering a thought-provoking perspective on the cultural nuances that shape the Japanese experience.The third educator I spoke with was Dr. Fatima Khayyam, a renowned expert in Middle Eastern politics and international relations. Born in Tehran, Iran, Dr. Khayyam's wealth of knowledge and personal experiences provided me with a captivating window into the complexities of the Middle Eastern region. She delved into the historical tensions and geopolitical challenges that have shaped the contemporary landscape, highlighting the importance of culturalunderstanding and diplomatic engagement in navigating these intricate issues. Her articulate and well-reasoned analysis challenged my preconceptions and encouraged me to approach global affairs with a more nuanced and empathetic perspective.Finally, I had the privilege of conversing with Mrs. Gabriela Morales, a passionate educator from Brazil who specializes in the field of environmental sustainability. Hailing from the vibrant city of Rio de Janeiro, Mrs. Morales shared her deep-rooted commitment to preserving the natural wonders of her homeland, particularly the breathtaking Amazon rainforest. She eloquently described the delicate balance between economic development and environmental conservation, emphasizing the crucial role that education plays in fostering a sustainable future. Her infectious enthusiasm for her work and her unwavering dedication to making a positive impact on the world left a lasting impression on me, inspiring me to consider how I can contribute to the global effort to protect our planet.Through these engaging conversations with educators from diverse nationalities, I have gained a profound appreciation for the richness and complexity of our world. Each individual's unique cultural background and personal experiences have shaped their perspectives and approaches to their respective fields, offering me a multifaceted understanding of the human experience. This exposure to diverse worldviews has not only broadened my intellectualhorizons but has also instilled in me a deep respect for the inherent value of cultural diversity.As I reflect on these illuminating discussions, I am reminded of the importance of embracing and celebrating the differences that make us human. By engaging with individuals from various nationalities and backgrounds, we have the opportunity to challenge our own assumptions, expand our knowledge, and foster a greater sense of global citizenship. This understanding is not only crucial for personal growth but also essential in addressing the complex challenges facing our interconnected world.In conclusion, the insights I have gained from these four remarkable educators have left an indelible mark on my perspective. Their unique stories and perspectives have inspired me to continue exploring the rich tapestry of human diversity, recognizing that each individual's cultural heritage is a valuable thread that contributes to the vibrant and multifaceted tapestry of our global community.。
小学上册第九次英语第六单元综合卷
小学上册英语第六单元综合卷英语试题一、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.The __________ can help us understand the dynamics of natural systems.2.What is the name of the longest river in North America?A. MissouriB. MississippiC. ColoradoD. Rio Grande3.What do you call a person who repairs cars?A. MechanicB. ElectricianC. PlumberD. Carpenter4.An emu is a flightless _______ (鸟).5.We have a ______ (令人期待的) trip planned for next month.6.What do you call a book of maps?A. DictionaryB. AtlasC. EncyclopediaD. NovelB7.The parrot can speak ______ (简单的) phrases.8.What do we call a group of wolves?A. PackB. SchoolC. FlockD. ClutchA9.The __________ is a large desert located in northern Africa. (撒哈拉沙漠)10.The ______ is a plant that can grow without soil.11.The _____ (舞蹈) is graceful.12.The chemical symbol for neptunium is _____.13. A puppy needs lots of ______ (关爱) and attention.14.The capital of Laos is __________.15.We see _____ (birds) in the sky.16.The ______ (植物生理学) examines how plants function.17.The _____ (strawberry) is sweet.18.The ______ (atmosphere) is essential for life on Earth.19. A turtle has a hard __________ for protection.20.What is the name of the famous space telescope?A. HubbleB. KeplerC. GalileoD. James WebbA21.They are _____ (going/come) to the party.22.The chemical formula for ethylene is _______.23.The _____ (toy) is on the floor.24.The Himalayas continue to rise because of tectonic ______.25.My sister has a ______ in her room.26. A dragonfly is known for its ______ flying ability.27.The _______ (The Harlem Renaissance) celebrated African American culture through art and literature.28.What is the name of the fictional character who wears a red cape and flies?A. BatmanB. SupermanC. Spider-ManD. Iron ManB29.What do we call a person who studies plants?A. BiologistB. BotanistC. ZoologistD. Ecologist30.The discovery of penicillin was made by __________ (亚历山大·弗莱明).31.I love ________ (旅行) to new places.32.What is 10 + 5?A. 12B. 13C. 15D. 1633.What is the name of the famous artist known for his starry night paintings?A. Vincent van GoghB. Pablo PicassoC. Claude MonetD. Henri MatisseA Vincent van Gogh34. A _______ is a measurement of how much solute is present in a solution.bustion of hydrocarbons produces _____ (carbon dioxide and water).36.__________ are used in the production of rubber.37. A non-metal is generally a poor ______ of heat.38.What is a baby sheep called?A. CalfB. KidC. LambD. FoalC39.What is the main purpose of a toothbrush?A. To wash handsB. To brush teethC. To comb hairD. To clean shoes40.We are going to the ___ today. (park)41.What is the main language spoken in Brazil?A. SpanishB. FrenchC. PortugueseD. EnglishC42.What do we call the place where we can see animals?A. ZooB. AquariumC. FarmD. Garden43.I enjoy taking care of my _______ (小宠物).44.This ________ (玩具) is perfect for all ages.45.My family loves to __________ on vacations. (旅行)46. A molecule made of two different elements is called a ______.47.The ________ was a famous historical figure in India.48.What color are strawberries?A. BlueB. RedC. GreenD. YellowB49.My sister loves to __________ (听音乐) while studying.50.The process of fermentation can produce __________ and alcohol.51.What is the name of the famous character who goes on adventures in Neverland?A. Peter PanB. WendyC. Tinker BellD. Captain Hook52.The chemical formula for ethanol is __________.53.__________ are important for the ecosystem because they pollinate flowers.54.The ________ (根部) anchors the plant in the soil.55.The river is ___ (flowing) gently.56.Which animal is known for its ability to change color?A. ChameleonB. FrogC. OctopusD. Both A and C答案:D57.The trees in the _______ provide shade and a comfortable place to relax.58.What is the capital of Egypt?A. CairoB. AlexandriaC. LuxorD. GizaA59.The unit of measure for the amount of substance is the ______.60.What do you call a baby quail?A. ChickB. GoslingC. KitD. Calf61.What is the name of the famous detective created by Arthur Conan Doyle?A. Hercule PoirotB. Sherlock HolmesC. Miss MarpleD. Sam Spade62.What do we call the person who plays music?A. ArtistB. MusicianC. ChefD. Author63.What is the largest land animal?A. RhinoB. GiraffeC. African ElephantD. Hippopotamus64. A __________ is a type of animal known for its loyalty to humans.65.The ancient Egyptians practiced ________ to connect with their gods.66.The unit of measure for pressure is the ______.67.The first electronic computer was created in _______. (1940年)68.The chemical formula for sodium chloride is ________.69.I love playing with my toy ______ (火车). It goes ______ (快速) on the tracks.70.What do you call a large body of land surrounded by water?A. IslandB. PeninsulaC. ContinentD. MountainA71.I see a _______ climbing a tree (我看到一只_______爬树).72. A ______ is a natural formation that can be explored.73.The chemical formula for silicate is ______.74.The owl is ______ (silent) at night.75.The Earth has many layers, including the ______ and the crust.76. A _____ (种植床) is a great way to start gardening.77.What do we call the center of the Earth?A. CoreB. MantleC. CrustD. SurfaceA78.What do bees make?A. HoneyB. MilkC. BreadD. ButterA79.I think that sharing experiences can strengthen our __________.80.We enjoy _____ with our friends. (playing)81.The concert was _______ (精彩的).82.What do you call a young lion?A. CubB. KitC. PupD. FawnA83.What is the capital of Greece?A. AthensB. ThessalonikiC. CreteD. Rhodes84.We learn about ______ (数学) in school.85.Which one is used for swimming?A. BoatB. BicycleC. AirplaneD. TrainA86.What do you call the place where you keep your clothes?A. KitchenB. BedroomC. ClosetD. Bathroom87.What do you call a scientist who studies rocks?A. BiologistB. ChemistC. GeologistD. PhysicistC Geologist88.My dog has a fluffy _______ (毛发).89.The frog leaps from _______ (石头) to stone.90.We need to _____ (buy/sell) more fruits.91.The process of crystallization separates solids from ______.92.ts produce ______ (种子) that float on water. Some pla93.Which animal is known for having a pouch?A. BearB. KangarooC. LionD. ElephantB94.How many days are in February in a leap year?A. 28B. 29C. 30D. 31B95.The owl's silent flight helps it catch ______ (猎物).96.How many continents are there in the world?A. 5B. 6C. 7D. 8C97.How many hours are in a day?A. 12B. 24C. 36D. 4898.The dog chased the ______.99.What is the term for a baby kangaroo?A. CubB. CalfC. JoeyD. KitC100.I like to _____ (collect) stickers.。
报考北外综评的英文自我介绍范文中英文对照
