A New Approach to Retrain Gait in Stroke Patients Through Body Weight Support and Treadmill Stimulat
新高考全国卷2025届高三英语下学期5月冲刺考试试题一
（新高考，全国卷）2025届高三英语下学期5月冲刺考试试题（一）留意事项：1.答卷前，考生务必将自己的姓名、考生号等填写在答题卡上。
2.回答选择题时，选岀每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。
回答非选择题时，将答案写在答题卡上。
写在本试卷上无效。
3.考试结束后，将本试卷和答题卡一并交回。
考试时间100分钟，满分120分第一部分阅读（共两节，满分50分）第一节（共15小题；每小题2.5分，满分37.5分）阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
并在答题卡上将该选项涂黑。
AHave you ever imagined having a museum all to yourself, just like in the movie starring Ben Stiller? Well, maybe not quite that exact experience. The American Museum of Natural History has been bringing arts, culture, and education to the public since 1869. Though its doors are currently closed, you can still visit the amazing exhibits from the comfort of your own home.The museum offers virtual tours, live learning, and countless resources for kids and families of all ages. Mark your calendars! This Thursday at 2P ET on the American Museum of Natural History Facebook page, there will be a Facebook Live event that features a pre-record tour of the Hall of Human Origins guided by anthropological Ashley Hammond. Get a special tour of this popular exhibition hall and hear about early human relatives, including Lucy, the most famous Australopithecus parenthesis.Every Tuesday and Thursday at 2 PMEST, you can hop on a Live Virtual Museum Tour with a museum tour guide or expert to explore a featured exhibit via Facebook Live. Missed Tuesday's Hall of Planet Earth Tour on Tuesday? You can go back and check out the previous tours posted to Facebook earlier.Looking to get out of this world? On Friday, April 3rd, head over to the museum's YouTube channel to catch a live guided tour of the universe with Director of Industrialization, Carter Em mart.Want to wander around the halls on your own? Google Arts and Culture allows you to do just that. From the 94-foot-long model of a Blue Whale in the Hall of Ocean Life to the Tyrannosaurus Rex fossil in the Hall of Saurian Dinosaurs, you have the place to yourself to explore!Go ahead and start your adventure.1.If you want to know something about human beings, we can .A.wander around the halls on your ownB.watch a Facebook Live event at 2P ET this ThursdayC.hop on a Live Virtual Museum Tour at 2 PMEST every Tues day and ThursdayD.go to the museum's YouTube channel to catch a live guided tour on Friday, April 3rd2.If you miss Tuesday's Hall of Plant Earth Tour on Tuesday, you can .A.go to Hall of Ocean LifeB.enjoy a Facebook live on ThursdayC.hop on replays posted to Facebook earlierD.ask Carter Em mart for help3.Where can you probably find this passage?A.In a magazine.B. In a history book.C. In a novel.D. In a scientific report.BWhen I left my country Trinidad and Tobago for China to study Chinese language and culture, never in my wildest imagination did I think that twenty-one years later I would still be here. Two decades is a long time, yet I often tell my friends that it feels like only two years. That is because China is an exciting place to be with lots of opportunities for begetters or those who seek adventure. It so happens that I fall into both categories.At first, I was not sure whether I would like my experience in China, so I initially planned to study for only one year when I left Trinidad for Beijing. But as fate would have it, I fell in love with China, its people, and its culture. I extended my course for another three years to learn all I could about this fascinating country, Being in China has allowed me the rare chance to meet many distinguished people. It has also allowed me to do things which I think I would not otherwise have had the chance to do.Years later, I published my first book, “The Emperor, His Bride and the Dragon Robe. " However, to my unexpected delight, this book was officially presented to China as one of state gifts. My mother, full of exhilaration, told me that it was televised on the local news. To this day, I feel highly honored. Among my to-do list is a musical play for children based on the book. Through this book and the play, I hope to share my love for China and engender in children around the world a similar love for Chinese culture.I believe people should have dreams no matter how big or small. However, most importantly, I believe that people must strive to make more opportunities for themselves to fulfill their dreams rather than wait around for a few opportunities to come along by chance. In this regard, I like to use one of Francis Bacon's quotes: "A wise man will create more opportunities than he finds. ”4.Why does two decades feel like only two years to the author?A.Because he has been seeking for opportunities and strive for his dream.B.Because China is an exciting place with lot of opportunities.C.Because he has many friends who are always with him.D.Because he has a fancy for China its people, and its culture.5.What can we infer from Paragraph 2?A.The author was certain he would fall for the experience in China.B.After studying for four years in China, the author fell in love with it.C.It was rare for the author to meet distinguished people in China.D.Being in China, the author has done things which he couldn't do in his hometown.6.What does the underlined word "engender" in paragraph 3 mean?A.Spread.B. Arouse.C. Conclude.D. Emit.7.What is the best title for the passage?A.My Love for ChinaB.My Special Experience in ChinaC.Ambition is the Key to the SuccessD.China, a Dream Man's ResortCMelanie Clap ham has spent the last three years catching images of grizzlies （灰熊） at Knight Inlet, on the B.C. coast, using small camera traps housed in metal and attached securely to the forest branches.Three years and thousands of images later, the behavioral researcher and postdoctoral student at the University of Victoria has partnered with two software developers living in Silicon Valley and a grizzly research centre in Alaska to develop facial recognition technology used to identify the bears."They don't have distinctive markings on their bodies, n said Clap ham, whose interest in this technology sprang from the need to "identify and recognize individual bears over time" as part of her behavioral research over the last 11 years.Bears grow and shrink a lot depending on the season, and their appearance changes frequently during their 20-to 25-year-long lifespans. Clap ham began to wonder if AJ. might be able to solve her problem in the same way the technology recognize people's faces.Now, she says, the open-source Bear ID software can be used and adapted by anyone and could have huge hints for understanding the animals* behaviour and avoiding bear-human encounters.In relation to the technology based on human facial recognition, Ed Miller and his partner Mary Nguyen are the software developers from California who connected with Clap ham in an online forum for conservation technology in late 2024.The pair were looking for photos of bears ”for fun" as a way to learn more about recognition software, and so they connected with Clap ham to offer their expertise （专业学问） in adapting artificial intelligence."The technology Pete using is based on the same software used to recognize humans, n said Miller, who added that human identification is far easier, as there are millions of images the software can learn from.We need lots of images of individual animals to tell the system which bear is which, ” said Clap ham, who explained "deep learning" as the process where the software trains itself to recognize certain bears more accurately with more pictures it gets. Clamshell says Beard currently has an 84 percent accuracy rate. This is especially important, given that a bear will look dramatically different throughout the year as its appearance, especially fur and weight, changes a lot.8.What is Clamp's purpose of catching images of grizzlies?A.To monitor the changes of some specific bears.B.To collect data for facial recognition technology.C.To finish his postdoctoral research.D.To meet his interest in the technology.9.What do we know about Clap ham?A.Clap ham uses Al to track bears.B.Clap ham has been in her behavioral research for about 25 years.C.Clap ham cooperates with others to identify the bears.D.Clap ham majors in software developing at the University of Victoria.10.Why did Ed Miller and his partner contact Clap ham?A.They provided her with their specific knowledge in Al.B.They wanted to know more about Al.C.They were eager to attend the online forum.D.They were using the same Bear ID software.11.What is the purpose of this text?A.To call on more people to protect grizzlies.B.To describe the living habits of grizzlies.C.To introduce the technology used to identify grizzlies.D.To record a friendship between Melanie and her partners.DCalifornia likes to think of itself as the state where the future happens, and in 2008, its voters decided the future was high-speed rail. So they approved a $9 billion bond issue to begin an incredible government infrastructure project： a bullet train connecting San Francisco and Los- Angeles, at a cost of $33 billion.For years, the optimists have imagined Californians will travel quickly, comfortably and environmentally between the state*s two major population centers. The pessimists, meanwhile, have watched the project costs a lot. At last count, the estimates had traveled up to $75 billion, even were still climbing.On Tuesday, Gov. Gavin News om （D ） in his state speech called for the state to transform the project to a less costly rail that would run through the Central Valley, which attracted voters' elsewhere attention,because what happened in California illustrates the fact that any U.S. rail project may take a risk.Distance. In other places of the world, major population centers are much closer to each other. And big cities that are reasonably close together is pretty much an essential condition for high-speed rail, which is why they have it and we don't. Imagine what it would take to build a line from New York City to Los Angeles 一 or to Chicago, Houston or Phoenix.Wealth. Of course, the United States does have a few cities that look ripe for rail. And instead of high-speed rail between these cities, we have the express, which takes eight hours to travel from Washington to Boston. Why haven't we built something better? Because truly high-speed rail needs to travel in a fairly straight line. Building newer, better, straighter rail lines would require the government to buy all the land between Point A and Point B and tear down anything that happened to be in the way. However, what's between Point A and Point B is a great deal of highly valuable real estate that will be very expensive to purchase.California displays all these problems totally. The part of the rail line that was reasonably cheap to build didn't go anywhere near where the people were ； it ran through the Central Valley where land was reasonably cheap and the lobbies wererelatively few.12.In paragraph 1, the author intends toA.prove the point of the passageB.explain a government projectC.introduce a topic for discussionD.present the background information13.What do we know about the bullet train project?A.All people are not in favor of the bullet train project.B.The cost of the project is approximately 75 billion.C.Other states have to risk building their own bullet program.D.The project will make Americans travel rapidly, cozily and environmentally.14.What mainly leads to bullet train program's failure?ernors in California tend to leave the project behind.B.The distance is the main reason to limit the bullet project in America.C.None of cities in America can afford to build a bullet train.D.Bullet train is not as popular as express in America.15.What attitude does the author hold towards the high-speed rail in California?A. Indifferent.B. Neutral.C. Negative.D. Optimistic.其次节（共5小题；每小题2.5分，满分12.5分）依据短文内容，从短文中的选项中选出能填入空白处的最佳选项。
2025届浙江“七彩阳光”新英语高三上期末学业水平测试模拟试题含解析
2025届浙江“七彩阳光”新英语高三上期末学业水平测试模拟试题注意事项:1．答题前，考生先将自己的姓名、准考证号码填写清楚，将条形码准确粘贴在条形码区域内。
2．答题时请按要求用笔。
3．请按照题号顺序在答题卡各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试卷上答题无效。
4．作图可先使用铅笔画出，确定后必须用黑色字迹的签字笔描黑。
5．保持卡面清洁，不要折暴、不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
第一部分（共20小题，每小题1.5分，满分30分）1．Tom’s sco re on the test is the highest in the class. He _____.A．should study last nightB．should have studied last nightC．must have studied last nightD．must study last night2．The Chinese people are kind and caring. If not, I _____ in China in the past 30 years. A．didn’t stay B．hadn’t stayedC．couldn’t stay D．couldn’t have stayed3．If you ___________ to my advice carefully, you wouldn’t have made such a terrible mistake.A．listened B．have listenedC．would listen D．had listened4．She is stubborn in resisting his enquiries about the Moonstone _____ the degree that she makes it seem as if she does not want the mystery ______.A．on; to solve B．with; solvingC．for; being solved D．to; to be solved5．Thanks to her determination and perseverance on the piano lesson, she has a ______ grasp of the subject.A．comprehensive B．confidentialC．conservative D．compulsory6．---Professor Li is wanted on the phone. Where is he?--- I saw him coming, but in a minute, he _____.A．will disappear B．has disappeared C．disappears D．disappeared7．There is no easy way to remember prepositions, as it is one area of English____ the rules seem very irregular.A．that B．whereC．whose D．which8．—The battery in my cell phone is running low.—I that last night before we went to bed.A．was noticing B．have noticed C．would notice D．had noticed9．Was it at the beginning _____ you made the promise ____ you would do all to help make it?A．that; that B．when; thatC．that; when D．when; when10．I would persuade her to make room for you ______it be necessary.A．could B．mightC．should D．would11．You can only be sure of _____ you have at present; you cannot be sure of something _____ you might get in the future.A．that; what B．what; / C．which; that D．/; that12．Could I speak to__________ is in charge of International Sales please?A．who B．whatC．whoever D．whatever13．______in painting, John didn’t notice evening approaching.A．To absorb B．To be absorbedC．Absorbed D．Absorbing14．—________! Somebody has left the lab door open.—Don’t look at me.A．Hi, there B．Dear meC．Thank goodness D．Come on15．At the meeting they discussed three different ________ to the study of mathematics. A．approaches B．meansC．methods D．ways16．________ your generous help, I do believe I have a better understanding of your country and culture.A．But for B．Out ofC．Thanks to D．As to17．The economy in big cities has continued to rise thanks to the local governments to increase ______.A．that B．themC．it D．those18．If you are feeling so tired, perhaps a little sleep would____．A．act B．helpC．serve D．last19．--- Did you watch the final match of China Open yesterday?---Sure. I it so attentively that I forgot to cook supper.A．watched B．had watchedC．was watching D．was to watch20．Children exposed to air pollution are more to suffering from different diseases.A．possible B．probable C．likely D．certainly第二部分阅读理解（满分40分）阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。
7000英语词汇趣语记忆
英语词汇7000趣语记忆1. With my own ears I clearly heard the heart beat of the nuclear bomb.2. Next year the bearded bear will bear a dear baby in the rear.3. Early I searched through the earth for earthenware so as to research in earthquake.4. I learn that learned earnest men earn much by learning.5. She swears to wear the pearls that appear to be pears.6. I nearly fear to tear the tearful girl's test paper.7. The bold folk fold up the gold and hold it in hand.8. The customers are accustomed to the disgusting custom.9. The dust in the industrial zone frustrated the industrious man.10. The just budget judge just justifies the adjustment of justice.11. I used to abuse the unusual usage, but now I'm not used to doing so.12. The lace placed in the palace is replaced first, and displaced later.13. I paced in the peaceful spacecraft.14. Sir, your bird stirred my girlfriend's birthday party.15. The waterproof material is suitable for the aerial used near the waterfall.16. I hint that the faint saint painted the printer with a pint of paint.17. At any rate, the separation ratio is accurate.18. The boundary around the round ground separates us from the surroundings.19. The blunder made the underground instrument undergo an undermining of the thunderbolt.20. The tilted salt filters halt alternately for altering.21. The wandering band abandoned her bandaged husband on Swan Island.22. The manly Roman woman manager by the banner had man's manner. 1.我亲耳清楚地听到原子弹的心脏的跳动。
名校课堂外研版英语九年级上册听力材料
名校课堂外研版英语九年级上册听力材料全文共3篇示例，供读者参考篇1The Famous Schools Listening Course: My Struggles and TriumphsAh, the dreaded listening section of our English textbook - it has been both my greatest foe and an unexpected ally in mastering the English language. As a ninth grader at one of the top schools, the expectations for English proficiency are sky-high. Little did I know that those seemingly innocuous audio clips would become ingrained in my memory, shaping my journey like an unpredictable roller coaster ride.The very first unit threw me a curveball - a lively conversation between two native speakers, their words blending together like a well-choreographed dance. I strained my ears, frantically scribbling down what I could decipher, only to be met with a sense of bewilderment when the answers were revealed. How could they speak so rapidly without pausing for breath? It felt like an impossible code to crack.Determined not to be deterred, I devised a strategy - listening to each clip multiple times, dissecting every syllable until the language began to untangle itself. Gradually, I trained my ears to discern the nuances, the rhythms, and the subtle inflections that brought the recordings to life. It was akin to learning a new language within a language, and the rewarding "aha" moments made it all worthwhile.The variety of accents and dialects presented a whole new challenge. One moment, I'd be immersed in the clipped tones of a British speaker, and the next, a lilting Southern drawl would throw me for a loop. But with each new voice, I gained a deeper appreciation for the richness and diversity of the English language. It was as if I was traversing a vast linguistic landscape, each region offering a unique linguistic flavor.Then came the bane of my existence - the dreaded monologues. Lengthy passages delivered at breakneck speed, covering topics ranging from history to science, philosophy to pop culture. I found myself frantically pawing through my notes, struggling to keep up with the rapid-fire delivery. It was a true test of endurance, both mentally and aurally. But with perseverance (and perhaps a few rewinding sessions), I slowlybut surely learned to extract the essential information, like a linguistic archaeologist unearthing buried treasures.Of course, no listening experience would be complete without the occasional curve ball - those deliberately obscured words or phrases designed to challenge even the most seasoned listener. It was as if the textbook authors delighted in our collective frustration, reveling in our furrowed brows and exasperated sighs. Yet, these very moments taught me the art of deduction, of piecing together clues from context and relying on my ever-expanding linguistic intuition.As the year progressed, I found myself not just improving but actively enjoying the listening exercises. What had once been a source of dread transformed into a thrilling puzzle, a linguistic maze that challenged me to push the boundaries of my comprehension. I began to appreciate the nuances of intonation, the subtle shifts in emphasis that could alter the entire meaning of a phrase.By the time the final unit rolled around, I felt like a seasoned veteran, eagerly awaiting the next auditory adventure. The once-intimidating native speakers now sounded like old friends, their cadences and idiosyncrasies as familiar as a well-worn book.I could navigate the twists and turns of their conversations withease, savoring the linguistic journey like a connoisseur appreciating a fine wine.Looking back, those listening materials were more than just a means to an end; they were a gateway into the rich tapestry of the English language. Each clip, each accent, each idiomatic expression wove itself into the fabric of my understanding, shaping my perception and broadening my linguistic horizons.To my fellow students, I say this: embrace the challenges posed by these listening exercises. Revel in the diversity of voices, the intricacies of pronunciation, and the nuances that breathe life into the language. For it is through these struggles that true mastery is achieved, and the English language reveals itself in all its glorious complexity.And who knows? Perhaps one day, we'll be the ones leaving our linguistic imprint on future generations, our voices echoing through the hallowed halls of language learning, inspiring others to embark on their own auditory odysseys.篇2Listening Lessons from New Horizon 9th Grade Vol. 1Hey there! Jessica here, and I'm super stoked to share my thoughts on the listening materials we've been covering in our9th grade English class. We're using this textbook called "New Horizon College English" which is pretty popular at a lot of the top schools around here. I've got to be honest, at first I wasn't too thrilled about having to do all these listening exercises. I kind of thought it would be a snoozefest, you know? But man, was I wrong!The great thing about these materials is how engaging and relevant they are. The dialogues and passages we listen to cover such a cool variety of topics - everything from technology and pop culture to environmental issues and philosophical questions about life. It's not just some boring person droning on about nothing. These are realistic conversations and talks that really make you think.I especially love how many different accents we get exposed to. There are speakers from the US, UK, Australia, India, and more. It's awesome prep for understanding all the various ways English is spoken around the world. My listening comprehension skills have leveled up so much already. Who knew just a few months ago I would struggle to catch thick regional accents and idioms? Now I'm like a pro!The exercises themselves are clever too. It's not just the typical "listen and answer comprehension questions" stuff,although we do get plenty of practice with that. But there are all these other cool activities mixed in that work on specific skills. Some exercises have us focus on recognizing tone, emotions, and implied meanings behind what's said. Others zeroin on tricky idioms, slang, and cultural references.