Scottishisland is now a windswept island boasting pine martens, red deer and puffins.But 170million years ago, some very different beasts were leaving their mark onthe Isle of Skye.
Researchershave unearthed a new site of about 50 tracks, some as big as a car tyre, from dinosaursthat roamed the island during the Middle Jurassic.
Thestudy, published in the Scottish Journal of Geology, builds on previousdinosaur found on the island--not least a huge array of tracks discovered inthe north of Skye in 2015 by the same team.
Thatsite showed hundreds of footprints, almost all from enormous, long-necked,plant-eating dinosaurs known as sauropods. But the newly discovered site atRubhanam Brathairean, or Brothers Point, reveals that these hefty beasts weresharing their spot with another type of dinosaur: a meat-eater.
“Anytimewe find new dinosaurs it is exciting, especially in Scotland because the recordis so limited and also because these are Middle Jurassic dinosaurs and thereare very few dinosaur fossils of that age anywhere in the world,” said Dr.Stephen Brusatte, a paleontologist and co-author of the study from theUniversity of Edinburgh.
Around 170million years ago, shortly after the supercontinent Pangaea began to break up,the land that is now Skye was part of a smaller subtropical island, far closerto the equator, and replete with beaches, rivers and lagoons.
“Thiswas a subtropical kind of paradise world, probably kind of like Florida orSpain today,” said Brusatte. “These prints were made in a shallowlagoon--dinosaurs walking in very shallow water.”
One ofBrusatte's students stumbled across the tracks in 2016 while on a field tripalong Skye's coast. “The tide went out and we noticed them,” said Brusatte. “Weknew that you could find these things in Scotland and if you were walking ontidal platforms and you saw holes in the rock, they could, possibly, befootprints.”
Mappingthe site with drones and other camera equipment revealed about 50 dinosaurprints at the site in total, including what appears to be two lines of tracks.Brusatte said the conclusion that the depressions were produced by dinosaurscame down to a number of factors.
“Therewas a kind of a left-right, left-right patterning,” he said. “They were allkind of the same shape, they were all generally the same size--they were prettycircular but they had little bits sticking out at the front and those are marksof toes.”
Some ofthe footprints, said Brnsatte, were as big as a car tyre. “There were alsohandprints associated with those tracks--so these were made by. a dinosaurwalking all fours, a big dinosaur,and the dinosaur that fits the bill is asauropod--one of these long-necked, potbellied, brontosaurus-type dinosaurs,”said Brusatte, adding that they would have been up to 15 meters in length and weighedmore than 10 tonnes. “They were the biggest things living on land at the time,”he said.
But theteam also found impressions made by three-toed dinosaurs, probably theropods. “Theseare the tracks of the meat-eaters,” said Brusatte. “There were only footprints,no handprints: this was a dinosaur just walking on its hind legs；” he added, saying thecreature would have weighed about a tonne and was around five or six meters inlength. “Kind of a primitive cousin of a T-Rex,”said Brnsatte.
Brusattesaid the prints back up evidence from the 2015 site that suggests dinosaursspent time pottering around lagoons.
“Wethink of dinosaurs as thundering across the land, which of course they did, butin the Jurassic dinosaurs had become dominant, they had spread all over theworld and they were living in all sorts of environments, even on the beaches,even in the lagoons,” he said.
“These dinosaurslook like they were just lingering; they were just kind of loitering. This seemsto be a snapshot into a day in the life of some dinosaurs and I think that isjust pretty cool.”
What does “some very different beasts” in Paragraph 1 refer to?
Comeon--Everybody's doing it. That whispered message, half invitation and halfforcing,is what most of us think of when we hear the words peer pressure. Itusually leads to no good--drinking, drugs and casual sex, But in her new bookJoin the Club, Tina Rosenberg contends that peer pressure can also be apositive force through what she calls the social cure, in which organizationsand officials use the power of group dynamics to help individuals improve theirlives and possibly the world.
Rosenberg,the recipient of a Pulitzer Prize, offers a host of examples of the social curein action: In South Carolina, a state-sponsored antismoking program called RageAgainst the Haze sets out to make cigarettes uncool. In South Africa, an HIV-preventioninitiative known as LoveLife recruits young people to promote safe sex amongtheir peers.