报考北外综评的英文自我介绍范文中英文对照I am honored to have the opportunity to apply for the Comprehensive Evaluation of Beijing Foreign Studies University. As a dedicated and passionate student with a strong interest in language, culture, and international affairs, I believe I possess the necessary qualifications and personal qualities to thrive in this prestigious institution.My academic journey has been marked by a steadfast commitment to excellence. From a young age, I have been captivated by the power of language and its ability to bridge cultures and facilitate cross-cultural understanding. This fascination has driven me to continuously challenge myself and strive for academic excellence. Throughout my educational pursuits, I have consistently maintained a stellar academic record, earning top grades and accolades that attest to my intellectual capabilities.One of the defining aspects of my academic profile is mymultilingual proficiency. In addition to my native language, I am fluent in English and Mandarin Chinese, and I have a working knowledge of Spanish. This linguistic versatility has not only enriched my personal experiences but also enabled me to engage with diverse communities and perspectives. I have had the privilege of participating in various language exchange programs, where I have honed my communication skills and gained a deeper appreciation for the nuances of different cultures.Beyond the realm of academics, I have been actively involved in extracurricular activities that have further developed my leadership skills, teamwork abilities, and social awareness. As the president of my school's Model United Nations club, I have had the opportunity to collaborate with peers from various backgrounds, organize conferences, and engage in thought-provoking discussions on global issues. This experience has not only enhanced my public speaking and negotiation skills but has also instilled in me a profound sense of social responsibility and a desire to contribute to the betterment of the world.Additionally, I have been involved in community service initiatives that have allowed me to make a tangible impact on the lives of others. From organizing food drives to volunteering at local shelters, I have gained a deeper understanding of the challenges faced by marginalized communities and the importance of empathy,compassion, and civic engagement. These experiences have further solidified my commitment to using my skills and knowledge to make a positive difference in the world.My passion for international affairs and global issues has also been a driving force in my academic and extracurricular pursuits. I have a keen interest in understanding the complexities of geopolitics, the dynamics of international relations, and the role of diplomacy in addressing pressing global challenges. To this end, I have actively participated in research projects and discussions that have allowed me to delve deeper into these topics and develop a nuanced perspective on the interconnected nature of our world.Ultimately, my academic achievements, linguistic proficiency, leadership experience, and commitment to social responsibility have all contributed to my strong desire to pursue my higher education at Beijing Foreign Studies University. I am drawn to the university's reputation for excellence in language education, its vibrant international community, and its commitment to fostering global citizenship. I am confident that the comprehensive evaluation process will provide me with the opportunity to demonstrate my qualifications and my deep-rooted passion for the fields of language, culture, and international affairs.If given the privilege to join the esteemed community of BeijingForeign Studies University, I am eager to immerse myself in the rigorous academic curriculum, engage in stimulating discussions with my peers, and take advantage of the numerous opportunities for personal and professional growth. I am committed to making the most of my time at the university, not only by excelling in my studies but also by actively contributing to the campus community through my involvement in student organizations, cultural exchange programs, and research initiatives.Moreover, I am driven by a desire to use my education to make a positive impact on the world. Upon completing my studies at Beijing Foreign Studies University, I aspire to pursue a career in diplomacy, international organizations, or cross-cultural communication, where I can leverage my linguistic skills, cultural awareness, and global perspective to foster greater understanding and cooperation among nations. Ultimately, my goal is to become a passionate and effective advocate for international cooperation, sustainable development, and the promotion of peace and human rights.In conclusion, I firmly believe that my academic achievements, extracurricular involvement, and personal qualities make me an ideal candidate for the Comprehensive Evaluation of Beijing Foreign Studies University. I am deeply committed to the university's mission and values, and I am confident that I can make a meaningful contribution to the campus community and beyond. I am eager toembark on this transformative educational journey and to play a role in shaping a more interconnected and harmonious world.。
罗马假日观后感英文
罗马假日观后感英文Roman Holiday is a classic romantic comedy film directed by William Wyler. Released in 1953, the movie stars Audrey Hepburn and Gregory Peck in the lead roles. As a fan of the film, I would like to share my thoughts and reflections on the movie.Set in Rome, the story revolves around Princess Ann (Audrey Hepburn), who is on a royal visit but feels trapped by her duties and responsibilities. She longs for freedom and a chance to experience life outside the confines of her royal lifestyle. One night, she sneaks out of her embassy and encounters an American journalist named Joe Bradley (Gregory Peck). Unaware of her true identity, Joe offers to show her around Rome and together they embark on an adventurous and heartwarming journey.One of the aspects that struck me the most about Roman Holiday is the enchanting performances of the cast, especially Audrey Hepburn. This was Hepburn's breakthrough role, and she shines throughout the film with her grace, elegance, and incredible screen presence. Her innocence and vulnerability make her character relatable and endearing. Gregory Peck's portrayal of Joe Bradley is equally captivating, as he displays a combination of charm, wit, and genuine care for Princess Ann.The chemistry between Audrey Hepburn and Gregory Peck is undeniable. Their on-screen dynamics bring a sense of magic and authenticity to the film. As the story progresses, their connection deepens, and it becomes evident that their encounter in Rome is destined to be a life-changing experience for both of them. The tender moments shared between the two characters are heartwarming and filled with genuine emotion.Apart from the captivating performances, the film's visual aesthetics and cinematography are also praiseworthy. Rome serves as a breathtaking backdrop for the unfolding of the story. The iconic locations such as the Colosseum, the Spanish Steps, and the Roman Forum add to the film's charm and grandeur. The black and white cinematography enhances the elegance and timeless beauty of the film, allowing the audience to appreciate the city's architectural wonders and romantic atmosphere.The storyline of Roman Holiday is a beautiful blend of romance, comedy, and a touch of melancholy. It encapsulates the desire for freedom, the need for genuine human connections, and the bittersweet nature of life. Princess Ann's journey from a sheltered and restrained life to a day of pure spontaneity and joy is both inspiring and thought-provoking. The film explores themes of self-discovery, sacrifice, and the fleeting nature of happiness.Additionally, the supporting characters in Roman Holiday add depth and flavor to the narrative. Eddie Albert's portrayal of Irving, Joe's photographer friend, provides comedic relief and contributes to the overall light-heartedness of the film. The interaction between Irving and Princess Ann showcases the stark contrast between their respective worlds and serves as a reminder of the sacrifices and responsibilities that come with royalty.Roman Holiday is not just a simple love story; it is a reflection of the human desire for freedom and the courage to break away from societal expectations. It reminds us of the importance of embracing moments of spontaneity and finding joy in the simple pleasures of life. The film capturesthe essence of the Roman spirit, emphasizing the importance of living in the present and cherishing the beauty that surrounds us.In conclusion, Roman Holiday is a timeless masterpiece that continues to captivate audiences even decades after its release. With its enchanting performances, captivating storyline, and picturesque setting, the film remains a classic in the romantic comedy genre. Hepburn and Peck's chemistry, along with the film's exploration of themes such as freedom, sacrifice, and self-discovery, make it a must-watch for any lover of cinema. Roman Holiday is a delightful cinematic experience that leaves a lasting impression and reminds us of the power of love, adventure, and the beauty of life itself.。
卡门英语版读后感
卡门英语版读后感精选英文卡门英语版读后感:"Carmen": A Journey of Passion, Rebellion, and TragedyReading "Carmen," the classic novella by Prosper Mérimée, has been a profound experience that left me pondering the complexities of human nature and the inevitable clash between individual desires and societal norms. The story, set against the backdrop of Spain's vibrant and tumultuous society, follows the fateful love affair between Joséand Carmen, a tale that transcends time and continues to captivate readers worldwide.From the very first pages, Mérimée's writing lures the reader into a world of intrigue and passion. Carmen, the protagonist, is a character unlike any other. She is a fiery, free-spirited gypsy woman who defies convention at every turn. Her rebellious nature is both alluring and dangerous, as she lives life on her own terms, unapologetic and unafraid. Her honesty, independence, and bravery are admirable qualities, yet they are often overshadowed by her vices: her promiscuity, vanity, and ruthlessness.As I delved deeper into the story, I found myself oscillating between admiration and disgust for Carmen. Her boldness and unwavering pursuit of freedom resonated deeply with me, but her callous disregard for the feelings of others, particularly José, was difficult to reconcile. Carmen's love for Joséis intense but fleeting, a reflection of her restless spirit that refuses to be tamed. Her rejection of societal constraints and societal expectations makes her a fascinating figure, but also a tragic one.José, on the other hand, undergoes a profound transformation throughout the story. Froma law-abiding soldier to a desperate, jealous lover, José's descent into madness is both heartbreaking and inevitable. His love for Carmen is all-consuming, but it is also his downfall. As he becomes increasingly consumed by jealousy and possessiveness, he loses sight of his own values and integrity, ultimately leading to Carmen's tragic demise.The novella's exploration of the dynamics between love, desire, and power is both thought-provoking and unsettling. Carmen's refusal to conform to societal expectations and her relentless pursuit of freedom make her a symbol of resistance against oppression and conformity. However, her actions also highlight the destructive consequences of unchecked desire and the dangers of allowing oneself to be consumed by passion.Moreover, Mérimée's portrayal of the Spanish society of the time adds a rich cultural context to the story. The vivid descriptions of Seville's bustling streets, the vibrant gypsy community, and the passionate flamenco dances bring the setting to life, making the reader feel as if they are right there, witnessing the events unfold.In conclusion, "Carmen" is a masterpiece of literature that explores the complexities of human nature and the conflicts between individual desires and societal norms. Mérimée's nuanced portrayal of Carmen and José, as well as his vivid descriptions of the Spanish society, make this novella a timeless classic that continues to captivate readers worldwide. Reading "Carmen" has been a journey of passion, rebellion, and tragedy, and I am grateful for the opportunity to have experienced it.中文对照翻译:《卡门》:激情、反抗与悲剧之旅阅读普罗斯珀·梅里梅的经典中篇小说《卡门》是一次深刻的经历,让我思考了人性的复杂性以及个人欲望与社会规范之间不可避免的冲突。
