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2009高考英语阅读理解精读(3)
2009高考英语阅读理解精读（3）Method of Scientific InquiryWhy the inductive and mathematical sciences, after their first rapid development at the culmination of Greek civilization, advanced so slowly for two thousand years—and why in the following two hundred years a knowledge of natural and mathematical science has accumulated, which so vastly exceeds all that was previously known that these sciences may be justly regarded as the products of our own times—are questions which have interested the modern philosopher not less than the objects with which these sciences are more immediately conversant. Was it the employment of a new method of research, or in the exercise of greater virtue in the use of the old methods, that this singular modern phenomenon had its origin? Was the long period one of arrested development, and is the modern era one of normal growth? Or should we ascribe the characteristics of both periods to so-called historical accidents—to the influence of conjunctions in circumstances of which no explanation is possible, save in the omnipotence and wisdom of a guiding Providence?The explanation which has become commonplace, that the ancients employed deduction chiefly in their scientific inquiries, while the moderns employ induction, proves to be too narrow, and fails upon close examination to point with sufficient distinctness the contrast that is evident between ancient and modern scientific doctrines and inquiries. For all knowledge is founded on observation, and proceeds from this by analysis, by synthesis and analysis, by induction and deduction, and if possible by verification, or by new appeals to observation under the guidance of deduction—by steps which are indeed correlative parts of one method; and the ancient sciences afford examples of every one of these methods, or parts of one method, which have been generalized from the examples of science.A failure to employ or to employ adequately any one of these partial methods, an imperfection in the arts and resources of observation and experiment, carelessness in observation, neglect of relevant facts, by appeal to experiment and observation—these are the faults which cause all failures to ascertain truth, whether among the ancients or the moderns; but this statement does not explain why the modern is possessed of a greater virtue, and by what means he attained his superiority. Much less does it explain the sudden growth of science in recent times.The attempt to discover the explanation of this phenomenon in the antithesis of “facts” and “theories” or “facts” and “ideas”—in the neglect among the ancients of the former, and their too exclusive attention to the latter—proves also to be too narrow, as well as open to the charge of vagueness. For in the first place, the antithesis is not complete. Facts and theories are not coordinate species. Theories, if true, are facts—a particular class of facts indeed, generally complex, and if a logical connection subsists between their constituents, have all the positive attributes of theories.Nevertheless, this distinction, however inadequate it may be to explain the source of true method in science, is well founded, and connotes an important character in true method. A fact is a proposition of simple. A theory, on the other hand, if true has all the characteristics of a fact, except that its verification is possible only by indirect, remote, and difficult means. To convert theories into facts is to add simple verification, and the theory thus acquires the full characteristics of a fact.1. The title that best expresses the ideas of this passage is[A]. Philosophy of mathematics. [B]. The Recent Growth in Science.[C]. The Verification of Facts. [C]. Methods of ScientificInquiry.2. According to the author, one possible reason for the growth of scienceduring the days of the ancient Greeks and in modern times is[A]. the similarity between the two periods.[B]. that it was an act of God.[C]. that both tried to develop the inductive method.[D]. due to the decline of the deductive method.3. The difference between “fact” and “theory”[A]. is that the latter needs confirmation.[B]. rests on the simplicity of the former.[C]. is the difference between the modern scientists and the ancient Greeks.[D]. helps us to understand the deductive method.4. According to the author, mathematics is[A]. an inductive science. [B]. in need of simple verification.[C]. a deductive science. [D]. based on fact and theory.5. The statement “Theories are facts” may be called.[A]. a metaphor. [B]. a paradox.[C]. an appraisal of the inductive and deductive methods.[D]. a pun.Vocabulary1. inductive 归纳法induction n.归纳法2. deductive 演绎法deduction n。
全新版视听阅读II-U3-Exercises及答案
Unit 3 ExercisesWatchingPart 1I. Decide whether the following statements are true (T) or false (F).1. _____f__ The church members in a small village called Richerenches in Provence, France arepraying for good weather.2. ____f___ All of France's black truffles are transported through the market in this village.3. _____t__ If you want to buy or sell truffles, you have to come to this village.4. ____f___ In summer, the small village's pace speeds up considerably.5. _____t__ The trade of truffles is very lucrative.II. Watch again. Fill in the blanks with the information you have learned in this part.1. In Richerenches, truffles are sometimes called "_________black diomends_________________________” .2. The name Richerenches means "______rich earth___________________”appropriate for this village.3. Provence generally brings to mind summer holidays, lazy afternoons, and ____ancient customes___________.4. Many of the region's farmers also work as _______truffle hunters__________________________.5. One small bag of truffles is worth _______ hundreds__________________________ of U.S. dollars.III. Oral work.Work with a partner. Imagine one of you is a resident in the small village of Richerenches in France and the other is a tourist from China. Make a dialogue based on the following questions.1. What is Richerenches famous for?2. How much do truffles cost?3. What is the best season to buy and sell truffles?4. What do the farmers do to make extra money?Part 2I. Answer the following questions.1. How is truffle business conducted? It is a cash business and under table2. Who would pay for truffles? The brokers3. What are the best truffles? Deep black with white veins4. Why are fewer good truffles available these days? The woods have disappeared todayII. Watch again. Fill in the blanks with the given words and then translate the phrases into Chinese.take taxes decreasing luxuryunder desperate production major1. ________under______ the table2. pay _______taxes____________3. expensive ________luxury______4. _______decreasing_____ supply5. a very good _____production________6. one ____major__________ reason7. ____take_______care of8. be _______desperate_______ forIII. Oral work. Work with a partner. Imagine one of you is a truffle broker, and the other is a customer. Make a dialogue to bargain in a transaction. Your bargain can focus on the price, quality, quantity, or any other factors.Useful expressionsbe of high quality / expensive luxury / export to other countries / decreasing supply / increasing demand.The supply is inadequate to meet the demand.How much do you want for this?Lower the price and I'll consider.Can you give me a discount on this?It's a deal.Part 3II. Watch again. Choose the right statements about the truffle hunter's dog, Jade, according to what you have learned in this part.A. The dog is a trained sniffer dog.B. She has a very sensitive nose.C. She failed to find enough truffles that day.D. She has the capacity to fulfill the requirements of a sniffer dog.E. She found some truffles and got a treat for her efforts.F. She has listened to the truffle hunters prayers.III. Watch again. Fill in the blanks with the missing words or phrases.1. Provence is a farm region where farmers grow lavender, and grapes for the ____famous wines__________.2. Truffle hunter Joel Barthelemy looks for places where truffles grow __with the help of_________________his yellow lab, Jade.3. All dogs have sensitive noses, but sniffer dogs noses are exceptional. However, there areother factors __involved_____________.4. Jade seems to have the ___capacity________ for both of the requirements of a sniffer dog.5. As the two hunters continue their search for truffles, it seems that, for today at least, there'sno truffle ___shortage____________ here.IV. Oral work. Imagine you are a truffle hunter who has a difficult decision to make. You are thinking about quitting because the number of truffles is declining and your job has become harder. On a separate piece of paper, make a list of positive (pros) and negative (cons) points of hunting and selling truffles. Then share your lists in a small group of three or four.Follow-upI. Watch the entire video. Work in groups of three or four. One person is a tour guide in Provence and he/she answers the tourists questions.Possible questions1. What is Provence famous for?2. What are truffles？3. How can we buy truffles of high quality?4. How are truffles produced?5. How do the farmers search for truffles?II. Listen and repeat. You are going to hear five sentences selected from the video. Repeat each sentence after it is spoken twice. Then write the sentences.1. _______________________________________________________________________.2.________________________________________________________________________.3.________________________________________________________________________.4. _______________________________________________________________________.5. _______________________________________________________________________.III. Project. Work in groups of four to design a one-minute TV advertisement for RicherenchesUseful expressionsthe legendary "black diamonds”be of high/prime qualityrefined and intensely fresh flavor be used as flavoringadd flavor to cheese and chocolate Its rarity indicates its precious value. ReadingReading Comprehension1. What does this story mainly discuss?A. Eating rare truffles.B. Sniffer dogs and hunters.C. Finding and selling truffles.D. France's best gourmet food.2. Why are truffles known as "black diamonds ?A. Because truffles are sold in black cars.B. Because truffles are rare and sold for a high price.C. Because truffles are dirty, but shine like diamonds.D. Because truffles are difficult to sell.3. Which characteristic is the main reason people want to buy truffles?A. The smell.B. The color.C. The flavor.D. The look.4. Which is NOT a reason why truffles are a big business?A. Brokers don't pay taxes.B. A small bag costs hundreds of dollars.C. A lot of farmers also work as truffle hunters.D. There is a high demand for truffles.5. What kind of summer weather is bad for growing truffles?A. No rain.B. Too cool.C. Too much rain.D. Too hot.6. Why are there fewer places to grow truffles now?A. Because growing them is so expensive.B. Because people like wine and lavender.C. Because sniffer dogs are difficult to train.D. Because the growing environment is changing.7. Jade is a good sniffer dog for each of the following reasons EXCEPT ________.A. she pays attentionB. she has a sensitive noseC. she likes to eat trufflesD. she loves her owner8. It's not surprising that the streets of Richerenches are packed with people_____buy and sell truffles___________.9. The truffles business is mainly a cash business, and often it's ____under the table_____________.10. The underlying problem here is simple: too many people are clearing truffle woodlands for_____lavender and grapes______________________ and neglecting to care for the land that is left.HOME LISTENINGI. Listen to the passage. Choose the topics which are discussed in the passage.A. The passage teaches how to grow truffles.B. Growing truffles is a difficult undertaking.C. Italian truffles are better than those in France.D. Italy is the second best-known truffle supplier after France.E. The truffle festival in Alba, Italy has made its truffles more well-known than French truffles.F. Other countries such as Spain and Australia also produce truffles.G. Australian scientists can grow truffles well.II. Listen again. Fill in the blanks with the missing words.The situation is clear: truffles can't be grown just anywhere. They must be grown near or under trees since scientists believe that this is what produces their _______________ flavor. It is also extremely difficult to _______________ them the way one would grow other crops. This special product doesn't appear in the spring and summer, but _______________ only in the fall and winter. Black truffles, which are the best-known of the French truffles, can be _______________ only from November to March. White truffles appear only from September to early January. Furthermore, the weather conditions, such as the _______________, must be just right and the amount of rainfall must be _______________ for the truffles to grow properly. Due to these challenges, very few farmers have mastered the skill of successfully planting and harvesting truffles on a _______________ basis.III. Listen and repeat. You are going to hear five sentences selected from the audio. Repeat each sentence after it is spoken twice. Then write the sentences.1. _______________________________________________________________________.2.________________________________________________________________________.3.________________________________________________________________________.4. _______________________________________________________________________.5. _______________________________________________________________________.IV. Oral work. Form groups of four. First fill in the table with details about the truffles in each country based on the passage. Then role-play the following situation: One of you is a truffle buyer attending a truffle trade fair. The other three are suppliers from France, Italy, and Australia. The buyer discusses with each supplier and finally decides to do business with one of them.Possible questions1. How about the quality of your truffles?2. Why are your truffles better than the ones from other suppliers?3. Can you give me a competitive price?。
2010 Lexical threshold revisited Lexical text coverage, learners’ vocabulary size
Reading in a Foreign Language April 2010, Volume 22, No. 1 ISSN 1539-0578 pp. 15–30 Lexical threshold revisited: Lexical text coverage, learners’ vocabulary sizeand reading comprehensionBatia LauferUniversity of HaifaGeke C. Ravenhorst-KalovskiCollege of Yezreel Valley and University of HaifaIsraelAbstractWe explore the relationship between second language (L2) learners’ vocabulary size,lexical text coverage that their vocabulary provides and their reading comprehension. We also conceptualize “adequate reading comprehension” and look for the lexical threshold for such reading in terms of coverage and vocabulary size. Vocabulary size was measured by the Levels Test, lexical coverage by the newest version of Vocabulary Profile andreading comprehension by a standardized national test. Results show that smallincrements of vocabulary knowledge contribute to reading comprehension even thoughthey hardly improve text coverage. We suggest two thresholds: an optimal one, which is the knowledge of 8,000 word families yielding the coverage of 98% (including propernouns) and a minimal one, which is 4,000–5,000 word families resulting in the coverage of 95% (including proper nouns).Keywords: reading in L2, vocabulary, lexical threshold, adequate reading comprehension,vocabulary size, lexical coverageSince Alderson's (1984) seminal article “Reading in a Foreign Language: A Reading Problem, or a Language Problem?” research evidence has accumulated to suggest that both general reading skills and proficiency in the L2 are important for reading in foreign languages (Grabe, 2004; Perkins, Brutten, & Pohlmann 1989; Pichette, Segalowitz, & Connors 2003). Most researchers agree that general reading skills can operate most efficiently when the reader possesses a critical mass of L2 knowledge referred to as the threshold of L2 knowledge (Bernhardt & Kamil, 1995; Carrell, 1991; Clarke, 1980; Cziko, 1978; Lee, 1997). The general reading skills include inferring the meaning of unknown words from context, awareness of text and argument structure, distinguishing between main and peripheral information, between explicit and implicit material, etc. L2 knowledge includes lexical and grammatical knowledge. We are not aware of any research that tried to define the syntactic threshold of reading. However, studies have been conducted to investigate the relationship between L2 vocabulary knowledge and success in reading comprehension, and, subsequently, to find the vocabulary threshold, that is the minimal vocabulary that is necessary for “adequate” reading comprehension. Information on lexicalthreshold is important for second language education, particularly for courses with reading as their main focus, since such information may help teachers and course designers in setting vocabulary goals and designing lexical syllabi. Thus, for example, if the lexical threshold is found to be 7,000 word families, then by the end of a course in academic reading, students should try to reach this vocabulary size if they intend to engage in reading authentic academic material.Regarding the relationship between vocabulary and reading, most researchers agree that vocabulary is a good predictor of reading, if not the best (Bernhardt & Kamil, 1995; Laufer, 1992; Nation 2001, 2006; Qian, 1999, 2002; Ulijn & Strother, 1990). As for the lexical threshold of reading, opinions vary. Before we survey literature on lexical threshold, we will clarify three key terms whose understanding is essential in any discussion of reading and vocabulary. These are: lexical coverage, sight vocabulary and “adequate” comprehension. If we say that a group of words, for example, the Academic Word List (AWL), which consists of 570 different words (Coxhead, 2002) provides coverage of 10% of an academic text, it means that 10% of an academic text (10% of all word tokens) consists of the AWL words. From the reader's perspective, this means that the knowledge of the AWL will assure the comprehension of 10% of the vocabulary in an academic text. We can also refer to coverage as the percentage of words that a reader understands. If, for example, readers have reached 95% text coverage, this means that they understand 95% of the running tokens of the text. The term “sight vocabulary” is used to refer to words whose meaning is so familiar to a person that they can be understood out of context. Therefore, when encountered in a text, these words are recognized and decoded quickly and without any cognitive effort. For example, if readers encounter the word “hypothesis” in a text and the word is in their sight vocabulary, they do not need to rely on the surrounding context to comprehend its meaning. Hence, a large sight vocabulary contributes to reading fluency and frees cognitive effort for higher level reading processes that is engaging with comprehending the text content and its implications (Mezynski, 1983; Pulido, 2007; Segalowitz, 2007). Lexical text coverage and the reader's sight vocabulary size are, therefore, two related factors of lexical threshold. The larger the sight vocabulary, the higher is the coverage of a text. Therefore any statement about the text coverage that enables comprehension will inevitably bear on how much vocabulary the learner should acquire to read “reasonably well.” But how well is “reasonably well”?The term “adequate” or “reasonable” comprehension has no clear definition since it may refer to different levels of comprehension in different contexts, and yet statements about lexical thresholds depend on what is considered adequate. Different university disciplines may require different levels of reading proficiency on an identical