The Jigsaw Model An Explanation for the Evolution of Complex Biochemical Systems and the Or

A hero is a figure who stands out for their courage,selflessness,and extraordinary achievements.They are often seen as role models,inspiring others to strive for greatness and to act with integrity.Heres a detailed exploration of what a hero is in an English essay format:Title:The Essence of HeroismIntroduction:In the tapestry of human history,heroes have emerged as beacons of inspiration,guiding us through the darkest of times.They are not merely individuals with extraordinary abilities,but rather,they embody the virtues that define the best of humanity.The Definition of a Hero:A hero is defined by their actions rather than their status or position.They are individuals who,in the face of adversity,choose to act with bravery and selflessness.Heroes are not born they are made through their choices and the impact they have on the world around them.Characteristics of a Hero:1.Courage:Heroes are known for their courage in the face of danger or opposition.They are willing to confront challenges headon,even when the odds are against them.2.Selflessness:True heroes often put the needs of others before their own.They are driven by a desire to help and protect,rather than personal gain.3.Integrity:Heroes maintain a strong moral compass,acting with honesty and fairness even when it is difficult or unpopular.4.Resilience:Heroes demonstrate an ability to bounce back from setbacks and continue to pursue their goals with determination.5.Inspiration:Heroes inspire others through their actions,motivating people to strive for better and to make a positive impact on the world.Examples of Heroes:Historical Figures:Think of figures like Mahatma Gandhi,who fought for Indias independence through nonviolent means,or Martin Luther King Jr.,who led the civil rights movement in the United States.Everyday Heroes:Heroes are not exclusive to the pages of history.They can be found in our everyday lives,such as teachers who inspire students,healthcare workers who save lives,or even neighbors who help those in need.The Impact of Heroes:Heroes have a profound impact on society.They set examples for others to follow,pushing the boundaries of what is considered possible.Their stories are told and retold, becoming a source of inspiration and motivation for generations to come.The Role of Heroes in Society:Heroes play a crucial role in shaping societal values and norms.They challenge the status quo and encourage others to question and improve the world around them.Heroes remind us of our potential to make a difference,no matter how small or large the action. Conclusion:In conclusion,a hero is more than a person with exceptional abilities they are a symbol of the best aspects of human nature.Heroes inspire us to be better,to act with courage,and to make a positive impact on the world.As we navigate through life,let us remember the heroes who have come before us and strive to embody their virtues in our own lives. Reflection Questions:How do heroes inspire you to act?Can you think of a time when you or someone you know demonstrated heroic qualities? What qualities do you believe are essential for a person to be considered a hero?This essay provides a comprehensive look at the concept of a hero,exploring their characteristics,impact,and the importance of their role in society.It encourages readers to reflect on their own lives and the potential for heroism within each individual.。

雅思英语artificial artists雅思阅读Artificial artistsCan computers really create works of art?The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates art that could not have been imagined by the programmer.Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? 'This is a question at the very core of humanity, ' says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. 'It scares a lot of people. They are worried that it is taking something special away from what it means to be human.'To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London's Tate Modern and the SanFrancisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer's own creative ideas.Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn't attract the same criticism. Unlike earlier 'artists' such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people's double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. 'If a child painted a new scene from its head, you'd say it has a certain level of imagination, ' he points out. 'The same should be true of a machine.' Software bugs can also lead to unexpected results. Some of the Painting Fool's paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette - so why should computers be any different? Researchers like Colton don't believe it is right to measure machinecreativity directly to that of humans who 'have had millennia to develop our skills'. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope's style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope's work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist's creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI's vital databases.But why did so many people love the music, yet recoil when they discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren't told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate howmuch they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an 'irresistible essence', says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people's enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short - there's nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-31 on your answer sheet.27 What is the writer suggesting about computer-produced works in the first paragraph?A People's acceptance of them can vary considerably.B A great deal of progress has already been attained in this field.C They have had more success in some artistic genres than in others.D The advances are not as significant as the public believes them to be.28 According to Geraint Wiggins, why are many people worried by computer art?A It is aesthetically inferior to human art.B It may ultimately supersede human art.C It undermines a fundamental human quality.D It will lead to a deterioration in human ability.29 What is a key difference between Aaron and the Painting Fool?A its programmer's backgroundB public response to its workC the source of its subject matterD the technical standard of its output30 What point does Simon Colton make in the fourth paragraph?A Software-produced art is often dismissed as childish and simplistic.B The same concepts of creativity should not be applied to all forms of art.C It is unreasonable to expect a machine to be as imaginative as a humanbeing.D People tend to judge computer art and human art according to different criteria.31 The writer refers to the paintings of a chair as an example of computer art whichA achieves a particularly striking effect.B exhibits a certain level of genuine artistic skill.C closely resembles that of a well-known artist.D highlights the technical limitations of the software.Questions 32-37Complete each sentence with the correct ending, A-G below.Write the correct letter, A-G, in boxes 32-37 on your answer sheet.32 Simon Colton says it is important to consider the long-term view when33 David Cope's EMI software surprised people by34 Geraint Wiggins criticised Cope for not35 Douglas Hofstadter claimed that EMI was36 Audiences who had listened to EMI's music became angry after37 The participants in David Moffat's study had to assess music without Questions 38-40Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 38-40 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this38 Moffat's research may help explain people's reactions to EMI.39 The non-experts in Moffat's study all responded in a predictable way.40 Justin Kruger's findings cast doubt on Paul Bloom's theory about people's prejudice towards computer art.。

裕兴新概念第三册lesson46英语笔记Do it yourselfplead v.找（借⼝）辩解ignorance n.⽆知，不懂publication n.出版物newlyweds n.新婚夫妇gaily adv.⾼兴地，愉快地leisure n.空闲keen adj.热⼼的，渴望的advisory adj.咨询的novice n.新⼿consumer n.消费者，顾客assemble v.装配，组装outlet n.出路creative adj.创造性的handyman n.⼿巧的⼈，能⼯巧匠resourceful adj.⾜智多谋的fuse n.由于烧断保险丝⽽短路. rickety adj.要散架的，要晃动的clog v.堵塞delusion n.错觉lawn mower 割草机adjustment n.调整screw n.螺丝钉dismantle v.拆卸chunk n.厚（块）snap v.绷断insurmountable adj.不能克服的，难以对付的jigsaw n.线锯nag v.唠叨不休rust v.⽣锈plead v.1) offer as an explanation or excuse找借⼝辩解，举出……作为请求原谅的理由pleaded pleaded或pled pledplead illnessplead insanityplead ignoranceeg. The thief pled ignorance of law.The thief pled ignorance of poverty.She left early , pleading a headache.English is so popular that no one can plead ignorance of it.plea n.借⼝on the plea of illness.2) to ask for something that you want very much in a sincere and emotional way.恳求，恳请plead with sb to do sthplead with sb for stheg. We pled with the landlord for more time to pay for the rent .The little girl cried and pled with her mother for a new dress.ignorant adj.⽆知的，不了解（of persons）knowing little or nothing, not awarebe ignorant of /about 对不了解，不知道eg. The young men are ignorant of life.an ignorant and uneducated man ignorance(in) ignorance of 不懂，（⽆知）不了解eg. The reduce lives in ignorance of outside world. His long ,dull lecture displayed his ignorance of the subject.newlyweds n.新婚夫妇wedding presentwedding cakewedding dresswedding banquetwedding ringunwedded mothernewly industrialized countries新型化国家a newly-built housea newly-elected Presidentnewly baked breadgay adj.1)(old ) bright and attractivegay color 鲜亮的染⾊2）cheerful and excitedeg. Work while you work, play while you play, this is the way to be happy and gay.3)homosexual esp a man 男同性恋者lesbian ⼥同性恋者gaily adv. cheerfullygaily painted 涂有鲜亮的染⾊gaily decorated ⽤亮丽的颜⾊装饰leisure n.空闲，休闲leisure timeleisure centerleisure wearsat one’s leisure 在空闲时候in one’s spare timethe leisured class 有闲阶级a leisurely stroll 悠闲地散步keen adj.a keen knife (sharp)a keen wind (cold and strong)a keen minda keen insight (clever)be keen on sthbe keen to do stheg.I’m keen on hamburgers(be very interested in sth)The man was keen to go out of hospital. (be impatient to do sth)be fond of (like)eg.I’m fond of music.be crazy abouteg. I’m crazy about English.be earnest about 热⼼，且⼀本正经eg. He is earnest about his new job.be ardent for 对……有热忱eg. He is ardent for public welfare.be enthusiastic about 对……热情很⾼eg. The man is enthusiastic about do-it-self. advisory adj.咨询的，给与建议的advisory committee 咨询委员会advisory body 咨询机构advisory services 咨询服务advisable 明智的，可取的it is advisable to do sthI think it is advisable to do sth.It is advisable to embark on the task of setting up our company.consume v.to use time, energy , goods, ecteg. The man lived in such an extravaganceand he soon consumed his fortune.The automobile consumes gasoline. Discussion consumes quite a lot of hours. Fire consumed the whole house.be consumed with 被某种情感所吞噬be consumed with curiosity. 充满好奇⼼be consumed with hate. 充满仇恨be consumed with grief.伤⼼欲绝be consumed with envy.be consumed with jealousy.妒⽕中烧consumer 消费者，⽤户，消费品consumer confidence 商品信誉consumer market 商品市场consumer right 消费者权益assemble vt./vi. 组装，集合assemble a machineassemble a carassemble a computerassemble studentassembly n.⼤会UN Assemblythe right of assemblyoutlet n.向外的通路，出⼝an outlet of the river 河流的出⼝retail outlet (零售)销售渠道eg. Sports are good outlet for work pressure. 运动是缓解⼯作压⼒的好办法eg. Jigsaw puzzle provides a good outlet for children’s curiosity and creativity.拼图游戏给孩⼦们的好奇⼼和创造⼒提供了⼀个很好的宣泄机会。

The Formation of Volcanic IslandsEarth’s surface is not made up of a single sheet of rock that forms a crust but rather a number of “tectonic plates” that fit closely, like the pieces of a giant jigsaw puzzle. Some plates carry islands or continents others form the seafloor. All are slowly moving because the plates float on a denser semi-liquid mantle, the layer between the crust and Earth’s core. The plates have edges that are spreading ri dges (where two plates are moving apart and new seafloor is being created), subduction zones (where two plates collide and one plunges beneath the other), or transform faults (where two plates neither converge nor diverge but merely move past one another). It is at the boundaries between plates that most of Earth’s volcanism and earthquake activity occur.Generally speaking, the interiors of plates are geologically uneventful. However, there are exceptions. A glance at a map of the Pacific Ocean reveals that there are many islands far out at sea that are actually volcanoes----many no longer active, some overgrown with coral----that originated from activity at points in the interior of the Pacific Plate that forms the Pacific seafloor.How can volcanic activity occur so far from a plate boundary? The Hawaiian Islands provide a very instructive answer. Like many other island groups, they form a chain. The Hawaiian Islands Chain extends northwest from the island of Hawaii. In the 1840s American geologist James Daly observed that the different Hawaii islands seem to share a similar geologic evolution but are progressively more eroded, and therefore probable older, toward the northwest. Then in 1963, in the early days of the development of the theory of plate tectonics. Canadian geophysicist Tuzo Wilson realized that this age progression could result if the islands were formed on a surface plate moving over a fixed volcanic source in the interior. Wilson suggested that the long chain of volcanoes stretching northwest from Hawaii is simply the surface expression of a long-lived volcanic source located beneath the tectonic plate in the mantle. Today’s most northwest island would have been the first to form. They as the plate moved slowly northwest, new volcanic islands would have forms as the plate moved over the volcanic source. The most recent island, Hawaii, would be at the end of the chain and is now over the volcanic source.Although this idea was not immediately accepted, the dating of lavas in the Hawaii (and other) chains showed that their ages increase away from the presently active volcano, just as Daly had suggested. Wilson’s analysis of these data is now a central part of plate tectonics. Most volcanoes that occur in the interiors of plates are believed to be produced by mantle plumes, columns of molten rock that rise from deep within the mantle. A volcano remains an active “hot spot” as long as it is over the plume. The plumes apparently originate at great depths, perhaps as deep as the boundary between the core and the mantle, and many have been active for a very long time. The oldest volcanoes in the Hawaii hot-spot trail have ages close to 80 million years. Other islands, including Tahiti and Easter Islands in the pacific, Reunion and Mauritius in the In dia Ocean, and indeed most of the large islands in the world’s oceans, owe their existence to mantle plumes.The oceanic volcanic islands and their hot-spot trails are thus especially useful for geologist because they record the past locations of the plate over a fixed source. They therefore permit the reconstruction of the process of seafloor spreading, and consequently of the geography of continents and of ocean basins in the past. For example, given the current position of the Pacific Plate, Hawaii is above the Pacific Ocean hot spot. So the position of The Pacific Plate 50 million years ago can be determined by moving it such that a 50-million-year-oil volcano in the hot-spot trail sits at the location of Hawaii today. However because the ocean basins really are short-lived features on geologic times scale, reconstruction the world’s geography by backtracking along the hot-spot trail works only for the last 5 percent or so of geologic time.Paragraph 1: Earth’s surface is not made up of a single shee t of rock that forms a crust but rather a number of “tectonic plates” that fit closely, like the pieces of a gain jigsaw puzzle. Some plates carry islands or continents, others form the seafloor. All are slowly moving because the plates float on a denser sem-iliquid mantle, the layer between the crust and Earth’s core. The plates have edges that are spreading ridgescollide and one plunges beneath the other), or transform faults (where two plates nor diverge but merely move past one another). It is at the boundaries between plates that most of Earth’s volcanism and earthquake activity occur.1.The author mentions “spreading ridges”, “subduction zones”, and “transform faults” in order toO illustrate that the boundaries of tectonic plates are neat, thin linesO explain why some tectonic plates carry islands or continents while others form the seafloorO explain the complex nature of the edges of tectonic platesO provide examples of areas of tectonic plates where little geologic action occursO expandO formO riseO move closer3.which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information O Volcanic activity is responsible for the formation of the Pacific seafloor in the interior of the Pacific Plate.O Many volcanoes in the Pacific Ocean are no longer active and have become islands that supportcoral.O There are many islands in the Pacific Ocean that originated as volcanoes in the interior of the Pacific Plate.O The map of the Pacific Ocean reveals fewer volcanic islands than there truly are because many are no longer active and some are completely overgrown with coral.volcanic activity occur so far from a plate boundary? The Hawaiian islandsChain extends northwest from the island of Hawaii. In the 1840s American geologist James Daly observed that the different Hawaii islands seem to share a similar geologic evolution but are progressively moreand therefore probable older, toward the northwest. Then in 1963, in the early days of the development of the theory of plate tectonics. Canadian geophysicist Tuzo Wilson realized that this age progression could result if the islands were formed on a surface plate moving over a fixed volcanic source in the interior. Wilson suggested that the long chain of volcanoes stretching northwest from Hawaii is simply the surface expression of a long-lived volcanic source located beneath the tectonic plate in the mantle. Today’s most northwest island would have been the first to form. They as the plate moved slowly northwest, new volcanic islands would have forms as the plate moved over the volcanic source. The most recent island, Hawaii, would be at the end of the chain and is now over the volcanic source.O clearO detailedO informativeO familiarO worm downO scatteredO developedO deserted6.In paragraph 3, what is the relationship between the scientific contribution of James Daly and Tuzo Wilson?O Wilson provided an explanation for the observations made by Daly.O Wilson challenged the theory proposed by Daly.O Wilson found numerous examples of island chains that supported Daly’s theory.O Wilson popularized the explanation of volcanic island formation formulated by Daly.Paragraph 4: Although this idea was not immediately accepted, the dating of lavas in the Hawaii (and other) chains showed that their ages increase away from the presently active volcano, just as Daly had suggested. Wilson’s analysis of these data is now a central part of plate tectonics. Most volcanoes thatoccur in the interiors of plates are believed to be produced by mantle plumes, columns of molten rock that rise from deep within the mantle. A volcano remains an active “hot spot” as long as it is over t he plume. The plumes apparently originate at great depths, perhaps as deep as the boundary between the core and the mantle, and many have been active for a very long time. The oldest volcanoes in the Hawaii hot-spot trail have ages close to 80 million years. Other islands, including Tahiti and Easter Islands in the pacific, Reunion and Mauritius in the India Ocean, and indeed most of the large islands in the world’s oceans, owe their existence to mantle plumes.7.Why does the author provide the informatio n that “the dating of lavas in the Hawaii (and other) chains showed that their ages increase away from the presently active volcano”?O To point out differences between the Hawaii island chain and other volcanic island chainsO To question the idea that all the islands in an island chain have been formed by volcanic activity O To explain why Wilson hypothesis was initially difficult to acceptO To provide evidence in support of Daly’s and Wilson’s ideas about how the Hawaii islands were formed8.According to paragraph 4, which of the following is true of mantle plumesO They exist close to the surface of tectonic plates.O They cause most of the volcanic activity that occurs in the interiors of plates.O They are rarely active for long period of time.O They get increasingly older away from the present hot spots.Paragraph 5: The oceanic volcanic islands and their hot-spot trails are thus especially useful for geologist because they record the past locations of the plate over a fixed source. They therefore permit thePacific Ocean hot spot. So the position of The Pacific Plate 50 million years ago can be determined by moving it such that a 50-million-year-oil volcano in the hot-spot trail sits at the location of Hawaii today. However because the ocean basins really are short-lived features on geologic times scale, reconstruction the world’s geography by backtracking along the hot-spot trail works only for the last 5 percent or so of geologic time.9.According to paragraph 5, volcanic islands help geologists toO reconstruct past geographyO detect changes in mantle plumesO measure the rigidity of tectonic platesO explain why the seafloor spreads10.What can be inferred about the Pacific Plate from paragraph 5?O The hot spots on the Pacific Plate are much older than the ones located on the other tectonic plates.O Most of the volcanic sources beneath the Pacific Plate have become extinct.O The Pacific Plate has moved a distance equal to the length of the Hawaiian Island chain in the past 80 million years.O The Pacific Plate is located above fewer mantle plumes than other plates are.O originalO idealO relativeO present12.According to paragraph 5, why are geologists unable to trace back the entire geologic of continents from hot-spot trails?O Hot spots have existed for only about 5 percent of geologic time.O Hawaii did not exist 50 millions years ago.O Oceanic basins that contained old hot-spot trails disappeared a long time ago.O Hot-spot trails can be reconstructed only for island chains.Paragraph 3: How can volcanic activity occur so far from a plate boundary? The Hawaiian islands provide a very instructive answer. ■Like many other island groups, they form a chain. ■The Hawaiian Islands Chain extends northwest from the island of Hawaii. ■In the 1840s American geologist James Daly observed that the different Hawaii islands seem to share a similar geologic evolution but are progressively more eroded, and therefore probable older, toward the northwest. ■Then in 1963, in the early days of the development of the theory of plate tectonics. Canadian geophysicist Tuzo Wilson realized that this age progression could result if the islands were formed on a surface plate moving over a fixed volcanic source in the interior. Wilson suggested that the long chain of volcanoes stretching northwest from Hawaii is simply the surface expression of a long-lived volcanic source located beneath the tectonic plate in the mantle. Today’s most northwest island would have been the first to form. They as the plate moved slowly northwest, new volcanic islands would have forms as the plate moved over the volcanic source. The most recent island, Hawaii, would be at the end of the chain and is now over the volcanic source.13.Look at the four squares [■] that indicate where the following sentence could be added to the passage.This pattern remained unexplained for a long time.Where would the sentence best fit?14 Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Although volcanic activity is concentrated on the edge of tectonic plates, such activity can occur in the interiors of plates as well.Answer Choices●●●O Our understanding of islands comes from Daly’s and Wilson’s observations of the Hawaiian Islands, which was later confirmed by plate-tectonic theory.O The hot-spot trails formed by volcanic island chains indicate the positions of tectonic plates as for back as the present ocean basins have existed.O Whereas volcanic islands formed by mantle plumes are typically small, most of the world’s largest islands are formed at the edges of tectonic plates.O It has only recently been discovered that tectonic plates are closely fitting rather than loosely constructed, as geologist previously believed.O Volcanic island chains such as the Hawaiian Islands form in the interior of a tectonic plate as the plate moves over a fixed volcanic source in the mantle.O The Pacific Plate has existed for as long as the Hawaiian Islands have existed, namely for more than 80 million years.参考答案1.○32.○43.○34.○35.○16.○17.○48.○29.○110.○311.○412.○313.○414. Our understanding of islands comes…Whereas volcanic islands…It has only recently been…。

