Roots and consequences of stress
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新视野大学英语视听说教程第二版 3(参考答案)Unit 1 Enjoy the colorful campus life!II Basic listening practice 1.C) 2. D) 3. B)III Listening inTask 1(1)the first day(3)really good(5) went over her head (7)notes(9) participationTask 2(1)extra training(3)accounting(5) better potential(7) challenging(9) better understanding Task 31. B)2. C)3. D)IV Speaking outModel 1(1)already I feel like I(2)I already feel like I(3)have to hit the books (4)rub off on you4. D)5. A)(2)changing(4)hard workers(6) explained(8)Wednesday (10)education(2)chemistry(4)many fields of study(6) business degree(8) how to learn(10) narrow-minded4. A)5. D)ve learned a lotm up to my ears in homework(5)Probably, you ' ll have no repeat the year(6)I ' ll be burning the midnight oil.Model 2(1)how I ' m going to stay awake(2)He could put the entire basketball team to slee-pduring the championship game(3)She ' s tough(4)No pain, no gain(5)he usually fails half on the students(6)I ' m bored to deathModel 3(1)what are your primary duties as a professor(2)I do a lot of research and writing(3)Teaching is an important part of being a professor(4)applying for grants to fund my research(5)being a professor sounds pretty competitive(6)So you get an F in this courseV Let ' s talk(1) quality (2) young (3) 25(4) difficult (5) government (6) quality(7) cut (8) extra-cautions (9) afford(10) experience (11) more (12) blame(13) budget (14) puzzled (15) serviceVI Furthering listening and speakingListeningTask 1(1)standardized tests (3)interest(5)well -rounded(7)the rest of the school Task 2(2)abilities and interest (4)pressure(6)get into good colleges (8)from bad to worse(S1) course (S2) quizzes (S3) semester(S4) confident(S5) party(S6) make(S7) missed(S8) they had a flat tire on the way back and didn ' t have a spare(S9) placed them in separate rooms, handed each of them a paper(S10) On the second page was a question worth 95 points: “ Which of the tires was flat Task 31. B)2. A)3. C)4. D)5. D)Viewing and speaking1. (1) increasing (2) 12 (3) more(4) facilities (5) lecturers (6) poorer(7) grant (8) one (9) budget(10) less (11) young (12) classic(13) part-time (14) growing (15) two-yearUnit 1 testPart I Keys:1.A2.B3.D4.B5.DPart II(1)f or (2)with (3)opportunity (4)tuition (5)explore (6)encounter (7)adventure (8)As with any country, it is not advisable to carry large amounts of cash around with you(9)T raveler's checks are one of the safest and easiest ways to transport money, because you may have them replaced if they get lost or stolen (10)It is wise to bring about $100 with you in U.S. cash, so you will be able to manage upon your arrival in the StatesPart III1.C2.A3.B4.D5.APart IV1.C2.A3.A4.D5.C6.B7.A8.C9.B 10.C新视野大学英语视听说教程第二版 3(参考答案)Unit 2 Our globe is in danger!I Lead -in 1. 3II Basic listening practice1. B)2.D)3.A)4.A)5. C)III Listening inTask 1(1) nature (2) environmental problem (3) pollution (4) promote(5) aware of (6) from occurring(7) law (8) throw away(9) finde (10) trashTask 21. D)2. A)3. B)4. C)5. D)Task 31. D)2. D)3. A)4. B)5. C)IV Speaking outModel 1(1) getting along during this usually hot weather(2) the hot, humid weather is killing her(3) does bring global warming and rain(4)Everybody should know what causes global warming. Otherwise we won(5)not to burn any more wood or coal(6)the polar ice caps melt and oceans riseModel 2(1)asking for donations to save the rainforests(2)They need hot, tropical climates(3)heavy rainfall leads to dense vegetation(4)plant and animal species exist only in rainforests(5)are in danger of destruction by(6)find a way to save themModel 3(1) a big sandstorm hit our city(2)The air was full of dirt and sand dust(3)comes after a long period of drought(4)the soil can be lifted up(5)plant more trees and grass(6)launching a new afforestation program in a bid to address the environmental problemV Let ' s talk(1) - b (2) - a (3) - h (4) - d(5) - g (6) – e (7) – c (8) -fVI Furthering listening and speakingListeningTask 1(1)water pollution(3)economic growth(5)social advancement(7)government planning(9)remarkable steps Task 2 t stop it.(2) overconsumption (4) resources(6) restricted(8) economic policy (10) balance(S1) negative (S2) report (S3) warming (S4) pressures (S5) mountainous (S6) barely (S7) make way for(S8) expect 98 percent of the mountain areas to experience severe climate change by 2055 (S9) the UN is anxious to raise awareness of the problems facing mountain areas (S10) Thousands of villages in Europe are deserted most of the year Task 3 1. B) 2. A)3. C)4. D)5. D)Viewing and speaking1. (1) signs (2) warmer temperatures(3) warmest (4) snow (5) attracts(6) trouble(7) normal(8) best season(9) one-time(10) whiteUnit 2 test Part I Keys: 1. C 2.C 3.B 4.C 5.D Part II(1) c hemicals (2)atmosphere (3)particles (4)trapped (5)lasts (6)human-based(7) p rogressed (8)Even in Ancient Rome people complained about smoke put into the atmosphere (9)Air pollution can have serious consequences for the health of human beings (10)Cities with large numbers of automobiles or those that use great quantities of coal often suffer most severely from air pollution problems1. D)Task 32. B)3. A)4. C)5. C)Part III1. A2.C3.D4.C5.B Part IV1.B2.C3.D4.C5.C6.A7.D8.D9.B 10.C新视野大学英语视听说教程第二版 3(参考答案)Unit 3 Culture makes me what I am. I Lead -in 1) C2) I3) I4) CII Basic listening practice 1. C)2. A)3. D)4. B)III Listening in Task 1 1. C) 2. A) 3. C) 4. B)Task 2 (S1) roots (S2) what (S3) moral (S4) diligence (S5) sin (S6) teachings(S7) centuries well (S9) In English a new world has been created to describe people who work compulsively(S10) Others hold that workaholics are valuable members of society because they are extremely productive Task 35. A)5. D)(S8) Even as children they were taught,If it w'ortsh doing at all, it w'ortsh doing1. D)2. A)3. D)4. A)5. C) IV Speaking outModel 1(1)individual interests rank above everything else(2)it ' s a sharp contrast to the oriental collectivism(3)is not necessarily an equivalent for selfishness(4)all values, rights, and duties originate in individuals(5)in oriental countries the interests of the group are moreimportant than anything else(6)Why do Americans cherish individualismModel 2(1)always seem to be in a hurry(2)What do you think are the reasons for that difference(3)Does this strong sense of time affect their lifestyle(4)led them to create fast food(5)globalization shrinks the differences between cultures(6)the gap will eventually be bridgedModel 3(1)they ' re on top(2)they definitely get the best marks(3)They never skip class(4)did homework each night until the early hours(5)That ' s the secret of their success(6)I just want to learn it in an interesting wayV Let ' s talk1. (1) transatlantic slave trade(2)unknown lands(3)dignity or payment2.(1) rich(2)cotton and sugar3.(1) all over the world(2)family history(3)changed4.200th anniversary5.(1) banned(2)taking part in(3)slavery(4)freedVI Furthering listening and speakingListeningTask 12. B)3. A)4. C)5. D)1. C)Task 21. T2. F3. T4. F5. FTask 31. The Russian hurled the hal-ffull bottle of vodka out of the open window.2.He answered, “V odka is plentiful in my country. In fact, we have thousands and thousands of liters of it-far more than we need. ”3.The businessman said, “ I thought the Cuban economy was not good this year. Yet you threw that perfectly good cigar away. I find your actions quite puzzling.4.He replied, “ Cigars are a dime a dozen in Cuba. We have more of them than weknow what to do with. ”5.The American businessman sat in silence for a moment. Then he got up, grabbed the lawyer, and threw him out of the window. He did that probably because he thought there were too many lawyers in the United States.Viewing and speaking1. (1) disappearing (2) kicking (3) tea shop(4)image crisis (5) update (6) compete(10) similar (11) want (12) challenge(13) consumer (14) traditionalUnit 3 testPart I Keys: 1.B 2.C 3.B 4.B 5.DPart II(1)values (2) purpose (3) true (4) Nowhere (5) equality (6) races (7) laboratory (8) Although Edwards specifically mentions young men, young women also compete in organized sports without regard to their race or economic background (9) Many Americans believe that learning how to win in sports helps develop the habits necessary to compete successfully in later life (10) the competitive ethic taught in sports must be learned and cultivated in youth for the future success of American business and military efforts Part III 1.C 2.A 3.B 4.D 5.DPart IV 1.D 2.B 3.A 4.D 5.D 6.C 7.A 8.B 9.B 10.A新视野大学英语视听说教程第二版 3(参考答案)Unit 4 Taste the sweets and bitters of family life.I Lead -in1. 3 2 4 1II Basic listening practice1. C)2. A)3. B)4. C)5. D)III Listening inTask 1(S1) typical(S2) known(S3) Generally(S4) find(S5) apartment(S6) sole(S7) principal(S8) Dual -earner families are the predominant type for families with children in the United States(S9) adequate day care of children is necessary for du-aelarner families (S10) companies are getting involved in the arrangement of day careTask 21. F2. T3. T4. F5. TTask 31. A)2. A)3. A)4. D)5. C)IV Speaking outModel 1(1)I ' m having a hectic time working on this report(2)it ' s been more than five years, almost six, since we were married(3)Time has gone so fast(4)I ' m this close to getting a promotion(5)What has that got to do with it(6)you have a great pointModel 2(1)So many people in the United States get divorced(2)the divorce rate can be as high as 50 percent(3)Westerners fall head over heels in love quickly(4)some marriages break up, but most couples stay together(5)Do people get married young(6)Do women usually work after they get marriedModel 3(1)haven ' t seen dad for ages(2)my mom ' s been pretty sick(3)don ' t exaggerate(4)Never thought I was good enough for you(5)seriously, mom ' s not so bad(6)Why not just have both our parents here for ChristmasV Let ' s talk(1) cry (2) relief (3) strong(4) understanding (5) angry (6) left(7) wondering (8) five (9) sad(10) stress (11) friends (12) helps(13) Christmas (14) cousins (15) presentsVI Furthering listening and speakingListeningTask 1(1) divorce her husband (2) irresponsible(3) challenging jobs (4) stability(5) bills (6) poverty line(7) apartment (8) yells at(9) calls him names (10) halfTask 21. B)2. C)3. A)4. D)5. C)Task 3(1) the last word (2) remarriage failures (3) picture(4) eight times (5) wife (6) dating(7) loneliness and anxiety (8) second (9) response to her (10) lukewarm (11) warmed up (12) accepted(13) ripe (14) blended into (15) rightViewing and speaking(2)similar (5)children (8)angry (3)room (6)patience (9)medicine1. (1) Lovely(4) apologize(7) listen(10) fantasticUnit 4 test Part I DADCC Part II(1) a t (2)wheel (3)tone (4)expression (5)Honey (6)divorce (7)speed (8)I don'wt antyou to try to talk me out of it because I don accounts, and all the credit cards, too (10)No, I Part III CABDA Part IV ADBCADABCD新视野大学英语视听说教程第二版 3(参考答案)Unit 5 Here are the seasons to enjoy. I Lead -in 1. 8 1 7645t love you any more (9)I want the bank ' ve got everything I need1. C)2. A)3. B)4. C) III Listening inTask 11. D)2. C)3. D)4. A) Task 21. T2. F3. T4. F Task 3(1) buy (2) office wear (4) cats (5) pet 5. C)5. B)5. T(3) likes (6) time (9) little tripII Basic listening practice(7) special dish (8) little party(10) countrysideIV Speaking out Model 1(1)We have goose and ham for Christmas dinner(2)we eat leftovers for days(3)he ' ll refuse a huge dinner and stick to a healthy meal(4)We heap up our presents under the tree(5)Your family prolongs the celebration for three days(6)Isn ' t that what the true spirit if Christmas is supposed to be Model 2(1)spend the holiday with her mother and brother(2)They were happy just to have survived their first harsh winter(3)that ' s good reason to celebrate(4)symbolize a family reunion(5)to be together and share a huge dinner(6)Just thinking about all that food makes my mouth water Model 3(1)Are you OK?(2)People in funny costumes and masks everywhere(3)dressing like witches and ghosts(4) A crowd of children followed me, shouting(5)They were hoping you ' d give them candy(6)it ' s a funny kind of holidayV Let ' s talk(1) - e (2) - b (3) - g (4) - d(5) - h (6) - a (7) - f (8) - cVI Furthering listening and speakingListeningTask 11. A)2.D)3.C)4.B)5.C)Task 2(S1) celebration(S2) popular(S3) American(S4) died(S5) remarrying(S6) daughter(S7) 1900s(S8) the tradition was born, on the third Sunday every June, close to the anniversaryof Sonora ' s father 's death(S9) The card probably has a nice message on it saying what a great dad their father is (S10) British people might give their dad a bit of a res-tmake him a cup of tea, or even wash his car and mow the lawnTask 31. He thought that if men were not married, they would not mind joining the army.So he passed a law to forbid any more marriages.2.He kept on performing marriage ceremonies, secretly.3.They came to the jail to visit him. They threw flowers and notes up to his window.4.She was one of those young people and the daughter of the prison guard.5.Before he was killed, Valentine left the girl a little note thanking her for her friendship and loyalty. Hesigned, “ Love from your Valentine. ” That note started the custom.Viewing and speaking(1) fun (2) headache (3) 150(4) two million (5) feeling (6) atmosphere(7) traditional-looking (8) lights (9) regulations(10) family (11) translates (12) children(14) different (15) spreadsUnit 5 testPart I CACDD Part II(1) h ang (2)remains (3)symbol (4)performed (5)what (6)that (7)represent (8)By the year 1600, some Germans began bringing evergreen trees into their homes. They put fruit, nuts and sweets on the trees. (9)They say he did this to show how wonderful the stars had appeared to him as he traveled one night.(10)The Christmas tree tradition spread to many parts of the world. Today, some form of Christmas tree is part of most Christmas celebrations. Part III DABCD Part IV CABCCABDAC新视野大学英语视听说教程第二版 3(参考答案)Unit 6 Here are tips for finding a job. II Basic listening practice1. B)2. C)3. C)4. A)5. D)Task 31. C)2. A)3. A)4. C)5. B)IV Speaking out Model 1(1) Did you go to the job fairs(2) I can ' t find anything interesting that I(3) You can use a search engine to find a job site related to your field (4) I just saw a job opening (5) submit my resume by e-mail1. C)2. D) III Listening in Task 11. T2. F Task 23. A)4. C) 3. T 4. T5. B)5. F6.T7. Tm qualified for(6)have you updated your resumeModel 2(1)be sure to maintain good eye contact(2)Don ' t look too shy, nor should you sound too aggressive(3)Many companies don ' t want a completely green hand(4)I gained some experience at an IT company(5)ability for teamwork is usually valued(6)Should I ask about salary and fringe benefitsModel 3(1)our best bet is to recruit from the competition(2)We also don ' t believe that a rigid management system will work wonders(3)that philosophy will help you attract many worthwhile people(4)he ' ll help us start a recruitment drive(5) A number of firms have been downsizing(6)can David help us pin them downV Let ' s talk1. (1) 900 (2) customer calls (3) 70(4) human resources (5) supported (6) customer-facing (7) place (8) two (9) right people (10) realistic (11) friends (12) helps(13) Christmas (14) cousins (15) presents2. 