英语高中作文推荐信名胜古迹
英语高中作文推荐信名胜古迹As a high school English teacher, I have had the pleasure of witnessing the growth and development of many talented students over the years. Today, I am writing to recommend a few famous historical sites that I believe would be perfect topics for your next high school English essay.The first historical site that I highly recommend is the Great Wall of China. This ancient wonder of the world spans over 13,000 miles and is a testament to the ingenuity and determination of the Chinese people. The Great Wall not only served as a defensive fortification against invasions but also played a significant role in shaping China's rich history and culture. Students can explore the architectural marvels of the Great Wall and delve into the stories of the soldiers and laborers who dedicated their lives to its construction.Another fascinating historical site to consider is the Acropolis of Athens in Greece. This iconic hilltop citadel is home to several ancient ruins, including the Parthenon, Erechtheion, and Temple of Athena Nike. The Acropolis is a symbol of classical Greek civilization and showcases the architectural brilliance of the ancient Greeks. Students can research the history of the Acropolis, its cultural significance, and the myths and legends that surround this sacred site.For students interested in Roman history, I recommend exploring the Colosseum in Rome, Italy. This massive amphitheater was once the epicenter of gladiatorial combat and public spectacles in ancient Rome. The Colosseum is a symbol of Roman engineering prowess and provides valuable insights into the social and political dynamics of the Roman Empire. Students can analyze the significance of the Colosseum in Roman society, its architectural features, and the impact of gladiatorial games on the populace.Lastly, I suggest considering Machu Picchu in Peru as a topic for your high school English essay. This ancient Incan citadel is nestled high in the Andes Mountains and offers breathtaking views of the surrounding landscape. Machu Picchu is a UNESCO World Heritage Site and a testament to the advanced engineering and architectural skillsof the Incan civilization. Students can explore the mysteries of Machu Picchu, its cultural significance, and the impact of Spanish conquest on the Incan Empire.In conclusion, these famous historical sites offer a wealth of opportunities for high school students to delve into the rich tapestry of world history and culture. By researching and writing about these iconic landmarks, students can gain a deeper appreciation for the achievements of past civilizations and broaden their understanding of the world around them. I hope you find these recommendations inspiring and look forward to reading the insightful essays that your students will produce.。
介绍朋友的英语作文大学
介绍朋友的英语作文大学In the heart of our bustling city lies a university that is not only a beacon of knowledge but also a melting pot of diverse cultures. Here, amidst the verdant campus and the towering halls of learning, I have the pleasure of introducing you to a friend of mine, who is as much a part of this vibrant community as the institution itself.My friend, whose name is Alex, is a senior pursuing a degree in International Relations. He is a testament to the university's commitment to fostering global citizens. With his roots in Spain, Alex has brought a unique perspective to our discussions, often providing insights that are as enlightening as they are thought-provoking.Alex is known for his infectious enthusiasm and his ability to connect with people from all walks of life. Hisproficiency in multiple languages, including English, French, and Spanish, has made him a valuable member of our study groups. He often volunteers to help international students with their language skills, a gesture that has endeared him to many.In the classroom, Alex is a diligent student, always eager to engage in debates and discussions. His essays are well-researched and articulate, reflecting his passion for understanding the intricate dynamics of global politics. Outside the academic sphere, he is an active participant inthe university's Model United Nations, where he has honed his public speaking and diplomacy skills.What sets Alex apart is his genuine interest in the well-being of others. He is often seen volunteering at local community centers, assisting in various outreach programs. His empathy and kindness have not gone unnoticed, and he has been recognized with several awards for his contributions to the community.In his free time, Alex enjoys exploring the city's rich history and culture. He is a voracious reader and a keen photographer, capturing the essence of the places he visits. His photos, often shared on the university's social media, have become a source of pride for the institution.In conclusion, Alex embodies the spirit of our university. He is a friend, a scholar, and a leader, whose presence enriches the lives of those around him. His journey at the university is a narrative of growth, learning, and friendship, a story that is as inspiring as it is representative of the diverse and dynamic student body that calls this university home.。
制作扇子英语作文5句简单
制作扇子英语作文5句简单The Art of Crafting Fans: A Timeless TraditionFans have been an integral part of human civilization for centuries, serving not only as practical tools for cooling but also as artistic expressions of cultural heritage. The art of fan-making, a time-honored tradition in many parts of the world, has evolved over the years, reflecting the ingenuity and creativity of artisans who have dedicated their lives to preserving this unique craft.At the heart of this art lies the intricate process of fan-making, a delicate dance between materials, techniques, and the artist's vision. From the selection of the finest materials, such as delicate papers, bamboo, or silk, to the meticulous folding and shaping of the fan's structure, each step requires a keen eye for detail and a deep understanding of the craft.One of the most captivating aspects of fan-making is the diversity of styles and designs that have emerged across different cultures. In Japan, the art of sensu (folding fans) has been elevated to a highlevel of sophistication, with each fan reflecting the artist's mastery of form, color, and symbolism. The intricate patterns and motifs adorning these fans often depict scenes from nature, mythological creatures, or the changing seasons, imbuing each piece with a profound sense of cultural identity.Similarly, in China, the art of hand-held fans has been a cherished tradition for centuries, with the most renowned examples showcasing the remarkable skill of the artisans. These fans, often adorned with calligraphic inscriptions or delicate paintings, have become not only functional objects but also prized collectibles, sought after by art enthusiasts and connoisseurs around the world.The art of fan-making is not limited to the East, however. In Spain, the tradition of abanico (folding fans) has flourished, with each region developing its own distinct style and techniques. From the ornate, lace-adorned fans of Seville to the more understated, yet equally captivating, designs of Catalonia, the Spanish fan-making tradition has left an indelible mark on the global landscape of this art form.Beyond their aesthetic appeal, fans have also played a significant role in the social and cultural history of various societies. In the 18th and 19th centuries, the use of fans became a subtle yet powerful form of communication, with women using the movements and positioningof their fans to convey messages, flirt, or even express political allegiances. This "language of the fan" was a complex and nuanced form of expression, reflecting the intricate social dynamics of the time.Today, the art of fan-making continues to captivate and inspire, with artisans around the world dedicated to preserving and evolving this timeless tradition. From the intricate, hand-painted fans of Japan to the delicate, lace-adorned creations of Spain, each fan is a testament to the enduring power of human creativity and the enduring allure of this versatile and elegant accessory.As we delve into the rich history and diverse cultural expressions of fan-making, we are reminded of the enduring beauty and significance of this art form. Whether used for practical purposes or as a means of artistic expression, fans continue to hold a special place in the hearts and minds of people around the world, serving as a reminder of the enduring human capacity for innovation, craftsmanship, and the preservation of cultural heritage.。
关于边塞诗人的作文
