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著名大学校风、校训中国著名大学校训：北京大学：爱国进步民主科学清华大学：自强不息，厚德载物浙江大学：求是创新武汉大学：自强弘毅求是拓新南京大学：诚朴雄伟励学敦行北京师大：学为人师行为世范山东大学：气有浩然学无止境复旦大学：博学而笃志切问而近思南开大学：允公允能日新月异人民大学：实事求是北京外国语大学：团结紧张严肃活泼同济大学：严谨求实团结创新暨南大学：忠信笃敬厦门大学：自强不息止于至善哈尔滨工业大学：规格严格功夫到家中山大学：博学审问慎思明辨笃行四川师大：重德，博学，务实，尚美北京邮电大学：厚德博学敬业乐群北京理工大学：团结勤奋求实创新中国农业大学：博大精深北京舞蹈学院：文舞相融德艺双馨北京航空航天大学：德才兼备,知行合一中国地质大学：艰苦朴素，求真务实中国政法大学：厚德明法格物致公北京交通大学：知行首都师范大学：为学为师，求实求新北京体育大学：爱国拼搏求实创新北京林业大学：养青松正气法竹梅风骨原北京医科大学：勤奋严谨求实创新中国民航学院：笃学精博、严谨创新中国海洋大学：海纳百川，取则行远石油大学：勤奋严谨求实创新中国青年政治学院：实事求是朝气蓬勃华东师大：求实创造为人师表华南师范大学：艰苦奋斗，严谨治学，求实创新，为人师表东北师范大学：勤奋创新，为人师表云南师范大学：刚毅坚卓华中师范大学：求实创新，立德树人漳州师院校训：学高为师，德高为范广西师范大学:学高为师身正为范河南师范大学：厚德博学、止于至善中国协和医科大学：严谨博精创新奉献中南财经政法大学校训：博文明理厚德济世对外经济贸易大学:诚信、博学、求索、笃行东北财经大学：博学济世国家会计学院：不作假账东北财经大学：博学济世上海财大：经世济国江西财经大学：信敏廉毅西安交大：爱国爱校.追求真理.勤奋踏实.艰苦朴素西安理工大学：祖国荣誉责任电子科技大学：团结、勤奋、求实、创新中国科技大学：红专并进，理实交融(应该是这个)华中科技大学：明德厚学，求是创新南理工：团结献身求是创新上海交大：饮水思源，爱国荣校大连理工：团结进取求实创新华南理工：团结勤奋求实创新华东理工大学：大学之道，在明明德，在新民，在止于至善西安理工大学：博学之审问之慎思之明辨之笃行之武汉理工大学：勤奋严谨求实创新太原理工大学：求实、创新西南交通大学：精勤求学，敦笃励志；果毅力行，忠恕任事西安建筑科技大学：自强、笃实、求源、创新西北工业：公诚勇毅南京工业大学：明德厚学，沉毅笃行河南农业大学：团结勤奋严谨求实华中农业大学：团结勤俭求是奋进华南农业大学：修德博学求实创新兰州商学院：自由之精神独立之人格云南大学：立一等品格求一等学识成一等事业苏大：养天地正气，法古今完人兰州大学：勤奋求实创新山西大学：登崇俊良求真至善东北大学：自强不息，知行合一天津大学：实事求是上海大学：自强不息，求实创新东南大学：止于至善FDU：博学而笃志吉林大学：求实创新，励志图强矿大：勤奋求实进取奉献西北大学：公诚勤朴四川大学：海纳百川有容乃大河南大学：明德新民，至于至善广东外语外贸大学：学贯中西，明德尚行江苏警官学院：无私奉献黑龙江大学：参天尽物博学慎思河海大学：艰苦朴素，实事求是，严格要求，勇于探索烟台大学：勤奋创新育德守纪湘潭大学：博学笃行，盛德日新河北大学：实事求是，笃学诚行大连大学：文明自强，求是创新青岛大学：博学笃志，明德求真，守正出奇长安大学(长大): 求实笃学务实创新江苏大学：博学、求是、明德湖南大学：实事求是敢为人先燕京大学：自由、博爱、民主集美大学：诚以待人，毅以处事红河学院：里仁明德.燕山大学：厚德树人博学济世上海水产大学：团结敬业求实创新川大：坚韧不怠，日进有功附：哈佛大学校训：与亚利士多的为友，与真理为友世界著名大学校训：哈佛大学：让真理与你为友耶鲁大学：真理和光明牛津大学：主照亮我剑桥大学：剑桥-------求知学习的理想之地麻省理工学院：既学会动脑，也学会动手普林斯顿大学：普林斯顿-------为国家服务，为世界服务斯坦佛大学：愿学术自由之风劲吹康奈尔大学：让任何人都能在这里学到想学的科目哥伦比亚大学：在上帝的神灵中我们寻求知识加利福尼亚理工学院：真理使人自由芝加哥大学：让知识充实你的人生加利福尼亚大学伯克利分校：愿知识之光普照大地宾夕法尼亚大学：毫无特性的学习将一事无成杜克大学：追求知识，信仰宗教密歇根大学：艺术、科学、真理西点军校：职责、荣誉、国家多伦多大学：像大树一样茁壮成长加拿大皇后大学：智慧和知识将是未来时代的稳定剂伯克利加州大学：让这里光芒闪耀早稻田大学：学问独立，培养模范国民悉尼大学：繁星纵变、智慧永恒新南威尔士大学：以人为本与时并进爱丁利亚国家大学：有知识者既能看到事物的表象，也发现其内涵澳大利亚国家大学：重要的是弄清事物的本质北京大学：爱国进步民主科学清华大学：自强不息厚德载物复旦大学：博学而笃志切问而近思中国政法大学：厚德明法革物致公香港大学：明德格物中国人民抗日军事政治大学：团结、紧张、严肃、活泼（毛泽东）柏林洪堡大学：哲学家只是用不同的方式解释世界，而问题在于改变世界（马克思）西点军校：职责、荣誉、国家校风：1、对外经济贸易大学校风：团结爱校敬业创新2、复旦大学校风：文明健康团结奋发3、中国地质大学校风：艰苦奋斗严格谦逊团结活泼求实进取4、中国财经大学校风：忠诚团结求实创新5、邯郸大学校风：团结守纪求真务实6、南京大学校风：严谨求实勤奋创新7、四川大学校风：严谨勤奋求是创新8、云南大学校风：高远务实勤勉卓越9、华中科技大学校风：团结求实严谨进取10、华中农业大学校风：团结勤俭求是奋进11、重庆大学