3 2 1 4 VI Furthering listening and speakingListeningTask 1(1) coast (2) impressed (3) shipping company (3) cargo (4) communication skills (6) essential(7) asset (8) team spirit (9) her age(10) her parentsTask 21. F2. T3. T4. F5. TTask 31. C)2. C)3. B)4. A)5. D)Viewing and speaking1. (1) selection (2) pressure (3) marketing(4) interview (5) business (6) nervous(7) laugh (8) redundant (9) difficult(10) sackingUnit 6 testPart I CBCDCPart II(1)ice (2) Examples (3) parking (4) response (5) provide (6) impression (7) ages (8) If this is the place where you would be working, they would automatically be worried that you will be late for work everyday (9) They might be historical questions regarding your previous employment or education (10) Make a statement, then support it by giving an example of a situation and how you handled it Part III CBACDPart IV DABCBCAADC新视野大学英语视听说教程第二版3(参考答案)Unit 7 Why don ' t we start a business of our own?II Basic listening practice1. B)2. C)3. A)4. B)5. C)III Listening inTask 1(1) reception (2) new connections (3) distributed(4) green hand (5) business cards (6) talk business(7)card(8) follow up (9) more ground(10) piece of cakeTask 21. C)2. B)3. B)4. A)5. D)Task 3(1) technology-oriented (2) higher (3) returns (4) options (5) Venture capital (6) cash(7) founders (8) business ideas (9) potential (10) intellectual property protection (11) 100 percent (12) creators(13) stockIV Speaking outModel 1(1)you already know this company inside out(2)You have just barely enough funds to cover your da-yto-day operational expenses(3)my best bet is to secure a small business loan(4)They help underwrite loans for small business(5)I can still qualify for a loan(6)cover our overheadModel 2(1)I ' ve been searching for a loan(2)the company has been experiencing serious financial difficulties(3)we ' ve been operating in the red(4)the best course of action is to bankruptcy(5)we ' ll have to face even stiffer competition(6)they are interested in acquiring our companyModel 3(1) we ' ve been looking for a merger partner(2)Are you sure your operation has much to bring to the table(3)Definitely(4)we ' ve already received a few attractive bids(5) keep our shareholders ' interests in mind(6) It ' s reasonable to keep your employees ' welfare in mind V Let ' s talk (2) shock (4) shot up (6) opportunities (8) stable(9) money(10) ownVI Furthering listening and speaking Listening Task 1Part I ADDCD Part II(1) resulting (2) demand (3)on (4)trends (5)elderly (6)trend (7)pet -related (8)Look at existing businessesa nd the products and services they offer, and then determine if there's a need for more of those products or services (9) Keep an open mind and continue to assess everything you read and hear from a business point of view (10) Dream, think, plan, and you'll be ready to transform that business idea into the business you've always wanted Part III CBDAC(1) rapid growth (3) large (5) hard (7) different (9) money(10) ownVI Furthering listening and speaking Listening Task 1 1. D)2. C)3. C)4. A)Task 21. F2. T3. F4. FTask 31. C)2. B)3. D)4. C)Viewing and speaking1. The items in favor of the idea that 2), 4), 6), 7), 8). Unit 7 test 5. C)5. T5. A)Cadbury should be sold for more moneyPart IV BDBCA BDCDD新视野大学英语视听说教程第二版 3(参考答案)Unit 8 Here is a darker side of a society. II Basic listening practice 1. C) 2. C) 3. B) III Listening in Task 1 1. B) 2. A)3. C)Task 2 1. C) 2. D)3. C)Task 3 (1) 49(3) health care systems (5) expenses (7) lower (9) education(11) more opportunities (13) social ladder IV Speaking out Model 1(1) abuse of the elderly (2) people live longer now (3) try to save money on food and (4) is a national epidemic (5) care was substandard (6) in cases of abuse Model 2(1) she tells women the dangers of drinking4. A)5. D)4. C)5. D)4. B)5. C)(2) first birthday (4) reduce (6) increasing (8) faster(10) reduce poverty (12) live bettercare(2) I can ' t imagine someone as pretty as she is to be a drunk(3) there are alcoholics all over the world(4) who lack the willpower to stop(5) It ' s a disease that strikes(6) alcohol helped her to relaxModel 3(1) Why do you look so depressed(2) you ' ve been hooked(3) Apparently it ' s just like being addicted to drugs or alcohol(4) It takes over your life(5) he ' s a compulsive gambler(6) Tough but worth itV Let ' s talk(1) easier (2) loneliness(3) passed away (4) brain(5) health problems (6) younger(7) doctor (8) assumption(9) history (10) attitudesVI Furthering listening and speakingListeningTask 11. B)2.A)3.C)4.B)5. C)Task 21. She thinks many of the big spenders on lottery tickets are poor; they spend money they can 't afford to spend2.He just buys lottery tickets for him. He thinks if he won a huge amount, it would be exciting.3.They buy lottery tickets out of desperation. Also the thrill of a win, of something for nothing,is addictive.4.Casinos are opening everywhere, many people go on gambling on holidays, andone can even take a gambling cruise.5.It will be helpful for habitual gamblers only when they want to be cured themselves.Task 31. C)2. D)3. A)4. B)5. A)Viewing and speaking1. (1) condition (2) dignity (3) fire(4) further (5) distinction (6) status(7) prosperity (8) fate (9) AnsweringUnit 8 testPart I CBADDPart II(1)h abit (2)crucial (3)among (4)decade (5)did (6)issues (7)adult (8)teens get turned off if you ask them a lot of direct questions (9)The first phone call generally takes about 45 minutes, with discussion about why the teen began smoking and the extent of the habit (10)Now 260 teens who have participated in the program are being followedPart III ABCBDPart IV CBACB ABCDC新视野大学英语视听说教程第二版3(参考答案)Unit 9 What mode of travel do you prefer?I Lead -in1) plane 2) bike 3) truck / lorry 4) ship5) bus 6) motorcycle 7) subway / undergroundII Basic listening practice(1) I ' d like to book hotel and airline reservations (2) what ' s your destination (3) I ' m headed for(4) Will that be a one-way or a round-trip ticket (5) Return(6) Will you be flying first class or business class Model 2 (1) How did it go? Everything smooth sailing(2) It took me quite a while to find the United Airlines check-in counter (3) it was displayed on the monitor (4) there was a terrible line-up(5) I can stretch my legs and occasionally stand up in the aisle. (6) and it said that my flight would be boarding at Gate 33 Model 3 (1) You look like something the cat dragged in (2) You would too if you' d been through what I have(3) See my eyes? They ' re all bloodshot1. C)2. B) III Listening in Task 1 (1) security checks (4) carry-ons (7) seized (10) bags Task 2 1. A) 2. C)Task 3 1. A)2. B) IV Speaking out Model 13. C)4. D) (2) searched (5) checking (8) digital camera (11) on his way3. C)4. D)3. D)4. D)5. A)(3) fear (6) greater (9) take pictures (12) strange5. D)5. A)(4)How long does this jet lag last(5)I would whether a long flight like that is worth the high cost(6) reset my biological clock after a flightV Let ' s talk1. 1) (1)close (2) 12.9 million (3) dreamed2) (1) exhausted (2) cup of tea3) (1) abandon (2) set down (3) low4) (1) Pole (2) fly over5) (1) on (2) fast asleepVI Furthering listening and speakingListeningTask 1(1) a couple of hours (2) less than an hour (3) fare(4) regular passengers (5) convenient (6) the same day(7) conditions of aircraft (8) accidents (9) large quantities of cargo(10) far awayTask 21. D)2. C)3. D)4. A)5. B)Task 31. (1) best (2) none of them2. (1) land (2) wings3. (1) small children (2) before4. smoothly5. (1) distributed evenly (2) clean itViewing and speaking1. (1) landing (2) followed (3) headed(4) present (5) succeeded (6) arrested(7) publish (8) attention (9) happened(10) cheering (11) charge (12) dropped(13) humorous (14) missed (15) get backUnit 9 testPart I CDCBCPart II(1) tiny (2) identity (3) maintain (4) fuel (5) networks (6) insurance (7) external (8) Ticket prices include a number of fees, taxes (9) If airlines carry passengers without proper documents on an international flight, they are responsible for carrying them back to the originating country (10) While airlines as a whole earned 6% return on capital employed, airports earned 10% Part III CABDCPart IV ABDCBDBADB新视野大学英语视听说教程第二版 3(参考答案)Unit 10 With a failing memory, you meet a lot of new people. I Lead -in1. T 6. T2. T7. F3. T8. T4. F9. TII Basic listening practice1. C)2. D)3. A)4. B)Task 11. B)2. C)3. D)4. C)Task 21. T2. F3. F4. T5. T 10. T5. C) 5. A) 5. F(1) brain (4) your brain (2)nerve connections(5)blood circulation(3)musical instrument(6)vegetablesIII Listening in Task 3IV Speaking outModel 1 (1) Do you have anything in mind (2) Remember I asked the chef for the recipe (3) did you forget that Linda doesn (4) It just slipped my mind(5) everyone forgets something sometimes (6) I ' m getting forgetful Model 2(1) Do you know what Jack' s home phone number is(2) I can ' t think of it off the top of my head (3) why don ' t you call Jane (4) They usually don' t release private information over the phone(5) have a powerful memory(6) I do have a good memory for faces and names, but a poor one for numbers and dates Model 3 (1) where was I(2) You were talking about your tour in London (3) I can ' t remember any more (4) What ' s wrong with your memory (5) I don ' t want to forget my own name (6) it ' s just temporary forgetfulness V Let ' s talk (1) memory power (4) saw (7) memories(7) Protect and support (8) healthy (9) sugar (10) memory loss (11) never functions (12) tobacco (13) Improve(14) remembering(15) temporaryt eat chicken(2) test (5) verdict (8) endure(3) new (6) seconds (9) volunteers。
Below is given annual work summary, do not need friends can download after editor deleted!!!!!! Welcome to visit againXXXX annual work summaryDear every leader, colleagues:Look back end of XXXX, XXXX years of work, have the joy of success in your work, have a collaboration with colleagues, working hard, also have disappointed when encountered difficulties and setbacks. Imperceptible in tense and orderly to be over a year, a year, under the loving care and guidance of the leadership of the company, under the support and help of colleagues, through their own efforts, various aspects have made certain progress, better to complete the job. For better work, sum up experience and lessons, will now work a brief summary.To continuously strengthen learning, improve their comprehensive quality. With good comprehensive quality is the precondition of completes the labor of duty and conditions. A year always put learning in the important position, trying to improve their comprehensive quality. Continuous learning professional skills, learn from surrounding colleagues with rich work experience, equip themselves with knowledge, the expanded aspect of knowledge, efforts to improve their comprehensive quality.The second Do best, strictly perform their responsibilities. Set up the company, to maximize the customer to the satisfaction of the company's products, do a good job in technical services and product promotion to the company. And collected on the properties of the products of the company, in order to make improvement in time, make the products better meet the using demand of the scene.Three to learn to be good at communication, coordinating assistance. On‐site technical service personnel should not only have strong professional technology, should also have good communication ability, a lot of a product due to improper operation to appear problem, but often not customers reflect the quality of no, so this time we need to find out the crux, and customer communication, standardized operation, to avoid customer's mistrust of the products and even the damage of the company's image. Some experiences in the past work, mentality is very important in the work, work to have passion, keep the smile of sunshine, can close the distance between people, easy to communicate with the customer. Do better in the daily work to communicate with customers and achieve customer satisfaction, excellent technical service every time, on behalf of the customer on our products much a understanding and trust.Fourth, we need to continue to learn professional knowledge, do practical grasp skilled operation. Over the past year, through continuous learning and fumble, studied the gas generation, collection and methods, gradually familiar with and master the company introduced the working principle, operation method of gas machine. With the help of the department leaders and colleagues, familiar with and master the launch of the division principle, debugging method of the control system, and to wuhan Chen Guchong garbage power plant of gas machine control system transformation, learn to debug, accumulated some experience. All in all, over the past year, did some work, have also made some achievements, but the results can only represent the past, there are some problems to work, can't meet the higher requirements. In the future work, I must develop the oneself advantage, lack of correct, foster strengths and circumvent weaknesses, for greater achievements. Looking forward to XXXX years of work, I'll be more efforts, constant progress in their jobs, make greater achievements. Every year I have progress, the growth of believe will get greater returns, I will my biggest contribution to the development of the company, believe inyourself do better next year!I wish you all work study progress in the year to come.。