关于边塞诗人的作文English Answer:Borderland poets, as the name suggests, are poets who live on the border, experiencing and expressing the unique cultural, social, and linguistic dynamics of their liminal position. They often navigate multiple languages, cultures, and identities, and their work reflects this complex tapestry of influences. Borderland poets often explore themes of migration, displacement, identity, and the search for home. They may write in multiple languages, code-switching between them, or create new hybrid languages to reflect their lived experiences. Their work can be a powerful voice for marginalized communities, giving expression to the often-unheard stories and perspectives of those living on the borders.One of the most well-known examples of borderlandpoet ry is the work of Gloria Anzaldúa, a Chicana feminist writer. In her book "Borderlands/La Frontera: The NewMestiza," she explores the complex cultural and linguistic landscape of the US-Mexico border. She writes in both English and Spanish, code-switching between the two languages to reflect her own bilingual experiences.Anzaldúa's work celebrates the hybrid and fluid nature of borderland identities, challenging traditional notions of race, gender, and nationality.中文回答:边塞诗人,顾名思义,是指生活在边疆地区的诗人,他们经历并表达了其临界位置独特的文化、社会和语言动态。
英语作文第一第二
英语作文第一第二### 英语作文:第一篇As the leaves began to turn golden and the air carried a crispness that only autumn could offer, I found myself standing at the entrance of my new high school. It was the first day, a day that would be etched in my memory for years to come.The school building loomed before me, a symbol of new beginnings and unexplored territories. My heart pounded in anticipation, a mixture of excitement and nervousness. I clutched my schedule tightly, a roadmap to my new life.Entering the bustling hallway, I was greeted by a cacophony of voices, each one belonging to a fellow student, all navigating the maze of corridors. I spotted a group of students huddled together, laughing and chatting, their faces a blend of familiarity and newness. I took a deep breath and approached them, my first step in making new friends.My first class was English Literature, and it was here that I met Mrs. Thompson, a teacher whose passion for words was infectious. She spoke of the power of literature to transport us to different worlds and to understand the human condition.Her words resonated with me, igniting a spark of curiosity within me.Lunchtime was a whirlwind of activity. The cafeteria was asea of faces, each one a potential friend or ally. I found a quiet corner and sat down, observing the dynamics of this new environment. It was then that I was approached by a girl with a friendly smile. She introduced herself as Emily and invited me to join her group. It was a moment of connection that Iwill always cherish.As the day drew to a close, I left the school with a sense of accomplishment. I had survived my first day, made new friends, and discovered a love for English Literature. It was the beginning of a journey that would shape me in ways I couldnot yet imagine.### 英语作文:第二篇Title: The Adventure of Learning a New LanguageMy journey into the world of a new language began with asingle word: "Hola." It was a simple greeting, yet it opened the door to a vast and exciting universe of Spanish.The decision to learn Spanish was not taken lightly. It was a commitment to immerse myself in a new culture, to understandits nuances, and to communicate with its people. I started with the basics, memorizing verbs and nouns, practicing pronunciation, and grappling with the intricacies of grammar.My first encounter with the language was in a classroom, where the walls were adorned with posters of Spanish-speaking countries, and the air was filled with the sounds of laughter and learning. Our teacher, Señora Garcia, was a native speaker with a warm smile and a patient demeanor. She encouraged us to speak, to make mistakes, and to learn from them.As the weeks turned into months, my vocabulary grew, and so did my confidence. I began to understand the beauty of the language, its rhythm, and its expressiveness. I started watching Spanish films, listening to music, and even attempting to read short stories.One of the most rewarding experiences was my first trip to Spain. It was there that I truly felt the fruits of my labor.I was able to order food at a restaurant, ask for directions, and engage in simple conversations with locals. Their smiles and nods of approval were the best rewards I could have asked for.Learning a new language is not just about acquiring a skill; it's about opening oneself to new experiences, new cultures, and new perspectives. It's an adventure that has enriched my life in ways I could never have anticipated.这两篇英语作文分别以“第一篇”和“第二篇”为标题,分别讲述了作者在学校的第一天和学习新语言的冒险经历。
认识吉他的英语作文
认识吉他的英语作文Title: Getting Acquainted with the Guitar。
Introduction:Learning to play the guitar is an exciting journey that opens up a world of music and creativity. Whether you're a beginner or an experienced player, the guitar offersendless opportunities for expression and enjoyment. In this essay, we will explore the different aspects of getting acquainted with the guitar, from its history andconstruction to basic playing techniques and tips for improvement.History of the Guitar:The guitar has a rich history that dates back centuries. Its origins can be traced to ancient civilizations such as the Greeks, Romans, and Egyptians, who all had stringed instruments similar to the modern guitar. However, it wasin Spain during the 15th century that the guitar, as we know it today, began to take shape. The Spanish guitar, with its distinctive shape and sound, quickly gained popularity across Europe and eventually the world.Construction of the Guitar:Understanding the construction of the guitar is essential for anyone looking to master the instrument. The guitar consists of several main parts, including the body, neck, fretboard, and strings. The body of the guitar is typically made of wood and is hollow to amplify the sound produced by the strings. The neck is attached to the body and contains the fretboard, where the player presses down on the strings to produce different notes. The strings are stretched along the length of the neck and are plucked or strummed to create music.Basic Playing Techniques:Learning basic playing techniques is the first step in becoming proficient on the guitar. One of the fundamentaltechniques is fretting, which involves pressing down on the strings with your fingertips to produce different notes. Proper finger placement and pressure are crucial for achieving clear and accurate tones. Another essential technique is picking or strumming, where you use a pick or your fingers to pluck the strings. Mastering the art of picking and strumming allows you to control the rhythm and dynamics of your playing.Tips for Improvement:Improving your guitar skills requires practice, patience, and dedication. Here are some tips to help you along the way:1. Practice regularly: Set aside time each day to practice playing the guitar. Consistent practice is key to improving your skills and mastering new techniques.2. Learn from others: Take advantage of resources such as online tutorials, instructional books, and lessons from experienced players. Watching and learning from others canprovide valuable insights and inspiration.3. Experiment with different styles: Explore a variety of musical styles and genres to expand your repertoire and develop your own unique sound. Whether it's blues, rock, jazz, or classical, experimenting with different styles can help you grow as a musician.4. Be patient: Learning to play the guitar takes time and effort, so be patient with yourself as you progress. Don't get discouraged by setbacks or challenges along the way. Keep practicing and stay focused on your goals.Conclusion:In conclusion, getting acquainted with the guitar is a rewarding journey that offers endless possibilities for musical expression and creativity. By understanding its history and construction, mastering basic playing techniques, and following tips for improvement, you can unlock the full potential of this versatile instrument. Whether you're strumming chords around a campfire orperforming on stage, the guitar has the power to bring joy and inspiration to both players and listeners alike. So pick up your guitar, start practicing, and let the music begin!。
my subjects英语作文
my subjects英语作文Title: My Subjects。
In my academic journey, subjects play a crucial role in shaping my knowledge and skills. Each subject offers a unique perspective and set of challenges, enriching my understanding of the world. Let me delve into the significance of my subjects and how they contribute to my overall development.First and foremost, English is a cornerstone of my education. It not only provides me with essential communication skills but also opens doors to a vast worldof literature, culture, and ideas. Through studying English, I enhance my reading, writing, and critical thinking abilities, which are indispensable in both academic andreal-life situations. Moreover, proficiency in English enables me to connect with people from diverse backgrounds and access a wealth of information available in this global language.Mathematics is another subject that holds immense importance in my academic journey. It cultivates logical reasoning, problem-solving skills, and precision in thinking. Whether it's algebra, geometry, or calculus, each branch of mathematics equips me with tools to analyze complex situations and find optimal solutions. Furthermore, mathematics serves as a foundation for various fields such as science, engineering, and economics, making it indispensable for pursuing higher studies and career opportunities.Science subjects, including physics, chemistry, and biology, provide a deeper understanding of the natural world and its phenomena. Through practical experiments and theoretical studies, I explore the laws governing the universe, the composition of matter, and the intricacies of life processes. These subjects not only stimulate my curiosity but also foster a scientific mindset characterized by observation, experimentation, and evidence-based reasoning. Additionally, science subjects offer practical applications in fields like medicine,technology, and environmental conservation, making them relevant to addressing real-world challenges.Social sciences such