篇3Outside of Class Listening Practice with the Kechuang TextbookHey everyone! For this assignment, I wanted to share my thoughts on the listening materials we've been using from our 9th grade Kechuang English textbook. As someone who has always struggled a bit with listening comprehension, I've found these materials to be really helpful for building my skills.One thing I like about the listening exercises is that they cover such a wide range of topics and accents. We've listened to conversations about everything from school life to travel to environmental issues. And the speakers come from all over the world - America, Britain, Australia, India, and more. It's great practice for understanding different pronunciations and ways of speaking.Of course, some of the accents are definitely trickier for me than others. I have to really concentrate to catch everything when we're listening to someone with a thick regional accent, whether it's a Scottish person or someone from rural Texas. But I know exposing myself to that variety is so valuable. The real world is full of diverse accents, so learning to understand them now will serve me well later.As challenging as it can be, I appreciate how the listening exercises gradually increase in difficulty over the units. The early ones start out pretty straightforward - shorter dialogues between two people without too many idioms or cultural references to trip me up. But as we progress, suddenly there are more speakers, tougher vocabulary, and more abstract or metaphorical language use. It's a great way to build up my skills step-by-step.My favorite types of listening activities are the ones where we get a transcript or some background context before listening. Having that extra support to orient me to the situation makes it so much easier to comprehend everything being said. The exercises where we go in totally blind are a lot harder for me. I find myself constantly rewinding and feeling lost a lot of the time.I've noticed the exercises with videos or visuals are my personal strong suit. For some reason, having those images to connect the words to just clicks for my brain. The fashion show dialogue from Unit 6 was hands-down my best performance because I could anchor what I was hearing to those runway scenes and modeling visuals. Pure audio-only conversations are tougher.In terms of applying strategies, I'm still working on my skills there. Trying to just absorb and understand a whole listening at once is brutal for me. I have more success when I break it into smaller chunks - listening for the gist first, then going back for details. Taking notes helps a ton too. If I can jot down quickly key names, numbers, or other verbal cues, it really anchors my comprehension.Another major area for improvement for me is dealing with unfamiliar vocab or cultural references that come up in listenings. If I blank on comprehending a certain word or phrase, it's so easy for me to get hopelessly derailed and lost. I'm trying to get better at just noting what I missed and moving forward, but it's difficult. Making vocabulary my top priority for preparation would help a lot, I think.Overall, I have to say I'm a big fan of how the Kechuang listening program is structured. The progression is perfect for gradually leveling up my skills. The variety of accents and topics keeps it engaging and applicable to real life. Having associated videos, images, or transcripts provides awesome scaffolding for stronger comprehension. There's no doubt I still have plenty of room for improvement when it comes to listening, but I'm making solid progress.I know building this critical skill will pay major dividends, not just on tests and in the classroom, but anywhere English is spoken. The listening practice may be challenging sometimes, but I'm grateful our textbook is giving me incremental,high-quality reps to work on it. The more extensive my "listening flexibility," the more doors it will open for me to connect and communicate effectively. I'm staying diligent with these exercises to expand my comprehension abilities. Listening is the first step towards communication - wish me luck!。
first second英语作文
first second英语作文In the realm of life, every journey begins with asingle step, and every encounter starts with a fleeting glance. The first second, that fleeting moment when two realities collide, holds the potential to shape entire destinies. It is the silent symphony of a thousand emotions, the subtle dance of attraction and repulsion, the invisible thread that might lead to a lifelong connection or afleeting encounter.Consider the first second of a new day. As the sunpeeks through the curtains, casting its warm glow over the room, the first second of a new day is a promise of adventures yet to unfold. It is a time of reflection, a moment to embrace the unknown, and a chance to start afresh. In that split-second, we make choices that will determinethe course of our day—will it be filled with joy or sorrow, success or failure?The first second of a meeting, whether it's a business negotiation or a casual encounter, is pivotal. It's the moment where impressions are forged, where trust is either established or broken, and where futures are either forgedor destroyed. A handshake, a smile, a gaze—all carry the weight of centuries of social norms and expectations, all boiling down to that one fleeting second.In sports, the first second of a race is explosive.It's the moment where the athlete's months of training are put to the test, where every muscle contracts with theforce of a thousand explosions, and where dreams are either realized or dashed. It's the silent scream of determination, the flash of pure adrenaline, and the beginning of ajourney that might lead to glory or defeat.The first second of a fall in love is electric. It'sthe spark that ignites a flame that might burn brightly or fizzle out. It's the moment where hearts skip a beat, where time seems to stand still, and where the world fades into the background. In that split-second, a lifetime of possibilities opens up, and with it, the hope of finding someone who will complete our lives.However, the significance of the first second isn't limited to grand occasions or life-changing moments. It extends to the smallest of actions and the most mundane of tasks. The first second of waking up in the morning is areminder of the new day's potential, the first second of brushing one's teeth is a commitment to hygiene, and the first second of stepping out of the house is a leap into the unknown.In essence, the first second is a microcosm of life itself—full of potential, promise, and peril. It is a moment that can either be embraced with open arms or shied away from with closed eyes. It is a choice, a decision, and an opportunity all rolled into one fleeting moment.Therefore, let us cherish the first seconds of our lives. Let us approach them with curiosity, bravery, and openness. Let us use them as opportunities to grow, to learn, and to connect with the world around us. After all, it is in those fleeting moments of first seconds that the true magic of life lies.**第一秒的魔力**在生命的领域中，每一次旅程都始于一步，每一次邂逅都始于短暂的一瞥。
tpo35三篇阅读原文译文题目答案译文背景知识
tpo35三篇阅读原文译文题目答案译文背景知识阅读-1 (1)原文 (2)译文 (5)题目 (8)答案 (17)背景知识 (18)阅读-2 (21)原文 (21)译文 (24)题目 (27)答案 (36)背景知识 (36)阅读-3 (39)原文 (39)译文 (43)题目 (46)答案 (54)背景知识 (55)阅读-1原文Earth’ s Age①One of the first recorded observers to surmise a long age for Earth was the Greek historian Herodotus, who lived from approximately 480 B.C. to 425 B.C. He observed that the Nile River Delta was in fact a series of sediment deposits built up in successive floods. By noting that individual floods deposit only thin layers of sediment, he was able to conclude that the Nile Delta had taken many thousands of years to build up. More important than the amount of time Herodotus computed, which turns out to be trivial compared with the age of Earth, was the notion that one could estimate ages of geologic features by determining rates of the processes responsible for such features, and then assuming the rates to be roughly constant over time. Similar applications of this concept were to be used again and again in later centuries to estimate the ages of rock formations and, in particular, of layers of sediment that had compacted and cemented to form sedimentary rocks.②It was not until the seventeenth century that attempts were madeagain to understand clues to Earth's history through the rock record. Nicolaus Steno (1638-1686) was the first to work out principles of the progressive depositing of sediment in Tuscany. However, James Hutton (1726-1797), known as the founder of modern geology, was the first to have the important insight that geologic processes are cyclic in nature. Forces associated with subterranean heat cause land to be uplifted into plateaus and mountain ranges. The effects of wind and water then break down the masses of uplifted rock, producing sediment that is transported by water downward to ultimately form layers in lakes, seashores, or even oceans. Over time, the layers become sedimentary rock. These rocks are then uplifted sometime in the future to form new mountain ranges, which exhibit the sedimentary layers (and the remains of life within those layers) of the earlier episodes of erosion and deposition.③Hutton's concept represented a remarkable insight because it unified many individual phenomena and observations into a conceptual picture of Earth’s history. With the further assumption that these geologic processes were generally no more or less vigorous than they are today, Hutton's examination of sedimentary layers led him to realize that Earth's history must be enormous, that geologic time is anabyss and human history a speck by comparison.④After Hutton, geologists tried to determine rates of sedimentation so as to estimate the age of Earth from the total length of the sedimentary or stratigraphic record. Typical numbers produced at the turn of the twentieth century were 100 million to 400 million years. These underestimated the actual age by factors of 10 to 50 because much of the sedimentary record is missing in various locations and because there is a long rock sequence that is older than half a billion years that is far less well defined in terms of fossils and less well preserved.⑤Various other techniques to estimate Earth's age fell short, and particularly noteworthy in this regard were flawed determinations of the Sun's age. It had been recognized by the German philosopher Immanuel Kant (1724-1804) that chemical reactions could not supply the tremendous amount of energy flowing from the Sun for more than about a millennium. Two physicists during the nineteenth century both came up with ages for the Sun based on the Sun's energy coming from gravitational contraction. Under the force of gravity, the compressionresulting from a collapse of the object must release energy. Ages for Earth were derived that were in the tens of millions of years, much less than the geologic estimates of the lime.⑥It was the discovery of radioactivity at the end of the nineteenth century that opened the door to determining both the Sun’s energy source and the age of Earth. From the initial work came a suite of discoveries leading to radio isotopic dating, which quickly led to the realization that Earth must be billions of years old, and to the discovery of nuclear fusion as an energy source capable of sustaining the Sun's luminosity for that amount of time. By the 1960s, both analysis of meteorites and refinements of solar evolution models converged on an age for the solar system, and hence for Earth, of 4.5 billion years.译文地球的年龄①希腊历史学家希罗多德是最早有记录的推测地球年龄的观察家之一，他生活在大约公元前480年到公元前425年。
(2024年高考真题含解析)2024年北京市普通高中学业水平等级性考试英语试卷(含解析)
2024年普通高等学校招生全国统一考试北京卷英语试卷养成良好的答题习惯，是决定成败的决定性因素之一。
做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。
第一部分知识运用(共两节，30分)第一节(共10小题;每小题 1. 5分，共15分)阅读下面短文，掌握其大意，从每题所给的A、B、C、D 四个选项中，选出最佳选项。
I’d just arrived at school, ready for another school day. I was reading a book in the classroom when there was an 1 . “Today at 1: 10 there will be auditions (面试) for a musical.” My friends all jumped up in excitement and asked me, “Will you be going, Amy?” “Sure,” I said. I had no 2 in drama, but I’d try out because my friends were doing it.At 1:10, there was a 3 outside the drama room. Everyone looked energetic. I hadn’t expected I’d be standing there that morning. But now that I was doing it, I 4 felt nervous. What if I wasn’t any good?I entered the room and the teachers made me say some lines from the musical. They then 5 my singing skills and asked what role I wanted to play. The teachers were smiling and praising me. I felt like I had a 6 , so I said, “A big role.” They said they’d look into it. I started getting really nervous. What if I didn’t get a main role?Soon, the cast list was 7 . My friends checked and came back shouting, “Amy, you got the main role!” Sure enough, my name was at the top. I just stared at it and started to 8 . I was so happy.After two months we were all prepared and ready to go on stage. It was fun. And when people started 9 , that gave me a boost of confidence. It stayed with me and made me feel 10 . I realised that by trying something new, I can have fun — even if it means stepping out of my comfort zone.1．A．assignment B．initiative C．announcement D．interview2．A．hesitancy B．interest C．worry D．regret3．A．game B．show C．play D．line4．A．suddenly B．continuously C．originally D．generally5．A．advertised B．tested C．challenged D．polished6．A．demand B．credit C．dream D．chance7．A．traded B．posted C．questioned D．claimed8．A．well up B．roll in C．stand out D．go off9．A．whispering B．arguing C．clapping D．stretching10．A．funnier B．fairer C．cleverer D．braver第二节(共10小题;每小题1. 5分，共15分)A阅读下列短文，根据短文内容填空。
考研英语二2011年到2020年十年真题及答案
考研英语（二）2011到2020年10年真题及答案解答2011年全国硕士研究生入学统一考试英语（二）试题及答案Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on Answer Sheet 1 (10 points)Individuals and businesses have legal protection for intellectual property they create and own. Intellectual property _1_from creative thinking and may include products, _2_, processes, and ideas. Intellectual property is protected _3_ misappropriation (盗用) Misappropriation is taking the intellectual property of others without _4_ compensation and using it for monetary gain.Legal protection is provided for the _5_ of intellectual property. The three common types of legal protection are patents, copyrights, and trademarks.Patents provide exclusive use of inventions. If the U.S. Patent Office _6_ a patent, it is confirming that the intellectual property is _7_. The patent prevents others from making, using, or selling the invention without the owner’s _8_ for a period of 20 years.Copyright are similar to patents _9_ that they are applied to artistic works. A copyright protects the creator of an _10_ artistic or intellectual work, such as a song or a novel. A copyright gives the owner exclusive rights to copy, _11_, display, or perform the work. The copyright prevents others from using and selling the work. The _12_ of a copyright is typically the lifetime of the author _13_ an additional 70 years.Trademarks are words, names, or symbols that identify the manufacturer of a product and _14_ it from similar goods of others. A servicemark is similar to a trademark _15_ is used to identify service. A trademark prevents others from using the _16_ or a similar word, name, or symbol to take advantage of the recognition and _17_ of the brand or to create confusion in the marketplace. _18_ registration, a trademark is usually granted for a period of ten years. It can be _19_ for additional ten-year periods indefinitely as _20_ as the mark’s use continues.1. A. retrieves B. deviates C. results D. departs2. A. services B. reserves C. assumptions D. motions3. A. for B. with C. by D. from4. A. sound B. partial C. due D. random5. A. users B. owners C. masters D. executives6. A. affords B. affiliates C. funds D. grants7. A. solemn B. sober C. unique D. universal8. A. perspective B. permission C. conformity D. consensus9. A. except B. besides C. beyond D. despite10. A. absolute B. alternative C. original D. orthodox11. A. presume B. stimulate C. nominate D. distribute12. A. range B. length C. scale D. extent13. A. plus B. versus C. via D. until14. A. distract B. differ C. distinguish D. disconnect15. A. or B. but C. so D. whereas16. A. identical B. analogical C. literal D. parallel17. A. ambiguity B. utility C. popularity D. proximity18. A. From B. Over C. Before D. Upon19. A. recurred B. renewed C. recalled D. recovered20. A. long B. soon C. far D. wellSection II Reading ComprehensionPart ADirections: Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on Answer Sheet 1 (40 points)Text 1Within a large concrete room, cut out of a mountain on a freezing-told island just 1,000 kilometers from the North Pole, could lie the future of humanity.The room is a vault (地下库) designed to hold around 2 million seeds, representing all known varieties of the world’s crops. It is being built to safeguard the world’s food supply against nuclear war, climate change, terrorism, rising sea levels, earthquakes and the collapse of electricity supplies. “If the worst came to the worst, this would allow the world to reconstruct agriculture on this planet.”says Cary Fowler, director of the Global Crop Diversity Trust, an independent international organization promoting the project.The Norwegian (挪威的) government is planning to create the seed bank next year at the request of crop scientists. The $3 million vault will be built deep inside a sandstone mountain on the Norwegian Arctic island of Spitsbergen. The vault will have metre-thick walls of reinforced concrete and will be protected behind two airlocks and high-security doors.The vault’s seed collection will represent the products of some 10,000 years of plant breeding by the world’s famers. Though most are no longer widely planted, the varieties contain vital genetic properties still regularly used in plant breeding.To survive, the seeds need freezing temperatures. Operators plan to replace the air inside thevault each winter, when temperatures in Spitsbergen are around -18℃. But even if some disaster meant that the vault was abandoned, the permanently frozen soil would keep the seeds alive. And even accelerated global warming would take many decades to penetrate the mountain vault.“This will be the world’s most secure gene bank,”says Fowler. “But its seeds will only be used when all other samples have gone for some reason.”The project comes at a time when there is growing concern about the safety of existing seed banks around the world. Many have been criticized for poor security, ageing refrigeration (冷藏) systems and vulnerable electricity supplies.The scheme won UN approval at a meeting of the Food and Agriculture Organization in Rome in October 2005. A feasibility study said the facility “would essentially be built to last forever”.21. The Norwegian vault is important in that _________________.A. the seeds in it represent the rarest varieties of world’s crops.B. the seeds in it could revive agriculture if the worst thing should happenC. it is built deep in a mountain on a freezing-cold Arctic islandD. it is strong enough against all disasters caused by man and nature22. The seed bank project was proposed by __________.A. the Norwegian governmentB. Norwegian farmersC. Spitsbergen residentsD. agricultural scientists23. The seeds in the vault will be stored ____________________.A. as samples of world crop varietiesB. as products of world plant breedingC. for their valuable genetic propertiesD. for their resistance to plant diseases24. For the seed bank project to be successful, the most important factor is probably________.A. constructing tight airlocksB. maintaining high securityC. keeping freezing temperaturesD. storing large quantities of seeds25. Which of the following statements is true?A. The Norwegian vault models after existing seed banksB. The Spitsbergen seed bank is expected to last 10,000 yearsC. The existing seed banks have potential problemsD. The UN financed the Spitsbergen seed bankText 2Both the number and the percentage of people in the United States involved in nonagricultural pursuits expanded rapidly during the half century following the Civil War, with some of the most dramatic increases occurring in the domains of transportation, manufacturing, and trade and distribution. The development of the railroad and telegraph systems during the middle third of the nineteenth century led to significant improvements in the speed, volume, and regularity of shipments and communications, making possible a fundamental transformation in the production and distribution of goods.In agriculture, the transformation was marked by the emergence of the grain elevators, the cotton presses, the warehouses, and the commodity exchanges that seemed to so many of the nation’s farmers the visible sign of a vast conspiracy against them. In manufacturing, the transformation was marked by the emergence of a “new factory system”in which plants became larger, more complex, and more systematically organized and managed. And in distribution, the transformation was marked by the emergence of the jobber, the wholesaler, and the mass retailer. These changes radically altered the nature of work during the half century between 1870 and 1920.To be sure, there were still small workshops, where skilled craftspeople manufactured products ranging from newspapers to cabinets to plumbing fixtures. There were the sweatshops in city tenements, where groups of men and women in household settings manufactured clothing or cigars on a piecework basis. And there were factories in occupations such as metalwork where individual contractors presided over what were essentially handicraft proprietorships that coexisted within a single building. But as the number of wage earners in manufacturing rose from 2.7 million in 1880 to 4.5 million in 1900 to 8.4 million in 1920, the number of huge plants like the Baldwin Locomotive Works in Philadelphia burgeoned, as did the size of the average plant. (The Baldwin Works had 600 employees in 1855, 3,000 in 1875, and 8,000 in 1900.) By 1920, at least in the northeastern United States where most of the nation’s manufacturing wage earners were concentrated, three-quarters of those worked in factories with more than 100 employees and 30 percent worked in factories with more than 1,000 employees.26. What can be inferred from the