阅读1

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日语阅读1

【注釈】
メニュー［名］菜单、菜谱
注文（ちゅうもん）［名?他サ］订餐，点菜
カレーライス「名」咖喱饭
はらう［他五］支付（钱款等）
わりかん
先日、先生とクラスの日本人の友人と一緒に昼ご飯を食べに行きました。私が先生と食事をするのは初めてでした。みんなはメニューを見て、好きな食べ物を注文しました。私も値段を心配しながら、カレーライスを注文しました。先生が全部払うのはたいへんだと思ったからです。
みんなで楽しく食事をした後で、一人の学生がお金を集め始めました。それぞれの料理の代金を出しているようです。私はちょっとびっくりしました。その時、日本には、「わりかん」という習慣があることを始めて知りました。
工事(こうじ) ［名?自ス］工程,施工
文化財(ぶんかざい)［名］文物.文化遗产，文化财富
絶える(たえる) ［自下一］断绝，中断，断
進める(すすめる) ［下他一］进行，开展，推进
抱える(かかえる) ［他下一］抱，夹
【問題】現在の京都はどのようなところですか。
京都
京都は、古代に平安京として建設されてから明治維新まで千年以上ものあいだ、日本の首都でした。そのため、歷史的な文化遺產を多く残しており、国内に限らず、國際的な観光都市として名高いです。また、昔から優れた產業都市でもあります。しかし、現代の急速な都市化の波の中で、現代都市として発展するための開発工事と古い文化財や歷史的な風土の保存とが絶えず矛盾し、この矛盾をどのように調和させながら、都市の現代化を進めていくか、という大きな問題を抱えています。
【注釈】
せっかく「副」特意、煞费苦心
象徴（しょうちょう）「名?他サ」象征