university entrance test due to different quantities of reading material in English as L2. Moreover, the same discipline may require a higher reading standard for a higher academic degree. For example, Business Administration students in Israel are tested on reading in English by an Israeli test when they start their Bachelor's degree and by the Graduate Management Admission Test(GMAT) as an entrance to the Master's program. Obviously, adequate reading proficiency, and consequently lexical threshold, is different in each of the above cases. Since lexical threshold is the focus of the paper, we will now survey studies that investigated it, focusing on the interaction between coverage, learners’ sight vocabulary size and reading comprehension that was considered adequate in each study.The first attempt to relate reading comprehension to lexical coverage was made by Laufer (1989). The coverage was calculated by learners’ self report, underlining the unknown words in the text, adjusted for “bluffing.” The latter was checked through a translation test which included most of the infrequent words of the text and subsequent comparison with the underlining in order to disclose discrepancies between self report and translation. The lexical coverage was the total number of words in the text minus the real number of unknown words, converted into percentage. Reading comprehension was measured by a reading test and an “adequate” comprehension was set at a score of 55%, which at the time of the study happened to be a passing score of the English for Academic Purposes course which the participants were enrolled in. The results showed that at 95% coverage there were significantly more participants with a score of 55 and above than with a score below 55. This was not true for other levels of coverage even though at every coverage level, some learners received passing reading grades. This means that the threshold as reflected in lexical coverage is of a probabilistic nature. Adequate comprehension may happen below it, but the chance is low. In this early study “adequate” comprehension was set at a rather low score of 55. However, most educators, including ourselves, would probably not be satisfied with such a low score.Hu and Nation (2000) also investigated the relationship between lexical coverage and reading comprehension. They created four coverage groups (80%, 90%, 95%, 100%) by replacing some text words with non-words in the below 100% groups. The other words of the text belonged to the 2,000 most frequent vocabulary. They used two comprehension tests and defined “adequate” comprehension as the score that most learners in the 100% coverage group received; 12 correct answers out of 14 on a multiple choice test, (i.e., around 85.7% and a score of 70 out of 124 on a written recall test, [i.e., 56.5%]). If we average out the two scores, we receive 71%. However, a written recall test requires learners to demonstrate their writing ability as well. This may explain the relatively low “adequate” test score. Maybe a more valid comparison between the measures of comprehension in Laufer and Hu and Nation would involve comparing their multiple choice tests only. In this case, the difference between what was considered “adequate” in the two studies would be much larger, 55% as opposed to 85.7%. Hu and Nation found that nobody could read adequately at 80% of coverage, some learners could at 90% and 95% coverage, but they were in the minority. The conclusion of the study is that 98% is the lexical coverage for adequate comprehension. However, the two different coverage suggestions above, of Laufer and Nation, relate to two different reading scores considered to represent “adequate” comprehension. Hence, both suggestions could be correct depending on what level of comprehension is expected. Nation (2001) reporting on the two studies says: “The probabilistic threshold is 98%. With this coverage almost all learners have a chance of gaining adequate comprehension. If, instead of adequate comprehension, a standard of minimally acceptable comprehension is applied (as Laufer did in her study), then 95% coverage is likely to be the probabilistic threshold” (p. 147).The second factor related to the threshold issue has to do with finding out the vocabulary level, in terms of the size of sight vocabulary, which learners need to reach in order to read adequately. This can be approached in two ways: by examining the coverage that words of different frequency levels provide to texts in representative corpora, or by testing students on text comprehension and relating different reading scores to learners’ vocabulary size. The most comprehensive and up-to-date study taking the first approach is that of Nation (2006), in whichhe trialed 14 frequency lists developed on the basis of the British National Corpus, and checked what coverage they provided of a variety of spoken and written texts. The summary of the data shows that in written texts, the first thousand most frequent word families will provide a coverage of 78% to 81%, the second thousand an additional 8% to 9%, the third thousand 3% to 5%, the fourth and fifth thousand 3%, the sixth to ninth thousand 2%, and the tenth to fourteenth thousand, less than 1%. Proper nouns cover 2% to 4% of written texts. All the other words, which do not appear in the lists, can account for 1% to 3% of the texts (ibid: 79, table 14). The lower word coverage figures provided by the most frequent words are probably characteristic of most difficult texts, while the highest figures of easier texts. If we average out these figures, we can see that readers with a knowledge of 3,000 word families and the proper nouns in a text can reach a coverage of 95% (79.5 + 8.5 + 4 + 3). To reach 98% coverage, (i.e., an additional 3%), they will need to know words from the 4th and 5th frequency bands as well. Nation says that if we take 98% as the ideal coverage, then 8,000–9,000 word-family vocabulary is needed for dealing with written texts. This is a safe estimate based on the lower coverage figures stated above. In a text with the higher coverage figures, it may be possible to reach the 98% with a knowledge of 5,000 words and proper nouns as shown above. We do not suggest that teachers or learners rely on 5,000-word knowledge for 98% coverage. The more vocabulary learners know, the safer they are in reaching the appropriate coverage. But we cannot rule out the possibility that the average vocabulary coverage figures—3,000 for 95%, and 5,000 for 98%—and the knowledge of proper nouns may often enable learners to read as required in Laufer (1989) and Hu and Nation (2000), respectively.The second approach to finding out the threshold vocabulary level, by testing learners on text comprehension and vocabulary size, was taken by Laufer (1992). In this study, 92 learners took two standardized reading tests and a vocabulary test, either the Vocabulary Levels Test (Nation, 1983) or the Eurocentres vocabulary tests (Meara & Jones, 1989). On the basis of the vocabulary tests, they were divided into vocabulary size groups and comprehension scores were examined for each vocabulary level group. “Adequate” comprehension was set at a score of 56% on the reading test. The minimal vocabulary level at which there were more readers than non-readers was found to be 3,000 word families. A linear regression analysis showed that a 3,000 vocabulary level would predict a reading score of 56%, a 4,000 level would result in an additional 7 points, (i.e., 63%, and a 5,000 level would yield a reading score of 70% [assuming the relationship between the two variables was linear]). The study concludes with practical implications for syllabus designers to set vocabulary goals on the basis of the comprehension level expected of learners. Thus, here again, we can see how the notion of vocabulary threshold is contingent upon what is considered “reasonable” or “adequate” comprehension.If we look carefully at all the studies mentioned so far, they seem to converge surprisingly well in their results, even though, on the surface, they seem to suggest different thresholds. Laufer (1989) found that at 95% coverage most participants could receive a score of 55% on the reading test. In 1992, she found that a vocabulary level of 3,000 word families could assure this reading score. However, in the same study, she also found that to receive a score of 70%, learners would need to know 5,000 word families. Hu and Nation (2000) suggest that 98% of coverage is required for “adequate” comprehension which is set at 71%, being the average of the two comprehension tests. The corpus data in Nation (2006) show that it is possible to reach 98% coverage with 5,000 word families and proper nouns, and 95% coverage with 3,000 wordfamilies and proper nouns. It is often quoted that Laufer suggests a 3,000-word knowledge and 95% coverage as the threshold, while Nation suggests 8,000- to 9,000-word knowledge and 98% coverage. This oversimplification does not take into account two factors. First, the estimate of 8,000 to 9,000 word families is the highest estimate for 98% coverage, while in fact this coverage can be achieved by a lower range of vocabulary. Second, a 95% coverage and 3,000- word knowledge will suffice only for minimal comprehension around 55%, which is not claimed to be universally adequate. A higher threshold vocabulary, 10,000 words, was suggested by Hazenberg and Hulstijn (1996) for a comprehension score of 70%. Yet it is hard to compare these results to the other studies because this study was carried out with the Dutch, not English vocabulary. Besides, the list of the threshold vocabulary was created on the basis of a dictionary. Usually dictionaries list lexical items, not word families. The families figure would be considerably lower.The studies surveyed above relate reading comprehension scores to learners’ lexical coverage (Laufer, 1989; Hu & Nation, 2000), or reading scores to learners’ vocabulary level (Laufer, 1992), or corpus data on word frequency to lexical coverage (Nation, 2006). The connection between the three factors: coverage, vocabulary knowledge and reading comprehension is via extrapolation. If learners with 95% coverage received the minimal reading score of 55%, and learners with the knowledge of 3,000 word families received the same score (in another study), then 3,000 word families would probably assure 95% coverage. If corpus analysis showed that 8,000 word families cover 98% of a text, and if learners read adequately when they understood 98% of a text, then adequate reading comprehension would require the knowledge of 8,000 word families.In the present study, we combined data on the lexical coverage of several academic texts, learners’ vocabulary level and reading comprehension scores of academic English. Since the texts that we analyzed for coverage were of similar nature and practically identical difficulty to the texts learners were examined on, we could find out how the reading scores on the tests were associated with coverage and with learners’ vocabulary knowledge. Hence, the study contains elements from Laufer (1989, 1992), Hu and Nation (2000) and Nation (2006). Moreover, this study was carried out with a much larger sample (745 students) than any of the previous studies. The aim of the study was to find out how the two factors of lexical threshold, text coverage and vocabulary size of the learners, were related to reading comprehension. Of particular importance to us was this relationship at several reading comprehension levels which could be considered “adequate” in different educational circumstances.MethodParticipantsA total of 745 students took part in this study. Most of them (735) were students in an academic college in Israel studying in different departments and taking a course in English for Academic Purposes, a course that aims at improving students’ reading comprehension in English. Prior to college, they studied English for eight years in high school. Many of them did not start college studies immediately after school, but after several years of other activities. 495 participants werenative speakers of Hebrew, 167 of Arabic, and 73 of Russian. Before entering the college, they took an English Psychometric Exam, which will be described in the Materials section. Suffice it to say here that this is a standardized test of reading comprehension and its maximum score is 150. The learners’ level of English was not uniform. Their test scores ranged from 75 to 133. The college placed each student in one of five course levels on the basis of the score they obtained in the test. The lowest level (level one) included learners who received 75–84, level two included students with a score of 85–94, level three included 95–103, level four included 104–115, and level five included scores of 116–133. Ten additional participants were learners whose score on the test ranged between 134 and 146. This high score gained them an exemption from the course in English. The wide range of reading scores enabled us to examine the effect of coverage and vocabulary size on a variety of levels of reading comprehension.Materials and MeasuresThe three variables under investigation: reading comprehension, lexical coverage and vocabulary size were measured, respectively, by a standardized test of English reading, a vocabulary profiler of texts, and the Vocabulary Levels Test.Learners’ Reading ComprehensionReading comprehension in English was tested by the English part of the Psychometric University Entrance Test. This test is designed, administered and marked by experts in testing who work at the National Institute for Testing and Evaluation (NITE) in Israel. The psychometric test has been in use for over 20 years and has been validated with over a hundred thousand test takers. It consists of three parts: logical thinking, verbal intelligence in L1, and reading comprehension in English, and is taken under time pressure. The questions of the entire test have a multiple choice format. As the test is supposed to predict academic success of the candidate and English is the language of academic texts, the English part of the test includes about 60 questions that tap the learner's comprehension of academic English. Some questions focus on the understanding of words, some on the understanding of sentence structure, some on the understanding of global textual information, both explicit and implicit. (A passage from a practice test is in the Appendix. Information about the psychometric test can be found on .il). All the candidates receive a total score on the Psychometric Entrance Test, and also three separate scores on each part of the test. Our data on learners’ reading comprehension consist of the scores on the English part of the psychometric test. The maximum score on this test is 150. The average national score over the years has been 104 and the standard deviation 24. Since different learners were examined on the psychometric test at different points of time, depending on their time of registration, they took different versions of the test. Yet the different versions are claimed to be of a very similar difficulty. Slight differences in difficulty may occur in some versions due to questions, or text, including slight lexical differences. These differences are factored into the scores that the respective test takers receive. Hence, the learners’ reading scores reflect comprehension of similar texts regardless of the test version they took.Learners’ Vocabulary SizeLearners’ vocabulary size was measured by the revised version of Nation's (1983) VocabularyLevels Test (Schmitt, Schmitt & Clapham, 2001). The test contains items from the 2,000, 3,000, 5,000, and 10,000 most frequent words, 3,000, 5,000, 10,000 and academic vocabulary. Each‘word’ represents a word family, (i.e., the word, its inflections and common derivations. Each frequency level includes 30 items except the academic vocabulary section, which includes 36 items). Each correct answer receives one point, an incorrect answer or no answer receives 0 points. The participants were not given the 10,000 level as it was considered far too difficult in view of the background they had in English. They did the academic vocabulary section, but we did not include it in our data. The academic vocabulary list includes words from the second to fifth frequency levels. Hence, it cannot be considered a separate level from the other levels. The Vocabulary Levels Test is not a precise measure of vocabulary size but a tool for examining a learner’s knowledge of items from particular levels. Therefore our estimates of size are approximate. They were calculated on the basis of the 2,000; 3,000; and 5,000 parts of the test. Since the scores of the different levels are implicationally scaled (Read, 1988), we filled in the missing 4,000 level by averaging the scores received on the 3rd 1,000 and 5th 1,000. The score at each frequency level represents an approximate knowledge of 1,000 words, except the first2,000; where the score represents knowledge of 2,000 words. If, for example a learner received 28 on the second 1,000, 22 on the third, and 8 on the fifth, his score would be28+28+22+15+8=101. (The figure 28 appears twice as it represents 2,000 words, (i.e. two frequency levels), while the other scores represent 1,000 words each. The figure 15 is the average of 22 and 8.) Since each frequency level has 30 items, the maximum score, which represents knowledge of 5,000 words, would be 30×5 =150. The score in our example would represent 101×5,000/150=3,366 word families.1 Since this is only an approximation, we assigned this learner to the K3 level group in our sample. The learners were divided into vocabulary levels as follows: anyone who received a score representing between 500 and 1,500 words was placed at K1 level, those with a score representing 1,500–2,500 words were placed at K2 level, those with 2,500–3,500 words were at K3 level, those with 3,500–4,500 words were at K4 level, and learners with vocabulary above 4,500 words were placed at K5 level. This division meant that at each vocabulary size level, the average vocabulary size of the learners was around the respective thousand. The test was administered to the students at the beginning of the academic year in their respective classes.The additional students who were exempt from studying English were tested individually. These students received the same test as the rest (up to K5 level). However, because of their success in the psychometric test, we expected these students to have larger vocabularies. Since in the Levels Test the K5 section is followed by K10, which makes it difficult to fill in the K6–K9 gaps, we preferred to test them on the 6K, 7K, and 8K sections of a new Vocabulary Size Test (Nation & Beglar, 2007) which was validated by Beglar (2009). In this test, every frequency level includes 10 items and each item represents knowledge of 100 words. Their final score was calculated by adding up the results of the Levels Test (K5) and the Size Test (6K, 7K, 8K).2Lexical Coverage of TextsThe original tests that our participants took are not available yet to the general public. The older test versions, however, which are of similar difficulty to the later versions, have been released and are often used by prospective students for practice towards the Psychometric Entrance Test.These are three tests that comprise 19,037 words altogether. Each test includes 6 texts with comprehension questions and additional questions involving the comprehension of selected words and structures. These were the tests that we analyzed by lexical profile available at Paul Nation's website (/lals/staff/paul-nation/nation.aspx) and at Tom Cobb's site (http://lextutor.ca).We used a new version of the vocabulary profiler which matches a text to 20 vocabulary frequency lists constructed on the basis of the British National Corpus. The program provides an output which shows what percentage of the text is covered by each word frequency list. Words that are not in the 20,000 most frequent vocabulary appear on the output as “off list” words. A special function, added recently by Tom Cobb on “Lextutor” allows us to analyze a text in such a way that all its proper nouns which are personal and geographical names (e.g. Richard, Moscow) are recategorized to appear in the first thousand most frequent words. Such analysis rests on the assumption that these nouns do not belong to the lexicon of a particular language, and if the reader is not familiar with them, the resulting comprehension problems cannot be attributed to lexical ignorance. However, proper nouns which are regular words, (e.g. Statue of Liberty, Applied Linguistics) appear in their respective frequency lists. We analyzed each test twice: once with the above new function and once without it. In the former case, most of the names appeared in the K1 list. In the latter case, they were listed among the “off list” words. Then we calculated the difference in the number of the tokens of proper names between the two “off list” lists and converted it into percentage out of the total number of tokens. This gave us the percentage of proper names in the text.ResultsFirst, we will present the analysis of the English Psychometric Tests in terms of the percentage of coverage of each BNC (British National Corpus) frequency list. In Table 1, we show the coverage of 10 lists. The proper nouns have not been recategorized by the special function to be included in the K1 list, but are distributed among all lists. Thus the proper nouns which are personal and geographical names are included in the “off list” words.Table 1. Coverage of the English psychometric tests by BNC frequency lists (Proper names inthe “off list”)Frequency level Coverage %Test 1 Coverage %Test 2Coverage %Test 3Average cumulativecoverageK1 80.15 75.91 79.58 78.58 K2 9.39 10.04 7.92 87.67 K3 2.54 3.11 3.24 90.56 K4 2.21 2.58 2.35 92.81 K5 0.74 1.09 1.27 94K6 0.80 1.13 0.66 94.8 K7 0.32 0.48 0.77 95.4 K8 0.46 1.27 0.90 96.3 K9 0.11 0.44 0.14 96.53 K10–K20 1.10 1.00 0.88 97.5 Off list 2.19 2.97 2.32 ~100。