passage about the agricultural sector of the economy after the Civil War?A. New technological developments had little effect on farmers.B. The percentage of the total population working in agriculture declined.C. Many farms destroyed in the war were rebuilt after the war.D. Farmers achieved new prosperity because of better rural transportation.27. Which of the following was NOT mentioned as part of the “new factory system?”A. A change in the organization of factories.B. A growth in the complexity of factories.C. An increase in the size of factories.D. An increase in the cost of manufacturing industrial products.28. Which of the following statements about manufacturing before 1870 can be inferred from the passage?A. Most manufacturing activity was highly organized.B. Most manufacturing occurred in relatively small plants.C. The most commonly manufactured goods were cotton presses.D. Manufacturing and agriculture each made up about half of the nation’s economy.29. The author mentions the Baldwin Locomotive Works in Paragraph 3 because it wasA. a well-known metal-worksB. the first plant of its kind in PhiladelphiaC. typical of the large factories that were becoming more commonD. typical of factories that consisted of a single building30. The word “presided over”in Paragraph 3 are closest in meaning toA. managedB. led toC. worked inD. producedText 3In 1985 when a Japan Air Lines (JAL) jet crashed, its president, Yasumoto Takagi, called each victim’s family to apologize, and then promptly resigned. And in 1987, when a subsidiary ofToshiba sold sensitive military technology to the former Soviet Union, the chairman of Toshiba gave up his post.These executive actions, which Toshiba calls “the highest form of apology,”may seem bizarre to US managers. No one at Boeing resigned after the JAL crash, which may have been caused by a faulty Boeing repair.The difference between the two business cultures centers around different definitions of delegation. While US executives give both responsibility and authority to their employees, Japanese executives delegate only authority—the responsibility is still theirs. Although the subsidiary that sold the sensitive technology to the Soviets had its own management, the Toshiba top executives said they “must take personal responsibility for not creating an atmosphere throughout the Toshiba group that would make such activity unthinkable, even in an independently run subsidiary.”Such acceptance of community responsibility is not unique to businesses in Japan. School principals in Japan have resigned when their students committed major crimes after school hours. Even if they do not quit, Japanese executives will often accept primary responsibility in other ways, such as taking the first paycut when a company gets into financial trouble. Such personal sacrifices, even if they are largely symbolic, help to create the sense of community and employee loyalty that is crucial to the Japanese way of doing business.Harvard Business School professor George Lodge calls the ritual acceptance of blame “almost a feudal (封建的) way of purging (清除) the community of dishonor,”and to some in the United States, such resignations look cowardly. However, in an era in which both business and governmental leaders seem particularly good at evading responsibility, many US managers would probably welcome an infusion (灌输) of the Japanese sense of responsibility, If, for instance, US automobile company executives offered to reduce their own salaries before they asked their workers to take pay cuts, negotiations would probably take on a very different character.31. Why did the chairman of Toshiba resign his position in 1987?A. In Japan, the leakage of a state secret to Russians is a grave crime.B. He had been under attack for shifting responsibility to his subordinates.C. In Japan, the chief executive of a corporation is held responsible for the mistake made by its subsidiaries.D. He had been accused of being cowardly towards crises that were taking place in his corporation.32. According to the passage if you want to be a good manager in Japan, you have to ________.A. apologize promptly for your subordinates' mistakesB. be skillful in accepting blames from customersC. make symbolic sacrifices whenever necessaryD. create a strong sense of company loyalty33. What’s Professor George Lodge’s attitude towards the resignations of Japanese corporate leaders?A. sympatheticB. biasedC. criticalD. approving.34. Which of the following statements is TRUE?A. Boeing had nothing to do with the JAL air crash in 1985.B. American executives consider authority and responsibility inseparable.C. School principals bear legal responsibility for students' crimes.D. Persuading employees to take pay cuts doesn’t help solve corporate crises.35. The passage is mainly about ______________.A. resignation as an effective way of dealing with business crisesB. the importance of delegating responsibility to employeesC. ways of evading responsibility in times of crisesD. the difference between two business culturesText 4The end of the nineteenth century and the early years of the twentieth century were marked by the development of an international Art Nouveau style, characterized by sinuous lines, floral and vegetable motifs, and soft evanescent coloration. The Art Nouveau style was an eclectic one, bringing together elements of Japanese art, motifs of ancient cultures, and natural forms. The glass objects of this style were elegant in outline, although often deliberately distorted, with pale or iridescent surfaces. A favored device of the style was to imitate theiridescent surface seen on ancient glass that had been buried. Much of the Art Nouveau glass produced during the years of its greatest popularity had been generically termed “art glass.”Art glass was intended for decorative purposes and relied for its effect upon carefully chosen color combinations and innovative techniques.France produced a number of outstanding exponents of the Art Nouveau style; among the most celebrated was Emile Galle (1846-1904). In the United States, Louis Comfort Tiffany (1848-1933) was the most noted exponent of this style, producing a great variety of glass forms and surfaces, which were widely copied in their time and are highly prized today. Tiffany was a brilliant designer, successfully combining ancient Egyptian, Japanese, and Persian motifs.The Art Nouveau style was a major force in the decorative arts from 1895 until 1915, although its influence continued throughout the mid-1920’s. It was eventually to be overtaken by a new school of thought known as Functionalism that had been present since the turn of the century. At first restricted to a small avant-garde group of architects and designers, Functionalism emerged as the dominant influence upon designers after theFirst World War. The basic tenet of the movement—that function should determine form—was not a new concept. Soon a distinct aesthetic code evolved: form should be simple, surfaces plain, and any ornament should be based on geometric relationships. This new design concept, coupled with the sharp postwar reactions to the styles and conventions of the preceding decades, created an entirely new public taste which caused Art Nouveau types of glass to fall out of favor. The new taste demanded dramatic effects of contrast, stark outline, and complex textural surfaces.36. What does paragraph 1 mainly discuss?A. Design elements in the Art Nouveau styleB. The popularity of the Art Nouveau styleC. Production techniques for art glassD. Color combinations typical of the Art Nouveau style37. What is the main purpose of paragraph 2?A. To compare different Art Nouveau stylesB. To give examples of famous Art Nouveau artistsC. To explain why Art Nouveau glass was so popular in the United StatesD. To show the impact Art Nouveau had on other cultures around the world38. What does the author mean by stating that “function should determine form”(para 3, line 6)?A. A useful object should not be attractiveB. The purpose of an object should influence its formC. The design of an object is considered more significant than its functionD. The form of an object should not include decorative elements39. It can be inferred from the passage that one reason Functionalism became popular was that itA. clearly distinguished between art and designB. appealed to people who liked complex painted designsC. reflected a common desire to break from the pastD. was easily interpreted by the general public40. Paragraph 3 supports which of the following statements about Functionalism?A. Its design concept avoided geometric shapes.B. It started on a small scale and then spread gradually.C. It was a major force in the decorative arts before the First World WarD. It was not attractive to architects and designersPart BDirections: Read the following text and then answer the questions by finding a subtitle for each of the marked parts or paragraphs. There are two extra items in the subtitle. Mark your answers on Answer Sheet 1 (10 points)Growth in the market for glass craftsHistorical development of glassArchitectural experiments with glassA former glass technologyComputers and their dependence on glassWhat makes glass so adaptableExciting innovations in fiber opticsGlass, in one form or another, has long been in noble service to humans. As one of the most widely used of manufactured materials, and certainly the most versatile, it can be as imposing as a telescope mirror the width of a tennis court or as small and simple as a marble rolling across dirt. The uses of this adaptable material have been broadened dramatically by new technologies: glass fiber optics—more than eight million miles—carrying telephone and television signals across nations; glass ceramics serving as the nose cones of missiles and as crowns for teeth; tiny glass beads taking radiation doses inside the body to specific organs; even a new type of glass fashioned of nuclear waste in order to dispose of that unwanted material.41. _____________________________________On the horizon are optical computers. These could store programs and process information by means of light—pulses from tiny lasers—rather than electrons. And the pulses would travel over glass fibers, not copper wire. These machines could function hundreds of times faster than today’s electroniccomputers and hold vastly more information. Today fiber optics are used to obtain a cleaner image of smaller and smaller objects than ever before—even bacterial viruses. A new generation of optical instruments is emerging that can provide detailed imaging of the inner workings of cells. It is the surge in fiber optic use and in liquid crystal displays that has set the U.S. glass industry (a 16 billion dollar business employing some 150,000 workers) to building new plants to meet demand.42. ______________________________________But it is not only in technology and commerce that glass has widened its horizons. The use of glass as art, a tradition going back at least to Roman times, is also booming. Nearly everywhere, it seems, men and women are blowing glass and creating works of art. “I didn’t sell a piece of glass until 1975,”Dale Chihuly said, smiling, for in the 18 years since the end of the dry spell, he has become one of the 20th century. He now has a new commission—a glass sculpture for the headquarters building of a pizza company—for which his fee is half a million dollars.43. ______________________________________But not all the glass technology that touches our lives isultra-modern. Consider the simple light bulb; at the turn of the century most light bulbs were hand blown, and the cost of one was equivalent to half a day’s pay for the average worker. In effect, the invention of the ribbon machine by Corning in the 1920s lighted a nation. The price of a bulb plunged. Small wonder that the machine has been called one of the great mechanical achievements of all time. Yet it is very simple: a narrow ribbon of molten glass travels over a moving belt of steel in which there are holes. The glass sags through the holes and into waiting moulds. Puffs of compressed air then shape the glass. In this way, the envelope of a light bulb is made by a single machine at the rate of 66,000 an hour, as compared with 1,200 a day produced by a team of four glassblowers.44. _______________________________________The secret of the versatility of glass lies in its interior structure. Although it is rigid, and thus like a solid, the atoms are arranged in a random disordered fashion, characteristic of a liquid. In the melting process, the atoms in the raw materials are distributed from their normal positioning the molecular structure; before they can find their way back to crystalline arrangements theglass cools. This looseness in molecular structure gives the material what engineers call tremendous “formability”which allows technicians to tailor glass to whatever they need.45. ______________________________________Today, scientists continue to experiment with new glass mixture and building designers test their imaginations with applications of special types of glass. A London architect, Mike Davies, sees even more dramatic buildings using molecular chemistry. “Glass is the great building material of the future, the ‘dynamic skin’”he said. “Think of glass that has been treated to react to electric currents going through it, glass that will change from clear to opaque at the push of a button, that gives you instant curtains. Think of how the tall buildings in New York could perform a symphony of colors as the glass in them is made to change colors instantly.”Glass as instant curtains is available now, but the cost is exorbitant. As for the glass changing colors instantly, that may come true. Mike Davies’s vision may indeed be on the way to fulfillment.Section III Translation46. Directions: In this section there is a passage in English. Translate it into Chinese and write your version on Answer Sheet 2 (15 points)The media can impact current events. As a graduate student at Berkeley in the 1960s, I remember experiencing the events related to the People’s Park that were occurring on campus. Some of these events were given national media coverage in the press and on TV. I found it interesting to compare my impressions of what was going on with perceptions obtained from the news media. I could begin to see events of that time feed on news coverage. This also provided me with some healthy insights into the distinction between these realities.Electronic media are having a greater impact on the people’s lives every day. People gather more and more of their impressions from representations. Television and telephone communications are linking people to a global village, or what one writer calls the electronic city. Consider the information that television brings into your home every day. Consider also the contact you have with others simply by using telephone. These media extend your consciousness and your contact, for example, the video coverage of the 1989 San Francisco earthquakefocused on “live action”such as the fires or the rescue efforts. This gave the viewer the impression of total disaster. Television coverage of the Iraqi War also developed an immediacy. CNN reported events as they happened. This coverage was distributed worldwide. Although most people were far away from these events, they developed some perception of these realities.Section IV WritingPart A47. Directions: Read the following Chinese and write an abstract of 80-100 words. You should write your abstract on Answer Sheet 2. (10 points)高崚、杨威被华中科技大学“劝退”，暴露出这样一个问题，一些运动员上学，只是名义上的，他们并没有真正走进课堂，也没有读一些应该读的书。
世界最伤心的人作文英语
In the vast tapestry of human emotions, sadness often stands out as one of the most profound and complex. It is a universal experience that transcends cultural, social, and geographical boundaries. The story of the worlds saddest person is not a singular tale but rather a collection of narratives that weave together the threads of loss, longing, and the human condition.One such narrative is that of a young man named Alex, who, after losing his mother to a sudden illness, found himself engulfed in a sea of sorrow. The depth of his grief was palpable it was as if the very air around him was heavy with the weight of his loss. Alexs world had been turned upside down, and the once vibrant colors of life had faded to a monotonous gray.The days following his mothers passing were a blur of tears, sleepless nights, and an overwhelming sense of emptiness. He found solace in the memories of his mothers laughter, her warm embrace, and the countless moments they had shared together. Yet, these memories, while comforting, also served as a painful reminder of what he had lost.As time passed, Alex struggled to find a way to cope with his grief. He sought solace in the company of friends, immersing himself in work, and even exploring new hobbies in an attempt to distract himself from the pain. However, no matter how hard he tried, the sadness remained, a constant companion that refused to be shaken off.In his quest to understand and navigate his emotions, Alex turned to literature, finding solace in the words of poets and authors who had alsograppled with the depths of sorrow. He found kinship in the melancholic verses of Emily Dickinson, the heartwrenching prose of Ernest Hemingway, and the raw, emotional honesty of Charles Dickens. These literary giants, through their works, offered a glimpse into the universality of grief and the resilience of the human spirit.Alexs journey was not an easy one, and there were moments when the weight of his sadness threatened to consume him. Yet, in the darkest of times, he found strength in the support of his loved ones, the beauty of nature, and the power of selfreflection. He learned to accept his grief as a part of his life, understanding that it was not a sign of weakness but rather a testament to the love he had for his mother.The story of the worlds saddest person is not just about the pain and heartache that comes with loss. It is also a story of growth, resilience, and the transformative power of love. It is a reminder that even in the face of unimaginable sorrow, there is always hope, and that it is possible to find meaning and beauty in the midst of darkness.In conclusion, the narrative of the worlds saddest person is a deeply personal and emotional journey that resonates with many. It is a testament to the strength of the human spirit and the power of love to endure even the most profound of sorrows. Through stories like Alexs, we are reminded that while sadness may be an inevitable part of life, it is also a catalyst for growth, selfdiscovery, and the deepening of our connections with others.。
青海省英语中考试题及答案指导(2024年)
2024年青海省英语中考自测试题及答案指导一、听力部分（本大题有20小题，每小题1分，共20分）1、听力材料：W: Good morning, everyone. Today we’re going to have a test on English. First, let’s start with the listening section. Here’s your first question.M: Okay.Question: How do you say “good morning” in English?A)Good afternoonB)Good eveningC)Good morningD)Good nightAnswer: C) Good morningExplanation: The correct answer is “C) Good morning” because it is the correct translation of “good morning” in English. The other options, “A) Good afternoon,” “B) Good evening,” and “D) Good night” are incorrect translations for different times of the day.2、听力材料：W: Now, let’s move on to the next question. Listen carefully.M: Okay.Question: What does “I’m sorry” mean in English?A)Excuse meB)Thank youC)I’m sorryD)GoodbyeAnswer: C) I’m sorryExplanation: The correct answer is “C) I’m sorry” because it is the correct translation of “I’m sorry” in English. The other options, “A) Excuse me,” “B) Thank you,” and “D) Goodbye” are incorrect translations for different expressions.3、You will hear a conversation between two friends, Tom and Lisa, discussing their weekend plans. Listen carefully and answer the question.Question: What activity does Tom suggest they do on Saturday afternoon?A. Go to the movies.B. Have a picnic in the park.C. Visit the museum.Answer: BExplanation: In the conversation, Tom says, “Hey, Lisa, why don’t we have a picnic in the park this Saturday afternoon?” This indicates that he suggests having a picnic, so the correct answer is B.4、You will hear a short passage about the importance of exercise. Listen carefully and answer the question.Question: According to the passage, what is one of the benefits of regular exercise?A. Improved concentration.B. Weight loss.C. Better sleep quality.Answer: CExplanation: The passage states, “Regular exercise can also improve the quality of your sleep, helping you to fall asleep faster and enjoy a more restful night.” This means that one of the benefits of regular exercise is better sleep quality, so the correct answer is C.5.You will hear a conversation between two friends discussing their weekend plans. Listen carefully and answer the question.What are they planning to do this weekend?A. Go to the beach.B. Visit a museum.C. Go hiking.Answer: AExplanation: In the conversation, the friends talk about how they want to go to the beach to relax and enjoy the sun.6.Listen to a short passage about the benefits of exercise. Choose the statement that best summarizes the main idea.What is the main benefit of regular exercise mentioned in the passage?A. It helps improve memory.B. It reduces stress levels.C. It increases energy levels.Answer: BExplanation: The passage explains that regular exercise can help reduce stress levels and improve overall mental health. Although it mentions other benefits like improved memory and increased energy levels, reducing stress levels is the main focus of the passage.7、Listen to the following conversation between two friends and choose the best answer to the question.A) They are discussing their plans for the weekend.B) They are comparing their favorite books.C) They are talking about their favorite movies.D) They are discussing their favorite foods.Answer: A) They are discussing their plans for the weekend.Explanation: In the conversation, both friends are talking about what they are going to do over the weekend. They mention going to the beach and visitinga museum, which indicates that they are discussing their plans for the weekend.8、Listen to the following dialogue and answer the question.What does the woman suggest they do next?A)Go to the park.B)Have a coffee together.C)Watch a movie.D)Go shopping.Answer: B) Have a coffee together.Explanation: The woman says, “How about we grab a coffee and catch up on what’s been happening?” This implies that she is suggesting they have a