B The world is not coming to an end on December 21, 2012, the US space agency in
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B
The world is not coming to an end on December 21, 2012, the US space agency insisted Monday in a rare campaign to dispel widespread rumors fueled by the Internet and a new Hollywood movie．
The latest big screen offering from Sony Picture, 2012, arrives in theaters on Friday, with a 200-million-dollar production about the end of the world supposedly based on myths backed by the Mayan calendar．It is claimed that the end of time will come as a Planet X---or Nibiru---heads toward or collides with the Earth．
Some websites accuse NASA of hiding the truth on the planet’s existence, but the US space agency condemned such stories as an “Internet hoax”．“There is no factual basis for these claims,” NASA said in a question-and-anwser posting on this website．“If such a collision were real, astronomers would have been tracking it for at least the past decade, and it would be visible by now to the naked eye．Obviously, it does not exist．Credible scientists worldwide know of no threat associated with 2012,” it insisted．“After all, our planet has been getting along just well for more than four billion years,” added NASA．
There is another planet, Eris, floating in space．But the small planet similar to Pluto will remain safely fixed in the outer solar system and it can come no closer than four billion miles to the Earth, according to NASA．
Earlier theories set the disaster for May 2003, but when nothing happened the date was moved forward to the winter in 2012 to coincide with the end of a cycle of the ancient Mayan calendar．
NASA insisted the Mayan calendar in fact does not end on December 21, 2012, as another period begins immediately afterward．
And even if the planets were to line up as some have forecast, the effect on our planet would be “negligible（unimportant）”, NASA said．
“And while comets and asteroids （小行星） have always hit the Earth, big hits are very rare,” NASA noted．The last major impact was believed to be 65 million years ago, resulting in the end of dinosaurs．
“We have already determined that there are no threatening asteroids as large as the one that killed the dinosaurs,” the space agency said．
49．______ played a key role in the spread of the rumors．
A．A new book B．The Internet and a new Hollywood movie
C．NASA D．An Indian calendar
50．We can infer that ______．
A．people didn’t take the rumor seriously
B．Planet X --- or Nibiru does exist
C．astronomers have been tracking Planet X for over ten years
D．the rumor caused a panic among some people
51．NASA thinks that Eris ______．
A．might have a threat to the Earth B．doesn’t have any threat to the Earth
C．is too far away to be visible D．is similar to our planet, where life might exist
52．Which of the following is the best title?
A．New Hollywood movie 2012
B．December 21, 2012, Not the end of the world
C．End of the ancient Mayan calendar
D．How rumors came into being |
答案
49-52: BDBB |
解析
| 略 |
举一反三
Poorer children would be offered the chance to attend lessons on Saturday to help catch up with their middleclass peers (同龄人), the shadow schools secretary, Michael Gove, said today.The Conservatives would give English state schools the freedom to choose to have longer teaching hours and extra classes at the weekend, he told the Association of Teachers and Lecturers’annual conference.
Gove said the move would help to close the achievement gap with richer children whose parents could afford extras such as tutoring and music lessons.
He told delegates (代表) in Manchester: “For children who come from homes where parents don’t have the resources to provide additional stretch and cultural experiences, there are benefits in having those children in the learning environment, in school, for longer.”
“Parents would love to have schools starting earlier in some circumstances, and certainly going on later in the afternoon, given the reality of their working lives,” he said. He held up the example of Kipp (Knowledge is Power Program) schools in the US, which are often based in the poorest communities and open from 7:30 am to 5pm on weekdays, plus Saturdays.
But it would be up to schools to decide to offer longer hours, Gove added.
Parents said Saturday classes could become a “badge of dishonor”if pupils were forced to go, while teachers raised concerns about their workload.
Margaret Morrissey, of Parents Outloud, said: “I think the suggestion the government made about one-to-one teaching for these kids would be a more preferable way of improving these children’s performance. I’m just not sure whether taking away a child at weekends is actually going to make them cleverer in the week.”
The ATL’s general secretary, Mary Bousted, said: “If we want Saturday schools, then we need more teachers doing the extra hours, not the same teachers working longer.”
66. The program is intended for children____________.
A. who are from middle-class families
B. whose parents can’t afford extra help
C. who perform poorly academically
D. whose weekends are mostly unoccupied
67. “Additional stretch” in Paragraph 4 probably refers to_________.