What does "everything" mean here?
Rainbow bookstore?
Let’s review the passage.
Please think about the “everything”.
Knowledge? Love of reading?
The day I heard that the Rainbow Bookstore was closing after 50 years of business, I was heartbroken. The bookstore was a place 1__w__h_e_r_e___ anyone could drop in and connect through their love of books.
Read the second part, “the new chapter”, para 5-8, and find out
how the old bookstore opened a new chapter.
Owned by_J_e_nn_i_fe_r_O_a_k_le_y_ With the help of community, the new owner led a _c_a_m_p_a_ig_n_to save the bookstore. Changes (The inside was a __d_if_fe_r_en_t__ world.) 1)A place for__l_ite_r_a_tu_r_e-_lo_v_in_g_ members of the community to get together. 2)A __b_o_o_k_re_a_d_in_g__ being delivered in one area. 3)Shelves selling_s_ta_t_io_n_er_y_, p_o_s_te_rs_a_n_d__gi_ft_s_. 4)A big __sc_r_ee_n_ which was displaying customers’_c_om__m_e_n_ts. 5)A caféselling_o_r_g_an_i_c _fo_o_d. 6)More __c_om__m_u_n_it_y_ events, such as__b_o_ok__re_a_d_in_g_s,_p_o_et_ry__re_c_it_al_s,_

Pre-reading activities
Compound dictation
Listen to a short passage concerning American dating and fill in the missing information.
Sometimes two couples go out together. This is known as “ d__o_u_b_le_ dating”. Group dating is also _p_o_p_u_l_a_r_ among young people. Large groups of boys and girls may _g_o_a_r_o_u_n_d_ together. Young people may go out together for a long time, which is, _in__e_f_fe_c_t_, a public statement of their _in_t_e_n_t_io_n_ to marry. Men and women go out together _a__g_r_e_a_t _d_e_a_l especially those in cities.
• The sexual revolution was often seen to have been centered on the university campus, among students.
Cultural background
American society in 1960s
3. What was the real situation on American college campus at that time?

GGALVANIC DISTORTIONThe electrical conductivity of Earth materials affects two physical processes:electromagnetic induction which is utilized with magneto-tellurics(MT)(q.v.),and electrical conduction.If electromagnetic induction in media which are heterogeneous with respect to their elec-trical conductivity is considered,then both processes take place simul-taneously:Due to Faraday’s law,a variational electric field is induced in the Earth,and due to the conductivity of the subsoil an electric cur-rent flows as a consequence of the electric field.The current compo-nent normal to boundaries within the heterogeneous structure passes these boundaries continously according tos1E1¼s2E2where the subscripts1and2indicate the boundary values of conductiv-ity and electric field in regions1and2,respectively.Therefore the amplitude and the direction of the electric field are changed in the vicinity of the boundaries(Figure G1).In electromagnetic induction studies,the totality of these changes in comparison with the electric field distribution in homogeneous media is referred to as galvanic distortion. The electrical conductivity of Earth materials spans13orders of mag-nitude(e.g.,dry crystalline rocks can have conductivities of less than 10–6S mÀ1,while ores can have conductivities exceeding106S mÀ1). Therefore,MT has a potential for producing well constrained mod-els of the Earth’s electrical conductivity structure,but almost all field studies are affected by the phenomenon of galvanic distortion, and sophisticated techniques have been developed for dealing with it(Simpson and Bahr,2005).Electric field amplitude changes and static shiftA change in an electric field amplitude causes a frequency-indepen-dent offset in apparent resistivity curves so that they plot parallel to their true level,but are scaled by a real factor.Because this shift can be regarded as spatial undersampling or“aliasing,”the scaling factor or static shift factor cannot be determined directly from MT data recorded at a single site.If MT data are interpreted via one-dimensional modeling without correcting for static shift,the depth to a conductive body will be shifted by the square root of the factor by which the apparent resistivities are shifted.Static shift corrections may be classified into three broad groups: 1.Short period corrections relying on active near-surface measurementssuch as transient electromagnetic sounding(TEM)(e.g.,Meju,1996).2.Averaging(statistical)techniques.As an example,electromagneticarray profiling is an adaptation of the magnetotelluric technique that involves sampling lateral variations in the electric field con-tinuously,and spatial low pass filtering can be used to suppress sta-tic shift effects(Torres-Verdin and Bostick,1992).3.Long period corrections relying on assumed deep structure(e.g.,a resistivity drop at the mid-mantle transition zones)or long-periodmagnetic transfer functions(Schmucker,1973).An equivalence relationship exists between the magnetotelluric impedance Z and Schmucker’s C-response:C¼Zi om0;which can be determined from the magnetic fields alone,thereby providing an inductive scale length that is independent of the dis-torted electric field.Magnetic transfer functions can,for example, be derived from the magnetic daily variation.The appropriate method for correcting static shift often depends on the target depth,because there can be a continuum of distortion at all scales.As an example,in complex three-dimensional environments near-surface correction techniques may be inadequate if the conductiv-ity of the mantle is considered,because electrical heterogeneity in the deep crust creates additional galvanic distortion at a larger-scale, which is not resolved with near-surface measurements(e.g.,Simpson and Bahr,2005).Changes in the direction of electric fields and mixing of polarizationsIn some target areas of the MT method the conductivity distribution is two-dimensional(e.g.,in the case of electrical anisotropy(q.v.))and the induction process can be described by two decoupled polarizations of the electromagnetic field(e.g.,Simpson and Bahr,2005).Then,the changes in the direction of electric fields that are associated with galvanic distortion can result in mixing of these two polarizations. The recovery of the undistorted electromagnetic field is referred to as magnetotelluric tensor decomposition(e.g.,Bahr,1988,Groom and Bailey,1989).Current channeling and the“magnetic”distortionIn the case of extreme conductivity contrasts the electrical current can be channeled in such way that it is surrounded by a magneticvariational field that has,opposite to the assumptions made in the geo-magnetic deep sounding(q.v.)method,no phase lag with respect to the electric field.The occurrence of such magnetic fields in field data has been shown by Zhang et al.(1993)and Ritter and Banks(1998).An example of a magnetotelluric tensor decomposition that includes mag-netic distortion has been presented by Chave and Smith(1994).Karsten BahrBibliographyBahr,K.,1988.Interpretation of the magnetotelluric impedance tensor: regional induction and local telluric distortion.Journal of Geophy-sics,62:119–127.Chave,A.D.,and Smith,J.T.,1994.On electric and magnetic galvanic distortion tensor decompositions.Journal of Geophysical Research,99:4669–4682.Groom,R.W.,and Bailey,R.C.,1989.Decomposition of the magneto-telluric impedance tensor in the presence of local three-dimensional galvanic distortion.Journal of Geophysical Research,94: 1913–1925.Meju,M.A.,1996.Joint inversion of TEM and distorted MT sound-ings:some effective practical considerations.Geophysics,61: 56–65.Ritter,P.,and Banks,R.J.,1998.Separation of local and regional information in distorted GDS response functions by hypothetical event analysis.Geophysical Journal International,135:923–942. Schmucker,U.,1973.Regional induction studies:a review of methods and results.Physics of the Earth and Planetary Interiors,7: 365–378.Simpson,F.,and Bahr,K.,2005.Practical Magnetotellurics.Cam-bridge:Cambridge University Press.Torres-Verdin,C.,and Bostick,F.X.,1992.Principles of special sur-face electric field filtering in magnetotellurics:electromagnetic array profiling(EMAP).Geophysics,57:603–622.Zhang,P.,Pedersen,L.B.,Mareschal,M.,and Chouteau,M.,1993.Channelling contribution to tipper vectors:a magnetic equivalent to electrical distortion.Geophysical Journal International,113: 693–700.Cross-referencesAnisotropy,ElectricalGeomagnetic Deep SoundingMagnetotelluricsMantle,Electrical Conductivity,Mineralogy GAUSS’DETERMINATION OF ABSOLUTE INTENSITYThe concept of magnetic intensity was known as early as1600in De Magnete(see Gilbert,William).The relative intensity of the geomag-netic field in different locations could be measured with some preci-sion from the rate of oscillation of a dip needle—a method used by Humboldt,Alexander von(q.v.)in South America in1798.But it was not until Gauss became interested in a universal system of units that the idea of measuring absolute intensity,in terms of units of mass, length,and time,was considered.It is now difficult to imagine how revolutionary was the idea that something as subtle as magnetism could be measured in such mundane units.On18February1832,Gauss,Carl Friedrich(q.v.)wrote to the German astronomer Olbers:“I occupy myself now with the Earth’s magnetism,particularly with an absolute determination of its intensity.Friend Weber”(Wilhelm Weber,Professor of Physics at the University of Göttingen)“conducts the experiments on my instructions.As, for example,a clear concept of velocity can be given only through statements on time and space,so in my opinion,the complete determination of the intensity of the Earth’s magnetism requires to specify(1)a weight¼p,(2)a length¼r,and then the Earth’s magnetism can be expressed byffiffiffiffiffiffiffip=rp.”After minor adjustment to the units,the experiment was completed in May1832,when the horizontal intensity(H)at Göttingen was found to be1.7820mg1/2mm–1/2s–1(17820nT).The experimentThe experiment was in two parts.In the vibration experiment(Figure G2) magnet A was set oscillating in a horizontal plane by deflecting it from magnetic north.The period of oscillations was determined at different small amplitudes,and from these the period t0of infinite-simal oscillations was deduced.This gave a measure of MH,where M denotes the magnetic moment of magnet A:MH¼4p2I=t20The moment of inertia,I,of the oscillating part is difficult to deter-mine directly,so Gauss used the ingenious idea of conductingtheFigure G2The vibration experiment.Magnet A is suspended from a silk fiber F It is set swinging horizontally and the period of an oscillation is obtained by timing an integral number of swings with clock C,using telescope T to observe the scale S reflected in mirror M.The moment of inertia of the oscillating part can be changed by a known amount by hanging weights W from the rodR. 278GAUSS’DETERMINATION OF ABSOLUTE INTENSITYexperiment for I and then I þD I ,where D I is a known increment obtained by hanging weights at a known distance from the suspension.From several measures of t 0with different values of D I ,I was deter-mined by the method of least squares (another of Gauss ’s original methods).In the deflection experiment,magnet A was removed from the suspension and replaced with magnet B.The ratio M /H was measured by the deflection of magnet B from magnetic north,y ,produced by magnet A when placed in the same horizontal plane as B at distance d magnetic east (or west)of the suspension (Figure G3).This required knowledge of the magnetic intensity due to a bar magnet.Gauss deduced that the intensity at distance d on the axis of a dipole is inversely proportional to d 3,but that just one additional term is required to allow for the finite length of the magnet,giving 2M (1þk/d 2)/d 3,where k denotes a small constant.ThenM =H ¼1=2d 3ð1Àk =d 2Þtan y :The value of k was determined,again by the method of least squares,from the results of a number of measures of y at different d .From MH and M /H both M and,as required by Gauss,H could readily be deduced.Present methodsWith remarkably little modification,Gauss ’s experiment was devel-oped into the Kew magnetometer,which remained the standard means of determining absolute H until electrical methods were introduced in the 1920s.At some observatories,Kew magnetometers were still in use in the 1980s.Nowadays absolute intensity can be measured in sec-onds with a proton magnetometer and without the considerable time and experimental skill required by Gauss ’s method.Stuart R.C.MalinBibliographyGauss,C.F.,1833.Intensitas vis magneticae terrestris ad mensuram absolutam revocata.Göttingen,Germany.Malin,S.R.C.,1982.Sesquicentenary of Gauss ’s first measurement of the absolute value of magnetic intensity.Philosophical Transac-tions of the Royal Society of London ,A 306:5–8.Malin,S.R.C.,and Barraclough,D.R.,1982.150th anniversary of Gauss ’s first absolute magnetic measurement.Nature ,297:285.Cross-referencesGauss,Carl Friedrich (1777–1855)Geomagnetism,History of Gilbert,William (1544–1603)Humboldt,Alexander von (1759–1859)Instrumentation,History ofGAUSS,CARL FRIEDRICH (1777–1855)Amongst the 19th century scientists working in the field of geomag-netism,Carl Friedrich Gauss was certainly one of the most outstanding contributors,who also made very fundamental contributions to the fields of mathematics,astronomy,and geodetics.Born in April 30,1777in Braunschweig (Germany)as the son of a gardener,street butcher,and mason Johann Friderich Carl,as he was named in the certificate of baptism,already in primary school at the age of nine perplexed his teacher J.G.Büttner by his innovative way to sum up the numbers from 1to ter Gauss used to claim that he learned manipulating numbers earlier than being able to speak.In 1788,Gauss became a pupil at the Catharineum in Braunschweig,where M.C.Bartels (1769–1836)recognized his outstanding mathematical abilities and introduced Gauss to more advanced problems of mathe-matics.Gauss proved to be an exceptional pupil catching the attention of Duke Carl Wilhelm Ferdinand of Braunschweig who provided Gauss with the necessary financial support to attend the Collegium Carolinum (now the Technical University of Braunschweig)from 1792to 1795.From 1795to 1798Gauss studied at the University of Göttingen,where his number theoretical studies allowed him to prove in 1796,that the regular 17-gon can be constructed using a pair of compasses and a ruler only.In 1799,he received his doctors degree from the University of Helmstedt (close to Braunschweig;closed 1809by Napoleon)without any oral examination and in absentia .His mentor in Helmstedt was J.F.Pfaff (1765–1825).The thesis submitted was a complete proof of the fundamental theorem of algebra.His studies on number theory published in Latin language as Disquitiones arithi-meticae in 1801made Carl Friedrich Gauss immediately one of the leading mathematicians in Europe.Gauss also made further pioneering contributions to complex number theory,elliptical functions,function theory,and noneuclidian geometry.Many of his thoughts have not been published in regular books but can be read in his more than 7000letters to friends and colleagues.But Gauss was not only interested in mathematics.On January 1,1801the Italian astronomer G.Piazzi (1746–1820)for the first time detected the asteroid Ceres,but lost him again a couple of weeks later.Based on completely new numerical methods,Gauss determined the orbit of Ceres in November 1801,which allowed F.X.von Zach (1754–1832)to redetect Ceres on December 7,1801.This prediction made Gauss famous next to his mathematical findings.In 1805,Gauss got married to Johanna Osthoff (1780–1809),who gave birth to two sons,Joseph and Louis,and a daughter,Wilhelmina.In 1810,Gauss married his second wife,Minna Waldeck (1788–1815).They had three more children together,Eugen,Wilhelm,and Therese.Eugen Gauss later became the founder and first president of the First National Bank of St.Charles,Missouri.Carl Friedrich Gauss ’interest in the Earth magnetic field is evident in a letter to his friend Wilhelm Olbers (1781–1862)as early as 1803,when he told Olbers that geomagnetism is a field where still many mathematical studies can be done.He became more engaged in geo-magnetism after a meeting with A.von Humboldt (1769–1859)and W.E.Weber (1804–1891)in Berlin in 1828where von Humboldt pointed out to Gauss the large number of unsolved problems in geo-magnetism.When Weber became a professor of physics at the Univer-sity of Göttingen in 1831,one of the most productive periods intheFigure G3The deflection experiment.Suspended magnet B is deflected from magnetic north by placing magnet A east or west (magnetic)of it at a known distance d .The angle of deflection y is measured by using telescope T to observe the scale S reflected in mirror M.GAUSS,CARL FRIEDRICH (1777–1855)279field of geomagnetism started.In1832,Gauss and Weber introduced the well-known Gauss system according to which the magnetic field unit was based on the centimeter,the gram,and the second.The Mag-netic Observatory of Göttingen was finished in1833and its construc-tion became the prototype for many other observatories all over Europe.Gauss and Weber furthermore developed and improved instru-ments to measure the magnetic field,such as the unifilar and bifilar magnetometer.Inspired by A.von Humboldt,Gauss and Weber realized that mag-netic field measurements need to be done globally with standardized instruments and at agreed times.This led to the foundation of the Göttinger Magnetische Verein in1836,an organization without any for-mal structure,only devoted to organize magnetic field measurements all over the world.The results of this organization have been published in six volumes as the Resultate aus den Beobachtungen des Magnetischen Vereins.The issue of1838contains the pioneering work Allgemeine Theorie des Erdmagnetismus where Gauss introduced the concept of the spherical harmonic analysis and applied this new tool to magnetic field measurements.His general theory of geomagnetism also allowed to separate the magnetic field into its externally and its internally caused parts.As the external contributions are nowadays interpreted as current systems in the ionosphere and magnetosphere Gauss can also be named the founder of magnetospheric research.Publication of the Resultate ceased in1843.W.E.Weber together with such eminent professors of the University of Göttingen as Jacob Grimm(1785–1863)and Wilhelm Grimm(1786–1859)had formed the political group Göttingen Seven protesting against constitutional violations of King Ernst August of Hannover.As a consequence of these political activities,Weber and his colleagues were dismissed. Though Gauss tried everything to bring back Weber in his position he did not succeed and Weber finally decided to accept a chair at the University of Leipzig in1843.This finished a most fruitful and remarkable cooperation between two of the most outstanding contribu-tors to geomagnetism in the19th century.Their heritage was not only the invention of the first telegraph station in1833,but especially the network of36globally operating magnetic observatories.In his later years Gauss considered to either enter the field of bota-nics or to learn another language.He decided for the language and started to study Russian,already being in his seventies.At that time he was the only person in Göttingen speaking that language fluently. Furthermore,he was asked by the Senate of the University of Göttingen to reorganize their widow’s pension system.This work made him one of the founders of insurance mathematics.In his final years Gauss became fascinated by the newly built railway lines and supported their development using the telegraph idea invented by Weber and himself.Carl Friedrich Gauss died on February23,1855as a most respected citizen of his town Göttingen.He was a real genius who was named Princeps mathematicorum already during his life time,but was also praised for his practical abilities.Karl-Heinz GlaßmeierBibliographyBiegel,G.,and K.Reich,Carl Friedrich Gauss,Braunschweig,2005. Bühler,W.,Gauss:A Biographical study,Berlin,1981.Hall,T.,Carl Friedrich Gauss:A Biography,Cambridge,MA,1970. Lamont,J.,Astronomie und Erdmagnetismus,Stuttgart,1851. Cross-referencesHumboldt,Alexander von(1759–1859)Magnetosphere of the Earth GELLIBRAND,HENRY(1597–1636)Henry Gellibrand was the eldest son of a physician,also Henry,and was born on17November1597in the parish of St.Botolph,Aldersgate,London.In1615,he became a commoner at Trinity Col-lege,Oxford,and obtained a BA in1619and an MA in1621.Aftertaking Holy Orders he became curate at Chiddingstone,Kent,butthe lectures of Sir Henry Savile inspired him to become a full-timemathematician.He settled in Oxford,where he became friends withHenry Briggs,famed for introducing logarithms to the base10.Itwas on Briggs’recommendation that,on the death of Edmund Gunter,Gellibrand succeeded him as Gresham Professor of Astronomy in1627—a post he held until his death from a fever on16February1636.He was buried at St.Peter the Poor,Broad Street,London(now demolished).Gellibrand’s principal publications were concerned with mathe-matics(notably the completion of Briggs’Trigonometrica Britannicaafter Briggs died in1630)and navigation.But he is included herebecause he is credited with the discovery of geomagnetic secular var-iation.The events leading to this discovery are as follows(for furtherdetails see Malin and Bullard,1981).The sequence starts with an observation of magnetic declinationmade by William Borough,a merchant seaman who rose to“captaingeneral”on the Russian trade route before becoming comptroller ofthe Queen’s Navy.The magnetic observation(Borough,1581,1596)was made on16October1580at Limehouse,London,where heobserved the magnetic azimuth of the sun as it rose through sevenfixed altitudes in the morning and as it descended through the samealtitudes in the afternoon.The mean of the two azimuths for each alti-tude gives a measure of magnetic declination,D,the mean of which is11 190EÆ50rms.Despite the small scatter,the value could have beenbiased by site or compass errors.Some40years later,Edmund Gunter,distinguished mathematician,Gresham Professor of Astronomy and inventor of the slide rule,foundD to be“only6gr15m”(6 150E)“as I have sometimes found it oflate”(Gunter,1624,66).The exact date(ca.1622)and location(prob-ably Deptford)of the observation are not stated,but it alerted Gunterto the discrepancy with Borough’s measurement.To investigatefurther,Gunter“enquired after the place where Mr.Borough observed,and went to Limehouse with...a quadrant of three foot Semidiameter,and two Needles,the one above6inches,and the other10inches long ...towards the night the13of June1622,I made observation in sev-eral parts of the ground”(Gunter,1624,66).These observations,witha mean of5 560EÆ120rms,confirmed that D in1622was signifi-cantly less than had been measured by Borough in1580.But was thisan error in the earlier measure,or,unlikely as it then seemed,was Dchanging?Unfortunately Gunter died in1626,before making anyfurther measurements.When Gellibrand succeeded Gunter as Gresham Professor,allhe required to do to confirm a major scientific discovery was towait a few years and then repeat the Limehouse observation.Buthe chose instead to go to the site of Gunter’s earlier observationin Deptford,where,in June1633,Gellibrand found D to be“muchless than5 ”(Gellibrand,1635,16).He made a further measurement of D on the same site on June12,1634and“found it not much to exceed4 ”(Gellibrand,1635,7),the published data giving4 50 EÆ40rms.His observation of D at Paul’s Cray on July4,1634adds little,because it is a new site.On the strength of these observations,he announced his discovery of secular variation(Gellibrand,1635,7and 19),but the reader may decide how much of the credit should go to Gunter.Stuart R.C.Malin280GELLIBRAND,HENRY(1597–1636)BibliographyBorough,W.,1581.A Discourse of the Variation of the Compass,or Magnetical Needle.(Appendix to R.Norman The newe Attractive).London:Jhon Kyngston for Richard Ballard.Borough,W.,1596.A Discourse of the Variation of the Compass,or Magnetical Needle.(Appendix to R.Norman The newe Attractive).London:E Allde for Hugh Astley.Gellibrand,H.,1635.A Discourse Mathematical on the Variation of the Magneticall Needle.Together with its admirable Diminution lately discovered.London:William Jones.Gunter,E.,1624.The description and use of the sector,the crosse-staffe and other Instruments.First booke of the crosse-staffe.London:William Jones.Malin,S.R.C.,and Bullard,Sir Edward,1981.The direction of the Earth’s magnetic field at London,1570–1975.Philosophical Transactions of the Royal Society of London,A299:357–423. Smith,G.,Stephen,L.,and Lee,S.,1967.The Dictionary of National Biography.Oxford:University Press.Cross-referencesCompassGeomagnetic Secular VariationGeomagnetism,History ofGEOCENTRIC AXIAL DIPOLE HYPOTHESISThe time-averaged paleomagnetic fieldPaleomagnetic studies provide measurements of the direction of the ancient geomagnetic field on the geological timescale.Samples are generally collected at a number of sites,where each site is defined as a single point in time.In most cases the time relationship between the sites is not known,moreover when samples are collected from a stratigraphic sequence the time interval between the levels is also not known.In order to deal with such data,the concept of the time-averaged paleomagnetic field is used.Hospers(1954)first introduced the geocentric axial dipole hypothesis(GAD)as a means of defining this time-averaged field and as a method for the analysis of paleomag-netic results.The hypothesis states that the paleomagnetic field,when averaged over a sufficient time interval,will conform with the field expected from a geocentric axial dipole.Hospers presumed that a time interval of several thousand years would be sufficient for the purpose of averaging,but many studies now suggest that tens or hundreds of thousand years are generally required to produce a good time-average. The GAD model is a simple one(Figure G4)in which the geomag-netic and geographic axes and equators coincide.Thus at any point on the surface of the Earth,the time-averaged paleomagnetic latitude l is equal to the geographic latitude.If m is the magnetic moment of this time-averaged geocentric axial dipole and a is the radius of the Earth, the horizontal(H)and vertical(Z)components of the magnetic field at latitude l are given byH¼m0m cos l;Z¼2m0m sin l;(Eq.1)and the total field F is given byF¼ðH2þZ2Þ1=2¼m0m4p a2ð1þ3sin2lÞ1=2:(Eq.2)Since the tangent of the magnetic inclination I is Z/H,thentan I¼2tan l;(Eq.3)and by definition,the declination D is given byD¼0 :(Eq.4)The colatitude p(90 minus the latitude)can be obtained fromtan I¼2cot pð0p180 Þ:(Eq.5)The relationship given in Eq. (3) is fundamental to paleomagnetismand is a direct consequence of the GAD hypothesis.When applied toresults from different geologic periods,it enables the paleomagneticlatitude to be derived from the mean inclination.This relationshipbetween latitude and inclination is shown in Figure G5.Figure G5Variation of inclination with latitude for a geocentricdipole.GEOCENTRIC AXIAL DIPOLE HYPOTHESIS281Paleom a gnetic polesThe positio n where the time-averaged dipole axis cuts the surface of the Earth is called the paleomagnetic pole and is defined on the present latitude-longitude grid. Paleomagnetic poles make it possible to com-pare results from different observing localities, since such poles should represent the best estimate of the position of the geographic pole.These poles are the most useful parameter derived from the GAD hypothesis. If the paleomagnetic mean direction (D m , I m ) is known at some sampling locality S, with latitude and longitude (l s , f s ), the coordinates of the paleomagnetic pole P (l p , f p ) can be calculated from the following equations by reference to Figure G6.sin l p ¼ sin l s cos p þ cos l s sin p cos D m ðÀ90 l p þ90 Þ(Eq. 6)f p ¼ f s þ b ; when cos p sin l s sin l porf p ¼ f s þ 180 À b ; when cos p sin l s sin l p (Eq. 7)wheresin b ¼ sin p sin D m = cos l p : (Eq. 8)The paleocolatitude p is determined from Eq. (5). The paleomagnetic pole ( l p , f p ) calculated in this way implies that “sufficient ” time aver-aging has been carried out. What “sufficient ” time is defined as is a subject of much debate and it is always difficult to estimate the time covered by the rocks being sampled. Any instantaneous paleofield direction (representing only a single point in time) may also be con-verted to a pole position using Eqs. (7) and (8). In this case the pole is termed a virtual geomagnetic pole (VGP). A VGP can be regarded as the paleomagnetic analog of the geomagnetic poles of the present field. The paleomagnetic pole may then also be calculated by finding the average of many VGPs, corresponding to many paleodirections.Of course, given a paleomagnetic pole position with coordinates (l p , f p ), the expected mean direction of magnetization (D m , I m )at any site location (l s , f s ) may be also calculated (Figure G6). The paleocolatitude p is given bycos p ¼ sin l s sin l p þ cos l s cos l p cos ðf p À f s Þ; (Eq. 9)and the inclination I m may then be calculated from Eq. (5). The corre-sponding declination D m is given bycos D m ¼sin l p À sin l s cos pcos l s sin p; (Eq. 10)where0 D m 180 for 0 (f p – f s ) 180and180 < D m <360for 180 < (f p –f s ) < 360 .The declination is indeterminate (that is any value may be chosen)if the site and the pole position coincide. If l s ¼Æ90then D m is defined as being equal to f p , the longitude of the paleomagnetic pole.Te s ting the GAD hy p othesis Tim e scale 0– 5 MaOn the timescale 0 –5 Ma, little or no continental drift will have occurred, so it was originally thought that the observation that world-wide paleomagnetic poles for this time span plotted around the present geographic indicated support for the GAD hypothesis (Cox and Doell,1960; Irving, 1964; McElhinny, 1973). However, any set of axial mul-tipoles (g 01; g 02 ; g 03 , etc.) will also produce paleomagnetic poles that cen-ter around the geographic pole. Indeed, careful analysis of the paleomagnetic data in this time interval has enabled the determination of any second-order multipole terms in the time-averaged field (see below for more detailed discussion of these departures from the GAD hypothesis).The first important test of the GAD hypothesis for the interval 0 –5Ma was carried out by Opdyke and Henry (1969),who plotted the mean inclinations observed in deep-sea sediment cores as a function of latitude,showing that these observations conformed with the GAD hypothesis as predicted by Eq. (3) and plotted in Figure G5.Testing the axial nature of the time-averaged fieldOn the geological timescale it is observed that paleomagnetic poles for any geological period from a single continent or block are closely grouped indicating the dipole hypothesis is true at least to first-order.However,this observation by itself does not prove the axial nature of the dipole field.This can be tested through the use of paleoclimatic indicators (see McElhinny and McFadden,2000for a general discus-sion).Paleoclimatologists use a simple model based on the fact that the net solar flux reaching the surface of the Earth has a maximum at the equator and a minimum at the poles.The global temperature may thus be expected to have the same variation.The density distribu-tion of many climatic indicators (climatically sensitive sediments)at the present time shows a maximum at the equator and either a mini-mum at the poles or a high-latitude zone from which the indicator is absent (e.g.,coral reefs,evaporates,and carbonates).A less common distribution is that of glacial deposits and some deciduous trees,which have a maximum in polar and intermediate latitudes.It has been shown that the distributions of paleoclimatic indicators can be related to the present-day climatic zones that are roughly parallel with latitude.Irving (1956)first suggested that comparisons between paleomag-netic results and geological evidence of past climates could provide a test for the GAD hypothesis over geological time.The essential point regarding such a test is that both paleomagnetic and paleoclimatic data provide independent evidence of past latitudes,since the factors con-trolling climate are quite independent of the Earth ’s magnetic field.The most useful approach is to compile the paleolatitude values for a particular occurrence in the form of equal angle or equalareaFigure G6Calculation of the position P (l p ,f p )of thepaleomagnetic pole relative to the sampling site S (l s ,f s )with mean magnetic direction (D m ,I m ).282GEOCENTRIC AXIAL DIPOLE HYPOTHESIS。