校风：团结勤奋求实创新12、浙江大学校风：求是创新13、长春大学校风：同德同心同济奋斗进取务实求强14、山东大学校风：求真务实开放拓新15、石家庄铁道学院校风：严谨治学勇于创新16、南通工学院校风：团结奋进刻苦严谨求实创新17、湖州师范学院校风：明德求真18、青岛外国语学院校风：和谐认真惜时成功励志笃行博学应用19、许昌学院校风：团结活泼勤奋严谨文明朴素求实创新20、镇江医学院校风：勤奋严谨求实创新21、大连水产学院校风：团结勤奋求实创新22、武汉化工学院校风：团结严谨勤奋求实23、南京邮电学院校风：勤奋求实进取创新24、南京晓庄学院校风：求真求精求新25、长沙电力学院校风：文明博学求实进取26、工程兵指挥学院校风：从严勤奋求实创新27、北京机械工业学院校风：团结勤奋严谨创新28、军事经济学院校风：严格求实廉洁献身29、焦作工学院校风：好学力行30、大庆石油学院校风：严谨求实勤奋创新31、华中工学院校风：团结求实严谨进取32、南通医学院校风：严谨求实勤奋进取33、常州技术师范学院校风：团结勤奋求实创新34、贵州电子信息职业技术学院校风：文明勤奋敬业创新35、浙江丽水职业技术学院校风：文明和谐勤奋进取36、大连水产学院职业技术学院校风：团结勤奋求实创新37、承德石油高等专科学校校风：团结勤奋严谨求实38、成都电子机械高等专科学校校风：严谨朴实勤奋创新39、南京动力高等专科学校校风：团结严谨勤奋求实40、南昌水利水电高等专科学校校风：开拓勤奋求实文明1、北京大学：爱国进步民主科学2、北京大学精神：勤奋严谨求实创新3、清华大学：自强不息厚德载物4、南京大学：诚朴雄伟励学敦行5、东南大学：止於至善6、复旦大学：博学而笃志切问而近思7、复旦大学校风：文明团结健康奋发8、复旦大学校学风：刻苦严谨求实创新9、浙江大学：求是创新10、南开大学：允公允能日新月异11、天津大学：实事求是12、武汉大学：自强弘毅求是拓新12、中山大学：博学审问慎思明辨笃行13、暨南大学：忠信笃敬14、厦门大学：自强不息止于至善15、同济大学：严谨求实团结创新16、济大学精神：同舟共济自强不息17、中国人民大学：实事求是18、四川大学：海纳百川有容乃大19、吉林大学：求实创新励志图强20、北京师范大学：学为人师行为世范21、华东师范大学：求实创造为人师表22、东北师范大学：勤奋创新为人师表23、华南师范大学：艰苦奋斗严谨治学求实创新为人师表24、东北大学：自强不息知行合一25、东北大学校风：献身求实团结创新26、西北大学：公诚勤朴27、上海大学：自强不息28、上海交通大学：饮水思源爱国荣校29、中国海洋大学：海纳百川至人至德30、国防科技大学：奉献求实31、东北财经大学：博学济世32、山东大学：气有浩然学无止境33、云南大学：立一等品格求一等学识成一等事业34、云南大学精神：会泽百家至公天下35、云南大学校风：高远务实勤勉卓越36、青岛大学：博学笃志明德求真守正出奇37、对外经贸大学：博学诚信求索笃行38、安徽大学：至诚至坚博学笃行39、西南联大：刚毅坚卓40、东莞理工大学：团结守纪求实进取41、广州大学：博学笃行与时俱进42、西南政法大学：求实创新团结奋进43、大连理工大学：团结进取求实创新44、深圳大学：坚定信念，崇尚科学，团结进取，文明修身，奋发成才。
雅思考试时间安排表整理(2024年)雅思考试时间安排表2024年1月：6日、13日、27日2月：3日、24日3月：2日、9日、16日、23日4月：6日、13日、20日、27日5月：11日、18日、25日6月：1日、8日、22日7月：6日、20日、27日8月：3日、10月、17日、24日、31日9月：7日、14日、28日10月：12日、19日、26日11月：2日、16日、23日、30日12月：7日、14日、21日、28日雅思考试介绍雅思考试(IELTS)，外文名International English Language Testing System，通过剑桥大学考试委员会外语考试部、英文化协会及IDP教育集团一起管理，主要是针英语能力，给想要到英语的家学习、工作或定居的人们设置的英语水平考试。
雅思考试分为两种类型，其一是学术类(A类)，其二是培训类(G类)。
学术类雅思考试对考生的英语水平进行测试，对考生的英语水平评估是不是满足申请本科及研究生及以上学位的要求，对准备出留学的考生很适合。
培训类雅思考试所看重的是对基本语言技能的考察，适用于计划在英语家(如澳大利亚、加拿大、新西兰及英)参加工作或移民，或申请培训及非文凭类课程的人士。
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剑桥雅思阅读5原文翻译及答案(test1)雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读5test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读5原文(test1)剑桥雅思系列真题是剑桥大学考试委员会外语考试部出版各类考试真题的唯一官方出版社出版的权威教材，书中包含最新的雅思全真试题资料，是各类雅思考生备考过程中必不可少的参考书。
非常适合学生自学的习题解答和听力录音文本。
READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Johnson’s DictionaryFor the centur y before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe thevarious worlds to conquer —lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gou gh Square, in which he set up his ‘dictionary workshop’.James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on everysubject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law —according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe" The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.Questions 1-3Choose THREE letters A-H.Write your answers in boxes 1-3 on your answer sheet.NB Your answers may be given in any order.Which THREE of the following statements are true of Johnson’s Dictionary?A It avoided all scholarly words.B It was the only English dictionary in general use for 200 years.C It was famous because of the large number of people involved.D It focused mainly on language from contemporary texts.E There was a time limit for its completion.F It ignored work done by previous dictionary writers.G It took into account subtleties of meaning.H Its definitions were famous for their originality.Questions 4-7Complete the summary.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-7 on your answer sheet.In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks.On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his ha rd work, he was granted a 7………by the king.Questions 8-13Do the following statements agree with the information given in Reading Passage 1?In boxes 8-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this8 The growing importance of the middle classes led to an increased demand for dictionaries.9 Johnson has become more well known since his death.10 Johnson had been planning to write a dictionary for several years.11 Johnson set up an academy to help with the writing of his Dictionary.12 Johnson only received payment for his Dictionary on its completion.13 Not all of the assistants survived to see the publication of the Dictionary.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Nature or Nurture?A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of lifefor their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically M ilgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.B Milgram’s expe rimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger —severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgramcalmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society —the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this se tting.’H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authorityfigure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.Questions 14-19Reading Passage 2 has nine paragraphs, A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 14-19 on your answer sheet.14 a biological explanation of the teacher-subjects’ behaviour15 the explanation Milgram gave the teacher-subjects for the experiment16 the identity of the pupils17 the expected statistical outcome18 the general aim of sociobiological study19 the way Milgram persuaded the teacher-subjects to continueQuestions 20-22Choose the correct letter, A, B, C or D.Write your answers in boxes 20-22 on your answer sheet.20 The teacher-subjects were told that were testing whetherA a 450-volt shock was dangerous.B punishment helps learning.C the pupils were honest.D they were suited to teaching.21 The teacher-subjects were instructed toA stop when a pupil asked them to.B denounce pupils who made mistakes.C reduce the shock level after a correct answer.D give punishment according to a rule.22 Before the experiment took place the psychiatristsA believed that a shock of 150 volts was too dangerous.B failed to agree on how the teacher-subjects would respond to instructions.C underestimated the teacher-subjects’ willingness to comply with experimental procedure.D thought that many of the teacher-subjects would administer a shock of 450 volts.Questions 23-26Do the following statements agree with the information given in Reading Passage 2?In boxes 23-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this23 Several of the subjects were psychology students at Yale University.24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.25 In a sociological explanation, personal values are more powerful than authority.26 Milgram’s experiment solves an important question in sociobiology.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40,which are based on Reading Passage 3 below.The Truth about the EnvironmentFor many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient —associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and 1998. This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures(which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, andprevent half a billion people from becoming