深圳一模详细解析Word格式文档下载.docx

深圳一模详细解析Word格式文档下载.docx

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UK

InternationalstudentsmustapplytouniversitiesintheUKthroughasystemknownasUcas.Thissystemallowsstudentstoapplytouptofiveuniversitieswithjustoneapplication.Itcosts£

20forasinglechoiceor£

25formorethanonechoice.

Theapplicationconsistsofaseriesofquestionstodeterminethestudent’sschoolingandpredictedgrades.Thebiggestpartoftheapplicationformisthepersonalstatement,inwhichapplicantsshoulddescribetheirpersonalinterestsandrelatedexperiences.

Switzerland

Switzerlandhasfourofficiallanguagesandisborderedbyfivecountriessoitisnosurprisethatitsuniversitiesareamongthemostinternationalintheworld.Internationalapplicantsmayneedtotakeanentranceexamiftheyhaveaforeignschoolcertificate,andmustalsoprovethattheyhaveagoodgraspoftheFrenchlanguage,usuallythroughtakingalanguageexam.Thefullapplicationcosts50SwissFrancsforaholderofaSwissdiplomaand150SwissFrancsforholdersofforeigndiplomas.特许证

Canada

Internationalapplicantshavetowriteupapersonalprofileaspartoftheirapplication,whichisverysimilartothepersonalstatementrequiredforaUKuniversityapplication.StudentswillalsohavetoprovetheirEnglish-languagecompetency—thereareninewaystomeettheEnglishLanguageAdmissionStandard,whicharelistedonmanyuniversitywebsites.

Singapore

TheprocessofapplyingtoaSingaporeanuniversityisverymuchalike,butoverseasstudentsmaybedelightedtofindthatthedomesticapplicantshavetocoverthesameprocedures:

fillingoutanonlineapplicationformandsubmitidentificationdocuments,supportingdocumentsandanapplicationfeeofS$20.

21.WhichcountryrequiresinternationalapplicantsknowFrenchwell?

A.UK.B.Switzerland.C.Canada.D.Singapore.

22.WhatpartoftheapplicationissimilarbetweentheUKandCanada?

A.Theapplicationsystem.

B.Thenumberofuniversities.

C.Theapplicationcost.

D.Thepersonalstatement.

23.What’sspecialabouttheapplicationprocessinSingapore?

A.Applicantsneedtopayalot.

B.Itismuchsimplerthanelsewhere.

C.It’snodifferentfornativestudents.

D.Thecompetitionisevenmorefierce.

B

Onedayaftermorethanamonthofclasses,Ireadaloudaparagraphfrommybook,recognizingallofthecharacterssmoothlyexceptforone.Isatbackandstartedtoregistertheachievement:

IwasactuallyreadingChinese.Thelanguagewasstartingtomakesense.Butbeforethesenseofsatisfactionwashalfformed,TeacherLiaosaid,“Budui!

”

Itmeant,literally,“Notcorrect.”Youcouldalsotranslateitasno,wrong,nope,uh-uh.Flatly完全地andclearlyincorrect.ThereweremanyChinesewordsthatIdidn’tknow,butIknewthatonewell.

Avoiceinmyheadwhined:

Alloftherestofthemwereright;

isn’tthatworthsomething?

ButforTeacherLiaoitdidn’tworklikethat.Ifonecharacterwaswrongitwassimplybudui.

“What’sthisword?

”Iasked,pointingatthecharacterIhadmissed.“Zhe—thezheinZhejiang.”

“Thirdtone?

”

“Fourthtone.”

Ibreatheddeeplyandreadthesectionagain,andthistimeIdiditperfectly.Thatwasavictory—IturnedtoTeacherLiaoandmyeyessaid（oratleastIimaginedthemsaying）:

Howdoyoulikemenow?

Thereseemedtobesomesatisfactioninhereyes,butshesimplysaid,“Readthenextone.”

Itwasherwayofteaching.Successwasexpectedandfailurecriticizedandimmediatelycorrected.Youwererightoryouwerebudui;

therewasnomiddleground.

Igrewtohatebudui.Thebuwasarisingtoneandtheduidroppedabruptly,突然地likebuildingmyconfidenceandthenbreakingdownallatonce.Anditbotheredmeallthemore更加，格外becauseIknewthatTeacherLiaowasonlytellingthetruth:

everythingIdidwiththelanguagewasbudui.Iwasanadult,andasanadultIshouldbeabletoacceptcriticismwhereitwasneeded.Butthatwasn’ttheAmericanway;

Iwantedtobepraisedformyeffort;

Ididn’tmindcriticismaslongasitwascandy-coated.InChina,thesingleBonthereportcardmattersmuchmorethanalltheAsthatsurroundit.Keepworking;

youhaven’tachievedanythingyet.

AndsoIstudied.IwasfrustratedbutIwasalsostubborn;

IwasdeterminedtoshowTeacherLiaothatIwasdui.

24.Whichofthefollowingcanbestreplace“whined”inParagraph3?

A.burstout.B.gavein.C.returned.D.complained.

25.WhatdidthewriterexpectfromTeacherLiaoafterhetriedagain?