fudge1 / fʌdʒ; fʌdʒ/n [U] soft sweet made of sugar, butter and milk, often with added flavourings (由糖﹑奶油和牛奶, 有时加香料制成的)软糖: chocolate/walnut fudge巧克力[核桃]软糖.fudge2 / fʌdʒ; fʌdʒ/ v [Tn] (infml 口)do (sth) clumsily or inadequately 胡乱地或敷衍地做(某事):bar1/ bɑː(r); bɑr/ n[C] (a) piece of solid material 棒; 条:trail / treɪl; trel/ nmark or sign in the form of a long line left by sth or sb passing by 痕迹; 足迹; 踪迹:mince / mɪns; mɪns/ v[Tn] chop or cut (esp meat) into very small pieces in a machine with revolving blades 用绞肉机绞(尤指肉).mole1 / məul; mol/ n small permanent dark spot on the human skin 痣; 色素痣. Cf 参看freckle.2 / məul; mol/ nsmall dark-greyfur-covered animal with tiny eyes, living in tunnels which it makes underground ?. =>illus at App 1 鼹鼠(infml口) person whoworks within an organization and secretly passes confidential information to another organization or country (将本组织的秘密情报暗中传给另一组织或国家的)内奸sneak / sniːk; snik/ v[I, Ipr] ~ (on sb) (to sb) (Brit infml derog 口, 贬) (used esp by children 尤为儿童用语) tell an adult about the faults, wrongdoings, etc of another child 告状; 打小报告[Tn] (infml口) take (sth) secretly (often without permission) 偷偷地做(某事)或取(某物)(常指未获许可crawl / krɔːl; krɔl/ v[I, Ipr, Ip] (a) moveslowly, with the body on or close to the ground, or on hands and knees 爬; 爬行; 匍匐行进accent / ˈæksent, ˈæksənt; ˋæksɛnt/ n[C] emphasis given to a syllable or word by means of stress or pitch 重音(用重读或提高音调的方法使一音节或词突出).[C, U] national, local or individual way of pronouncing words (民族﹑地方或个人的)口音, 腔调, 土腔wrestle / ˈresl; ˋrɛsl/ v(a) [I, Ipr] ~ (with sb)fight (esp as a sport) by grappling with sb and trying to throw him to the ground 摔交(尤指运动):wrist / rɪst; rɪst/n (a) part of the body between the hand and the forearm; joint on which the hand moves 腕; 腕部; 腕关节grip / grɪp; ɡrɪp/ v (-pp-)[I, Tn] take and keep a firm hold of (sth/sb) 紧抓(某物[某人]); 紧握twist1 / twɪst; twɪst/ v(a) [Tn, Tn.pr, Tn.p] ~ sth (round sth/round) coil or wind sth round sth else 使某物缠绕或盘绕另一物specs / speks; spɛks/n [pl] (infml 口) = glasses (glass 5).edge1 / edʒ; ɛdʒ/ nsharp cutting part of a blade, knife, sword, or some other tool or weapon (刀片﹑刀﹑剑或其他工具或武器的)锋利部分; 刀口; 锋(line marking the) outside limit or boundary of a solid (flat) object, surface or area (扁的固体﹑物体表面或一范围的)外围界线, 边缘:dumb / dʌm; dʌm/ adj (-er, -est)unable to speak 哑的punch3 / pʌntʃ; pʌntʃ/ v[Tn, Tn.pr] strike (sb/sth) hard with the fist 用拳猛击(某人[某物springy adj (-ier, -iest)1 that can return to its original shape easily after being pushed, pulled, stretched, etc; elastic 有弹性的; 有弹力的wrapper ['ræpə]n. (饺子)皮, 包装用品hopeless / ˈhəuplɪs; ˋhoplɪs/ adjmost unlikely to improve, succeed, be settled, etc; causing despair 没有希望的; 令人绝望的grin / grɪn; ɡrɪn/ v (-nn-)[I, Ipr] ~ (at sb) smile broadly, so as to show the teeth, expressing amusement, foolish satisfaction, contempt, etc 露齿而笑(表示高兴﹑愚蠢的满足﹑轻蔑等); 咧着嘴笑; 龇着牙笑stammer / ˈstæmə(r); ˋstæmɚ/ v(also stutter) [I] speak with sudden pauses and a tendency to repeat rapidly the same sound or syllable (because of a speech defect or from fear, excitement, etc) 口吃; 结巴着说话picture v1 [Tn, Tn.pr] ~ sth (to oneself) form a mental image of sth; imagine sth 想像或设想某事物lap1 / læp; læp/ narea formed by the upper part of a seated person's thighs (人坐着时)大腿的上方bash / bæʃ; bæʃ/ v (infml 口)[Tn, Tn.pr] strike (sb/sth) heavily so as to break or injure 猛击(某人[某物])gut / gʌt; ɡʌt/ nguts [pl] (infml 口) (a) internal organs of the abdomen (腹腔的)内脏:guts [pl] (fig infml 比喻, 口) courage and determination 勇气与决心; 胆量; 魄力audition/ ɔːˈdɪʃn; ɔˋdɪʃən/ n trial hearing of a person who wants to perform as an actor, a singer, a musician, etc (对拟做演员﹑歌手﹑乐师等人的)试听, 试音spellbound ['spelbaund]adj.被迷住的, 茫然不知所之的chewing-gum (also gum) n [U] sticky substance flavoured and sweetened for prolonged chewing 口香糖nerve / nɜːv; nəv/ n[C] fibre or bundle of fibres carrying impulses of sensation or of movement between the brain and all parts of the body 神经:nerves [pl] (infml 口) condition in which one is very nervous, irritable, worried, etc; nervousness 神经过敏; 神经紧张; 神经质: events.. *(a) [U] boldness; courage 胆量; 勇气tune v1 [Tn] adjust (a musical instrument or note) to the correct pitch 为(乐器)调音; 调(音): tune a guitar为吉他调弦.2 [Tn] adjust (an engine, etc) so that it runs smoothly and efficiently 调整(发动机等)(使之运转正常).bubble / ˈbʌbl; ˋbʌbl/ nfloating ball formed of liquid and containing air or gas (液体形成的)气泡:cram / kræm; kræm/ v(a) [Tn.pr, Tn.p] ~ sth (into sth/in) push or force too much of sth into sth 将某物塞进某物中; 尽力塞入ceiling / ˈsiːlɪŋ; ˋsilɪŋ/ ntop inner surface of a room 天花板; 顶篷powder / ˈpaudə(r); ˋpaʊdɚ/ n(a) [U] (substance in the form of a) mass of fine dry particles 粉; 粉末; 粉状物chaos / ˈkeɪɔs; ˋkeɑs/ n[U] complete disorder or confusion 混乱; 紊乱bulb / bʌlb; bʌlb/ n =>illusthick rounded underground stem of certain plants (eg the lily, onion, tulip) sending roots downwards and leaves upwards 球茎(如百合﹑洋葱﹑郁金香等植物的地下茎).(also `light bulb) pear-shaped glass container for the filament of an electric light 电灯泡frame1/ freɪm; frem/ nborder of wood, metal, etc in which a picture, door, pane of glass, etc is enclosed or set (木材﹑金属等做的)框架:rigid structure of a piece of furniture, building, vehicle, etc which makes its shape and forms a support for its parts (家具﹑建筑物﹑车辆等的)框架, 支架, 骨架:(usu pl 通常作复数) structure of plastic, metal, etc that holds the lenses of a pair of glasses in place 眼镜框presto / ˈprestəu; ˋprɛsto/ adj, advblob / blɔb; blɑb/ ndrop of (esp thick) liquid; small round mass or spot of colour 液体(尤指浓液)的一滴; 颜料的小圆块或小圆stink / stɪŋk; stɪŋk/ v (pt stank / stŋk; stæŋk/ or stunk / stʌŋk; stʌŋk/, pp stunk) (infml[I, Ipr] ~ (of sth) have a very unpleasant and offensive smell 有臭味; 发臭:[I, Ipr] ~ (of sth) (fig 比喻) seem very unpleasant, bad or dishonest 似乎很让人讨厌﹑很糟糕或很不正当:crook / kruk; krʊk/ n(infml 口) person who is habitually dishonest 一贯耍花招的人; 行骗或行窃的老手bend or curve, eg in a river or path 弯曲; 弯子; (河流﹑道路等的)弯曲处:dummy / ˈdʌmɪ; ˋdʌmɪ/ n[C] model of the human figure, used for displaying or fitting clothes, etc (用於展示或试穿服装等的)人体模型:[C] thing that appears to be real but is only an imitation 仿制品.[C] (esp Brit) (US comforter, pacifier) rubber teat, not attached to a bottle, for a baby to suck (不装在瓶子上的)橡皮奶头.[sing] (a) (in card-games, esp bridge) player whose cards are placed facing upwards on the table and played by his partner (纸牌游戏, 尤指桥牌)明手, 梦家(将牌摊出者). (b) these cards 明手﹑梦家摊出之牌[C] (US infml 口) stupid person 笨蛋; 蠢货sensible / ˈsensəbl; ˋsɛnsəbl/ adj(a) (approv 褒) having or showing good sense(3); reasonable 识别力强的; 合理的sake1 / seɪk; sek/ n(idm 习语) for God's, goodness', Heaven's, pity's, etc sake (used as an interjection before or after a command or request, or to express irritation 用作感叹语, 可置於表示命令或要求的词语之前或之後, 或表示恼怒)shrug / ʃrʌg; ʃrʌɡ/ v (-gg-)[I, Tn] raise (one's shoulders) slightly to express doubt, indifference, ignorance, etc 耸(肩)(以示怀疑﹑与己无关﹑不知道等):inky / ˈɪŋkɪ; ˋɪŋkɪ/ (-ier, -iest) adj 1 made dirty with ink 用墨水弄脏的black like ink 墨汁般黑的; 漆黑的liquid / ˈlɪkwɪd; ˋlɪkwɪd/ n[C, U] substance that flows freely but is not a gas, eg water or oil 液体measure1 / ˈmeʒə(r); ˋmɛʒɚ/ v(a) [I, Ip, Tn, Tn.pr, Tn.p] ~ (sth) (up) find the size, length, volume, etc of (sth) by comparing it with a standard unit 量度; 测量(某物)widen[ˈwaidn]vt.加宽,放宽vi.变宽froth / frɔθ; US frɔːθ; frɔθ/ n [U]mass of small bubbles, esp on the surface of a liquid; foam 泡(尤指液体表面上的); 泡沫fizz / fɪz; fɪz/ v [I](of a liquid) produce bubbles of gas; effervesce (指液体)冒泡, 起泡.make a hissing or spluttering sound 发出嘶嘶声glow / gləu; ɡlo/ v[I] send out light and heat withoutflame 发出光和热; 燃烧(无焰):lid / lɪd; lɪd/ nhinged or removable cover for a box, pot, etc 盖子sip / sɪp; sɪp/ v(-pp-) [I, Tn] drink (sth), taking very small quantities each time 小口喝examine / ɪgˈzæmɪn; ɪɡˋzæmɪn/ v [Tn, Tn.pr]~ sth/sb (for sth) (a)look at carefully in order to learn about or from; inspect closely 仔细观察; 检查; 调查; 审查:gape / geɪp; ɡep/ v[I, Ipr] ~ (at sb/sth) (often derog 常作贬义) stare with an open mouth, usu in surprise 目瞪口呆地凝视fumble / ˈfʌmbl; ˋfʌmbl/ v[I, Tn] touch or handle (sth) awkwardly or nervously (笨拙地或紧张地)摸索或处理desperate / ˈdespərət; ˋdɛspərət/ adjfeeling or showing greatdespair and ready to do anything regardless of danger 感到绝望而不惜冒险的; 拚命的; 不顾一切的barge2 / bɑːdʒ; bɑrdʒ/ v (infml口)[I, Ipr, Ip] rush or bump heavily and clumsily 鲁莽而大力地冲撞midget / ˈmɪdʒɪt; ˋmɪdʒɪt/ n extremely small person 矮人; 侏儒reckless / ˈreklɪs; ˋrɛklɪs/ adj ~ (of sth) (of people or their actions) not thinking of the consequences or of danger; rash or impulsive (指人或其行为)不考虑後果的, 不顾危险的, 鲁莽的, 由冲动引起的cork / kɔːk; kɔrk/ n[U] light springy buoyant substance that is the thick bark of a type of oak tree growing around the Mediterranean 栓皮; 软木furious / ˈfjuərɪəs; ˋfjʊrɪəs/ adj~ (with sb)/(at sth) full of violent anger 满腔愤怒的; 大发雷霆的ketchup/ ˈketʃəp; ˋkɛtʃəp/ (also esp US catsup / ˈktsəp;ˋkætsəp/) n [U] thick sauce made from tomatoes, vinegar, etc and used cold as a seasoning 番茄酱. incredible / ɪnˈkredəbl; ɪnˋkrɛdəbl/ adjimpossible to believe 不可相信的survive / səˈvaɪv; sɚˋvaɪv/ v[I, Ipr] ~ (from sth); ~ (on sth) continue to live or exist 继续生存或存在sting1 / stɪŋ; stɪŋ/ n[C] sharp pointed organ of some insects (eg bees, wasps) and other animals, used for wounding and (usu) injecting poison (某些昆虫, 如蜜蜂﹑黄蜂, 及其他动物的)螫针, 螫刺, 毒刺: The sting of a scorpion is in its tail. 蝎子的毒钩在其尾部.[C] sharp pointed hair on the surface of the leaf of some plants (eg nettles) that causes pain when touched (某些植物, 如荨麻, 叶子表面上的)螫毛.[C] (a) (pain from) wounding by an animal's or a plant's sting (动物螫刺或植物螫毛造成的)螫痛, 刺痛hasty / ˈheɪstɪ; ˋhestɪ/ adj (-ier, -iest) (a)said, made or done quickly or too quickly; hurried 急急忙忙的; 过於匆忙的; 仓促完成的:scene / siːn; sin/ nplace of an actual or imagined event (实际或想像中的)事发地点:situation or incident in real life (现实生活中的)情景,(incident where there is an) outburst of emotion or anger 吵闹; 发脾气(a) sequence of continuous action in a play, film, etc (戏剧或电影中的)片段, 场面:place represented on the stage of a theatre; the painted background, woodwork, etc representing such a place; scenery (舞台上的)场景, 布景:view as seen by a spectator 景色; 景象; 景致gang / gæŋ; ɡæŋ/ n [CGp]organized group of criminals (罪犯有组织的)一帮, 一伙:group of young people, usu males in their teens and early twenties, who are typically troublesome (闹事的青少年, 通常指男性)一群, 一伙:finger2 / fɪŋgə(r); ˋfɪŋɡɚ/ v [Tn]touch or feel (sth) with the fingers 触摸(某物):snigger / ˈsnɪgə(r); ˋsnɪɡɚ/ nhalf-suppressed unpleasantlaugh (esp at sth improper or at another's misfortune) 窃笑, 暗笑(尤指笑某事物不当或他人不幸):smash / smæʃ; smæʃ/ v[I, Ipr, Tn, Tn.pr, Tn.p, Cn.a] ~ sth (up); ~ sth open (cause sth to) be broken violently into pieces (使某物)粉碎, 破碎puddle / ˈpʌdl; ˋpʌdl/ n[C] small pool of water, esp of rain-water on the road 水坑tadpole / ˈtædpəul; ˋtædˏpol/ nform of a frog or toad at the stage when it lives under water and has gills and a tail 蝌蚪.burn2/ bɜːn; bən/ v (pt, pp burnt / bɜːnt; bənt/ or burned / bɜːnd; bənd/)(a) [Tn] destroy, damage, injure or mark(sb/sth) by fire, heat or acid 烧毁, 烧坏, 烧伤, 烧焦, 烫伤, 酸蚀(某人[某物]):engine / ˈendʒɪn; ˋɛndʒən/ nmachine with moving parts that converts energy such as heat, electricity, etc into motion 发动机; 引擎jeer / dʒɪə(r); dʒɪr/ v[I, Ipr, Tn] ~ (at sb/sth) laugh at or mock (sb/sth) 嘲笑, 嘲弄(某人[某事物]):gaze / geɪz; ɡez/ v[I, Ipr] look long and steadily (at sb/sth), usu in surprise or admiration 久久地凝视, 注视(通常指因惊讶或赞赏):glare1 / gleə(r); ɡlɛr/ n[U] strong unpleasant dazzling light 耀眼的光:[C] angry or fierce look; fixed look 怒视; 恶狠狠的注视; 凝视mouth2 / mauð; maʊð/ v[I, Tn] speak or say (sth) with movement of the jaw but no sound 嘴动而不出声地说(某事)replace / rɪˈpleɪs; rɪˋples/ v[Tn] put (sth) back in its place 将(某物)放回原处:.[Tn, Cn.n/a] take the place of (sb/sth) 代替, 取代(某人[某事物]):beam / biːm; bim/ nlong piece of wood, metal, concrete, etc, usu horizontal and supported at both ends, that carries the weight of part of a building or some other structure 梁.ray or stream of light or other radiation (eg from a lamp or a lighthouse, the sun or the moon) (灯﹑灯塔﹑日月等的)光线﹑光束或其他射线genius / ˈdʒiːnɪəs; ˋdʒinjəs/ n (pl geniuses)(a) [U] exceptionally great mental or creative ability 天才; 创造力blank / blæŋk; blæŋk/ adj (-er, -est)(a) without writing or print; unmarked 空白的; 无痕迹的without expression, understanding or interest; empty 没表情的; 不理解的; 没兴趣的; 空虚的effect / ɪˈfekt; ɪˋfɛkt/ n[C, U] ~ (on sb/sth) change produced by an action or cause; result or outcome 效应; 结果; 後果bicarbonate/ ˏbaɪˈkɑːbənət; baɪˋkɑrbənɪt/ n [U] (chemistry化) salt containing double proportion of carbon dioxide 碳酸氢盐; 重碳酸盐.disbelief / ˏdɪsbɪˈliːf; ˏdɪsbəˋlif/ n[U] lack of belief; failure to believe 不相信; 怀疑trick / trɪk; trɪk/ nthing done in order to deceive or outwit sb 诡计; 计谋; 花招; 骗术。
河南省平顶山市叶县高级中学2024-2025学年高二上学期9月月考英语试卷一、听力选择题1.What did the woman buy for her mum?A.A hat.B.A coat.C.A T- shirt.2.What does the man like doing?A.Travelling alone.B.Joining a guided tour.C.Backpacking with friends. 3.Why is the woman broke at the end of the month?A.She likes shopping.B.She doesn't work hard.C.She earns little money. 4.What time will the man’s party probably start?A.At 7: 30 p.m.B.At 8: 00 p.m.C.At 11: 00 p.m.5.Where are the speakers probably?A.In a hospital.B.In the police office.C.On the street.听下面一段较长对话,回答以下小题。
6.What should the woman do to order checks?A.Wait in a line.B.Fill in a form.C.Check the mail.7.When will the woman probably get the check?A.In two days.B.In four days.C.In a week.听下面一段较长对话,回答以下小题。
8.What is the man’s attitude towards art class?A.Favourable.B.Unconcerned.C.Worried.9.What does the woman mean about talent?A.She wants to be a painter too.B.She knows how to draw and paint.C.She hopes she could have some kind of talent.10.What are the speakers mainly talking about?A.The man’s hobby.B.The talent of the woman.C.The woman’s favourite class.听下面一段较长对话,回答以下小题。
2023高考英语北京卷试卷带答案解析2023高考英语北京卷试卷带答案解析(完整版)2023北京高考英语听说考试满分50分,其他外语(非英语)听力考试满分30分,取两次听说(听力)考试的最高成绩与其他部分试题成绩一同组成外语科目成绩计入高考总分。
以下是小编汇总关于2023高考英语北京卷试卷带答案解析的相关内容,供大家参考!2023年北京市高考英语试卷第一部分知识运用(共两节,30分)第一节(共15分)阅读下面短文,掌握其大意,从每题所给的A、B、C、D四个选项中,选出最佳选项,并在答题卡上将该项涂黑。
I was always timid(羞怯的). Being new to the school made me even ____1____ , so it was surprising I’d ____2____ to anyone around me. Now I was paying the price﹣to write a five﹣page es say on “Why I Should Not Talk in Class”. That would take all night!After I got home, though. I took my time petting the cat﹣postponing the pain.When I finally sat down to ____3____, I began with the reasons Ms Black would want to hear.Talking kept me and my neighbours from ____4____. One paragraph down; now what? I chewed on my pencil. Aha! What if talking were the first step towards life as a criminal? Without the education I was throwing away, I’d turn to theft and go to prison. When I got out, people would say, “She used to talk in class.” The pages began ____5____.But when mum got home from work, I was still ____6____, “Five pages! That’s impossible!”“Well, you’d better get back to work,” she said. “and Iwant to read it when you’re through.”Soon after dinner, I handed the essay to mum. I half expected a____7____﹣at least an “I hope you’ve learned your lesson”. ____8____, mum laughed and laughed as she read.The next day, when Ms Black read the essay to the class, everyone laughed. I could ____9____ they weren’t making fun of me: they laughed because I had the power to tell a funny story. My____10____ still needed some nudging(激发), but I did learn I wasn’t shy in print.1. A. freer B. shyer C. calmer D. happier2. A. nod B. point C. listen D. chat3. A. weep B. rest C. write D. read4. A. learning B. playing C. planning D. laughing5. A. standing out B. flying by C. breaking up D. checking in6. A. celebrating B. longing C. complaining D. warning7. A. lecture B. reason C. reward D. solution8. A. Therefore B. Moreover C. Meanwhile D. Instead9. A. hope B. imagine C. tell D. predict10. A. patience B. confidence C. tolerance D. independence第二节(共15分)A阅读下面短文,根据短文内容填空。
托福阅读TPO30(试题+答案+译文)第2篇:ThePaceofEvolutionaryChange为了帮助大家备考托福。
提高阅读成绩,打有准备的仗,下面小编给大家带来托福阅读TPO30(试题+答案+译文)第2篇:The Pace of Evolutionary Change,希望大家喜欢。