seriously ill.It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.Questions 27-32Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 27-32 on your answer sheet, writeYES if the statement ag rees with the writer’s claimsNO if the statement contradicts the writer’s clamsNOT GIVEN if it is impossible to say what the writer thinks about this27 Environmentalists take a pessimistic view of the world fora number of reasons28 Data on the Earth’s natural resources has only been collected since 1972.29 The number of starving people in the world has increased in recent years.30 Extinct species are being replaced by new species.31 Some pollution problems have been correctly linked to industrialisation.32 It would be best to attempt to slow down economic growth.Questions 33-37Choose the correct letter, A, B, C or D.Write your answers in boxes 33-37 on your answer sheet.33 What aspect of scientific research does the writer express concern about in paragraph 4?A the need to produce resultsB the lack of financial supportC the selection of areas to researchD the desire to solve every research problem34 The writer quotes from the Worldwide Fund for Nature to illustrate howA influential the mass media can be.B effective environmental groups can be.C the mass media can help groups raise funds.D environmental groups can exaggerate their claims.34 What is the writer’s main point about lobby groups in paragraph 6?A Some are more active than others.B Some are better organised than others.C Some receive more criticism than others.D Some support more important issues than others.35 The writer suggests that newspapers print items that are intended toA educate readers.B meet their readers’ expec tations.C encourage feedback from readers.D mislead readers.36 What does the writer say about America’s waste problem?A It will increase in line with population growth.B It is not as important as we have been led to believe.C It has been reduced through public awareness of the issues.D It is only significant in certain areas of the country.Questions 38-40Complete the summary with the list of words A-I below.Write the correct letter A-I in boxes 38-40 on your answer sheet.GLOBAL WARMINGThe writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.A unrealisticB agreedC expensiveD rightE long-termF usualG surprisingH personalI urgent剑桥雅思阅读5原文参考译文(test1)TEST 1 PASSAGE 1参考译文：Johnson’s Dictionary约翰逊博士的字典For the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.约翰逊博士的《字典》于1775年出版，在此之前的一个世纪，人们一直对英语的发展状况担忧。