新托福阅读1

Plant and Animal Life of the Pacific IslandsOCEANIAThere are both great similarities and considerable diversity in the ecosystems that evolved on the islands of Oceania in and around the Pacific Ocean. The islands, such as New Zealand, that were originally parts of continents still carry some small plant and animal remnants of their earlier biota (animal and plant life), and they also have been extensively modified by evolution. adaptation, and the arrival of new species. By contrast, the other islands, which emerged via geological processes such as volcanism, possessed no terrestrial life, but over long periods, winds, ocean currents, and the feet, feathers, and digestive tracts of birds brought the seeds of plants and a few species of animals. Only those species with ways of spreading to these islands were able to undertake the long journeys, and the various factors at play resulted in diverse ombinations of new colonists on the islands. One estimate is that the distribution of plants was 75 percent by birds, 23 percent by floating, and only 2 percent by windThe migration of Oceanic biota was generally from west to east, with four major factors influencing their distribution and establishment. The first was the size and fertility of the islands on which they landed, with larger islands able to provide hospitality for a wider range of species. Second, the further east the islands, generally the less the species diversity, largely because of the distance that had to be crossed and because the eastern islands tended to be smaller, more scattered, and remote. This easterly decline in species diversity is well demonstrated by birds and coral fish. It is estimated that there were over 550 species of birds in New Guinea, 127 in the15慢跑的石头:Solomon Islands, 54 in Fiji, and 17 in the Society Islands. From the west across the Pacific, the Bismarck Archipelago and the Solomon Islands have more than 90 families of shore fish (witl any species within the families), Fiji has 50 families, and the Society Islands have 30. Third latitude of the islands also influenced the biotic mix, as those islands in relatively cooler latitude notably New Zealand, were unsuited to supporting some of the tropical plants with which Pacific islands are generally associatedFinally, a fourth major factor in species distribution, and indeed in the shaping of Pacific ecosystems, was wind. It takes little experience on Pacific islands to be aware that there prevailing winds To the north of the equator these are called north- easterlies, while to the south hey are called south-easterlies. Further south, from about 30" south, the winds are generally from the west. As a result on nearly every island of significant size there is an ecological difference between its windward and leeward (away from the wind) sides. Apart from the wind action itself on plants and soils, wind has a major effect on rain distribution. The Big Island of Hawaii offers a prime example: one can leave Kona on the leeward side in brilliant sunshine and drive across to the windward side where the city of Hilo is blanketed in mist andWhile such localized plant life and climatic conditions are very noticeable, over Oceania as a whole there is relatively little biodiversity, and the smaller the island and the further east it lies the less there is likely to be. When humans moved beyond the islands of Near Oceania(Australia, New Guinea, and the Solomon Islands), they encountered no indigenous mammals except for flying foxes, fruit bats, and seals on some islands. Other vertebrate species were restricted to flying animals and a few small reptiles. However, local adaptations and evolution over long periods of isolation promoted fascinating species adaptations to local conditions. Perhaps most notable. in the absence of mammals and other predators, are the many species of flightless and ground-nesting birds. Another consequence of evolution was that many small environments boasted their own endemic(native)species, often small in number, unused to serious predation.limited in range, and therefore vulnerable to disruption. In Hawaii, for example, the highly adapted 39 species and subspecies of honeycreepers, several hundred species of fruit flies, and more than 750 species of tree snails are often cited to epitomize the extent of localized Oceanic endemism(species being native to the areParagraph 1There are both great similarities and considerable diversity in the ecosystems that evolved on the islands of Oceania in and around the Pacific Ocean. The islands, such as New Zealand, that were originally parts of continents still carry some small plant and animal remnants of their earlier iota (animal and plant life), and they also have been extensively modified by evolution adaptation, and the arrival of new species. By contrast, the other islands, which emerged via geological processes such as volcanism, possessed no terrestrial life, but over long periods, win ocean currents, and the feet, feathers, and digestive tracts of birds brought the seeds of plants and a few species of animals. Only those species with ways of spreading to these islands were able to undertake the long journeys, and the various factors at play resulted in diverse combinations of new colonists on the islands. One estimate is that the distribution of plants was 75 percent by birds, 23 percent by floating, and only 2 percent by wind慢跑的石头:29. The word"remnants" in the passage is closet in meaning to○remainders○remindereproductions○resemblances30. The passage supports which of the following statements about species on volcanic islands? o Volcanic island species are unlike the species found in other Pacific Ocean locationso Volcanic islands lack the diversity of species found elsewhere in the Pacific.o Volcanic island species are all transplants from distant locations and exist in combinationsnot found elsewhereo Volcanic island species differ from those on other islands in that animal species show greater diversity than plant species do.31. According to paragraph 1, how did the majorityof plant species arrive on islands created by geological processes such as volcanismo They were transported by ocean currentso They were carried to the islands by birdso They were brought to the islands by humanso They were transported by windsThe migration of Oceanic biota was generally from west to east, with four major factors influencing their distribution and establishment. The first was the size and fertility of the islands on which they landed, with larger islands able to provide hospitality for a wider range of species Second, the further east the islands, generally the less the species diversity, largely because of the distance that had to be crossed and because the eastern islands tended to be smaller, more scattered, and remote. This easterly decline in species diversity is well demonstrated by birds and coral fish. It is estimated that there were over 550 species of birds in New Guinea, 127 in the Solomon Islands, 54 in Fiji, and 17 in the Society Islands. From the west across the Pacific, theBismarck Archipelago and the Solomon Islands have more than 90 families of shore fish(with many species within the families), Fiji has 50 families, and the Society Islands have 30. Third, the latitude of the islands also influenced the biotic mix, as those islands in relatively cooler latitudes notably New Zealand, were unsuited to supporting some of the tropical plants with which Pacitic islands are generally associated32. The word "remote" in the passage is closet in meaning toO unknownO isolate33. In paragraph 2, what is the authors purpose in mentioning the estimated numbers of birds17慢跑的石头:nd coral fish species on various Oco To give examples of the wide range of species that can be found on Oceanic islandso To illustrate the decline in species diversity from west to east on Oceanic islandso To identify the influence of latitude upon Oceanic plants and animals34.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leaveout essential informationo Because of its latitude, New Zealand had a relatively cooler climate than other PacificO New Zealand, like other Pacific islands, showed the effects of latitudes on its rich tropical plants.o Because the latitudinal position of an island also affected its biotic mix, islands in cooler latitudes did not support some tropical species typical of the Pacifo Pacific islands were notable for their impressive biotic mix and association with tropicaplants35. According to paragraph 2, all of the following types of islands are associated with higher species diversity EXCEPTO islands that are large in sizeO islands located in cool latitudesO islands located in the western part of OceaniaO islands located near other landmassesParagraph 3Finally, a fourth major factor in species distribution, and indeed in the shaping of Pacific ecosystems, was wind. It takes little experience on Pacific islands to be aware that there are prevailing winds. To the north of the equator these are called north-easterlies, while to the south they are called south-easterlies. Further south, from about 30 south, the winds are generafrom the west. As a result on nearly every island of significant size there is an ecological difference between its windward and leeward (away from the wind) sides. Apart from the wind action itself on plants and soils, wind has a major effect on rain distribution, The Big Island of Hawaii offers a prime example: one can leave Kona on the leeward side in brilliant sunshine and drive across to the windward side where the city of Hilo is blanketed in mist and rain36. The Big Island of Hawaiis discussed in the passage as an example ofo the relationship between latitude and windo how prevailing winds influence rainfall patternso the relationship between rainfall and species distributiono the effects of wind action upon plants and soils37. What can be inferred from paragraph 3 about Kona and Hiloo The ecosystems of Kona and Hilo differ from each other慢跑的石头:Kona and Hilo have approximately the same rainfall in a given yearta receives northeasterly winds while Hilo receives southeasterly windso Both Aona and Hilo have plants and soils that are often damaged by windsParagraph 4While such localized plant life and climatic conditions are very noticeable, over Oceania as a whole there is relatively little biodiversity, and the smaller the island and the further east it lies the less there is likely to be. When humans moved beyond the islands of Near Oceania (Australia New Guinea, ande Solomon Islandds), they encountered no indigenous mammals except forflying foxes, fruit bats, and seals on some islands. Other vertebrate species were restricted to flying animals and a few small reptiles. However, local adaptations and evolution over long periods of isolation promoted fascinating species adaptations to local conditions. Perhaps most notable, in the absence of mammals and other predators, are the many species of flightless and ground-nesting birds. Another consequence of evolution was that many small environments boasted their own endemic (native) species, often small in number, unused to serious predation, limited in range, and therefore vulnerable to disruption. In Hawaii, for example, the highly adapted 39 species and subspecies of honeycreepers, several hundred species of fruit fiies,and more than 750 species of tree snails are often cited to epitomize the extent of localized Oceanic endemism (species being native to the area8. The word "cited" in the passage is closet in meaning toO expectedO believedO compared39. According to paragraph 4, why have species of flightless and ground-nesting birds become sonumerous on Oceanic islands?o They have no predators on the islandso They were some of the strongest species to arrive on the islandsThey live closer to their food sources than other species doo They are affected less by climatic changes than other animals are40, Which of the following is NOT mentioned in paragraph 4 about the species that live on Oceanic islands?o Certain species are native only to particular islandso Species that are native to Oceanic islands include relatively few mammalsO Populations of most species are small in number.O Some species have evolved over time to become predatorsThere are both great similarities and considerable diversity in the ecosystems that evolved on the Paragraph 1islands of Oceania in and around the Pacific Ocean. The islands, such as New Zealand, thatwere originally parts of continents still carry some small plant and animal remnants of their19慢跑的石头:earlier biota (animal and plant life), and they also have been extensively modified by evolution adaptation, and the arrival of new species. aBy contrast, the other islands, which emerged via geological processes such as volcanism, possessed no terrestrial life, but over long periods, winds. ocean currents, and the feet, feathers, and digestive tracts of birds brought the seeds of plants and a few species of animals. BOnly those species with ways of spreading to these islandsable to undertake the long journeys, and the various factors at play resulted in diverse ombinations of new colonists on the islands. One estimate is that the distribution of plantswas 75 percent by birds, 23 percent by floating, and only 2 percent by wind41. Look at the four squares [] that indicate where the following sentence can be added to the passage.When varied ecosystems are present, they can be explained as resulting in part from the process that formed the islands.Where would the sentence best fit Click on a square [] to add the sentence to the passage.42. Directions: An introductory sentence for a brief summary of the passage is provided below Complete the summary by selecting the THREE answer choices that express the mosmportant ideas in the passage. Some answer choices do not belong in the summary becauseley express ideas that are not presented in the passage or are minor ideas in the passagThis question is worth 2 pointDrag your choices to the spaces where they belong. To review the passag, click view Text. Biodiversity on Oceanic islands is dependent on a number of factors.Answer ChoicesUnlike Oceanic islands that were once part ofcontinental landmasses, islands formed by Species distribution in Oceania is determinedsuch geological processes as volcanism by the location of islands, their size, and thecontain only plants and animals that could be direction of the windtransported thereMost Oceanic islands are similar to oneislands size is less important than its another in latitude and contain plants and latitude in determining species diversityanimals typical of tropical islands.Though biodiversity is low on many Oceanic The absence of natural predators on the islands, many native species have evolved eastern Oceanic islands allowed many species nat are uniquely adapted to their local of large mammals to evolve that we environmentsof inhibiting a wide range of territory。

