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| ¸ß¶þ | ¸ß¶þÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ | ³õ¶þ | ³õ¶þÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ |
| ¸ßÈý | ¸ßÈýÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ | ³õÈý | ³õÈýÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ |
¿ÆÄ¿£º¸ßÖÐÓ¢Óï À´Ô´£º²»Ïê ÌâÐÍ£ºÔĶÁÀí½â
| A£®learning about it from books |
| B£®going to a marine association |
| C£®attending marine biologists¡¯ meetings |
| D£®taking part-time jobs at marine associations |
| A£®the advantage of learning at a marine association |
| B£®different activities offered by a marine association |
| C£®a marine association¡¯s working conditions |
| D£®the way to develop children¡¯s interest in ocean |
| A£®the way of explaining something |
| B£®the way of choosing a career |
| C£®a marine association¡¯s working condition |
| D£®the way to develop children¡¯s interest in the ocean |
| A£®Young children can enjoy indirectly what it is like to be a marine biologist at a marine association. |
| B£®To help your pupils to take care of the ocean, the best area to take them to is a marine association. |
| C£®Children can learn the topics more successfully when they experience them directly. |
| D£®A marine association has the same program for children of different ages. |
| A£®a teacher¡¯s presentation |
| B£®a marine biologist¡¯s report |
| C£®a student¡¯s field trip journal |
| D£®an introduction to a marine association |
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| A£®large animal were not easy to survive in the changing environment |
| B£®small species survived as large animals disappeared |
| C£®large sea animals may face the same threat today. |
| D£®Slow-growing fish outlive fast-growing ones |
| A£®the stock of large predators in some old fisheries has reduced by 90% |
| B£®there are only half as many fisheries are there were 15 years ago |
| C£®the catch sizes in new fisheries are only 20% of the original amount |
| D£®the number of larger predators dropped faster in new fisheries than in the old |
| A£®fishing technology has improved rapidly |
| B£®then catch-sizes are actually smaller then recorded |
| C£®the marine biomass has suffered a greater loss |
| D£®the date collected so far are out of date. |
| A£®people should look for a baseline that can¡¯t work for a longer time |
| B£®fisheries should keep the yield below 50% of the biomass |
| C£®the ocean biomass should restore its original level. |
| D£®people should adjust the fishing baseline to changing situation. |
| A£®management efficiency |
| B£®biomass level |
| C£®catch-size limits |
| D£®technological application. |
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¿ÆÄ¿£º¸ßÖÐÓ¢Óï À´Ô´£º²»Ïê ÌâÐÍ£ºÔĶÁÀí½â
| A£®differences between a child¡¯s language and an adult¡¯s |
| B£®ways of teaching babies to talk |
| C£®children¡¯s learning of the mother language |
| D£®the importance of learning foreign languages |
| A£®raise them from the ground |
| B£®learn them without much effort |
| C£®use hands to help carry them |
| D£®study very hard and remember them |
| A£®can only produce sound |
| B£®learn to work without falling over |
| C£®can understand people¡¯s talk |
| D£®begin to produce two-word sentences |
| A£®are simpler than those produced in the ¡°babbling stage¡± |
| B£®are much more difficult than those produced in the telegraphic stage |
| C£®are strictly grammatical |
| D£®are meaningful and have function |
| A£®well-educated | B£®clever enough |
| C£®unique | D£®physical normal |
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¿ÆÄ¿£º¸ßÖÐÓ¢Óï À´Ô´£º²»Ïê ÌâÐÍ£ºÔĶÁÀí½â