as history, geography, and economics offer insights into human societies, cultures,and interactions. By studying historical events, geographical features, and economic systems, I gain a broader perspective on the dynamics of the world. These subjects help me comprehend the past, analyze the present, and anticipate future trends, thereby enhancing mydecision-making abilities and global awareness. Moreover, social sciences foster empathy, tolerance, and appreciation for diverse perspectives, essential qualities for effective citizenship and global cooperation.Languages other than English, such as Spanish, French,or Mandarin, broaden my cultural horizons and facilitate cross-cultural communication. Learning a foreign language not only allows me to connect with people from different parts of the world but also enhances my cognitive abilities, including memory, multitasking, and problem-solving. Moreover, proficiency in multiple languages opens upopportunities for international travel, study abroad programs, and global career prospects, making it a valuable asset in today's interconnected world.In conclusion, each subject in my academic curriculum contributes uniquely to my personal and intellectual growth. From English to mathematics, from science to social sciences, and from foreign languages to arts, each subject enriches my understanding of the world and equips me with essential skills and knowledge. By embracing the diversityof subjects, I embark on a journey of lifelong learning and discovery, ready to face the challenges and opportunities that lie ahead.。
《国际景观游戏手册》说明书
Landscape Game ManualIn English, French, Spanish and Bahasa IndonesiaBrings to you the dynamics of land use competition,policy measures and sustainability of a landscapeThe Landscape Game was developed by Herry Purnomowith contributions from Philippe Guizol, Levania Santoso, Edwin Yulianto, Agung Prasetyo, San Afri Awang, Wahyu Wardhana, Gil A. Mendoza, Forestry postgraduate students of Bogor Agricultural University and European Union funded “Levelling the Playing Field” (2004-2007) project members.The game art contributors are Komarudin, Catur Wahyu, Gideon Suharyanto and Eko Prianto.Copyright © 2008 by CIRAD and CIFORLandscape Game3 IntroductionThe game operates on a landscape, which is a mosaic of various land cover and land use patches that work as an ecosystem. The aim of managing the landscape, comprises a forest core, forest edge and mosaic land, is to sustain its ecological, social and economic functions. In this game, players can adapt to other players’ actions and strategies. Through this game, stakeholders can experiment with the likely impacts of human actions in a landscape where competing land uses and policy dynamics interact. Policy makers can learn how to maintain and improve the sustainability and productivity of a landscape by using various policy instruments, e.g., rules, taxes, incentives and disincentives. This learning process can change the players’ perceptions of landscape use, conservation and development.This game can be used to introduce players to a variety of concepts such as landscape conservation, development, environmental services, investment alternatives, trade among players, competition, collaboration and the “Nash equilibrium”1. The game combines concepts of Monopoly, SimCity, American Farmer, Snake and Ladder, cellular automata, game theory and genetic algorithms. The game challenges rational players to maximize their revenues, while at the same time taking care of the ecological and social conditions, which are indicated among other factors by landscape diversity, carbon sequestration and job creation. Players who play to benefit these indicators will be rewarded at the end of the game. This game can be played by adults by applying all the game rules and features or by kids by simplifying the game rules e.g. playing without the government role.How to Play1. Three to six persons can play. Players decide who will be landusers (two to four persons), the banker (one person) and the policy maker or government (zero or one person). The roles of banker and government can be played by the same person. 1“Nash equilibrium” a state in which each player’s decision or strategy is optimal given the other players’ decisions or strategies.4Landscape GamePlayers agree how long to play. Recommended time of play is60 minutes, but participants playing for the first time may need90 minutes to complete the game.2. The banker distributes initial funds of 100 points to each player(we use ‘Þ’ for points). The government holds limited funds,e.g., Þ200, to make its policy work. Players and governmentmay hire advisers (consultants) and they may borrow money. The banker determines the rates. During the game, non-government organization activists, scientists and other stakeholders, based on their own interests, can advocate ideas and try to influence other players’ decisions when they are acting as the government or the banker.3. Initially, players are randomly located by tossing dice onto thelandscape, which is divided into randomly scattered patches numbered from 1 to 100. Players begin from the patches in which their die lands. Each move is driven by the cumulative points of three dice bearing the values 1 to 6. If a player tosses three sixes, producing 18 steps, then the player deserves to move once more. Players move towards patch no. 100, and then restart from patch no. 1, until the agreed time period of play is completed.4. When a player arrives at a patch, various investments can bemade according to patch type (e.g., forest core (dark green), forest edge (light green) and mosaic land (yellow)). Each investment creates a cost at the beginning and provides return after a certain time (Table 1). The banker, with help of a market adviser, for instance, can change the investment costs and returns to meet the projected market of the products and services. Certain patches are reserved for mining and drinking water investments. At the patches of ‘fire’ (37, 80) and ‘landslide’ (43), the players will be charged. At the patch of ‘sustainability fund’ (18, 84), and ‘storm’ (48), the player will take a card from a stack of fund and threat cards.5. Players can invest not only at the patch they are located, butalso at any of the eight adjacent patches, if these have not yet been appropriated by another player.6. The player pays the investment cost to the banker and receivesa property certificate listing type of investment, cost, return andhypothec. The player puts a mark, provided by the banker, onLandscape Game5 the landscape patch. Players openly display all their certificates for other players to see. Players can sell their certificates as hypothec to the bank. Players may rebuy their certificate at Þ10 higher than the written hypothec.7. The banker pays investment return to the player after eachcompletion of the cycle. The player completes a cycle when they have progressed from a specific patch through to patch no. 100 and passes by this patch again (100 steps). Certain investment needs to be re-invested to sustain the return.Second and consecutive investments by the same player ona given patch generally are Þ5 lower than the first investmentdue to the existence of infrastructure. Investment on ecotourism gets a return when another player lands on that patch.8. A player located adjacent to an investment property cannegotiate with the owner to buy that property.9. The government observes players’ behaviour and assesseslandscape changes. The government can deliver policy, investment incentives and rules that apply to all players.Although players can lobby the government for specific policies, the government must be fair to all players.10. At the end of the game:•Players count their cash and tally asset values.•The government may give awards to environmental friendly good players.•The player who collects the most money (including cash, assets and awards) wins.•The banker tallies all players’ money to determine players’ productivity and to quantify the gap between the ‘richest’and the ‘poorest’.•Participants discuss what lessons can be learned from the game, including the best strategy to win, policiesfor managing a landscape, and the art and science ofcompetition, collaboration and productivity. AcknowledgementThe game was primarily developed under the European Union funded project of Levelling the Playing Field: fair partnership for local development to improve the forest sustainability in Southeast6Landscape GameAsia(2003–2007). Centre de coopération internationale en recherche agronomique pour le développement (CIRAD) and Center for International Forestry Research (CIFOR) managed this project with three partners, i.e., Gadjah Mada Univerisity (UGM) Indonesia, University of the Philippines Los Baños (UPLB) and Universiti Putra Malaysia (UPM). Postgraduate students of the Faculty of Forestry of Bogor Agricultural University (IPB) year 2007 contributed to the concept and early development of this game.For further information please contactDr. Herry Purnomo (*******************) orRosita Go (**************)Center for International Forestry Research (CIFOR)Jalan CIFOR, Situ GedeBogor 16115, IndonesiaTel. 