雅思阅读1IELTS Reading Practice 1

IELTS Reading Practice 1AEaster(复活节) is still a great day for worship, randy in baskets and running around the yard finding eggs, but every year it gets quite a bit worse for bunnies.And no, not because the kids like to pull their ears. The culprit is climate change, and some researchers found that rising temperatures arc having harmful effects on at least five species of rabbit in the US.Take the Lower Keys March rabbit, for instance. An endangered species that lives in the Lower Florida Keys, this species of cottontail is a great swimmer — it lives on the islands! —but it is already severely affected by development and now by rising levels. According to the Center for Biological Diversity, an ocean level rise of only 0. 6 meters will send these guys jumping to higher ground and a 0.9-meter rise would wipe out their habitat (栖息地) completely.The snowshoe hare, on the other hand, has a color issue. Most of these rabbits change their fur color from white in the wintertime to brown in the summer, each designed to give them better cover from predators（捕食者）. As the number of days with snow decreases all across the country, however, more and more bunnies arc being left in white fur during brown dirt days of both fall and spring, making them an easier mark for predators. Researchers know that the color change is controlled by the number of hours of sunlight, but whether the rabbit will be able to adapt quick enough to survive is a big question. The National Wildlife Federation has reported that hunters have noticed their numbers are already markedly down.American pikas or rock rabbits, a relative of rabbits and hares, might be the firs' of these species to go extinct due to climate change. About 7-8 inches long, pikas live high in the cool, damp mountains west of the Rocky Mountains. As global temperatures rise, they would naturally migrate (迁徙) to higher ground — but they already occupy the mountaintops. They can't go any higher. The National Wildlife Federation reports that they might not be able to stand the new temperatures as their habitat beats up.The volcano rabbit has the same problem. These rabbits live on the slopes of volcanoes in Mexico, and recent studies have shown that the lower range of their habitat has already shifted upward about 700 meters, but there are not suitable plants for them to move higher, so they are stuck in the middle. Scientists are concerned about their populations.Native to the US, pygmy rabbits weigh less than 1 pound and live in the American West. They are believed to be the smallest rabbits in the world. Their habitats have been destroyed by development. Several populations, such as the Columbia Basin pygmy, almost went extinct and were saved by zoo breeding programs. Pygmy rabbits also rely on winter cover by digging tunnels through the snow to escape predators, but lesser snowfall is leaving them exposed.BMake Up Your Mind to SucceedKind-hearted parents have unknowingly left their children defenseless against failure. The generation born between 1980 and 2001 grew up playing sports where scores and performance were played down because “everyone’s winner.” And their report cards sounded more positive (正面的) than ever before. As a result, Stanford University professor Carol Dweck, PhD, calls them “the overpraised generation.”Dweck has been studying how people deal with failure for 40 years. Her research has led her to find out two clearly different mind-sets that have a great effect on how we react to it. Here’s how they work:A fixed mind-set is grounded in the belief that talent (才能) is genetic –you’re a born artist, point guard, or numbers person. The fixed mind-set believes it’s sure to succeed without much effort and regards failure as personal shame. When things get difficult, it’s quick to blame, lie, and even stay away from future difficulties.On the other hand, a growth mind-set believes that no talent is entirely heaven-sent and that effort and learning make everything possible. Because the ego (自尊) isn’t on the line as much, the growth mind-set sees failure as a chance rather than shame. When faced with a difficulty, it’s quick to rethink, change and try again. In fact, it enjoys this experience.We are all born with growth mind-sets. (Otherwise, we wouldn’t be able to live in the world.) But parents, teachers, and instructors often push us into fixed mind-sets by encouraging certain actions and misdirecting praise. Dweck’s book, Mind-set: The New Psychology of Success, and online instructional program explain this in depth. But she says there are many little things you can start doing today to make sure that your children, grandchildren and even you are never defeated by failure.。

《日语阅读1》课程教学大纲

《日语阅读1》课程教学大纲课程编号：1231134课程名称：日语阅读1总学时数：32实验或上机学时： 16先修课：无后续课：日语阅读2、3、4一、说明部分1.课程性质：学科专业基础课。

授课对象为日语专业大二上学期学生。

2.教学目标及意义：扩大学生的词汇量和知识面，让学生了解各种文体、各种内容的文章，适应已经到来的信息社会的需要。

并使学生掌握最新国际时事及相关词汇，毕业后能尽快适应有关工作。

3.教学内容和要求：该课使学生对已学的基础语言知识得以进一步巩固提高并扩大知识面、词汇量，增强阅读理解能力以及尝试运用已学的语言知识解决有关问题。

4.教学重点难点：随着学习的深入，对词汇量的要求也逐渐加大；文体的多样性。

5.教学方法和手段：课堂教学；指导学生采取多种手段收集信息，整理资料的能力等。

提高语言的综合运用能力。

6.教材：陈俊森主编.《日语泛读教程1》.北京：高等教育出版社.2006年12月。

参考书目：平野芳已等.《日本名作高效阅读》.中国宇航出版社出版.2004年6月董鑫等.《新日本语能力测试问题对策N2读解》.外文出版社.2010年11月7.其他：考核方式：命题考试40%、测试20%、课堂表现20%、课堂笔记10% 、作业10%二、正文部分1.教学要求本课程以《日语泛读第一册》为主。