剑桥新概念练习册5答案剑桥新概念练习册5是一本针对英语高级学习者的练习册，旨在提高他们的英语应用能力。
以下是这本练习册的一些答案，供参考：练习一：完形填空1. Despite the heavy rain, they continued their journey.2. She is not only a talented musician but also a great teacher.3. The company has been facing financial difficulties for the past few years.4. He decided to pursue a career in law after graduating from college.5. The new policy has been met with mixed reactions from the public.练习二：阅读理解A. True,B. False,C. Not mentioned1. A2. B3. C4. A5. B练习三：词汇运用1. Subsequent2. Contribute3. Inevitable4. Deteriorate5. Compromise练习四：语法练习1. If I had known about the meeting, I would have attended it.2. She will have finished the project by the time you arrive.3. Had he not been ill, he would have gone to the concert.4. I wish I were as talented as you.5. They had already left when we arrived.练习五：写作练习题目：描述一次难忘的旅行经历。
杭州2024年10月教学质量检测高一英语试题（答案在最后）考生须知：1.本卷共页满分120分，考试时间100分钟;2.答题前，在答题卷指定区域填写班级、姓名、考场号、座位号及准考证号并填涂相应数字。
3.所有答案必须写在答题纸上，写在试卷上无效;选择题部分第一部分听力(共两节，共20题，满分20分)第一节(共5小题;每小题1分，满分5分)1.What does the woman want to do this weekend?A.Buy a pet cat.B.Visit the animal shelter.C.Go to the man’s house.2.How does the woman sound?A.Puzzled.B.Annoyed.C.Apologetic3.What is the problem with the man?A.He feels too cold.B.He hurt his fingersC.He forgot to wear his coat.4.Why does Jeremy talk with the woman?A.To make an invitation.B.To ask for permission.C.To get some advice.5.What does the man mean?A.He is very sleepy.B.He can’t finish the report.C.He doesn’t like the TV show.第二节(共15小题;每小题1分，满分15分)听第6段材料，回答第6、7题。
6.What are the speakers mainly talking about?A.A picture.B.An app.C.A koala.7.Where probably are the speakers?A.At home.B.In a classroom.C.In an office.听第7段材料，回答第8至10题。
《剑10》听力解析作者：耿龙来源：《新东方英语》2015年第10期2013年3月5日，雅思官方发布了《剑9》（编注：为叙述方便，全文出现的《剑桥雅思考试全真试题集》均采用简称，如《剑9》《剑10》等）。
时隔两年，《剑10》终于露出其“庐山真面目”。
此前网络上曾流出一版号称“《剑10》”的雅思练习题集，其内容编排及考点同历年官方出版的真题集有很大出入。
考生如果下载到网络版的“《剑10》”，只把其当做模拟练习题即可，备考时还应以官方发布的正版《剑10》为准。
此次《剑10》的编写体例与历年真题集相同，同样包含四套学术类真题和两套培训类真题（即适用于移民的阅读和写作考题），但难度与往年相比稳中有升。
本文旨在分析《剑10》的听力部分，并将之与历年真题集及2014年全年45场雅思考试进行对比，给广大考生提供《剑10》的使用建议及相应的备考策略。
题型从题型来看，《剑10》听力部分选择类题目所占的比例比往年增多，题型的多样性减少，各个section的题型分布更符合实际考试的规律。
下面笔者分别从这三方面进行详细分析。
1. 选择类题目所占比例增多如图1所示，《剑10》听力中，主观填空题依旧占主导位置，而令人头疼的填图类题目并没有出现。