paigns celebrating the Big Apple, those T-shirts with a heart design proclaiming “I love New York,”are signs, pathetic in their desperation, of how the m ighty has fallen. New York City used to leave the bragging to others, for bragg ing w as “bush” Being unique, the biggest and the best, New York didn’t have to assert how special it was.’t the top anym ore, at least if the top is m easured by who begets the styles and sets the trends. Nowadays New York is out of phase with American taste as often as it is out of step with Am erican politics. Once it was the nation’s undisputed fashion authority, but it too long resisted the incom ing casual style and lost its m onopoly. No longer so looked up to or copied, New York even prides itself on being a holdout from prevailing Am erican trends, a place to escape Comm on Denom inator Land.ore and m ore evident. A dozen other cities have buildings m ore inspired architecturally than any built in New York City in the past twenty years. The giant Manhattan television studios where Toscanini’s NBCSym phony once played now sit empty m ost of the time, while sitcoms cloned and canned in Hollywood, and the Johnny Carson show live, preem pt the airways from California. Tin Pan Alley has m oved to Nashville and Hollywood. Vegas casinos routinely pay heavy sum s to singers and entertainers whom no nightspot in Manhattan can afford to hire. In sports, the bigger superdom es, the m ore exciting teams, them ost enthusiastic fans, are often found elsewhere.–being regarded as unfriendly, unsafe, overcrowded, and expensive –but it is m aking som ething of a com eback as a tourist attraction. Even so, m ost Americans would probably rate New Orleans, San Francisco, Washington, or Disneyland higher. A dozen other cities, including m yhom etown of Seattle, are widely considered better cities to live in.any Europeans call New York their favorite city? They take m ore readily than do m ost Americans to its cosm opolitan com plexities, its surviving, aloof, European standards, its alien mixtures. Perhaps som e of these Europeans are reassured by the sight, on the twin fashion avenues of Madison and Fifth, of all those familiar international nam es – the jewelers, shoe stores, and designer shops that exist to flatter and bilk the frivolous rich. But no; what m ost excites Europeans is the city’s charged, nervous atm osphere, its vulgar dynam ism .share of articulate losers, it is also about m ockery, the put-down , the loser’s shrug (“whaddya gonna do?”). It is about constant battles for subway seats, for a cabdriver’s or a clerk’s or a waiter’s attention, for a foothold , a chance, a better address, a larger billing. To win in New York is to be uneasy; to lose is to live in jostling proxim ity to the frustrated majority.e. And though I have lived there m ore than half m y life, you won’t find m e wearing an “I Love New York”T-shirt. But all in all, I can’t think of m any places in the world I’d rather live. It’s not easy to define why.’s pleasures are m uch qualified in New York. You never see a star-filledsky; the city’s bright glow arrogantly obscures the heavens. Sunsets can be spectacular: oranges and reds tinting the sky over the Jersey m eadows and gaudily reflected in a thousand windows on Manha ttan’s jagged skyline. Nature constantly yields to m an in New York: witness those fragile sidewalk trees gamely struggling against encroaching cem ent and petrol fum es. Central Park, which Frederick Law Olm sted designed as lungs for the city’s poor, i s in places grassless and filled with trash, no longer pristine yet lively with the noise and vivacity of people, largely youths, blacks, and Puerto Ricans, enjoying them selves. On park benches sit older people,m ostly white, looking displaced. It has becom e less a tranquil park than an untidy carnival.our of the city, which never beckoned to m e from a distance, but itsopportunity –to practice the kind of journalism I wanted –drew me to New York. I wasn’t even sure how I’d m easure up against others who had been m ore soundly educated at Ivy League schools, or whether I could com pete against that tough local breed, those intellectual sons of immigrants, so highly m otivated and single-minded, such as Alfred Kazin, who for div ersion (for heaven’t sake!) played Bach’s Unaccompanied Partitas on the violin.ost banal and m arketable of one’s talents, still draws m any of the young to New York. That and, as always, the com pany of others fleeing som ething constricting where they cam e from. Together these young share a freedom, a community of inexpensive am usements, a casualliving, and som e rough tim es. It can’t be the living conditions that appeal, for only fond mem ory will forgive the inconvenience, risk, and squalor. Comm ercial Broadway m ay be inaccessible to them, but there is off- Broadway, and then off-off-Broadway. If painters disdain Madison Avenue’s plush art galleries, Madison Avenue dealers set up shop in the grubby precincts of Soho. But the purity of a bohem ian dedication can be exaggerated. The artistic young inhabit the sam e Greenwich Village and its fringes in which the experim entalists in the arts lived during the Depression, united by a world against them. But the present generation is enough of a subculture to be a source of profitable boutiques and coffeehouses. And it is not all that estranged.ost respects from mainland America, but in two areas it remains dominant. It is the banking and the comm unications headquarters for America. In both these roles it ratifies m ore than it creates. Wall Street will advance the m illions to m ake a Hollywood m ovie only if convinced that a bestselling title o r a star name will ensure its success. The networks’ news centers are here, and the largest book publishers, and the biggest m agazines – and therefore the largest body of critics to appraise the films, the plays, the m usic, the books that others have created. New York is a judging town, and often invokes standards that the rest of the country deplores or ignores. A m arket for knowingness exists in New York that doesn’t exist for knowledge.arkets and devising the catchy jingles that will m ove m illions from McDonald’s to Burger king, so that the adagency’s “creative director”can lunch instead in Manhattan’s expense-account French restaurants. The bankers and the admen. The m arketing specialists and a thousand well-paid ancillary service people, really set the city’s brittle tone— catering to a wide American public whose num bers m ust be respected but whose tastes do not have to shared. The condescending view from the fiftieth floor of the city’s crowds below cuts these people off from humanity. So does an attitude which sees the public only in terms of large, malleable numbers— as impersonally as does the clattering subway turnstile beneath the office towers.surprised by the lack of cynicism, particularly am ong the younger ones, of those who work in such fields. The television generation grew up in the insistent presence of hype, delights in much of it, and has no scruples about practicing it. Men and wom an do their jobs professionally, and, like the pilots who from great heights bom bed Hanoi, seem unmarked by it. They lead their real lives elsewhere, in the Village bars they are indistinguishable in dress or behavior from would-be artists, actors, and writers. The boundaries of “art for art’s sake” aren’t so rigid anym ore; art itself is less sharply defined, and those whose paintings don’t sell do illustrations; those who can’ get acting jobs do comm ercials; those who are writing ambitious novels sustain themselves on the m agazines. Besides, serious art often feeds in the popular these days, changing it with fond irony.e the newcom ers find or from their won worlds; Manhatten is m any such words, huddled together but rarely interaction. I think this is what gives the city itssense of freedom. There are enough like you, whatever you are. And it isn’t asnecessary to know anything about an apartm ent neighbor- or to worry about his judgm ent of you- as it is about som eone with an adjoining yard. In New York, like seeks like, and by econom y of effort excludes the rest as stranger. This distancing, this uncaring in ordinary encounters, has another side: in no other Am erican city can the lonely be as lonely.uch m ore needs to be said. New Your is a wounded city, declining in its am enities . Overloaded by its tax burdens. But it is not dying city; the streets are safer than they were five years age; Broadway, which seem ed to be succumbing to the tawdriness of its environm ent, is astir again.enace, the noise, the brusqueness- all confirm outsiders in their conviction that they wouldn’t live here if you gave them the place. Yet show a New Yorker a splendid hom e in Dallas, or a swimming pool and cabana in Beverly Hills, and he will be admiring but not envious. So m uch of well-to-do America now lives antiseptically in enclaves, tranquil and luxurious, that shut out the world. Too static, the New Yorker would say. Tell him about the vigor of your outdoor pleasures; he prefers the unhealthy hassle andthe vitality of urban life. He is hopelessly provincial. To him New York- despite its faults,which her will impat iently concede (“so what else is new?”) — is the spoiler of all other American cities.erican cities to visit first-rate art m useum s, to hear good m usic and see lively experim ental theater, to m eet intelligent and sophisticated people who know how to live, dine, and talk well; and to enjoy all this in congenial and spacious surroundings. The New Yorkers still wouldn’t want to live there.issing is what m any outsiders find oppressive and distasteful about New York –its rawness, tension, urgency; its bracingcom petitiveness; the rigor of its judgm ents; and the congested, dem ocratic presence of so m any other New Yorkers, encased in their own worlds, the defeated are not hidden away som ewhere else on the wrong side of town. In the subways, in the buses, in the streets, it is impossible to avoid people whose lives are harder than yours. With the desperate, the ill, the fatigued, the overwhelm ed, one learns not to strike upcon versation (which isn’t wanted ) but to m ake brief, sy m pathetic eye contact, to include them in the hum an race. It isn’t m uch, but it is the fleeting hospitality of New Yorkers, each jealous of his privacy in the crowd. Ever helpfulness is often delivered as a taunt: a m an, rushing the traffic light, shouts the m an behind him. “ You want to be wearing a Buick with Jersey plates?” — great scorn in the word Jersey, hom e of drivers who don’t belong here.’s definition, New York is m ongrel city. It is in fact the first truly international m etropolis. No other great city- not London, Paris, Rom e or Tokyo- plays host (or hostage) to so m any nationalities. The m ix is m uch wider- Asians, Africans, Latins - that when that tumultuous variety of European crowded ashore at Ellis Island.The newcom ers are never fully absorbed, but are added precariously to the undigested many.20 New York is too big to be dom inated by any group, by Wasps or Jews or blacks, or by Catholics of m any origins —Irish, Italian, Hispanic. All have their little sovereignties, all are sizable enough to be reckoned with and tough in asserting their claim s, but none is powerful enough to subdue the others. Characteristically, the city swallows up the United Nations and refuses to take it seriously, regarding it as an unworkable m ixture of the idealistic, the impractical, and the hypocritical. But New Yorkers them selves are in training in how to live together in a diversity of races- the necessary initiation into the future.education in sights and sm ells. There is wonderful variety of places to eat or shop, and though the m ost successful of such places are likely to touristy hybridcom prom ises, they too have genuine roots. Other Am erican cities have ethnic turfs jealously defended, but not, I think, such an adm ixture of groups, thrown together in such jarring juxtapositions . In the sam e way, avenues of high-rise luxury in New York are never far from poverty and m ean streets. The sadness and fortitude of New York must be celebrated, along with its treasures of art and m usic. The com bination is unstable; it produces friction, or an uneasy forbearance that som etimes becom es a real toleration.es a m atter of alternating m oods, often inthe sam e day. The place constantly exasperates , at times exhilarates . To m e it is the city of unavoidable experience. Living there, one has the reassurance of steadily confronting life.(from the Atlantic, Sept. 1978)NOTES1. Griffith: Thom as Griffith (1915--), Am erican writer and editor. Since 1974 he has been press colum nist, Time magazine; staff contributor, For-tune magazine; colum nist, Atlantic Monthly. He is an uprooted westerner who now calls New York hom e. Publications: The Waist-High Culture; How True? --A Sceptic 's Guide to Believing the News.2. the Big Apple: any large city; specifically New York City3. bush: rustic, countrified, belonging to sm all towns4. Comm on Denom inator Land: uniformity, comm onness, sam eness, the m onotonous, the hum drum5. sitcom s: situation com edies; a radio or television series that involves a continuing cast of characters in a succession of unconnected episodes6. cloned: grown like a clone, all the descendants being derived asexually from a single individual. Cloned and canned: produced and packed, all ready for immediate consum ption (showing).7. Johnny Carson: a m an who runs a late night talk show8. Nashville: Capital of Tennessee State, center of rock-and-roll9. Vegas: sam e as Las Vegas. See text I, exercise I.10. superdom es: extra big sport stadiums11. convention city: city where conventions (assem blies of m embers or delegates of a political, social, professional, or religious group) are regularly held.12. Madison: Madison Avenue13. Fifth: Fifth Avenue, fam ous for fashionable shops14. Whaddya gonna do?: What are you going to do? Connoting a cool lack of concern; indifference; nonchalance.15. Jersey: Jersey City16. Ivy League schools: referring to prominent north-eastern universities in the U.S., such as, Cornell, Harvard, Yale, Princeton, Colum bia and others. It connotes a certain degree of wealth, sophistication, re finem ent, social prominence, and the like.17. Kazin: Alfred Kazin (1915)), Am erican critic. Publications: On Native Grounds ; The Inm ost Leaf; Contemporaries ; and Bright Book of Life.18. Commercial Broadway: The New York comm ercial theater or entertainment industry19.off-off-Broadway: an avant-garde theatrical m ovem ent in New York that stresses untraditional techniques and radical experim entation. Its relation to off-Broadway being analogous to the relation of off-Broadway to Broadway.20. Soho: a district in New York. By the early 1970s the artist colony had shift- ed from Greenwich Village to Soho.21. best-selling title: title of best-selling books22. star nam e: nam e of star actor or actress23. networks: radio and television networks24. McDonald's : McDonald' s chain restaurant selling hamburger25. Burger King: a chain restaurant whose specialty is hamburger26. lunch in expense-account French restaurants: to lunch in expensive French restaurants with the bill being paid by the com pany or em ployer27. hype: extravagant prom otional advertising28. popular: pop art; a realistic art style, using techniques and popular subjects adapted from commercial art and the mass communications m edia29. Beverly Hills: city in California, surrounded by Los Angeles, fam ous for luxurious hom es of rich Hollywood actors and actresses30. So what else is new?: there is nothing new in what you say; connoting the listener is not im pressed nor interested31. You want to be wearing a Buick with Jersey plates?: Do you want to be knocked down by a car carrying a Jersey license plate? Connoting that the m an should have som e pride in being a New Yorker and not let him self be run over by a car from Jersey.32. touristy hybrid com prom ises: a m ixture of different racial characteristics which attracts tourists33. ethnic turfs: districts or areas inhabited by foreign-born Am ericansAims1)Im proving students’ability to read between lines and understand the text properly;2)Cultivating students’ability to m ake a creative reading;3)Enhancing students’ability to appreciate the text from different perspectives;4)Helping students to understand som e difficult words and expressions;5)Helping students to understanding rhetorical devices;6)Encouraging students to voice their own viewpoint fluently and accurately.Teaching Contents1)Background Knowledge2)Exposition3)Detailed Study of the Essay4)Organization Pattern5)Style and Language Features6)Special Difficulties课文讲解部分1. Background Knowledge1) About the author Thom as Griffith2) About New York City2. Exposition/~arnetha/expowrite/info.html3. Detailed study on Loving and hating New YorkPara.1-5 General introduction — setting forth the present status of New York in the United States and in the eye’s of foreignersTask: Collect evidence to show that “ How the m ighty has fallen.”New York = Big Apple = Mighty—Advertising campaigns publicly praise New York;—Many New Yorkers wear T-shirts with a heart design and the works “ I love New York”—New York is trying desperately to regain her lost prestige and status.Para.2-3: New York: Yesterday & TodayNew York CityYesterday TodayTop, highest, biggest isn’t any m oreLeading city sets styles and trends of nation out of phase with ______ as out of step withUndisputed fashion authority lost its undisputed leadershipLooked up to and im itated no longer so“Nowadays New York is out of phase with Am erican taste “—Nowadays New York connot understand nor follow the taste of the Am erican people and is often in disagreem ent with American politics.“No longer so looked up to or copied, New York even prides itself on being a holdout from prevailing American trends” —Since New York is no longer looked up to or copied as the undisputed fashion authority, it now boasts that it is a city that resists the prevailing trends (styles, fashion) of America, that it is a place where people can escape from uniformity and comm onness.Question:1) From where we can see New York’s deficiencies as a pacesetter are m ore and m ore evident?—Building—Manhattan television studios—Tin Pan Alley—Hiring singers and entertainers—Sports2) The technique used to support author’s view is___________.Para.4: New York: in the eyes of AmericansCom eback: 1 a : a sharp or witty reply : retort b : a cause for com plaint 2 : a return to a form er position or condition (as of success or prosperity) :recovery, revival Para5 New York: in the eyes of foreigner.Question: Why do m any Europeans call New York their favorite city?—Cosm opolitan complexities—European standards—Mixture of m any foreigners—Many jewelers, shoe stores and designers shops—Familiar international nam es—Tense, restless atm osphere; its energetic pulse“… and designer shops that exist to flatter and bilk the frivolous rich.”These shops are set up to cheat and gratify the vanity of the silly rich peoplePara 6 New York: energy, contention and strivingConvention: angry disagreem entStriving: trying very hard to achieve or to defeat the othersPut-down: ( inform al) a remark or criticism intended to m ake the others feel stupid (令人难堪的话，噎人的话)“To win in New York is to be uneasy; to lose is to live in jostling proxim ity to the frustrated majority.”— A person who wins in New York is constantly disturbed by fear and anxiety ( because he is afraid of losing what he has won in the fierce competition); a person who loses has to live am ong the defeated, who are in the m ajority in New York.Para.7: New York in author’s eyes.“New York was never Mecca to m e”Rhetorical devices em ployed in this sentence are: __________ and ___________.The author com pares New York to Mecca; and Mecca is standing for _______________.A place of holy pilgrimage, of a place one yearns to go.Para 8: New York: NatureQuestions:1) The topic sentence is ___________________.2) The rhetorical device employed in “ Nature constantly yields to m an in New York” is __________.3) Are there any other places uses the sam e rhetorical device as m entioned above? What’s the function of it?Para.9 New York: Opportunities & uncertainnessQuestions:1) What do “Ivy League Schools” refer to?2) Why did writer go and live in New York?Para.10: New York : in young people’s eyesQuestion: Why do young people still go to New York?—testing themselves—unwilling to surrender to their m ost comm on and easily sold talents—the fierce competition and challenge—standards of excellence dem anded“But the purity of a bohem ian dedication can be exaggerated.”—But a pure and wholehearted devotion to a Bohem ian life style can be esaggerated. “But the present generation is enough of a subculture to be a source of profitable boutiques and coffeehouses.”As these young writers and artists have distinct cultural patterns of their own, m any businessm en open up profitable boutiques and coffeehouses to cater to their special tastes and interests.“And it is not all that estranged” “It” probably m eans _______________.Para.11: New York: A judging town“A m arket for knowingness exists in New York that doesn’t exist for knowledge.”—In New York, a shrewd understanding or ability to appraise things is appreciated and paid for and skill and learning by themselves are not considered valuable.Para12: New York: An advertising CenterQuestion:1) The rhetorical device used in “The condescending view from the fiftieth floor of the city’s …” is _________. And “ The condescending view is the view of __________.2) In sentence “So does an attitude which sees….” The author com pares ______ to ______.Para 13: New York : Lack of cynicismTask: Collect evidence to show New York is lack of cynicism In sentence “ Men and wom en do their jobs professionally and, like pilots who from great heights bombed Hanoi …” the author compares_______ to ______.Para 14: New York: FreedomWhat gives the city its sense of freedom?Para 15: New York: Wounded not dyingAmenity: the attractiveness and value of real estate or of a residential structureTo succum b to: to fail to resist an attack, illness, temptationPara 16-18: New York: N ew Yorkers’ LoveNew Yorker who sees all the faults of the city still prefer to live in New YorkNew York’s faults:—Trash-strewn streets—Unruly school—Uneasy feeling or m enace—The noise—The brusqueness“He is hopeless provincial”—He will always be a New Yorker. His attitude towards and his love for New York will never change“New York … is the spoiler of all other American cities”—New York has spoiled all the other American cities for him.Para 19-10 New York: International MetropolisWhy is New York called an international m etropolis?Para.22: Loving and Hating New York1. exasperate: to excite the anger of; to cause irritation or annoyance to2. exhilarate: to m ake cheerful; to excite“The place constantly exasperates, at times exhilarat es.”—New York constantly irritates and annoys very m uch but at tim es it also invigorates and stimulates.Oral practice: Talking about the following questions:1. What is the main them e of this article? Where is it specifically stated?2. What technique does the writer use to develop his m ain them e? Is the technique effective? Cite exam ples.3. Comm ent on the diction of the writer. Pick out term s and phrases that you think are peculiarly American.4. Does the writer really both love and hate New York? Cite exam ples to back up your analysis.5. How m any paragraphs would you regard as being the introductory paragraphs. Why?6. What is the topic sentence of paragraph 8? How is the paragraph developed?7. Explain fully the following sentence from paragraph 11: “A m arket for knowingness exists in New York that doesn’t exist for knowledge.”8. Pick out som e figures of speech which you think the writer has usid m ost effectively. Cite your reasons.Paraphrase:1. Nowadays New York is out of phase with American taste (Para 2)2. New York even prides itself on being a holdout from prevailing American trends. (Para 2)3. Sitcom s cloned and canned in Hollywood, and the Johnny Carson show live, pre-empt the airwaves from California (Para 3)4. It is m aking som ething of a com eback as a tourist attraction (Para 4)5. To win in New York is to be uneasy (Para 6)6. Nature’s pleasures are m uch qualified in New York. (Para 8)7. The city ‘s bright glow arrogantly obscures the heavens (Para 8)8. But the purity of a bohem ian de dication can be exaggerated. (Para 10)9. In both these roles it ratifies m ore than it creates. (Para 11)10. The television generation grew up in the insistent presence of hype (Para 13)11. Those who are writing am bitious novels sustain them selves on the m agazines. (Para 13)12. Broadway, which seem ed to be succum bing to the tawdriness of its environm ent, is astir again (Para 15)13. He prefers the unhealthy hassle and the vitality of urban life (Para 16)14. The defeated are not hidden away som e where else on the wrong side of town. (Para 18)15. The place constantly exasperates, at tim es exhilarates. (Para 22)4. Organization Pattern1) The thesis: Loving and hating New York or m ore specifically: Loving and hating New York becom es a m atter of alternating m oods, often in the sam e day.2) The thesis developed by both objective and em otional description of New York and the life and struggle of New Yorkers3) The structural organization of this essay: clear and sim ple5. Style and Language Features1) Full of Am erican English terms, phrases and constructions.T-shirtholdoutcom ebackput-downexpense-accountadmanhigh-risemeasure up2) Use of various rhetorical devices:metaphorpersonificationmetonym ytransferred epithetalliterationsim ilesynecdocheironyeuphem ism/carroll/faq3.htmlto6. Special Difficulties1) Identifying and understanding Am ericanisms in this essay2) Som e terms/phrases/structuresout-of-phasetelevision generationeconom y of effortwrong sidesitcom s cloned and cannedMeccameasure up againstIvy League schoolscommercial Broadway/off-Broadway/off-off-Broadway Madison Avenue/Wall Streetlike seeks likeWasps词汇(Vocabulary)bush (adj.) : rustic，countrified，belonging to small towns粗俗的；乡土气的；乡下的beget (v.) : bring into being；produce使产生，引起，招致holdout (n.) : [Americanism]a place that holds out [美语]坚固据点deficiency (n.) : the quality or state of being deficient; absence of something essential；a shortage 缺乏，缺少，欠缺；缺陷，不足之处pacesetter (n.) : a person that leads the way or serves as a model标兵sitcom (n.) : [口]situation comedy的缩略clone (v.) : derive all the descendants asexually from a single individual无性繁殖preempt (v.) : radio and TV]replace(a regularly scheduled program)[广播、电视]先占，先取得casino (n.) : a public room or building for entertainments．dancing，or，now specifically，gambling 俱乐部，娱乐场；(现尤指)赌场nightspot (n.) : nightclub夜总会bilk (v.) : cheat or swindle；defraud欺骗，蒙骗dynamism (n.) : the quality of being energetic，vigorous，etc．推动力；活力，精力，劲头put—down (n.) : [American slang]a belittling remark or crushing retort[美俚]贬低的话；反驳；无礼的回答foothold (n.) : a secure position from which it is difficult to be dislodged立足点，据点jostle (v.) : bump or push，as in a crowd；elbow or shove roughly(在人群中)拥挤；用肘推；撞proximity (n.) : the state or quality of being near；nearness in space，time，etc．最近；接近；(地方，时间等)最接近obscure (v.) : darken；make dim使黑暗；使朦胧tint (v.) : give a color or a shading of a color to着上(淡)色gaudy (adj.) : bright and showy, but lacking in good taste；cheaply brilliant and ornate华丽而俗气的，炫丽的。