主要目的是扩大学生的词汇量和知识面，让学生了解各种文体以及各种内容的文章。

其中科普性文章和报刊文章要占一定的比例。

本学期要求达到通过日语能力二级考试以上的阅读水平。

2.教学内容第一课賢明な選択知识要点：背景知识:了解北原保雄及其作品。

本课学习时数：3第二课衣服と色知识要点：背景知识：了解作者雨宫政次及其作品；词汇和语法：掌握主要颜色；着る、はく。

本课学习时数：3第三课習慣とマナー知识要点：背景知识：日本的习惯；了解60年代的日本；文章的理解：了解各国在不同场合表现出的不同生活习惯的差异以及背后隐藏的文化差异。

本课学习时数：3第四課臓器移植知识要点：背景知识：脏器移植、排斥反应、脑死亡法律、克隆技术本课学习时数：3第五課日本人の夫のジレンマ知识要点：背景知识：日本的家庭、家庭主妇；文章的理解：了解过去和现在夫妻在家庭生活中地位的变化；了解丁克家庭。

阅读1小鸟和守林老人

ቤተ መጻሕፍቲ ባይዱ
• 这一夜老人睡得很好。时间在树叶上写了许多故事，许多故事深深地嵌入了树的年轮。老人开始和每一只小鸟，每一棵树告别。敏感的鸟儿知道，已经很老的老人，一定是要走了。林中的小屋没有升起炊烟的那天，鸟儿们知道老人走了。树林里又寂静又暗淡的一天呵。谁也没邀约谁，鸟儿们都来了。成千上万的鸟儿，在林中小屋上盘旋，哀鸣。整座山林都在摇晃，树叶和树枝轻轻拂动。鸟儿们衔来无数的花瓣，无数的绿叶。伴着阳光，树林里下了一场花瓣雨，绿叶雨。飘落的花瓣和绿叶呵，掩盖了林中小屋......
• 又拾起从树枝上震落的鸟窝，轻轻地安放在树枝上...... 老人取得了鸟儿们的信任，鸟儿们认定他是一个“好人”！老人走动在浓密的树阴里。白发满头，是一朵硕大的蒲公英，是一盏明亮的神灯啊！鸟儿们开始拜访老人的小屋。唧唧，喳喳，翻译出来是：“您好！您好！” 老人呵呵笑着，用饭粒和爱抚招待他的客人。一只大胆的蓝色小鸟，衔着一颗草莓停落在老人肩上，老人伸出手接住了这珍贵的馈赠。接着，又是一颗，又是一颗......
小鸟和守林老人树林里来了一位老人。起初，鸟儿们非常惊诧：怎么来了个白胡子老头？是捕鸟的吧？打猎的吧？不像。带了一条黑狗，可没带猎枪。老人在树林里盖了一幢小屋，住下了。奇怪，鸟儿们用晶亮的小眼睛彼此询问着，用它们鸟国的语言争论着。不过，很快，鸟儿们就发现，他是一个好老头，是它们天堂的保护神。那天，来了一伙偷砍树木的人。老人带着黑狗，叫喊着去阻拦利斧的挥舞。激烈的争吵。黑狗的狂吠。老人展开一张布告，那伙人虽然还在吼叫，但他们终于发现，老人是一尊真正的山神。他们低下了头。那伙人走了，老人轻轻抚摩受伤的树干，抚摩流出树脂的伤痕，

阅读1_为何提出加快形成新质生产力

主题阅读加快形成新质生产力为何提出周勇近日，习近平总书记在黑龙江考察期间，连续两次提到一个新词汇——“新质生产力”，让人眼前一亮的同时，也传递着许多鲜明信号。

什么是“新质生产力”？为什么现在提出“新质生产力”？为什么在东北提？让我们一起打开这些问号。

“新质生产力”提出的背景全球发展面临困境，需要生产力新变革。

党的二十大报告指出，世纪疫情影响深远，逆全球化思潮抬头，单边主义、保护主义明显上升，世界经济复苏乏力，局部冲突和动荡频发，全球性问题加剧，世界进入新的动荡变革期。

全球问题往往伴随各国发展的矛盾而出现，发达国家需要进一步提升发展水平，发展中国家也有自身的发展要求。

发展能力不足是引发全球危机的重要根源，经济增长乏力、甚至形势恶化尤其可能加剧全球风险。

要摆脱全球发展困境需要生产力的新变革，加快形成新质生产力既是中国应对当前自身发展问题的新思路，更是中国关于全球发展的新创见。

传统生产方式难以为继，生产力发展需要由粗犷向高质量转型。

粗犷式生产的本质是生产力无序发展，主要体现在两个方面，亟需通过发展体现高质量要求的新质生产力着力解决。

一是牺牲环境换发展。

习近平总书记在2023年7月召开的全国生态环境保护大会上强调，我国生态环境保护结构性、根源性、趋势性压力尚未根本缓解。

我国经济社会发展已进入加快绿色化、低碳化的高质量发展阶段，生态文明建设仍处于压力叠加、负重前行的关键期。

必须以更高站位、更宽视野、更大力度来谋划和推进新征程生态环境保护工作，谱写新时代生态文明建设新篇章。

二是供给侧问题严重。

落后产能、过剩产能实质是传统产能的无序扩张，都是生产力发展的不健康方式。

化解产能问题的关键是调结构，本质上是按新质生产力的要求调生产力结构；加快形成新动能的根本是创新，本质上是发展新质生产力。

习近平总书记指出，“以科技创新开辟发展新领域新赛道、塑造发展新动能新优势，是大势所趋，也是高质量发展的迫切要求，必须依靠创新特别是科技创新实现动力变革和动能转换”。

