相同项单选集
相同项单选集
A Dog’s Dilemma
Finding a babysitter while you go out to work is, for example, an inconvenience. For the African wild dog, one of the continents’s most endangered carnivores, it’s a matter of life and death. New research shows that once packs fall below a certain size, they are not enough animals to both hunt food and stay at home protecting the young.
The African wild dog has declined drastically over the past century. Habitual loss, persecution and unexplained outbreaks of disease have all been blamed. Only 3,000 to 5,000 animals remain, and the species is expected to go extinct within decades if the trend continues.
Other large carnivores such as the spotted hyena face similar pressures, yet are not declining. Now Franck Courchamp of CambridgeUniversityhas found a reason why. The dog’s weakness lies in its social organization.
Within each pack of up to 20 adults and pups, only he dominant male and female bread. The remaining animals help raise the pups, cooperating to hunt prey and defend the kill from other carnivores.
Because pups can’t keep up on a hunt, large packs leave an adult behind to protect them from predators, which include lions and hyenas. But leaving a babysitter also carries costs. A smaller hunting party is less able to tackle large prey and to defend the kill 1. There is also one less stomach in which to carry food back to the den, and one more mouth to feed when they get there.
Courchamp investigated this awkward trade-off by modeling how the costs of a babysitter change with decreasing pack size. This showed that packs of more than five adults should be able to feed all the pups and still spare a babysitter. But with smaller packs, either the hunting or the babysitting suffers, or the animals have to compensate by increasing he number of hunting excursions—which itself carries a cost to the pack.
Field observations inZimbabwesupported the model. Packs of five animals or fewer left pups unguarded more frequently than larger packs did. There was also evidence that when they did leave a babysitter, they were forced to hunt more often.
A pack which drops below a critical size becomes caught in a vicious circle, says Courchamp 2, who is now atParis-SudUniversity. “Poor reproduction and low survival further reduces pack size, culminating in failure of the whole pack.” And deaths caused by human activity, says Courchamp, may be what reduces pack numbers to below the sustainable threshold. Mammal ecologist Chris Carbone atLondon’sInstituteofZoologyagrees. Maintaining the integrity of wild dog packs will be vital in preserving the species, he says.
词汇
carnivore /"ka: nivɔ:(r)/ n．食肉动物
pup /pʌp/ n．小狗
predator/"predətə(r)/n．捕食者
integrity /in"tegrəti/ n．完整
hyena /hai"inə/ n．鬣狗
prey /prei/ n．被捕食的动物
culminate /"kʌlmineit/ n．告终；达到顶点
Zimbabwe /zim"ba: bwei/ n．津巴布韦
注释：
1.A smaller hunting party is less able to tackle large prey and to defend the kill.：一个较小的捕猎群体不太容易捕捉大动物，也不太容易保卫猎获物。
2. A pack which drops below a critical size becomes caught in a vicious circle, says Courchamp：Courchamp说，“一个群体的规模降到警戒线以下时就会陷入恶性循环。”
There is a tension between babysitting and hunting.
A:Right B:Wrong C:Not mentioned
A Dog’s Dilemma
Finding a babysitter while you go out to work is, for example, an inconvenience. For the African wild dog, one of the continents’s most endangered carnivores, it’s a matter of life and death. New research shows that once packs fall below a certain size, they are not enough animals to both hunt food and stay at home protecting the young.
The African wild dog has declined drastically over the past century. Habitual loss, persecution and unexplained outbreaks of disease have all been blamed. Only 3,000 to 5,000 animals remain, and the species is expected to go extinct within decades if the trend continues.
Other large carnivores such as the spotted hyena face similar pressures, yet are not declining. Now Franck Courchamp of CambridgeUniversityhas found a reason why. The dog’s weakness lies in its social organization.
Within each pack of up to 20 adults and pups, only he dominant male and female bread. The remaining animals help raise the pups, cooperating to hunt prey and defend the kill from other carnivores.
Because pups can’t keep up on a hunt, large packs leave an adult behind to protect them from predators, which include lions and hyenas. But leaving a babysitter also carries costs. A smaller hunting party is less able to tackle large prey and to defend the kill 1. There is also one less stomach in which to carry food back to the den, and one more mouth to feed when they get there.