a r X i v :m a t h /0612360v 2 [m a t h .R T ] 8 A u g 2008The crossing model for regular A n -crystals 1Vladimir I.Danilov 2,Alexander V.Karzanov 3,and Gleb A.Koshevoy 2Abstract.A regular A n -crystal is an edge-colored directed graph,with n colors,related to an irreducible highest weight integrable module over U q (sl n +1).Based on Stembridge’s local axioms for regular simply-laced crystals and a structural characterization of regular A 2-crystals in [3],we present a new combinatorial construction,the so-called crossing model ,and prove that this model generates precisely the set of regular A n ing the model,we obtain a series of results on the combinatorial structure of such crystals and properties of their subcrystals.Keywords :Simply-laced algebra,Crystal of representation,Gelfand-Tsetlin pattern AMS Subject Classification 17B37,05C75,05E991Introduction The notion of a crystal introduced by Kashiwara [7,8]has proved its importance in representation theory.This is an edge-colored directed graph,with n colors,in which each connected monochromatic subgraph is a finite path,and there are certain interrelations on the lengths of such paths,described via coefficients of an n ×n Cartan matrix M (this matrix characterizes the type of a crystal).The central role in the theory of Kashiwara is played by crystals of representations,or regular crystals;these are associated to irreducible highest weight integrable modules (representations)over the quantum enveloping algebra related to M .There are several global models to characterize the regular crystals for a variety of types;e.g.,via generalized Young tableaux [11],Lusztig’s canonical bases [15],Littelmann’s path model [12,14].Stembridge [16]pointed out a list of “local”graph-theoretic defining axioms for the regular simply-laced crystals.These concern simply-laced Cartan matrices M ,i.e.,a.2Central Institute of Economics and Mathematics of the RAS,47,Nakhimovskii Prospect,117418Moscow,Russia;emails:danilov@cemi.rssi.ru,koshevoy@cemi.rssi.ru.3Institute for System Analysis of the RAS,9,Prospect 60Let Oktyabrya,117312Moscow,Russia;email:sasha@cs.isa.ru.A part of the original version of this paper was written while this author was visiting group PNA1at CWI,Amsterdam in fall of 2006and was supported by a grant from this Center.those having coefficients m ii=2and m ij=m ji∈{0,−1}for i=j.He showed thatif M has full rank,then for each n-tuple c=(c1,...,c n)of nonnegative integers,thereis precisely one graph K satisfying his axioms and such that:K is acyclic and has aunique minimal vertex(source)s,and the lengths of maximal monochromatic pathswith colors1,...,n beginning at s are equal to c1,...,c n,respectively.Moreover,Kis a regular crystal related to M(it is the crystal graph of the integrable module ofhighest weight i c iωi over the corresponding quantum enveloping algebra,whereωi is i-th fundamental weight).So in this case(and when M isfixed)c may be regardedas the parameter of K,and we may denote K by K(c).This paper is devoted to a combinatorial study of regular simply-laced crystals ofA n-type,or regular A n-crystals;for brevity we throughout call them RAN-crystals.They are related to the algebra U q(sl n+1),and the off-diagonal coefficients m ij of theCartan matrix(which is of full rank)are equal to−1if|i−j|=1,and0otherwise.In our previous paper[3]we described the combinatorial structure of regular A2-crystals K and demonstrated additional combinatorial and polyhedral properties ofthese crystals and their extensions.The structure turns out to be rather transparent:K always has a(unique)source,and therefore,K=K(c1,c2)for some c1,c2∈Z+,andit can be produced by a certain operation of replicating and gluing together from thecrystals K(c1,0)and K(0,c2).The latter crystals are of simple form and are viewedas triangle-shaped parts of square grids.(In fact,K is the largest component of thetensor product of K(c1,0)and K(0,c2).)When n>2,the structure of an RAN-crystal becomes much more sophisticated,even for n=3.To explore this structure,in this paper we introduce a certain combina-torial construction,called the crossing model.This model consists of three ingredients:(i)afinite directed graph G,called the supporting graph,depending only on the num-ber n of colors;(ii)a set F of integer-valued feasible functions on the vertices of G,depending on a parameter c∈Z n+;and(iii)n sets E1,...,E n,each consisting of trans-formations f→f′of feasible functions.(In fact,the crossing model is a sort ofdecomposition of the Gelfand-Tsetlin pattern model[6].)Our main working theorem asserts that the n-colored directed graph formed by Fas the vertex set and by E1,...,E n as the edge sets of colors1,...,n,respectively,isisomorphic to the RAN-crystal K(c).In addition,we explain that anyfinite graphsatisfying Stembridge’s axioms for the A n case has a source.Therefore,the crossingmodel produces precisely the set of crystals of representations for U q(sl n+1).Ourconstruction and proofs rely merely on Stembridge’s axiomatics and combinatorialarguments and do not appeal explicitly to powerful tools,such as the Path Model,orso.Then we take advantages from the description of RAN-crystals via the crossing model.The supporting graph G consists of n pairwise disjoint subgraphs G1,...,G n, and given a parameter c,the values of any feasible function to each G i(i=1,...,n) are between0and c i.The feasible functions that are constant within each G i are of especial interest to us.We refer to the vertices of the crystal K(c)corresponding to such functions as principal ones,and to the setΠof these vertices as the principal lattice.So there are(c1+1)×...×(c n+1)principal vertices,each corresponding to an n-tuple a=(a1,...,a n)∈Z n+with a≤c,being denoted as v[a].The principal lattice Πis proved to have the following properties:(i)for any a,b∈Z n+with a≤b≤c,the interval of K(c)between the principal vertices v[a]and v[b]is isomorphic to the RAN-crystal K(b−a);(ii)there are exactly|Π|maximal(connected)subcrystal of K(c)with colors 1,...,n−1and each of them contains exactly one principal vertex;a similar property takes place for the maximal subcrystals with colors2,...,n.We also establish other features of maximal subcrystals K′with colors1,...,n−1 (or2,...,n).In particular,the parameter of K′is expressed by an explicit linear function of c and a,where v[a]is the principal vertex in K′.The crossing model enables us to reveal one more interesting object in the crystal K(c).When a feasible function varies within some subgraph G i and is constant within each of the other subgraphs G j of the supporting graph G,we obtain an n-colored subcrystal of K(c)having the parameter c′such that c′i=c i and c′j=0for j=i. (This is the crystal graph of the integrable module of U q(sl n+1)with the highest weight c iωi.)The union of these subcrystals(for all i)forms a canonical subgraph that we call the skeleton of K(c).It coincides with the whole crystal K(c)when n=2,and is typically smaller when n≥3.By use of the crossing model,we also can derive natural infinite analogs of RAN-crystals,in which some or all maximal monochromatic paths are infinite(this general-izes the construction of infinite A2-crystals in[3]).This paper is organized as follows.Section2states Stembridge’s axioms for RAN-crystals,recalls some basic properties of crystals,and briefly reviews results on A2-crystals from[3].Also,relying on a structural characterization of regular A2-crystals, we explain in this section that any RAN-crystal has a source(Corollary2.5).The crossing model is described throughout Section3(concerning the supporting graph and feasible functions)and Section4(concerning transformations of feasible functions). The equivalence between the objects generated by the crossing model and the RAN-crystals is proved in Section5(Theorem5.2).Section6introduces the principal lattice, principal intervals and the skeleton of an RAN-crystal and explains relations betweenthese objects.Also infinite analogs of RAN-crystals and their properties are discussed in this section.Section7is devoted to a study of maximal(n−1)-colored subcrystals; here we prove the above-mentioned relation between these subcrystals and the principal lattice,compute their parameters and multiplicities,and discusses additional issues.Our study of RAN-crystals by use of the crossing model will be continued in the forthcoming paper[5]where we characterize the pairwise intersections of maximal subcrystals with colors1,...,n−1and colors2,...,n and,as a result,obtain a recursive description of the combinatorial structure and an algorithm of assembling of the RAN-crystal for a given parameter.(Also,using results on B2-crystals from[4],we discuss there a relation between RAN-crystals and regular crystals of types B and C.)2Axioms of RAN-crystals and backgroundsThroughout,by an n-colored digraph we mean a(finite or infinite)directed graph K=(V(K),E(K))with vertex set V(K)and with edge set E(K)partitioned into n subsets E1,...,E n.We say that an edge in E i has color i and for brevity call it an i-edge.2.1.Axioms.Stembridge[16]pointed out local graph-theoretic axioms that pre-cisely characterize the set of regular simply-laced crystals.The RAN-crystals(which form a subclass of regular simply-laced crystals)are defined by axioms(A1)–(A5)be-low;we give axiomatics in a slightly different,but equivalent,form compared with[16]. In what follows an n-colored digraph K is assumed to be a(weakly)connected,i.e.,it is not representable as the disjoint union of two nonempty digraphs.Thefirst axiom concerns the structure of monochromatic subgraphs(V,E i).(A1)For i=1,...,n,each maximal connected subgraph(component)of(V,E i)isa simplefinite path,i.e.,a sequence of the form(v0,e1,v1,...,e k,v k),wherev0,v1,...,v k are distinct vertices and each e i is an edge from v i−1to v i.In particular,for each i,each vertex has at most one incoming i-edge and at most one outgoing i-edge,and therefore,one can associate to the set E i partial invertible operator F i acting on vertices:(u,v)is an i-edge if and only if F i is applicable to u and F i(u)=v.Since K is connected,one can use the operator notation to express any vertex via another one.For example,the expression F−11F23F2(v)(where F−1p stands for the partial operator inverse to F p)determines the vertex w obtained from a vertex v by traversing2-edge(v,v′),followed by traversing3-edges(v′,u)and(u,u′),followed bytraversing1-edge(w,u′)in backward direction.Emphasize that every time we use such an operator expression in what follows,this automatically indicates that all involved edges do exist in K.We refer to a maximal monochromatic path with color i on the edges as an i-line. The i-line passing a vertex v(possibly consisting of the only vertex v)is denoted by P i(v),its part from thefirst vertex to v by P in i(v),and its part from v to the lastvertex by P outi (v).The lengths of P in i(v)and P outi(v)(i.e.,the numbers of edges inthese paths)are denoted by t i(v)and h i(v),respectively.Axioms(A2)–(A5)tell us about interrelations of different colors i,j.Taken to-gether,they are equivalent to saying that each component of the digraph(V(K),E i∪E j)forms a regular A2-crystal when colors i,j are neighboring,i.e.,|i−j|=1,and forms a regular A1×A1-crystal(the Cartesian product of two paths)otherwise.The second axiom indicates possible changes of the head and tail part lengths of j-lines when one traverses an edge of another color i;these changes depend on the Cartan matrix.(A2)For any two colors i=j and for any edge(u,v)with the color i,one holds t j(v)≤t j(u)and h j(v)≥h j(u).The value(t j(v)−t j(u))+(h j(u)−h j(v))is equal to the coefficient m ij in the Cartan matrix M.Furthermore,h j is convex on each i-path,in the sense that if(u,v),(v,w)are consecutive i-edges,thenh j(u)+h j(w)≥2h j(v).This can be rewritten as follows.(2.1)When|i−j|=1,each i-line P contains a vertex r such that:for any edge(u,v)in P in i(r),one holds t j(v)=t j(u)−1and h j(v)=h j(u),and for any edge(u′,v′)in P outi(r),one holds t j(v′)=t j(u′)and h j(v′)=h j(u′)+1.When |i−j|≥2,any i-edge(u,v)satisfies t j(v)=t j(u)and h j(v)=h j(u).Such a vertex r(which is unique)is called the critical vertex for P,i,j.It is convenient to assign to each i-edge e labelℓj(e)taking value0if e occurs in the corre-sponding i-line before the critical vertex,and1otherwise.Emphasize that the critical vertex(and therefore,edge labels)on an i-line P depends on j:the critical vertices on P with respect to the neighboring colors j=i−1and j=i+1may be different.Two operators F=Fαi and F′=Fβj,whereα,β∈{1,−1},are said to commute at a vertex v if each of F,F′acts at v and F F′(v)=F′F(v).The third axiom points out the situations when operators commute for neighboring colors i,j.(A3)Let |i −j |=1.(a)If a vertex u has outgoing i -edge (u,v )and outgoing j -edge(u,v ′)and if ℓj (u,v )=0,then ℓi (u,v ′)=1and F i F j (u )=F j F i (u ).Symmetri-cally:(b)if a vertex v has incoming i -edge (u,v )and incoming j -edge (u ′,v )and if ℓj (u,v )=1,then ℓi (u ′,v )=0and F −1i F −1j (v )=F −1j F −1i (v ).(See the picture.)E E E T T T d d d d u v ′v u v ′v w u v u ′w u v u ′0010111100Note that for each “square”u,v,v ′,w ,where v =F i (u ),v ′=F j (u )and w =F j (v )=F i (v ′),the trivial relations h j (u )=h j (v ′)+1and h j (v )=h j (w )+1imply that the opposite i -edges (u,v )and (v ′,w )have equal labels ℓj ;similarly ℓi (u,v ′)=ℓi (v,w ).Another important consequence of (A3)is that(2.2)for |i −j |=1,if v is the critical vertex on an i -line with respect to the colorj ,then v is the critical vertex on the j -line passing v with respect to the color i ,i.e.,we can speak of common critical vertices for the pair {i,j }.Indeed,if a vertex v has incoming i -edge (u,v )with ℓj (u,v )=0and outgoing j -edge (v,w ),then h j (u )=h j (v )≥1,and hence u has outgoing j -edge (u,v ′).By (A3),w =F i (v ′)and ℓi (u,v ′)=1;the latter implies ℓi (v,w )=1.Symmetrically,if v has outgoing i -edge e with ℓj (e )=1and incoming j -edge e ′,then ℓi (e ′)=0.The fourth axiom points out the situations when for neighboring i,j ,the operators F i ,F j and their inverse ones “remotely commute”(they are said to satisfy the “Verma relation of degree 4”).(A4)Let |i −j |=1.(i)If a vertex u has outgoing edges with the colors i and jand if each edge is labeled 1(with respect to the other color),then F i F 2j F i (u )=F j F 2i F j (u ).Symmetrically:(ii)if v has incoming edges with the color i and j and if both are labeled 0,then F −1i (F −1j )2F −1i (v )=F −1j (F −1i )2F −1j (v ).(See the picture.)u T 11d de e e e E E T T u 11001100 T v 00 d de e e e E E T T v 11001100One can show that the labels with respect to i or j of all involved edges are deter-mined uniquely,just as indicated in the above picture(where the circles indicate the critical vertices).Thefinal axiom concerns non-neighboring colors.(A5)Let|i−j|≥2.Then for any F∈{F i,F−1i}and F′∈{F j,F−1j},the operators F,F′commute at each vertex where both act.This is equivalent to saying that for|i−j|≥2,each component of the2-colored subgraph(V(K),E i∪E j)is the Cartesian product of a path with the color i and a path with the color j,i.e.,it is an A1×A1-crystal(viewed as a rectangular grid). 2.2.Some properties of RAN-crystals.We review some known properties of RAN-crystals that will be used later.We say that a vertex v of afinite or infinite digraph G is the source(resp.sink) if any inclusion-wise maximal path begins(resp.ends)at v;in particular,v has zero indegree(resp.zero outdegree).When such a vertex exists,we say that G has source (resp.has sink).The importance of simply-laced crystals with source is emphasized by a result of Stembridge in[16];in the A n case it reads as follows:(2.3)For any n-tuple c=(c1,...,c n)of nonnegative integers,there exists preciselyone RAN-crystal K with source s such that h i(s)=c i for i=1,...,n.This K is the crystal graph of the integrable U q(sl n+1)-module of highest weight c. (Hereinafter we usually denote n-tuples in bold.)We say that c is the parameter(tuple) of such a K and denote K by K(c).If we reverse the edges of K while preserving their colors,we again obtain an RAN-crystal(since(A1)–(A5)remain valid for it).It is called the dual of K and denoted by K∗.Another property,indicated in[16]for simply-laced crystals with a nonsingular Cartan matrix,is easy.(2.4)An RAN-crystal K is graded for each color i,which means that for any cycleignoring the orientation of edges,the number of i-edges in one direction is equal to the number of i-edges in the other direction.(One also says that K admits a weight mapping.)In particular,K is acyclic and has no parallel edges. (Indeed,associate to each vertex v the n-vector wt(v)whose j-th entry is equal to h j(v)−t j(v),j=1,...,n.Then for each i-edge(u,v),the difference wt(u)−wt(v)coincides with the i-th row vector m i of the Cartan matrix M,in view of axiom (A2)and the obvious equality h i(u)−t i(u)=h i(v)−t i(v)+2.So under the map wt:V(K)→R n,the edges of each color i correspond to parallel translations of one and the same vector m i,and now(2.4)follows from the fact that the vectors m1,...,m n are linearly independent.)In general a regular simply-laced crystal need not have source and/or sink;it may be infinite and may contain directed cycles.One simple result on regular simply-laced crystals in[16]remains valid for more general digraphs,in particular,for a larger class of crystals of representations.Proposition2.1Let G be an(uncolored)connected and graded digraph with the fol-lowing property(∗):for any vertex v and any edges e,e′entering v,there exist two paths from some vertex w to v such that one path contains e and the other contains e′. Then either G has source or all maximal paths in G are infinite in backward direction.(A similar assertion concerns sinks and infinite paths in forward direction.For any RAN-crystal,condition(∗)in the proposition is provided by axioms(A3)–(A5).) Proof Suppose this is not so.Then,since G is connected and acyclic(as it is graded), there exists a vertex v and two paths P,P′ending at v such that P begins at a zero-indegree vertex s,while P′either is infinite in backward direction or begins at a zero-indegree vertex different from s.Let such v,P,P′be chosen so that the length |P|of P is minimum.Then the last edges e=(u,v)and e′=(u′,v)of P and P′, respectively,are different.By(∗),there is a vertex w,a path Q from w to v containing e and a path Q′from w to v containing e′.Extend Q to a maximal pathQ is infinite in backward direction;(ii)Q begins at s.In cases(i),(ii),we come to a contradiction with the minimality of P by taking the vertex u and the part of P from s to u.And in case(iii),there is a pathQ′|=|P|.Then we again get a contradiction with the minimality of P by taking u′,the part of(The fact that G is graded is important.Indeed,take G with the vertices s and u i,v i for all i∈Z+,and the edges(s,u0)and(u i,u i+1),(v i+1,v i),(u i,v i)for all i.This G satisfies(∗),the vertex s has zero indegree,and the path on the vertices v i is infinite in backward direction.One can also construct a locallyfinite graph satisfying(∗)and having many zero-indegree vertices.)Our crossing model will generate n-colored graphs satisfying axioms(A1)–(A5); moreover,it generates one RAN-crystal with source for each parameter tuple c∈Z n+.In light of(2.3)and Proposition2.1,a reasonable question is whether every RAN-crystal has source and sink(or,equivalently,isfinite).The question will be answered affirmatively in the next subsection,thus implying that the crossing model gives the whole set of RAN-crystals.As a consequence of the crossing model,we also will observe the following anti-symmetric property of an RAN-crystal K:if we reverse the numeration of colors (regarding each color i as n−i+1)in the dual crystal K∗,then the resulting crystal is isomorphic to K.In other words,h i(s K)=t n−i+1(s K are the source and sink of K,respectively.Finally,recall that a Gelfand-Tsetlin pattern[6],or a GT-pattern for short,is a triangular array X=(x ij)1≤j≤i≤n of integers satisfying x ij≥x i−1,j,x i+1,j+1for all i,j. Given a weakly decreasing n-tuple a=(a1≥···≥a n)of nonnegative integers,one says that X is bounded by a if a j≥x n,j≥a j+1for j=1,...,n,letting a n+1:=0.It is known that GT-patterns,as well as the corresponding semi-standard Young tableaux, are closely related to crystals of representations for U q(sl n+1)(cf.[2,9,11,13]).More precisely,(2.5)for any c∈Z n+,there is a bijection between the vertex set of the RAN-crystalK(c)and the set of GT-patterns bounded by the n-tuple cΣ=(cΣ1,...,cΣn), defined by cΣj:=c1+...+c n−j+1for j=1,...,n.As mentioned in the Introduction,there is a correspondence between GT-patterns and feasible functions in the crossing model;it will be exposed in Proposition3.1.2.3.Properties of A2-crystals.In this subsection we give a brief review of certain results from[3]for the simplest case n=2,namely,for regular A2-crystals,or RA2-crystals for short.They describe the combinatorial structure of such crystals and demonstrate some additional properties.An RA2-crystal K is defined by axioms(A1)–(A4)with{i,j}={1,2}(since(A5) becomes redundant).It turns out that these crystals can be produced from elementary 2-colored crystals by use of a certain operation of replicating and gluing together. This operation can be introduced for a pair of arbitraryfinite or infinite graphs as follows.(In Section6the construction is generalized to n graphs,in connection with the so-called skeleton of an RAN-crystal.)Consider graphs G=(V,E)and H=(V′,E′)with distinguished vertex subsets S⊆V and T⊆V′.Take|T|disjoint copies of G,denoted as G t(t∈T),and|S| disjoint copies of H,denoted as H s(s∈S).We glue these copies together in the following way:for each s∈S and each t∈T,the vertex s in G t is identified with thevertex t in H s.The resulting graph,consisting of|V||T|+|V′||S|−|S||T|vertices and |E||T|+|E′||S|edges,is denoted as(G,S)⊲⊳(H,T).In our special case the role of G and H is played by2-colored digraphs R and L viewed as triangular parts of square grids.More precisely,R depends on a parameter c1∈Z+and its vertices v correspond to the integer points(i,j)in the plane such that 0≤j≤i≤c1.The vertices v of L,depending on a parameter c2∈Z+,correspond to the integer points(i,j)such that0≤i≤j≤c2.We say that v has the coordinates (i,j)in the sail.The edges with the color1in these digraphs correspond to all possible pairs((i,j),(i+1,j)),and the edges with the color2to the pairs((i,j),(i,j+1)).We call R the right sail of size c1,and L the left sail of size c2.It is easy to check that R satisfies axioms(A1)–(A4)and is just the crystal K(c1,0), and that the set of critical vertices in R coincides with the diagonal D R={(i,i):i= 0,...,c1}.Similarly,L=K(0,c2),and the set of critical vertices in it coincides with the diagonal D L={(i,i):i=0,...,c2}.These diagonals are just taken as the distinguished subsets in these digraphs.The vertices in D R(D L)are ordered in a natural way,according to which(i,i)is referred as the i-th critical vertex in R(L).We refer to the digraph obtained by use of operation⊲⊳in this case as the diagonal-product of R and L,and for brevity write R⊲⊳L,omitting the distinguished subsets. The edge colors in the resulting graph are inherited from R and ing the above ordering in the diagonals,we may speak of p-th right sail in R⊲⊳L,denoted by R p. Here0≤p≤c2,and R p is the copy of R corresponding to the vertex(p,p)of L.In a similar way,one defines q-th left sail L q in R⊲⊳L for q=0,...,c1.The common vertex of R p and L q is denoted by v p,q.One checks that R⊲⊳L has source and sink and satisfies axioms(A1)–(A4).More-over,it is exactly the RA2-crystal K(c1,c2).The critical vertices in it are just v p,q forall p,q,the source is v0,0and the sink is v c1,c2.The case c1=1and c2=2is illustratedin Fig.1;here the critical vertices are indicated by circles,1-edges by horizontal arrows, and2-edges by vertical arrows.Theorem2.2[3]Any RA2-crystal K is representable as K(a,0)⊲⊳K(0,b)for some a,b∈Z+(in particular,K isfinite).The set of RA2-crystals is exactly{K(c):c∈Z2+}.A useful consequence of the above construction is that the vertices v of K one-to-one correspond to the quadruples(α1,α2,β1,β2)of integers such that(2.6)(i)0≤α2≤α1≤c1,(ii)0≤β1≤β2≤c2,and(iii)at least one of theequalitiesα2=α1andβ1=β2takes place,f f f E TT (a) f f T (b) f f f E T Tf f f E T T T T T (c)Figure 1:(a)K (0,2),(b)K (1,0),(c)K (1,0)⊲⊳K (0,2).and each i-edge (i =1,2)corresponds to the increase by 1of one of αi ,βi ,subject to maintaining (2.6).Under this correspondence,if β1=β2then v occurs in the right sail with the number β1and has the coordinates (α1,α2)in it,while if α2=α1then v occurs in the left sail with the number α1and has the coordinates (β1,β2).In particular,a critical vertex v p,q corresponds to (q,q,p,p ).Remark 1.The representation of the vertices of K as the above quadruples satis-fying (2.6)gives rise to constructing the crossing model for the simplest case n =2,as we explain in the next section.A more general numerical representation (which is beyond our consideration in this paper)does not impose condition (iii)in (2.6).In this case the admissible transformations of quadruples (α1,α2,β1,β2)(giving the edges of a digraph on the quadruples)are assigned as follows.For ∆:=min {α1−α2,β2−β1},we choose one of α1,α2,β1,β2and increase it by 1unless this increase violates (i)or (ii)in (2.6)or changes ∆.One can see that the resulting digraph Q is the disjoint union of 1+min {c 1,c 2}RA2-crystals,namely,K (c 1−∆,c 2−∆)for ∆=0,...,min {c 1,c 2}.(This Q is the tensor product of crystals (sails)K (c 1,0)and K (0,c 2).)One more useful result in [3]is as follows.Proposition 2.3Part (ii)of axiom (A4)for RAN-crystals is redundant.Further-more,axiom (A4)itself follows from (A1)–(A3)if we add the condition that each component of (V,E i ∪E j )with |i −j |=1has exactly one zero-indegree (or exactly one zero-outdegree)vertex.In conclusion of this section,return to an arbitrary RAN-crystal K .For a color i ,let H i denote the operator on V (K )that brings a vertex v to the end vertex of the path P i (v ),i.e.,H i (v )=F h i (v )i (v )(letting F 0i =id).We observe that(2.7)for neighboring colors i,j and a vertex v,if h i(v)=0then the vertex w=H i H j(v)satisfies h i(w)=h j(w)=0.Indeed,the RA2-subcrystal with the colors i,j in K that contains v is K(c i,c j)for some c i,c j∈Z+.Represent v as quadruple q=(αi,αj,βi,βj)in(2.6)(with i,j in place of1,2).Then h i(q)=0impliesαi=c i andβi=βj.One can see that applying H j to q results in the quadruple q′=(c i,c i,βi,c j)and applying H i to q′results in (c i,c i,c j,c j).This gives(2.7).Using(2.7),we can show the following important property of RAN-crystals. Proposition2.4Any RAN-crystal K has a zero-outdegree vertex.Proof For a vertex u,let p(u)be the maximum integer p such that h i(u)=0for i=1,...,p−1.Assuming p(u)<n+1,we claim that the vertex w=H1H2...H p(u)(u) satisfies p(w)>p(u),whence the result will immediatelly follow.(In other words,by applying the operator H n−1...H i stands for H1H2...H i.)Indeed,let p=p(u).For the vertex v p:=H p(u),we have h p(v p)=0and h i(v p)= h i(u)for all i=p−1,p+1(since the colors p,i commute),while h p−1(v p)may differ from h p−1(u).So h i(v p)=0for i=1,...,p−2,p.Similarly,the vertex v p−1:= H p−1(v p)satisfies h p−1(v p−1)=0and h i(v p−1)=h i(v p)for all i=p−2,p.Moreover, applying(2.7)to v=u,i=p−1and j=p,we obtain h p(v p−1)=0.So h i(v p−1)=0 for i=1,...,p−3,p−1,p.On the next step,in a similar fashion one shows that v p−2:=H p−2(v p−1)satisfies h i(v p−2)=0for all i∈{1,...,p}\{p−3},and so on. Then thefinal vertex v1:=H1...H p(u)in the process has the property h i(v1)=0for i=1,...,p,as required in the claim.。

