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Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.

Online Degrees

Today, you can earn a degree from a major university without ever having sat in one of their classrooms. Many colleges and universities are jumping on the distance learning bandwagon and offering online courses and degree programs.

In this article we'll look at how online degrees work, what you should look for if you are pursuing a degree via the online option, and what employers think of online degrees.

Online Learning Programs

With a computer, an Internet connection and a little self-discipline, you can earn a degree from home, work, or anywhere else for that matter. Online degree programs follow much the same routines as traditional learning, with a few twists. There are lectures, but they won't be in person. There are assignments, but you won't hand them to your instructor. There are exams, but you won't be able to look at your neighbor's paper. There may be a set time that "class" begins, but you don't have to be there then. In most situations, you are free to "go to class" when it fits your schedule. If you get a phone call during class, you don't have to miss anything. If you get sick, you don't have to ask for someone's notes, and you just visit the lecture later.

You'll communicate with your instructor by e-mail, chat rooms, bulletin boards, and instant messaging. Your classroom will live in a special software program that uses text chat and bulletin boards, as well as streaming audio or recorded lectures. You may be put into a virtual workgroup with other students and be required to solve a problem. You may have to work through interactive puzzles and quizzes. Contrary to popular belief, you will have contact with other students and the instructor.

Depending on the program and institution, distance learning may consist of synchronous (live) sessions or asynchronous (non-live) sessions. Transcripts and notes from lectures are archived, so you can always go back if you missed something. If there are live sessions with discussions among students, you can go back to those as well. Assignments may even be returned with audio clips so your instructors can convey their tone of voice along with their comments.

Printed documents may be sent to you through the mail, or you may have the options of printing them yourself or reading them online.

Some schools require an initial "boot camp" held at the campus (if there is one), where you will meet the other students, instructors and support personnel. You'll learn how to use the technology, learn about the library and reference systems, and begin your coursework.

Evaluating the Program

So once you know the school is accredited, is the decision easy? Not necessarily. There are still a lot of questions to ask before you make your selection, such as:

★How is the course presented?

Investigate the method by which the instructor gives lectures. Does the instructor simply put the lecture online as text? Are there accompanying slides? Is there any interaction? Is there video or audio? Are exams given? How are assignments turned in? The format of the course is sometimes as important as the content. Great content is more easily absorbed if it's done in a dynamic and innovative manner that involves interaction between the student and instructor as well as interaction with the content itself. Online learning technology provides many opportunities for innovation. Find a school that takes advantage of it.

★How do students interact with each other?

Is there an established method for interaction and congregating? Online programs can use chat rooms, instant messaging, teleconferencing, and video conferencing to communicate. The key is to find a program that has this interaction built into it and even requires it. How the online community functions should be very important to both the instructor and the educational institution.

★Are the instructors qualified?

Check out the credentials and degrees the instructors hold, as well as their knowledge of online learning and its differences from classroom learning. What kind of support do the instructors get for their online courses? If technical problems arise, is there someone to turn to? A school that is dedicated to its online programs will have the development staff and the support staff to make it successful. Instructors (and students) have to be able to adapt to changing technology.

★What kind of reputation does the school have?

It may seem simple — a good school will have a good online program. That may be true, but it is also probable that its online program is still too new to judge, so you're left with nothing but the reputation of the school's traditional programs. This reputation, however, may not be as straightforward as you think. You can look at the overall quality of the school and make a judgment, but there may be weaknesses in the program in which you are interested. It's not uncommon for a great school to have a weak program or two.

★How are students evaluated?

Earning a degree should mean just that —earning it. If students aren't assessed properly and degrees are handed out with little or no verification that any knowledge has been transferred from the instructor to the student, then how can the program be rated? Students, particularly adult students, learn more by doing than by simply listening. For this reason, it is important to ensure that part of the program involves applying what has been learned.

The Employer's View

The big question in everyone's mind is, "Is an online degree from an accredited college or university seen by potential employers as a lesser degree?" V https://www.wendangku.net/doc/5515769337.html,, a career network Website, did a survey of 239 HR professionals. According to the results, 77 percent of respondents believe that an online degree earned at an accredited institution like Duke or Stanford is more credible than one earned at an Internet-only institution.