托福阅读原文【1】A heated debate has enlivened recent studies of evolution. Darwin's original thesis, and the viewpoint supported by evolutionary gradualists, is that species change continuously but slowly and in small increments. Such changes are all but invisible over the short time scale of modern observations, and, it is argued, they are usually obscured by innumerable gaps in the imperfect fossil record. Gradualism, with its stress on the slow pace of change, is a comforting position, repeated over and over again in generations of textbooks. By the early twentieth century, the question about the rate of evolution had been answered in favor of gradualism to most biologists' satisfaction.【2】Sometimes a closed question must be reopened as new evidence or new arguments based on old evidence come to light. In 1972 paleontologist Stephen Jay Gould and Niles Eldredge challenged conventional wisdom with an opposing viewpoint, the punctuated equilibrium hypothesis, which posits that species give rise to new species in relatively sudden bursts, without a lengthy transition period. These episodes of rapid evolution are separated by relatively long static spans during which a species may hardly change at all.【3】The punctuated equilibrium hypothesis attempts to explain a curious feature of the fossil record—one that has been familiar to paleontologist for more than a century but has usuallybeen ignored. Many species appear to remain unchanged in the fossil record for millions of years—a situation that seems to be at odds with Darwin's model of continuous change. Intermediated fossil forms, predicted by gradualism, are typically lacking. In most localities a given species of clam or coral persists essentially unchanged throughout a thick formation of rock, only to be replaced suddenly by a new and different species.【4】The evolution of North American horse, which was once presented as a classic textbook example of gradual evolution, is now providing equally compelling evidence for punctuated equilibrium. A convincing 50-million-year sequence of modern horse ancestors—each slightly larger, with more complex teeth, a longer face, and a more prominent central toe—seemed to provide strong support for Darwin's contention that species evolve gradually. But close examination of those fossil deposits now reveals a somewhat different story. Horses evolved in discrete steps, each of which persisted almost unchanged for millions of years and was eventually replaced by a distinctive newer model. The four-toed Eohippus preceded the three-toed Miohippus, for example, but North American fossil evidence suggests a jerky, uneven transition between the two. If evolution had been a continuous, gradual process, one might expect that almost every fossil specimen would be slightly different from every year.【5】If it seems difficult to conceive how major changes could occur rapidly, consider this: an alteration of a single gene in files is enough to turn a normal fly with a single pair of wings into one that has two pairs of wings.【6】The question about the rate of evolution must now be turned around: does evolution ever proceed gradually, or does italways occur in short bursts? Detailed field studies of thick rock formations containing fossils provide the best potential tests of the competing theories.【7】Occasionally, a sequence of fossil-rich layers of rock permits a comprehensive look at one type of organism over a long period of time. For example, Peter Sheldon's studies of trilobites, a now extinct marine animal with a segmented body, offer a detailed glimpse into three million years of evolution in one marine environment. In that study, each of eight different trilobite species was observed to undergo a gradual change in the number of segments—typically an increase of one or two segments over the whole time interval. No significant discontinuous were observed, leading Sheldon to conclude that environmental conditions were quite stable during the period he examined.【8】Similar exhaustive studies are required for many different kinds of organisms from many different periods. Most researchers expect to find that both modes of transition from one species to another are at work in evolution. Slow, continuous change may be the norm during periods of environmental stability, while rapid evolution of new species occurs during periods of environment stress. But a lot more studies like Sheldon's are needed before we can say for sure.托福阅读试题1.The word "innumerable" in the passage is closest in the meaning toA.countless.B.occasional.rge.D.repeated.2.According to paragraph 1, all of the following are true EXCEPTA.Darwin saw evolutionary change as happening slowly and gradually.B.Gaps in the fossil record were used to explain why it is difficult to see continuous small changes in the evolution of species.C.Darwin's evolutionary thesis was rejected because small changes could not be observed in the evolutionary record.D.By the early twentieth century, most biologists believed that gradualism explained evolutionary change.3.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage paragraph 2 ? Incorrect choices change the meaning in important ways or leave out essential information.A.The punctuated equilibrium hypothesis challenged gradualism, which holds that species evolve in relatively sudden bursts of brief duration.B.The punctuated equilibrium hypothesis developed by Stephen Jay Gould and Niles Eldredge was challenged in 1972.C.In 1972 Stephen Jay Gould and Niles Eldredge challenged gradualism by positing that change from one species to another cannot occur without a lengthy transition period.D.The punctuate equilibrium hypothesis, in opposition to gradualism, holds that transitions from one species to another occur in comparatively sudden burst.4.According to paragraph 1 and paragraph 2, the punctuated equilibrium hypothesis and the gradualism hypothesis differed aboutA.Whether the fossil record is complete.B.Whether all species undergo change.C.Whether evolution proceeds an a constant rate.D.How many new species occur over long periods of time.5.According to paragraph 3, the lack of intermediate fossils in the fossil record of some speciesA.has been extensively studied by paleontologist for over a century.B.contradicts the idea that most species have remained unchanged for millions of years.C.challenges the view that evolutionary change is gradual.D.is most common in the fossil records of clam and coral species.6.The word "compelling" in the passage paragraph 4 is closest in the meaning toA.surprising.B.persuasive.C.controversial.D.detailed.7.Paragraph 4 mentions that North American horses have changed in all the following ways EXCEPT inA.the number of toes they have.B.the length of their face.C.their overall size.D.the number of years they live.8.The word "alteration" in the passage paragraph 5 is closest in meaning toA.imperfection.B.replacement.C.change.D.duplication.9.According to paragraph 7, Peter Sheldon's studies demonstrated which ofthe following about trilobites?A.They underwent gradual change over a long time period.B.They experienced a number of discontinuous transitions during their history.C.They remained unchanged during a long period of environmental stability.D.They evolved in ways that cannot be counted for by either of the two competing theories.10.The word "occasionally" in the passage paragraph 7 is closest in meaning toA.undoubtedly.B.basically.C.once in a while.D.to some extent.11.The main purpose of paragraph 7 is toA.Describe one test of the competing theories.B.Provide an example of punctuated equilibrium.C.Describe how segmented animals evidence both competing theories.D.Explain why trilobites became extinct.12. Look at the four squares [■] that indicate where the following sentence can be added to the passage.Where could the sentence best fit? They believe that environmental conditions may play a crucial role in determining which of the two modes will be in operation over a given period.■【A】Similar exhaustive studies are required for many different kinds of o rganisms from many different periods. ■【B】Most researchers expect to find that both modes of transition from one species to another are at work in evolution.■【C】Slow,continuous change may be the norm during periods of environmental stability, while rapid evolution of new species occurs during periods of environment stress. ■【D】But a lot more studies like Sheldon's are needed before we can say for sure.13.Directions: selected from the seven phrases below the phrases that correctly characterize punctuated equilibrium and the phrases that correctly characterize gradualism. Two of the phrases will not be used. This question is worth 3 points.A.States that new species emerge from existing species during relatively brief period of time.B.Was first formulated by Charles Darwin.C.Explain why North American horses have become smaller over time.D.States that new species evolve slowly and continuously from existing species.E.Explain the lack of intermediate fossil forms in the fossil record of many species.petition is usually strongest when the density of the competing populations is the same.G.States that a species will not change unless its environment changes.1 )GradualismA B C D E F G2 )punctuated equilibriumA B C D E F G托福阅读答案1.innumerable是不可计数的,A是无数的,B是偶然的,C是大的,D是重复的。
考研英语(一)模拟试卷193(总分:144.00,做题时间:90分钟)一、 Use of English(总题数:2,分数:80.00)1.Section I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D.(分数:40.00)__________________________________________________________________________________________ 解析:Industrialism, at least within our experience of it for more than 200 years, never 【B1】______ a point of equilibrium or a level plateau. 【B2】______ its very principle of operation, it ceaselessly innovates and changes. Having largely 【B3】______ the agricultural work force, it moves on manufacturing 【B4】______ by creating new automated technology that increases manufacturing productivity 【B5】______ displacing workers. Manufacturing, from 【B6】______ a half or more of the employed population of industrial societies, shrinks to between a quarter and a third. Its place is filled by the service sector. The move to a service society is 【B7】______ by a great expansion in education, health, and other private and public welfare 【B8】______ . The population typically becomes not just healthier, better housed, and better fed but also better educated. Professional and scientific knowledge becomes the most marketable 【B9】______ The link between pure science and technology, loose and uncertain in the early 【B10】______ of industrialization, becomes pivotal. Struck by these changes, as 【B11】______ with the classic forms of industrial society of the 19th and early 20th centuries, some theorists have discerned a 【B12】______ to a new postmodern or postindustrial society. Such 【B13】______ may be premature. Most of the changes 【B14】______ late industrialism can be seen as the results of long-term developments 【B15】______ in the process of industrialization from the start. The rise of service industries has 【B16】______ in part from the increase in leisure and in disposable wealth and in part from the 【B17】______ process of mechanization and technical innovation, 【B18】______ constantly raises manufacturing productivity 【B19】______ replacing human labour with machines. It can also be seen as the 【B20】______ of the growth of multinational corporations.(分数:40.00)(1).【B1】(分数:2.00)A.reaches √B.obtainsC.arrivesD.maintains解析:解析:本题考查上下文推理和近义词辨析。
关于现象阐述的英语作文英文回答:The phenomenon in question is a complex and multifaceted one, with roots in a variety of factors. It is a social, psychological, and cultural issue that has far-reaching implications for individuals and society as a whole.One of the key factors contributing to this phenomenon is the increasing pressure and competition that people face in today's world. In a globalized economy, where jobs are constantly being outsourced and the cost of living is rising, people are feeling more and more stressed and anxious about their future. This stress and anxiety can lead to a variety of negative consequences, including mental health problems, substance abuse, and relationship difficulties.Another factor contributing to this phenomenon is thedecline of traditional social structures and institutions. In the past, people relied on their families, communities, and religious organizations for support and guidance. However, these structures are becoming increasingly fragmented and weakened, leaving people feeling isolated and alone. This isolation and loneliness can lead to a variety of problems, including depression, anxiety, and suicidal thoughts.Finally, the rise of social media and technology has also contributed to this phenomenon. While social media can be a great way to stay connected with friends and family,it can also be a source of stress and anxiety. The constant pressure to present oneself in a positive light and the fear of missing out on important events can lead tofeelings of inadequacy and depression. Additionally, the excessive use of technology can lead to sleep problems, eye strain, and other health issues.The phenomenon in question is a serious problem that has a wide range of negative consequences for individuals and society as a whole. It is important to understand thefactors that contribute to this phenomenon in order to develop effective strategies for addressing it.中文回答:该现象是一个复杂且多方面的问题,涉及多种因素。
Unit 8 Section A Animals or children?—A scientist's choice动物还是孩子?——一位科学家的选择1 I am the enemy! I am one of those cursed, cruel physician scientists involved in animal research. These rumors sting, for I have never thought of myself as an evil person. I became a children's doctor because of my love for children and my supreme desire to keep them healthy. During medical school and residency, I saw many children die of cancer and bloodshed from injury —circumstances against which medicine has made great progress but still has a long way to go. More importantly, I also saw children healthy thanks to advances in medical science such as infant breathing support, powerful new medicines and surgical techniques and the entire field of organ transplantation. My desire to tip the scales in favor of healthy, happy children drew me to medical research.1 我就是那个敌人!我就是那些被人诅咒的、残忍的、搞动物实验的医生科学家之一。
The significance of history is a topic that resonates with many,as it serves as a repository of knowledge and experience that can guide the present and shape the future. Here are several reasons why history is important:1.Learning from the Past:One of the primary reasons to study history is to learn from the successes and mistakes of the past.By understanding the outcomes of previous actions, we can make more informed decisions in the present.2.Cultural Identity:History helps individuals and societies to understand their roots and the development of their culture.It provides a sense of continuity and belonging,which is essential for a cohesive society.3.Understanding Change:The study of history allows us to observe how societies evolve over time.This understanding can help us to anticipate and adapt to changes in our own time.4.Critical Thinking:Analyzing historical events and figures requires critical thinking skills.Students of history learn to question,analyze,and evaluate information,which are valuable skills in any discipline.5.Appreciation of Diversity:History exposes us to different cultures,perspectives,and ways of life.This exposure fosters an appreciation for diversity and can help to combat prejudice and intolerance.6.Moral and Ethical Lessons:Historical events often contain moral and ethical dilemmas. Studying these can provide insights into the complexities of human behavior and the consequences of actions.7.Preservation of Heritage:History helps to preserve the cultural heritage of societies.It ensures that the achievements,traditions,and values of the past are not forgotten.rming Policy:Knowledge of history can inform policy decisions.Understanding the historical context of current issues can provide a more nuanced approach to problemsolving.9.Inspiration:History is filled with stories of individuals who have overcome adversity, achieved great things,or made significant contributions to society.These stories can serve as inspiration for future generations.10.Civic Responsibility:A knowledge of history can foster a sense of civic responsibility.Understanding the struggles and sacrifices made by those who came before can motivate individuals to contribute positively to their communities.In conclusion,history is not just a collection of dates and events it is a vital tool for understanding the complexities of the world we live in.It is a subject that should be valued and studied,not only for its own sake but for the insights it provides into the human experience.。