coffee together to spend some time catching up with each other.9.You will hear a conversation between two friends about their weekend plans. Listen carefully and choose the best answer to the question.Question: What does the man plan to do on Sunday?A. Go hiking.B. Visit a museum.C. Stay at home and relax.Answer: CExplanation: In the conversation, the man says, “Well, I think I’ll just stay home and relax on Sunday. I’m tired from the week.” This indicates that he plans to stay at home and relax, which is option C.10.Listen to a short lecture about the importance of exercise. Answer the question by choosing the correct statement.Question: According to the lecture, which of the following benefits does exercise provide?A. It improves cognitive functions.B. It reduces stress levels.C. It increases energy levels.D. All of the above.Answer: DExplanation: The lecturer mentions that exercise improves cognitive functions, reduces stress levels, and increases energy levels. Therefore, all the given options are correct, making option D the best answer.11.Listen to the following conversation between two friends and answer the question.A: Hey, John, how was your trip to New York last weekend?B: It was amazing, Alice. I visited the Statue of Liberty and Central Park. A: Oh, that sounds great! Which one did you enjoy more?B: I’d say the Statue of Liberty. The view from the top was breathtakin g. Question: What did John enjoy more during his trip to New York?Answer: The Statue of Liberty.Explanation: John mentioned that he enjoyed the Statue of Liberty more because the view from the top was breathtaking.12.Listen to the following dialogue between a teacher and a student and answer the question.Teacher: Hi, Sarah. How was your science project this semester?Student: It was challenging, but I learned a lot about the solar system. Teacher: That’s great! Did you present your findings to the class? Student: Yes, I did. Everyone seemed interested in the information I shared. Question: What did Sarah learn a lot about during her science project? Answer: The solar system.Explanation: Sarah mentioned that she learned a lot about the solar system duringher science project, which was her main focus.13.You are listening to a conversation between two friends at a bookstore.A. The woman is looking for a book on cooking.B. The man is helping the woman find a book on gardening.C. The woman is interested in a book on technology.D. The man is suggesting a book on art.Answer: CExplanation: The woman mentions, “I think I’ll look for something related to technology,” which indicates that she is interested in a book on technology.14.In this short news report, the speaker discusses the recent discovery of a new species of fish in the Amazon.A. The fish is believed to be the smallest known species.B. The fish is a deep-sea creature, not found in freshwater.C. The fish has a unique color pattern that scientists are studying.D. The fish was found in a remote part of the Amazon that is rarely explored.Answer: CExplanation: The speaker says, “Scientists have discovered a fish with a striking color pattern in the Amazon,” which supports option C. The other options are not mentioned in the report.15.You will hear a conversation between two students, Tom and Lisa, discussing their weekend plans. Listen carefully and answer the question.What is Tom planning to do this weekend?A)Go to the beach with friends.B)Visit his grandparents.C)Have a quiet day at home.Answer: C) Have a quiet day at home.Explanation: In the conversation, Tom mentions that he wants to stay home and relax because he’s feeling tired. This indica tes that he has planned to have a quiet day at home.16.You will hear a short news report about a new policy introduced by the government. Listen carefully and answer the question.What is the main purpose of the new policy?A)To reduce traffic congestion.B)To improve public health.C)To increase funding for education.Answer: A) To reduce traffic congestion.Explanation: The news report states that the new policy aims to tackle the issue of heavy traffic in the city. It includes measures such as implementing stricter traffic regulations and promoting public transportation. Therefore, the main purpose of the new policy is to reduce traffic congestion.17.You will hear a conversation between two friends, Alice and Bob. Listen carefully and answer the following question.Question: What is Alice planning to do for her upcoming birthday?A)Go to a movie.B)Go on a trip.C)Have a party.Answer: CExplanation: In the conversation, Alice mentions, “I’m planning a surprise party for my birthday this weekend.” This indicates that she is planning to have a party.18.You will hear a short news report about a recent event. Listen carefully and answer the following question.Question: What happened during the event?A) A fire occurred.B) A protest took place.C) A sports match was held.Answer: BExplanation: The news report states, “A protest against environmental issues took place in the city center today.” This clearly indicates that a protest took place during the event.19.You hear a conversation between two friends at a coffee shop.A. What do they discuss first?1.The weather2.The new movie3.Their upcoming vacationAnswer: 2Explanation: The conversation starts with the friend asking about the new movie that just came out, indicating that they discuss the new movie first.20.You hear a radio interview with a famous author.A. What is the author mainly talking about in the interview?1.The process of writing a book2.The importance of reading3.Her personal life experiencesAnswer: 1Explanation: The author spends most of the interview discussing the process of writing a book, including her research methods and creative process, making this the main topic of the interview.二、阅读理解（30分）Passage:In the small coastal town of Seaview, there was once a charming old lighthouse that stood tall on a rocky outcrop. The lighthouse had been a beacon of hope for sailors for over a century, guiding them safely through the treacherous seas. However, over time, the lighthouse had become dilapidated and in need of serious repairs.The local community was aware of the lighthouse’s condition and de cided to take action. They organized a fund-raising campaign to raise money for its restoration. The campaign was a resounding success, with local businesses, residents, and even tourists from neighboring towns donating generously. The money was used to re pair the lighthouse’s structure, repaint the exterior, andreplace the aging light mechanism with a modern one.As the restoration work progressed, a local historian, Mrs. Clara Thompson, discovered an old journal hidden in the lighthouse. The journal belonged to the original lighthouse keeper, Mr. William Harrow. It contained fascinating details about the history of the lighthouse and the lives of the keepers who had worked there over the years. Mrs. Thompson was thrilled to find such a valuable piece of history and decided to research further.She learned that the lighthouse had been built in 1895 to replace an older structure that had become too fragile to use. The new lighthouse was designed by a famous architect, Mr. Edward Carter, who was known for his innovative and practical designs. The lighthouse was officially opened on December 15, 1895, and has been a vital part of the town ever since.One of the most interesting stories from the journal was about a fierce storm that hit the town in 1923. The storm was so intense that it caused the lighthouse to be completely submerged underwater. However, the lighthouse’s powerful light managed to shine through the waves, guiding the ships safely to the shore. This event became a legendary tale in the town, and the lighthouse was affectionately known as “The Rescuer” from that day forward.Questions:1.What was the primary reason for the fund-raising campaign in Seaview?A) To replace the lighthouse’s light mechanism.B) To repaint the lighthouse’s exterior.C) To restore the lighthouse to its original condition.D) To build a new lighthouse in a different location.2.Who discovered the old journal in the lighthouse?A) A tourist who visited the lighthouse.B) A local fisherman who found it while cleaning the lighthouse.C)Mrs.Clara Thompson, the local historian.D)The current lighthouse keeper.3.What event from Mr.William Harrow’s journal became a legendary tale in the town?A) The lighthouse’s construction in 1895.B) The fund-raising campaign that restored the lighthouse.C) The fierce storm of 1923 that submerged the lighthouse.D) The opening of the lighthouse on December 15, 1895.Answers:1.C) To restore the lighthouse to its original condition.2.C) Mrs. Clara Thompson, the local historian.3.C) The fierce storm of 1923 that submerged the lighthouse.三、完型填空（15分）Section 3: Cloze TestRead the following passage and choose the best word or phrase for each blank from the options given.The 1 of language is something that humans have always been fascinated by. From the earliest forms of 2 communication to the complex 3 we use today, language has played a crucial role in the development of societies and cultures. One ofthe most remarkable aspects of language is its ability to evolve and adapt over time.In the past, 4 were limited to simple gestures and symbols. However, with the evolution of the human brain, we developed more sophisticated methods of communication. This led to the creation of spoken 5, which allowed for the expression of complex thoughts and emotions.1.A) natureB) originC) developmentD) evolution2.A) oralB) writtenC) non-verbalD) digital3.A) dialectsB) languagesC) alphabetsD) scripts4.A) toolsB) languagesC) symbolsD) cultures5.A) languagesB) gesturesC) alphabetsD) symbolsAnswer:1.B) origin2.C) non-verbal3.B) languages4.C) symbols5.A) languages四、语法填空题（本大题有10小题，每小题1分，共10分）1、After the meeting, the participants________(go) to lunch together.Answer: wentExplanation: The sentence requires the past simple tense because it describes a completed action that took place after the meeting. The correct form of the verb “go” in the past tense is “went.”2、If you________(study) harder, you would have passed the exam. Answer: had studiedExplanation: This sentence uses the third conditional structure (If + past perfect, would have + past participle), which expresses unreal situations in the past. Here, “had studied” indicates the hypothetical past action that didn’t happen, leading to the consequence “would have passed the exam.”3、In the___________(be) room, there is a large window that overlooks the garden.答案：4th解析：本题考查数词的用法。
2023年广东省深圳市高三二模英语试题[附答案]
![2023年广东省深圳市高三二模英语试题[附答案]](https://img.taocdn.com/s3/m/4b894131bfd5b9f3f90f76c66137ee06eff94e95.png)
试卷类型：A2023年深圳市高三年级第二次调研考试英语试卷共8页，卷面满分120分，折算成130分计入总分。
考试用时120分钟。
注意事项：1.答题前，先将自己的姓名、准考证号填写在答题卡上，并将准考证号条形码粘贴在答题卡上的指定位置。
用2B铅笔将答题卡上试卷类型A后的方框涂黑。
2.选择题的作答：每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。
写在试题卷、草稿纸和答题卡上的非答题区域均无效。
3.非选择题的作答：用签字笔直接答在答题卡上对应的答题区域内。
写在试题卷、草稿纸和答题卡上的非答题区域均无效。
4.考试结束后，请将本试题卷和答题卡一并上交。
第二部分阅读（（共两节，满分50分）第一节（共15小题；每小题2.5分，满分37.5分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
AYour Garden EscapeEven in the big city you can find oases (绿洲) of calm and beauty. From a royal palace to a classical garden, we recommend great green spaces to escape the hustle and bustle of London.Horniman GardensHorniman Gardens cover 16 acres with breathtaking views of London. Visitors can enjoy the Sound Garden, Meadow Field, and even a Prehistoric Garden, which features a display of “living fossils.” The gardens are very popular with families, and dogs can be let off their leads in the Meadow Field.Chiswick GardenAs a classical garden landscape in London, it was here that the English Landscape Movement was born with William Kent’s designs. Enjoy fresh bread, seasonal food, and natural wines in the award-winning cafe, while admiring the beauty of the naturalistic landscape, spotted with impressive art and statues.Buckingham Palace GardenThe 39-acre garden boasts more than 350 types of wildflowers, over 200 trees and a three-acre lake. The garden also provides a habitat for native birds rarely seen in London. A tour of the garden can be completed by having a cream tea in the cafe overlooking the Palace’s famous grassland and lake.Kew GardenThe Royal Botanic Garden at Kew is one of the world’s most famous gardens and a UNESCO World Heritage Site. Have a walk through the vast garden, spot local wildlife at the lake, or get your hands dirty by trying a gardening lesson. Be sure to visit the Temperate House, which contains some of the rarest and most threatened plants.21.What can visitors do in both Horniman Gardens and Chiswick Garden?A. Study living fossils.B. Taste delicious food.C. Enjoy impressive art.D. Appreciate fine views.22.Where should visitors go if they want to join in hands-on activities?A. Horniman Gardens.B. Chiswick Garden.C. Buckingham Palace Garden.D. Kew Garden.23.What is the purpose of the text?A. To inform visitors of famous gardens.B. To entertain interested garden visitors.C. To stress the necessity of garden escape.D. To show the benefits of touring gardens.BMy childhood was a painted picture of sunny sky and rolling green fields stretching to the horizon. It tasted of sharp berries and smelt of sour grapes. My family lived in a cabin (小木屋) in the countryside but I lived in my mother’s arms. They were so delicate but strong, her red hair falling around me like a curtain separating me from the world.Childhood was simple. The borders of my village were the furthest my troubles went and monsters only lived in the pages of books. Every day was a waking dream of running races and muddy knees. My village was archaic, dying cabins housing dying farmers with dying traditions. There weren’t many children but me and the other boys; boys of butchers and sellers formed our own group.They called us wild. I suppose we were. Trees and mountains formed our playgrounds and fights broke out as easily as sudden laughter. Liberated from the restrictions of society, we would bound into the woods, deeper and deeper until we found a lake which, with a wild yell, we would jump into all at once.My most vivid memories from boyhood center around that lake. Water shone brightly and the sounds of our screams broke into the outcry from birds. The shock of cold water against sweating skin would wake every nerve in my body and my bare feet would hit the sinking muddy bottom. As we submerged (淹没), time would suspend, movements slowing as bubbles rose around us.I was drowning. I was living. I was living. I was drowning.For timelessness or a second (both felt the same), we would suspend, curl up, and then be forced back out into breathing air.We should have known that it wouldn’t last forever. Yet, even under the best circumstances, there’s something so tragic about growing up: to have your perspective on the people and life around you change; to always struggle to reach a mirror only to find yourself tall enough to see, your reflection one day. And find, a different person staring back out at you.24.What does the underlined word “archaic” mean in paragraph 2?A. Borderless.B. Valueless.C. Old-fashioned.D. Poverty-stricken.25.Why did the author consider himself and other children wild?A. They played in the woods crazily.B. They tricked others purposefully.C. They frequently broke social rules.D. They firmly refused school education.26.How does the author introduce his memories of the lake?A. By sharing feelings.B. By expressing ideas.C. By making comparisons.D. By describing characters.27.What message does the author seem to convey in the last paragraph?A. Loneliness and challenges make a man grow up.B. The regret of growth is that you have never tried.C. Growth is often accompanied by sad goodbyes to the past.D. Growth begins when we begin to accept our own weakness.CIn shallow coastal waters of the Indian ocean, Dugong, a kind of sea cow, is in trouble. Environmental problems pose such a major threat to its survival that the International Union for Conservation of Nature (IUCN) upgraded the species’ extinction risk status (地位) to vulnerable (脆弱的).Much worse, Dugongs are at risk of losing the protection of the Torres Strait Islanders, who have looked after them historically, hunting them for food sustainably and monitoring their numbers. These native people keep their biodiversity, and have deep knowledge about their environment. But these people are also threatened, in part because rising sea levels are making it difficult for them to live there.This situation isn’t unique to Dugongs. A global analysis of 385 culturally important plant and animal species found 68 percent were both biologically vulnerable and at risk of losing their cultural protection.The findings clearly illustrate that biology shouldn’t be the primary factor in shaping conservation policy, says anthropologist Victoria Reyes- Garcia. When a culture declines, the species that are important to that culture are also threatened. “Lots of conservationists think we need to separate people from nature,” says Reyes-Garcia. “But that strategy misses the caring relationship many cultural groups have with nature.”One way to help shift conservation efforts is to give species a “bio-cultural status,” which would provide a fuller picture of their vulnerability. In the study, the team used a new way to determine a species’ risk of disappearing: the more a cultural group’s language use declines, the more that culture is threatened. The more a culture is threatened, the more culturally vulnerable its important species are. Researchers then combined a species’ cultural and biological vulnerability to arrive at its bio-cultural status. In the Dugong’s case, its bio cultural status is endangered, meaning it is more at risk than its IUCN categorization suggests.This new approach to conservation involves people that have historically cared for them. It can highlight when communities need support to continue their care. Scientists hope it will bring more efforts that recognize local communities’ rights and encourage their participation—taking advantage of humans’ connection with nature instead of creating more separation.28.What is the relationship between the native people and Dugong s?A. The native people help conserve Dugongs.B. The native people train Dugongs to survive.C. Dugong s ruin the native people’s environment.D. Dugongs force the native people to leave home.29.Which statement will Reyes-Garcia probably agree with?A. The protection policy is used incorrectly.B. Culture is connected to species’ existence.C. Many groups take good care of each other.D. Conservationists prefer nature over people.30.How is the study method different from previous ones?A. It involves more preservation efforts.B. It relies on the IUCN’s classification.C. It highlights the effect of human languages.D. It assesses the biological influence of a species.31.What is the author’s attitude towards the latest approach?A. Conservative.B. Favourable.C. Critical.D. Ambiguous.DAdapting to technological advances is a defining part of the 21st-century life. Just two months after being launched in November 2022, OpenAI’s ChatGPT has already reached an audience of over 100 million people. While ChatGPT threatens to change writing and writing-related work, the Mesopotamians, who lived 4,000 years ago in a geographical area centered in modem-day Iraq, went through this kind of far-reaching change before us.Ancient Mesopotamia was home to many of civilization’s early developments. Its people were world leaders in adapting to technological and cultural changes. They invented the wheel and agriculture, and pioneered advances in mathematics and urbanization. These breakthroughs are reflected in cuneiform (楔形文字) literature, one of the oldest known forms of writing.In its literature, Mesopotamians don’t present cultural and technological advances as consistently beneficial. They often represent new technologies being controlled in the service of human conflict and mostly serving the interests of those with high social positions. In some ways, the representation of new technologies in its literature echoes (映现) contemporary concerns about AI: fears of increasing social inequalities and is potential use in information war.In recent years, AI—the newest form of writing—has been used to decipher (破译) the oldest: cuneiform literature. In broader fields, the boundaries of how AI may be used haven’t been clearly explained. In January, for example, a top international AI conference banned the use of AI tools for writing scientific papers.Humans have been struggling to invent, use and adapt to technology since our earliest civilizations. But the technology and resulting knowledge are not always evenly distributed. Knowing how we adapted to changing technology in the past helps us more fully understand the human condition and may even help us prepare for the future.32.What does paragraph 2 mainly talk about concerning Mesopotamians?A. Their adaptation to threats.B. Their influences on writing.C. Their contribution to literature.D. Their achievements in civilization.33.What can be inferred about technological advances from paragraph 3?A. They prevent human conflict.B. They bring about hidden dangers.C. They take away people’s concerns.D. They lower people’s social status.34.What is the current situation of AI according to paragraph 4?A. Its use in literature is popular.B. It is not allowed to finish papers.C. Its range of application is undefined.D. It is not accepted in broader fields.35.Which of the following is a suitable title for the text?A. How People Can Use the Latest TechnologyB. How ChatGPT Will Threaten Writing and WorkC. What Al Will Do by Learning Cuneiform LiteratureD. What History Can Teach Us About New Tech’s Impact第二节（共5小题；每小题2.5分，满分12.5分）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。
Postmodernist-novels
fiction
• Few terms have been subject to such intense debates as "postmodernism." Though its indiscriminate use has all but exhausted the word of any kind of precise meaning, one can distinguish three major usages:
• (i) to refer to the non-realist and non-traditional literature and art of the post-World War Two period;
• (ii) to refer to literature and art which takes certain modernist characteristics to an extreme stage, a view propounded in John Barth's "The Literቤተ መጻሕፍቲ ባይዱture of Exhaustion"; and
• (iii) to refer to a more general human condition in the "latecapitalist" world of the post 1950s, a period marked by the end of what Jean-François Lyotard calls the grand "metanarratives" of western culture.