了不起的盖茨比第七章英语单词知乎全文共3篇示例，供读者参考篇1The Vocabulary of Chapter 7 in The Great Gatsby: A Student's In-Depth AnalysisWhat's up, fellow literature lovers and word nerds? Today, we're diving deep into the rich and symbolic vocabulary found in Chapter 7 of F. Scott Fitzgerald's masterpiece, The Great Gatsby. As a student who adores dissecting literary works, I'm thrilled to share my insights and personal interpretations of the language used in this pivotal chapter.First things first, let's set the stage. Chapter 7 is the climax of the novel, where tensions reach a boiling point, and the illusions surrounding Gatsby's persona and his pursuit of Daisy begin to unravel. The atmosphere is thick with dramatic irony, and Fitzgerald masterfully employs evocative diction to convey the underlying emotions and thematic elements.One word that immediately caught my attention is "inexplicable." Fitzgerald describes the "inexplicable certified confusion" surrounding Gatsby's background and wealth. Thisword not only highlights the mystery and ambiguity surrounding Gatsby but also foreshadows the eventual revelation of his shady past and the disillusionment that follows.Moving on, we encounter the phrase "fantastic conceits." This phrase perfectly encapsulates the grandiose delusions and unrealistic expectations that have driven the characters' actions throughout the novel. It's a poignant reminder of the theme of disillusionment and the harsh reality that often shatters our idealized dreams.Another standout word is "appalling." Used to describe Gatsby's reaction to Tom's revelations about his past, it conveys the profound sense of shock and dismay that overwhelms him as his carefully crafted persona crumbles. The intensity of this word mirrors the devastating impact of the truth on Gatsby's psyche.Let's not forget the word "colossal." Fitzgerald employs this adjective to depict the sheer magnitude of Gatsby's illusions and the scale of his dreams. It's a testament to the grandiose nature of his aspirations, which ultimately prove to be his undoing.Shifting gears, the phrase "grotesque, circumstantial" caught my eye. Fitzgerald uses it to describe the evidence Tom presents against Gatsby, hinting at the sordid and unsavory details of his past. This phrase adds a sense of ugliness and distortion to therevelations, further emphasizing the stark contrast between Gatsby's idealized persona and the harsh realities of his life.One word that struck me as particularly powerful is "holocaust." Fitzgerald employs this term to describe the intense emotional turmoil and devastation that Gatsby experiences as his dreams are shattered. The word's connotations of complete destruction and sacrifice resonate deeply with the theme of disillusionment and the sacrifices Gatsby made in pursuit of his dreams.Finally, let's explore the phrase "obscurity borne once more in line of sight." This poetic line refers to the resurfacing of Gatsby's obscure past, which had been carefully concealed until this point. It's a haunting reminder that no matter how hard we try to reinvent ourselves, our pasts have a way of catching up with us, and the truth ultimately prevails.In conclusion, the vocabulary employed by Fitzgerald in Chapter 7 of The Great Gatsby is a masterclass in literary craftsmanship. Each word and phrase is meticulously chosen to convey deeper meanings, symbolism, and thematic elements. From the sense of mystery and ambiguity to the harsh realities of disillusionment, the diction in this chapter is a powerful tool thatenhances the emotional impact of the narrative and leaves a lasting impression on the reader.So, there you have it, my fellow word enthusiasts – a deep dive into the vocabulary of Chapter 7 of The Great Gatsby. I hope this analysis has piqued your interest and inspired you to delve deeper into the rich tapestry of language woven by Fitzgerald in this literary masterpiece.篇2Vocabulary Gems from Chapter 7 of The Great GatsbyHey fellow bookworms! As an avid reader and lover of literature, I always look forward to diving deep into the linguistic riches found in classic novels. Today, I want to share some of the juiciest vocabulary morsels from Chapter 7 of F. Scott Fitzgerald's masterpiece, The Great Gatsby.Let's kick things off with a word that perfectly encapsulates the lavish lifestyle portrayed in the novel: "sumptuous." When Gatsby's house is described as "a solemn, haunting house, broodingly immense among its fringed and sumptuous gardens," the word "sumptuous" conjures up images of extravagant opulence and luxurious splendor. It's a word that screams "over-the-top" and "no expense spared."Speaking of lavish parties, the word "revelers" caught my eye. It refers to the raucous, carefree merrymakers who attended Gatsby's legendary bashes. Can't you just picture a horde of revelers, decked out in their finest threads, dancing the night away with reckless abandon?Now, let's delve into a word that carries a more ominous undertone: "sinister." When Nick describes Gatsby's smile as having "a quality of eternal reassurance in that conclusive smile, the vigorous promise that the rock of the world was founded securely on a fairy's wing," the word "sinister" is used to describe the smile's "sinister resilience." This word choice hints at something darker lurking beneath the surface, foreshadowing the tragic events to come.Moving on, we have the delightfully whimsical word "oblivious." When the narrative states that Gatsby was "oblivious of the sunshine," it paints a vivid picture of someone so lost in their own thoughts and preoccupations that they fail to notice the world around them. It's a relatable feeling we've all experienced at one point or another.Next up is a word that evokes a sense of mystique and intrigue: "inscrutable." When Nick observes Gatsby's "inscrutable vision," it suggests a depth and complexity to Gatsby's characterthat defies easy comprehension. It's a tantalizing hint at the layers of mystery surrounding this enigmatic figure.Let's not forget the deliciously descriptive word "grotesque." When Nick describes the "grotesque, fascinating brightness" of Gatsby's wealth and possessions, it simultaneously conveys a sense of awe and repulsion. It's a word that perfectly captures the allure and excess of the Gatsby lifestyle while hinting at its inherent ugliness.Moving on, we have the evocative word "haunt." When Nick mentions Gatsby's "haunting loneliness," it conjures up images of a specter-like figure, forever trapped in a state of melancholic solitude. It's a word that adds a haunting, ethereal quality to Gatsby's character.Finally, let's explore the word "permeate." When Nick describes the "permeating scent" of Gatsby's house, it creates a vivid sensory experience, as if the reader can smell the rich, lingering aromas wafting through the air. It's a word that adds depth and texture to the descriptive passages.Well, there you have it, fellow word nerds! A tantalizing glimpse into the rich vocabulary that permeates Chapter 7 of The Great Gatsby. Whether you're a seasoned literary connoisseur or a budding bibliophile, these words are sure to add somelinguistic sparkle to your reading experience. Happy reading, and may the words dance off the page and into your heart!篇3The Dazzling Vocabulary of Gatsby's ReunionChapter 7 of The Great Gatsby is a pivotal moment in the novel, where the long-awaited reunion between Gatsby and Daisy finally occurs. As a student of literature, I was struck by the masterful way Fitzgerald uses language to convey the intense emotions and tensions at play during this climactic scene. The vocabulary he employs is rich, evocative, and at times, dazzlingly complex, adding layers of depth and nuance to the narrative. Let's delve into some of the most captivating words and phrases from this chapter.One word that immediately caught my attention was "colossal," used to describe Gatsby's dreams and aspirations. This adjective conjures up images of something vast, monumental, and awe-inspiring, perfectly capturing the grandiose nature of Gatsby's pursuit of Daisy. The word's etymological roots in Greek further emphasize its magnitude, lending a sense of timelessness and universality to Gatsby's desires.Another striking word is "feign," which Fitzgerald employs when describing Gatsby's attempts to appear casual and nonchalant in Daisy's presence. The term "feign" suggests a deliberate act of deception or pretense, hinting at the complex web of emotions and facades that Gatsby has woven around himself. This word choice skillfully underscores the deep vulnerability and insecurity that lie beneath Gatsby's carefully constructed persona.Fitzgerald's use of the word "ineffable" is particularly noteworthy, as he applies it to describe the quality of Gatsby's smile when he finally reunites with Daisy. "Ineffable" suggests something that is too profound or too sublime to be adequately expressed in words, perfectly capturing the depth of Gatsby's emotional state in that moment. This word choice elevates the scene to a level of almost spiritual transcendence, reflecting the intensity of Gatsby's long-held dreams and desires.The phrase "furnace of vitriol" is another evocative turn of phrase that caught my eye. Fitzgerald uses this vivid metaphor to describe Tom Buchanan's simmering anger and hostility towards Gatsby. The word "vitriol" conjures up images of a highly corrosive and toxic substance, while "furnace" implies an intense and uncontrollable heat, together painting a powerful picture ofTom's barely contained rage. This metaphor foreshadows the explosive confrontation that ultimately erupts between the two men, heightening the sense of tension and impending conflict.Fitzgerald's use of the word "appalling" is particularly interesting, as it carries a dual meaning. On one level, it suggests something that is shocking or horrifying, reflecting the profound emotional turmoil and disillusionment that Gatsby experiences as his dreams begin to unravel. However, the word "appalling" can also mean "causing dismay or disappointment," which aptly describes the sense of disenchantment that Gatsby must feel as he realizes the true nature of Daisy's character and the insurmountable challenges standing in the way of their reunion.The phrase "grotesque and fantastic conceits" is another standout example of Fitzgerald's rich vocabulary. "Conceits" refers to fanciful or imaginative notions, while "grotesque" and "fantastic" suggest something that is both distorted and whimsical. This phrase is used to describe the extravagant and over-the-top decorations adorning Gatsby's mansion, reflecting the grandiose and almost absurd lengths to which he has gone in his pursuit of wealth and status – all in an effort to win over Daisy. This vivid description not only paints a striking visualpicture but also serves as a metaphor for the distorted and fantastical nature of Gatsby's dreams and aspirations.Throughout Chapter 7, Fitzgerald employs a multitude of evocative and richly descriptive words and phrases, such as "riotous," "curtains of azaleas," "vanished trees," and "ecstatic caress." These word choices not only create a vivid and immersive reading experience but also serve to reinforce the overarching themes of the novel, such as the futility of pursuing the past, the corrupting influence of wealth and materialism, and the disillusionment that often accompanies the pursuit of idealized dreams.As a student of literature, I am in awe of Fitzgerald's masterful command of language and his ability to weave together words in a way that not only tells a compelling story but also resonates on a deeper, emotional level. The vocabulary he employs in Chapter 7, with its rich tapestry of evocative and nuanced terms, is a testament to his literary genius and his profound understanding of the human condition.In conclusion, the dazzling vocabulary and artful use of language in Chapter 7 of The Great Gatsby are a true hallmark of Fitzgerald's literary prowess. From the grandiose "colossal" to the sublime "ineffable," and the vivid "furnace of vitriol," eachword is carefully chosen and expertly woven into the narrative, adding depth, nuance, and emotional resonance to this pivotal moment in the novel. As a student, exploring and unpacking the meanings and connotations of these words has not only enriched my understanding of the text but has also deepened my appreciation for the power of language and the craft of great literary works.。