托福阅读真题第42篇TheEvolutionofPlantRoots托福阅读真题第42篇The Evolution of Plant RootsThe Evolution of Plant RootsRoots are essential to the development of large plants because they provide a means of anchoring and maintaining an upright position.Most land plants are literally rooted to the spot.Roots also play a key role in water and nutrient acquisition.More significantly still, roots have a tremendous impact on the environment. They can break up rock, bind loose particles together, and prov idea conduit for the movement of water and dissolved minerals,all of which are essential to the development of soils.In piecing together a fossil plant to form a conceptual whole, it is usually the rooting system that remains the final piece in the puzzle. It is often the case that roots are poorly studied or completely unknown.Although the fossil record of roots is therefore less complete than that of other plant organ systems, it is possible to discern some general trends.The earliest land plants, like modern mosses and liverworts,did not have well-developed root systems.These plants simply bore absorbing hairlike cells on stems and leaves that grew flat along the ground.From their fossils,some very early plants are known to have borne branches that appear to be specially modified for rooting. In other cases, roots were able to form from dormant buds on aerial stems.Fungi are also known to have played a key role in these early rooting systems, as they do in modern plants.Fungal symbionts—fungi that live in mutually beneficial relationships with another organism-have been recorded in the petrified plants of the 400million-year-old Rhynie Chert fossil sitein Scotland, demonstrating a link with mycorrhizal fungi that goes back to the dawn of the land flora.These tiny, shallow rooting systems were adequate for small plants (30-50 centimeters tall), but larger organisms required something more substantial.By the Late Devonian and Early Carboniferous eras (385 to 300 million years ago), an enormous variety of rooting structures had evolved.The evolution of large erect plants, and in particular trees,placed increasing demands upon the anchoring and supply functions of roots.These problems were solved mainly through the development of more extensive underground systems.The evolution of the cambium, the layer of living cells between wood and bark,enabled continuous perennial growth and long-term survival of roots in soils.One important consequence of all this was that there was a progressive and massive increase in root biomass during the Devonian, which had an enormous impact on the development of soils. Prior to the Devonian,soils, if developed at all, are thought to have been predominantly thin and of microbial origin. By the Middle Devonian,soil penetration depths of roots were still shallow(less than 20 centimeters), but this increased to 1 meter or more as forests spread.The diversity of soils also increased.This change was brought about by root-induced weathering and mixing. By the end of the Devonian, there was an increase in soil clay content,structure,and differentiation into distinct layers—a development that correlated with increases in depth of root penetration. Soils with modern profiles(series of layers) are recognizable at this time.The impact of roots on the environment extends beyond their immediate effects on the development of soils.The presenceof roots in soils increases the natural weathering of calcium and magnesium silicate minerals.This apparently mundane fact turns out to have extremely important consequences for climate and temperature globally. Under natural circumstances, calcium and magnesium silicates react chemically with a dissolved form of the gas carbon dioxide (a process referred to as weathering), which comes from the atmosphere.This produces calcium and magnesium carbonates,which are transferred through the groundwater system to rivers and ultimately to the oceans, where they accumulate in the form of limestone and dolomite rock.Across the surface of the Earth, these chemical reactions occur on a vast scale, removing carbon dioxide gas from the atmosphere and locking it up as carbonate in rock formations. This reduces the so-called greenhouse effect, which leads to lower global temperatures. In other words, the widespread development of roots in land plants affected the chemistry of the atmosphere and the oceans, which, summed over millions of years,added up to changes in climate on a global scale.1.Roots are essential to the development of large plants because they provide a means of anchoring and maintaining an upright position.Most land plants are literally rooted to the spot.Roots also play a key role in water and nutrient acquisition.More significantly still, roots have a tremendous impact on the environment. They can break up rock, bind loose particles together, and prov idea conduit for the movement of water and dissolved minerals,all of which are essential to the development of soils.2.In piecing together a fossil plant to form a conceptual whole, it is usually the rooting system that remains the final piecein the puzzle. It is often the case that roots are poorly studied or completely unknown.Although the fossil record of roots is therefore less complete than that of other plant organ systems, it is possible to discern some general trends.The earliest land plants, like modern mosses and liverworts,did not have well-developed root systems.These plants simply bore absorbing hairlike cells on stems and leaves that grew flat along the ground.From their fossils,some very early plants are known to have borne branches that appear to be specially modified for rooting. In other cases, roots were able to form from dormant buds on aerial stems.Fungi are also known to have played a key role in these early rooting systems, as they do in modern plants.Fungal symbionts—fungi that live in mutually beneficial relationships with another organism-have been recorded in the petrified plants of the 400million-year-old Rhynie Chert fossil site in Scotland, demonstrating a link with mycorrhizal fungi that goes back to the dawn of the land flora.These tiny, shallow rooting systems were adequate for small plants (30-50 centimeters tall), but larger organisms required something more substantial.3.In piecing together a fossil plant to form a conceptual whole, it is usually the rooting system that remains the final piece in the puzzle. It is often the case that roots are poorly studied or completely unknown.Although the fossil record of roots is therefore less complete than that of other plant organ systems, it is possible to discern some general trends.The earliest land plants, like modern mosses and liverworts,did not have well-developed root systems.These plants simply bore absorbing hairlike cells on stems and leaves that grew flat along theground.From their fossils,some very early plants are known to have borne branches that appear to be specially modified for rooting. In other cases, roots were able to form from dormant buds on aerial stems.Fungi are also known to have played a key role in these early rooting systems, as they do in modern plants.Fungal symbionts—fungi that live in mutually beneficial relationships with another organism-have been recorded in the petrified plants of the 400million-year-old Rhynie Chert fossil site in Scotland, demonstrating a link with mycorrhizal fungi that goes back to the dawn of the land flora.These tiny, shallow rooting systems were adequate for small plants (30-50 centimeters tall), but larger organisms required something more substantial.4.By the Late Devonian and Early Carboniferous eras (385 to 300 million years ago), an enormous variety of rooting structures had evolved.The evolution of large erect plants, and in particular trees,placed increasing demands upon the anchoring and supply functions of roots.These problems were solved mainly through the development of more extensive underground systems.The evolution of the cambium, the layer of living cells between wood and bark,enabled continuous perennial growth and long-term survival of roots in soils.5.One important consequence of all this was that there wasa progressive and massive increase in root biomass during the Devonian, which had an enormous impact on the development of soils. Prior to the Devonian,soils, if developed at all, are thought to have been predominantly thin and of microbial origin. By the Middle Devonian,soil penetration depths of roots were stillshallow(less than 20 centimeters), but this increased to 1 meter or more as forests spread.The diversity of soils also increased.This change was brought about by root-induced weathering and mixing. By the end of the Devonian, there was an increase in soil clay content,structure,and differentiation into distinct layers—a development that correlated with increases in depth of root penetration. Soils with modern profiles(series of layers) are recognizable at this time.6.One important consequence of all this was that there wasa progressive and massive increase in root biomass during the Devonian, which had an enormous impact on the development of soils. Prior to the Devonian,soils, if developed at all, are thought to have been predominantly thin and of microbial origin. By the Middle Devonian,soil penetration depths of roots were still shallow(less than 20 centimeters), but this increased to 1 meter or more as forests spread.The diversity of soils also increased.This change was brought about by root-induced weathering and mixing. By the end of the Devonian, there was an increase in soil clay content,structure,and differentiation into distinct layers—a development that correlated with increases in depth of root penetration. Soils with modern profiles(series of layers) are recognizable at this time.7.The impact of roots on the environment extends beyond their immediate effects on the development of soils.The presence of roots in soils increases the natural weathering of calcium and magnesium silicate minerals.This apparently mundane fact turns out to have extremely important consequences for climate and temperature globally. Under natural circumstances, calcium andmagnesium silicates react chemically with a dissolved form of the gas carbon dioxide (a process referred to as weathering), which comes from the atmosphere.This produces calcium and magnesium carbonates,which are transferred through the groundwater system to rivers and ultimately to the oceans, where they accumulate in the form of limestone and dolomite rock.Across the surface of the Earth, these chemical reactions occur on a vast scale, removing carbon dioxide gas from the atmosphere and locking it up as carbonate in rock formations. This reduces the so-called greenhouse effect, which leads to lower global temperatures. In other words, the widespread development of roots in land plants affected the chemistry of the atmosphere and the oceans, which, summed over millions of years,added up to changes in climate on a global scale.8.The impact of roots on the environment extends beyond their immediate effects on the development of soils.The presence of roots in soils increases the natural weathering of calcium and magnesium silicate minerals.This apparently mundane fact turns out to have extremely important consequences for climate and temperature globally. Under natural circumstances, calcium and magnesium silicates react chemically with a dissolved form of the gas carbon dioxide (a process referred to as weathering), which comes from the atmosphere.This produces calcium and magnesium carbonates,which are transferred through the groundwater system to rivers and ultimately to the oceans, where they accumulate in the form of limestone and dolomite rock.Across the surface of the Earth, these chemical reactions occur on a vast scale, removing carbon dioxide gas from the atmosphere and locking it up as carbonate in rock formations.This reduces the so-called greenhouse effect, which leads to lower global temperatures. In other words, the widespread development of roots in land plants affected the chemistry of the atmosphere and the oceans, which, summed over millions of years,added up to changes in climate on a global scale.9.Roots are essential to the development of large plants because they provide a means of anchoring and maintaining an upright position.⬛Most land plants are literally rooted to the spot.⬛Roots also play a key role in water and nutrient acquisition.⬛More significantly still, roots have a tremendous impact on the environment. ⬛They can break up rock, bind loose particles together, and prov idea conduit for the movement of water and dissolved minerals,all of which are essential to the development of soils.10.答案如下:.42篇The Evolution of Plant Roots。
[必刷题]2024九年级英语上册阅读理解专项专题训练(含答案)试题部分一、选择题:1. In the passage, which of the following words best describes the main character's attitude towards challenges?A. FearfulB. CuriousC. IndifferentD. Optimistic2. According to the author, what is the most important factor in achieving success?A. LuckB. IntelligenceC. Hard workD. Talent3. Which of the following statements is NOT true about the benefits of reading?A. It improves vocabulary.B. It enhances imagination.C. It slows down the aging process.D. It increases knowledge.4. In the second paragraph, the author uses an example to illustrate ______.A. the importance of perseveranceB. the influence of friendsC. the power of motivationD. the impact of environment5. What is the main idea of the third paragraph?A. People should learn to appreciate different cultures.B. Communication is essential in today's world.C. English is the most widely spoken language.D. Learning a second language is challenging.6. The author mentions "practice makes perfect" to emphasize ______.A. the importance of hard workB. the necessity of natural talentC. the role of luck in successD. the significance of good teachers7. Which of the following words can best replace the underlined word in the fourth paragraph?A. ComplexB. SimpleC. BoringD. Exciting8. The author's purpose in writing this passage is to______.A. persuade readers to study hardB. inform readers about the importance of readingC. entertain readers with interesting storiesD. criticize those who don't like reading9. What can be inferred from the last paragraph?A. Reading is more beneficial than watching TV.B. Everyone should read at least one book a week.C. Reading is a waste of time for some people.D. The more books you read, the smarter you bee.10. Which of the following s best suits the passage?A. The Power of ReadingB. How to Improve Reading SkillsC. The Benefits of Learning EnglishD. Why Reading is Important for Students二、判断题:1. The passage mainly talks about the importance of reading for children. ( )2. According to the author, reading can help people relax and reduce stress. ( )3. The author believes that everyone has a talent for reading. ( )4. The passage suggests that reading can improve people's munication skills. ( )5. The author thinks that reading is more beneficial than watching TV. ( )三、填空题:1. The main idea of the first paragraph is that reading can help us to ________.2. The author mentions "reading is to the mind what exercise is to the body" to show that reading is ________.3. In the second paragraph, the author pares reading to a journey to emphasize its ________.4. According to the passage, a person who reads widely is likely to have a more ________ mind.5. The third paragraph mainly discusses the ________ benefits of reading.6. The author suggests that reading can improve our________ skills.7. The underlined word "that" in the fourth paragraph refers to ________.8. The author believes that reading can help us to________ our horizons.9. The example of Thomas Edison in the passage is used to illustrate the importance of ________.10. The author concludes the passage ________ the benefits of reading.11. Fill in the blank with the correct form of the word: The teacher asked us to ________ the article for tomorrow's class.12. Choose the correct word to plete the sentence: After reading the book, she felt ________ and inspired.13. Complete the sentence with the correct preposition: He is interested ________ science fiction novels.14. Fill in the blank with the correct form of the word: The ________ of the story was very touching.15. Choose the correct word to plete the sentence: The author's writing style is both ________ and engaging.16. Complete the sentence with the correct conjunction: She enjoys reading, ________ she finds it relaxing.17. Fill in the blank with the correct form of the word: The book was so ________ that I couldn't put it down.18. Choose the correct word to plete the sentence: Reading is a habit that can ________ a lifetime.19. Complete the sentence with the correct pronoun:________ is my favorite pastime after a long day at work.20. Fill in the blank with the correct form of the word: The ________ of the characters in the novel was welldeveloped.