八年级下册英语作文范文40词左右
八年级下册英语作文范文40词左右全文共6篇示例，供读者参考篇1My Journey Through 8th Grade EnglishAs an 8th grader, English class was both a challenge and an adventure for me this year. At the start, I'll admit I wasn't very enthusiastic about diagramming sentences or analyzing poetry. However, as the year went on, I began to appreciate how studying English opened my mind to new ideas and ways of looking at the world.One of the first major assignments was writing a personal narrative about a meaningful experience. I decided to write about the time my family welcomed a rescue dog into our home. Describing the scene of first meeting my furry friend and the bond that quickly formed really made me understand the power of descriptive writing to transport the reader. My teacher's feedback helped me add more vivid sensory details to truly bring the story alive.Our class also read the novel To Kill a Mockingbird, which exposed me to the injustices of racism and inequality throughthe eyes of Scout. I was shocked by the cruelty faced by Tom Robinson just for being Black. Discussing thisbook sparked thoughtful conversations about prejudice, courage, and doing the right thing even when it's unpopular. I gained a deeper empathy for people who face discrimination.In my opinion, one of the most fun and creative units was on poetry analysis. I loved unraveling the deeper meanings, imagery, and emotions conveyed through metaphors and carefully chosen language. My favorite poem we studied was "The Road Not Taken" by Robert Frost – it made me ponder the impact of decisions we make, including seemingly small ones that can profoundly shape our paths. For our final poetry project, I wrote a free verse poem expressing my hopes and dreams for the future.Although public speaking terrified me at first, giving presentations helped build my confidence. For our research paper, each student chose a career field to investigate in-depth. I was really interested in exploring computer science and artificial intelligence. Compiling information from reliable sources and learning proper citation was challenging yet satisfying. When it came time to present my findings to the class, I felt proud to share my hard work despite some lingering nerves.Overall, 8th grade English was so much more than just reading books and writing papers. It taught me real-world skills like clear communication, open-mindedness to different perspectives, and grappling with complex ideas. Thanks to this class, I'm now a stronger reader, writer, thinker and public speaker as I get ready for high school. While there's still so much more for me to learn, this year gave me a solid foundation to continue growing my English skills and appreciation for literature. The insights I've gained will stick with me for years to come.篇2My Journey Through 8th GradeAs I reflect on my 8th grade year, it's been quite a rollercoaster ride filled with ups, downs, triumphs, and challenges. Looking back, I can't help but feel a sense of pride and accomplishment for how far I've come.The beginning of the school year was a bit daunting, to be honest. I was nervous about the increased academic demands and the looming pressure of high school just around the corner. However, my amazing teachers and supportive classmates made the transition smoother than I could have imagined.One of the highlights of this year was undoubtedly my English class. I've always enjoyed writing and literature, but this year took my passion to new heights. Our teacher, Mrs. Johnson, had a way of making even the most complex novels engaging and relatable. We delved into timeless classics like "To Kill a Mockingbird" and "The Crucible," and I found myself captivated by the rich characters and profound themes.Analyzing literature wasn't the only aspect that made English class so remarkable. Mrs. Johnson also encouraged us to express ourselves through writing. Whether it was creative fiction, persuasive essays, or personal narratives, I discovered a newfound love for the written word. I'll never forget the sense of accomplishment I felt when my short story was selected for the school's literary magazine.Another challenge I faced was navigating the complex social dynamics of middle school. Friendships shifted, cliques formed, and at times, I felt like an outsider. However, I learned the importance of staying true to myself and surrounding myself with people who genuinely cared for me. I formed some incredible bonds with classmates who shared my interests and values, and those friendships became a source of strength and joy throughout the year.Amidst the academic and social challenges, there were also plenty of memorable moments that I'll cherish forever. Who could forget the epic dodgeball tournament during gym class, or the time our science teacher set off the fire alarm during a particularly spectacular (and smoky) experiment? Moments like these brought our class together and created lasting memories.As the year drew to a close, I couldn't help but feel a mix of sadness and excitement. Sadness because I would be saying goodbye to the familiarity of middle school, but excitement for the new adventures that awaited me in high school. I knew that the skills and experiences I gained in 8th grade had prepared me for whatever challenges lay ahead.Looking back, I realize that 8th grade was more than just a year of academic growth; it was a year of personal growth,self-discovery, and resilience. I learned to embrace challenges, cultivate lasting friendships, and find joy in the smallest of moments. As I move forward, I carry with me the lessons and memories of this transformative year, forever grateful for the journey that shaped me into the person I am today.篇3Title: The Rollercoaster Ride of Middle SchoolMiddle school has been an absolute rollercoaster ride for me. It's been a journey of self-discovery, overcoming challenges, and embracing change. As I reflect on the past three years, I can't help but feel a mix of emotions – excitement, nostalgia, and a tinge of apprehension for what lies ahead.The transition from elementary school to middle school was daunting, to say the least. I vividly remember the first day, clutching my brand-new backpack, feeling like a tiny fish in a vast ocean. The hallways seemed never-ending, and the lockers were like intricate puzzles waiting to be solved. It was a whole new world, and I had to adapt quickly.One of the biggest challenges I faced was managing the increased workload. Gone were the days of a single teacher guiding us through the day. Instead, we had to navigate multiple classes, subjects, and homework assignments. It was overwhelming at first, but gradually, I learned the art of time management and developed study habits that helped me stay afloat.Friendships also took on a new dimension in middle school. The tight-knit circle from elementary school slowly evolved, and I found myself forging new bonds with classmates who shared my interests and aspirations. It was a valuable lesson inunderstanding the importance of surrounding myself with positive influences and building a support system.Extracurricular activities played a significant role in shaping my middle school experience. I joined the school band, and the hours spent rehearsing and performing with my fellow musicians created memories that will forever be etched in my mind. The camaraderie, the thrill of performing on stage, and the sense of accomplishment after a successful concert were all part of the journey.One particular incident that stands out was a group project gone awry. My teammates and I had vastly different work ethics and expectations, leading to conflicts and frustrations. It taught me the value of effective communication, compromise, and the art of diplomacy – skills that will undoubtedly serve me well in the future.As I look back on these eventful years, I can't help but feel a sense of pride and gratitude. Middle school has molded me into a more resilient, focused, and self-aware individual. The challenges I've faced have strengthened my character, and the successes have fueled my confidence.Now, as I stand on the precipice of high school, I can't help but feel a mix of excitement and trepidation. The next chapter ofmy academic journey promises new adventures, more complex subjects, and a whole new set of experiences. However, armed with the lessons learned and the skills acquired during my middle school years, I feel better prepared to tackle whatever comes my way.To my fellow classmates, I say this: embrace the rollercoaster ride that is middle school. Cherish the friendships, celebrate your achievements, and learn from your setbacks. Most importantly, never lose sight of who you are and what you want to become. The journey may be bumpy, but the destination is worth every twist and turn.篇4My Life as an Eighth GraderHey there! I'm an eighth grader, and let me tell you, this year has been quite a ride. Being in the final year of middle school is both exciting and nerve-wracking. On one hand, we're the big kids on campus, but on the other, the looming shadow of high school is never too far away.Let's start with the good stuff. Being an eighth grader means having a certain level of freedom and responsibility that younger kids can only dream of. We get to choose our electives,participate in more extracurricular activities, and even have a little more say in our schedules. It's like a taste of the independence that awaits us in high school.One of the biggest challenges this year has been managing our workload. The assignments seem to have doubled, and the expectations are higher than ever before. I've had to learn some serious time management skills to keep up with everything. Late nights studying and weekends spent catching up on homework have become the norm.But it's not all work and no play. Eighth grade also means more social opportunities. Dances, team sports, and school clubs are in full swing. It's a chance to make new friends, try new things, and really start to figure out who we are and what we're interested in.Speaking of relationships, let's talk about the elephant in the room: crushes. Eighth grade is when romance starts to become a thing, and let me tell you, it's equal parts exciting and terrifying. Will they like me back? What if I get rejected? What if I make a fool of myself? These are the questions that keep us up at night.But amidst all the chaos and uncertainty, there are also moments of pure joy and camaraderie. Laughing with friends during lunch, cheering on our teams at pep rallies, and bondingover shared experiences – these are the memories that will stick with us long after eighth grade is over.As the year winds down, we're starting to feel a mix of emotions. Sadness at leaving the familiarity of middle school, excitement for the adventures that await us in high school, and a touch of nostalgia for the simpler times of our childhood. It's a bittersweet transition, but one that we're ready to embrace.So, to all my fellow eighth graders out there, let's make the most of this year. Let's embrace the challenges, cherish the memories, and prepare ourselves for the next chapter of our lives. High school, here we come!篇5As an 8th grader, writing compositions for English class can sometimes feel like a daunting task. We're expected to craft well-structured pieces that not only demonstrate our language skills but also our ability to express ideas coherently. When our teacher announced that we needed to write a short essay of around 40 words for our second-semester assignment, I'll admit, I felt a twinge of anxiety.How could I possibly convey a meaningful message within such a tight word count? I pondered over this limitation, trying toview it as a creative challenge rather than a constraint. After all, some of the most impactful statements in history have been remarkably concise – "I have a dream," "Let there be light," "To be or not to be." Brevity, when executed skillfully, can pack a powerful punch.With this mindset, I began brainstorming potential topics that could lend themselves well to a succinct treatment. Should I tackle a profound philosophical question, distilling complex ideas into a few carefully chosen words? Or perhaps craft a short vignette, a snapshot of a moment that speaks volumes about the human experience? The possibilities seemed endless, yet I knew I had to narrow my focus.As I ruminated on the assignment, a realization struck me –the very process of crafting a 40-word essay could itself be a fascinating subject to explore. Meta, I know, but bear with me. What better way to illustrate the art of concise writing than by composing a piece about the challenges and rewards of composing a piece under such stringent limitations?And so, I embarked on a literary journey of self-reflection, a sort of meta-commentary on the task at hand. My goal was not only to produce a polished 40-word essay but also to offerinsights into the creative process, the mental gymnastics required to distill thoughts into their most essential form.In the following paragraphs, I'll share my thought process, the hurdles I encountered, and the strategies I employed to craft a compelling yet economical piece of writing. Hopefully, by the end, you'll not only appreciate the final 40-word composition but also gain a deeper understanding of the art of concise expression.One of the first challenges I faced was deciding on the tone and perspective for my meta-essay. Should I adopt a more formal, academic voice, analyzing the assignment through a scholarly lens? Or would a more conversational, first-person narrative style better capture the subjective experience of a student grappling with this unique writing challenge?Ultimately, I opted for the latter approach, believing that a personal, anecdotal account would resonate more strongly with my fellow classmates and potentially offer a relatable glimpse into the creative struggles we all encounter as budding writers.With the tone established, I then turned my attention to structuring the piece in a way that would effectively convey the evolution of my thought process. A chronological progression seemed like the most natural fit, allowing me to chart the journeyfrom initial trepidation to eventual epiphany, with all the twists and turns along the way.I found myself constantly editing and refining, trimming away superfluous phrases and extraneous details, striving to strike that delicate balance between clarity and brevity. It was a humbling exercise in restraint, reminding me that true mastery of language often lies in what is left unsaid, in the spaces between words where meaning can resonate.Another challenge I encountered was maintaining a cohesive through-line amidst the constraints of the word count. With such a limited canvas, it was essential to ensure that each sentence, each phrase, contributed to the overall narrative arc, propelling the reader forward without unnecessary detours or tangents.I learned to treat each word as a precious commodity, carefully weighing its necessity and impact. Verbose flourishes and indulgent digressions had to be ruthlessly excised, no matter how cleverly crafted or emotionally resonant they might have seemed in isolation.Throughout this process, I gained a newfound appreciation for the art of concise writing. It's a skill that requires not only a command of language but also a keen sense of prioritization, anability to distill complex ideas into their most potent and essential forms.Watching my thoughts and experiences coalesce into a tightly woven tapestry of words was both challenging and immensely rewarding. Each revision, each tweak, brought me closer to that elusive balance of substance and simplicity, reminding me that true eloquence often lies in strategic restraint.And now, as I approach the culmination of this meta-essay, it's time to reveal the 40-word composition that inspired this introspective journey. Brace yourselves, for within this concise statement lies the culmination of my efforts, a distillation of the insights and struggles I've chronicled thus far.Here it is, my 40-word masterpiece (or perhaps more accurately, my modest attempt at one):"Crafting concise prose demands ruthless economy – each word precious currency, superfluous syllables shed. Meaning distilled, essence preserved; profound simplicity emerges victorious."There you have it, my foray into the art of succinctself-expression, a meta-commentary on the very act of crafting a 40-word essay. I hope that through this introspective journey,you've not only gained an appreciation for the final composition but also a deeper understanding of the creative process, the challenges and rewards that come with wrestling language into submission.Perhaps you would have approached this assignment differently, favoring a more abstract or poetic treatment, or maybe you would have chosen to tackle a entirely different subject matter. The possibilities are endless, and that's what makes the art of writing so endlessly fascinating – the infinite ways in which we can craft and curate words to convey our unique experiences and worldviews.As I look back on this meta-essay, I'm struck by the realization that the very act of writing about writing has deepened my appreciation for the craft itself. It's a recursive process, a ouroboros of sorts, where each exploration of language and expression inevitably leads to further insights and revelations.And so, I encourage you, my fellow students and lovers of language, to embrace these kinds of meta-explorations, to fearlessly delve into the innerworkings of your own creative process. For it is in these self-reflective moments that we grow not only as writers but as thinkers, constantly refining our abilityto articulate and understand the complexities of human experience.Who knows? Perhaps your own foray into the art of concise writing will inspire a meta-essay of its own, a ouroboros of linguistic introspection that spirals ever deeper into the depths of expression and understanding.But for now, I bid you farewell, secure in the knowledge that I've not only fulfilled the assignment at hand but also gained a newfound appreciation for the power and nuance of language, the endless possibilities that await when we wield words with intention and care.Thank you for joining me on this journey. May your own explorations into the realms of concise expression be as rewarding and illuminating as mine have been.篇6My Journey Through 8th GradeAs I look back on my 8th grade year, it feels like a whirlwind of emotions, experiences, and growth. This year has been a rollercoaster ride, filled with ups and downs, triumphs andchallenges, but through it all, I've learned invaluable lessons that have shaped me into the person I am today.The year started with a mix of excitement and trepidation. Leaving the familiarity of elementary school behind, I stepped into the unknown world of middle school. The hallways seemed endless, the classrooms daunting, and the expectations higher than ever before. It was a time of adjustment, navigating new routines, making new friends, and adapting to different teaching styles.One of the biggest challenges I faced was the increased workload and complexity of the subjects. Math became more abstract, with concepts like algebra and geometry that initially felt like a foreign language. English classes delved deeper into literature analysis, requiring me to think critically and understand symbolism and themes. Science experiments became more intricate, and history lessons covered broader periods and more intricate details.At first, I struggled to keep up, feeling overwhelmed by the sheer volume of homework and the pressure to perform. Late nights were spent poring over textbooks, trying to make sense of complex concepts, and seeking help from my parents andteachers. It was a humbling experience, realizing that hard work and perseverance were the keys to success.However, as the year progressed, I gradually found my footing. I developed better study habits, learned to manage my time effectively, and sought out resources and support when needed. The subjects that once seemed daunting began to make sense, and I found myself engaging with the material in new and exciting ways.One of the highlights of the year was our class field trip to a local museum. It was a hands-on experience that brought history to life, allowing us to see and touch artifacts from different eras. The interactive exhibits and knowledgeable guides sparked my curiosity and deepened my appreciation for the richness of our past.Another memorable experience was participating in the school's annual science fair. Working alongside my best friend, we conducted experiments and analyzed data, eventually presenting our findings to a panel of judges. Although we didn't win any major prizes, the process taught me valuable skills in research, collaboration, and public speaking – skills that will undoubtedly prove invaluable in the future.Socially, 8th grade was a time of personal growth andself-discovery. I navigated the complexities of friendships, learning to navigate conflicts and misunderstandings with empathy and open communication. I also explored new interests and hobbies, joining the school's drama club and discovering a passion for acting that I never knew existed.As the year drew to a close, I found myself reflecting on how much I had grown and changed. The shy, uncertain student who had walked through those doors on the first day had evolved into a more confident, knowledgeable, and well-rounded individual.Looking ahead, I feel both excited and a little apprehensive about the challenges that high school will bring. But I know that the lessons and experiences from 8th grade have prepared me for whatever lies ahead. I've learned to embrace challenges as opportunities for growth, to seek out new experiences and perspectives, and to never underestimate the power of hard work and determination.8th grade has been a transformative journey, filled with laughter, tears, triumphs, and setbacks. It has been a year of personal growth, academic challenges, and self-discovery. As I bid farewell to this chapter and embark on a new adventure, Icarry with me a wealth of memories, lessons, and a newfound confidence in my ability to tackle whatever life throws my way.。