托福阅读tpo27R-2原文+译文+题目+答案+背景知识原文 (1)译文 (4)题目 (6)答案 (16)背景知识 (17)原文The Formation of Volcanic Islands①Earth’s surface is not made up of a single sheet of rock that forms a crust but rather a number of “tectonic plates” that fit closely, like the pieces of a giant jigsaw puzzle. Some plates carry islands or continents, others form the seafloor. All are slowly moving because the plates float on a denser semi-liquid mantle, the layer between the crust and Earth’s core. The plates have edges that are spreading ridges (where two plates are moving apart and new seafloor is being created), subduction zones (where two plates collide and one plunges beneath the other), or transform faults (where two plates neither converge nor diverge but merely move past one another). It is at the boundaries between plates that most of Earth’s volcanism and earthquake activity occur.②Generally speaking, the interiors of plates are geologically uneventful. However, there are exceptions. A glance at a map of the Pacific Ocean reveals that there are many islands far out at sea that are actually volcanoes----many no longer active, some overgrown with coral----that originated from activity at points in the interior of the Pacific Plate that forms the Pacific seafloor.③How can volcanic activity occur so far from a plate boundary? The Hawaiian islands provide a very instructive answer. Like many other island groups, they form a chain. The Hawaiian Islands Chain extends northwest from the island of Hawaii. In the 1840s American geologist James Daly observed that the different Hawaii islands seem to share a similar geologic evolution but are progressively more eroded, and therefore probable older, toward the northwest. Then in 1963, in the early days of the development of the theory of plate tectonics. Canadian geophysicist Tuzo Wilson realized that this age progression could result if the islands were formed on a surface plate moving over a fixed volcanic source in the interior. Wilson suggested that the long chain of volcanoes stretching northwest from Hawaii is simply the surface expression of a long-lived volcanic source located beneath the tectonic plate in the mantle. Today’s most northwest island would have been the first to form. They as the plate moved slowly northwest, new volcanic islands would have forms as the plate moved over the volcanic source. The most recentisland, Hawaii, would be at the end of the chain and is now over the volcanic source.④Although this idea was not immediately accepted, the dating of lavas in the Hawaii (and other) chains showed that their ages increase away from the presently active volcano, just as Daly had suggested. Wilson’s analysis of these data is now a central part of plate tectonics. Most volcanoes that occur in the interiors of plates are believed to be produced by mantle plumes, columns of molten rock that rise from deep within the mantle. A volcano remains an active “hot spot” as long as it is over the plume. The plumes apparently originate at great depths, perhaps as deep as the boundary between the core and the mantle, and many have been active for a very long time. The oldest volcanoes in the Hawaii hot-spot trail have ages close to 80 million years. Other islands, including Tahiti and Easter Islands in the pacific, Reunion and Mauritius in the India Ocean, and indeed most of the large islands in the world’s oceans, owe their existence to mantle plumes.⑤The oceanic volcanic islands and their hot-spot trails are thus especially useful for geologist because they record the past locations of the plate over a fixed source. They therefore permit the reconstruction of the process of seafloor spreading, and consequently of the geography of continents and of ocean basins in the past. For example, given thecurrent position of the Pacific Plate, Hawaii is above the Pacific Ocean hot spot. So the position of The Pacific Plate 50 million years ago can be determined by moving it such that a 50-million-year-old volcano in the hot-spot trail sits at the location of Hawaii today. However because the ocean basins really are short-lived features on geologic times scale, reconstruction the world’s geography by backtracking along the hot-spot trail works only for the last 5 percent or so of geologic time.译文火山岛的形成①地球的外壳并不是由单块岩石形成的，而是许多的"构造板块"严密的组合在一起的，就像是一个巨大的拼图。