四、简答题:1. How does the author define reading in the first paragraph?2. What are the two main benefits of reading mentioned in the second paragraph?3. Explain how reading can be pared to a journey, as mentioned in the second paragraph.4. Why does the author consider reading to be a form of exercise for the mind?5. What role does reading play in improving our munication skills, according to the passage?6. Discuss the impact of reading on personal growth, as described in the third paragraph.7. How does the author support the idea that reading is essential for children's development?8. What advice does the author give to readers in the final paragraph?9. What is the purpose of the example of Thomas Edison in the passage?10. In your own words, summarize the main argument of the passage.本套试题答案如下一、选择题:1. D2. C3. C4. A5. B6. A7. B8. A9. A10. A二、判断题:1. ×2. √3. ×4. √5. √三、填空题:1. expand our knowledge2. essential3. excitement4. open5. intellectual6. language7. reading8. broaden9. perseverance10. summarizing11. read12. enlightened13. in14. plot15. descriptive16. because17. captivating18. last19. Reading20. development四、简答题:1. Reading is to the mind what exercise is to the body.2. It improves vocabulary and enhances imagination.3. Just as a journey takes us to new places, reading takes us to new worlds and ideas.4. It keeps the mind active and alert.5. It helps us understand different perspectives and express our thoughts clearly.6. It helps us understand ourselves and the world better, leading to personal growth.7. It helps children develop language skills, improve concentration, and fosters a love for learning.8. The author advises readers to make reading a daily habit.9. It illustrates that even great minds need to read widely to innovate and create.10. Reading is crucial for personal development and should be a daily practice for everyone.。
Roots and consequences of stressAs we all know, with the development of society, stress is becoming a natural part of our daily life and there is almost no way to avoid itutterly. Therefore, stress always goes hand in hand with the life in the competitive society. Nevertheless, the causes of the stress are numerous, ranging from home to job; from physical pain to mental disorder. Similarly, the aftereffects derived from stress are apparent, and they more or less would do harm to our daily life.There are many events in life which can bring about stress. The following segments can make you clear where the stress is coming from so that you can cope with them more easily and effectively.The first and most crucial cause, in my opinion, is the overload work in everyday life. As the society is developing rapidly, the need of people get broader, only when we citizens work harder can we survive in the modern world. Secondly, the expectation of people are sometimes unrealistic, hard to come true. Thirdly, the major life events are another important accounts for stress, just as sudden death of family members, divorce, unemployment, and so on. What's more, our stress, on a point, dues to the disorder of social form.A proverb said that where there is no stress, there is no incentive and power.However, too much stress can come about a great number of bad influences.Long-term exposure to stress can lead to serious health problems, even sudden death.Chronic stress disrupts nearly every system in our body. It can raise blood pressure, suppress the immune system, increase the risk of heart attack and stroke, contribute to smoke, overeating and other addictive behaviors, and speed up the aging process. Meanwhile, it can also weaken the quality of our life, leaving us much more vulnerable to anxiety, depression and other psychological problems.Above all, given that all the roots and consequences above, we can take related measures to alleviate the stress properly.。
developed for the Food and Agriculture Organi-zation and the U.S.Department of Agriculture. While still concerned with fertility,soil science increasingly has turned to the ecological function of soils and to the degradation they suffer(12). Nitrogen SynthesisIn von Liebig’s lifetime,population growth and urbanization gradually intensified the problems of nutrient shortage.With improved transporta-tion,however,modern farmers maintained soil fertility with fertilizers from afar,tapping the nutrient banks built up over millennia by sea-bird colonies.Guano from Chile and Peru coun-teracted soil fertility decline on the farms of Western Europe and eastern North America from the1830s,but it was always scarce and expensive.The big breakthrough that made ni-trogenous fertilizer comparatively cheap came with the work of the German chemist Fritz Haber(1868–1934).By1913,Haber found a way to synthesize ammonia from the air,the basis of all subsequent nitrogenous fertilizer. For reasons connected to world wars and the Great Depression,Haber’s work had limited im-pact until the1950s,but ever since,the problem ofnutrient depletion has been treated by variousforms of soil chemotherapy,chiefly nitrogenousfertilizer,at least by farmers who could afford it.Without it,the world’s farms could feed only twoout of three of today’s6.3billion people(6).Soil ecosystems remain firmly,but uncharis-matically,at the foundations of human life.Theintensity and scale of modern soil use and abusesuggest there is much yet to be discovered aboutsoils and their relations with people.Equally,cur-rent behavior implies that there is much that isalready known that is not yet converted into pre-vailing practices.Soil ecosystems are probably theleast understood of nature’s panoply of ecosys-tems and increasingly among the most degraded.Correspondingly,soil history remains the leastunderstood,and least recognized,aspect ofenvironmental history.References and Notes1.M.Ren,X.Zhu,Holocene4,314(1994).2.H.Dregne,in Determinants of Soil Loss Tolerance,American Society of Agronomy Special PublicationNo.45(American Society of Agronomy,Madison,WI,1982),pp.1–14.3.J.R.McNeill,Something New Under the Sun:AnEnvironmental History of the Twentieth-CenturyWorld(Norton,New York,2000).4.T.Beach,S.Luzzader-Beach,N.Dunning,J.Hageman,J.Lohse,Geogr.Rev.92,372(2002).5.J.R.McNeill,The Mountains of the MediterraneanWorld:An Environmental History(Cambridge Univer-sity Press,New York,1992).6.V.Smil,Enriching the Earth(MIT Press,Cambridge,MA,2001).7.Columella II,2,18,cited in(13).8.R.Wasson,in Towards a World Environmental Historyof Soils,J.R.McNeill,V.Winiwarter,Eds.(OregonState Univ.Press,Corvallis,OR,in press).9.F.Bray,Science and Civilisation in China.Vol.6:Biology and Biological Control.Part2:Agriculture(Cambridge University Press,Cambridge,1984).10.Z.Gong,X.Zhang,J.Chen,G.Zhang,Geoderma115,3(2003).11.Varro I,9,2-3,cited in(13).12.D.Yaalon,Nature407,301(2000).13.V.Winiwarter,in Shifting Boundaries of theReal:Making the Invisible Visible,H.Novotny,M.Weiss,Eds.(Hochschulverlag,Zu¨rich,2000),pp.137–156.14.V.W.holds an Austrian Programme for AdvancedResearch and Technology Fellowshipat the AustrianAcademy of Sciences.R E V I E WEcological Linkages Between Abovegroundand Belowground BiotaDavid A.Wardle,1,2*Richard D.Bardgett,3John N.Klironomos,4Heikki Seta¨la¨,5Wim H.van der Putten,6Diana H.Wall7All terrestrial ecosystems consist of aboveground and belowground components thatinteract to influence community-and ecosystem-level processes and properties.Here weshow how these components are closely interlinked at the community level,reinforcedby a greater degree of specificity between plants and soil organisms than has beenpreviously supposed.As such,aboveground and belowground communities can bepowerful mutual drivers,with both positive and negative feedbacks.A combinedaboveground-belowground approach to community and ecosystem ecology is enhancingour understanding of the regulation and functional significance of biodiversity and of theenvironmental impacts of human-induced global change phenomena.The aboveground and belowground compo-nents of ecosystems have traditionally been considered in isolation from one another. There is now increasing recognition of the influence of these components on one other and of the fundamental role played by aboveground-belowground feedbacks in con-trolling ecosystem processes and properties (1–4).Plants(producers)provide both the organic carbon required for the functioning of the decomposer subsystem and the resources for obligate root-associated organisms such as root herbivores,pathogens,and symbiotic mutualists.The decomposer subsystem in turn breaks down dead plant material and indirectly regulates plant growth and commu-nity composition by determining the supply of available soil nutrients.Root-associatedorganisms and their consumers influenceplants more directly,and they also influ-ence the quality,direction,and flow ofenergy and nutrients between plants anddecomposers.Exploration of the interfacebetween population-and ecosystem-levelecology is an area attracting much attention(5,6)and requires explicit consideration of theaboveground and belowground subsystems andtheir interactions.Here we discuss recent advances in ourunderstanding of the links between thesetwo subsystems.We first outline how theaboveground subsystem influences the be-lowground subsystem and vice versa.Wethen discuss biodiversity links between theaboveground and belowground subsystems.Finally,we explain how the study ofaboveground-belowground interactionsmay assist our understanding of theconsequences of human-induced globalchange phenomena.How Aboveground Communities Drivethe Belowground SubsystemIt has long been recognized that soil organismsare responsive to the nature of organic matter1Landcare Research,Post Office Box69,Lincoln,New Zealand.2Department of Forest VegetationEcology,Swedish University of Agricultural Scienc-es,SE90183Umea˚,Sweden.3Department of Bio-logical Sciences,Institute of Environmental andNatural Sciences,Lancaster University,LancasterLA14YQ,UK.4Department of Botany,University ofGuelph,Guelph,Ontario,N1G2W1,Canada.5De-partment of Ecological and Environmental Sciences,University of Helsinki,Niemenkatu73,FIN-15140Lahti,Finland.6Department of Multitrophic Inter-actions,Netherlands Institute of Ecology,Heteren,Netherlands.7Natural Resource Ecology Laborato-ry,Colorado State University,Fort Collins,CO80523,USA.*To whom correspondence should be addressed.E-mail:david.wardle@svek.slu.sety of soil organisms is tremendous;1g.of soil can contain between 5000and 10,000species of microorganisms (50),but plants interact with only a subset of this large spe-cies pool (51).Every individual plant is alsoexposed to potentially hundreds of species of soil fauna,mostly nematodes,microarthro-pods,insects,and earthworms.However,few studies have investigated the extent to which the aboveground subsystem depends upon this diversity of soil organisms.Although the effects of decomposer diver-sity on aboveground plant productivity are poorly understood,these effects are likely to saturate at low levels of diversity.Microcosm studies (52,53)have shown that the presence of five mesofaunal species was sufficient to maximize growth of Betula pendula seed-lings,and one of these (52)found that seed-ling production depended on the presence of the enchytraeid Cognettia sphagnetorum rather than on the number of animal species in the soil.Further,decomposer diversity ef-fects on plant productivity may not necessar-ily be positive,especially at the functional group level.In a microcosm study,addition of protists and nematodes enhanced,whereas earthworms reduced,plant production (54).These positive effects only occurred when earthworms were absent (54),which is con-sistent with other studies that show the inclusion of larger bodied soil organisms to reduce the aboveground effects of small-sized soil organisms (44).Intimate interactions between plants,soil pathogens,root herbivores,and mycorrhizal fungi may be direct drivers of plant commu-nity diversity (55),but consequences of the biodiversity of these soil organisms has been rarely studied.A study of the dune grass Ammophila arenaria showed additive effects of mixtures of soil pathogens (fungal species and a nematode)relative to the effects of pathogen monocultures (56).More diverse mixtures of arbuscular mycorrhizal species were found to promote both the abundance of rare plant species and total plant community biomass and diversity (37),although the mechanistic basis of these results remains unclear.Further,the aboveground effects of mycorrhizal fungi depend on soil fertility (28),and increasing diversity of ectomycor-rhizal fungi has been found to promote tree seedling productivity in low-fertility but not high-fertility substrates (57).Based on the limited evidence available,it appears that the effects of soil biodiversity on aboveground attributes (plant productivity,composition,and diversity)can range from positive to negative depending on context (3,58).In Fig.3,we provide a conceptual frame-work for predicting how diversity of different subsets of the belowground biota may influ-ence plant diversity.This framework sug-gests that the aboveground consequences of soil biodiversity are strongly dependent on context,such as the types of soil organisms considered,the role of plant species in a community (dominant versus rare or subor-dinate species),and site fertility.We alsopredict stronger aboveground effects of the diversity of specialist soil organisms,such as those that are intimately associated with plant roots (e.g.,mycorrhizal fungi and root patho-gens)than of those that show low specificity (e.g.,decomposer biota).Implications for Global ChangeOver the past century,much of the Earth ’s land surface has been transformed by a range of phenomena (59),such as invasions of alien species into new territories,alteration of cli-mate through atmospheric CO 2enrichment,nitrogen deposition,and land use change.Whereas the significance of these phenomena for ecosystem performance is widely recog-nized (60),the mechanisms that drive ecosys-tem responses to them are not well known.Understanding the consequences of these phenomena requires explicit consideration of linkages between aboveground and below-ground biota.This is because,with the ex-ception of some major disturbances that di-rectly affect soil biota (61),global change phenomena indirectly affect soil biota and the processes that they drive through changes that occur aboveground,by changing plant community composition,carbon allocation patterns,or the quantity and quality of plant-derived organic matter,for example.In turn,such belowground responses to global change would create feedbacks that affect aboveground biota (62,63).A growing number of studies point to how atmospheric CO 2enrichment can affect eco-system properties through aboveground-belowground linkages (64,65).Enhanced CO 2can indirectly affect soil organisms through shifts in the quantity and quality of plant litter returned to soil,the rate of root turnover,and the exudation of carbon into the rhizosphere (66–68).Because of the variety of ways in which plants respond to atmo-spheric CO 2enrichment depending on con-text (e.g.,variations in soil fertility),positive,negative,or neutral indirect effects of enrich-ment on belowground organisms and nutrient mineralization can occur (3).Consequently,the direction and magnitude of aboveground feedbacks that result from these belowground changes are also variable,with the possibility of positive (69)and negative (70)responses.Invasion of plants into new territories may greatly affect aboveground-belowground feedbacks,especially when the invading spe-cies has vastly different physiological traits from the native flora.These feedbacks may initially operate through interactions between invasive species and root-associated biota (34,35),but in the longer term they can also involve the effect of the invader on the quantity and quality of resource inputs to soil and on decomposer organisms and the pro-cesses that they drive (71).A classic example is the invasion of the actinorhizal shrubABCSite fertilityP l a n t s p e c i e s d i v e r s i t yFig.3.Relationshipbetween underlying site fertility and plant species diversity,in which diversity is maximized by intermediate fertility (the solid curve in all three panels),as proposed by Al-Mufti et al .