The ideaseems promising, and Rosenberg is a perceptive observer. Her critique of the lamenessof many public-health campaigns is spot-on: they fail to mobilize peer pressurefor healthy habits, and they demonstrate a seriously flawed understanding ofpsychology. "Dare to be different,please don't smoke!" pleads onebillboard campaign aimed at reducing smoking among teenagers--teenagers, whodesire nothing more than fitting in. Rosenberg argues convincingly thatpublic-health advocates ought to take a page from advertisers, so skilled atapplying peer pressure.
But onthe general effectiveness of the social cure, Rosenberg is less persuasive.Join the Club is filled with too much irrelevant details and not enoughexploration of the social and biological factors that make peer pressure sopowerful. The most glaring flaw of the social cure as its presented here isthat it doesn't work very well for very long. Rage Against the Haze failed oncestate funding was cut. Evidence that the LoveLife program produces lastingchanges is limited and mixed.
There'sno doubt that our peer groups exert enormous influence on our behavior. An emergingbody of research shows that positive health habits--as well as negativeones--spread through networks of friends via social communication. This is asubtle form of peer pressure: we unconsciously imitate the behavior we seeevery day.
Far lesscertain, however, is how successfully experts and bureaucrats can select ourpeer groups and steer their activities in virtuous directions. It's like theteacher who breaks up the troublemakers in the back row by pairing them withbetter-behaved classmates. The tactic never really works. And that's theproblem with a social cure engineered from the outside: in the real world, asin school, we insist on choosing our own friends.
Paragraph 5 shows that our imitation of behaviors_______.
I amone of the many city people who are always saying that given the choice weshould prefer to live in the country away from the dirt and noise of a largecity. I have managed to convince myself that if it weren't for my job ! wouldimmediately head out for the open spaces and go back to nature in some sleepyvillage buried in the country. But how realistic is the dream?Cities can befrightening places. The majority of the population live in massive towerblocks,noisy, dirty and impersonal. The sense of belonging to a community tendsto disappear when you
livefifteen floors up. All you can see from your windows is sky, or other blocks offlats. Children become aggressive and nervous--cooped up at home all day, withnowhere to play; their mothers feel isolated from the rest of the world.Strangely enough, whereas in the past the inhabitants of one street all kneweach other, nowadays people on the same floor in tower blocks don't even sayhello
to eachother.Country life, on the other hand, differs from this kind of isolatedexistence in that a sense of community generally binds the inhabitants of smallvillages together. People have the advantage of knowing that there is alwayssomeone to turn to when they need help. But country life has disadvantages too.While it is true that you may be among friends in a village, it is also truethat you are from the exciting and important events that take place in cities.There's little possibility of going to a new show or the latest movie. Shoppingbecomes a major problem, and for anything slightly out of the ordinary you haveto go on an expedition to the nearest large town. The city-dweller who leavesfor the country is often oppressed by a sense of unbearable stillness andquiet.
What,then, is the answer? The country has the advantage of peace and quiet, butsuffers from the disadvantage of being cut off; the city breeds a feeling ofisolation, and constant noise batters the senses. But one of its mainadvantages is that you are at the centre of things; and that life doesn't cometo an end at half past nine at night. Some people have found (or rather bought)a compromise
betweenthe two: they have expressed their preference for the "quiet life" byleaving the suburbs and moving to villages within commuting distance of largecities. They generally have about as much sensitivity as the plastic flowers theyleave behind--they are polluted with strange ideas about change and improvementwhich they force on to the unwilling original inhabitants of the villages.
Which of the following is not the disadvantage of country life?
Thelights go out--another power failure. "Get the candles," Mom says,and I do. My younger brother and I search every room to collect the tallcandles and holders (烛台) spaced around the house. I hurry from shelf to shelf gathering wax蜡) sticks in my arms and place them in the living room,a few candles in each comer except for a small red votive. That one I keep. Itis the one I will take to the coffee table to use to read. I slide my book,Things Fall Apart, beside the candle holder,
determinedto finish the last three chapters, but lacking determination. So the bookremains closed.A sigh escapes my brother's lips.
"Thisis boring," he says. A drop of wax falls on my book. "I know," Isay, but really, I am enjoying the stillness. I like to watch the candle bumand feel that life is simple. I like to look out of the window into animmediate darkness unspoiled by unpleasant light. I love these silent moments
when Ifeel as if I can live the way they lived, the people of the past--theEgyptians, the Pilgrims (朝圣者), the Greeks--anyone who ever lived to see the black color I'mseeing, anyone who lived to see a yellow flame and depended on it. I feel atonce with a secret, ancient age. I'm convinced that night, in this disturbedstate, is the closest a person can get to experience the past.