自由新航线的英语作文
The concept of Free New Routes in English can be interpreted in various ways,but for the purpose of this essay,lets consider it as a metaphor for exploring new paths in life, be it in terms of career,personal growth,or even geographical relocation.Heres a detailed essay on the topic:Exploring the Free New Routes:A Journey of SelfDiscovery and GrowthIn the everevolving landscape of life,the notion of free new routes emerges as a powerful metaphor for the uncharted paths that individuals may choose to traverse.These routes are not merely physical journeys but represent the myriad of opportunities available for personal and professional development.Embarking on such routes often involves a leap of faith,a willingness to step out of ones comfort zone,and an openness to the unexpected.The Call of the UnexploredThe allure of the unknown has always captivated the human spirit.From the ancient mariners who set sail in search of new lands to the modernday entrepreneurs who venture into untested markets,the desire to explore free new routes is deeply ingrained in our collective consciousness.This call to adventure is not just about the thrill of discovery it is also about the personal growth that comes from overcoming challenges and learning from new experiences.Breaking the MoldChoosing to follow a free new route often means breaking away from the welltrodden paths laid out by societal norms and expectations.It requires courage to resist the gravitational pull of the familiar and to chart ones own course.This could involve changing careers,pursuing further education,or relocating to a new city or country.Each of these decisions presents its own set of challenges,but also the potential for profound transformation.The Role of AdaptabilityAdaptability is a key trait for those who wish to explore free new routes.The ability to adjust to new environments,learn new skills,and embrace change is essential for success in an evershifting world.It is through this adaptability that individuals can navigate the complexities of unfamiliar terrain and turn potential obstacles into stepping stones ontheir journey.The Power of ResilienceResilience is the inner strength that enables individuals to bounce back from setbacks and continue on their chosen path.When exploring free new routes,one is bound to encounter difficulties and disappointments.It is resilience that fuels the determination to keep moving forward,to learn from mistakes,and to grow stronger with each challenge overcome.The Rewards of the JourneyThe journey along free new routes is not without its rewards.The personal satisfaction that comes from achieving a goal,the joy of learning new things,and the fulfillment of realizing ones potential are all part of the rich tapestry of experiences that await those who dare to venture off the beaten track.ConclusionIn conclusion,the pursuit of free new routes is a testament to the human spirits innate desire for growth and discovery.It is a journey that demands courage,adaptability,and resilience,but one that offers the promise of a richer,more fulfilling life.As we navigate the complexities of our own unique paths,may we find the strength to embrace the unknown and to relish the adventure that awaits on the free new routes of our lives.This essay aims to inspire readers to consider the value of stepping outside their comfort zones and exploring new opportunities for growth and selfdiscovery.。
关于创业的诗句英语作文
In the realm of dreams and aspirations,where the spirit of enterprise thrives,there lies a tapestry woven with threads of courage and innovation.Here,the verses of a poem crafted in the English language,capturing the essence of entrepreneurship,unfold as follows:Verse One:Amidst the bustling world of men,Where dreams are sown in fertile lands,A vision blooms,a venture begins,In the heart of one who dares to stand.Verse Two:With every step,a risk is taken,Through trials and toils,the path is shaped,The entrepreneur,with eyes unshaken,Forges ahead,where others have escaped.Chorus:Oh,the spirit of the startup soul,In the crucible of lifes own forge,Where ideas ignite,like stars in the whole,A beacon for the world to explore.Verse Three:Innovations spark,a flame so bright,Ignites the night,dispels the dark,The entrepreneurs relentless fight,Lights the way,to a new dawns mark.Verse Four:With every fall,a lesson learned,From failures school,the wisdom gained,The phoenix rises,from ashes burned,To soar anew,in skies unchained.Bridge:In the dance of risk and reward,The entrepreneur finds their stride,With resilience as their shield,And vision,their guiding light.Verse Five:The journeys long,the road is steep,Yet with each peak,a view more grand,The summit reached,the dream is kept,In the heart of the entrepreneurs land.Verse Six:Success is sweet,the fruits of toil,The legacy left,for all to see,The mark of one who dared the soil,And turned a dream to reality.Chorus:Oh,the legacy of the startup soul,In the annals of time,forever scribed,Where passion meets,with purpose whole,A testament to the human drive.Coda:So let this poem be a tribute paid,To those who dare,to those who lead,In the world of dreams,where they have made,A mark that time shall never tread.This poem is a tribute to the indomitable spirit of entrepreneurs,who with every venture embarked upon,shape not only their own destinies but also contribute to the tapestry of human progress.。
A new approach to through-the-lens camera control
Abstract
The through-the-lens camera control technique originally proposed by Gleicher and Witkin 12] provides a powerful user interface for the control of the virtual camera in 3D computer graphics and animation. Their technique is based on locally inverting the nonlinear perspective viewing transformation. However, given m image control points, the Jacobian matrix is derived as a quite complex 2m 8 matrix; furthermore, the Jacobian matrix always has at least one redundant column since its rank can be 7 at most. For the overconstrained case of m 4, the Lagrange equation is always singular since its 2m 2m square matrix has rank 7 at most. All 2 2 2 2 these complications result from removing the constraint qw + qx + qy + qz = 1 for unit quaternions 3 which represent the camera rotations. (qw ; qx ; qy ; qz ) 2 S In this paper, we interpret the problem as a target tracking problem and formulate it as a constrained nonlinear inversion problem. The problem is then solved by integrating a tangent vector eld de ned on the con guration space of the virtual camera. The vector eld is given by the least squares solutions of the Jacobian matrix equations. The row and column weighting scheme for the Jacobian matrix provides a convenient way to control the desired least squares solutions and the associated vector eld. The Lie group structure of the unit quaternion space S 3 enables us to derive a simple 2m 7 Jacobian matrix, which improves both the computational e ciency and numerical stability of the overall algorithm. For the overconstrained case of m 4, the Jacobian matrix equation is solved (in the least squares sense) by using an e cient projection method with O(m) time complexity.
【精品】高考英语二轮题海特训营4阅读理解细节理解四
阅读理解-细节理解四1、 A new commodity brings about a highly profitable,fast-growing industry,urging antitrust(反垄断)regulators to step in to check those who control its flow. A century ago ,the resource in question was oil. Now similar concerns ares being raised by the giants(巨头)that deal in data, the oil of the digital age. The most valuable firms are Google,Amazon, Facebook and Microsoft. All look unstoppable.Such situations have led to calls for the tech giants to be broken up. But size alone is not a crime,The giants' success has benefited consumers. Few want to live without search engines or a quick delivery, Far from charging consumers high prices, many of these services are free (users pay, in effect, by handing over yet more data). And the appearance of new-born giants suggests that newcomers can make waves, too.But there is cause for concern. The internet has made data abundant,all-present and far more valuable, changing the nature of data and competition. Google initially used the data collected from users to target advertising better. But recently it has discovered that data can be turned into new services: translation and visual recognition, to be sold to other companies. Internet companies’ control of data gives them enormous power. So they have a “God’s eye view” of activities in their own markets and beyond.This nature of data makes the antitrust measures of the past less useful. Breaking up firms like Google into five small ones would not stop remaking themselves: in time, one of them would become great again. A rethink is required—and as a new approach starts to become apparent, two ideas stand out.The first is that antitrust authorities need to move form the industrial age into the21st century. When considering a merger(兼并),for example, they have traditionally used size to determine when to step in. They now need to take into account the extent of firms' data assets(资产) when assessing the impact of deals. The purchase pricecould also be a signal that an established company is buying a new-borm threat. When this takes place,especially when a new-born company has no revenue to speak of, the regulators should raise red flags.The second principle is to loosen the control that providers of on-line services have over data and give more to those who supply panies could be forced to consumers what information they hold and how many money they make form emments could order the sharing of certain kinds of data, with users' consent.Restarting antitrust for the information age will not be easy But if govemments don't wants a data oconomy by a few giants, they must act soon.1.Why is there a call to break up giants?A.They have controlled the data marketB.They collect enormous private dataC.They no longer provide free servicesD.They dismissed some new-born giants2.What does the technological innovation in Paragraph 3 indicate?A.Data giants’ technology is very expensiveB.Google’s idea is popular among data firmsC.Data can strengthen giants’ controlling positi onD.Data can be turned into new services or products3.By paying attention to firms’ data assets, antitrust regulatorscould .A.kill a new threatB.avoid the size trapC.favour bigger firmsD.charge higher prices4.What is the purpose o f loosening the giants’ control of data?A.Big companies could relieve data security pressure.ernments could relieve their financial pressure.C.Consumers could better protect their privacy.D.Small companies could get more opportunities.2 、El Nino, a Spanish term for “the Christ child”, was named by South American fisherman who noticed that the global weather pattern, which happens every two to seven years, reduced the amount of fishes caught around Christmas. El Nifio sees warm water, collected over several years in the western Pacific, flow back eastwards when winds that normally blow westwards weaken, or sometimes the other way round.The weather effects both good and bad, are felt in many places. Rich countries gain more from pow erful Niños, on balance, than they lose. A study found that a strong Niño in 1997 helped American’s economy grow by 15 billion, partly because of better agricultural harvest, farmers in the Midwest gained from extra rain. The total rise in agricultural in rich countries in growth than the fall in poor ones.But in Indonesia extremely dry forests are in flames. A multi-year drought (干旱)in south-east Brazil is becoming worse. Though heavy rains brought about by El Niño may relieve the drought in Califo rnia, they are likely to cause surface flooding and other disasters.The most recent powerful Niño, in 1997-98, killed around 21,000 people and caused damage worth $36 billion around the globe. But such Niños come with months of warning, and so much is known about how they happen that governments can prepare. According to the Overseas Development Institute (ODI), however, just 12% of disaster-relief funding in the past two decades has gone on reducing risks in advance, rather than recovery and rebuilding afterwards. This is despite evidence that a dollar spent on risk-reduction saves at least two on reconstruction.Simple improvements to infrastructure (基础设施)can reduce the spread of disease. Better sewers (下水道)make it less likely that heavy rain is followed by an outbreak of the disease of bad stomach. Stronger bridges mean villages are less likely to be left without food and medicine after floods. According to a paper in 2011 by Mr Hsiang and co-authors, civil conflict is related to El Niño's har mfuleffects—and the poorer the country, the stronger the link. Though the relationship may not be causal, helping divided communities to prepare for disasters would at least reduce the risk that those disasters are followed by killing and wounding people. Since the poorest are least likely to make up for their losses from disasters linked to El Niño, reducing their losses needs to be the priority.1.What can we learn about El Nino in Paragraph 1?A.It is named after a South American fisherman.B.It takes place almost every year all over the world.C.It forces fishermen to stop catching fish around Christmas.D.It sees the changes of water flow direction in the ocean.2.What may El Niños bring about to the countries affected?A.Agricultural harvests in rich countries fall.B.Droughts become more harmful than floods.C.Rich countries’ gains are greater than their losses.D.Poor countries suffer less from droughts economically.3.The data provided by ODI in Paragraph 4 suggest that_________.A.more investment should go to risk reductionernments of poor countries need more aidC.victims of El Niño deserve more compensationD.recovery and reconstruction should come first4.What is the author’s purpose in writing the passage?A.To introduce El Niño and its or igin.B.To explain the consequences of El Niño.C.To show ways of fighting against El Niño.D.To urge people to prepare for El Niño.3、While WeChat is China's biggest mobile messaging app (应用软件),there are many equivalent(相当的) apps in other countries that offer similar features(特征).WhatsApp (US)Users: more than 300 millionPlatforms: Android, 10S, Windows Phone, BlackBerryFeatures:Text chat, push-to-talk, file sharing, location sharingWith more than 300 million active users, WhatsApp is one of WeChat's biggest competitors. Developed by two ex-Yahoo! employees in 2009, WhatsApp originally focused on text chat, but onAug6 it also started push - to - talk service. It's noted for its accessibility, ease of use and the absence of advertisements. The service is free for the first year, after which $0.99 (6.06 yuan) is charged for one-year subscription.Kakao Talk (South Korea)Users: more than 100 millionPlatforms: Android, iOS, Windows Phone, BlackBerry and Bada (an operateing system developed by Samsung)Features: Text chat, group chat, push - to - talk, group calls, file sharingWith more than 100 million users in more than 230 countries, Kakao Talk is a multi - platform ( 多平台 ) texting application that allows users to send and receive messages for free. With Kakao Talk, users can message each other one-on one or in group chats with unlimited numbers of friends. You can also choose from more than 250 animated emoticons (表情符号) and share them with friends.Line (Japan)Users: more than 200 millionPlatforms: Android, iOS, Windows Phone, BlackBerry and PCFeatures:Text chat, group chat, push - to - talk, file sharing, location sharing, gaming, stickers.Line tops the list of the most downloaded free apps in 52 countries. Apart from text and voice messaging, Line provides its users with more than 250 original stickers and emoticons to buy from its own shop. In the first quarter of 2013 alone. it made $ ,7 million just from stickers. The popular app also allows friends to battle each other in the LINE Game.1.The first paragraph of the passage is used to _______.A.introduce the most popular mobile messaging apps in ChinaB.talk about new features in the latest mobile messaging appsC.draw readers' attention to various popular mobile messaging appsD.explain how mobile messaging apps have become so popularpared with the other two apps, which of the following features makes Line stand out?A.Group mobile games.B.Free stickers and emoticons.C.Free download of the app.D.Text and group chat.3.One of the popular features of WhatsApp is that users_______.A.can send and receive messages for freeB.can enjoy live video chats within groupsC.don't need to worry about unwanted adsD.regularly set free stickers and emoticons4、 During the past Spring Festival, many children may have received red packets from their families. But Xing Pu, a 40-year-old economist, is asking the government to give red packets to every Chinese citizen.Xing suggested the government give out 1,000 yuan to each Chinese since the government income has increased rapidly in recent years. He said his suggestion would allow everyone to directly enjoy the fruits of the country’s economic success, help the lower-income groups deal with rising prices and increase consumption(消费)around the country.Recent years have seen the government carry out a series of pro-poor(扶贫)and pro-rural(惠农)policies(政策),including increasing spending on public health-care and cutting down the agricultural tax. But the lower-income group still needs more help.Xing said he has borrowed many ideas from practices in countries like theUnited StatesandSingapore. Earlier this year, the governments of the two nations offered cash handouts(救济)to their citizens. As for inChina, “We can even encourage the rich to donate their 1,000 yuan red packet to the poor,” said Xing.Although Xing’s suggestion has gained wide support among ordinary Chinese on the Internet, many other economists criticized it as unpractical. “To better use the increase of money, handing out money is not a solution that holds good for all time. It could be better to improve the public service or cut the price of energy use in daily life,” said Qiao Xinsheng, an economic professor.1.Xing Pu suggested that the government give out 1,000 yuan to each Chinese because ________.A.the poor should get help from the richB.the government should help the richC.the growing economic pie should be shared among the peopleD.the government doesn’t know how to use the mone y2.What has the government done to help the lower-income group?A.Spending less on public health care.B.Increasing the agricultural tax.C.Handing out money to every Chinese.D.Carrying out pro-poor and pro-rural policies.3.Xing Pu’s ideas of giving red packets to every Chinese citizen mainly came from ________.A.children receiving red packets from their familiesB.the US andSingaporegovernments offering cash handouts to their citizensC.the government’s increasing spending on public health careD.the rising prices in the country4.According to Qiao Xinsheng, what is better than giving out money?A.Supplying food to everyone every day.B.Cutting the price of energy use in daily life.C.Controlling the rising of prices.D.Increasing the government income.5、 Rock music in one form or another is the most popular type of music all over the world. But where did it come from?Rock began in the USA in the early 1950s. At that time, “rhythm and blue” music was very popular with black Americans. “R&B” was a mixture of black religious music and jazz. It had strong rhythms that you could dance to and simple, fast words.Noticing the success of R&B music, white musicians started to copy the same style. By the