(76).(A )Consequences of decomposer activity.When decomposer organ-isms alter nutrient availability,the response curve of plant species diversity to site fertility changes accordingly.If soil decomposers en-hance nutrient availability,then the relation-shipbetween local p lant diversity and site fer-tility shifts from the solid curve to the dotted curve,resulting in plant diversity being maxi-mized in less fertile sites.Conversely,when decomposers reduce nutrient availability,local plant diversity shifts to the dashed line with maximal diversity in more fertile sites.Effects of decomposer diversity may be unpredictable (58),because diversity may enhance or reduce the availability of nutrients to plants and ef-fects depend on initial site fertility.In practice,however,net primary productivity is probably relatively insensitive to decomposer diversity because of the generalist feeding behavior of most consumers in the soil subsystem (77),so that effects of decomposer diversity should be smaller than those for soil organisms that have a more intimate interaction with plant roots.(B )When targeted to subordinate or rare plant species,arbuscular mycorrhizal fungi enhance diversity (dashed line)(37),whereas root pathogens and herbivores reduce diversity (dotted line)(34).At a given site fertility,ar-buscular mycorrhizal fungi should enhance plant phosphorous uptake,so that plant diver-sity peaks under lower site fertility (28).(C )When targeted to dominant plants,arbuscular mycorrhizal fungi (dashed line)reduce diversity (78),whereas root pathogens and herbivores increase plant species diversity (14).As in (B),the enhancement of plant phosphorous uptake by arbuscular mycorrhizal fungi means that maximal plant diversity should occur under lower site fertility (28).Myrica faya into nitrogen-limited stands of Meterosideros polymorpha in Hawaii,which resulted in a more-than-fourfold increase in soil nitrogen input and a consequent increase in ecosystem productivity(6).Less is understood about how invasion of soil organisms influences aboveground biota, although these effects should be strongest when the invading species has functional at-tributes that are not shared by the resident indigenous species.For example,exotic earthworms introduced to North American forests exert a greater effect on surface litter and soil structure than do native soil organ-isms,and they induce pulses of nutrient mo-bilization that result in altered plant growth and community composition,potentially leading to alternate steady-state systems (72).Similarly,predation and reduction of native earthworm populations by invasion of the New Zealand flatworm Arthurdendyus triangulata into the United Kingdom and Ire-land may reduce their beneficial effects on soil conditions such as porosity and drainage, influencing plant community composition and productivity(73).These examples show that effects of glob-al change phenomena on ecosystems consis-tently involve linkages between the above-and belowground subsystems.In nature, ecosystems and communities are generally subjected to several global change phenome-na simultaneously,and different communi-ties are influenced by these phenomena in a variety of ways in the long term.However, ecological responses to global change over very long time scales(74)and to multiple stressors(75)have yet to be thoroughly considered in a combined aboveground-belowground framework.ConclusionsStudies on aboveground-belowground feed-backs are now in the phase of exploring the effects that the two subsystems exert on each other,but to be able to generalize requires a better understanding of the mechanisms be-hind these effects.This 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新托福阅读真题及答案解析凡事欲其成功,必要付出代价:奋斗。
以下是店铺为大家搜整理的2017年新托福阅读真题及答案解析,希望能给大家带来帮助!Before 1815 manufacturing in the United States had been done in homes or shops by skilledartisans. As master craft workers, they imparted the knowledge of their trades to apprenticesand journeymen. In addition, women often worked in their homes part-time, making finishedarticles from raw material supplied by merchant capitalists. After 1815 this older form ofmanufacturing began to give way to factories with machinery tended by unskilled orsemiskilled laborers. Cheap transportation networks, the rise of cities, and the availability ofcapital and credit all stimulated the shift to factory production.The creation of a labor force that was accustomed to working in factories did not occur easily.Before the rise of the factory, artisans had worked within the home. Apprentices wereconsidered part of the family, and masters were responsible not only for teaching theirapprentices a trade but also for providing them some education and for supervising their moralbehavior. Journeymen knew that if they perfected their skill, they could become respectedmaster artisans with their own shops. Also, skilled artisans did not work by the clock, at asteady pace, but rather in bursts of intense labor alternating with more leisurely time.The factory changed that. Goods produced by factories were not as finished or elegant asthose done by hand, and pride in craftsmanship gave way to the pressure to increase rates ofproductivity. The new methods of doing business involved a new and stricter sense of time.Factory life necessitated a moreregimented schedule, where work began at the sound of a belland workers kept machines going at a constant pace. At the same time, workers were requiredto discard old habits, for industrialism demanded a worker who was alert, dependable, andself-disciplined. Absenteeism and lateness hurt productivity and, since work was specialized,disrupted the regular factory routine. Industrialization not only produced a fundamentalchange in the way work was organized; it transformed the very nature of work.The first generation to experience these changes did not adopt the new attitudes easily. Thefactory clock became the symbol of the new work rules. One mill worker who finally quitcomplained revealingly about "obedience to the ding-dong of the bell-just as though we are somany living machines." With the loss of personal freedom also came the loss of standing in thecommunity. Unlike artisan workshops in which apprentices worked closely with the masterssupervising them, factories sharply separated workers from management. Few workers rosethrough the ranks to supervisory positions, and even fewer could achieve the artisan's dreamof setting up one's own business. Even well-paid workers sensed their decline in status.In this newly emerging economic order, workers sometimes organized to protect their rightsand traditional ways of life. Craft workers such as carpenters, printers, and tailors formedunions, and in 1834 individual unions came together in the National Trades' Union. The labormovement gathered some momentum in the decade before the Panic of 1837, but in thedepression that followed, labor's strength collapsed. During hard times, few workers werewilling to strike* or engage in collective action. And skilled craft workers, who spearheadedthe union movement, didnot feel a particularly strong bond with semiskilled factory workersand unskilled laborers. More than a decade of agitation did finally bring a workday shortenedto 10 hours to most industries by the 185O’s, and the courts also recognized workers' right tostrike, but these gains had little immediate impact.Workers were united in resenting the industrial system and their loss of status, but they weredivided by ethnic and racial antagonisms, gender, conflicting religious perspectives,occupational differences, political party loyalties, and disagreements over tactics. For them, thefactory and industrialism were not agents of opportunity but reminders of their loss ofindependence and a measure of control over their lives. As United States society becamemore specialized and differentiated, greater extremes of wealth began to appear. And as thenew markets created fortunes for the few, the factory system lowered the wages of workers bydividing labor into smaller, less skilled tasks.Paragraph 1: Before 1815 manufacturing in the United States had been done in homes orshops by skilled artisans. As master craft workers, they imparted the knowledge of their tradesto apprentices and journeymen. In addition, women often worked in their homes part-time,making finished articles from raw material supplied by merchant capitalists. After 1815 thisolder form of manufacturing began to give way to factories with machinery tended byunskilled or semiskilled laborers. Cheap transportation networks, the rise of cities, and theavailability of capital and credit all stimulated the shift to factory production.1. Which of the following can be inferred from the passage about articles manufactured before1815?○They were primarily produced by women.○They were generally produced in shops rather than in homes.○They were produced with more concern for quality than for speed of production.○They were produ ced mostly in large cities with extensive transportation networks.Paragraph 2: The creation of a labor force that was accustomed to working in factories did notoccur easily. Before the rise of the factory, artisans had worked within the home. Apprenticeswere considered part of the family, and masters were responsible not only for teaching theirapprentices a trade but also for providing them some education and for supervising their moralbehavior. Journeymen knew that if they perfected their skill, they could become respectedmaster artisans with their own shops. Also, skilled artisans did not work by the clock, at asteady pace, but rather in bursts of intense labor alternating with more leisurely time.2. Which of the sentences below best expresses the essential information in the highlightedsentence in the passage?Incorrect answer choices change the meaning in important ways or leave out essentialinformation.○Masters demanded moral behavior from apprentices but often treated them irresponsibly.○The responsibilities of the master to the apprentice went beyond the teaching of a trade.○Masters preferred to maintain the trade within the family by supervising and educating theyounger family members.○Masters who trained members of their own family as apprentices demanded excellence fromthem.Paragraph 3: The factory changed that. Goods produced by factories were not as finished orelegant as those done by hand, and pride in craftsmanship gave way to the pressure toincrease rates of productivity. The new methods of doing business involved a new and strictersense of time. Factory life necessitated a more regimented schedule, where work began at thesound of a bell and workers kept machines going at a constant pace. At the same time,workers were required to discard old habits, for industrialism demanded a worker who wasalert, dependable, and self-disciplined. Absenteeism and lateness hurt productivity and,since work was specialized, disrupted the regular factory routine. Industrialization not onlyproduced a fundamental change in the way work was organized; it transformed the verynature of work.3. The word disrupted in the passage is closest in meaning to○Prolonged○Established○Followed○UpsetParagraph 4: The first generation to experience these changes did not adopt the new attitudeseasily. The factory clock became the symbol of the new work rules. One mill worker who finallyquit complained revealingly about "obedience to the ding-dong of the bell-just as though weare so many living machines." With the loss of personal freedom also came the loss of standingin the community. Unlike artisan workshops in which apprentices worked closely with themasters supervising them, factories sharply separated workers from management. Fewworkers rose through the ranks to supervisory positions, and even fewer could achieve theartisan's dream of setting up one'sown business. Even well-paid workers sensed their declinein status.4. In paragraph 4, the author includes the quotation from a mill worker in order to○Support the idea that it was difficult for workers to adjust to working in factories○To show that workers sometimes quit because of the loud noise made by factory machinery○Argue that clocks did not have a useful function in factories ○Emphasize that factories were most successful when workers revealed their complaints5. All of the following are mentioned in paragraph 4 as consequences of the new system forworkers EXCEPT a loss of ○Freedom○Status in the community○Opportunities for advancement○Contact among workers who were not managersParagraph 5: In this newly emerging economic order, workers sometimes organized toprotect their rights and traditional ways of life. Craft workers such as carpenters, printers,and tailors formed unions, and in 1834 individual unions came together in the National Trades'Union. The labor movement gathered some momentum in the decade before the Panic of1837, but in the depression that followed, labor's strength collapsed. During hard times, fewworkers were willing to strike* or engage in collective action. And skilled craft workers, whospearheaded the union movement, did not feel a particularly strong bond with semiskilledfactory workers and unskilled laborers. More than a decade of agitation did finally bring aworkday shortened to 10 hours t o most industries by the 185O’s, and the courtsalsorecognized workers' right to strike, but these gains had little immediate impact.6. The phrase gathered some momentum in the passage is closest in meaning to○Made progress○Became active○Caused changes○Combined forces7. The word spearheaded in the passage is closest in meaning to○Led○Accepted○Changed○Resisted8. Which of the following statements about the labor movement of the 1800's is supported byparagraph 5?