同等学力法语 阅读理解10题(解析)
André CitroënAndré Citroën naît à Paris le 5 février 1878. Fils de Lévie Citroen, diamantaire juif néerlandais, émigréà Paris en 1873，et de Macha Kleinan, juive polonaise originaire de Varsovie (après avoirémigré, Lévie Citroen modifie 1，orthographe de son nom en Citroën) .En 1883 son père se suicide alors qu’il n’a que cinq ans. Il est alors élevé par sa mère qui reprend Paffairc de commerce de diamants et de perles fines de son époux.Agé de 10 ans, il découvre l’œuvre visionnaire avant-gardiste de Jules Verne qui l’inspirera toute sa vie. La construction de la Tour Eiffel pour F exposition universelle de 1889 l’indte àdevenir ingénieur et industriel et àparticiper aux futurs grands défis industriels du vingtième siècle.Il suit des études au Lycée Condorcet» puis devient ingénieur der École polytechnique en 1900.Il commence sa carrière d’indutriel en fondant une première entreprise d'engrenageC n . m.齿轮系统）à double chevron, concept dont il dépose alors le brevet. Après avoir étudié les méthodes de production tayloristes aux Etats-Unis, il fonde en 1915 une usine àParis dans laquelle Ü instaure îe travail à la chaîne. Il y produitd’abord de l’armement，puis，à la fin de la guerre，se reconvertit dans l’automobile. Citroën lance alors des modèles populaires en grande série, tels que la type A en 1919 et la 5 CV en 1922, dont le succès lui permettra de se développer en France puis à l1étranger. André Citroën crée en 1934 la première traction( n . /.驱动）avant,et il innove également en matière de publicité, notamment en organisant des traversées de l’Afrique et de l’Asie en automobile.1.André Citroën est le fils d’unA, Néerlandais B. Allemand C. Français D. Anglais2.En 1883 son père se suicide alors qu’il na que cinq ans. Cettephrase signifie：A.Son père est alléà l’étranger quand il a cinq ans.B.Son père est hors de pays il y a cinq ans.C.André a perdu son père il y a cinq ans.D.Son père est mort quand il a cinq ans.3.Parmi les phrases au-dessous, laquelle est vraie?A.Sa mère remarie après quelques années.B.Sa mère ne fait guère le travail de son père,C.Sa mère élève André avec la grand-mère.D.Sa mère est une émigrée de Varsovie.4.L’inspiration d’André vient de： Tour Eiffel guerreC.les Etats-UnisD.les romans de Jules Verne5.Son entreprise est une usine d'automobile maintenant, mais elleétait _________ p endant la guerre.A.une usine de diamantB.une usine d’armementC.une usine de publicitaireD.une usine de traction本文是一篇人物传记，介绍的是雪铁龙公司创始人，安德烈雪铁龙的生平。
辽宁省沈阳市郊联体2024-2025学年高三上学期开学考试英语试题
辽宁省沈阳市郊联体2024-2025学年高三上学期开学考试英语试题一、阅读理解Ever dreamed of helping elephants in Thailand, discovering the tropical landscape of Cuba, or experiencing your very own Shark Week in the oceanic landscape of Fiji? If you’re a teenager looking for a break from classroom studies and summer jobs participate in one of these volunteer travel programs for high schoolers!Making History with ARCC in CubaLocation: Cienfuegos, Havana, Santa Clara, VaraderoTime: SummerHighlight: Discover the tropical landscape of Cuba with its salsa music, turquoise waters, and delicious tamales. Immerse yourself in the community that has been tucked away for six decades, where you’ll assist with the community garden and other volunteer projects.Shark Week in Fiji with Projects AbroadLocation: NadiTime: Year roundHighlight: Ready to experience your very own Shark Week in the oceanic landscape of Fiji? Then you’ll love these high school volunteer opportunities. Work with scientists and researchers, and provide education to the community. Projects Abroad provides plenty of support and a strong background, so you’ll be in good hands!Thailand Elephant Service and the IslandsLocation: Ayutthaya, Bangkok, Chiang Mai, Koh Samui, Koh Tao, Mae Hong SonTime: Spring, SummerHighlight: Create once-in-a-lifetime memories while riding elephants. Besides earning volunteer hours, you’ll also see monkeys, view scenic mountains while going white-water rafting. Plus, you’ll take an island-hopping cruise with the program!Carpe Diem Education Gap Year Programs in East AfricaLocation: Tanzania, Rwanda, UgandaTime: Fall, SpringHighlight: Carpe Diem Education offers a variety of volunteer opportunities that will deepen your connections with the community: giraffe conservation, building homes, and more! You’ll also canoe, trek around islands, and practice meditation along the way.1．What can volunteers do in Cuba?A．Enjoy white-water rafting.B．Learn to play salsa music.C．Teach the local community.D．Grow flowers and vegetables2．Where can volunteers help protect animals?A．Varadero.B．Nadi.C．Rwanda.D．Bangkok. 3．What do the four programs have in common?A．They have expert guidance.B．They are ongoing at all seasons.C．They include education to the community.D．They provide work and travel experience for teenagers.I took a trip to visit New York with my dad after graduating from high school. One of the places on his list for us to visit was a “rare violin shop”. We made our way down the crowded streets and stopped in front of a tall building.This building was not what I had pictured. I’d been imagining a street-level shop, open to the public, with some interesting and older violins on display. As we walked inside, we were greeted by a receptionist who asked if we had an appointment, since they were by appointment only. I wanted the ground to swallow me whole and decided to give up the visit. However, my dad eagerly told her, “No, we didn’t but, my daughter plays the violin with her high school orchestra. And we would love to just pop inside and browse! Don’t mind us!”The receptionist gave him an odd look but excused herself to talk to a well-dressed man, who told us that since he had no other appointments right now, he would love to give us a tour.The starting price for a violin here, we found out, was 10 thousand dollars. He showed us around a very private-feeling and swanky-looking condo (奢华的工作间) , pointing out a room where he casually mentioned he would chat with Joshua Bell when he came by. My jaw was on the floor the entire time.At the end, the man picked up a Stradivarius and asked me to play a string while he held it. And he triumphantly said, “There! Now you’ve played a Stradivarius.”I don’t remember the man’s name, but meeting him is a real stroke of luck for me and I’m grateful that he decided to show a no-appointment, non-customer visitor around. His warm behavior helped inspire me to continue pursuing my instrument after high school!4．What kind of violin shop had the author expected to visit?A．Tall and magnificent.B．Mysterious and odd.C．Popular and fascinating.D．High-end and professional.5．How did the author feel after being greeted by a receptionist?A．Proud.B．Embarrassed.C．Guilty.D．Depressed. 6．According to Paragraph 4, what might Joshua Bell be?A．A receptionist.B．A celebrity.C．A salesman.D．A shopkeeper. 7．What can be concluded from the passage?A．The shop overprices its customers.B．Stradivarius is a mass-market brand.C．The author enjoys her visit to the shop.D．The well-dressed man is a great violinist.Researchers have created a wearable device. They say it can extend energy while providing assistance for walking and running.Researchers from Harvard University's Wyss Institute say the device demonstrates great possibilities for future inventions of lightweight wearables that could have mass appeal. The team called its system a breakthrough in wearable technology. One reason for this is that it is very difficult to build a device to assist both walking and running. Past developments have centered on either activity, but not both. Walking and running use different hip movements, also known as a person's gait (步法) . The new exosuit uses sensors and an algorithm (算法) to help it recognize which gait is being used so as to enable the device to provide assistance with walking and running motions.The study found that a main result of this assistance was a reduction in the “metabolic (新陈代谢的) cost” to a walker o runner. Metabolism is the process by which living things turn food into energy. A reduced metabolic rate means a person will use less energy while performing a physical activity. In tests, the exosuit reduced the metabolic rate of walking by 9. 3 percent; forrunning, the metabolic cost dropped by about 4 percent. Less energy was required in tests on flat surfaces or on hills.Conor Walsh is a professor at the Wyss Institute. He helped lead the study. He admitted that the metabolic reductions were not huge. But he said the research presented possibilities for further development in wearable device technology. Walsh said the study demonstrated that a lightweight wearable assisting device can help pave the way for its system to become common in our lives.The researchers noted that the lower metabolic rates also had the effect of making a person feel lighter. The testing showed that a walker with the device would feel 7. 4 kilograms lighter and a runner 5. 7 kilograms lighter.The team is still doing research. No devices are currently available to the public. One of the team's major goals is to reduce the weight of the device by at least 40 percent. Researchers also plan to add more individualized assistance possibilities and improve the system to fit as many uses as possible.8．What is the feature of the new wearable device?A．It helps people lose weight.B．It is designed only for the disabled.C．It greatly reduces the metabolic rate.D．It helps save energy consumption. 9．What does the underlined word “exosuit” in Paragraph 2 refer to?A．The gait.B．The metabolic rate.C．The wearable device.D．The wearable technology.10．What can be learned about the device from the last paragraph?A．It's already on the market.B．It can be customized.C．It still needs improvement.D．It's controlled by AI.11．What's the best title of the passage?A．Exosuit Paves Ways for Metabolic ReductionB．Research on Assistance with Daily ExerciseC．The Future Development of Wearable TechnologyD．An Energy-extending Wearable Device for Walking and RunningMany people have a too rosy view of the beverage and are surprised when confronted with the facts about it on a nutrition label, according to our recent study.Right now, people usually think of red wine as a “virtue” rather than a “vice”, thanks to popular belief about its health benefits. But requiring nutrition labels, which are currently voluntary, could change those views.In our experimental research, which included nearly 800 participants, we found that American consumers aren’t used to seeing nutrition information on wine labels, and most are surprised by what they read since they don’t associate wine with calories, carbohydrates and sugar. People who were prompted to read labels viewed wine as less healthy than they did beforehand, and they were less likely to buy it.We also found that people are more surprised by the sugar content of sweeter wines, such as Moscato, than by the number of calories. Sweet wines, in particular, may contain more sugar than consumers realize.Nutrition labels don’t need to be bad news for the wine industry. Wine sales have recently declined among those aged 60 and younger, and greater transparency in labeling could help rekindle young consumers’ interest. Millennial and Gen Z consumers may especially appreciate clearer labels, since they could help them view wine as less mysterious and more accessible. They may also allow them to fit an occasional glass of wine into their personal health goals.What’s more, there’s been a recent trend toward wine packaging including labels like “organic” and “sustainable”, which may appeal to consumers’ preference for sustainability. These labels have less to do with nutrition than with manufacturers trying to appear eco-friendly—but makers of natural wine would likely benefit most from offering nutrition information.And there’s still more to learn about how nutrition labels affect behavior. Studies have shown mixed results, but on the whole, labeling appears to make people cut their calorie intake somewhat. Still, the U. S. put nutrition labels on foods in the 1990s, and that hasn’t stopped the obesity rate from rising.12．What can be learned from the study?A．People used to regard wine as a vice.B．Wine labeling confirms wine as a virtue.C．Nutrition labels go against the will of the public.D．Nutrition labels change people’s views on red wine.13．Who might benefit most from the new trend toward wine packaging?A．Wine stores.B．The government.C．Mass customers.D．Natural wine producers.14．What do Paragraph 5 and Paragraph 6 mainly focus on?A．The benefits of wine labeling.B．Policy changes on wine labeling.C．The downside of wine labeling.D．People’s attitudes toward wine labeling. 15．Why does the author mention the U. S. nutrition labels in the last paragraph?A．To show their positive effect on behavior.B．To give an example of changes on food labels.C．To illustrate the serious obesity problem in America.D．To present their uncertain impact on customers’ behavior.We live in an interruption-based culture that can be damaging to productivity. Most of the time, information from electronic devices only adds to the distraction. Here are some tips to help you increase your focus and complete the things that count:16 Write down what you want to finish each day and identify a single priority that you commit yourself to complete This will help focus your brain on what matters, dealing with the big jobs first and leaving the small ones till later.Turn off the distractions. Actively checking for information may distract you from work. Consider checking email only four times per day and handling each inquiry only once. Try to control your devices, instead of having that technology control you. 17Get comfortable. 18 Comfort could be determined by the clothes, the chair, the music, the temperature of the room or the work location. Knowing what environment makes you comfortable yet focused at the same time can help you maintain focus through the workday.Set smaller goals. Big goals may be great for motivational speeches. 19 Consider breaking down all goals into smaller pieces that can be finished more easily. As a result, this may only require focus for a shorter period of time, which may mean an increased possibility of completing the task.Take a walk. 20 Taking even a short walk away from work can help relax the body and mind. Meanwhile, it can help you refocus on the next task upon your return.A．Put first things first.B．Commit yourself to complete your task.C．Achieving small goals can lead you to success.D．This means something different for different people.E．This may help reduce distractions and increase your focus.F．However, they don’t help anyone focus on getting important things done.G．Standing up and getting away from the office can help increase your focus.二、完形填空Welcome to the Restaurant of Mistaken Orders. In this Tokyo eatery, the waiters and waitresses have one thing 21 : They all have dementia, a mental disease that affects the ability to think, remember, and behave normally. It’s a 22 thing for them to mix things up, bring the wrong dish, misunderstand what a customer requests or 23 the glass of water they were meant to deliver to some table. Yet, a reported 99 percent of customers love their experiences and are 24 by their interaction with the staff.While Japan is one of the countries that have highest life expectancy in the world, according to the OECD, the proportion of its population that 25 diseases like dementia is among the highest in the world. Two out of three Japanese people affected by dementia live at home and tend to be isolated, which 26 the condition.Shiro Oguni created the Restaurant of Mistaken Orders. He has a (n) 27 of making society in Japan and elsewhere more 28 , tolerant and relaxed about dementia, as the restaurant’s website explains. However, Oguni has a broader goal: restoring 29 to his workers and giving hack their sense of 30 purpose, which is often taken away from seniors.It seems that Oguni is already 31 his goals. Now there’s a similar UK cafe 32 by volunteers with dementia. A similar edition of the Restaurant of Mistaken Orders was introduced at a Chinese eatery in Japan. The 33 here, as the website reveals, is not just to let employees sample the concept, but also to help 34 a society where people can live with peace of mind even if they have 35 .21．A．in vain B．on purpose C．in common D．on end22．A．regular B．sensitive C．tough D．precious 23．A．deliver B．drink C．touch D．smell 24．A．shocked B．confused C．inspired D．permitted 25．A．suffers from B．weighs up C．checks out D．looks into 26．A．refreshes B．improves C．reflects D．worsens 27．A．path B．aspect C．image D．vision 28．A．well-behaved B．mild C．traditional D．open-minded 29．A．health B．dignity C．energy D．nationality 30．A．political B．natural C．social D．medical 31．A．imagining B．realizing C．scoring D．appreciating 32．A．rented B．booked C．staffed D．designed 33．A．intention B．resource C．fantasy D．definition 34．A．protest B．leave C．control D．establish 35．A．requests B．diseases C．divisions D．budgets三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
2009考研英语阅读理解解析
长难句： 词汇： Instead, the new habits we deliberately press into bother 花费时间精力（做某事） 搭配： rut 辙痕 ourselves create parallel pathways that can don't bother doing sth别自寻烦恼 /费心做某事 wear 磨出（洞），踩出（路） bypass those old roads. kill off 消灭，消除 deliberately 刻意 bypass1 绕过，避开 定语从句 、2
相反，我们刻意培养的新习惯会创建平行路线能避开原来那些老路
24.Dawna Markova would most probably agree that A. ideas are born of a relaxing mind B. innovativeness could be taught C. decisiveness derives from fantastic ideas D. curiosity activates creative minds
但脑研究人员发现，当我们有意识地陪新习惯时，我们会在大脑中同时产生相应的路线，甚 至全新的脑细胞。这些新路线和脑细胞能使我们的思路转入新的创新轨道。
第三段 Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits.In fact,the more new things we try—the more we step outside our comfort zone—the more inherently creative we become,both in the workplace and in our personal lives.