mid-1950s, this new white R&B music, called roc k ’n’ roll, had become very popular. Singers like Elvis Presley and Bill Haley attracted millions of teenage fans. Their music was fast and loud. Many older people thought that rock ’n’ roll was very dangerous.By the early 1960s, even rock ’n’ roll ha d become old-fashioned. Many of the songs had begun to sound the same. It was at that time that a new group from England became popular — the Beatles.The Beatles first started by singing American style songs, but they soon developed their own style, with more complicated tunes. They also introduced different instruments. Groups like the Beatles had a very important influence on the style of popular music.By the early 1970s, rock ’n’ roll had developed into a new form of music. Electronics had repl aced the amplified guitars and drums of rock ’n’ roll. “Rock” had arrived.Rock music had continued to change and develop. It had combined with music from different parts of the world. Today, there are hundreds of different types of rock music, and almost every country has its own form of rock.1.When had rock ’n’ roll become very popular?A.By the mid-1950s.B.By the early 1960s.C.By the mid-1960s.D.By the early 1970s.2.Which of the following statements is NOT true about the Beatles?A.It was not an American group.B.This group had their own style.C.This group made American style songs popular.D.The style of popular music had been influenced by this group.3.It can be inferred from the passage that Elvis Presley and Bill Haley________.A.were singe rs of “R&B”B.were singers in the mid-1950sC.were members of the BeatlesD.were popular with old people4.What's the best title of the passage?A.Popular MusicB.The History of Rock MusicC.Different Forms of Music in AmericaD.The Beatles6、 I was reading these interesting stories behind a group of great logos in the world. Personally Nike is my favorite one—it’s so simple. And I liked the stories behind them, which made me forget all other things. McDonald’s, Apple, Mercedes Benz and Adidas own great logos as well, and they are among my favorites.NikeIn the Greek myth, Nike is the goddess of victory and the source of inspiration for soldiers. This logo represents the wing in the famous statue of the Greek goddess. Nike’s logo w as designed by Carolyn Davidson in 1971 for $ 35, and was registered as a trademark in 1995.McDonald’sThe logo was designed in 1962 by Jim Schindler to resemble the arch shaped (拱形的) signs on the side of the company’s then walk-up hamburger stand. Later on, the two golden arches were combined together to form the M. The McDonald’s name was added to the logo in 1968.AppleThere are different stories behind Apple’s logo. The first logo was a reference to the religious story of Adam and Eve, in which the apple represented the fruit of the Tree of Knowledge. One year later, the second logo was designed in 1977 by Steven Jobs and Ronald Wayne, and it described Sir Isaac Newton sitting under an apple tree. This logo didn’t stay long. One year later it was replaced almost immediately by graphic designer Rob Janoff’s “rainbow apple”, a rainbow-colored silhouette (轮廓) of an apple with a bite taken out of it. And then the rainbow-colored apple was replaced by the one-colored logo in 1998. It has not been changed so far.Mercedes BenzThe Mercedes Benz logo, which was originally created by Gottlieb Daimler in 1909, consists of a simple description of a three- pointed star that represents its rule of the land, the sea and the air. The company was founded by Gottlieb Daimler and Wilhelm Maybach. Mercedes is the name of Maybach’s elder daughter, while Benz came as a result of a combination with Benz, Cie. and DMG in 1926.1.What does the author think of the stories of the great logos?A.They are boring.B.They are attractiveC.They are out of date.D.They are practical2.What does Nike’s logo stand for?A.The goddess of victoryB.The source of inspiration for soldiersC.The wing of the Greek goddessD.The statue of the Greek goddess3.We can learn that Apple’s present logo is______.A.the religious story of Adam and EveB.Newton’s sitting under an apple treeC.a bitten apple with only one colorD.the rainbow-colored bitten apple4.Which of the following time orders describes the births of the great logos?A.Nike –McDonald’s – Apple – Mercedes Benz.B.Mercedes Benz –McDonald’s – Nike – Apple.C.Mercedes Benz – Apple – Nike –McDonald’s.D.Nike –Mercedes Benz –McDonald’s – Apple.答案以及解析1答案及解析：答案：1.A; 2.C; 3.B; 4.D解析：1.推理判断题,根据第二段第一句中的“Such situation"可知答案在第一段,第一段暗示出分化商业巨头的原因是他们控制了数据市场, 故答案为A项。
2023年上海市格致中学高三英语高考复习长难句与词汇每日一练 Day 16
DAY 16一、每日长难句理解Just as bosses and boards have finally sorted out their worst accounting and compliance troubles, and improved their feeble corporation governance, a new problem threatens to earn them —especially in America —the sort of nasty headlines that inevitably lead to heads rolling in the executive suite: data insecurity.※句子分析※基本句型：SVO (主谓宾) to earn 不定式作宾语 earn sb sth 为某人赢得某物 句子主干：a new problem threatens to earn them the sort of nasty headlines, 句子脑图：【注释】本句的主干是a new problem threatens to earn them the sort of nasty headlines 。
句首just as 引导时间状语从句，从句中有两个并列的谓语动词sorted out 和improved ，两个破折号之间的插入成分作补充说明，data insecurity 是a new problem 的同位语，that 引导的定语从句修饰nasty headlines 。
【参考翻译】当老板和董事们刚刚清理他们糟糕的财务状况和规章问题，加强了薄弱的公司机制之后，新的“数据不安全”问题可能让他们，尤其是在美国，成为报纸恶毒的头版头条，毫无疑问，这会导致执行官们走马换任。
同位语data insecuritya new problem threatens to earn them the sort of nasty headlines时间状语从句 Just as bosses and boards have finally sorted out their worst accounting and compliance troubles, and improved their feeble corporation governance 插入语 especially in America 定语从句 that inevitably lead to heads rolling in the executive suite二、每日核心词序号核心词词义1 be absorbed in 全神贯注于2 be accessible to 容易接近的3account for 说明...的原因4adapt to 适应5be addicted to 对...上瘾6adjust to 调整以适应7appreciate for 因...而感激8an approach to sth 做...的方法9on the assumption that 假设...10be astonished at 对...感到吃惊11 be appealing to 吸引...12 assign sb to do 安排某人做某事三、选词填空absorbed abstract accessible account accused acquisitionact adaptation addicted adjusted admiration1. The witness gave a detailed ___________ of the accident, which proved quite helpful in helping the police find the truth.2. As an ___________ of a best seller for the stage, it is sure to attract a large audience.3. As was expected, his honesty earned the ___________ of his friends and colleagues.4. The professor required his assistant to make an ___________ of the paper in English5. The Copyright ___________ specifies certain acts that will not be regarded as infringing (侵权) copyright.6. Having seen so many tragedies caused by drugs, he warned his brother not to be ___________ to nicotine, let alone heroin or cocaine.7. So ___________ was the boy in the detective novel that he didn't notice the coming step towards the dormitory.8. Children will progress in the ___________ of basic skills such as reading and calculating, so there is no need to force them to learn what they are not interested in.9. The injured in the valley were not ___________ to the rescue team as a result of the landslide.10. She was surprised to know that her neighbor was ___________ of theft from the nearby convenience stores.advocate affection alphabetical appreciated ashes approachassumption astonishing athletic appealing assigned1. Generally speaking, those big, muscular, ___________ boys are popular with girl students in high schools.2. In the farewell party, all the colleagues present showed their ___________ for Mr.Kim, who would retire from his accounting position after 30 years' hard work.3. Everything in the house was reduced to ___________ in the fire, leaving the people homeless in the chilly night.4. The general manager ___________ a different task to each of the division so as to see which team would perform better.5. The herbs and spices of that chef are arranged in ___________ order, which is convenient for him in preparing his cooking.6. To the whole family's relief, Simon's ___________ against the sentence was later successful.7. Any assistance the citizens could give the police will be greatly ___________.8. I regret to admit that we ___________ the end of the year with the economy slowing and little sign of cheer.9. Dr Subroto questioned the scientific ___________ on which the global warming theory is based.10. As is known to all the people in his country, he is an ___________ of economic reform.Exercise 11. account2. adaptation3. admiration4. abstract5. act6. addicted7. absorbed8. acquisition9. accessible 10. accusedExercise 21. athletic2. affection3. ashes4. assigned5. alphabetical6. appealing7. appreciated8. approach9. assumption 10. advocate。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
ISSN: 1524-4628Copyright © 1998 American Heart Association. All rights reserved. Print ISSN: 0039-2499. OnlineStroke is published by the American Heart Association. 7272 Greenville Avenue, Dallas, TX 72514 1998;29;1122-1128Stroke Martha Visintin, Hugues Barbeau, Nicol Korner-Bitensky and Nancy E. MayoSupport and Treadmill Stimulation A New Approach to Retrain Gait in Stroke Patients Through Body Weight/cgi/content/full/29/6/1122located on the World Wide Web at:The online version of this article, along with updated information and services, is/reprints Reprints: Information about reprints can be found online atjournalpermissions@ 410-528-8550. E-mail:Kluwer Health, 351 West Camden Street, Baltimore, MD 21202-2436. Phone: 410-528-4050. Fax: Permissions: Permissions & Rights Desk, Lippincott Williams & Wilkins, a division of Wolters/subscriptions/Subscriptions: Information about subscribing to Stroke is online atA New Approach to Retrain Gait in Stroke Patients Through Body Weight Support and Treadmill Stimulation Martha Visintin,MSc;Hugues Barbeau,PhD;Nicol Korner-Bitensky,PhD;Nancy E.Mayo,PhDBackground and Purpose—A new gait training strategy for patients with stroke proposes to support a percentage of the patient’s body weight while retraining gait on a treadmill.This research project intended to compare the effects of gait training with body weight support(BWS)and with no body weight support(no-BWS)on clinical outcome measures for patients with stroke.Methods—One hundred subjects with stroke were randomized to receive one of two treatments while walking on a treadmill:50subjects were trained to walk with up to40%of their body weight supported by a BWS system with overhead harness(BWS group),and the other50subjects were trained to walk bearing full weight on their lower extremities(no-BWS group).Treatment outcomes were assessed on the basis of functional balance,motor recovery, overground walking speed,and overground walking endurance.Results—After a6-week training period,the BWS group scored significantly higher than the no-BWS group for functional balance(Pϭ0.001),motor recovery(Pϭ0.001),overground walking speed(Pϭ0.029),and overground walking endurance(Pϭ0.018).The follow-up evaluation,3months after training,revealed that the BWS group continued to have significantly higher scores for overground walking speed(Pϭ0.006)and motor recovery(Pϭ0.039). Conclusions—Retraining gait in patients with stroke while a percentage of their body weight was supported resulted in better walking abilities than gait training while the patients were bearing their full weight.This novel gait training strategy provides a dynamic and integrative approach for the treatment of gait dysfunction after stroke.(Stroke.1998;29:1122-1128.)Key Words:hemiplegiaⅢrehabilitationⅢstroke managementⅢtreatment outcomeO ver the past10years,an estimated335000Canadians have suffered a stroke.1More than one half of those who survive the acute phase are not able to walk2–4and will require a period of rehabilitation to achieve a functional level of ambulation.Both animal research and,more recently,human studies have shown that the type of training strategy adopted to retrain walking after injury in patients with neurological conditions can significantly influence the degree of locomo-tor recovery.5–7A recently proposed gait training strategy involves unloading the lower extremities by supporting a percentage of body weight.It is the intent of this research project to compare the effects of gait training with body weight support(BWS)and without BWS on functional outcomes in stroke patients.Animal studies have shown that the adult spinal cat can recover a near-normal walking pattern after a period of interactive locomotor training in which weight support for the hindquarters is provided,hence facilitating stepping on a treadmill.8–10On the basis of these studies,we developed a gait training strategy for patients with neurological conditions that involves the use of BWS during gait training on a treadmill.11–15This novel approach consists of using an overhead suspension system and harness to support a percent-age of the patient’s body weight as the patient walks on a treadmill and progressively decreasing the amount of body weight supported as the gait pattern improves.BWS provides symmetrical removal of weight from the lower extremities, thereby facilitating walking in patients with neurological conditions who are typically unable to cope with bearing full weight on their lower limbs.This strategy encompasses several principles that favor the recovery of locomotor abilities after a stroke.It minimizes the delay during which gait training can be initiated since patients are provided with the BWS needed to begin walking very early in the rehabil-itation process.This strategy provides a dynamic and task-specific approach that integrates three essential components of gait while the patient is walking on the treadmill:weight bearing,stepping,and balance.16The treadmill stimulates repetitive and rhythmic stepping with the patient supported in an upright position and bearing weight on the lower limbs. Gait training during actual walking favors a better recovery of walking abilities than a more conventional approach that emphasizes control of isolated components of gait before ambulation is resumed.17,18Moreover,providing BWS byReceived December19,1997;final revision received March20,1998;accepted March20,1998.From Jewish Rehabilitation Hospital,Laval(M.V.,N.K.-B);School of Physical and Occupational Therapy(H.B.,N.K.-B.,N.E.M.)and Department of Epidemiology(N.E.M.),McGill University,Montreal;and Royal Victoria Hospital,Montreal(N.E.M.),Quebec,Canada.Reprint requests to Dr Hugues Barbeau,McGill University,School of Physical and Occupational Therapy,3654Drummond St,Montreal,Canada H3G 1Y5.E-mail hugues@n.mcgill.ca©1998American Heart Association,Inc.symmetrically unloading both lower extremities creates an environment that discourages the development of compensa-tory strategies compared with gait training with walking aids, which favors an asymmetrical gait pattern.14,18 Preliminary studies suggest that the use of BWS leads to a better recovery of ambulation,with effects on overground walking speed,endurance,and physical assistance required to walk.6,12,19–21Chronic,nonambulatory patients with stroke and spinal cord injuries have been reported to regain the ability to walk after a course of gait training with BWS.15,19–21Patients with stroke were also reported to have recovered better walking abilities with this approach than with the more conventional Bobath approach,22which focuses on weight-bearing and weight-shifting activities in preparation for gait.6 These recent studies report comparisons between conven-tional gait training and a combination of BWS and treadmill training.Although the results suggest that BWS and treadmill training enhance locomotor recovery,the contribution of BWS in retraining gait has not been addressed.Further investigation is needed to determine whether unloading of the lower limbs,as well as progressively increasing weightbearing during training,contributes to the improvement in gait being reported.The objective of the present study was to evaluate the effectiveness of BWS in retraining gait in patients with stroke.A randomized clinical trial was performed in which one group of stroke patients received gait training on the treadmill with BWS and one group received training on the treadmill with no BWS(under full weight-bearing condi-tions).Clinical outcome measures on balance,motor recov-ery,overground walking speed,and endurance were com-pared after6weeks of training and at a3-month follow-up. The hypothesis was that subjects trained to walk with BWS would show greater improvements in gait than those trained to walk without BWS at the end of a6-week training period and at a3-month follow-up.Subjects and MethodsSubjectsA total of375patient admissions to the Jewish Rehabilitation Hospital for physical rehabilitation after stroke were reviewed between October1992and January1995.The average age of the group was69.2years(range,27to93years),and45.6%were women.Of the375admissions,251were not eligible.Two hundred thirty-seven admissions did not meet the inclusion criteria for reasons outlined in Table1.Fourteen additional subjects were not recruited:the treadmill was overbooked(nϭ6),and at one point high functional walkers were not sought(nϭ8).One hundred twenty-four subjects with right or left cortical stroke were eligible;24refused to participate,and100subjects provided informed consent to partici-pate in this study,which had been approved by the hospital’s ethics committee.Those who refused to participate were slightly older (70.1Ϯ12.2years)than those who participated(67.3Ϯ11.7years). Experimental and Control GroupsThe100subjects were randomized into one of two groups:the experimental group(BWS,nϭ50)and the control group(no-BWS, nϭ50)by block randomization within strata identified according to initial level of ambulatory status(low/high).Low ambulatory status was defined as nonambulatory or requiring maximal assistance to walk.High ambulatory status was defined as needing moderate or minimal assistance or walking independently with or without super-vision but with residual gait deviations.The experimental group received gait training on a treadmill while an overhead harness supported a percentage of their body weight.The control group received gait training on a treadmill with no BWS,ie,while bearing full weight on their lower extremities.The overhead harness(Figure1)consists of a pelvic belt that attaches around the hips and two thigh straps with anterior and posterior attachments to the pelvic band.23The harness vertically supports the subject over the treadmill and is attached to a suspension system with a force transducer that signals the amount of body weight supported by the apparatus.Individuals in the BWS group were provided up to40%BWS at the beginning of training,and the percentage of BWS was progressively decreased as the subject’s gait pattern and ability to walk improved.Subjects in the control group wore the harness as a measure of security and to ensure similar experimental conditions between the two groups,but no BWS was provided.Both groups received gait training for6weeks at a frequency of four times per week.Gait training was performed by the subject’s treating therapist in the physiotherapy department.During each session the patients were allowed to walk for a maximum of three trials and for a total duration not exceeding20minutes.The subject’s pulse and heart rate were monitored before initiation of each session and again after each trial to ensure that it not surpass a baseline established by the physician.The treadmill used(Burdick T500 model)permitted walking to be initiated from0.0mph and increased by increments of0.1mph.The subject could also hold onto a horizontal bar attached to the front of the treadmill for stability.In addition to gait training,all subjects included in the trial,regardless of group allocation,received regular weekday physiotherapy aimed at maximizing function.Training StrategyA gait training strategy for stroke patients using BWS and treadmill had been developed earlier during a pilot study.The strategy focuses on a straight trunk and limb alignment with proper weight shift and weight bearing onto the hemiplegic limb during the loading phases of gait as well as stepping to advance the limb forward.At the initiation of training,the therapist observed the subject walking at10%,20%, 30%,and40%BWS.The therapist then selected the percent BWS that facilitated proper trunk and limb alignment and transfer of weight onto the hemiplegic limb.Subjects in both groups were trained with the assistance of one or two therapists,as needed.For the more impaired subjects,training was carried out with two therapists.One therapist stood behind the TABLE1.Patients Admissions Excluded From StudyAfter Initial Screening for Eligibility(n؍237)andReasons for ExclusionReasonNo.of PatientAdmissions Walked with a normal gait pattern73Severe cardiac problems39Treadmill training contraindicated because ofexisting comorbid condition29Cerebellar,bilateral,or brain stem