A.Immediatecorrection.B.Anewchallenge.

C.Anencouragingresponse.D.Astrictcomment.

26.HowdidthewriterfeelabouttheChinesewayofteaching?

A.Candy-coated.B.Weakness-focused.

C.Interest-driven.D.Criticism-absent.

27.Whatcanweinferfromthetext?

A.ThewriterwasstrugglingwithLiao’steaching.

B.TheAmericanwayofteachingisbetterforadults.

C.Thewriterwasnotgiftedinlanguagelearning.

D.TeacherLiaowasnotfriendlywithherstudents.

C

Inthewinterof1664-65,abittercold严寒fellonLondoninthedaysbeforeChristmas.Abovethecity,anunusuallybrightcomet（彗星）shotacrossthesky,excitingmuchpredictionofasnowstorm.Outsidethecitywall,awomanwasannounceddeadofadiseasethatwasspreadinginthatarea.Herhousewaslockedupandthephrase“Lord主，上帝HaveMercyOnUs”waspaintedonthedoorinred.

BythefollowingChristmas,thevirusthathadkilledthewomanwouldgoontokillnearly100,000peoplelivinginandaroundLondon—almostathirdofthosewhodidnotflee.

InTheGreatPlague|pleig|（瘟疫）,historianA.LloydMooteandmicrobiologistDorothyC.Mooteprovideadeeplyinformedaccountofthisplagueyear.Readingthebook,readersaretakenfromthepalacesofthecity’swealthiestcitizenstothepoorareaswherethevastmajorityofLondonerswereliving,andtothesurroundingcountrysidewiththosewhofled.TheMootespointoutthat,evenattheheightoftheplague,thecitydidnotfallintochaos.|keias|混乱Doctors,nursesandthechurchstaffremainedinthecitytocareforthesick;

cityofficialstriedtheirbesttofightthecrisiswithallthelegaltools;

andcommerce商业continuedevenasbusinessesshutdown.

TodescribelifeanddeathinandaroundLondon,theauthorsfocusontheexperiencesofnineindividuals.Throughtheirlettersanddiaries,theMootesofferfreshdescriptionsofkeyissuesinthehistoryoftheGreatPlague:

howdifferentcommunitiesunderstoodandexperiencedthedisease;

howmedical,religious,andgovernmentbodiesreacted;

howwellthesocialorderheldtogether;

theeconomicandmoraldilemmaspeoplefacedwhendebatingwhethertofleethecity;

andthenatureofthematerial,social,andspiritualresourcessupportingthosewhoremained.Basedonhumanity（人性）,theauthorsofferamasterfulportrait肖像ofacityanditsinhabitantsattackedby—anddaringlyresisting—unimaginablehorror.

28.WhatcanwelearnfromParagraph1?

A.Acometalwaysfollowsastorm.

B.Londonwasunderanapproachingthreat.

C.Londonwaspreparedforthedisease

D.Thewomanwasthebeginningofthedisease.

29.WhatdotheMootessayaboutLondonduringtheGreatPlague?

A.Thecityremainedorganized.

A.Theplaguesparedtherichareas.

B.Thepeopletriedalotinvain.

C.Themajorityfledandthussurvived.

30.WhydotheMootesfocusonthenineindividuals?

A.Theywerefamouspeopleinhistory.

B.TheyallmanagedtosurvivethePlague.

C.Theyprovidedvividstoriesofhumanity.

D.Theyunitedbythinkingandactingasone.

31.What’sthepurposeofthistext?

A.Tointroduceanewbook.

B.Tocorrectamisunderstanding.

C.Toreportanewresearch.

D.Toshowrespecttotheauthors.

D

RiversaretheveinsoftheEarth,transportingthewaterandnutrients（营养物）neededtosupporttheplanet’secosystems,includinghumanlife.Whilemanynutrientsareessentialtothesurvivaloflife,thereisoneelementtransportedbywaterinriversthatholdsthekeytolifeandtothefutureofourplanet—carbon.

CarboniseverywhereandunderstandingthewayitmovesandiseitherreleasedorstoredbytheEarthsystemisacomplexscienceinitself.Carbonstartsitsjourneydownstreamwhennaturalacidrain,whichcontainscarbondioxidefromtheatmosphere, 

meltsmineralsinrocks.Thishelpstransformcarbondioxidetobicarbonate（碳酸氢盐）inthewaterthatthenflowsinourrivers.Thisisaverylongprocess,whichisoneofthemainwayscarbondioxideisremovedfromtheatmosphere.Carbonistransportedbyriverstooceansandoncethatcarbonreachestheocean,itisstorednaturallyindeepseasediments（沉淀物）formillionsofyears.

Ascarbontravelsdownariver,differentprocessesmayimpact（影响）whetheritcontinuestoflowdownstreamorwhetheritisreleasedintotheatmosphere.Forexample,humanengineering,likeextensivedamconstruction,willresultindramaticchangestohowwaterandsedimentstraveldowntheriver.Somecarbonthatfailstoreachtheseamayreturntotheatmosphereinsomeway,whichcausesmorewarming.

Earth’sclimateiscloselyrelatedtothecarboncycle.Weallknowa