62-251-622622Fax. 62-251-622100Landscape Game7T a b l e 1. I n v e s t m e n t p a y o f f s a n d c o n d i t i o n sT y p e o f a r e aP o s s i b l e i n v e s t m e n tC o s t 1(Þ)R e t u r n (Þ)H y p o t h e c (Þ)A s s e t v a l u e (Þ)T i m e p e r i o d t o g e t r e t u r n C o n d i t i o n s F o r e s t c o r e /F o r e s t e d g eE c o t o u r i s m 10257W h e n e v e r a n o t h e r p l a y e r l a n d s o n o r p a s s e s t h e p a t c h E c o t o u r i s m i n H i g h C o n s e r v a t i o n V a l u e F o r e s t s (H C V F )2031015W h e n e v e r a n o t h e r p l a y e r l a n d s o n o r p a s s e s t h e p a t c h H C V F a r e a s F o r e s t l o g g i n g 135067O n e c y c l e N o n -H C V F a r e a s ; n e e d s r e -i n v e s t m e n t a f t e r e a c h c y c l eC a r b o n f o r a v o i d i n g d e f o r e s t a t i o n (R ED D 2)2855O n e c y c l eM o s a i c l a n d A c a c i a p l a n t a t i o n 22401117O n e c y c l eN e e d s r e -i n v e s t m e n t a f t e r e a c h c y c l e O i l p a l m p l a n t a t i o n 21591016O n e c y c l eN e e d s r e -i n v e s t m e n t a f t e r e a c h c y c l eJ a t r o p h a c u r c a s p l a n t a t i o n f o r b i o -e n e r g y 6835O n e c y c l eC o m m u n i t y b a s e d a g r o -f o r e s t r y ( P a r a s i a n t h e s f a l c a t a r i a o r a l b i z i a , l o c a l l y n a m e d s e n g o n )30741525O n e c y c l eN e e d s r e -i n v e s t m e n t a f t e r e a c h c y c l e8Landscape GameT y p e o f a r e a P o s s i b l e i n v e s t m e n tC o s t 1(Þ)R e t u r n (Þ)H y p o t h e c (Þ)A s s e t v a l u e (Þ)T i m e p e r i o d t o g e t r e t u r n C o n d i t i o n sT e a k p l a n t a t i o n 601503050T w o c y c l e sN e e d s r e -i n v e s t m e n t a f t e r e v e r y t w o c y c l e s C a r b o n f o r a f f o r e s t a t i o n a n dr e f o r e s t a t i o n (C D M 3)6635O n e c y c l eS p e c i fi c a r e a sS u s t a i n a b i l i t y f u n d —T a k e a c a r d—F u n d c a r d d i s p l a y s h o w m a n y p o i n t s y o u r e c e i v e F i r e 25——I f t h e r e a r e fi v e p a t c h e s o f f a s t w o o d p l a n t a t i o n (a c a c i a , s e n g o n ) a n d o i l p a l m (t o g e t h e r )L a n d s l i d e15——I f t h e r e a r e fi v e p a t c h e s o f l o g g i n g c o n c e s s i o n a n d c o a l m i n i n g (t o g e t h e r )R i s k —T a k e a c a r d —R i s k c a r d i n d i c a t e s w h a t r i s k /t h r e a t y o u f a c e C o a l m i n i n g 50752030O n e c y c l eR e i n v e s t a f t e r e v e r y t w o c y c l e s D r i n k i n g W a t e r 5053040G e t Þ5 f o r e v e r y o t h e r p l a y e r ’s i n v e s t m e n t1L o g g i n g a n d p l a n t a t i o n (a c a c i a , s e n g o n , j a t r o p h a , t e a k ) c o s t s a r e Þ5 c h e a p e r f o r p a t c h e s a l o n g t h e r o a d a n d Þ10 h i g h e r f o r p a t c h e s a d j a c e n t t o l o c a l c o m m u n i t y s e t t l e m e n t s i n a n y d i r e c t i o n .2 R e d u c i n g E m i s s i o n f r o m D e f o r e s t a t i o n a n d D e g r a d a t i o n .3 C l e a n D e v e l o p m e n t M e c h a n i s m .Mosaic LandForest CoreForest EdgeHigh Conservation Value Forest。
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2003 EAEPE Conference, MaastrichtTHE DYNAMICS OF THE SPANISH INSTITUTIONAL EVOLUTION TOWARDS ECONOMIC, SOCIAL AND POLITICAL DECENTRALIZATION, 1950-2000: MARKETS, DEMOCRACY AND FEDERALISM FOR ECONOMIC DEVELOPMENTϕGonzalo Caballero1(University of Vigo)Research Area C - Institutional Change1-INTRODUCTIONIn this paper, we analyse the institutional dynamics that explain the “Spanish economic miracle” in the second half of the XX Century from a institutional theoretical approach that incorporates lessons from institutional economics, the historical and institutional comparative analysis and the transaction cost politics. In this sense, we study how Spain could experience an evolutionary process that decentraliced power: first, economic decentralisation towards markets in the sixtires; second, political decentralisation towards the political actors in the seventies; third, territorial decentralisation towards the regional governments in the last two decades of the Century.The Spanish economic history through this period is a story of success. The spanish population lived, at midway through the last Century, in an agrarian and underdeveloped economy that had not experienced an industrialization process that other european neighboursϕ The previous versions of this paper were presented at the European Historical Economics Society School (Trinity College, Dublin, Ireland, 2001); the 2004 and 2003 European School for New Institutional Economics (Institut d´Etudes Scientifiques, Cárgese, France); the IX Meeting on Public Economics (University of Vigo, Spain, 2002); the Spanish Congress of Economic Policy (University of Bilbao, Spain, 2002) and the Research Euro-Workshop on Government & Institutions in Twentieth Century European Economic History (University of Warwick, UK, 2002).1 Facultad de Economia, Universidad de Vigo, Campus As Lagoas, Marcosende, 36310 Vigo, Spain. E-mail: gcaballero@uvigo.eshad already made in the XIX Century. The situation showed autarky, inflationary vicious circle and economic failure. But there were five strong tendencies that determined the general economic evolution until the XXI Century: economic growth; the intensive productive transformation of the economy; the change towards a new policy and economic culture of stability, liberalization and market; the integration in the european tendencies; and a total modification of the economic role of the State.In this way, at the end of the XX Century, the Spanish economy presents a level of development and welfare comparable to those in the European western world. This Spanish experience constitutes a good example of a successful process of economic development, specially due to the consolidation of the changes.And under this Spanish experience, the key piece to understand the “economic miracle” is the role that institutions played throughout time: the process of institutional change occupies the main agenda for research into the economy. This process was initiated in a political dictatorship and economic autarky framework that implied lack of both market economy and democracy, and finished in a democracy with economic and political freedom (next to other traits as the welfare State or the political decentralisation).Of this effort of communication between, on the one hand, New Institutionalism and, on the other, the evolution of an economy such as the Spanish - which has passed from underdevelopment and dictatorship to a new and consolidated scene of prosperity and freedom in a brief space of time- it is possible to expect a triple process of enrichment.In the first place, the broad progress of the relation between economy and institutions that the New Institutional Economics incorporates, allow us to have a better understanding of the evolution of the Spanish economy. The objective is to cover the deficit of institutional analysis that exists in the Spanish academy.Secondly, the proposed analysis can enrich the present state of the economics of development when defining the keys to a fast, successful, intense but non-traumatic process such as the Spanish, which so many times has been proposed as the model for other economies(from Latin American to Eastern Europe). It is advisable to try to extract the possible lessons from the Spanish case for other countries.Thirdly, the very state of knowledge of the relations between the State, the institutions, the transaction costs and the economy, and of the processes of institutional change can advance, thanks to the discoveries that the analysis of the Spanish experience contributes. In this sense, extending the empirical fields of analysis is interesting for this process of “guerrilla action” that tries to form New Institutional Economics from different subdisciplines (Coase, 1999). In particular, this work is developed with the preferred attention posed in the second level of the social analysis of Williamson (2000).In this paper we will show that the Spanish experience generates the following lessons:A)Francoism constituted the last way in which the Predatory State took form in Spain: theinstitutional evolution transformed that traditional model of State towards a contractual State via political transition (1975-1978), in a similar way of that of North and Weingast (1989).B)Franco´s dictatorship experienced a process of institutional change that showed the“self-destructing” character of the first francoism institutions: the “self-enforcing”institutions that prevailed in the forties opened a stage of adaptation during the fifties that changed many “quasi-parameters”, and broke the first institutional equilibrium of the francoism (according to the theoretical notions of Avner Greif (2002)).C)In fact, the Spanish experience corroborates the hypotheses of Barzel (1997), North(2000) and Olson (2000) on the possibility of economic growth emerging with the passage of time under a sovereign that maximises its wealth: thus, Spain experienced the institutional change of making markets and economic modernization, 1958 being the key date.D)The economic reform of market preceded the political reform of democratization inSpain. The political change of 1978 allowed a solid institutional basis for market economy and modified the fronts of public intervention, generating vicious circles in the sense of Olson (2000). Moreover, political markets reduced transaction costs andrepresented a more efficient social point than Franco´s regime. And meanwhile, the civil society was gradually emerging (Pérez Díaz, 1993).E)The path of the Spanish economy changes course in the second half of the XX Century:the historical memory of the Spanish Civil War (1936-39) which confronted “the two Spains” supposed a process of collective learning of enormous consequences in all later historical evolution. As North (2000) indicates, when in a society it is perceived that the system of beliefs is inconsistent with the results that it predicts, there occur the conditions of drastic change in the trajectory of a society. This is what happens in a new Spanish society during the sixties, that gradually discovers the irrational and mistaken aspects of the political and economic recipe book of francoism, and demands a new institutional framework which is economically and politically more efficient.F)The path of the institutional change in Spain followed the pro-European way. Spanishcivil society´s European aspirations were one of the motors for change in the country, next to the explicit European policy of the Spanish State. The Spanish institutional path is a good example of gradual change versus those experiences that are characterized as “big-bang” or “shock-therapy”.G)The main formal changes produced in the Spanish institutional path are: stabilisationand liberalisation of markets in 1959; political democratisation in 1978; adhesion to the EEC in 1986 and the incorporation to EMU in 1999. In Spain, major public choices affecting the basic institutional framework since the sixties were adapted with coherence to the pro-European view, and, furthermore, were structured in an order that makes evident the unfeasibility of