2024年教师资格考试初中英语学科知识与教学能力自测试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、In a conversation, which of the following expressions is most appropriate for showing empathy towards a student who is upset about a missed exam?A. “You should have studied harder.”B. “I can see you’re upset. Would you like to talk about it?”C. “It’s just an exam, don’t worry about it.”D. “You always miss exams, don’t you?”答案：B解析：选项B表达了对学生的同理心，询问学生是否愿意谈谈他们的感受，这有助于建立师生之间的信任和良好的沟通。

2、When designing a lesson plan for a junior high school English class, which of the following activities is most likely to promote critical thinking skills?A. A vocabulary matching exercise.B. A grammar worksheet.C. A group discussion on a social issue.D. A reading comprehension quiz.答案：C解析：选项C中的小组讨论能够鼓励学生就社会问题表达自己的观点，这有助于培养学生的批判性思维技能，而不仅仅是记忆或重复信息。

3、Which of the following is NOT a component of communicative language teaching (CLT)?A) Focus on accuracyB) Emphasis on fluencyC) Task-based learning activitiesD) Grammar translation methodAnswer: D) Grammar translation methodExplanation: The Grammar Translation Method focuses on the written language and the acquisition of grammatical rules rather than communication. This approach does not align with the principles of Communicative Language Teaching, which emphasizes the use of authentic language and real-life communication tasks.4、In the context of teaching vocabulary, which activity would best promote long-term retention and active use of new words?A) Reading the words from a listB) Writing the words ten times eachC) Using the words in sentences or dialoguesD) Listening to the words in a recordingAnswer: C) Using the words in sentences or dialoguesExplanation: Constructing sentences or dialogues using new vocabulary helps students to contextualize the words, understand their usage, and promotes deeperprocessing, which aids in retention and active recall. Simply reading, writing, or listening to words without context does not engage the same level of cognitive processing required for meaningful learning.5、The sentence “The book is easy to read but hard to understand” primarily focuses on which aspect of the book?A)GrammarB)VocabularyC)ComprehensionD)PlotAnswer: C) ComprehensionExplanation: The sentence compares the ease of reading the book with the difficulty of understanding its content, indicating a focus on comprehension rather than grammar, vocabulary, or plot.6、Which of the following sentence structures is typically used to presenta contrast between two ideas?A)Subordinate clauseB)Coordinated clauseC)Relative clauseD)Complex sentenceAnswer: B) Coordinated clauseExplanation: A coordinated clause, also known as a compound sentence, is used to present a contrast between two ideas by joining them with a conjunction like “but,” “however,” or “while.” Subordinate, relative, and complexsentences are used for different purposes and do not typically convey contrast as effectively.7、Which of the following is NOT an appropriate method to assess students’ speaking skills?A) Peer assessment wh ere students evaluate each other’s presentations.B) Self-assessment where students reflect on their own speaking performance.C) Testing vocabulary recall through multiple-choice questions.D) Oral interviews or discussions led by the teacher.Answer: C) Testing vocabulary recall through multiple-choice questions. Explanation: Assessing speaking skills should involve verbal interaction and the demonstration of fluency, pronunciation, intonation, and the ability to communicate effectively. Multiple-choice questions primarily test recognition of correct answers rather than the active use of language in speaking.8、In teaching reading comprehension, what technique encourages students to make predictions about the text before reading it?A) SummarizationB) SQ3R (Survey, Question, Read, Recite, Review)C) Jigsaw readingD) Cloze testAnswer: B) SQ3R (Survey, Question, Read, Recite, Review)Explanation: The SQ3R method includes a step called ‘Question’ where students generate questions about the headings and predict what the content will be about,promoting active engagement with the text prior to reading it thoroughly. This technique helps improve comprehension and retention of the material.9、The sentence “The book on the table is written by a famous author.” can be best classified as which type of sentence structure?A)SimpleB)CompoundC)ComplexD)Compound-complexAnswer: C) ComplexExplanation: A complex sentence has one independent clause and one or more dependent clauses. In this sentence, “The book on the table is written by a famous author” is the independent clause, and there are no dependent clauses, making it a complex sentence.10、In the following dialogue, which word is used as a conjunction to connect the clauses?A)“and” - Alice: “I think it will rain today.” Bob: “Let’s take an umbrella.”B)“but” - Alice: “I think it will rain today.” Bob: “But I don’t have one.”C)“because” - Alice: “I think it will rain today.” Bob: “Because I saw dark clouds.”D)“or” - Alice: “I think it will rain today.” Bob: “Or it might be sunny.”Answer: B) “but”Explanation: The word “but” is used as a conjunction to connect two independent clauses that express contrasting ideas. In the given dialogue, Bob’s response introduces a contrast to Alice’s statement about rain, making“but” the corr ect conjunction.11、Which of the following sentences correctly uses the subjunctive mood?A)If I was you, I would accept the offer.B)If she were me, she would not go.C)If he was taller, he could reach the top shelf.D)If they was coming, they would have called.Answer: BExplanation: The correct use of the subjunctive mood is demonstrated in option B, where “were” is used instead of “was” to express a hypothetical situation. Options A, C, and D all use the indicative mood (“was” or “were”) which is incorrect for a hypothetical condition about the present or future.12、Choose the correct form of the verb that agrees with the subject in the following sentence:“The committee________on the decision at their meeting tomorrow.”A)was decidingB)were decidingC)is decidingD)are decidingAnswer: CExplanation: The subject “committee” is treated as singular when it refers to the group as a whole, thus the singular verb form “is deciding” is correct. If the sentence were to focus on the members individually, then a plural verb might be appropriate, but in this context, option C is the correct choice.13.The sentence “The more books you read, the more knowledge you will gain.” demonstrates which of the following grammatical structures?A. ConditionalB. ComparativeC. AdverbialD. Present perfectAnswer: B. ComparativeExplanation: The given sentence uses a comparative structure to show a relationship between two comparable amounts of reading and knowledge gained. “The more…the more…” is a classic example of a comparative constructio n.14.In the following dialogue, which word is used as a conjunction to introduce a reason or explanation?A. HoweverB. ThereforeC. OtherwiseD. BecauseAnswer: D. BecauseExplanation: In the given dialogue, “because” is used as a conjunction to introduc e a reason or explanation for a statement. For example, “He was late because he got stuck in traffic.”15、Which of the following is NOT a component of communicative language teaching (CLT)?A)Focus on accuracyB)Emphasis on using the language for communicationC)Incorporation of all skills—speaking, listening, reading, writingD)Strict adherence to grammar translation methodAnswer: D) Strict adherence to grammar translation methodExplanation: Communicative Language Teaching emphasizes the use of the target language for real communication over the rote learning of grammatical rules. It focuses on accuracy in usage but prioritizes fluency and the ability to convey meaning effectively. Therefore, strict adherence to the Grammar Translation Method, which focuses heavily on translating texts and learning grammatical rules, is not a component of CLT.16、Choose the correct form of the verb that agrees with the subject in the following sent ence: “Every boy and every girl as well as every teacher and every student____asked to contribute.”A)areB)hasC)haveD)isAnswer: D) isExplanation: The verb in this sentence should agree with the singular subject closest to it, which is “student”. Despite the c ompound subjects introduced by “and”, the singular “student” at the end of the list requires a singular verb form. Thus, “is” is the correct choice. The construction“Every… as well as every…” does not affect the singularity or plurality of the verb; the verb should agree with the first subject mentioned, which is “boy”. However, due to the structure of the sentence, “student” is considered the nearest subject to the verb.17.The following sentence is written in passive voice. Which word in the sentence is the passive form of “do”?A. The book is written by a famous author.B. The famous author writes the book.C. The book was written by the famous author.D. The famous author was writing the book.Answer: CExplanation: The sentence in option C, “The book w as written by the famous author,” is in the passive voice. The passive form of “do” is “was done” in this context, which is represented by “was written” in the sentence.18.In the sentence “The students are happily participating in the school sports day,” which part of speech is “happily”?A. AdverbB. NounC. VerbD. AdjectiveAnswer: AExplanation: “Happily” is an adverb in the sentence. Adverbs modify verbs,adjectives, or other adverbs, providing additional information about the action, feeling, or state being described. In this case, “happily” modifies the verb “participating.”19.The sentence “The book is so interesting that I couldn’t put it down.” is an example of:A. a simileB. a metaphorC. an oxymoronD. a personificationAnswer: B. a metaphorExplanation: A metaphor is a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. In this sentence, “so interesting” is metaphorically describing the book, implying that the book is as captivating as something interesting.20.Which of the following is an effective teaching strategy for encouraging student participation in a group discussion?A. Providing detailed answers to all the questions before the discussionB. Limiting the number of students allowed to speakC. Assigning each student a specific topic to research and presentD. Preventing any interruptions or comments during the discussionAnswer: C. Assigning each student a specific topic to research and present Explanation: Assigning each student a specific topic to research and presentis an effective strategy for encouraging student participation because it ensures that all students have a role and responsibility in the group discussion. It also promotes accountability and helps to structure the conversation.21.Which of the following sentence structure is most suitable for introducing a new topic in a初中英语 lesson?A. Simple present tenseB. Present perfect tenseC. Future perfect tenseD. Past continuous tenseAnswer: A. Simple present tenseExplanation: The simple present tense is commonly used to introduce a new topic or a general statement of fact. It is a stable and factual way to starta new lesson in a classroom setting.22.In a lesson on “Weather”, which of the following activities is most effective for developing students’ vocabulary and speaking skills?A. Reading a weather forecast from a textbookB. Writing a weather report using complex sentence structuresC. Role-playing different weather scenarios with peersD. Listening to a recorded weather forecast and answering multiple-choice questionsAnswer: C. Role-playing different weather scenarios with peersExplanation: Role-playing is an interactive and engaging activity thathelps students practice and expand their vocabulary and speaking skills. It also allows them to apply the target language in a real-life context, which is more effective than passive reading or listening.23、What is the main purpose of using a storybook in English language teaching at the junior high level?A)To introduce new vocabulary.B)To practice grammar structures.C)To develop reading comprehension skills.D)To encourage creative writing.答案：C解析：The main purpose of using a storybook at the junior high level is to develop reading comprehension skills. While storybooks can introduce new vocabulary and sometimes provide opportunities to practice grammar, the primary focus is on enhancing reading abilities and comprehension.24、Which of the following teaching strategies is most effective for engaging students in group discussions about a recent English literature text?A)Direct instruction.B)Guided discovery.C)Jigsaw.D)Collaborative learning.答案：C解析：The Jigsaw teaching strategy is most effective for engaging students in group discussions about a recent English literature text. In this strategy,students are divided into smaller groups, each studying a different part of the text. They then come together in new groups to share their knowledge and discuss the text, promoting active participation and deeper understanding.25.The teacher is demonstrating a new grammar structure to the students. Which of the following activities would be most suitable for practicing this structure in a communicative approach?A)Fill in the blanks with the correct tense form of the verb.B)Role-playing a dialogue using the new structure.C)Matching sentences with correct grammar.D)Writing a short essay on a topic related to the grammar.Answer: B) Role-playing a dialogue using the new structure.解析：In a communicative approach to language learning, activities that encourage students to use the language in real-life contexts are preferred. Role-playing a dialogue using the new grammar structure allows students to practice the structure in a conversational setting, which is more authentic and beneficial for language acquisition than the other options, which are more focused on written or fill-in-the-blanks exercises.26.What is the primary goal of formative assessment in the classroom?A)To evaluate student performance on standardized tests.B)To provide feedback to students on their progress.C)To ensure that all students meet the same learning objectives.D)To create a competitive environment among students.Answer: B) To provide feedback to students on their progress.解析：Formative assessment is designed to monitor student learning and provide ongoing feedback that helps teachers adjust their instruction to meet student needs. It is not meant to be summative or to compare students against each other. Therefore, the primary goal of formative assessment is to provide feedback to students on their progress, allowing them to understand their strengths and areas for improvement.27.What is the main purpose of using vocabulary teaching techniques in English language classroom?A. To test students’ grammar knowledge.B. To introduce new vocabulary items.C. To enhance students’ reading skills.D. To improve students’ pronunciation.Answer: BExplanation: The main purpose of using vocabulary teaching techniques in English language classroom is to introduce new vocabulary items effectively and help students acquire and use them appropriately.28.In a lesson on “My Hometown,” which of the following activities would be most suitable for practicing past tense?A. Listening to a story about the present.B. Reading a poem about the future.C. Writing a short essay about past events in the students’ hometown.D. Discussing the weather forecast for the next day.Answer: CExplanation: Writing a short essay about past events in the students’ hometown would be most suitable for practicing past tense. This activity encourages students to use past tense verbs to describe events that have already occurred.29.The teacher in the video was using a “Think-Pair-Share” strategy. Which of the following statements best describes this strategy?A. Students work individually, then share their answers with the whole class.B. Students work in pairs, discuss their thoughts, and then present their ideas to the class.C. Students are asked to think silently, then discuss their thoughts with a partner, and finally share their ideas with the whole class.D. Students are given a question and must find the answer by working with a partner.Answer: CExplanation: The “Think-Pair-Share” strategy involves students thinki ng individually about a question, then discussing their thoughts with a partner, and finally sharing their ideas with the whole class. This encourages collaborative learning and ensures that all students have an opportunity toparticipate in the discussion.30.Which of the following activities would be most suitable for teaching the present perfect tense in a初中 English class?A. Role-playing a conversation between two friends discussing their recent experiences.B. Listening to a recorded story and identifying the present perfect tense verbs used by the characters.C. Completing a gap-fill exercise using only present perfect tense verbs.D. Reading a passage and answering comprehension questions about the present perfect tense.Answer: AExplanation: Role-playing a conversation between two friends discussing their recent experiences is an effective way to teach the present perfect tense because it provides a real-life context for using the tense. It allows students to practice the grammar structure in a conversational setting, which can help them better understand and retain the concept.二、简答题（20分）Question:In a junior high school English class, how can a teacher effectively incorporate technology to enhance students’ learning experience?Answer:1.Utilize interactive whiteboards to engage students in interactive lessons.2.Introduce educational apps and online platforms for vocabulary building and grammar practice.3.Incorporate multimedia resources such as videos, audio clips, and images to support content delivery.4.Create online discussion forums to encourage student collaboration and reflection.e educational games and simulations to make learning more engaging and interactive.6.Implement flipped classroom techniques by providing video lectures or readings for students to watch or read before class, allowing class time to focus on discussions and activities.7.Offer online resources for students to access at home, promoting independent learning.8.Encourage students to create digital portfolios to showcase their work and reflect on their progress.9.Regularly assess students’ understanding of the material through quizzes and interactive quizzes on platforms like Kahoot or Quizizz.e social media platforms for communication with students and parents, providing updates on assignments and progress.Explanation:The question asks for ways to effectively incorporate technology in a juniorhigh school English class. The answer provides a list of strategies that teachers can use to enhance the learning experience. These strategies include using interactive whiteboards, educational apps, multimedia resources, online discussion forums, educational games, flipped classroom techniques, online resources, digital portfolios, quizzes, and social media for communication. These methods cater to different learning styles, encourage student engagement, and promote independent learning.三、教学情境分析题（30分）Question:As a teacher of English in a junior high school, you are assigned to teach a lesson about “Festivals in Different Countries” to your Year 8 students. The class consists of 25 students with varying English proficiency levels. The school has provided you with a PowerPoint presentation, a worksheet, and some handouts about various festivals from different countries. Your students are generally engaged and interested in learning about different cultures.Please analyze the teaching situation and provide a detailed lesson plan that includes the following elements:1.Objectives2.Introduction3.Main Activity4.AssessmentAnswer:1.Objectives:•By the end of the lesson, students will be able to describe different festivals from various countries.•Students will be able to discuss the significance of these festivals and share information about their own cultural traditions.•Students will enhance their listening, speaking, reading, and writing skills in English through various activities.2.Introduction:•Start the lesson by showing a short video clip about different festivals around the world to capture the students’ interest.•Briefly introduce the topic, emphasizing the importance of understanding and appreciating diverse cultures.3.Main Activity:a.Group Discussion:•Divide the class into groups of 5 students.•Provide each group with a handout about a festival from a different country(e.g., Diwali, Chinese New Year, Halloween).•Ask each group to research their assigned festival, focusing on the following aspects:•Date of celebration•Significance of the festival•Traditional activities•Cultural background•Give the groups 10 minutes to discuss and gather information.•Each group will present their findings to the class.b.Interactive PowerPoint:•Use the PowerPoint presentation to showcase the festivals discussed by each group.•Encourage students to ask questions and participate in a class discussion about the festivals.c.Worksheet:•Hand out the worksheet with activities related to the festivals, such as matching, true/false, and fill in the blanks.•Students will work on the worksheet individually or in pairs to reinforce their understanding of the material.d.Creative Writing:•Assign students to write a short essay about their favorite festival, explaining why it is significant to them.•Encourage students to use descriptive language and proper grammar to convey their thoughts.4.Assessment:•Evaluate the students’ participation in group discussions and presentations.•Assess the completion and accuracy of the worksheet and the creative writing assignment.•Observe the students’ ability to use proper grammar, vocabulary, and pronunciation in their discussions and essays.Explanation:This lesson plan aims to provide a comprehensive approach to teaching the topic of “Festivals in Different Countries” to junior high school students. By incorporating various activities, such as group discussions, interactive presentations, and creative writing, the students will have the opportunity to enhance their language skills while learning about different cultures. The lesson plan ensures that students of varying proficiency levels are engaged and have the opportunity to participate actively in the learning process.四、教学设计题（40分）Teaching Design QuestionQuestion:Design a lesson plan for a 45-minute English class for Grade 8 students. The topic is “Festivals in Different Cultures”. The lesson should focus on developing students’ speaking and listenin g skills. The class will be conducted in a mixed-ability group of 30 students. You are expected to include the following elements in your lesson plan:1.Introduction2.Vocabulary Building3.Reading Comprehension4.Speaking and Listening Activities5.ConclusionAnswer:Lesson Plan:1.Introduction (5 minutes)•Greet the students and introduce the topic: “Festivals in Different Cultures”.•Ask the students to share their knowledge about festivals they celebrate with their families.•Discuss the importance of festivals in different cultures.2.Vocabulary Building (10 minutes)•Present new vocabulary related to festivals (e.g., celebration, tradition, decoration, etc.).•Use flashcards to display the vocabulary and ask students to match the words with their meanings.•Conduct a vocabulary game, such as “Simon Says,” to reinforce the new words.3.Reading Comprehension (10 minutes)•Provide a reading passage about festivals in different cultures (e.g., Diwali, Christmas, and Chinese New Year).•Ask the students to read the passage silently and then answer comprehension questions.•Discuss the key points of the passage with the class.4.Speaking and Listening Activities (15 minutes)•Divide the class into groups of four students.•Each group will be assigned a different festival to research (Diwali, Christmas, and Chinese New Year).•Students will work together to create a short presentation about their assigned festival, including information about the history, customs, and traditions.•After the presentations, have a class discussion where students ask questions and share their observations.•Conduct a “Gallery Walk” activity, where students move around the classroom and read each group’s presentation.5.Conclusion (5 minutes)•Summarize the main points of the lesson with the students.•Ask the students to reflect on what they have learned about festivals in different cultures.•Encourage them to explore other festivals and share their findings with the class in the next lesson.Explanation:This lesson plan focuses on developing students’ speaking and listening skills through a variety of activities. The introduction engages the students by asking them to share their own experiences with festivals, while the vocabulary building and reading comprehension sections help them expand their knowledge of different festivals. The speaking and listening activitiesencourage collaboration and allow students to showcase their research and presentation skills. The conclusion reinforces the main points of the lesson and encourages further exploration of the topic.。