ÔĶÁÏÂÃæ¶ÌÎÄ,²¢ÓÃÓ¢Óï¾ä×ӻشðÎÊÌâ(Çë×¢ÒâÎÊÌâºóµÄ×ÖÊýÒªÇó)10·Ö£©Words can hurtI remember the pain most vividly. My stomach was sick, my heart hurt, and my eyes stung(´ÌÍ´µÄ) from holding back tears.¡°you know, Autumn,¡± my friend Nick said, ¡°Lisa and Andrea were just talking about you.¡± I immediately got nervous. ¡°They said that the only reason you start on the basketball team is because the coach £¨½ÌÁ·£©likes you .It¡¯s not because you¡¯re good.¡± I might be sick. ¡°They said they¡¯re tired of you always getting what you want.¡±I struggled to keep myself from crying, sinking£¨Ï³Á£© to my knees on the cold floor. After Nick told me everything my supposed best friends said about me, I was hurt.Lisa and Andrea came in from lunch break acting as if nothing had happened . Lisa was still my deskmate, and Andrea was still my partner for our history project.I was amazed at their ability to pretend we had the perfect friendship, especially since they¡¯d said such hurtful things.I was a freshman in high school, and I felt like I didn¡¯t have a friend in the world, all because of a rumor£¨Ò¥ÑÔ£©.The tongue can be our worst enemy. Rumors harm confidence£¨ÐÅÐÄ£© and separate close friends. They are like sharp knives, cutting one¡¯s dignity£¨×ðÑÏ£© into pieces. When we say unkind things about others, we¡¯re thrusting(²å) knives into their hearts.So how was I to act next? When Lisa and Andrea pretended our friendship hadn¡¯t changed, I thought of attacking them back. But instead, I told them directly that they had hurt me. Lisa started crying and Andrea was speechless. I know they were both sorry for what they had said. They apologized, and I forgave them with grace(ÓÅÑÅ). Sure, things were a little awkward(ÞÏÞÎ) at first, but soon enough everything was back to the way it had been before.I still deal with gossip£¨Á÷ÑÔ£©, sometimes as a recipient£¨½ÓÊÜÕߣ© and sometimes as a participant£¨²ÎÓëÕߣ©. But the more I learn about love, the more I realize the importance of encouraging others- sometimes gossip never does.СÌâ1:What word can exchange the underlined word in para1?______________________________________________________СÌâ2:Why was the author hurt in the passage?(within 10words)________________________________________________________СÌâ3:Which sentence in the passage is closest in meaning to the following one?¡°I frankly told them that their rumor had made me painful.¡±_________________________________________________________________________________________________________________________________________.СÌâ4:What did her friends do at last when they heard the author¡¯s frank speech?(within 5 words)________________________________________________________СÌâ5:Use one sentence to describe the author¡¯s character.£¨within 10 words£©_____________________________________________________________________²é¿´´ð°¸ºÍ½âÎö>>
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| A£®women always speak more words than men |
| B£®men and male rats have low levels of language protein |
| C£®women and male rats have similar levels of Foxp2 |
| D£®McCarthy isn¡¯t the first to find females more talkative |
| A£®paid attention to | B£®related to | C£®put pressure on | D£®counted on |
| A£®test which part of the brain is key to language in rats and humans |
| B£®prove the levels of Foxp2 protein in humans and rats are different |
| C£®determine the reason why female rats are more talkative than male rats |
| D£®discover the association between Foxp2protein and vocal communication |
| A£®Tests on humans and rats | B£®Why women are the talkative sex |
| C£®Sex differences in Foxp2 protein | D£®Foxp2 protein determines oral ability |
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| A£®go to their friends | B£®talk with their parents |
| C£®have a discussion with their family | D£®talk with their friends on the phone |
| A£®Some parents may even not allow their children to meet their good friends. |
| B£®Some parents may even ask their children to stay away from their good friends. |
| C£®Some parents may even not let their children meet their good friends. |
| D£®Some parents may want their children to stop to meet their good friends. |
| A£®Parents should like everything their children enjoy. |
| B£®In all families, children can choose everything they like. |
| C£®Parents should try their best to understand their children better. |
| D£®Teenagers can only go to their friends for help. |
| A£®Teenagers need friends |
| B£®Friends can give good advice |
| C£®Parents often choose their children¡¯s friends for them |
| D£®Good friends can communicate with each other |
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