any of them without having accepted the previous choices.H)The institutional situation that was born in 1978 with the democratic transitionconstituted “self-reinforcing institutions”, such as the Spanish evolution showed until the end of the XX Century.I)There was a rupture in the path of the Spanish economic policy, which shifted from thescenario at the end of Franco's regime, in which Spain lacked a coherent and minimallyefficient policy scheme, towards a new scenario in which the institutional framework incorporates modern economic policy (fiscal, monetary or financial, for example).J)Decentralisation was the most innovative institutional feature of democratic Spain. The 1978 Spanish Constitution analysed as a contract is characterised in material of the decentralisation model by a high level of incompleteness (Dixit, 1996): in fact, it defined minimum bases but left the model open. In this way, an evolutionary and transactional approach became necessary to analise the sequence of the Spanish State towards the present levels of high decentralisation.K)The story of the Spanish success throughout the period 1950-2000 should not lead to trivial idealisation. In fact, the institutional inertia maintains some problems such us the unemployment or the lack of competence during many years.2-THE DEPARTURE SITUATION: A PREDATORY STATE IN SELF-DESTRUCTING INSTITUTIONS, 1939-1949In the Northian work, the analysis of Spain during the XV, XVI and XVII centuries appears in recurrent form as a representative example of how a bad design of the institutional framework prevents political and economic success (North, 1981, 1985, 1989, 1990a, 1994, 2000). In this way, the Spanish institutional evolution supposed the economic failure of the country during several centuries, the predatory character of the Spanish state constituting an important explanatory variable.This scenario implied that the State was at the service of particular and non-inclusive interests, and that there was no division of powers guaranteeing property rights and the credibility of the government’s commitmentThe new authoritarian régime, that in 1939 had eliminated democracy and the parliamentary system of the Republic, established a life-Presidency reserved for General Francisco Franco. The new institutional framework was based on a predatory State in the Northian sense, that is to say, an agency relation in which the State is to be in the service of a principal which itincorporates only certain social sectors characterized by their antirepublicanism. In particular, the Northian predatory State takes the form of an autocracy, in which the dictatorial régime decides the size of the state and can take control of the fiscal residues - understood as the difference between total output and the cost of the State Government (Przeworski and Limongi, 1993).In particular, Francoism adopted a political formula that concentrated all power in the General: the Caudillo was not limited except by its own will. In this way, the régime had absolute capacity of decision to be able actually to shape without obstacles the political-economic program that it considered suitable. Nevertheless, the failure of the economic policy of the régime became especially evident throughout the forties, when that predatory state acted according to its genesis and nature, initiating in the fifties, forced by circumstances, a process of institutional re-adaptacion that implied the gradual elimination of some of its characteristic elements.The very nature of the régime was based on the monopolistic power of coercion when de facto not obtaining the legitimacy within the established institutional framework. Franco was the constituent power in a situation without possibilities of veto, and the régime had the capacity to impose non-voluntary interchanges that would end up by becoming expropriations and meant an attenuation of property rights.In this first period of Francoism, the set of rules that were to prevail in the Spanish economy was characterized by the absolute and discretionary power of the State, which prevented the agents from believing in the stability of the institutional framework. There were no institutional mechanisms that allowed the State to establish credible commitments in the rules of operation of the economy: nothing guaranteed that the régime would not change the rules in the near future or make arbitrary confiscations, the reason why the economic value of the future was reduced, and with this all type of investment and growth fell (North, 1993). Again, the predator meant a “long night” for the Spanish economy in establishing an institutional formula that nothing would approach the technical frontier of production (consider that the maximumprevious production, that took place in 1930, did not recover until 1952). Until 1950 in the Spanish economy, the predator and depression coexisted.The Franquista interventionism was incapable of confronting a policy of public spending that stimulated growth, due to the economic insufficiency of a state that did not have modern mechanisms of tax collecting, and that due to the high level of fraud did not collect a third of what it should (García Delgado and Jiménez, 1999). In this scenario, the public sector did not receive enough even to cover its meagre expenses, incurring a situation of public deficit that the state solved through a printing of money, with perverse inflationary effects.Public intervention was characterized by a regulation implemented via a multiplicity of regulations and direct controls on the performance of the economic agents in the interior, establishing prices, amounts and recipients. The markets were limited in their function of allocation mechanism, and the institutional framework moved away from one suitable for capitalist development. The establishment of companies, agricultural and industrial production, internal and external commercialization, the labour market, the financial and exchange markets were characterized by the discretionary and extra-budgetary direction of the predatory state. This dictatorial inspector derived from the Franquista distrust in economic freedom and involved an expropriation of economic rights that affected all society, reducing the value of goods (González, 1989). The authoritarian system prevented the proprietors from protecting themselves from the political assault that expropriation presented, reminding us of the British situation previous to the Glorious Revolution, according to the postulates of North and Weingast (1989).But in addition to this interventionism, which decreased the possibilities of the Spanish economy and caused the development of a black market on the margins of the institutional framework established by the State, the predator assumed a pretension of national self-supply that meant the substitution of imports (autarky), relying thus on protectionism that built on a conviction in the capacity of “role of director” of the State in directing the economy (the traditional paternalism of the Spanish State). A forced industrialization, which denied that the catalyst system of prices was important to the population, was imposed, which provokedinefficient behaviours in the economic agents instead of establishing an assembly of rules that stimulated economic conduct that would favour growth.In this way, this institutional framework, that did not respect the rights of private property and entailed high transaction costs, explains the economic failure of the Forties. The question that we must formulate is why this predatory State and these institutions - that constituted a limiting factor of growth - survived. The answer is that they constituted SELF-ENFORCING INSTITUTIONS during the Forties (an equilibrium, a stationary state), that prevailed but did not perpetuate over time (according to Avner Greif (2002), they were SELF-DESTRUCTING such as the following experience corroborated: the next sections will show this point) (Weingast works on the “self-enforcing” topic in an unpublished paper). Three factors explain this institutional equilibrium.1-In the first place, the predatory State itself - understood as the winning military army of the war - looked to sustain itself in power, and in a society that had just undergone a civil war, rivals did not exist who seriously defied this established State, though this was after World War II when a greater sensation of fragility of the survival of the regime came about.2-Secondly, there was a demand for that institutional framework, though this limited development and led the economy into a depression. (a) Thus, part of the Spanish population demanded that political régime as good for consumption in spite of its economic cost, due to their ideological preferences. (b) But in addition, sectors existed that saw their economic income guaranteed in that institutional framework: although the size of the cake had been reduced, they were able to take control of a greater piece. The situation of favoritism and lack of competition was able to generate followers of this inefficiency in the system, as in the case of monopolistic position of companies and already established supervisory groups or that of sectors near power (c)Likewise, there were citizens averse to risk, who arranged to assume that institutional framework if they could in this way avoid the possibility of strife.3-Thirdly, it is necessary to indicate the ideological error on the operation of the economy that the regime had. That ideological error did not allow the quantification of the costs that the predatory policy pre-supposed for growth. The predator thought that interventionism and autarky were channels for development, showing a remarkable ignorance of the effects of the economic policy. The bad economic results, international experience, the appearance of the first generations of economists.. later allowed the regime to adapt its subjective model of economic political decision.The Spain of the forties corresponds to a situation near balance and institutional stability, that can only be understood in a society terrified by the potential and real violence of the régime and by the memories of the civil confrontation. The régime tried to maintain that so-inefficient institutional framework