So, whatwas night really like for them? Night, as we know it now, is a pleasant, lovingthing compared to the incomprehensible darkness that covered Earth's firstpeople. Even its beauty seemed unmatched.
What dida farmer's family do at night? Of course, the darkness must have brought them together,forced them into each other's company as it has done to us tonight--developed aclose relationship in a time of fear and uncertainty. A fire probably burntbrightly in a central room where the family gathered to talk and relax. Nightwas a time when men and women were liberated from work and socialized. They hadno computers or TVs, and had to make do with books, religion, and conversation.At their bedside, they prayed to God, and felt a sense of security that theywere out of the darkness and harm's reach.
Nevertheless,to run a risk of going outside was sometimes necessary, and the threat ofrobbers,wolves, even the ethereal (太空精灵), was present. What emotions did thesepeople feel? Did they witness a deep bright blue cloud across heaven? Whatwould it have been like to feel the night,heavy and damp against my back? Wouldit have taken me, choked me with its powerful hands,separated me from otherpeople? Or would those have been awful dreams, and dreams only?
Iimagine a young girl, stepping outside her home and into a desert for some air.A cool,earthy smell would greet her. There's a sky with millions of stars--farmore than a person could see today--and there's the moon. It's the largestobject in the sky, the midnight sun that shines in the world, the traveler'storch. It inspires stories of uncertainty, stories of power. I imagine thisgirl amazed at the moon and stars. If she wanders too far, she needn't worry,for the stars will lead her
backhome.
Bzzz!The lights return. Everyone cheers and abandons the room, happy that theirperiod of being lonely is over, everyone except me. I pull my candle closer,and stare into the night. The glory is gone; it has been made less bright bystreet lamps, electric signs, TVs, and all other manners of artificial light.But in those moments, when every light in every house was off, people may havehad a taste of the old world. They may finally have touched upon the slightfear, the admiration, and there spect that our ancestors felt for the night.
Thewriter makes up the story of a young girl in order to_______.
请阅读 Passage1,完成问题。
Passage 1
In a traditional classroom, much, if not most, of class time is spent with the teacher presenting content -telling, showing, explaining and lecturing．Whether it’s a first-grade teacher reading to students, a high school government teacher lecturing on the Articles of Confederation, or a math teacher demonstrating how to solve an equation, class time is when the teacher delivers information and the students receive it
Ideally, lessons involve a mixture of delivery and discussion, supplemented by activities that engage students to support their comprehension．But in reality, just getting the content across can take most of the class period, especially when lessons are interrupted by student questions, discipline problems, and distractions like fire drills, assemblies, and other disruptions.
There are lots of good reasons for this model and its durability in education．It is an efficient way to assure that all students have access to the same course content, and it provides a way for teachers to transmit their expertise in a subject, and enthusiasm for it, to their students．Most teachers love being the “sage on the stage”, and many are very good at it.
Nevertheless, many teachers also feel frustrated by the limitations of this model, especially when lecture and presentation take up the lion’s share of the class period, leaving little time for the good stuff of teaching—getting into students’, helping them make meaning out of information, drawing out their evolving understanding, encouraging and sparkling their excitement and comprehension．In today’s environment of high-stakes testing, with multiple standards—and now with the Common Core, new standards—there never seems to be enough time for all the things teachers wish they could do with their students: project-based activities, individual or group learning challenges, deep discussions and inquiry activities.
So it’s not surprising that, when teachers are asked what they believe is the greatest value of flipping instruction, the answer is almost always, “It gives me more time to work directly with students during class.” Teachers at Michigan’s Clintondale High School claim that, since they have flipped their classrooms, the amount of time they spend with students has increased by a factor of four．That is substantial gain— and it makes a real difference in students believing that the teacher is there for them when help is needed.
According to the passage, which of the following features typically characterizes a traditional classroom?
阅读Passage l，完成问题。
Passage 1
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order —plus all who drop out before being ranked--fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our"academic achievement standards". Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foresee-able future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grad-ing procedures designed to permit only a few students to succeed ( those at the top of the rank-order distribu-tion) must now be revised to permit the possibility that all students could succeed at some appropriate level.
Furthermore, procedures that permitted( perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success.
Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence--for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.