A. music lessons
B. physical relaxation
C. entertainment activities
D. out-of-school improvement
68. Why did Gove mention Kipp schools in the US?
A. To make a comparison.
B. To introduce a new program.
C. To seek supportive evidence.
D. To prove his program is better.
69. What is Margaret Morrissey’s opinion about the new program?
A. Favourable. B. Doubtful. C. Optimistic. D. Acceptable.
70. Which of the following is true?
A. Teachers may not like the program.
B. Schools are trying to make profits.
C. The program is already under way.
D. The program is popular with children. |
In classrooms across the USA, students from different speech backgrounds give speeches in English. It is important to remember that the major goal of the speech is communication of ideas, not perfection of language skills. Therefore, as you listen to a speaker who is not fluent in the language, seek to understand what is being said by concentrating on the ideas of the message rather than on the specific words of the speaker. This may require a special kind of patience as well as the ability to take the perspective (视角) of the communicator. Perspective taking means that you can put yourself in the other person’s shoes. That is, you try to imagine what it would be like to give a speech in a foreign language to a group of native speakers of that language. Keep in mind that non-fluency is not linked to low intelligence or lack of education~ it is linked to experiences with the second language.
These guidelines can help you be a better listener in these situations.
1. Approach the speech with a positive attitude, and expect to understand.
2. Listen all the way through. Make special efforts to keep your mind from wandering in the middle of the speech. It may help to take notes.
3. Plan to give proper nonverbal (非语言的) feedback to prove your interest, patience, and support for the speaker.
4. Control your negative emotional responses. Let"s face it, it is difficult to deal with linguistic barriers (语言障碍), and people often get disappointed or bored when there are language differences.
5. Do not laugh, even if the speakers do, at their language skills. Often they laugh nervously to relieve tension.
68. What is the main idea of this passage?
A. How to become a good listener.
B. How to become a good speaker.
C. We should take a positive attitude towards speech.
D. How to communicate with others
69. The underlined phrase "put yourself in the other person’s shoes" in the first paragraph means ____.
A. to know one"s shoes is to know one"s problem
B. try to wear the other person’s shoes
C. understand others by trying on their shoes
D. look at something from the point of others
70. What can we learn from the passage?
A. People should be strict with speakers speaking in a foreign language.
B. Taking notes helps keep your mind from wandering in listening to a speech.
C. Whenever the speaker is nervous, he laughs.
D. It"s hard to concentrate when the speaker is not fluent.
71. What advice is given on listening to a speech?
A. Believing you can understand every word of the speech.
B. Showing your support for the speaker nonverbally.
C. Laughing when the speaker laughs at himself.
D. Commenting on the speech at times. |
完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，掌握其大意，然后从36－55各题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。
Many people go to school for 36 . They learn languages, history, geography, physics, chemistry and mathematics. 37 go to school to learn a skill 38 they can make a living. School education is very important and useful. Yet no one can learn 39 from school. A teacher, no matter how much he 40 , can not teach his students everything they 41 to know. The teacher’s job is to show his students 42 to learn. He teaches 43 how to read and how to think. So much more is to be learned 44 school by the students themselves.
It is always more 45 to study by oneself than to remember some facts or formulas (公式). It is quite 46 to learn a certain fact in history 47 a formula in mathematics. But it is very difficult to 48 a formula in working out a maths problem. Great 49 such as Einstein, Newton and Galileo didn’t get everything from school. But they were 50 successful. They knew 51 to study, they read books that 52 not taught at school. They worked hard all their lives 53 not a single moment. They 54 ask many questions as they read and they did thousands of experiments.
Above all, they knew how to use their 55 .
36. A. education B. educating C. study D. learning
37. A. Other B. Others C. The other D. Another
38. A. such that B. so as to C. so that D. in order
39. A. nothing B. something C. anything D. everything
40. A. understands B. will know C. knows D. knew
41. A. eager B. want C. ask D. wanted
42. A. how B. what C. when D. where
43. A. the teacher B. them C. student D. the student
44. A. at B. inside C. outside D. out
45. A. possible B. important C. impossible D. unimportant
46. A. easy B. uneasy C. difficult D. hard
47. A. but B. and C. or D. other
48. A. learn B. use C. study D. work
49. A. scientists B. teachers C. students D. people
50. A. either B. both C. all D. neither
51. A. what B. which C. this D. why
52. A. is B. were C. will be D. have been
53. A. waste B. wasted C. wasting D. to waste
54. A. could B. should C. might D. would
55. A. cleverness B. thoughts C. hearts D. brains |
第二节 完形填空（共20小题；每小题1分，满分20分）
阅读下面短文，掌握其大意，然后从36~55各题所给的四个选项（A、B、C和D）中，选出最佳选项。
Children with learning disabilities (LD) often have problems. For many, strong feelings of 36 , anger, sadness, or shame can lead to 37 difficulties such as anxiety, depression, or low self-esteem. These problems can be far more than the academic challenges themselves.
Several leading experts in the field of LD have offered 38 to parents on ways to help 39 their children from these problems.
To be most effective in supporting your child, 40 can help to understand some underlying(not easily noticed) 41 for the psychological and emotional challenges he(she) may 42 .