Other sources, such as Thomas L. Russell of North Carolina State University, did studies that revealed that there is little if any difference in the quality of education received through online distance learning versus traditional classrooms. John Losak at Nova Southeastern University in Fort Lauderdale found similar results in his own study. He analyzed graduation rates, time to graduation, and knowledge, as well as other elements. He found the students performed as well or better in online courses.

As more and more people get online degrees and use them in the workforce, HR managers and hiring managers will begin to feel more secure about the quality of education these people have. If the studies that were done by Thomas L. Russell and John Losak —showing the quality of online education to be as good as or better than that of traditional education — hold up on a larger scale, then the future of getting jobs and advancements based on online degrees will be bright.

Until then, choose schools carefully, and check for accreditation and strong programs. When you've completed the degree, go to job interviews armed with information to counter any questions about the quality or validity of your degree. Make sure the interviewer knows how you achieved the degree, how you worked it into a busy schedule, how you overcame any obstacles. It will show a self—motivation and discipline that may be just the qualities the company is looking for.

1. Which of the following is the unique characteristic of online education that traditional education doesn't have?

A) There are lectures, but they won't be in person.

B) There are assignments, and you must hand them to your instructor.

C) If you get sick, you have to ask for someone's notes.

D) If you get a phone call during class, you will miss something.

2. What can you do in some schools' initial "boot camp"?

A) To meet the other students and instructors. B) To read books in the library.

C) To attend class in person. D) To hand your paper to your instructor.

3. What is the best type of online lecture?

A) One with no accompanying slides. B) One that is simply put online as text.

C) One without video or audio. D) One with interaction during the lecture.

4. Great content is more easily absorbed if it's done in a ________ manner.

A) static and innovative B) traditional and obsolete

C) dynamic and innovative D) simple and active

5. What is the most important part of online communication?

A) To use chat rooms and instant messaging to communicate.

B) To find a program that has interaction built into it.

C) To find an established method for interaction.

D) To use video conferencing to communicate.

6. What will be employers' view about online degrees as more are used in the workforce?

A) They will feel doubtful about the quality of online education.

B) They will feel more secure about the quality of online education.

C) They will not be quite sure about the quality of online education.

D) They will fully trust the quality of online education.

7. What may be the qualities that some companies are looking for according to the passage?

A) Quality of your degree. B) Validity of your degree.

C) Self-motivation and discipline. D) Ability to overcome obstacles.

8. A school that is dedicated to its online programs will have the _______ and the support staff to make it successful.

9. The reputation of the school, however, may not be as __________ as you think.

10. Students, particularly __________, learn more by doing than by simply listening.

Reading Comprehension(Skimming and Scanning)

1. A)。参见Online Learning Programs小标题下“Online degree programs follow much the same routines as traditional learning, with a few twists....”可知，网络教育项目在很多方面沿袭着传统的学习方式，但是还是有些许不同。比如说，如果举行讲座，你不必亲自到场参加就可以听到。

2. A)。题干问为什么有些学校在开始的时候要求有训练营?参见Online Learning Programs小标题下最后一段可知，在训练营中你会见到其他学生、指导老师以及其他辅助人员;你会学习如何使用技术，如何使用图书馆以及检索系统，并开始你的课程。

3. D)。参见Evaluating the Program小标题下第一个要注意的问题的相关内容可知，老师做讲座的方式应该认真考察一下，从哪些方面考察，哪些是比较好的方式呢?比如是否使用幻灯片，是否使用音频视频材料，讲座中间是否有互动，讲座是否只是以文本的形式挂在网上等等。

4. C)。参见Evaluating the Program小标题下列举的第一个要注意的问题的相关内容可知，如果以充满活力和创新的方式授课，那么主要内容可以更容易掌握。

5. B)。在线交流的关键问题是什么?参见Evaluating the Program小标题下列举的第二个要注意的问题的相关内容可知，考察一个在线交流的项目，关键是看这个项目是否设计或要求互动。

6. B)。参见The Employer's View小标题下第三段第一句可知，越来越多的人获得网络教育学位，并在职场中使用这样的学位，雇主对他们所受教育的质量也开始更加信任了。

7. C)。参见文章最后一段可知，公司或企业渴望在员工身上找到的恰恰是自我激励和遵守纪律的品质。

8. development staff。参见Evaluating the Program小标题下第三个需要注意的问题的“A school that is dedicated to its online programs will have the development staff and the support staff to make it successful.”一句可以得出答案。