人教版全国全部高考专题英语高考真卷试卷及解析
人教版全国全部高考专题英语高考真卷1.阅读理解第1题.For more than a decade, Ma Wansheng ran a small food stand in a night-market in Lanzhou, providing local snacks for people working overtime. Receiving payments had always been a hassle for the 71-year-old, who often had to search his pocket for change on chilly nights while keeping an eye on food in the oven.Doing business became much easier after his grandson helped him set up a mobile payment app—WeChat Pay last year. A piece of paper with his QR payment code has helped the check-out process. "About 95 percent of my customers pay with their phones. It's convenient for both of us," said Ma. "And giving the wrong change is no longer an issue."Like Ma, an increasing number of China's senior citizens have adopted Internet-based mobile technology and many have also started to enjoy the convenience of mobile payment apps. According to a report released by the Chinese Academy of Social Sciences at the end of 2017, the ratio of Internet users who are over 60 or above rose to 5.2 percent, up 1.2 percentage points in a year. "For many Chinese, mobile payment has become an essential part of their everyday lives. It not only changes the lives of young people, but also provides convenience for the elderly," said Zhang Jianjun, an economist in Gansu.China had more than 241 million people aged 60 or above at the end of 2017, 17.3 percent of the total population at the time, according to officialstatistics. The country's elderly will account for about one-quarter of the population by 2030.Realizing that new technology can be an effective tool in solving many problems related to old age, the Chinese government has been promoting the use of technologies such as the Internet and artificial intelligence in the area of old-age care.【长难句分析】：1. For more than a decade, Ma Wansheng ran a small food stand in a night-market in Lanzhou, providing local snacks for people working overtime.翻译：十多年来，马万生在兰州的一个夜市经营着一个小吃摊，为加班加点的人提供当地小吃。
法语综合教程II第9课
Corrigés de la leçon 9C ompréhension du texteTexte AI. Vrai ou faux ?1.F2.V3.F4.F5.VII. Relisez le dialogue et répondez :1.Pourquoi s’inquiète la grand-mère ?Parce qu’elle ne sait pas si Thérèse s’habitue à la vie de pensionnaire.2.Thérèse travaille-t-elle bien à l’école ?Elle travaille ni bien ni mal.3.Que pense Thérèse de son professeur ?Elle pense qu’il explique bien, mais parle trop vite, leur demande rarement s’ils comprennent ce qu’il dit, et leur donne trop de devoirs à fair e.4.De quels instruments musicaux joue Nathalie ?Elle sait jouer du violon et de l’accordéon.5.Quel est le moment le plus dur pour Thérèse ?C’est le moment de se lever.Texte BI. Vrai ou faux ?1.V2. V3. V4. V5. FII. Relisez le texte et répondez :1. C’est quel jour de la semaine ?C’est samedi.2. Qui est-ce que Dragon céleste va rencontrer ?Il va rencontrer Gisèle.3. Comment Dragon céleste trouve-t-il cette fille ?Il la trouve jolie et bizarre.4. Qu’est-ce qui ennuie Dragon céleste ?Gisèle ne vient toujours pas, en plus, il ne peut pas l’appeler parce qu’elle a éteint son portable ; il ne peut pas aller chez elle parce qu’il ne connaît pas l’adresse ni le nom de famille de Gisèle.5.De quoi Dragon céleste est-il curieux ?Il est curieux de savoir comment est Gisèle, qui elle est vraiment, pourquoi elle porte tout le temps sa petite valise et ce qu’il y a dedans.Texte CI. Vrai ou faux ?1. F2. V3. V4. V5. FII. Relisez le texte et répondez :1. Qu’est-ce qui est arrivé à ce garçon ?Il ne peut plus parler depuis huit jours.2. Qu’est-ce qu’il est obligé de faire ?Il est obligé de se taire.3. Que prétendent les parents du garçon ? (c’est une question un peu bizarre.)Ils prétendent qu’il n’a rien.4. Qu’est-ce qu’il prend comme médicaments ?Il prend du sirop, des cachets, etc..5. Qu’est-ce que son père a écrit au professeur ?Son père écrit : je vous prie de bien vouloir excuser Nicolas, qui, atteint d’une extinction de voix, ne peut pas actuelleme nt s’exprimer à l’oral.E xercices de grammaireG1. Répondez selon le modèle :1.Je dis qu’il est parti.2.Je dis que je vais à la banque.3.Je dis qu’ils vont à l’Opéra ce soir.4.Je dis que nous partirons pour Beijing demain.5.Je dis qu’elle va aller en France.6.Je dis qu’on est très content d es résultats des examens.7.Je dis que l’or baisse quand le dollar américain monte.8.Je dis qu’on peut voir tout Paris du 3e étage de la Tour Eiffel.9.Je dis qu’on peut aller au cinéma à minuit le samedi dans les grandes villes.10.Je dis que le ciel est gris ce matin.G2. Transformez le discours direct en discours indirect :1.Je dis que j’ai oublié de prendre un café.2.Elle me dit qu’elle est très contente de me voir.3.Maman me déclare que nous avons beaucoup de courses à faire.4.Sais-tu que j’ai quatre cours aujourd’hui ?5.Il me fait savoir que Paulette est tombée malade.6.Il croit que Paul est absent.7.Il pense qu’il pleuvra demain.8.Elle dit q u’elle ne s’appelle pas Jeanne.9.Il me dit qu’il est arrivé à midi et que j’étais déjà parti.10.Mon amie me raconte que c’était une belle journée.G3. Répondez selon le modèle :1.Je vous demande si vous allez bien.2.Je te demande si tu as fini de dîner.3.Je vous demande s’ils sont entrés.4.Je me demande si j’ai pris mes papiers.5.Je vous demande si nous al lons à l’île de Hainan.6.Je vous demande si vous allez visiter le musée.7.Je vous demande si vous voulez voir les monuments de Paris.8.Je vous demande si elle a pris son parapluie.9.Je vous demande s’ils ont fini leur travail.10.Je me demande si j’ai bien fermé la porte à clé.G4. Transformez les phrases interrogatives en interrogation indirecte:1.Le professeur nous demande si nous aimons la langue française.2.Je ne sais pas si c’est Michel qui a choisi cet hôtel.3.Dis-moi qui est cet homme-là en tout blanc.4.Elle me demande quelle langue je vais choisir comme seconde langue étrangère.5.V oulez-vous me dire comment ils sont venus.6.Sa mère se demande quand il a fini les exercices.7.Je voudrais savoir où tu as vu ce film.8.Il me prie de lui dire quelle couleur ma sœur préfère/quelle couleur préfère sa sœur.9.Tout le monde ne sait pas pourquoi elle n’a pas pris la robe qu’elle aimait beaucoup.10.Nous nous demandons où nous ferons le voyage l’été prochain.G5. Répondez selon le modèle :1.Je te demande ce que tu lis comme journal.2.Je vous/te demande ce que vous aimez comme livre.3.Je vous/te demande ce que vous avez vu comme film.4.Je vous/te demande ce que nous prenons comme boisson.5.Je vous/te demande ce qu’ils font comme travail.6.Je te demande ce que tu pratiques comme sport.7.Je vous/te demande ce que je dois acheter comme légumes.8.Je vous/te demande ce que vous aimez comme vin.9.Je te demande ce que tu as visité comme pays.10.Je vous/te demande ce que nous visiterons comme ville.G6. Formez le discours direct en discours indirects avec « ce qui » et « ce que » :1.Dis-moi ce que les filles chantent.2.Dites à sa mère ce que la petite Marie veut manger.3.Il me demande ce que je ferai plus tard.4.Savez-vous ce qui est le plus important ?5.Répondez-moi ce qui vous attire le plus dans ce roman.6.Dites-leur ce que vous avez entendu.7.Je ne sais pas ce qui est difficile à comprendre dans ce texte.8.V oulez-vous nous dire ce que vous en pensez ?9.Dites-nous ce qui vous plaît beaucoup quand vous êtes en vacances.10.Sais-tu ce qu’il va faire ?G7. Répondez selon le modèle :1.Je vous demande pourquoi vous ne sortez pas le soir.2.Je vous demande à quelle heure nous arrivons.3.Je vous demande comment vous allez.4.Je vous demande qui c’est.5.Je te demande quelle heure il est.6.Je te demande où tu habites.7.Je vous demande dans combien de temps ils partiront en vacances.8.Je vous demande quand vous recommencerez votre travail.9.Je vous demande pour combien de jours vous resterez là-bas.10.Je vous demande depuis combien de temps vous travaillez dans cette entreprise.G8. Remplissez les blancs par « avec qui », « de quoi », « depuis quand », «d’où », « pour qui », « ce que » et « ce qui » :1.avec qui2.pour qui3.depuis quand4.ce que5.de quoi/avec qui6.d’où7.Ce que8.Ce qui9.ce qui10.ce quiG9. Répondez selon le modèle :1.Je vous dis de me donner votre livre.2.Je te dis de te taire.3.Je te dis de prendre le stylo et d’écrire.4.Je vous dis de partir parce qu’il est tard.5.Je vous dis de lui téléphoner ce soir.6.Je vous dis de leur écrire demain.7.Je vous dis de l’appeler au téléphone.8.Je vous dis de les aider à porter leurs bagages.9.Je vous dis de les inviter à dîner.10.Je vous dis d’être à l’heure.G10. Même exercice :1.Je vous dis de ne pas partir sans nous.2.Je vous dis de ne pas l’écouter.3.Je vous dis de ne pas me déranger.4.Je vous dis de ne pas nous téléphoner à minuit.5.Je vous dis de ne pas attendre vos amis.6.Je vous dis de ne pas écouter ce qu’il vous dit.7.Je vous dis de ne pas présenter votre ami au directeur.8.Je vous dis de ne pas regarder par la fenêtre.9.Je vous dis de ne pas être en retard.10.Je te dis de ne pas me dire au revoir.G11. Transformez le discours indirect en discours direct :Son frère lui demande : « Pourquoi es-tu allé au cinéma avec Sophie vendredi dernier ? »Il demande à son fils : « Explique-moi comment tu passeras tes vacances. »Sa mère lui demande : « Avec qui es-tu allée manger au restaurant hier ? »Nous nous demandons : « Est-ce qu’ils sont déjà en retard ? »Je lui demande : «D’où venez-vous ? »Pierre me demande : « Que préférez-vous/préfères-tu comme boisson ? »Mon cousin me demande : «Qu’est-ce qui t’a fait plaisir pendant la visite du musée ? »Ils demandent au chef de classe : « Comment passerons-nous la soirée ? »E xercices de vocabulaireV1. Complétez les phrases suivantes avec les mots suivants :1.pitié2.te taire, le bien3.coincé4.avaient envie de5.note, l’oral6.fou7.vous habituerez à8.en attendant9.curieux/curieuse10.pensionnaireV2. Complétez les phrases suivantes avec une préposition convenable :1.du (de+le)2.de, de3.pour4.à, à5.d’(y)6.de7.de8.à, au (à+le)9.dans10.sansV3. Complétez les phrases suivantes en utilisant « mettre » ou « se mettre » :1.s’est mis2.s’est mis3. a mis4.met5.mettre6.s’est mis7.s’est mise8.mettreV4. Reliez les deux parties :1.j2.d3.a4.g5.i6. b7.e8.c9.f 10.hV5. Choisissez la bonne réponse :1. tort2. peur3. mal4. l’air5. le tic6. tendance7. du mal8. envie9. besoin 10. raisonE xercices de structureS1. Faites les phrases selon le modèle :1. - Elles ne savent pas ce que leurs parents aiment écouter comme musique.- Ce qu’ils aiment écouter, c’est la musique classique.2. - Les étudiants ne savent pas ce que leur professeur choisit comme sujet d’examen.- Ce qu’il choisit, c’est d’écrire un article sur l’exposition universelle.3. - La nourrice ne sait pas ce que le petit enfant aime dessiner.- Ce qu’il aime dessiner, ce sont les animaux.4. - La monitrice ne sait pas ce que vous trouvez comme excuse.- Ce que nous avons trouvé comme excuse, c’est que nous avons mal à la tête.5. - Le malade ne sait pas ce que le médecin lui donne comme médicaments.- Ce que le médecin lui donne comme médicaments, ce sont des cachets spéciaux.6. - Nous ne savons pas ce que vous allez proposer comme solution.- Ce que je vais proposer comme solution, c’est d’aller à l’hôpital tout de suite.7. - Dragon céleste ne sais pas ce que Nathalie fait comme métier.- Ce que Nathalie fait comme métier, c’est d’animer des émissions de radio.8. - Nous ne savons pas ce que les Chinois préfèrent comme activités culturelles.- Ce que les Chinois préfèrent comme activités culturelles, c’est de regarder des émissions à la télévision ou d’écouter des concerts.9. - Je ne sais pas ce que mon neveu apprend à l’école maternelle.- Ce qu’il apprend à l’école maternelle, c’est de dessiner et de lire.10. –Je ne sais pas ce que j’ai commis comme bêtise.- Ce que tu as commis comme bêtise, c’est de t’être trompé de l’heure du cours.S2. Faites les phrases selon le modèle en utilisant l’expression donnée :1.Maintenant, les étudiants parlent français après la classe, mais avant, ils ne parlaient pasfrançais qu’en cours.2.Maintenant, ton fils sait se servir de baguettes, mais avant, il mangeait avec ses doigts.3.Maintenant, Marc a le courage de parler devant le public, mais avant, il oubliait tout cequ’il voulait dire devant le public.4.Maintenant, M. Landry va au travail en bus, mais avant, il y allait en métro.5.Maintenant, les voyageurs se bousculent dans le métro, mais avant, ils se déplaçaientdans un métro presque vide.6.Maintenant, Claude aide sa sœur à finir ses devoirs, mais avant, il la laissait travaillerseule.7.Maintenant, les étudiants consacrent des heures à faire des exercices oraux, mais ils nes’entraînaient pas à l’oral.8.Maintenant, les Dupont passent leurs vacances à la campagne, mais avant, ils passaientleurs vacances chez eux.9.Maintenant vos frères écoutent de la musique électronique, mais avant, ils n’écoutaientque de la musique légère.10.Maintenant vous voyez des films en version originale, mais avant, vous ne voyiez que desfilms doublés（译制片）.S3. Transformez les phrases en utilisant la structure « un/une drôle de ... » :1.C’est un drôle de temps.2.C’est une drôle de pièce.3.C’est un drôle de coq.4.C’est un drôle d’oiseau.5.C’est un drôle d e chien.6.C’est une drôle d’écriture.7.C’est un drôle d’i mmeuble.8.C’est une drôle de ville.9.C’est une drôle d’école.10. C’est une drôle de guerre.E xercices audio-orauxI. Écoutez le dialogue deux fois et répondez aux questions suivantes :1.Il y a deux locuteurs, une psychologue et un garçon appelé Thomas, âgé de 16 ans. psychologue pose les questions.3.Parce que le garçon s’est enfui deux fois et a volé une moto.Il lui est possible d’avoir desproblèmes psychologiques.4.Il habitait avec ses parents et sa petite sœur.5.N on, il s’est tu à propos de ses relations avec ses parents.6.Il habitait dans un appartement. Il n’a vait pas sa chambre à lui.7.Non, il ne pouvait sortir dans la journée.8.Non, sa sœur pouvait faire tout ce qu’elle voulait.9.Non, il ne les aidaient pas toujours à la maison.10.Parce qu’il ne voulait pas faire ce qu’on lui demandait de faire. Ses parents en étaientfâchés.T exte d’audition(Entretien entre une psychologue et Thomas. Thomas, adolescent de 16 ans, s’est enfui deux fois et a volé une moto.)P : Si vous voulez, nous allons bavarder tous les deux. Asseyez-vous... Bon, vous avez seize ans, je crois, et vous habitez avec vos parents et une sœur plus jeune. C’est bien cela ?T : Oui.P : Bon. Je voudrais vous demandé : est-ce que vous vous entendiez bien avec vos parents ?avec votre père en particulier ?... V ous ne voulez pas me répondre, ça ne fait rien. Dans l’appartement, est-ce que vous aviez une chambre à vous ? pour vous seul ?T : Non, je couchais sur le divan de la salle à manger.P : Est-ce que vous pouviez sortir le soir ? Aller au cinéma ?T : Non, jamais.P : Et dans la journée ?T : La journée, c’était la même chose. On me disait toujours qu’il fallait que je travaille. Je ne pouvais jamais m’amuser avec les autres.P : Et votre petite sœu r, qui a neuf ans, je crois, que faisait-elle ?T : Elle, elle pouvait faire tout ce qu’elle voulait.P : Quand on vous demandait de faire quelque chose dans la maison, d’aider votre mère, et votre père, qui est livreur, je crois, est-ce que vous le faisiez ?T : Pas toujours, non, j’inventais des raisons.P : Et s’en apercevaient vos parents ?T : Quelquefois oui. Ils se mettaient en colère.E xercices écritsE2．Traduisez en français :忘记做某事oublier de faire qch习惯于s’habituer à, être habitué à拉小提琴jouer du violon奇怪的男人un drôle d’homme排队列se mettre en rang暂且en attendant闭口不言se taire未果sans résultat1.Tu as enfin compris pourquoi le professeur nous donne autant d’exercices à faire ? C’estpour notre bien.2.- De quoi parlez-vous ?- Des matches de football. Sais-tu que l’équipe de France a gagné/remporté la Coupe du monde de football ?- Oui, je sais, mais je ne me souviens plus en quelle année c’était.3.Peux-tu me dire ce que tu veux manger ce soir ? Je vais sortir faire les courses/faire lesprovisions/ faire le marché.4.Il ne sait pas ce qui s’est passé à la maison/chez lui hier soir. Alors, il téléphone à sa mèrepour lui demander s’il devra/doit rentrer.5.Il ne fait pas encore jour/Il fait à peine jour, et il pleut dehors. Comme/Que j’ai envie derester au lit une heure de plus ! Mais le moniteur/la monitrice est sans pitié, il/elle est déjàvenu(e) devant la porte de notre chambre nous demander de nous lever et de ne pas être en retard pour les/nos cours.6.Je me suis déjà habitué(e) à la vie universitaire, mais je trouve la cuisine à la cantine deplus en plus mauvaise.7.Marc téléphone à sa copine (sur son portable), mais elle a déjà éteint son portable. Il croitqu’elle dort encore. Il pense l’appeler plus tard pour lui dire qu’il a réservé deux places pour le film de samedi qui commencera à six heures.8.Nicolas n’a jamais souffert de rien. Mais ces jours-ci, il s’inquiète beaucoup et il n’a pasd’appétit. Ses parents ne savent plus/pas quoi faire. Alors ils ont fait venir/appeler un médecin. Le médecin lui a prescrit/donnébeaucoup de médicaments, mais il ne va pasmieux. Personne ne sait que tout cela est à cause d’/dû à/causé par un examen important qui aura lieu le mois prochain.。
2024届广东省广州市普通高中毕业班综合测试(二)英语试卷
绝密★启用前2024年广州市普通高中毕业班综合测试(二)英语注意事项：微信公众号IAI English1．答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。
2．回答选择题时，选出每小题答案后，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。
微信公众号IAI English第二部分阅读理解（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和D四个选项中，选出最佳答案。