First, it is not difficult to see 43 children with LD are at greater risk for developing psychological difficulties 44 one considers the repeated failure they experience as they 45 their way through the educational system, which may misunderstand or ignore their needs. 46 their efforts to "try harder," children with LD may receive little 47 feedback. Their academic struggles and failures are often met with 48 by teachers, peers, and parents. Such disapproval can take the form of negative labeling of a child as "slow," "lazy," or "dumb." 49 developing a sense of pride in their accomplishments, children with LD may 50 in frustration and shame. Low self-esteem and a lack of confidence only further 51 with learning and academic success.
The second reason is the 52 difficulties they often experience. Research indicates that as many as 75% of kids with LD have such difficulties as making and keeping friends. Children with learning disabilities are less 53 , and often rejected by their peers. Teachers and other adults also may 54 to have negative views of children with learning disabilities. Such social rejection can result in loss of self-esteem and feelings of loneliness, which, 55 , may lead to psychological difficulties such as anxiety and depression.
36. A. frustration B. excitement C. surprise D. curiosity
37. A. academic B. cultural C. physical D. psychological
38. A. help B. suggestions C. chances D. comments
39. A. prevent B. protect C. prohibit D. persuade
40. A. they B. parents C. it D. experts
41. A. excuses B. opinions C. directions D. reasons
42. A. expect B. imagine C. face D. ignore
43. A. why B. where C. which D. when
44. A. unless B. though C. if D. because
45. A. feel B. find C. change D. fight
46. A. Without B. Despite C. Through D. Due to
47. A. positive B. negative C. subjective D. sensitive
48. A. support B. sympathy C. disapproval D. complaint
49. A. Other than B. Rather than C. More than D. Less than
50. A. stay up B. turn up C. pick up D. end up
51. A. compare B. mix C. interfere D. compete
52. A. social B. economic C. technical D. learning
53. A. invited B. accepted C. criticized D. impressed
54. A. tend B. wait C. manage D. desire
55. A. in general B. in particular C. in total D. in turn |
E
Climate has been a major driver of armed conflict in Africa, research shows—and future warming is likely to increase the number of deaths from war. US researchers found that across the continent, conflict was about 50% more likely in unusually warm years.
Writing in Proceedings of the National Academy of Sciences (PNAS), they suggest conflict arises when the food supply is not enough in warm conditions. Climatic factors have been mentioned as a reason for several recent conflicts. One is the fighting in Darfur in Sudan that has killed 200,000 people and forced two million more from their homes. Previous research has shown an association between lack of rain and conflict, but this is thought to be the first clear evidence of a temperature link.
The researchers used databases of temperatures across sub-Saharan Africa for the period between 1981 and 2002, and looked for connections between above average warmth and civil conflict in the same country that left at least 1,000 people dead. "Studies show that crop output in the region is really sensitive to small shifts in temperature, even of half a degree or so," research leader Marshall Burke, from the University of California at Berkeley, told BBC News.
"Our findings provide strong motivation to increase investments in African adaptation to climate change by such steps as developing crop varieties less sensitive to extreme heat and promoting insurance plans to help protect farmers from negative effects of the hotter climate," said Dr Burke. "If the argument is that the trend towards rising temperatures will increase conflict, then we need to do something around climate change, but more fundamentally we need to resolve the conflicts in the first place."
If the sub-Saharan climate continues to warm and little is done to help its countries better adapt to high temperatures, the human costs are likely to be unimaginable. If temperatures rise across the continent as computer models project, future conflicts are likely to become more common, researchers suggest. Their study shows an increase of about 50% over the next 20 years.
When projections of social trends such as population increase and economic development were included in their model of a future Africa, temperature rise still emerged as a likely major cause of increasing armed conflict. At next month"s UN climate summit (峰会) in Copenhagen, governments are due to debate how much money to put into helping African countries prepare for and adapt to negative effects of climate change.
57．According to the passage, which of the following is one of the reasons for the fighting in Darfur in Sudan?
A．Shortage of drinking water. B．Racial discrimination.
C．Rising temperature. D．Demand for planting land.
58．What can we know from the research done by the US researchers?
A．There is no close relation between rainfall and conflict.
B．Temperature greatly affects crop production in sub-Saharan Africa.
C．Temperature will rise by about 50% in Africa over the next two decades.
D．With world cooperation, conflicts in Africa will be reduced by half 20 years later.
59．What can be inferred from the passage?
A．Something must be done to help sub-Saharan countries with better adaptation to climate change to avoid disaster.
B．Conflicts in sub-Saharan countries are sure to be on the rise in future.
C．Temperature in sub-Saharan countries will rise at a faster speed.
D．High temperatures will make sub-Saharan countries unfit to live in.
60．What"s the best title for this passage?
A．World cooperation against African conflict
B．Africa"s sufferings from climate change
C．Food shortages lead to African conflict
D．Climate drives African conflict |
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