9. straightforward。参见Evaluating the Program小标题下第四个需要注意的问题的“This reputation, however, may not be as straightforward as you think.”一句可以得出答案。

10. adult students。参见Evaluating the Program小标题下最后一个需要注意的问题的“Students, particularly adult students, learn more by doing than by simply listening.”一句可以得出答案。

Part ⅡReading Comprehension(Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.

For questions 1-7, mark

Y (for YES)if the statement agrees with information given in the passage;

N (for NO)if the statement contradicts the information given in the passage;

NG(for NOT GIVEN)if the information is not given in the passage.

For questions 8-10, complete the sentences with the information given in the passage.

Obesity in Children

Obesity in children and adolescents is rising at an alarming rate. Currently over 15% of young people over 6 years old are obese, and obesity is also increasing among children aged 5 and younger.

Children are considered to be overweight if the BMI (Body Mass Index) is over 85% of the weight group in their age and sex categories. If it is 95% and over, they are considered to be obese. Adolescents are generally judged according to adult criteria for obesity, although there are other considerations in this population. Ethnic variations, timing of growth spurts, and higher normal fat levels around puberty can cause disparities in these measurements.

Causes and Risk Factors for Obesity in Children

Lifestyle Factors. Without educational or parental guidance, children are extremely vulnerable to the intense cultural pressures that are largely responsible for the obesity epidemic. Neither the media nor the educational system has strong well-financed programs that encourage healthy-alternatives, including exercise and healthy foods. The following are some specific problems created by the culture:

* Excessive television watching plays a critical role in obesity in children. Not only is it a sedentary activity, but television also offers innumerable temptations with its advertisements for fast foods, sugar cereals, and unhealthy snacks. In one study obesity rates were lowest in children who watched television one hour or less a day and highest in those who watched four or more hours.

* Sugar, particularly from soda, other sweetened beverages, and fruit juice, may be major contributors to childhood obesity. One study reported that drinking soda regularly increases a child’s risk for obesity by 60%.

* Less physical exercise and greater sedentary activities play another significant role in obesity in children. A high level of physical, activity—not just using up energy—is important for weight control in young people.

Family History. Parental obesity more than doubles the risk that a young child, whether thin or overweight, will become obese as an adult. In older children and teenagers, obesity in parents starts to count less as a predictor for body weight than their own weight. The risk may be due to environmental or genetic factors, or both.

Ethnic and Socioeconomic Factors. As in adult populations, children from lower socioeconomic groups and minority populations are at higher risk for obesity. For example, among young Mexican Americans and African Americans, there has been an increase in overweight prevalence of about 13% to over 23%.

Factors Surrounding Birth. The following factors surrounding birth are associated with a child’s weight:

* Low birth weight is a risk factor for later obesity and diabetes. One theory is that humans have a “thrifty gene”that produces metabolic changes in infants with low birth weight. Such changes affect insulin and fat accumulation in order to produce a “catch-up” weight in these young children as quickly as possible. This rapid weight gain in infancy increases the gain risk for obesity in children and also in young adulthood.

* In a study of African American children, having an overweight pregnant mother increased the risk for later weight gain, but low birth weight did not.

Although some small studies have reported protection against obesity from breastfeeding, evidence is weak. In a 2003 study, for example, children who were breast fed for three to five months had a lower risk for obesity, but prolonged breastfeeding had no effect. Nevertheless, given the healthful effects of breast feeding and the possibility that it may have even a slight impact on childhood obesity, it is highly recommended.

Health Consequences of Childhood Obesity

Children and adolescents who are obese have poorer health than other children. Studies are reporting unhealthy cholesterol levels and high blood pressure in obese children and adolescents. Of great concern is the dramatic increase in type 2 diabetes in young people, which is most certainly largely due to the increase in obesity. Obesity in children is also linked to asthma, gallbladder problems, sleep apnea, and liver abnormalities. Childhood obesity may be partly responsible for the declining age for onset of puberty in girls, with subsequent risks for breast

cancer.