阅读1

礼物①在小镇最阴湿寒冷的街角，住着约翰和他的妻子珍妮。

约翰在铁路局干一份扳道工兼维修的活，又苦又累;珍妮在做家务之余就去附近的花市做点杂活，以贴补家用。

生活是清贫的，但他们是相爱的一对。

②那天，小两口正在吃晚饭，突然响起了敲门声。

珍妮打开门，门外站着一个冻僵了似的老头，手里提着一个菜篮。

“夫人，我今天刚搬到这里，就住在对街。

您需要一些菜吗?”老人的目光落到珍妮缀着补丁的围裙上，神情有些.黯然。

“要啊，”珍妮微笑着递过几个便士，“胡萝卜很新鲜呢。

”老人浑浊的声音里又有了几分感动：“谢谢您了。

”③关上门，珍妮轻轻地对丈夫说：“当年我爸爸也是这样挣钱养家的。

”④第二天，小镇下了很大的雪。

傍晚的时候，珍妮提着一罐热汤，踏着厚厚的积雪，敲开了对街的房门。

⑤两家很快结成了好邻居。

每天傍晚，当约翰家的木门响起卖菜老人笃笃的敲门声时，珍妮就会捧着一碗热汤从厨房里迎出来。

⑥圣诞节快来时，珍妮与约翰商量着从开支中省出一部分来给老人置件棉衣：“他穿得太单薄了，这么大的年纪每天出去挨冻，怎么受得了。

”约翰点头默许了。

⑦珍妮终于在平安夜的前一天把棉衣赶成了。

铺着厚厚的棉絮，针脚密密的。

平安夜那天，珍妮还特意从花店带回一枝处理玫瑰，插在放棉衣的纸袋里，趁着老人出门购菜，放到了他家门口。

⑧两小时后，约翰家的木门响起了熟悉的笃笃声，珍妮一边说着“圣诞快乐”一边快乐地打开门，然而，这回老人却没有提菜篮子。

⑨“嗨，珍妮，”老人兴奋地微微摇晃着身子，“圣诞快乐！平时总是受你们的帮助，今天我终于可以送你们礼物了。

”说着老人从身后拿出一个大纸袋，“不知哪个好心人送在我家门口的，是很不错的棉衣呢。

我这把老骨头冻惯了，送给约翰穿吧，他上夜班用得着。

”老人略带羞涩地把一枝玫瑰递到珍妮面前，“还有，这个给你。

也是插在这纸袋里的，我淋了些水，它美得像你一样。

”娇艳的玫瑰上，一闪一闪的，是晶莹的水滴。

1、请你谈谈对画线句子的理解。

（2分）2、阅读完短文，你明白了什么道理？（3分）那年的冬天雪好大①腊月里，冬天像是一台年久失修的鼓风机，粗糙的北风没完没了地吹着。

大学英语快速阅读1翻译unit4

A Country of Immigrants一个移民国家As you walk along the street in any American city, you see many different faces. You see oriental faces, black faces, and white faces. These are the faces of the United States, a country of immigrants from all over the world. Immigrants are people who leave one country to live permanently in another country.当你沿着街道走在美国任何城市，你会看很多不同的面孔。

你会看到东方（黄种人）的面孔，黑种人的面孔和白种人的面孔。

这些是一个来自世界各地移民而来的美国的面孔。

这些移民者离开一个国家然后永久居住在另外一个国家。

The first immigrants came to North America in the 1600s from northern European countries such as England and Holland. These people generally had light skin and light hair. They came to live in North America because they wanted religious freedom. In the 1700s and early 1800s immigrants continued to move from Europe to the United States. At this time there was one group of unwilling immigrants, black Africans. These people were tricked or forced to come to the United States, where they worked on the large farms in the south. The blacks had no freedom; they were slaves. In the 1800s many Chinese and Irish immigrants came to the United States. They came because of economic or political problems in their countries. The most recent immigrants to the United States, the Indochinese, Cubans, and Central Americans also came because of economic or political problems in their own countries. Except for the blacks, most of these immigrants thought of the United States as a land of opportunity, of a chance for freedom and new lives.第一批移民者来到北美洲的北部是17世纪的北欧国家，比如英国和荷兰。

阅读1

阅读1 《好消息》三月的微风把好消息轻声告诉了一朵云，云儿背着许多小雨滴。

雨滴噼噼啪啪落下来，把好消息告诉了苹果树上的一朵花儿。

正在采蜜的小蜜蜂听到了好消息，就嗡嗡地唱着歌告诉山丘上的每一朵蒲公英。

蒲公英一句话也不说，她们金黄色的脸儿，在雨后的阳光下露出了笑容。

现在每一个人都知道了这个好消息—春天来了。

1、本人共有（）个自然段。

2、在文中找出下列词语的相反的词。

去--（）下-- （）哭----（）坏-----（）3、短文中写了谁天传播那个好消息？4、你知道这个好消息是什么吗？写下来。

阅读2 《小兔运南瓜》一天，住在森林边上的小白兔到菜地里收南瓜。

他蹦蹦跳跳地来到地里，看见南瓜长得又圆又大，他高兴了，伸手就摘下来一个。

这一下他可发愁了，这么大的南瓜怎么搬得动呢？正在这时，小熊猫骑着自行车过来了，边走边说：“小白兔，你好！”看见小熊猫骑的车子，小白兔一下子有主意了，他想：我的大南瓜圆圆的，多像车轮呀，不是也可以转动吗？好，有办法啦！小白兔用力把南瓜竖起来，推着它往前走。