○It was most successful during times of economic crisis.○Its primary purpose was to benefit unskilled laborers.○It was slow to improve conditions for workers.○It helped workers of all skill levels form a strong bond with each other.Paragraph 6: Workers were united in resenting the industrial system and their loss of status,but they were divided by ethnic and racial antagonisms, gender, conflicting religiousperspectives, occupational differences, political party loyalties, and disagreements over tactics.For them, the factory and industrialism were not agents of opportunity but reminders of theirloss of independence and a measure of control over their lives. As United States societybecame more specialized and differentiated, greater extremes of wealth began to appear.Andas the new markets created fortunes for the few, the factory system lowered the wages ofworkers by dividing labor into smaller, less skilled tasks.9. The author identifies political party loyalties, and disagreements over tactics as two of severalfactors that ○Encouraged wor kers to demand higher wages○Created divisions among workers○Caused work to become more specialized○Increased workers' resentment of the industrial system10. The word them in the passage refers to○Workers○Political patty loyalties○Disagreements over tactics○Agents of opportunityParagraph 1: Before 1815 manufacturing in the United States had been done in homes orshops by skilled artisans. ■As master craft workers, they imparted the knowledge of theirtrades to apprentices and journeymen. ■In addition, women often worked in their homespart-time, making finished articles from raw material supplied by merchant capitalists. ■After181 5 this older form of manufacturing began to give way to factories with machinery tendedby unskilled or semiskilled laborers. ■Cheap transportation networks, the rise of cities, andthe availability of capital and credit all stimulated the shift to factory production.11. Look at the four squares [■] that indicate where the following sentence can be added tothe passage.This new form of manufacturing depended on the movement of goods to distant locations anda centralized source of laborers.Where would the sentence best fit?12. Directions: Complete the table below by indicating which of the answer choices describecharacteristics of the period before 1815 and which describe characteristics of the 181 5-1 850 period. This question is worth 3 points.Before 1815 1815-1850●● ●●●Answer choices1.A united, highly successful labor movement took shape.2.Workers took pride in their workmanship.3.The income gap between the rich and the poor increased greatly.4.Transportation networks began to decline.5.Emphasis was placed on following schedules.6.Workers went through an extensive period of training.7.Few workers expected to own their own businesses.参考答案:1. ○3This is an Inference question asking for an inference that can be supported by the passage. Thecorrect answer is choice 3, "They were produced with more concern for quality than for speedof production." A number of statements throughout the passage support choice 3. Paragraph 1states that "Before 1815 manufacturing in the United States had been done in homes or shopsby skilled artisans . . . After 18 15 this older form of manufacturing began to give way tofactories with machinery tended by unskilled or semiskilled laborers." Paragraph 2 states that"Before the rise of the factory . . . skilled artisans did not workby the clock, at a steady pace,but rather in bursts of intense labor alternating with more leisurely time." Paragraph 3 states, "The factory changed that. Goods produced by factories were not as finished or elegant asthose done by hand, and pride in craftsmanship gave way to the pressure to increase rates ofproductivity."Taken together, these three statements, about production rates, the rise of factories after 18 15, and the decline of craftsmanship after 18 15, support the inference that before 18 15, theemphasis had been on quality rather than on speed of production. Answer choices 1, 2, and 4are all contradicted by the passage.2. ○2This is a Sentence Simplification question. As with all of these items, a single sentence in thepassage is highlighted: Apprentices were considered part of the family, and masters were responsible not only forteaching their apprentices a trade but also for providing them some education and forsupervising their moral behavior.The correct answer is choice 2. Choice 2 contains all of the essential information in thehighlighted sentence. The highlighted sentence explains why (part of the family) and how(education, moral behavior) a master's responsibility went beyond teaching a trade. Theessential information is the fact that the master's responsibility went beyond teaching a trade.Therefore, choice 2 contains all that is essential without changing the meaning of thehighlighted sentence.Choice 1 changes the meaning of the highlighted sentence b~ stating that masters oftentreated apprentices irresponsibly.Choice 3 contradicts the essential meaning of thehighlighted sentence. The fact that"Apprentices were considered part of the family . . . " suggests that they were not actual familymembers.Choice 4, like choice 3, changes the meaning of the highlighted sentence by discussing familymembers as apprentices.3. ○4This is a Vocabulary question. The word being tested is disrupted. It is highlighted in thepassage. The correct answer is choice 4, "upset." The word "upset" here is used in the contextof "hurting productivity." When something is hurt or damaged, it is "upset."4. ○1This is a Factual Information question asking for specific information that can be found inparagraph 4. The correct answer is choice I, "support the idea that it was difficult for workers toadjust to working in factories." The paragraph begins by stating that workers did not adoptnew attitudes toward work easily and that the clock symbolized the new work rules. The authorprovides the quotation as evidence of that difficulty. There is no indication in the paragraphthat workers quit due to loud noise, so choice 2 is incorrect. Choice 3 (usefulness of clocks) iscontradicted by the paragraph. The factory clock was "useful," but workers hated it. Choice 4 (workers complaints as a cause ofa factory's success) is not discussed in this paragraph.5. ○4This is a Negative Factual Information question asking for specific information that can befound in paragraph 4. Choice 4, "contact among workers who were not managers," is thecorrect answer. The paragraph explicitly contradicts this by stating that"factories sharplyseparated workers from management." The paragraph explicitly states that workers lostchoice I (freedom), choice 2 (status in the community), and choice 3 (opportunities foradvancement) in the new system, so those choices are all incorrect.6. ○1This is a Vocabulary question. The phrase being tested is "gathered some momentum." It ishighlighted in the passage. The correct answer is choice I, "made progress." To "gathermomentum" means to advance with increasing speed.7. ○1This is a Vocabulary question. The word being tested is spearheaded. It is highlighted in thepassage. The correct answer is choice 1, "led." The head of a spear leads the rest of the spear,so the crafts workers who "spearheaded" this movement led it.8. ○3This is a Factual Information question asking for specific information that can be found inparagraph 5. The correct answer is choice 3, "It was slow to improve conditions for workers."The paragraph states, "More than a decade of agitation did finally bring a workday shortenedto 10 hours to most industries by the 1850's, and the courts also recognized workers' right tostrike, but these gains had little immediate impact." This statement explicitly supportschoice 3. All three other choices are contradicted by the paragraph.9. ○2This is a Factual Information question asking for specific information about a particularphrase in the passage. The phrase in question is highlighted in the passage. The correctanswer ischoice 2, "created divisions among workers." The paragraph states (emphasisadded): " . . . they (workers) were divided by ethnic and racial antagonisms, gender; conflictingreligious perspectives, occupational differences, political part loyalties, and disagreements overtactics." So "political party loyalties and disagreements over tactics'' are explicitly stared as twocauses of division among workers. The other choices are not stated and are incorrect.10. ○1This is a Reference question. The word being tested is them. It is highlighted in the passage.This is a simple pronoun-referent item. The word them in this sentence refers to those peopleto whom "the factory and industrialism were not agents of opportunity but reminders of theirloss of independence and a measure of control over their lives." Choice 1, "Workers," is theonly choice that refers to this type of person, so it is the correct answer.11. ○4This is an Insert T ext question. You can see the four black squares in paragraph 1 thatrepresent the possible answer choices here.Before 1815 manufacturing in the United States had been done in homes or shops by skilledartisans. ■ As master craft workers, they imparted the knowledge of their trades toapprentices and journeymen. ■ In addition, women often worked in their homes part-time,making finished articles from raw material supplied by merchant capitalists. W After 1815 thisolder form of manufacturing began to give way to factories with machinery tended byunskilled or semiskilled laborers. ■ Cheap transportation networks, the rise of cities, andtheavailability of capital and credit all stimulated the shift to factory production.The sentence provided, "This new form of manufacturing depended on the movement of goodsto distant locations and a centralized source of laborers," is best inserted at square 4. Theinserted sentence refers explicitly to "a new form of manufacturing." This "new form ofmanufacturing" is the one mentioned in the sentence preceding square 4, "factories withmachinery tended by unskilled or semiskilled laborers." The inserted sentence then explainsthat this new system depended on "the movement of goods to distant locations and acentralized source of laborers." The sentence that follows square 4 goes on to say, "Cheaptransportation networks, the rise of cities, and the availability of capital and credit allstimulated the shift to factory production." Thus the inserted sentence contains references toboth the sentence before square 4 and the sentence after square 4. This is not true of any ofthe other possible insert points, so square 4 is the correct answer.12. ○○Before 1815: 2 6 1815-1850: 3 5 7This is a Fill in a Table question. It is completed correctly below. The correct choices for the"Before 18 15" column are 2 and 6. Choices 3, 5, and 7 belong in the "1815-1 850" column.Choices 1 and 4 should not be used in either column.1815年以前,美国的制造业仅限于技术高超的工匠在自己家中和作坊中进行生产。
(2015-2018)高考英语试题分项版解析专题16 科普类说明文(含解析)编辑整理:尊敬的读者朋友们:这里是精品文档编辑中心,本文档内容是由我和我的同事精心编辑整理后发布的,发布之前我们对文中内容进行仔细校对,但是难免会有疏漏的地方,但是任然希望((2015-2018)高考英语试题分项版解析专题16 科普类说明文(含解析))的内容能够给您的工作和学习带来便利。
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专题16 科普类说明文2018高考题D【2018·全国I】We may think we're a culture that gets rid of our worn technology at the first sight of something shiny and new, but a new study shows that we keep using our old devices (装置) well after they go out of style. That’s bad news for the environment — and our wallets — as these outdated devices consume much more energy than the newer ones that do the same things.To figure out how much power these devices are using, Callie Babbitt and her colleagues at the Rochester Institute of Technology in New York tracked the environmental costs for each product throughout its life - from when its minerals are mined to when we stop using the device. This method provided a readout for how home energy use has evolved since the early 1990s。
关于暴力的英语作文英文回答:Violence is a multifaceted issue with historical, social, and psychological roots. It encompasses a widerange of behaviors, from physical force used to inflictharm to verbal abuse. Violence can be perpetrated by individuals, groups, or even states, and its consequences can be devastating for both victims and perpetrators.One of the most common forms of violence is physical assault. This can include punching, kicking, hitting, or using weapons to cause injury. Physical assault can be motivated by a variety of factors, including anger, revenge, fear, or hatred. It can also be used as a means of controlor intimidation.Verbal abuse is another form of violence that can havea profound impact on victims. This can include name-calling, insults, or threats. Verbal abuse can be just as harmful asphysical violence, as it can damage a victim's self-esteem, confidence, and relationships.Violence is not always physical or verbal. It can also take the form of neglect, which can occur when a personfails to provide basic care or protection to another person. Neglect can have devastating consequences for victims, particularly children and the elderly.Violence is a serious issue that can have a profound impact on individuals, families, and communities. It is important to be aware of the different forms of violenceand to understand its causes and consequences. There are a number of things that can be done to prevent violence, including education, counseling, and social support. It is also important to support victims of violence and to hold perpetrators accountable for their actions.中文回答:暴力是一个多方面的议题,有历史的、社会的和心理的根源。
Roots and consequences of stress
When it comes to stress, which refers to mental stress, I deem that everyone has ever experienced that individual of physical and mental tension. It is reported that approximately one in ten individuals is in the state of stress for a long time, which extremely dose haem to the public's health.
There are several factors which could weight heavily for mental stress, yet suspended on the top of the list is the following three aspects. First of all, the most significant factor contributing to mental stress is the quickening pace of modern life, which gives rise to fierce competition. Staying in the atmosphere of competition for a long time can make individuals extremely nervous, depressed and disappointed, which gives rise to mental stress eventually. Additionally, unforeseen events of life including divorce, unemployment, retirement and even pregnancy are prone to give rise to mental stress. Moreover, disease which is liable to make individuals lose confidence in life also lead to mental stress.
There is no doubt that stress seriously affects the physical and mental health of mankind. Researches have found that stress, no matter long-term or short-term, affects the activity of the immune system. Additionally, chronic stress is in particular rough on the body, which contributes to higher blood pressure, migraines, stomach issues and even skin breakouts. According to a survey released recently of the Chinese Medical Association, stress makes the facial skin irritation, can appear allergic rash wait for a phenomenon.
It is, undoubtedly, the overwhelmingly time that we ought to take some available methods to alleviate psychological stress.。