Courchamp investigated this awkward trade-off by modeling how the costs of a babysitter change with decreasing pack size. This showed that packs of more than five adults should be able to feed all the pups and still spare a babysitter. But with smaller packs, either the hunting or the babysitting suffers, or the animals have to compensate by increasing he number of hunting excursions—which itself carries a cost to the pack.
Field observations inZimbabwesupported the model. Packs of five animals or fewer left pups unguarded more frequently than larger packs did. There was also evidence that when they did leave a babysitter, they were forced to hunt more often.
A pack which drops below a critical size becomes caught in a vicious circle, says Courchamp 2, who is now atParis-SudUniversity. “Poor reproduction and low survival further reduces pack size, culminating in failure of the whole pack.” And deaths caused by human activity, says Courchamp, may be what reduces pack numbers to below the sustainable threshold. Mammal ecologist Chris Carbone atLondon’sInstituteofZoologyagrees. Maintaining the integrity of wild dog packs will be vital in preserving the species, he says.
词汇
carnivore /"ka: nivɔ:(r)/ n．食肉动物
pup /pʌp/ n．小狗
predator/"predətə(r)/n．捕食者
integrity /in"tegrəti/ n．完整
hyena /hai"inə/ n．鬣狗
prey /prei/ n．被捕食的动物
culminate /"kʌlmineit/ n．告终；达到顶点
Zimbabwe /zim"ba: bwei/ n．津巴布韦
注释：
1.A smaller hunting party is less able to tackle large prey and to defend the kill.：一个较小的捕猎群体不太容易捕捉大动物，也不太容易保卫猎获物。
2. A pack which drops below a critical size becomes caught in a vicious circle, says Courchamp：Courchamp说，“一个群体的规模降到警戒线以下时就会陷入恶性循环。”
The size of a pack must be big enough for it to survive.
A:Right B:Wrong C:Not mentioned
True friends are those (who) lend you a (helping) hand instead of (leave) you when you. get (into) trouble.（ ）
A:who B:helping C:leave D:into
A:Few people are interested in Antarctica. B:People should not leave the ship during the trip. C:Ships going to Antarctica should obey certain rules. D:The bigger the ship is, the better you will enjoy your trip.
{{B}}第三篇{{/B}}
|
Reading Poem ? ?No poem should ever be discussed or "analyzed", until it has been read aloud by someone,teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it. ? ?All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting it. ? ?I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", "a heightening of life, enjoyment with others". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of languages and literature more central than it presently occupies. ? ?I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else, But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it. |
A:"build a booth" B:"provide equipment" C:"leave a certain amount of time" D:"set aside enough space"
Teaching Poetry
No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.
All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting (背诵) it.
I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening (提升) of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies.
I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.
The phrase "make room" in the last paragraph could be best replaced by
A:"build a booth". B:"provide equipment". C:"leave a certain amount of time". D:"set aside enough space".
A:"build a booth" B:"provide equipment" C:"leave a certain amount of time" D:"set aside enough space"
{{B}}第二篇{{/B}}
|
Teaching Poetry ? ?No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it. ? ?All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the word in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting (背诵) it. ? ?I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening (提升) of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies. ? ?I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it. |
A:"build a booth" B:"provide equipment" C:"leave a certain amount of time" D:"set aside enough space"
{{B}}第二篇{{/B}}
| {{B}}? ? ? ? ? ? ?
? ? ? ? ? ? ? ? ? ? ?
? ? ? ? ? ? Teaching Poetry{{/B}} ? ?No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it. ? ?All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting (背诵) it. ? ?I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening (提升) of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies. ? ?I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it. |
A:"build a booth". B:"provide equipment". C:"leave a certain amount of time". D:"set aside enough space".
{{B}}第三篇{{/B}}
| ? ?
Teaching Poetry ? ?No poem should ever be discussed or "analyzed" , until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it. ? ?All discussion of poetry are, in fact, preparations for it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading of it or,best of all, reciting it. ? ?I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", "a heightening of life, enjoyment with others". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies. ? ?I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sounds as well as its sense, and they must make room in the classroom for hearing poetry as welt as thinking about it. |
A:"build a booth" B:"provide equipment" C:"leave a certain amount of time" D:"set aside enough space"
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