ATrain the important skills modern editors use to evaluate and enhance writing for clarity,precision and accuracy.In this course,students will learn how an editor approaches a submitted piece,going beyond sentence-level error and looking at the big picture around accuracy,style and organization.Understanding the different challenges in an editor's job,students will get a behind-the-scenes look at this sometimes busy and often exciting career. Meanwhile,students will grow their own technical editing skills and return home a more competent editor.Using Gen Z Era as their case study,students will meet and study under the people who decide what topics are relevant and valuable to the audience and who determine the overall editorial strategy,ensuring that the content meets the standards and tone of the publication.微信公众号IAI EnglishCourse Highlights●Visit the media city and attend lectures by award-winning guest speakers.●Assess articles as well as question and coach the authors to get the best piece possible.●Connect with professionals who manage the development and publication of accurate and worthy content.●Edit one piece into a well-written and fact-checked article in the style of Gen Z Era.Price●Residential Program(Students live on campus):$6,600●Day Program(Students commute to class every day):$5,500(Graduating seniors can have a$400discount if applying before May2,2024.)Term Date:July9-July21,2024Application Deadline:Friday,May31,2024Contact Admission:******************21.Which is the probable name of the course?A.Career Development in Media.B.Editorial Decision-making.C.Fundamentals of Editing.D.Introduction to Publication.22.What will students do in the course?A.Interview award-winning guests.B.Help authors improve their articles.C.Connect with professional publishers.D.Edit one article for Gen Z Era.23.A graduating senior applying for a Day Program on April30,2024should pay_______.A.$5,100B.$5,500C.$6,200D.$6,600BCourage is a huge theme in my life,a quality I constantly seek,appreciate,and analyze.The root of“courage”is“cor,”the Latin word for heart.Originally,courage meant“to speak one’s mind by telling all one's heart.”While courage is often associated with heroism nowadays,I believe true courage lies in being open and honest about who we are and how we feel.I recently witnessed an example of true courage.During a mountain-climbing trip with my15-year-old daughter and some college students,I noticed her struggling to keep up with the group.Despite my suggestions to rest,she persisted until she couldn't breathe properly.Panicked,I called out to the front for help,but there was no response,and we had no cellphone signal. Fortunately,two students just came back to check out on us.They offered assistance and calmed us down.As we continued at a slower pace,they shared their own experiences,from starting out as beginners like my daughter to becoming consistently among the first to reach the peak.“You know,”one of them said,looking at my daughter,“I was just like you when I started.But with practice and proper pace,you'll get there too.”“Yeah,don't let your lack of experience stop you,”the other added.“It's okay to admit when you're struggling or not feeling alright.In fact,it's important to speak up and ask for help when you need it.That's how we improve and grow.”微信公众号IAI EnglishReaching the mountain top was a huge relief for both my daughter and me.However,the two students addressed the celebrating group directly,emphasizing the importance of staying together in tough environments. Their words led the group to apologize to us for overlooking our struggle.I was totally amazed at their bravery,and my daughter learned that it's okay to be the least experienced in a group.Courage,I've come to realize,has a ripple effect.Each time we choose courage,we inspire those around us to be a little brave r and make the world a little better.24.Why does the author mention the original meaning of courage?A.To argue for the true essence of courage.B.To question the common belief of courage.C.To show the changing meaning of courage.D.To compare different interpretations of courage.25.What did the two students suggest the daughter do?A.Challenge her own limits.B.Seek help whenever possible.C.Keep to a suitable pace.D.Stick with experienced climbers.26.Which action in the mountain-climbing story is an example of true courage?A.The mother asked the girl to rest.B.The girl tried hard not to fall behind.C.The group celebrated the reach of the top.D.The two students pointed out the group's fault.27.What does the author intend to tell us?A.Kindness connects us all.B.Being a beginner takes courage.C.With courage,everyone can be perfect.D.We don't have to be a hero to be brave.C“It's not unusual for guests to feel emotional when they discover the story behind our food,”says Patrick Navis.“Not to mention when they taste it.One even cried with happiness.”The setting for these tearful scenes? Navis's restaurant in a Dutch city.Here,the owner and his team create experimental food using herbs,roots, flowers and nuts—some common,others less so.微信公众号IAI EnglishMost of these ingredients(食材)come from the Ketelbroek Food Forest nearby.To the untrained eye,it's like an ordinary wood.But there's one key difference:everything in it is edible.It was set up in2009by Dutch botanist and environmentalist Noah Eck as an experiment in slow farming,to see what would happen if the right combination of food plants were left to grow together like a natural forest,without chemicals.“It's the first‘food forest’of its kind in Europe and we’re one of the few restaurants around the world cooperating in this way,”says Navis.“We have over400different species of edible plants we plan our menus around, including some we previously knew little about."He harvests the ingredients and,with his fellow chefs,works them into beautifully presented tasting menus,served in a dining room hidden in the backstreets of the city,“To us,fine dining is not about the fame of a restaurant,its location,expensive decoration,fancy cooking and wine list,”says Navis.“It's about adding value through creativity and using ingredients nobody knows of,which are grown with great attention.”However,he adds,luxury cooking can be about enhancing everyday ingredients, too.“When looking at cooking in this way,who can argue that caviar(鱼子酱),for example,is more valuable than a carrot grown with specialist knowledge?”微信公众号IAI EnglishExperimentation is extremely important to Navis.In the next five years,he hopes to open an outdoor restaurant.But for now,the most important thing is to continue focusing on how plants are being grown and the perennial system used in the Food Forest,reducing the need for replanting each season.28.What can we learn about Navis's restaurant?A.It is well received by its guests.B.It serves food with moving stories.C.It offers experimental food for free.D.It is known for its rare food sources.29.How is Ketelbrock Food Forest different from ordinary woods?A.It is a natural forest.B.Diverse plants coexist in it.C.Plants there take longer to grow.D.It provides safe food ingredients.30.What is the key element of fine dining according to Navis?A.Convenient locations.B.Expensive ingredients.C.Innovative menus.D.Fancy cooking techniques.31.What does“the perennial system”in the last paragraph probably refer to?A.The sustainable farming practice.B.Farming with proper use of chemicals.C.Natural farming without human intervention.D.An experimental farm for an outdoor restaurant.DMy father started learning French at57,drawn by the potential benefits of bilingualism in delaying dementia (失智症).Now,20years later,he's on his third teacher.Many people like my father have attempted to pick up a new language.But can this really boost brain health?According to experts,regularly using a new language brings cognitive(认知的)benefits.If you're trying to recall the right words in another language,your brain is forced to inhibit your mother tongue.This process,called cognitive inhibition,helps improve your brain function.Repeating this process makes your brain more resistant to diseases like dementia.The more you challenge your brain,the better it functions,even if your brain health starts to decline.However,evidence for the benefits of learning a second language in your60s is weaker.Research by Dr.Leo Antoniou found that older Italians who took English lessons for four months didn't see any difference in their cognition scores,but people who didn't saw their scores decline.Prof.Diana Smith's2023studies found similarresults.微信公众号IAI EnglishResearchers offered a few potential explanations for their disappointing results.One is that the participants were highly motivated volunteers,probably of high cognitive level for their age,making it hard to see any improvements.“When choosing participants,we have to be careful,are they really representative of the population?”said Dr.Judith Ware.Another is that the language interventions were perhaps too short.These studies have used language lessons that“were very different in their length and frequency,”said ura Grossman.To Dr.Antoniou,the limited findings are not entirely surprising.No one would say that learning a new language for six months would be the same as having used two languages for your entire life.But he does think that language lessons can provide cognitive benefits by being cognitively stimulating.微信公众号IAI English Perhaps more important,Prof.Grossman said,learning another language offers other potential advantages, like traveling or connecting with new communities.My father,for example,has remained pen friends with his first teacher and traveled to France numerous times.And at76,he's as sharp as ever.32.What happens in the process of“cognitive inhibition”?A.Memory improves.B.Native language is held back.C.Dementia is cured.D.Brain health worsens.33.Which is a possible explanation for the disappointing research results?A.The intervention of the first language.B.The great length of the language course.C.The poor choice of research participants.D.The age difference of the research subjects.34.Whose opinion does the author support by mentioning his father's experience?A.Leo Antoniou's.B.Diana Smith's.C.Judith Ware's.ura Grossman's.35.Which of the following is a suitable title for the text?A.Is it never too late to learn a new language?B.Can learning a new language delay dementia?C.Why does my father start learning a new language?D.How does learning a new language benefit aging brain?第二节（共5小题；每小题2.5分，满分12.5分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。
学术英语视听说2lesson9听力原文
学术英语视听说2lesson9听力原文Lesson 9 原文：Napoleon Today,I m going to talk to you about one of the most important historical figures in European history: Napoleon Bonaparte. Let's start by talking about his early life. Napoleon was born in 1769 on the island of Corsica. When he was only10years old, his father sent him to military school in France. Napoleon was not a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old, he joined the French army. In that year1785, he began the military career that would bring him fame, power, riches and finally defeat. Napoleon became a general in the French army at the young age of24. Napoleon had many victories on the battlefield but he also became involved inFrench law and politics. And in 1804, at the age of 35, he became the first emperor of the France. Napoleon was many things. He was, first of all,a brillant military leader. His soldiers were ready to die for him. As a result,N. won many military victories. At one time he controlled most of Europe, but some countries, including England, Russia, and Austria fought fiercely against him. His defeat-"his end"came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army.The great French conqueror died alone-deserted by his family and friends in 1821. Napoleon was only 51 years old when he died.。
西语a1a2 阅读理解
西班牙语（Español）是世界上使用人数第二多的语言，仅次于汉语。
它是一种拉丁语语系的语言，用于西班牙、拉丁美洲和其他一些西班牙裔国家。
西班牙语的学习对于拓宽视野、了解西班牙和拉丁美洲的文化有着重要的意义。
在学习西班牙语的初学阶段，学习者通常会学习A1和A2级别的课程。
以下是一些关于西班牙语A1和A2级阅读理解的参考内容：1.标题：Mi familia (我的家人) 正文： ¡Hola! Me llamo Manuel. Vivo enMadrid, que es la capital de España. Tengo una familia muy grande. En mifamilia somos seis personas. Mi papá se llama Juan y mi mamá se llama María.Tengo dos hermanos, uno se llama Carlos y el otro se llama Pedro. Tambiéntengo una hermana que se llama Ana. Todos vivimos juntos en una casa grande.Mi papá trabaja en una oficina y mi mamá es profesora. Mi hermano Carlos estudia medicina en la universidad y mi hermano Pedro trabaja comoingeniero. Mi hermana Ana es una estudiante de secundaria.Me gusta pasar tiempo con mi familia. Nos gusta salir los fines de semana, ir al cine o hacer picnics en el parque. También nos encanta viajarjuntos durante las vacaciones. Somos una familia muy unida y siempre nosapoyamos mutuamente.A1级问题：1.¿Cuántas personas hay en la familia de Manuel?2.¿Dónde vive Manuel?3.¿Qué hace el papá de Manuel?4.¿Qué estudia Carlos?5.¿Qué les gusta hacer a la familia de Manuel los fines de semana?A2级问题：1.¿Cuál es la capital de España?2.¿Qué trabaja la mamá de Manuel?3.¿Quién estudia medicina en la universidad?4.¿Cuál es el nombre de la hermana de Manuel?5.¿Cuál es el pasatiempo favorito de la familia de Manuel durantelas vacaciones?2.标题：Mi ciudad favorita (我最喜欢的城市) 正文： Soy Ana y miciudad favorita es Barcelona. Barcelona es una ciudad muy hermosa en España.Tiene muchas atracciones turísticas y la gente es muy amistosa.Una de mis actividades favoritas en Barcelona es pasear por Las Ramblas. Es una famosa calle peatonal llena de tiendas, restaurantes y artistas callejeros. También me gusta visitar la famosa iglesia de la Sagrada Familia,diseñada por el famoso arquitecto Antoni Gaudí.Además, Barcelona tiene hermosas playas. Me encanta ir a la playa durante el verano y tomar el sol. También me gusta probar la deliciosa comida en los restaurantes locales, especialmente la paella, que es un plato típico de España.Barcelona es una ciudad llena de vida y cultura. Hay muchas fiestas y festivales durante todo el año. El más famoso es La Mercè, que es unacelebración de la ciudad. Durante este festival, puedes disfrutar de música,bailes y fuegos artificiales.A1级问题：1.¿Cuál es la ciudad favorita de Ana?2.¿Qué se encuentra en Las Ramblas?3.¿Quién diseñó la Sagrada Familia?4.¿Qué le gusta hacer a Ana en la playa?5.¿Cuál es el plato típico de España que le gusta a Ana?A2级问题：1.¿Dónde se encuentra Barcelona?2.¿Qué actividades se pueden hacer en Las Ramblas?3.¿Cómo es la comida en los restaurantes locales?4.¿Cuál es el festival más famoso en Barcelona?5.¿Qué puedes disfrutar durante La Mercè?通过阅读以上内容，学习者可以提高自己的西班牙语阅读理解能力，并且对西班牙语国家的文化和日常生活有更深入的了解。
重庆市2024-2025学年高三上学期10月期中英语试题
重庆市2024-2025学年高三上学期10月期中英语试题一、阅读理解Top lists are lecturing people on everything from “100 places to visit” to “100 books to read”. Aren’t you just tired of being told what to do with your time? Now you have a list to end all lists!Take a look at the following two examples from the list of “101 things not to do”.Swim with Dolphins?Swimming with dolphins is one of the world’s most profitable tourist activities. However, not every dolphin will welcome having their busy, tiring day interrupted by tourists screaming and pushing around them in the water. Worse yet, when dolphins get too near to the boats loaded with tourists, they could get caught up in ropes and killed by propellers (螺旋桨).Here’s a little secret. Dolphins look like smiling at you, but actually they’re just opening their mouths.Go to See the Mona Lisa?There must be something about the mysterious smile. The 6 million people who visit the lady in the Louvre every year can’t all be wrong, after all. But they can be quite annoying, standing in front of you, holding their cameras to prevent you from seeing anything. In fact, it is hard for you to see the painting clearly because you have to stay away from it for security reasons. After queuing for hours, many tourists can remain in front of the painting only for 15 seconds at most.If the mysterious lady in the picture knew her fate, she wouldn’t just be smiling. She’d be laughing.So, still long to see the Mona Lisa? If you want to find out more about the list, read 101 Things NOT to Do Before You Die. Visit and buy the book at a 20% discount.1．What can we know about swimming with dolphins?A．It’s the world’s most popular tourist activity.B．It gives fun to both tourists and dolphins.C．It can result in danger to dolphins.D．It will make tourists busy and tired.2．What does the author think about going to see the Mona Lisa?A．Fifteen seconds in front of the painting is enough.B．It is wrong to go and see the mysterious smile.C．Queuing for hours is worthwhile.D．It is not satisfying as expected.3．Why is the passage written?A．To publicize a book.B．To introduce a website.C．To comment on popular lists.D．To recommend tourist activities.Earlier that day, I’d picked up my car from the garage and drove north out of the city in full confidence. What could go wrong? After a couple of hours, I noticed my battery light was on. I’d seen such lights before. I’d worry tomorrow. Or maybe not.Gradually, more and more dashboard (仪表盘) lights flashed. I had never seen that many flash at once before in this or any other car. Then my radio cut out and suddenly the headlights too. Finally, the engine died, and I rolled to the shoulder of the road. Luckily, my hazard lights(危险警示灯) worked. Unluckily, I am one of the last people on Earth without a mobile phone. I was waving my arms in the darkness for 20 minutes. No one stopped.Then a passing pickup truck pulled over! The driver was on his way home from a job interview. When I mentioned that no one else stopped, the young man said, “People just don’t care any more.” He lent me his cellphone and I called for a tow (拖车).Soon a police car pulled in on the shoulder behind us and an officer got out. He invited me to sit in the back of his vehicle, to stay warm. He told me that two people called in about a man waving at the side of the highway. “They were women and didn’t want to stop,” he explained. “I can’t blame them,” I said. Half an hour later, the tow truck arrived.I knew that once my wife, my mother and my children heard about my latest misadventure they would talk me into getting a cellphone. After all, what responsible person has no mobile? ButI don’t know. I had a lot of good visits with new people. And what about all those folks who called for help on my behalf? And the officer who made sure I stayed warm? And the tow-truck driver who got me home safely? Is there a better way to discover the kindnesses of so many strangers? 