through the expansion of a shared mental model propitious to its interests, and of the indiscriminate use of the political function of repression. But in addition to which the political-judicial-bureaucratic framework turned out to be totally inadequate for first order economizing, their effects were felt in the informal aspects of the economy as a terrible handicap. In this sense, the Spain of the Forties survived in practically null levels of social capital.3-THE DARWINIAN ADAPTATION OF THE PREDATOR DURING THE FIFTIES.In the Fifties there coexisted in the Spanish case after the Civil War certain timid institutional changes with the exit of the depression and the first samples of growth. New circumstances in the inner and outer surroundings forced the predator to adapt itself to modifying the institutional framework. This decade corresponded with a phase of adaptation and change of economic policy of the regime, which little by little moved away from the protectionist and interventionist model of the previous decade, and would definitively leave in 1959. In this way, these years correspond with a “pivotal decade” between the situation of the forties characterized by the genuine predator and the economic depression and the new scene ofthe sixties in which the conditions of the surroundings led the predator to cause a phase of modernization and clear economic expansion.The first question that we must consider is why the predator initiated institutional change. The answer to this question happens via the analysis of the three different elements of the maximization process that explain the conduct of the Franquista State.A)The grouping of selection possibilities of the State. The grouping of policies thatthe predator could choose was modified by changes in external and internalrestrictions. Among these external factors, there predominated the new scene of theCold War, generating a high added value to the Spanish political position and thiswas to mean the end of isolation for Spain: In this sense, there appeared a groupingof economic political possibilities linked to the surroundings that previously werenot at the disposition of the predator. But the changes also affected the internalfactors, since, with the passage of time, the economic penury of the populationimplied a risk for the survival of the predator. In fact, in these years there arose thefirst strike movements, and the first protests of a civil society that began to shrugoff the weight of the that had prevented it from acting after the war. The innerrestriction limited the State when it established the degree of depredation thatsociety would stand: if that degree surpassed a threshold of depredation, societywould be disposed to confront the State and support some political rival to theState.B)The pursued objectives. The predator maintained its intention to perpetuate itself inpower to serve the interests of the tradicionalist sectors of Spanish society, both viathe imposition of an institutional framework that favoured their economic interestsand via the defence and imposition of values such as Catholicism or antiliberalism-despising everything what smacked of individual rights. If the objective of theState as maximizer was to maintain itself in the power, this forced it to obtain aseries of intermediate objectives, among which economic growth and the well-being of the population were to occupy growing priority. The problem was toreside in that the State would have to apply policies that contradicted its genuineideology and its original postulates. This situation generated a trade-off betweenobjectives (growth versus ideology) to which the state would have to respond atevery moment. Due to the continuous strengthening of civil society with thepassage of time, the objective of the general welfare and growth would occupy amore and more important place in the political-economic agenda of the régime.C)The nature of the State as decider. The Franquista State continually modified itsnature of decider, passing from one irrational mental model to another with dosesof much greater rationality and realism. The ideology of the régime was adaptinglearning with experience, and in the Fifties certain important changes took place.In this direction it was possible to indicate the importance of change in thedominant economic thought of Spain (Requeijo, 1990), the role of the firstgenerations of economists emerged from the Spanish University and the externalrecommendations of organizations such as the IMF and the OEEC. All thesefactors were extending a message of liberalization of the markets and recovery ofbasic balances: little by little, and in a process of resistance and conflict, thismessage was introduced into the State apparatus.In fact, as opposed to the characteristics of previous governments, the newgovernment of 1951 made certain political changes that reflected the contradictionsand conflicts between regulation and liberalization, indicative of an adaptationprocess. The decisive change of the 1957 government incorporated a team oftechnicians who would finally obtain, and not without upheavals in thegovernment, the application of a coordinated package of policies of reforms.Due to these three great processes of change, the result was the modification of the institutional framework of the Spanish economy, of which the Fifties implied a period of beginning in which autarky and economic interventionism still prevailed, but in which there already existed conflicts and strife due to the institutional changes. After the biennium of transition 1949-1950 in which Spain made its first contacts with the United States (González,1989), the 1951 change of ministers opened a period in which policies were applied that attenuated the rigidity of autarky and previous economic interventionism: the institutional framework did not play a stimulant role in economic growth but little by little it stopped preventing the development of the possibilities of the Spanish economy. In addition, the agreements with the U.S.A. allowed the entry of currency and with it the import of goods of equipment essential to increasing production. In this way, private investment and growth recovered, which maintained a cumulative annual rate around 4% for the period 1949-59. In these years, Spain experienced an industrial revolution that in 1958 allowed industrial production practically to double that of 1950 (González, 1989).The last two years of the period constituted the biennium of pre-stabilization (1957-1958). In 1957 the Spanish economy had lived in a situation of galloping inflation, the fruit of excessive growth in demand and wage increases. This growth in prices was accompanied by a deficit in the balance of payments that entailed the reduction of the accumulated external reserves – we can say that the increase of imports entailed the strangling of the external sector. The new government of 1957 understood that the growth of prices was the fundamental problem, for which reason it applied a monetary policy of contraction of the total creation of credit and carried out a tributary reform that while increasing collection allowed a partial reduction of the necessities of the financial means of the public sector. The situation reflected that the problem was well diagnosed but, in spite of these partial solutions, a complete political resolution of the solution was lacking. In fact, the OEEC indicated that the government measures, which also incorporated some measures of foreign trade, were few and badly coordinated.Thanks to the accumulated reserves from other times, Spain had assets with which to finance the supply of merchandise from 1953 to 1958. But those reserves were becoming exhausting. In parallel, towards 1958 two phenomena of doubtless relevance to the external position of the Spanish economy took place: (a) on the one hand, Spain entered international economic organizations (the IMF, OEEC, World Bank); (b) on the other hand, in December of 1958 the main European currencies adopted the external convertibility.In this scene of adaptation of the predatory State, the tensions between those in favour of “old policy of inflation and industrialization” and those in favour of “the new policy of stabilization and liberalization” were evident. Impelled by the international current of convertibility - which forced the peseta to stabilize prices if is wanted to declare its convertibility - and faced with the permanent and increasing crisis of the balance of payments that in July 1959 placed the Spanish economy in a “virtual suspension of payments”, the régime - in its effort to adapt in a darwinian manner to the circumstances and survive - decided on a new economic order of stabilization and liberalization. The State assumed the necessity of institutional change before the non-viability of the traditional Spanish political economic project, especially in the new international economic context. There was no alternative to economic policy if it were wanted to save the Spanish economy “at the edge of the abyss”. The challenge was confronted via the Plan of Stabilization and Liberalization of 1959.4- MAKING MARKETS: INSTITUTIONAL CHANGE TOWARDS ECONOMIC MODERNISATION AND SOCIAL CHANGE, 1959-1975.In the process of adaptation of the Franquist predatory State, 1959 was the year of inflexion in the economic policy of the regime. As opposed to the surroundings of a first Francoism, characterized by an old policy that gathered the three traditions of the Spanish economy -inflation, protection and intervention -, the régime bid decisively in that year for a new policy of stability, liberalization and market (Varela, 1989).In April of 1959 the Report of the Mission of the IMF recommended to Spanish policy-makers stabilization through discipline in financing of the public sector, moderation of growth of private credit (through the exercise of monetary policy), elimination of intervention that distorted allocation, and liberalization of foreign trade and payments (betting on a sole and realistic exchange rate for the peseta) (Fuentes Quintana, 1984).The practical suspension of payments of the Spanish economy in 1959 forced institutional change towards the market economy with the approval of the Plan of Stabilization in July of。