CVA28Unable to understand simple commands because oflanguage,cognitive,behavioral,or psychiatricdisorder19Anticipated length of stayϽ4wk15Onset CVAϾ6mo10Readmitted during study period9Not ambulating before stroke4Other11CVA indicates cerebral vascular accident.Visintin et al June19981123subject with the therapist’s feet on either side of the treadmill and provided assistance for proper trunk alignment and weight shifting while the subject walked.The second therapist was positioned beside the hemiplegic lower limb and assisted with stepping and limb control during the stance and swing phases.During training other variables were manipulated,including tread-mill speed and use of the horizontal bar to increase stability.Treadmill speed was increased as the subject’s walking ability improved with training.In the first sessions after the increase in speed,it was sometimes necessary to augment BWS to facilitate walking at the higher speed.Once the subject was accustomed to the higher speed,the percentage of BWS was once again decreased.For subjects in the no-BWS group,treadmill speed was also increased as their gait improved and they were able to walk at faster speeds.Subjects in both the BWS and no-BWS groups who progressed to walking well on the treadmill were trained to walk without using the treadmill’s horizontal bar for support to stimulate balance and postural responses.For subjects in the BWS group,BWS was initially increased to facilitate walking without holding on and was decreased as they were able to accomplish this with more ease.Measurement ToolsMeasurements of two types of variables were made:(1)outcome variables on which the effectiveness of the BWS system was judged and (2)confounding variables that have been shown in the literature to be associated with recovery of ambulation and function.All subjects were evaluated before commencement of training and again at the completion of the 6-week training period and at a 3-month follow-up.All evaluations were done by a blinded evaluator who was not aware of group assignment.Outcome VariablesThe BWS and no-BWS groups were compared in terms of balance,motor recovery,overground walking speed,and overground walking endurance.Balance was assessed with the use of the Balance Scale,a scale that evaluates 14sitting and standing activities,each on a 5-point scale.24The maximum score is 56,with higher scores indicating better balance.It has been tested on patients with stroke and has a good interrater and intrarater reliability (0.98and 0.99,respectively).25Motor recovery was assessed with the use of the lower extremity portion of an early version of the Stroke Rehabili-tation Assessment of Movement (STREAM),a 25-item scale eval-uated on a 4-point scale for some items and on a 2-point scale for other items.26More specifically,the STREAM evaluates voluntary movement of the limbs and basic mobility.The maximum score is 55,with higher scores signaling better function.Overground walking speed was measured in meters per second as the subject walked across a 10-m walkway.The walking speed was recorded with the use of a stopwatch over the middle 3m of the walkway.When the subjects had sufficient endurance,they were requested to complete the 10-m walk three times,and the average of the three trials was recorded as the speed.Overground endurance was measured by asking the subjects to walk back and forth along the 10-m walkway until they were unable to continue.The subject was permitted to continue up to a maximum distance of 320m.When overground walking speed and endurance were measured,the subjects were allowed to use the walking aids they required and were given the assistance necessary to compensate for lack of balance.Confounding and Explanatory VariablesInformation on age,sex,side of lesion,time since stroke,previous strokes,and other comorbidity,classified according to the weighted scheme developed by Charlson et al,27was abstracted from the medical rmation on cognitive status was measured by the 10-item Short Portable Mental Status Questionnaire.28The score was calculated on the basis of a possible 10,with higher scores indicating better functioning.Cognitive scores were not available for those subjects who had communication difficulties associated with aphasia.Mood was assessed with the use of the short 10-item version of the Zung Self-Rating Depression Scale.29Scores range from 25to 100,with scores over 50indicating the presence of depression.Statistical AnalysesDescriptive statistics were used to compare the baseline character-istics and the pretraining gait scores of the two study groups.Descriptive information was also collected to determine the charac-teristics of those who refused to participate and those who failed to complete the study protocol.ANCOVA was used to determine differences in the four clinical outcome measures across the two groups at the end of the training period and at 3-month follow-up.The covariates used were the level of ambulatory status (low/high)and the pretraining score for each outcome variable.ResultsOf the 100subjects,50were randomized into the BWS group,and the other 50subjects were randomized into the no-BWS group.Of these,79completed the entire study protocol as defined by completion of all 24training sessions.Forty-three subjects in the BWS group (86%)and 36subjects in the no-BWS group (72%)completed the 24training sessions.Table 2outlines the characteristics and the pretraining scores on the primary gait parameters of the 100subjects randomized into the BWS and no-BWS groups.The pretrain-ing scores for the 43individuals in the BWS group and the 36individuals in the no-BWS group who completed the training protocol (24sessions)were also found to be similar (mean ϮSD score):balance (23.6Ϯ15.2versus 22.1Ϯ17.1),Figure 1.Anterior view of the body weight support systemcomposed of an overhead suspension system and harness that support the subject vertically over the treadmill.1124Gait Training With Body Weight Supportmotor recovery(24.6Ϯ11.6versus22.1Ϯ17.1),overground walking speed(0.18Ϯ0.16versus0.17Ϯ0.18m/s),and over-ground walking endurance(45.6Ϯ68.8versus51.6Ϯ82.5m). In addition,their pretraining scores were similar for depres-sion(44.4Ϯ11.4versus44.5Ϯ14.3)and for cognitive status (8.5Ϯ1.6versus8.6Ϯ1.6).Subjects Lost to StudyOf the21subjects who terminated their participation in the study,7were from the BWS group and14from the no-BWS group.When reasons for termination were explored,more losses were experienced in the no-BWS group for medical reasons(BWSϭ2,no-BWSϭ5)and because of an expressed unwillingness to continue training(BWSϭ2,no-BWSϭ4). Five individuals were discharged to chronic care and were therefore no longer eligible to participate(BWSϭ2,no-BWSϭ3).Three subjects were discharged home(BWSϭ1, no-BWSϭ2)and were unwilling or unable to complete the training.When subjects who failed to complete the study and those who completed all24sessions were compared,a distinct profile emerged(Table3).Those who did not complete the training were older,more likely to be female,and had a greater number of comorbidities but did not differ with respect to side of lesion,depression,or cognitive status or on pretraining scores for balance,motor recovery,overground walking speed,and endurance.Effectiveness of BWSThe pretraining and posttraining scores for balance,motor recovery,overground walking speed,and overground endur-ance were compared for the BWS(nϭ43)and no-BWS (nϭ36)groups with the use of ANCOVA,in which the pretraining scores and the low/high ambulatory status were controlled as covariates.The analysis revealed significant differences between the two groups on posttraining scores for all four variables,as illustrated in Figure 2.There were significant differences between the BWS and no-BWS groups (meanϮSE score)for balance(37.2Ϯ2.1versus29.4Ϯ3.1; Pϭ0.001),motor recovery(36.7Ϯ1.9versus29.3Ϯ2.6; Pϭ0.001),overground walking speed(0.34Ϯ0.04versus 0.25Ϯ0.04m/s;Pϭ0.029),and overground endurance (147.4Ϯ18.2versus105.0Ϯ18.7m;Pϭ0.018).TABLE2.Baseline Demographic Characteristics and Pretraining Scores on OutcomeMeasures of the Body Weight Support and No–Body Weight Support(no-BWS)GroupsVariable BWS Group(nϭ50)No-BWS Group(nϭ50)Age,y66.5(12.8)(27–87)66.7(10.1)(44–84)Sex,F/M(%)19/31(38%/62%)22/28(44%/56%)Side of lesion,R/L(%)20/30(40%/60%)29/21(58%/42%)Total comorbidity 2.8(1.4)(1–6) 2.9(1.6)(1–7)Depression(Zung Scale)(range,25–100)(nϭ44)(nϭ45)44.7(11.4)(25–67.5)46.0(13.8)(25–75)Cognitive status(Pfeiffer Scale)(range,0–10)(nϭ44)(nϭ45)8.5(1.8)(2–10)8.5(1.8)(3–10)Delay onset of stroke to treatment,d68.1(26.5)(27–138)78.4(30.0)(33–148)Balance(Balance Scale)(range,0–56)23.3(15.3)(3–55)21.9(16.6)(3–54)Motor recovery(STREAM Scale)(range,0–55)24.5(12.1)(5–51)22.4(14.7)(3–51)Overground walking speed,m/s(range,0.0–1.3)0.19(0.17)(0.01–0.87)0.16(0.16)(0.0–0.62)Overground walking endurance,m(range,0–320)44.6(67.4)(2–320)46.2(72.2)(0–320)BWS indicates body weight support;STREAM,Stroke Rehabilitation Assessment of Movement.Values are mean(SD)(range)unless otherwise indicated.TABLE3.Characteristics of Patients Who Completed the Study(Training؍24Sessions)and Patients WhoFailed to Complete the Study(Training<24Sessions)Variable Completed Study(nϭ79)Failed to Complete Study(nϭ21)Age,y65.2(11.1)(28–84)71.8(11.6)(27–87)*Sex,F/M(%)27/52(34.2%/65.8%)14/7(66.7%/33.3%)†Total comorbidity 2.6(1.4)(1–7) 3.6(1.8)(1–7)†Side of lesion,R/L(%)37/42(46.8%/53.2%)12/9(57.1%/42.9%)Balance(Balance Scale)(range,0–56)22.9(16.0)(3–55)21.5(15.8)(4–48)Motor recovery(STREAM Scale)(range,0–55)23.5(13.4)(3–51)23.4(13.9)(3–48)Overground walking speed,m/s(range,0.0–1.3)0.18(0.17)(0–0.87)0.15(0.14)(0–0.62)Overground walking endurance,m(range,0–320)48.3(74.9)(0–320)34.3(43.2)(0–176)STREAM indicates Stroke Rehabilitation Assessment of Movement.Values are mean(SD)(range)unless otherwise indicated.*PϽ0.05.†PϽ0.01.Visintin et al June19981125The 79subjects who completed the training protocol were contacted for a follow-up evaluation at 3months after training.Of these,52(66%)were available to participate in the follow-up evaluation.Twenty-seven subjects were lost for reasons including a medical event or a repeated stroke,lack of willingness to participate,or a move out of the province.Of the 52subjects reevaluated,29were in the BWS group and 23were in the no-BWS group.The subjects were reevaluated on all four outcome variables.As illustrated in Figure 2,subjects in both groups showed improvements in balance,motor recovery,walking speed,and endurance when the posttrain-ing and follow-up scores were compared.However,ANCOVA revealed significant differences between the BWS and no-BWS groups (mean ϮSE score)for motor recovery (41.2Ϯ2.4versus 34.4Ϯ3.4;P ϭ0.039)and overground walk-ing speed (0.52Ϯ0.06versus 0.30Ϯ0.06m/s;P ϭ0.006),whereas no significant differences were found for balance (42.0Ϯ2.5versus 35.8Ϯ3.6;P ϭ0.058)and overground en-durance (202.4Ϯ22.8versus 152.3Ϯ29.4m;P ϭ0.065).Time to Initiate Gait TrainingAnother variable of interest in this study was the time to initiate gait training,defined as the delay between the time the subject entered the study and the time the subject was able to walk rather than stand on the treadmill.All subjects in the BWS group were able to walk on the treadmill from the first day of training,using up to 40%BWS and the therapist’s assistance for stepping.In the no-BWS group,three subjects were not able to walk while bearing full weight on the treadmill,even with the assistance of two therapists,and walking was delayed.These subjects practiced standing activities on the treadmill in preparation for walking.The three subjects initiated walking on the treadmill on days 9,11,and 23.The average (mean ϮSD)length of training received each day was comparable in both groups (BWS,14.7Ϯ4.2min-utes;no-BWS,14.4Ϯ3.8minutes).This included time spent on standing activities on the treadmill for those subjects in the no-BWS group who were too impaired to walk.The average length of walking on the treadmill was slightly higher for the BWS group (BWS,14.7Ϯ4.2minutes;no-BWS,13.7Ϯ5.0minutes)but not significantly different.Percentage of BWS and Treadmill SpeedFigure 3illustrates the percentage of subjects using 0%to 40%BWS at different intervals during the 6-week training period.Initially,72%of BWS subjects were using 30%and 40%BWS.By weeks 3and 4a large percentage of subjects were training at 0%to 20%BWS.At week 6,79%of subjects trained at 0%BWS,and this was accomplished,on average,within 13.1Ϯ7.4days (range,2to 23days)of training.There were differences in the initial treadmill speed used for training in both groups.The average initial treadmill speeds for training for the BWS and no-BWS groups were 0.52Ϯ0.25and 0.43Ϯ0.31mph,respectively.By week 6the training treadmill speed continued to be more elevated in the BWS group (0.95Ϯ0.49mph)than in the no-BWS group (0.76Ϯ0.42mph).DiscussionGait Outcomes With BWS TrainingThe results of this randomized clinical trial indicate that subjects with stroke who received 6weeks of gait training with BWS recovered better balance and walking abilities than those who received similar gait training while bearing full weight on their lower extremities.A 3-month posttraining follow-up revealed that subjects trained with BWS continued to have significantly higher scores for overground walking speed and lower limb motorrecovery.Figure 3.Percentage of subjects using 0%to 40%body weight support (BWS)during the first day of training,the first day of the third and fourth weeks,and the last day of training.At the end of the 6-week training period,79%of subjects were training on the treadmill at 0%BWS.Figure 2.Effects of body weight support (BWS)training on the following outcome measures:balance (A),motor recovery (B),overground walking speed (C),and overground walking endur-ance (D).Group means and SEs are shown for the pretraining,posttraining,and follow-up scores.ANCOVA (controlling for pre-training scores and low/high ambulatory status)revealed signifi-cant differences for all four outcome variables between the BWS and no-BWS (NBSW)groups after training.The follow-up scores were significantly different between the two groups for motor recovery and overground walking speed.1126Gait Training With Body Weight SupportAlthough not everyone completed the training protocol as desired,the results of this study are still indicative of greater benefit for the BWS group.The reasons for dropping out did not appear to be related to baseline characteristics since dropouts and persons who completed the training protocol did not differ in this respect.There were more dropouts in the no-BWS group,primarily for medical reasons and because of unwillingness to continue.Indeed,it has been shown to be more taxing to walk on a treadmill with no BWS;subjects with neurological conditions were able to walk for longer periods and with less elevated heart rates when walking with BWS.13Thus,even if we were able to perform an intention-to-treat analysis by keeping all subjects in their groups as determined by the randomization regardless of adherence, this type of analysis would likely indicate an even greater benefit of BWS.The present study differs from earlier studies6,19in that both groups received daily task-specific gait training on the tread-mill,with the use of BWS being the only difference between the experimental and control groups.Ultimately,the BWS group had significantly better gait outcome than the no-BWS group,supporting the hypothesis that partially unloading the lower limbs during training and progressively increasing the load as the gait pattern improves will enhance the recovery of locomotion.The better walking abilities cannot be attributed to the BWS group receiving more gait-specific training because the two groups did not differ in terms of the amount of time spent gait training.Thus,the benefits of retraining gait with BWS appear to be derived from the effects of BWS. Unloading the lower extremities appears to be an important factor in unmasking the potential for the recovery of gait. The results of our study suggest that the improvements in gait achieved during supported locomotion can be sustained and transferred to full weight–bearing overground walking after a training regimen,ultimately resulting in a more functional gait with better balance,motor function,and overground walking speed and endurance.It is important to note that in this study the posttraining gait outcomes reported for walking speed and endurance were measured over ground and not on the treadmill,where the subjects had been trained. Subjects in the BWS group were able to train at higher treadmill speeds than subjects in the no-BWS group.Training at faster walking speeds on the treadmill may have resulted in the faster overground walking speeds.This would imply that there is some carryover between the treadmill training and overground walking.Clinical Relevance of BWS TrainingThe subjects recruited for this study had significant gait disabilities as profiled by the clinical measures of balance and mobility recorded.In general,they presented with attributes typical of subacute patients with stroke undergoing a reha-bilitation program.In stroke rehabilitation the use of the treadmill is increasingly mentioned as an alternative method of gait training,although it has yet to be widely used in clinical settings.7,11,30A relevant finding from this study is that a large majority(79%)of these subjects were able to complete the6-week training regimen on the treadmill for both paradigms,BWS or no-BWS.This suggests that tread-mill gait training is well tolerated by patients with stroke. There were some indications of the type of patient not suitable for such training from the21subjects who,for medical and other reasons,did not complete the6weeks of training.These subjects were more often elderly female subjects with multiple comorbid conditions.There were twice as many subjects in the no-BWS as in the BWS group who stopped training because they did not like this type of treatment for gait training.One of the major advantages of using BWS is that task-specific gait training can be started during the very early days of rehabilitation by providing patients as much weight support as needed to compensate for their inability to assume an upright position while stepping forward.In this study all subjects randomized to the BWS group were able to walk on the treadmill from the first day in the study.In the no-BWS group,there were three subjects not able to step on the moving treadmill,and gait training was delayed between9 and23days.This has major implications for those patients who are very impaired and thus difficult to gait train, sometimes requiring up to three therapists to walk a short distance over ground.For these patients,BWS and treadmill can be used to provide early and intensive task-specific gait training that will potentiate their locomotor recovery.7,11,17If chronic nonambulatory patients with neurological conditions can resume ambulation after training with BWS and tread-mill,as reported by several authors,15,19–21this training strat-egy should have a substantial impact when implemented during the acute phase of rehabilitation when there is the most plasticity and potential for recovery.During this clinical trial,79%of the patients progressed to train at full weight bearing by the end of the6-week period, a time span similar to that reported by Hesse et al.19This is an important factor because a6-week time frame makes this strategy a realistic intervention for a rehabilitation program. ConclusionsThis study shows that gait training on a treadmill with BWS is an effective approach because it results in better locomotor abilities.This type of training is well tolerated by patients with stroke and is a training strategy that is compatible with rehabilitation practices in a clinical setting.Indeed,since in this study the patient’s regular treating physical therapist completed the training,the results can be generalized to other rehabilitation settings.Gait training with BWS could be used in combination with other rehabilitation strategies such as functional electrical stimulation31to assist walking and phar-macological approaches32that may enhance locomotor func-tion in patients with neurological conditions.Further research is needed to continue perfecting this strategy.It is important to investigate whether recovery of gait would be further enhanced during overground gait training with BWS.Identi-fying the optimal period after the lesion during which to initiate this type of training to maximize gait function is also important.In recent years few new gait training strategies have been proposed for patients with neurological conditions. This novel training strategy appears effective in enhancing locomotor recovery and provides a dynamic and integrative approach for the treatment of gait dysfunction after stroke.Visintin et al June19981127。