图2、图3分别为《剑3》至《剑9》听力部分的题型统计和2014年全年45场雅思考试听力部分的题型统计。
通过对比不难发现，《剑10》听力中选择类题目所占的比例明显升高，这在之前的真题中并不多见，因此考生应注意增加选择类题目的练习。
此外，对相当一部分考生而言，由于受审题时间、答题策略（如定位答案信息、寻找同义表述）等因素的影响，选择类题目的难度比填空类题目的难度要大，而《剑10》的面市正好为考生提供了更多练习选择类题目的机会。
2. 题型多样性减少与历年真题集相比，《剑10》听力中出现的题型种类比较少，是所有真题集中最少的。
填空类题目以记笔记和完成填表为主，选择类题目则和以往基本保持一致，包括常规的单选题、多选题和配对题。
2024-2025学年度2025届高三上期十月阶段检测历史试卷考试时间：75分钟满分：100分一、选择题（共26题，每题2分，共52分）1.下表为不同古籍中关于大禹时期“万国”的描述，据表可知，大禹时期( )禹会诸侯于涂山，执玉帛者万国。
春秋·《左传》（大禹）沐甚雨，栉疾风，置万国。
战国·《庄子》古大禹之时，诸侯万国。
西汉·《战国策》A.分封制度盛行B.内外服制确立C.打破禅让传统D.王权初步形成2.秦郡置“守”“尉”分掌民政、军事之权。
到西汉末期，就出现“守”“尉”互兼的事例。
东汉时期大部分郡都废“尉”而并其职于“守”。
这一变化( )A.埋下了地方割据的隐患B.加强了对地方官员的监察和控制C.造成了官僚机构的臃肿D.体现了地方行政层级管理的演变3.隋炀帝时期，开通江南河，使余杭（今杭州）能凭船只沿运河直抵北方。
同时，炀帝又特意下诏废弃了陈朝故都丹阳（今属南京）与余杭地区之间耗资巨大才打通的水道。
隋炀帝的做法( )A.旨在强化对江南的管控B.厉行专制导致施政混乱C.提高了运河的运输效能D.遏止了南方经济的发展4.唐显庆四年（659年），唐高宗颁布《显庆姓氏录》，规定只要做官进了五品，就可以列入其中。
这是由政府公布的士族等第的权威名录，被列入名录的有245姓、287家，较之唐太宗时减少48姓、1364家。
此举旨在( )A.强化中央权威B.巩固统治基础C.推进科举改革D.平衡派别利益5.下表为学者统计的有关唐代敦煌地区不同时期家庭结构情况。
据此推测，当时( )A.战争导致了个体小农经济瓦解B.税制变化推动家庭结构变迁C.农本观念在中原地区影响深远D.精耕细作生产模式不断完善6.北魏孝文帝曾诏“六月庚午，禁杀牛马”、孝明帝亦重申“杀牛禁”。
《辽史·太祖纪》也曾载“太祖……置城邑，教民种桑麻，习织组”。
这能够反映该时期这些少数民族( )A.牛耕技术的发展B.统治思想的异变C.政权更迭的频繁D.经济结构的变化7.元顺帝时，全国有驿站1500多处，为维持驿站的运行，特设站户。
雅思5月新题题库引言概述：雅思考试是全球范围内最为广泛接受的英语语言能力测试之一。
每年，雅思考试都会更新题库，以确保考试内容的多样性和实用性。
本文将介绍今年5月份的雅思新题题库，以帮助考生更好地准备考试。
正文内容：1. 阅读部分：1.1 主题阅读- 介绍主题阅读的概念和目的- 解释如何通过阅读主题词来理解文章的主题- 提供一些实例，如环境保护、科技发展等1.2 判断题- 解释判断题的考察方式和技巧- 提供一些常见的判断题题型，如正误判断、信息匹配等- 强调理解文章细节对正确判断的重要性1.3 多选题- 解释多选题的考察方式和技巧- 提供一些常见的多选题题型，如选择正确的选项、选择正确的标题等- 强调理解文章整体结构对正确答题的重要性2. 听力部分：2.1 地图题- 介绍地图题的考察方式和技巧- 解释如何根据听到的描述绘制地图- 提供一些实例，如描述某个地点的特征、周围的建筑等2.2 填空题- 解释填空题的考察方式和技巧- 提供一些常见的填空题题型，如填写单词、填写数字等- 强调理解听到的信息对正确填写的重要性2.3 选择题- 解释选择题的考察方式和技巧- 提供一些常见的选择题题型，如选择正确的选项、选择正确的答案等- 强调理解听到的信息对正确答题的重要性3. 写作部分：3.1 图表作文- 介绍图表作文的考察方式和技巧- 解释如何分析图表数据和趋势- 提供一些实例，如柱状图、折线图等3.2 讨论型作文- 解释讨论型作文的考察方式和技巧- 提供一些常见的讨论型作文题目，如科技发展、教育问题等- 强调提供明确的观点和合理的论证对作文得分的重要性3.3 优缺点作文- 解释优缺点作文的考察方式和技巧- 提供一些常见的优缺点作文题目，如城市生活、网络使用等- 强调提供具体的例子和清晰的结构对作文得分的重要性4. 口语部分：4.1 个人经历- 解释个人经历题的考察方式和技巧- 提供一些常见的个人经历题目，如最难忘的经历、最喜欢的旅行等- 强调提供具体的细节和感受对回答的完整性和连贯性的重要性4.2 看图说话- 解释看图说话题的考察方式和技巧- 提供一些常见的看图说话题目，如描述图片中的人物、场景等- 强调观察图片细节和用适当的词汇描述的重要性4.3 辩论题- 解释辩论题的考察方式和技巧- 提供一些常见的辩论题目，如是否应该禁止动物园、是否应该禁止手机使用等- 强调提供明确的观点和合理的论证对回答的完整性和连贯性的重要性总结：通过对5月新题题库的介绍，我们可以看到雅思考试的题型多样且实用。
名人事迹（合集5篇）1.名人事迹第1篇尼古拉·特斯拉(Nikola Tesla，1856年-1943年)，1856年7月10日出生在克罗地亚，是一位世界知名的发明家、物理学家、机械工程师和电机工程师。