4．What can we say about the author from Paragraph 1?A．He trusted to his luck.B．He had many worries.C．He escaped from death.D．He made several wrong turns.5．What help did the young man offer to the author?A．He gave him a lift.B．He comforted him with words.C．He let him use his phone.D．He called the police for him.6．How might the author feel hearing the police officer’s words?A．Slightly hurt.B．Greatly relieved.C．Severely worried.D．Deeply touched.7．What will the author most likely do concerning his family’s advice?A．Act on it.B．Put it aside.C．Accept it partly.D．Pass it onto other drivers.That artificial food dyes are unhealthy is not news. Some of the most common additives used to give color to everything are known to affect some children’s ability to learn. But regulatory (管理的) agencies around the world don’t necessarily agree. That may soon change, thanks in part to increasing consumer pressure. In addition, a report prepared by the state of California’s Office of Environmental Health Hazard Assessment (OEHHA) concluded that synthetic food dyes “cause or worsen neurobehavioral problems in some children”.In response to the report, California is now thinking about requiring warning labels on food products containing the seven most commonly used synthetic dyes. Among them are Red 40, Yellow 5 and Yellow 6, which account for more than 90% of food dye. Restaurants in California would also have to identify menu items containing the additives.“The science is clear,” says Lisa Lefferts, an environmental health consultant. “These synthetic dyes harm children and are completely unnecessary.”What makes the OEHHA report a game changer is that a regulatory agency is on the same page as scientists and advocacy (拥护) groups. “That’s largely because of the quality of the report,”says Lefferts, one of 10 original signatories to the petition.Synthetic dyes are used in foods for one reason: to make products look prettier. Someone likens the practice to“putting cosmetics on food”. Bright colors and fun shapes make candies and cereals appealing, especially to kids.As more research has emerged, consumer pressure has led companies to reformulate products. In 2016, the company began using turmeric, annatto and paprika instead of Yellow 5 and Yellow 6.Around the same time, Chipotle, NestlUSA and a number of other restaurants and manufacturers announced plans to cut back on or stop using synthetic dyes.8．What can we learn from the first paragraph?A．All the regulatory agencies is against the food dyes.B．The use of artificial food dyes are obviously increasing.C．Consumers’ pressure reduces the use of artificial food dyes.D．The agencies don’t know why food dyes are still a problem.9．Why does OEHHA have power to change the use of artificial food dyes?A．OEHHA is an organization determining the ingredients in food.B．OEHHA prepared an excellent report to state the use of food dyes.C．The government in California support OEHHA to change this situation.D．The excellent report put scientist and advocacy groups stand with OEHHA．10．Which word can replace the underlined word “reformulate”?A．Restructure.B．Register.C．Reflect.D．Rebuild. 11．What’s the main idea of the passage?A．Some scientists don’t agree on using food dyes.B．The use of artificial food dyes may soon change.C．OEHA prepared a report to avoid using food dyes.D．OEHHA cleared the reason why food dyes are used.Wrapping paper — that thing that makes our holiday gifts look so festive — has a landfill problem. If it’s shiny, metallic, or glitter-encrusted, it’s not recyclable. And even recycled paper isn’t guaranteed to actually get recycled. But there’s an alternative, eco-friendlier option that someare turning to this holiday season: the Japanese art of wrapping packages in cloth, known as furoshiki.Furoshiki refers to both the square cloth itself and the wrapping technique. The practice dates back hundreds of years, when people started using cloth bundles to carry items to and from public baths. Eventually, it evolved into a wrapping art form. People don’t just wrap presents with the cloth, but an endless number of small items like boxes, fruit, and books. When it was used to wrap gifts, Tsukada Simonian says traditionally, the furoshiki cloth would be returned to the gift giver to be used again and again.The tradition went out of fashion as paper and plastic substitutes took off in the post World War I period. It’s something “you would see at grandma’s house”, says Tomoko Dyen, who teaches furoshiki wrapping technique in Los Angeles.But recently, she says, it’s been regaining popularity. As more tourists have learned about it while visiting Japan, Dyen says it’s encouraged the next generation to “learn more about ourselves”.Furoshiki doesn’t necessarily require specific furoshiki cloth, says van der Steur. She stocks the museum store with imported Japanese furoshiki cloth including patterns with flowers, cats, and otters, but she says any piece of fabric, even old clothes, can work.Some of the learners showed up specifically hoping to learn furoshiki for holiday wrapping. But some say they walked away hoping to use it for much more. Kristan Delatori attended with the plan to wrap her holiday gifts this way — but now she says she’ ll bring furoshiki with her when she runs quick errands. “Being able to put a couple of these into my bag and always having something when I go to the grocery store or go shopping,” says Delatori. “I’m really excited.”12．What can we learn about furoshiki from the first two paragraphs?A．It looks more festive than common wrapping paper.B．It was sent as a part of the gift to the receivers for use.C．It refers to the square cloth only used to wrap presents.D．It was first used to carry items when people took baths.13．What makes the revival of furoshiki in recent years?A．The effort of the last generation.B．The attention from more visitors.C．The unique charm of furoshiki itself.D．The support of the local government.14．Which word best describes Kristan Delatori’s attitude to furoshiki?A．Skeptical.B．Conservative.C．Favorable.D．Unclear. 15．What is the best title of the text?A．The Square Cloth: The V ery Thing Bearing the Lost MemoryB．Wrapping Paper: A Recyclable Material Regaining PopularityC．Furoshiki: An Eco-Friendier Choice for Holiday WrappingD．Japan: An Asian Nation with Various Traditional Art FormsPursue Y our Dreams Today, Not TomorrowHave you caught yourself daydreaming about your dreams? We often postpone our dreams, trapped in a cycle of delay. But why wait? 16 You don’t have to take a huge, life-changing step. You can take minute steps toward a brighter future. And start right now.17 If you never try, you’re going to be weighed down by your regrets. You’re always going to wonder how your life would’ve turned out if you actually took a chance on yourself. Don’t let your future self be disappointed by your present self.It doesn’t matter how old you are or how many people have warned you that you’re never going to succeed. Even the most successful people have had their hesitations about whether they had what it took to make it in their field. 18 Embrace a mindset of determination, knowing that success is within your reach.At the end of the day, you need to carve out a path for yourself that will lead to the most satisfaction. If you allow your fear to get the best of you, you’re never going to forgive yourself.19 . It’s what you would encourage your friends to do, so why aren’t you giving yourself that same push?Sometimes, following your passion means spending a lot of your time each day. It may require making slight adjustments to your schedule, but you don’t have to sacrifice everything to follow your hearts. Try to strike a balance between your current life and your dreams. 20 Pursue your dreams now, even though that means you might need to break out of your comfort zone, and even though it means entering the unknown.A．Ask yourself what would be worse.B．Starting small is completely acceptable.C．You owe it to yourself to go after your dreams.D．New opportunities may lead to personal growth.E．If things go well, you can gradually make further shifts.F．You need to move past your insecurities and explore your full potential.G．Hard as it is, it’s crucial to wave off the doubts in the back of your mind.二、完形填空I was a city kid, a child of Toronto. My family moved to Calgary when I was seven for new opportunities and cleaner air.21 bumped up against us in different ways. There were cougar (美洲狮) sightings in parking lots and deer chewing on Mom’s spring flowers. My aunt came to visit us. To impress her, we 22 the family van for a journey to the Rocky Mountains. As the snow-covered flatlands rose into foothills, the 23 animals became mountain goats 24 on steep, slippery shale (页岩) and deer enjoying winter berries. After an hour, my dad pulled into a rest stop and we were 25 by the sight of a dozen elk, which are one of the largest members of the deer family. Soon my nature-loving dad was walking toward the elk, so we 26 him.My heart 27 as my snow boots crunched (嘎吱作响) toward the herd. The elk 28 for pictures and I 29 my hands into the fuzzy pockets of my jacket and climbed onto a small snowbank, a short 30 from my family.Suddenly a large elk made angry voice and I felt the 31 of a mountain on my shoulders. The elk had reared up and hooked its front hooves (蹄) over my 32 like it wanted to murder me. I slid down the snowbank, thinking firmly these were my 33 moments. I screamed and ran quickly. 34 , he slipped off my shoulders and rejoined his partner group. I stood by our van, breathing rapidly.My aunt cited (引用) the incident as 35 that we should all return to Toronto immediately, and I didn’t disagree. It took me a while, but I moved back as an adult. 21．A．Peace B．Wilderness C．Noise D．Cold22．A．looked up B．picked up C．loaded up D．lifted up 23．A．mountain B．farm C．common D．fierce 24．A．balancing B．napping C．resting D．bending 25．A．frightened B．shocked C．yelled D．greeted 26．A．convinced B．refused C．persuaded D．followed 27．A．silenced B．beat C．raced D．quit 28．A．answered B．waited C．posed D．directed 29．A．stuck B．hid C．restricted D．occupied 30．A．distance B．way C．room D．position 31．A．weight B．loss C．behavior D．light 32．A．legs B．arms C．shoulders D．laps 33．A．immediate B．seldom C．rare D．last 34．A．Finally B．Generally C．Apparently D．Luckily 35．A．action B．proof C．attitude D．expression三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
江苏省南京市雨花台中学2024-2025学年高二上学期10月月考英语试卷
江苏省南京市雨花台中学2024-2025学年高二上学期10月月考英语试卷一、阅读理解For the intrepid traveler seeking unique and off-the-beaten-path experiences, these four international tourist destinations offer a plethora of captivating sights and activities.Destination 1: Machu Picchu, PeruNestled high in the Andes Mountains, Machu Picchu is an archaeological wonder that has mystified and attracted scholars and adventurers alike. This ancient Incan citadel, often referred to as the “Lost City of the Incas,” is accessible only by a strenuous hike or a train ride through breathtaking landscapes. The ruins are replete with intricately carved stone structures, terraced fields, and sacred temples. The site’s mysterious history and stunning natural setting make it a must-visit destination for those with a penchant for exploration.Destination 2: Santorini, Greece Renowned for its dramatic cliffs, cobalt-blue domes, and mesmerizing sunsets, Santorini is a paradise for aesthetes and romantics. The island’s unique volcanic landscape offers a visual feast of multicolored cliffsides and crystal-clear waters. Wander through the charming white-washed villages of Oia and Fira, and savor the local cuisine, which includes fresh seafood and delicious Mediterranean delicacies. The island’s luxurious resorts and spas provide the perfect respite after a day of exploring.Destination 3: Kyoto, JapanAs the cultural heart of Japan, Kyoto is a city steeped in history and tradition. Home to numerous ancient temples, shrines, and gardens, Kyoto offers a glimpse into Japan’s rich cultural heritage. Visit the iconic Kinkaku-ji (Golden Pavilion), stroll through the serene Arashiyama Bamboo Grove, and experience a traditional tea ceremony. The city’s traditional crafts, such as silk weaving and pottery, are also a draw for tourists seeking a more immersive cultural experience.Destination 4: Prague, Czech RepublicWith its fairytale-like architecture, Prague is a city that seems to have stepped out of a storybook. The city’s Old Town Square is dominated by the Astronomical Clock, a medieval timepiece that is a marvel of engineering. Explore the narrow cobblestone streets and visit the many castles and palaces that dot the city. Prague’s vibrant nightlife and world-class cuisine makeit a popular destination for travelers from around the world.1．What makes Machu Picchu a must-visit destination?A．Its ancient lost city of the Incas.B．Its easy accessibility to all travellers.C．Its stone structures and sacred temples.D．Its unexplainable history and naturallandscape.2．What do Destination 2 and Destination 4 have in common?A．They are paradises for romantics.B．They provide delicious delicacies.C．They are dominated by engineering marvels.D．They offer a visual feast of crystal-clear waters.3．If you’re interested in history, you can choose to visit .A．Destination 1 and Destination 3B．Destination 2 and Destination 3C．Destination 2 and Destination 4D．Destination 1 and Destination 2A daughter complained to her father about her life and how things were so hard for her. She did not know if she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed as one problem was solved a new one arose.Her father, a cook, took her to the kitchen. He filled three pots with water and placed each on a high fire. Soon the pots came to a boil. In one he placed carrots, in the second he placed eggs, and in the last he placed ground coffee beans. He let them sit and boil, without saying a word.The daughter sucked her teeth and impatiently waited, wondering what he was doing. In about twenty minutes he turned off the burners. He fished the carrots out and placed them in a bowl. He pulled the eggs out and placed them in a bowl. Then he ladled the coffee out and placed it in a mug. Turning to her, he asked, “Darling, what do you see?”“Carrots, eggs, and coffee,” she replied.He brought her closer and asked her to feel the carrots. She did and noted that they were soft. He then asked her to take an egg and break it. After pulling off the shell, she observed the hard-boiled egg. Finally, he asked her to sip the coffee. She smiled, as she tasted its rich aroma.“What does it mean, father?” she humbly asked.He explained that each of them had faced the same adversity, boiling water, but each reacted differently. The carrot went in strong, hard, and unrelenting; but after being subjected to the boiling water, it became softened and weak. The egg had been fragile; its thin outer shell had protected its liquid interior; but after sitting through the boiling water, its inside became hardened.The ground coffee beans were unique, however; after they were in the boiling water, they had changed the water.“Which are you?” he asked his daughter.4．Why did the daughter complain to her father?A．Because she found life was extremely cruel to her.B．Because she found that she was at a loss in her life.C．Because she was tired of fighting and struggling with others.D．Because she doubted if she’d make it to addressing the boredom in life.5．What did the father take his daughter to the kitchen for?A．To boil three things for her.B．To explain to her what life is.C．To give her some inspiration.D．To carry out an experiment with her. 6．What can be inferred from the text?A．The father seemed to be in favor of the egg most.B．The carrot was likely to be the daughter’s favourite.C．The three things all stood the test of the boiling water.D．The ground coffee beans chose to affect their surroundings.7．What’s the best title for the text?A．A vivid lesson B．A best choiceC．A tough challenge D．