南瓜果然像车轮一样转动着向前滚去。

真是又快又省劲。

一会儿，小白兔就到了家门口。

兔妈妈见了惊讶的问：“你是怎么把南瓜运回来的？”小白兔把经过告诉了妈妈，妈妈高兴地夸奖小白兔，说：“你真是个善于观察、爱动脑筋的好孩子。

”1、大南瓜圆圆的，多像（）呀。

小兔子（）地来到地里。

2、读了短文，你认为小兔聪明吗？他是怎么把南瓜运回家的？用“”画出文中的答案。

3、最后一个自然段共有（）句话。

兔妈妈是如何夸奖小兔的？用“﹏﹏”在文中画出来。

阅读3 《孤单的斑鸠》小斑鸠很孤单，几乎没有朋友。

有一天，他问白头翁：“白头翁爷爷，谁能和我交朋友呢？”白头翁说：“你可以去和喜鹊交朋友，他热情、善良！”小斑鸠惭愧地说：“我强占过他的巢，他不会和我好的。

”白头翁说：“你可以去和啄木鸟交朋友，他勤劳、正直！”小斑鸠不好意思地说：“上次，我骂他是笨蛋，他不会原谅我的。

”白头翁想了想，又说：“那么，你去找小麻雀试试，他天真、活泼！”小斑鸠为难地说：“不行啊，前几天我和他打了一架，把他啄得头破血流。

提高阅读1

提高阅读练
一、我把短文细细品。

大象喜欢到河里洗澡。

洗澡的时候，是整个象群最快乐的时候，看见它们的那股高兴劲儿，连平时绷着脸、非常严肃的老象也是乐呵呵的。

1.这段话描述了快乐情景。

2.文中划线的句子采用了的修辞手法，请你也写一个这样的句子。

二、我把短文用心读。

动物的“慈母心”
你见过母鸡育雏的情景吗？母鸡“咯咯咯”地招呼孩子啄食，啄食又吐出，顾不得自食。

小鸡“玩”累了，就让它们一个个紧贴在自己温暖的胸腹下休息。

熊猫对子女的抚抱、依偎等动作好像人类一样。

当小熊猫刚出生时，母熊猫便用嘴把它叼起来，抱在怀里。

当孩子学会走后，熊猫妈妈紧跟在后，用爪子“擦掉”小仔身上的泥土。

许多鸟类一旦遇到敌害，还会来一套“调虎离山”计。

比如在灌木丛中，一窝刚出壳的雏鹌鹑(ān chún)被狐狸发现了。

正在屋中的母鹌鹑为了孩子免遭不幸，“扑”地飞了出来，同时把一边的翅膀展开，好像一只折断了翅膀的鹌鹑。

狐狸以为猎物唾(tuò)手可得，便舍弃巢穴中的雏鹌鹑，猛地扑向母鹌鹑。

但当狐狸的爪子就要抓到时，母鹌鹑便机灵地飞向高空。

有时来不及逃避，为了孩子的安全，母鹌鹑却成了狐狸的腹中之物。

1.短文中介绍的具有“慈母心”的动物有：
、、。

你还知道的有“慈母心”的动物有
2.“调虎离山之计”在文中具体指
拓展应用练
读了本文后，你还知道哪些动物是怎样讲“个人卫生”的呢？请你也像文中那样具体地介绍一下：。

期刊阅读1

阅读文章：《数学观研究综述》
最新课程标准这样定义数学：数学是研究数量关系和空间形式的科学。

“什么是数学”，除过研究数学的学者、专家、相关教育工作者，各行各业的人对这个问题可能会给出十分不同的答案。

对于学习数学的学生恐怕也说不清，或是只能给出一个非常片面的认识。

数学信念、数学观会影响学生的学习和学习成果，包括他们对数学之认识、理解和表现，因而，教师在小学生入学之初就应该帮助学生逐步的正确认识数学、感知数学，引发学生对数学的思考。

当然，前提是教师自身必须有正确的数学观，清楚地认识到，数学不仅仅是公式、解题，更多的是一种思考、运用。

发展汉语高级阅读1说课

发展汉语高级阅读1说课
发展汉语高级阅读1是针对非母语人士设计的一门课程，旨在帮助学生提高汉语阅读能力，拓展词汇量，增强语言表达能力。

在进行说课时，我们可以从以下几个方面来进行全面的介绍：
1. 课程背景和目标，首先可以介绍一下这门课程的背景，即为什么设计这门课程，它的目标是什么。

这门课程是为那些已经掌握一定汉语基础的学生设计的，旨在帮助他们进一步提高阅读能力，理解更复杂的语言结构和表达方式，为日常生活和学术研究做好准备。

2. 课程内容和教学方法，接着可以介绍课程的具体内容和教学方法。

这门课程可能涉及到不同主题的阅读材料，如新闻报道、文学作品、学术论文等，学生将学习如何从这些材料中获取信息，理解作者的观点，分析文章结构等。

教学方法可能包括课堂讨论、阅读理解练习、写作练习等，以培养学生的阅读和表达能力。

3. 学习特点和难点，在说课中也可以谈到学习这门课程的特点和难点。

学生可能需要逐渐适应阅读更复杂的汉语材料，理解其中的文化内涵和修辞手法，同时还要提高词汇量和语法水平。

这些都
是学习的难点，需要老师和学生共同努力。

4. 教学手段和评价方式，最后可以介绍一下教学手段和评价方式。

老师可能会采用多种教学手段，如课堂讨论、小组合作、个人作业等，以帮助学生全面提高汉语阅读能力。

评价方式可能包括课堂表现、阅读理解能力测试、写作作业等，以全面评估学生的学习情况。

总的来说，发展汉语高级阅读1是一门旨在帮助学生提高汉语阅读能力的课程，通过丰富的阅读材料和多样化的教学方法，学生将能够提高汉语阅读能力，拓展词汇量，增强语言表达能力，为日常生活和学术研究做好准备。