19世纪末20世纪初，他对电力学和磁力学做出了杰出贡献。
成就是1882年，他继爱迪生发明直流电(DC)后不久，发明了交流电(AC)，并制造出世界上第一台交流发电机，并创立了多相电力传输技术。
他是一个绝世天才，也是一位被世界遗忘的伟人，交流发电机就是他发明的。
1943年1月5日晚间到7日在纽约旅馆孤独的死于心脏衰竭，享年86岁，他的专利和理论工作依据现代交变电流电力系统，包括多相电力分配系统和交流电发电机，帮助了他带起了第二次工业革命。
2.名人事迹第2篇大记者法拉奇还是娱记那会儿，曾谋划去好莱坞采访梦露。
梦露没见到，关于这位明星的琐事倒听了不少。
1956年，29岁的梦露是个可爱的姑娘。
和她的名声相比，她有点儿名不副实。
别人说话的时候，她张着嘴听着，好像别人说的都是一些闻所未闻的新鲜事。
别人间她的时候，她一言不发，担心说出什么傻话来，她从来不会不征求一位朋友的建议就回答问题。
50多年过去，风景变了，空气变了，一切都大有不同。
玛丽莲梦露和朱迪加兰的时代已经过去，好莱坞王朝更替变幻。
如今的女明星不仅需要美丽的容貌，也需要聪明的头脑。
如果没有，至少看上去也得有。
今时今日的好莱坞女星们不仅保持容貌，也得建设头脑。
在自己的粉红色小坤包里，人人都有一册小账本。
小女魔法师爱玛沃特森光靠出演《哈利波特》系列电影就赚了1000万英镑，她非但不挥霍，反而立刻报了个私人理财班。
除了理财，她对自己的事业也有一番看法：我一点也不想演大公司出品的电影，它们给人感觉空无一物。
对我来说，选择标准只有一个好的剧本。
单凭这口气，你会以为说话的是西恩-潘，或是朱利安摩尔。
张狂本应和实力挂钩，年纪不大却气场惊人的沃特森小姐已经在明示，这个阵营迟早会因为《哈利波特》之外的原因提到她的名字。
剑桥学术英语答案一、写出下列单词的适当形式.(10分)1.nine(序数词) （） [单选题] *A. ninth(正确答案)B. nineth2.five(序数词) （） [单选题] *A. fivethB. fifth(正确答案)3.twentieth(基数词) （） [单选题] *A. 20(正确答案)B. 124.第三十（汉译英）（） [单选题] *A. thirtieth(正确答案)B. thirty5.first (缩写）（） [单选题] *A. 1thB. 1st(正确答案)二、选择适当形式填空。
（10分）1.Mother’s Day is on______Sunday in May. [单选题] *A .twoB. second(正确答案)答案解析：中文意思：母亲节在五月的第2个星期天。
B是表示顺序，第二。
选B2.There are some______days in April.[单选题] *A. special(正确答案)B.specially答案解析：中文意思：在四月有一些特殊的日子。
special是特殊的，形容词修饰days,B是副词。
选A3.The _____contest is on August 14th . [单选题] *A.singing(正确答案)B.sing答案解析：中文意思：歌唱比赛在8月14号。
singing是名词（唱歌），sing是动词（唱歌），所以选A.4.This Sunday is my______birthday. [单选题] *A. tenB.tenth(正确答案)答案解析：中文意思：这个星期天是我第10个生日。
序数词＋单数名词。
所以选B.5.Chinese noodles______delicious.[单选题] *A. isB.are(正确答案)答案解析：中文意思：中国面条很好吃。
noodles是复数，用are，选B.三、读一读，选出对应汉语的日期（10分）1. January the first [单选题] *A.1月1日(正确答案)B.2月1日答案解析：January 翻译为一月2. February the twentieth[单选题] *A.2月12日B.2月20日(正确答案)答案解析：twentieth是第二十的意思，3. March the second [单选题] *A.5月2号B.3月2号(正确答案)答案解析：March 为三月December the third [单选题] *A.12月3日(正确答案)B.11月3日答案解析：December翻译为十二月5. May the twelfth [单选题] *A.5月20日B.5月12日(正确答案)答案解析：twelfth,翻译为第十二6.November the eleventh[单选题] *A.10月11日B.11月11日(正确答案)答案解析：November翻译为十一月7. September the tenth [单选题] *A.9月10日(正确答案)B.9月8日答案解析：tenth翻译第108. October the first[单选题] *A.11月1日B.10月1日(正确答案)答案解析：October翻译为10月9. June the twenty-second [单选题] *A.6月22日(正确答案)B.7月22日答案解析：June 翻译为6月10. August the thirtieth [单选题] *A.8月3日B.8月30日(正确答案)答案解析：thirtieth翻译为第三十四、选择正确答案（30分）1.February is the________ month of a year. [单选题] *second(正确答案)firstthird答案解析：中文意思：一年当中的第一个月是1月。