A rough rideWhen driving, Clara-Marina Martinez makes a note of any unusual behaviour she sees on the road. She then feeds these into machine-learning algorithms (算法), a form of AI, which she is helping develop for Porsche Engineering.Those algorithms are intended to produce a system reliable enough for a car to drive itself. Such a fully autonomous car, known in the industry as Level 5, should be able to complete anentire journey without any intervention (介入) from the driver, and deal with all situations on the road. But this is proving hard to achieve, and many attempts to do so are being abandoned. Last year, for instance, Uber sold off its unit developing self-driving cars.Autonomous vehicles are said to be not just convenient but potentially safer. However, just as people take time to learn how to drive safely, so do machines. And machines are not quick learners. The RAND Corporation calculates that to develop a system 20% safer than a human driver, 100self-driving cars would have to operate 24 hours a day, 365 days a year.Carmakers such as Porsche therefore speed up the development process using simulators (模拟器). These teach software about dangers rarely encountered in reality. Dr Martinez and her colleagues employ “game engines” to do this. These are used to create virtual worlds through which the software can drive. Objects in these virtual worlds are assigned their physical characteristics (ie, buildings are hard, people are soft) so that the sensors in vehicles respond in the appropriate way. Once the software has been trained, it is tested in real autonomous vehicles by re-creating those situations on a test track.How quickly all this will translate into reality remains to be seen. Both regulators and customers will need to overcome the doubt that a software driver really can be safer than a human being.From Porsche’s point of view, though, there is another question. Given that much of the reason owning a sports car is for owners to show off their driving skills, just how big a market will there be for a version where software takes those bragging (炫耀的) rights away?8．Why does Clara-Marina Martinez note the unusual behaviour on the road?A．To market Porsche cars.B．To improve an AI technology.C．To learn to be a responsible driver.D．To enjoy riding in a self-driving car.9．The problem with self-driving cars is that .A．they learn as slowly as human beingsB．they operate for a very short period of timeC．they have to be monitored by human driversD．they need a long time to reach a certain safety level10．What does the underlined word “this” in paragraph 4 refer to?A．Employing simulators on a test track.B．Speeding the development of process.C．Figuring out the physical road dangers.D．Separating the real world from the virtual world.11．What worries Porsche according to the last paragraph?A．The reliability of car software.B．The future of the sports car market.C．The driving skills of human beings.D．The quality of self-driving cars in the future.Studies have shown the mere exposure effect, also referred to as the familiarity principle, inspires our decisions. It is a helpful psychological mechanism that helps us sustain our energy and focus our attention on other things. Getting used to new things takes effort and it can be tiring. So unless we have a terrible experience, we are likely to buy from companies we’ve got used to. That is why companies spend so much money on advertising and marketing and why insurance (保险) companies openly charge existing customers more than new ones.It’s not the case that we only desire things we already know. Some studies suggest when invited to share our preferences, we sometimes see less familiar options as more desirable. But when acting on that preference, we fall back to what we know. This might explain why sometimes the things we want and the things we do don’t quite match up. We might even return to companies that treated us poorly in the past or stay in bad relationships.It’s easy to paint the familiarity principle as an enemy or something to battle as if it is something that holds us back from living our dreams. But this attitude might be overwhelming because it tends to encourage us toward big-picture thinking. Where we imagine that change requires a quite dramatic swing that we don’t feel ready for. Some articles suggest the solution to familiarity frustration (沮丧) is complete exposure to novelty. While this can appear effective in the short term, we may only end up replacing one problem with another. It also risks overwhelm and burnout.So what if we can work with the familiarity principle instead? Familiarity is something wecan learn to play with and enjoy. It is a setting for creativity and a pathway to expansion. We can broaden the zone of familiarity bit by bit. If we think of familiarity as something that can expand, we can consider changing the conditions in and around our lives to make more space for our preferences to take root and grow gently. From here, we will start to make decisions, drawing from an ever-deepening pool of valuable options.12．What allows insurance companies to charge old customers more?A．The advertising cost.B．The improved service.C．The familiarity principle.D．The principle of the market.13．We can learn from paragraph 2 that .A．Our preferences affect our decisionsB．Familiarity tends to generate disrespectC．The familiarity principle is a double-edged swordD．There can be a mismatch between desires and actions14．What is the author’s attitude towards the solution in some articles?A．Disapproving.B．Tolerant.C．Objective.D．Reserved. 15．Which of the following is the best title for the text?A．Step Out of Your Familiarity ZoneB．Spare a Thought for Your PreferenceC．Gently Expand Your Familiarity ZoneD．Give Priority to the Mere Exposure EffectEssential CreativityIn a recent survey in America, 62% of people said that creativity was more important to success in the workplace than they had expected it to be when they were in school.16 It is of course possible to scan people’s brains and see which parts are firing when an idea is created, but rather more romantically it can be thought of as something that cannot be identified. Creativity is what comes to you when you least expect it. You cannot demand creativity from your mind, nor can you demand that you are creative in a particular way.One misconception about creativity is that it is reserved for a few special people. This is not true. 17 Another misconception is that creativity is all about the arts but this simply isn’ttrue. 18It is incredibly important that schools do not prevent creativity. 19 Students should be taught to ask questions and investigate when things do not make sense. They need to learn to view mistakes as opportunities for learning rather than something that was unsuccessful. But now it is worrying that many schools are less concerned with nurturing creativity. However, without creativity, we are indistinguishable from the masses. 20 Meanwhile, we can also channel it to face the challenges of the future.A．We can use it to set ourselves apart.B．It’s difficult to define what creativity is.C．Everyone has the capacity to be creative.D．We can employ creativity to deal with the world.E．Rather, they should work to expand, grow, and exercise it.F．It’s hard to work out where exactly creativity comes from.G．Creativity extends to maths and science in just the way it does to music and literature.二、完形填空Atomic (原子的) shapes are so simple that they can’t be broken down any further. Mathematicians are trying to 21 artificial intelligence (AI) to build a “periodic table” (周期表) of these shapes.Tom Coates at Imperial College London and his colleagues are working to classify (分类) atomic shapes 22 as Fano varieties, which are so simple that they can’t be broken down into smaller 23 . Just as chemists arranged elements in the periodic table by their atomic weight and group to 24 new insights, the researchers hope that organizing these atomic shapes by their various 25 will help in understanding them.The team has assigned each atomic shape a sequence of numbers 26 its features such as the number of holes it has or the 27 to which it twists around itself. This acts as a bar code (条形码) to 28 it. Coates and his colleagues have now created an AI that can predict certain properties of these shapes from their bar code numbers alone, with an 29 of 98 percent.The team member Alexander Kasprzyk, who works at the University of Nottingham, UK, says that the AI has let the team organize atomic shapes in a way that begins to 30 the periodic table, 31 when you read from left to right, or up and down, there seem to be organized patterns in the geometry (几何) of the shapes.The team hopes to 32 the model to the point where missing spaces in its periodic table could point to the existence of unknown shapes, which could 33 benefit further study.Graham Niblo at the University of Southampton, UK, stresses that humans will still need to understand the results provided by the AI and creates proofs of these ideas. “AI has 34 got unbelievable abilities. But in the same way that telescopes (望远镜) don’t put astronomers out of work, AI doesn’t put mathematicians out of work,” he says. “It just gives us new 35 that allows us to explore parts of the mathematical landscape that are out of reach.”21．A．go about B．turn to C．break with D．throw in 22．A．rewarded B．encountered C．entitled D．diverged 23．A．components B．perspectives C．variations D．transformations 24．A．enhance B．estimate C．reveal D．guarantee 25．A．predictions B．properties C．arrangements D．allowances 26．A．trapped in B．compared to C．bent on D．based on 27．A．scale B．extent C．width D．dimension 28．A．identify B．grasp C．imply D．cast 29．A．concept B．impression C．essence D．accuracy 30．A．differ B．follow C．multiple D．claim31．A．as though B．even if C．so that D．now that 32．A．display B．expose C．distinguish D．improve 33．A．in turn B．in contrast C．by turns D．in return 34．A．critically B．definitely C．strikingly D．comprehensively 35．A．setting B．booming C．backing D．calling三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
河南省名校5月联考2023-2024学年高一下学期5月月考英语试题
河南省名校5月联考2023-2024学年高一下学期5月月考英语试题一、阅读理解Four Places to Listen to Free Music OnlinePandoraPandora is a popular Internet radio service that lets users create personalized stations and listen to music. To use Pandora, you will have to create an account using your email address and a password. As you find music you like, you can save songs to your collection. However, you can’t download any specific tracks to your computer or phone.LiveOneOn LiveOne, you’ll mostly find big artists, bands and songs along with interviews and news. While you won’t be able to stream all songs on demand for free due to licensing restrictions (限制), you will be able to create a station of similar tracks/artists from nearly any song. There’s a tab (标签) named “My Library” where you can save and share your favourite music.iHeartRadioiHeartRadio is a great website or app for listening to live radio stations. You can find local stations or check out stations from around the country. You won’t have to create an account to begin listening on iHeartRadio. but you can make one for free to save stations and playlists. Whether you decide to create an account or not. you won’t be able to download music from iHeartRadio.SpotifyIf you’re looking for free music online, you’ve most likely come across Spotify already. This resource is great for streaming popular hits while discovering new favourites. You can keep track of what you’ve recently played, and “favourite” songs. In addition to music. Spotify offers playlists of its most-played songs and information on local upcoming concerts.1．Which is a must before using Pandora?A．Saving some songs.B．Creating an account.C．Calling other users.D．Sending a private email.2．What can you do on “My Library” of LiveOne?A．Download popular songs.B．Make new friends online.C．Share your favourite music.D．Discover radio stations.3．What is special about Spotify?A．It offers news on local upcoming concerts.B．It requires no membership card.C．It allows users to download music for free.D．It features a station of similar artists.Today I headed into town for a job interview. The weather was awful, for it was pouring with rain, and I would’ve loved to buy umbrellas for people. I decided to think of free or really cheap ways to make people smile. I knew I’d also have to deal with my shyness, or just create acts of kindness, but it was a challenge that I was willing to accept!When I was on the bus, the seat I sat on next to the window was wet; somehow the rain had gotten in. I left a note on the seat, with the Smile Card, saying, “This seat is wet: sit with caution (谨慎) !” Later, while waiting at the road crossing, I held my card over the woman standing in front of me. She didn’t notice but obviously those extra moments of dryness would help!After the interview, I’d devised a few more ways to create smiles. I checked my purse for change and put 50 pence and a Smile Card on top of a child’s automatic ride. I allowed an elderly gentleman to go in front of me as he was having trouble standing. At this point, I was really beginning to accept my day of kindness!Before getting on the bus home. I had one more idea: I went and bought a small bag of chocolates and attached a Smile Card. When I got back to my street, I left the sweets and the Smile Card at a neighbour’s door. This neighbour had taken in a parcel (包裹) for me last week, so he deserved a treat.After all this, my day of giving wasn’t yet over! I was so pleased that I managed to do all these little things for others today. It didn’t take much effort on my part, but I definitely had to push myself to overcome (克服) my lack of confidence, and I’m proud of myself.4．What difficulty does the writer have to overcome?A．The job interview.B．The terrible weather.C．Poor ability to pay.D．The shyness character.5．What does the underlined word “devised” mean in Paragraph 3?A．Thought up.B．Focused on.C．Cut out.D．Looked forward to. 6．Why did the writer give the sweets and the Smile Card to the neighbour?A．To please the neighbour’s children.B．To thank the neighbour for the help last week.C．To receive a welcome treat from the neighbour.D．To try to trouble the neighbour to take in his parcel.7．What message does the writer convey?A．A friend in need is a friend indeed.B．Any act of kindness matters.C．Shyness makes it difficult to succeed.D．Believe in yourself first, then others will believe you.The African continent has seen its average monthly temperatures rise by 0.5 — 2 degrees Celsius over the past century, with up to another two degrees of warming projected for the next 100 years. The changing climate will break historical rainfall patterns, but which of these, temperature or rainfall, will have the most impact on a species, like rhinos (犀牛) ?“Generally speaking, most, if not all, species will. in one way or another, be affected by the changing climate,” says lead author Hlelowenkhosi S. Mamba, who completed this research. It is therefore important to catch tendency (趋势) and model futures for some of the world’s weakest species. It can help prepare to reduce climate change’s effects, hence reducing global biodiversity losses.To understand how our changing climate will affect rhino populations, Mamba and Timothy Randhir, professor of environmental protection, focused their efforts on the five large national parks that are home to most of the rhinos.Mamba and Randhir then modeled two scenes for each of the parks: the IPCC’s high-emissions (排放) scenes and a more moderate (适度的) emissions scenes. They projected temperature and rainfall for each of the scenes out to 2055 and 2085 to arrive at a possibility that each park would remain suitable for the rhinos.Nearly every park will become increasingly drier as emissions increase. This is all very bad news for the rhinos, because the team also found that, though the change in rainfall will not bemost suitable for the rhinos, the changes in temperature are greater than what the species can bear.“The temperature conditions in all study parks will become increasingly unsuitable for the species. And under the high-emissions scenes, the possibility of occurrence of the species falls to zero by 2085,” the authors write.But to be forewarned is to be prepared in advance. “We propose that park managers think now about increasing water supplies, tree cover, watching for stress and planning to allow rhinos to move from one place to another place as the world warms,” says Randhir.8．Why does the author ask a question in Paragraph 1?A．To show an evidence.B．To stress the main idea.C．To lead in the topic.D．To offer some background.9．What does the second paragraph mainly focus on?A．The means of the research.B．The content of the research.C．The process of the research.D．The significance of the research. 10．What can we know about the research from the text?A．Changes in rainfall have a greater effect on rhinos.B．Each park will have no rhinos in 2055.C．Changes in temperature affect rhinos more.D．Each park will be warmer by 4. 5℃ in 2085.11．What does Randhir mean in the last paragraph?A．Rhinos are better suited to natural growth.B．Rhinos are in great danger in the five parks.C．Park managers should plan to protect rhinos.D．Park managers must pay more attention to nature.Researchers have developed a new soft robot design that conducts itself with three behaviours at the same time: rolling (翻滚) forward. turning like a record and following a path that goes around a central point. The equipment, which operates without human or computer control, holds promise for developing soft robots that can be used to AA-head and map unknown environments.The new soft robots are called twisted ring-bots (扭曲环机器人) . They are made ofsomething like the ribbon (缎带) and then joined together at the end to form a ring.When the robots are placed on a surface that is at least 55 degrees Celsius, which is hotter than the surrounding air, one part of the ribbon touching the surface becomes smaller, while one part in the air does not. This induces a rolling movement: the warmer the surface, the faster the robot rolls. “The ribbon rolls on its horizontal axis (横轴) , giving the ring forward strength,” says Jie Yin, a professor of mechanical and aerospace engineering.The twisted ring-bot also turns along its central axis. And as the twisted ring-bot moves forward it travels in a path around a central point, basically moving in a large circle. However, if the twisted ring-bot meets a boundary- like the wall of a box-it will travel along the boundary.The twisted ring-bots are examples of equipment whose behaviour is governed by physical intelligence, meaning their actions are determined by their structural design and the materials they are made of, rather than being directed by a computer or human.