The teacher may give students written or oral instructions for carrying out their expert group assignment.The following instructions provides an example.
A
B
C
D

2 Jigsaw groups
Students are put into groups of four--their jigsaw groups.Within these groups, each person is assigned a different letter: A, B, C, D, which will correspond to an assigned text (A, B, C, D).
“What does … mean?”
The teacher also instructs students how much total time the group has before they will be tested as a group.
The teacher tells students that the test will include questions from all texts, and that the jigsaw groups will receive a group mark depending upon how well each individual in the group achieved on the test.
Expert group
Group A Group B Group C Group D

2024年教师资格考试初中英语学科知识与教学能力自测试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher encouraged the students to__________their creative thinking in the project.A. put onB. bring outC. get throughD. go along答案：B解析：本题考查动词短语辨析。

put on意为“穿上，上演”；bring out意为“展现，发表”；get through意为“通过，接通”；go along意为“前进，进展”。

根据句意，B选项符合题意，表示鼓励学生在项目中展现他们的创造性思维。

因此，答案为B。

2、In order to promote the students’ __________, the teacher organized a series of activities in the classroom.A. communicationB. cooperationC. competitionD. education答案：C解析：本题考查名词辨析。

communication意为“沟通”；cooperation意为“合作”；competition意为“竞争”；education意为“教育”。

根据句意，教师为了促进学生之间的竞争，组织了一系列的课堂活动。

因此，C选项符合题意。

答案为C。

3、The sentence “She has two cats, one of which is black and the other white.” is an example of:A) a simple sentenceB) a compound sentenceC) a complex sentenceD) a compound-complex sentenceAnswer: C) a complex sentenceExplanation: The sentence is complex because it contains a main clause (“She has two cats”) and a dependent clause (“one of which is black and the other w hite”) that provides additional information about the subject of the main clause.4、In the following sentence, the word “therefore” is used to:A)provide a causeB)show a contrastC)give an exampleD)indicate a resultAnswer: D) indicate a resultExplanation: The word “therefore” is a conjunction that is used to introduce a result or consequence, indicating that one thing is a direct outcomeof another. In the sentence, “Therefore, she decided to study harder,” it shows that the decision to study harder is a result of some previous event or situation.5、The following sentence is written in passive voice. Which sentence is the correct active voice version?A. The cake was made by my mother last night.B. My mother made the cake last night.C. The cake was baking in the oven.D. The cake was baked by my mother.Answer: BExplanation: The original sentence is in the passive voice, using “was made.” To convert it into active voice, the subject of the passive voice (the cake) becomes the subject of the active voice, and the verb is changed to the active form (“made”). Therefore, the correct active voice version is “My mother made the cake last night.”6、Choose the word that best completes the following sentence:The students were eager to learn about the___________of the new technology.A. principlesB. basicsC. mechanismD. fundamentalsAnswer: AExplanation: The word “principles” in this context refers to the fundamentaltruths or basic ideas on which something is based. It fits well with the sentence, which is about the basic ideas behind the new technology. The other options, “basics,” “mechanism,” and “fundamentals,” could be used in different contexts, but “principles” is the most appropriate choice for the sentence provided.7、The following sentence is an example of which type of sentence structure?A. SimpleB. CompoundC. ComplexD. Compound-complexAnswer: CExplanation: A complex sentence has an independent clause and at least one dependent clause. In the sentence “Although she had been studying for hours, she still failed the exam,” “Although she had been studying for hours” is the dependent clause, and “she still failed the exam” is the independent clause.8、Which of the following words is the opposite of “converge”?A. DivergeB. ConvergeC. ConsistD. IntegrateAnswer: AExplanation: “Converge” means to come together or move towards a common point or center. The opposite of this is “diverge,” which means to move apart or to develop differently. Therefore, the cor rect answer is “Diverge.”9.The teacher is demonstrating a new grammar structure to the students. Which of the following activities is most appropriate for practicing this structure immediately after the demonstration?A)Role-play a dialogue using the new grammar structure.B)Complete a fill-in-the-blanks activity with the new grammar structure.C)Translate sentences from English to Chinese and back.D)Answer multiple-choice questions about the new grammar structure.Answer: A)解析：在演示了新的语法结构之后，角色扮演是一种非常有效的实践活动，因为它允许学生在一个真实语境中使用新学的语法，从而巩固和练习这一结构。

剑桥雅思7 Test4阅读Passage1真题解析剑桥雅思7，第四套试题，阅读部分 Passage 1，阅读真题原文部分：READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1below.Pulling stings to build pyramidsNo one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be hanging in the air.The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object.Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. Coming from Iran, I have a keen interest in Middle Eastern science, he says. He too was puzzled by the picture that had sparked Clemmonss interest. The object in the sky apparently had wings far too short and wide for a bird. The possibility certainly existed that it was a kite, he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.Gharib and Graff set themselves the task of raising a stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley system that would magnify the applied force. So they rigged up atent-shaped scaffold directly above the tip of the horizontal column, withpulleys suspended from the scaffolds apex. The idea was that as one end of the column rose, the base would roll across the ground on a trolley. Earlier this year, the team put Clemmonss unlikely theory to the test, using a 40-square-metre rectangular nylon sail. The kite lifted the column clean off the ground. We were absolutely stunned, Gharib says. The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. There was a huge initial force- five times larger than the steady state force, Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. Whether they actually did is another matter, Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method, Gharib says.Indeed, the experiments have left many specialists unconvinced. The evidence for kite-lifting is non-existent, says Willeke Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment cant reach. His idea is to build the archeshorizontally, then lift them into place using kites. Weve given him some design hints, says Gharib. Were just waiting for him to report back. So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21 st century AD.Questions 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 It is generally believed that large numbers of people were needed to build the pyramids.2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.3 Gharib had previously done experiments on bird flight.4 Gharib and Graff tested their theory before applying it.5 The success of the actual experiment was due to the high speed of the wind.6 They found that, as the kite flew higher, the wind force got stronger.7 The team decided that it was possible to use kites to raise very heavy stones.Questions 8-13Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answerWrite your answers in boxes 8-13 on your answer sheet.Additional evidence for theory of kite-liftingThe Egyptians had 8 ………… which could lift large pieces of 9 ………… , and they knew how to use the energy of the wind from their skill as10 ………… . The discovery on one pyramid of an object which resembleda 11 ………… suggests they may have experimented with 12 ………… . In addition, over two thousand years ago kites were used in China as weapons, as well as for sending 13 ………… .READING PASSAGE 1篇章结构体裁说明文主题线牵金字塔结构引言：引出Marcus Chown的新观点。

As a seasoned film critic,my journey through the China Film Museum was nothing short of a cinematic pilgrimage.Nestled in the heart of Beijing, this institution is a treasure trove of the rich tapestry of Chinese cinema, and my visit was a profound experience that I feel compelled to share.Upon entering the museum,I was immediately struck by the grandeur of its architecture,a modern marvel that seamlessly blends with the traditional elements of Chinese design.The museums layout is a testament to the meticulous planning that has gone into showcasing the evolution of Chinese cinema,from its silent beginnings to the vibrant digital era we are in today.The first exhibit I encountered was a collection of vintage cameras and projectors,each a relic from a bygone era that tells a story of its own.The curators had done an exceptional job of preserving these artifacts,and the accompanying descriptions provided a glimpse into the technical advancements that have shaped the art of filmmaking.As I moved deeper into the museum,I was transported back in time by the exhibits dedicated to the pioneers of Chinese cinema.The walls were adorned with blackandwhite photographs of legendary directors and actors,each with a story that contributed to the rich narrative of Chinese film history.The lifesized dioramas depicting scenes from classic films were particularly captivating,allowing visitors to immerse themselves in the world of these timeless stories.One of the highlights of my visit was the interactive exhibit that showcasedthe making of a film.From scriptwriting to editing,the exhibit provided a handson experience that allowed me to appreciate the collaborative effort and creativity that goes into producing a film.The use of technology to simulate the various stages of filmmaking was ingenious,and it was fascinating to see how the museum had managed to distill the complex process into an engaging and educational experience.The museum also houses an extensive collection of film posters,a visual feast that reflects the diverse themes and styles of Chinese cinema.The posters,ranging from the elegant calligraphy of the1930s to the vibrant pop art of the1980s,were a testament to the evolution of graphic design in the film industry.The accompanying narratives provided insights into the cultural and social contexts that influenced the themes and aesthetics of the films.As I ventured into the more contemporary sections of the museum,I was impressed by the diversity of films that have emerged in recent years.The exhibits showcased the works of both established and emerging filmmakers,highlighting the vibrancy and innovation that characterizes the current landscape of Chinese cinema.The museums commitment to showcasing a wide range of films,from arthouse to commercial blockbusters,was commendable and reflected the inclusive spirit of the institution.One of the most poignant exhibits was a tribute to the unsung heroes of the film industry the technicians,editors,and other behindthescenes professionals who contribute to the magic of cinema.The exhibit featuredinterviews and personal anecdotes that humanized these individuals and shed light on the dedication and passion that drives the film industry.The China Film Museum also hosts a stateoftheart cinema that screens a selection of classic and contemporary films.I had the privilege of watching a restored version of a silent film,an experience that was both humbling and aweinspiring.The films narrative was conveyed through a combination of visual storytelling and live musical accompaniment,a testament to the timeless power of cinema to evoke emotions and tell stories.In conclusion,my visit to the China Film Museum was a deeply enriching experience that provided a comprehensive and immersive journey through the history and evolution of Chinese cinema.The museums commitment to preserving and showcasing the art of filmmaking,coupled with its innovative approach to engaging visitors,makes it a mustvisit destination for film enthusiasts and anyone interested in the rich cultural heritage of China.The museum is not just a repository of artifacts but a living, breathing testament to the enduring power of cinema to inspire,educate, and entertain.。

1The first snowHenry Wadsworth Longfellow The first snow came. How beautiful it was, falling so silently all day long, all night long, on the mountains, on the meadows, on the roofs of the living, on the graves of the dead!(1) All with(2) save(3) the river, that marked its course(4) by a winding black line across the landscape; and the leafless trees, that against the leaden sky(5) now revealed more fully the wonderful beauty and intricacies(6) of their branches. What silence, too, came with the snow, and what seclusion! Every sound was muffled(7), every noise changed to something soft and musical. No more tramping hoofs, no more rattling wheels! Only the chiming of sleigh-bells, beating as swift and merrily as the hearts of children(8).*注释(1) the living:活着的人；the dead:死去的人。

形容词（有时是分词）前面加上定冠词the 表示具有某一特性的一类人。