Which of the following is likely to be the title of this passage?
Thereare two kinds of motive for engaging in any activity: internal andinstrumental. If a scientist conducts research because she wants to discoverimportant facts about the world, that's an internal motive, since discoveringfacts is inherently related to the activity of research. If she conducts researchbecause she wants to achieve scholarly renown, that's an instrumental motive,since the relation between fame and research is not so inherent. Often, people haveboth for doing things.
What mixof motives--internal or instrumental or both--is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by adesire to achieve renown will do better work than a scientist motivated by justone of those desires. Surely two motives are better than one. But as we and ourcolleagues argue in a paper newly published in the Proceedings of the NationalAcademy of Sciences, instrumental motives are not always an asset and can actuallybe counterproductive to success.
Weanalyzed data drawn from 11320 cadets in nine entering classes at the UnitedStates Military Academy at West Point, all of whom rated how much each of a setof motives influenced their decision to attend the academy. The motivesincluded things like a desire to get a good job later in life and a desire tobe trained as a leader in the United States Army.
How didthe cadets fare years later? How did their progress relate to their originalmotives for attending West Point?
Wefound, unsurprisingly, that the stronger their internal reasons were to attendWest Point, the more likely cadets were to graduate and become commissionedofficers. Also unsurprisingly, cadets with internal motives did better in themilitary (as evidenced by early promotion recommendations)than did thosewithout internal motives and were also more likely to stay in the militaryafter their five years of mandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending West Pointperformed worse on every measure than did those with strong internal motivesbut weak instrumental ones. They were less likely to graduate, less outstandingas military officers and less committed to staying in the military.
Ourstudy suggests that efforts should be made to structure activities so thatinstrumental consequences do not become motives. Helping people focus on themeaning and impact of their work, rather than on, say, the financial returns itwill bring, may be the best way to improve not only the quality of their workbut also their financial success.
There isa temptation among educators and instructors to use whatever motivational toolsare available to recruit participants or improve performance. If the desire formilitary excellence and service to country fails to attract all the recruitsthat the Army needs, then perhaps appeals to “money for collegecareer training”or “seeing the world”will do the job. While this strategy may lure
morerecruits, it may also yield worse soldiers. Similarly, for studentsuninterested in learning,financial incentives for good attendance or pizzaparties for high performance may prompt them to participate, but it may resultin less well-educated students.
Which of the following is closest in meaning to the underlined word “cadets” inParagraph 3?
Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Whichof the following is close in meaning to the underlined word “weary” in the lastparagraph?
设计任务：请阅读下面学生信息和语言素材，设计20分钟的口语教学方案。教案没有固定格式，但须包含下列要点：·teachingobjectives·teachingcontents·keyand difficult points·majorsteps and time allocation·activitiesand justifications教学时间：20分钟学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。学生课堂参与积极性一般。语言素材：
请阅读上面学生信息和语言素材，设计20分钟的口语教学方案。
设计任务：请阅读下面的学生信息和语言素材，设计20分钟的阅读教学方案。教案没有固定格式，但须包含下列要点：·teaching objectives· teaching contents· key and difficult points· major steps and time allocation· activities and justifications教学时间：20分钟学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。语言素材：
请阅读上面的学生信息和语言素材，设计20分钟的阅读教学方案。
设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。该教案没有固定格式，但必须包含下列要点：
● teaching objectives
● teaching contents
●key and difficult points
●major steps and time allocation
● activities and justifications
教学时间：l5分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人。多数学生已达到《义务教育英语课程标准》(2011年版)二级水平，学生课堂参与积极性不高。
语言素材：
Hi! I am Tony. I don't like to get up early. In the morning I get up at eight. Then I go to school at eight thirty. I don't have much time for breakfast, so I usually eat very quickly. For lunch. I usually eat hamburgers. After school, I sometimes play basketball for half an hour. When I get home, I always do my homework first. In the evening I either watch TV or play computer games. At ten thirty, I brush my teeth and then I go to bed.
Mary is my sister. She usually gets up at six thirty. Then she always takes a shower and eats a good breakfast. After that, she goes to school at eight thirty. At twelve, she eats lots of fruit and vegetables for lunch. After lunch she sometimes plays volleyball. She always eats ice-cream after dinner. She knows it's not good for her, but it tastes good! In the evening, she does her homework and usually swims or takes a walk. At nine thirty, she goes to bed.
根据题意回答问题。