“Soft robotics is still a relatively new field.” Yin says. “Finding new ways to control the movement of soft robots in a repeatable and engineered way moves the field forward. And advancing our understanding of what is possible is exciting.”12．What makes the robot roll faster and faster?A．The ribbon.B．The central axis.C．The shape and material.D．The higher surface temperature.13．How does the author introduce the new soft robots?A．By explaining the robot’s working ways.B．By quoting experts’ opinions.C．By making some comparisons.D．By offering reasons and results.14．What is Yin’s attitude towards twisted ring-bots?A．Unclear.B．Favourable.C．Negative.D．Doubtful. 15．What is the best title for the text?A．The New Soft Robots B．Ribbons and Their RollingC．Three Creative Movements D．Twisted Rings and the Axis4 Reasons Why Wild Animals Are So ImportantAs we know, the earth gives us food, medicines and materials, often through wild animals. These wild animals are important to our existence. Sadly, they are becoming extinct at an alarmingrate. We need to change this loss of nature and create a future where wildlife and people thrive (蓬勃发展) again. 16 Here are some reasons why wild animals are so important to the world at large.Wild animals keep balance in ecosystems.17 If any part is threatened or becomes extinct, this has a knock-on effect on the whole ecosystem. sending shock waves through the environment. For ecosystems to survive and perhaps even thrive, we must protect all of our wildlife.Diversity (多样性) means healthier ecosystems and healthier wild animals.When there is a wildlife issue, you’ll often hear the term biodiversity, which refers to the number of species in an ecosystem. 18 Why do we consider this important? A wide variety of animals means greater productivity and better health. If there are fewer animal species, a disease that affects any species spreads faster and more effectively.19All of the food that we eat comes from an animal or plant. Living without various food sources causes our nutrition (营养) to suffer. Protecting wildlife and its natural habitats strengthens food safety for humans around the world.Wildlife helps medical research.Wild animals have helped us find important medicines that help with many diseases. 20 Many medical systems like Chinese traditional medicines still rely on herbs and spices, but even Western medicine have made great progress with wildlife research.A．All living things are interconnected.B．Healthy ecosystems mean a lot of diversity.C．Or we will lose these animals to future generations.D．People worldwide depend on wildlife for their snack.E．Wildlife provides important nutrients for the human race.F．The human race has always turned to nature for medicine.G．We should notice the influence caused by wildlife on culture.二、完形填空The caring employees at a Costco store near Cleveland, Ohio, are being honoured as heroes. It was because of their quick thinking and being sympathy (同情) , which 21 saved the life of a fellow co-worker.The story 22 one morning when the employee failed to show up for his scheduled shift (换班) at 5 a. m. 23 for his colleague, the manager, Jesse Orsborn, decided to 24 and make sure everything was okay.“In situations where someone might oversleep for the early shift, we usually give them a 25 wake-up call, checking if they’re on their way. However, this daily check-in took an unexpected 26 ,” shared Orsborn. When the employee answered the call, his speech wasn’t understandable, and the connection suddenly 27 .Alarmed by the unusual conversation, Dave Mackin, the assistant general manager at Costco’s Mayfield Heights location, 28 , “We started calling several times, and each time, it became more 29 that something was seriously wrong. There was mumbling and groaning (喃喃自语, 呻吟着) , and it was evident ha he was experiencing a medical emergency.”As events 30 it turned out that the co-worker was in the midst of a stroke (中风) . Without wasting any time, the quick-thinking workmates kept the man on the 31 while others dialed emergency services. Thanks to their quick 32 , the man was quickly transported to the hospital and, fortunately, later went out of the hospital. 33 , it was noted that he faces a challenging road to recovery.34 on the incident, Mackin stressed the strong sense of community within the Costco family. “We take care of our members. We take care of our employees. They mean the 35 to us,” he stated proudly.21．A．gradually B．finally C．possibly D．equally 22．A．ended B．developed C．happened D．continued 23．A．Sorry B．Mistaken C．Prepared D．Concerned 24．A．reach out B．set off C．think over D．take up 25．A．former B．friendly C．convenient D．serious 26．A．error B．chance C．turn D．step 27．A．mattered B．worked C．completed D．dropped28．A．demanded B．wondered C．judged D．explained 29．A．special B．common C．obvious D．similar 30．A．progressed B．stopped C．worsened D．changed 31．A．way B．line C．team D．radio 32．A．drive B．action C．memory D．guard 33．A．Thus B．Therefore C．However D．Instead 34．A．Reflecting B．Depending C．Looking D．Basing 35．A．hero B．road C．leader D．family三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
学术英语爱尔兰第二单元阅读课后答案
学术英语爱尔兰第二单元阅读课后答案1、I _______ the job because I couldn’t stand(忍受) the rules. [单选题] *A. gave inB. gave outC. gave backD. gave up(正确答案)2、Guilin is _______ its beautiful scenery. [单选题] *A. famous for(正确答案)B. interested inC. fond ofD. careful with3、—Could you take out the rubbish, Jim?—______. I have too much homework to do. You can ask Sally to do it. （）[单选题] *A. Sorry, I can’t(正确答案)B. No problemC. I disagreeD. No, thanks4、—Can you play tennis?—______. But I can play basketball.（）[单选题] *A. Yes, I canB. Yes, I doC. No. I can’t(正确答案)D. No, I don’t5、—Where ______ you ______ for your last winter holiday?—Paris. We had a great time. （）[单选题] *A. did; go(正确答案)B. do; goC. are; goingD. can; go6、These oranges look nice, but _______ very sour. [单选题] *A. feelB. taste(正确答案)C. soundD. look7、The manager isn’t in at the moment. May I _______ a message? [单选题] *A. take(正确答案)B. makeC. haveD. keep8、There is a bank ______ the street. [单选题] *A. on the end ofB. in the end ofC. at the end of(正确答案)D. by the end of9、You can buy some pieces of bread from "_______". [单选题] *A. Bakery(正确答案)B. Travel AgencyC. LaundryD. Ticket Office10、Alice is a ______ girl. She always smiles and says hello to others.（）[单选题] *A. shyB. strictC. healthyD. friendly(正确答案)11、There is _______ meat in the fridge.Lets go and buy some. [单选题] *A. little(正确答案)B. a littleC. fewD. a few12、It is reported that the fire caused serious（）to that school building. [单选题] *A. damage(正确答案)B. destroyC. harmD.hurt13、They went out in spite of rain. [单选题] *A. 因为B. 但是C. 尽管(正确答案)D. 如果14、You can ask（）is on duty there tonight. [单选题] *A. WhatB. whomC. whoever(正确答案)D. whomever15、The story has _______ a lot of students in our class. [单选题] *A. attracted(正确答案)B. attackedC. appearedD. argued16、The house is well decorated _____ the disarrangement of a few photos. [单选题] *A. exceptB. besidesC. except for(正确答案)D. in addition to17、The classmates can' t（）Alice from her twin sister. [单选题] *A. speakB. tell(正确答案)C. talkD. say18、Nick got out of bed and _______ a shower. [单选题] *A. practicedB. took(正确答案)C. didD. made19、Many young people like to _______ at weekends. [单选题] *A. eat out(正确答案)B. eat upC. eat onD. eat with20、Be careful with the knife. You may hurt _______. [单选题] *A. himselfB. ourselvesC. myselfD. yourself(正确答案)21、Actually, we don't know whether this news comes from a reliable（）or not. [单选题] *A. source(正确答案)B. originC. basisD. base22、--Mom, I will not eat fast food this year. Believe me.--If you make a _______, you must keep it. [单选题] *A. jokeB. noiseC. mistakeD. promise(正确答案)23、The young man had decided to give up the chance of studying abroad, _____ surprised his parents a lot. [单选题] *A. whenB. whereC. which(正确答案)D. that24、There are sixty _______ in an hour. [单选题] *A. hoursB. daysC. minutes(正确答案)D. seconds25、What lovely weather,（）? [单选题] *A.is itB. isnt it(正确答案)C. does itD.doesn’t it26、A?pen _______ writing. [单选题] *A. is used toB. used toC. is used for(正确答案)D. used for27、I _______ no idea of where the zoo is. [单选题] *A. thinkB. getC. have(正确答案)D. take28、There are about eight ______ students in my school.（）[单选题] *A. hundred(正确答案)B. hundredsC. hundred ofD. hundreds of29、The carbon we produce when we breathe is much less than（）produced by a car. [单选题] *A. oneB. itC. that(正确答案)D. those30、My English teacher has given us some _______ on how to study English well. [单选题] *A. storiesB. suggestions(正确答案)C. messagesD. practice。
2014年英二阅读text2
2014年英二阅读text2【原创版】目录1.引言：介绍 2014 年英二阅读 text2 的内容和背景2.文章主旨：分析文章的主要观点和结论3.文章结构：梳理文章的逻辑结构和论证方法4.文章价值：讨论文章对于相关领域的启示和影响5.结论：总结文章的主要观点和论证过程正文2014 年英二阅读 text2 是一篇关于知识类写作的文章，主要探讨了如何有效地进行知识类写作。
文章从多个角度对知识类写作进行了分析，提出了一系列实用的建议和方法。
文章首先介绍了知识类写作的背景和重要性。
随着信息时代的到来，知识类写作已经成为了人们获取信息、传递知识和交流思想的重要手段。
然而，由于知识类写作的特殊性，很多人在写作过程中容易遇到各种问题。
因此，掌握一些有效的知识类写作技巧对于提高写作质量和效率具有重要意义。
接下来，文章阐述了知识类写作的主要观点和结论。
文章认为，成功的知识类写作应该具备以下特点：首先，文章应该明确表达作者的观点和立场；其次，文章的结构应该清晰明了，便于读者理解；最后，文章应该使用恰当的例子和论据来支持作者的观点。
在文章的结构方面，作者采用了逻辑清晰的论证方法。
首先，作者通过举例说明了知识类写作中常见的问题，如观点不明确、论据不充分等。
接着，作者针对这些问题提出了一系列具体的解决方法，如明确文章主题、充分收集资料、合理安排文章结构等。
最后，作者结合实际案例，详细阐述了这些方法在知识类写作中的应用。
在文章的价值方面，本文对于相关领域的启示和影响深远。
首先，本文对于提高知识类写作的质量具有重要的指导意义。
通过本文的阐述，很多人能够更加清晰地认识到知识类写作的规律和方法，从而提高自己的写作水平。
其次，本文对于推动知识类写作的研究具有积极的推动作用。
本文从实践的角度出发，探讨了知识类写作的一系列问题，为相关领域的研究提供了宝贵的实践经验。
总之，2014 年英二阅读 text2 是一篇具有很高价值的知识类写作指导文章。
french writer annie ernaux英语高中阅读理解
French author Annie Ernaux, who has mined her own biography to explore life in France since the 1940s, won the 2022 Nobel Prize in literature for work that lights up cloudy corners of memory, family and society. She is just the 17th woman among the 119 Nobel literature laureates （文学奖得主）and is the first French literature laureate since Patrick Modiano in 2014.Having spent over 5 decades as a writer, the 82-year-old winner has published more than 20 books to her name. Much of her material came out of her experiences being raised in a working-class family in the Normandy region of northwest France. Ernaux once worked as a teacher before becoming a full-time writer. Two books by other French writers inspired her to be a writer：The Second Sex by Simone de Beauvoir and Distinction by Pierre Bourdieu. The former led her to write about feminism （女权主义）, and the latter raised her awareness of the huge gap between her and the environment she grew up in.Besides her reading influences, her"upbringing and experiences navigating adolescence and adulthood"also inspire many of her works. For example, the book Shame explores the theme of childhood trauma （创伤）while A Girl's Story follows a young woman's coming of age in the 1950s. Ernaux has used the term"an ethnologist （人类学家）of herself"to describe herself rather than a writer of fiction. Her more than 20 autobiographical books, most of which are very short, chronicle events in her life and the lives of those around her. They present uncompromising portraits of love, relationships, abortion, illness and the deaths of her parents, exploring deeply personal experiences and feelings within a changing web of socialand class relationships.Anders Olsson, chairman of the Nobel literature committee, said Ernaux is"an extremely honest writer who is not afraid to confront the hard truths. ""She writes about things that no one else writes about, for instance her abortion, her jealousy, her experiences as an abandoned lover and so on. I mean, really hard experiences, "he said after the award announcement in Stockholm. "And she gives words for these experiences that are very simple and striking. They are short books, but they are really moving. "（1） According to the passage, why was Ernaux awarded Nobel Prize in literature? （2） How did the book Distinction influence Ernaux?（3） Please decide which part is false in the following statement, then underline it and explain why. Emaucx described herself as"an ethnologist of herself"because she was into the study of ethnology.（4） What qualities of Ernaux do you think deserve to be learned by us?Please explain. （about 40 words）。
江苏省南京市2021-2022学年高二上学期期中考试英语试题 (解析版)
B.By car.
C.By underground.
12.What did the man and his colleagues have for supper?
A.Japanese food. B.Italian food. C.Mexican food.
13.What did the man think of the restaurant?
·Improve your knowledge of French, Spanish or Italian culture
·Take advantage of on-going, portable and flexible learning
·Acquire lively, relevant and up-to-date authentic content
B.Sing some classical songs.
pose different types of music.
20.What will Aiva do in the future?
pete with musicians.
B Cooperate with musicians.
A.They come out every month.B.They include one-hour audio CDs.
C.They have English editions.D.They feature some writing skills.
2.How much should you pay if you subscribe to Puntoy Coma for a year today?
A.He wants to work in America.
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OsternDer Schnee ist weg, der Frühling kommt und egal, ob die Sonne scheintoder nicht: Bald ist Ostern.Zu Ostern gehören bunte Eier, Kuchen - und natürlich der Osterhase.Benutzen Sie die Website: 1. Das Datum(Weg: Rechte Menüleiste – 4. Christliches Osterfest, ganz unten:Ostertermine)Wann ist in diesem Jahr Ostern? Und wann im nächsten?_____________________________________________________________________2. Die OsterwocheKlicken Sie im Menü rechts ganz oben auf …Ostern und Religion“:Suchen Sie die Namen von zwei Tagen aus der Karwoche (der Woche vor Ostern)._____________________________________________________________________3. OsterbräucheWeiter im Menü rechts: …Osterbräuche“(Hilfe: Ein Brauch ist eine Tradition.)Um welche Dinge/Sachen geht es?_____________________________________________________________________4. Der OsterhaseKlicken Sie jetzt auf …Osterhase“.a) Seit wann bringt der Osterhase zu Ostern Eier?__________________________________________________________________b) Aus welcher Region kommt der Brauch?__________________________________________________________________c) Wo sucht und findet man an Ostern die bunten Eier?__________________________________________________________________d) Warum sagt man, dass der Osterhase die Eier legt und nicht die Hühner?__________________________________________________________________ __________________________________________________________________e) Die Kinder auf dem Land glauben nicht, dass der Osterhase die Eier legt. Warum?__________________________________________________________________f) Lesen Sie weiter auf Seite 2: In manchen Regionen bringen andere Tiere dieOstereier. Suchen Sie im Text mindestens zwei Tiere; in welcher Region sind siedie …Ostertiere“?__________________________________________________________________ __________________________________________________________________g) Lebende Hasen sind heute selten, besonders in der Stadt.Was für Hasen sieht man da?__________________________________________________________________ __________________________________________________________________ __________________________________________________________________h) Wie ist das in Ihrem Land? Wird Ostern bei Ihnen auch gefeiert?Gibt es Ostereier? Wer bringt sie?__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________5. OsterrezepteKlicken Sie im Menü …Osterrezepte“ an.a) Was für eine Dekoration gehört zu einem …echten“ Osterfrühstück?__________________________________________________________________b) Und was für Essen?__________________________________________________________________c) Was ist ein …Osterlamm“?__________________________________________________________________d) Osterhasenkuchen, Osterlamm, Möhrencremesuppe - was ist also ein …Rezept“?__________________________________________________________________6. Osterhasen-MuseumEnde 2009 wird das Osterhasenmuseum in Oberwesel am Rhein eröffnet.Besuchen Sie die Website http://www.osterhasenmuseum.dea) Sehen Sie sich das Bild zum …Osterhasen-Museum” an.Woran denken Sie, wenn Sie diese Hasen sehen?__________________________________________________________________ __________________________________________________________________b) Das erste Osterhasenmuseum gab es in München. Besuchen Sie die Websitehttp://www.kindererlebnis.de/zam.htmWas bedeutet …ZAM“?_________________________________________________________________c) Erfinden Sie selbst ein …außergewöhnliches Museum“ und beschreiben Sie, wasdort gezeigt wird.__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________Lösungen:1. Das Datum:2009 ist am 12. April Ostern, 2010 am 4. April.2. Die OsterwochePalmsonntag, Gründonnerstag, Karfreitag3. OsterbräucheEier, Feuer, Kerze, Wasser. – Achtung! Der Osterhase ist kein Ding!4. Der Osterhasea) Seit ungefähr 300 Jahren / seit 1678.b) Aus dem Elsaß, aus der Pfalz, vom Oberrhein.c) Im Garten.d) Er ist schneller und die Hennen/Hühner können keine bunten Eier legen.e) Sie kennen die echten Hasen besser. / Sie wissen mehr über Hasen.f) Hahn: Oberbayern und Österreich; Fuchs: Hannover und Westfalen; Kuckuck:Schweiz; Storch: Thüringeng) Schokoladenhasen, Marzipanhasen, Hasenkuchen, Hasenbilder in Büchern.5. Osterrezeptea) Frühlingsblumen, Namensschilder oder Tischkarten.b) Ostereier, Brötchen, Hefegebäck, Möhrenkuchen, Marmelade, Käse und Wurst.c) Ein …Osterlamm“ ist ein Kuchen / ein süßes Gebäck.d) Ein …Rezept“ beschreibt/erklärt, wie man Essen zubereitet, kocht oder bäckt.6. Osterhasen-Museuma) Sie sehen aus wie Puppen oder Menschen.b) Zentrum für außergewöhnliche Museenc) Zum Beispiel: Ich möchte gerne das Tretauto-Museum besuchen, weil ich als Kindselbst ein Tretauto hatte und mich auch sehr für Autos interessiere.。