三年级阅读1——三个饲养场场主

三个饲养场场主
山谷里有三个饲养场，三个饲养场的场主经营的不错。

他们都是有钱人，但也是最卑鄙龌龊的家伙，他们三个简直是你所能遇到最卑鄙、最小气的人。

他们的名字是博吉斯，邦斯和比恩。

博吉斯是养鸡场的场主，他养了好几千只鸡，他胖得出奇，这是因为，他一日三餐要吃三只盖着厚厚一层水果布丁的水煮鸡。

邦斯是鸭鹅饲养场的场主。

他养了好几千只鸭子和鹅，他是个大腹便便的小矮个。

他长得很矮，站在世界上任何一个游泳池里的浅水一端，他的下巴都会在水面以下，他吃的东西是炸面圈和鹅肝。

他把鹅肝捣成令人作呕的糊糊，然后把他们塞进杂念圈里。

常吃这种食物，他便肚子疼，性情暴躁了。

彼恩是火鸡饲养场和苹果园的主人，他在一个长满了苹果树的果园里养了好几千只火鸡。

他根本就不吃什么东西，而是饮用大量的烈性苹果酒，这种酒是他用自己的苹果园里的苹果酿制的。

他瘦的像一支铅笔，在他们三个人当中，他是最聪明的一个。

比恩、邦斯、博吉斯，
一瘦一矮一胖子，三
个坏蛋真是坏，
模样虽然不一样，
没有一个不贪财。

这就是附近的孩子见到他们时常常唱着一支儿歌。

课外阅读1 提灯笼的小飞虫

课外阅读一：姓名：
温暖的夏夜里，草丛里多么热闹！有各种小虫在唱歌，还有一闪一闪的小飞虫，像提着灯笼在漫游。

它忽上忽下，忽左忽右，或者把光熄灭，让你看不到它，它就是萤火虫。

它不咬人，不蜇人，它的光是凉的，并不会烧你的手。

萤火虫在地上产卵，刚刚孵出的小萤火虫藏在地下，或是躲在烂木头里。

萤火虫有很多种，有一种萤火虫不会飞，还有一种萤火虫特别大，但每只萤火虫都会发光，把几只萤火虫放在玻璃瓶里，就会变成一个简易的小灯，可以用来照路。

科学家认为，萤火虫发光是为了找到自己的伙伴，同时让夜间寻食的鸟儿知道它们是哪种昆虫。

大多数夜间寻食的鸟儿都不喜欢吃发光的萤火虫，它们看到发光的飞虫就不去管了。

多年来，科学家们试图发现萤火虫发光的秘密，他们希望能造出同样柔和的，不烧伤人的光来，为家庭和街道照明。

1、读一读，想一想这篇小短文讲得是什么内容？你能给它取个标题吗？
主要内容：
2、你觉得哪些词语或者句子写的不错，请在句子或词语下划一划。

3、读了这篇小短文，你能自己写一写可爱的小动物吗？（写一小段即可）。

阅读1

阅读回答问题一、Helen has always been interested in helping others. Her first volunteer (志愿者) experience was for the American Red Cross when she was a high school student. When she was a school teacher, she also found time to volunteer.She started volunteering to help the old after she retired (退休). When her father was older, he was not able to see as well as he used to, which made her sad because her father had always enjoyed reading. She thought it would be fun to read to elderly people in her neighbourhood. She also helped one woman Ann write her stories. Ann was almost 100 years old, and Helen wrote down information about her life when she visited her. She put the information in a book and got it published. Ann was very excited to share her life story with her children and grandchildren.After a hurricane (飓风) destroyed some southern cities, Helen volunteered again for the American Red Cross. She prepared food and answered phones in a care center. She says, “I enjoy working for the Red Cross because it always helps people in need.”One day Helen read an article in the newspaper about refugees (难民) who needed to learn English. So she decided to help them. Now, she meets once a week with Sarah, a 38-year-old woman from Somalia. Helen gave Sarah a camera and asked her to take pictures of her daily life. She then asked Sarah questions about them. This helped Sarah learn to communicate with others in English very quickly. Later, they wrote a book together and used the pictures Sarah took.Helen says, “The most rewarding (有益的) part of volunteer work is becoming friends with the people I help. They enrich my life as well as I enrich theirs.”1. Did Helen volunteer to help others when she was young?__Y es___________________________________________________________________2. Who wrote the story book about Ann, herself or?_____ Helen ________________________________________________________________ 3. How many times did Helen work for American Red Cross?__________About_40_________________________________________________________ 4. How did Helen help Sarah learn English?She then asked Sarah questions about that helped Sarah learn to communicate with others in English very quickly 5. Why does Helen think volunteer work is rewarding?Because_it__ is becoming friends with the people I help. They enrich my life as well as I enrich theirs.”__________________________________________________________________二、John Brown, an office worker, lives in Washington. He inherited(继承) $1,000,000 when he was 23. He didn’t feel happy at all. His college friends were looking for their first jobs, but he didn’t have to. John decided to keep living a simple life like everyone else. He didn’t tell any of his friends and give $ 100,000 of his money to charity(慈善团体) that helped poor children to live better lives. Today he is 36, the still wears cheap shoes and clothes and owns a small car only, but he is much happier.Up to now John has helped 15 children from poor countries all over the world, $ 200 a month for each. The child does not receive the money in cash(现金).The money pays for the child’s school expenses, food, medical care and clothing. John receives a report each year on the child’s progress. They can write to each other, but usually the children do not speak English.When John first heard about these children, he wanted to help them. “It was not anything special,”he said. “Until I had the chance to go to these countries and meet the children I was helping, I did not know anything about the type of life they had”Once John went to meet a little girl in Africa, He said that the meeting was very exciting. “When I met her, I felt very happy.” he said,” I saw that the money was used for a very good plan. It brought me closer to the child in a way that giving money alone cannot”“I want to do everything I can. I will go on helping those children in need,” he added.1.Does John Brown live in London?_______No____________________________________________________2.Did John want to look for a job or stay at home after he got the money?_________No____________________________________________________3.How old is John now?___________ 36,________________________________________________4.How many children has John helped up to now?___________________ 15 ________________________________________5.What do you think of John Brown?______He is__a____ _kind and virtuous_man ___________________________________________三、We know that many animals do not stay in one place. Birds, fish and other animals move from one place to another at a certain time. They move for different reasons: most of them move to find food more easily, but others move to get away from places that are too crowded.When cold weather comes, many birds move to warmer places to find food. Some fishes give birth in warm water and move to cold water to feed. The most famous migration(迁移) is probably the migration of fish, which is called “salmon”. This fish is born in fresh water but it travels many miles to salt water. There it spends its life. When it is old, it returns to its birthplace in fresh water. Then it gives birth and dies. In northern Europe, there is a kind of mouse. They leave their mountain homes when they become too crowded. They move down to the low land. Sometimes they move all the way to the seaside, and many of them are killed when they fall into the sea.Recently (近来), scientists have studied the migration of a kind of lobster (龙虾). Every year,when the season of the bad weather arrives, the lobsters get into a long line and start to walk across the floor of the ocean. Nobody knows why they do this, and nobody knows where they go. So, sometimes we know why humans and animals move from one place to another, but at other times we don’t. Maybe living things just like to travel.1. Do many animals stay in one place?NO2. Why do most animals move from one place to another at a certain time?B ecause they move for different reasons: most of them move to find food more easily3. Where does the fish called “salmon” spend a long time?Its birthplace in fresh water.4. When do the mice in northern Europe move?When they become too crowded5. What can we learn from the passage?We should protect animals四、Imagine having a bedroom that interacts with you. If you’re sad, it will arrange for some of your friends to come over to cheer you up. If you’re happy, it might respon d by playing your favorite game with you.Does it sound like something out of a science-fiction movie? Well, it’s really something out of the Georgia Institute of Technology. Irfan Essa works at the computer lab there. He has developed a computer system that can look at you and recognize your mood. He calls it the “expression recognition system.” Essa says, “We are trying to get computers to act like a human brain. But the human brain is not like one computer, it is like many working together.”In E ssa’s system, many computers work together. First, a camera in the bedroom takes a picture of your face. The camera feeds the image to a computer. In the computer’s memory, there are pictures showing how the muscles of your face move when you are in different moods. For example, cheek muscles move in one way when you are happy and smiling and in another way when you are nervous and tense. The computer compares your picture to the face-muscle images stored in its memory. It tries to find the best match. That’s how it figures out your mood! Then the computer sends messages to other computers in the system. If you look happy, a computer may put on lively music. If you look tired and discouraged, a different computer may turn on the TV for you.How could the “expression recognition system” help us in important ways? Essa thinks that the system can help us create computers that are better teachers. Many people learn new skills through computer programs. “When I teach, I look at people’s faces,”Essa explains. “If my students look confused, I know they didn’t understand. With this technology, a computer can also know if a student is learning.”Today, this new technology can be found only in labs, but Essa predicts we’ll see it out of the lab in a few years. So get ready. One day, you might walk into a room that will soon become your best friend.1. Can the new computer system look at you and recognize your mood？Y es2. What happens first in the bedroom in Essa’s system?It does happen a camera in the bedroom takes a picture of your face3. Will the computer put on lively music or turn on the TV if you look happy? Put on lively music4. How does the “expression recognition system” make computers better teachers? People learn new skills through computer programs5. What will future rooms be like?Y our best friend.。