It is not clear yet how many of these childhood problems persist in people who achieve normal weight as adults. Staying overweight into adulthood certainly confers health risks.

Managing Overweight and Obese Children

Childhood obesity is best treated by a non-drug, multidisciplinary approach including diet, behavior modification, and exercise. Some evidence suggests that reducing calories by only 200 to 260 per day would prevent weight gain in most overweight children. Here some tips for children who are overweight:

* Limit or avoid if possible take-out, fast foods, high-sugar snacks, commercial packaged snacks, soda and sugar sweetened beverages (including too much juice).

* Let children snack but make sure the snacks are healthy. Eating small frequent healthy meals (instead of two or three large ones) has been associated with being thinner and having a better cholesterol profile.

* Let children choose their own food portions. One study indicated that children naturally ate 25% less than they chose their own portion size. When they were given larger portions their bite sizes were larger and they ate more.

* Don’t criticize a child for being overweight. It does not help and such attitudes could put children at risk for eating disorders, which are equal or even greater dangers to health.

* Limit television, video games, and computer use to a few hours a week. This can contribute significantly to weight control, regardless of diet and physical activity.

* For young children, try the traffic-light diet. Food is designated with stoplight colors depending on their high caloric content: Green for go (low calories); yellow for “eat with caution”(medium calories); red for “stop”(high calories).

* Try a low-glycemic index diet. This may be as beneficial and possibly more than a standard reduced-fat diet in obese children. Such a diet focuses on carbohydrates, such as dried beans and soy, that raise blood sugar more slowly than others. This diet is sometimes used in diabetes and as a dietary approach in overweight adults.

1. Overweight children are those whose BMI is over 85% of the weight group in their age and sex categories.

2. The educational system is positive in promoting exercise and healthy foods, according to the passage.

3. It is observed that children watching television one hour or less a day tend to be less likely to suffer from obesity.

4. The intake of sugar among children is an important contributor to childhood obesity.

5. In most cases, obese children tend to have parents suffering obesity, as environmental or genetic factors are the major reasons for childhood obesity.

6. Infants with low birth weight may face a risk for obesity as they grow up into childhood and young adulthood.

7. For obese children, achieving a healthy weight becomes more difficult as they get older, as the persistence is biological.

8. Obese children and adolescents have poorer health, as they are reported to have unhealthy .

9. It is suggested that reducing calories would prevent weight gain in most overweight children.

10. The author believes that it does not help to criticize children for being overweight, as this may increase the risk for .

Part ⅡReading Comprehension (Skimming and Scanning)

1. Y 细节题根据信号词“BMI, 85%”寻读到第二段第一句。题干说超重的孩子是指那些在他们年龄和性别范畴内BMI超过重量群85%的孩子。题干与原文相符。

2. N 细节题根据信号词“educational system”寻读到文章第三段，作者指出媒体或教育体系都没有采用强势的项目来鼓励健康的选择，包括锻炼和健康食物。题干说根据这篇文章，教育体系在促进锻炼和健康饮食上是积极的，故题干是错误的。

3. Y 细节题本题的信号词是“watching television”。题干说据观察孩子每天看电视一小时或更少将更有可能远离肥胖。根据第四段最后一句：在一个研究中发现，每天看一个小时或更少电视的孩子肥胖率最低，但是每天看四个小时或更长时间电视的孩子肥胖率最高。故题干是正确的。

4. Y 细节题题干说糖的摄人是孩童期导致肥胖的重要原因。文中Lifestyle Factors 下第二点中作者明确指出糖是导致孩子肥胖的重要原因。

5. Y 细节题本题的信号词是“environmental, genetic factors”。题干说在多数情况下，肥胖孩子的父母也常常承受肥胖的痛苦，因为环境或基因的因素也是孩童时期肥胖的主要原因。依据Lifestyle Factors下第三点中讲到的父母肥胖对孩子的影响，可知题干与原文相符。