大学阅读1英语教材

大学阅读1英语教材大学阅读1英语教材是大学生必修的一门课程，旨在培养学生的英语读写能力以及提高综合语言运用能力。

本教材由六个单元组成，每个单元分为课文阅读、词汇拓展、语法运用和阅读训练四个部分。

通过系统学习和练习，学生将能够掌握基本的英语阅读技巧和策略，并能够较为流畅地理解、分析和运用各种语言材料。

第一单元：旅游本单元的课文主要关于旅游的相关话题。

首先，通过阅读不同国家和地区的旅游介绍，学生可以了解各地的文化和风景，培养对不同文化的兴趣和理解。

其次，在词汇拓展部分，学生将学习和掌握一些与旅游相关的词汇，如景点、导游、旅行社等。

在语法运用部分，则针对时态和语法结构进行练习，使学生能够准确使用英语语法。

最后，阅读训练部分提供了一些与旅游相关的练习题，帮助学生提升阅读理解能力和解题技巧。

第二单元：人类发展本单元的课文主要围绕人类发展的话题展开。

通过阅读人类发展的历史和进程，学生可以了解人类社会的变迁和进步，培养对人类智慧和创造力的欣赏和尊重。

在词汇拓展部分，学生将学习一些与人类发展相关的词汇，如科技、发明、创新等。

在语法运用部分，学生将练习动词时态和语态的使用，以及虚拟语气的运用。

阅读训练部分提供了一些与人类发展相关的阅读材料，帮助学生提升对复杂信息的理解和运用能力。

第三单元：科技与未来本单元的课文主要涉及科技与未来的话题。

通过阅读关于科技发展和未来趋势的文章，学生可以了解科技对人类生活的影响和改变，培养对科技创新和应用的兴趣。

在词汇拓展部分，学生将学习一些与科技和未来相关的词汇，如人工智能、机器人、数字化等。

在语法运用部分，学生将练习条件句和比较级的使用，以及被动语态的运用。

阅读训练部分提供了一些与科技和未来相关的阅读材料，帮助学生提升对复杂信息和观点的分析和评价能力。

第四单元：环境保护本单元的课文主要关注环境保护的话题。

通过阅读关于环境问题和可持续发展的文章，学生可以了解环境保护的重要性和方法，培养对环境保护的责任感和行动意识。

英语阅读1Unit1love

Biblioteka Learning gains
Use context
Encourage students to use context clues to guess the meanings of unknown words and phrases.
Active reading
Encourage students to read the stories carefully and take notes on important information and vocabulary.
Learning suggestions
Topic
The next unit will focus on the topic of "friendship" and explore the concept of friendship through reading, speaking, listening, and writing activities.
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01
Role-play
Act out a scene where someone is injured and needs to be stretchered into a lifeboat.
02
Drill simulation
Simulate the process of boarding a lifeboat safely in an emergency situation.
Group discussions
Organize group discussions on love-related topics to enhance students' speaking and listening skills.