6. Y 细节题本题的信号词是“Infants, birth weight”。题干说出生分量轻的婴儿当

他们成长到孩童或青少年时期也许会面临肥胖的危险。依据文章第二节(Causes and Risk Factors for Obesity in Children)里Factors Surrounding Birth下第一点：体重轻的婴儿长大以后可能会身体肥胖并患有糖尿病，可知题干与原文相符。

7. NG 综合判断题题干说随着年龄的增长，肥胖的孩子获得一个健康的重量会更难，因为存在生物学的惯性。在整篇文章中，作者没有提及这点。

8. cholesterol levels and high blood pressure 细节题本题的信号词是“adolescents, unhealthy”。本题问肥胖的孩子和青少年身体更差，据报道，比如他们有哪些疾病。解题依据第二个小标题下第二句：Studies are reporting cholesterol levels and high blood pressure in obese children and adolescents。

9. by only 200 to 260 per day 细节题题干问减少多少卡路里能够阻止大部分超重儿童增重。解题依据第三个小标题下第一段第二句：一些证据建议每天减少200至260的卡路里可以阻止重量获取。

10. eating disorders 细节题作者在文章最后阐述了一些控制肥胖的技巧，其中第四项就是不要批评那些肥胖的孩子，这不但起不了帮助作用并且可能会增加儿童饮食紊乱的几率。由此得出答案：eating disorders。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.For questions 1-7, mark

Y (for YES) if the statement agrees with the information given in the passage;

N (for NO) if the statement contradicts the information given in the passage;

NG (for NOT GIVEN) if the information is not given in the passage.

For questions 8-10, complete the sentences with the information given in the passage.

Scientists Weigh Options for Rebuilding New Orleans

As experts ponder how best to rebuild the devastated (毁坏)city, one question is whether to wall off—or work with—the water.

Even before the death toll from Hurricane Katrina is tallied, scientists are cautiously beginning to discuss the future of New Orleans. Few seem to doubt that this vital heart of U.S. commerce and culture will be restored, but exactly how to rebuild the city and its defenses to avoid a repeat catastrophe is an open question. Plans for improving its levees and restoring the barrier of wetlands around New Orleans have been on the table since 1998, but federal dollars needed to implement them never arrived. After the tragedy, that's bound to change, says John Day, an ecologist at Louisiana State University (LSU) in Baton Rouge. And if there is an upside to the

disaster, he says, it's that 'now we've got a clean slate to start from."

Many are looking for guidance to the Netherlands, a country that, just like bowl-shaped New Orleans, sits mostly below sea level, keeping the water at bay with a construction of amazing scale and complexity. Others, pointing to Venice's long-standing adaptations, say it's best to let water flow through the city, depositing sediment to offset geologic subsidence—a model that would require a radical rethinking of architecture. Another idea is to let nature help by restoring the wetland buffers between sea and city.

But before the options can be weighed, several unknowns will have to be addressed. One is precisely how the current defenses failed. To answer that, LSU coastal scientists Paul Kemp and Hassan Mashriqui are picking their way through the destroyed city and surrounding region, reconstructing the size of water surges by measuring telltale marks left on the sides of buildings and highway structures. They are feeding these data into a simulation of the wind and water around New Orleans during its ordeal.

"We can't say for sure until this job is done," says Day, "but the emerging picture is exactly what we've predicted for years." Namely, several canals—including the MRGO, which was built to speed shipping in the 1960s—have the combined effect of funneling surges from the Gulf of Mexico right to the city's eastern levees and the lake system to the north. Those surges are to blame for the flooding. "One of the first things we'll see done is the complete backfilling of the MRGO canal," predicts Day, "which could take a couple of years."

The levees, which have been provisionally repaired, will be shored up further in the months to come, although their long-term fate is unclear. Better levees would probably have prevented most of the flooding in the city center. To provide further protection, a mobile dam system, much like a storm surge barrier in the Netherlands, could be used to close off the mouth of Lake Pontchartrain. But most experts agree that these are short-term fixes.

The basic problem for New Orleans and the Louisiana coastline is that the entire Mississippi River delta is subsiding and eroding, plunging the city deeper below sea level and removing a thick cushion of wetlands that once buffered the coastline from wind and waves. Part of the subsidence is geologic and unavoidable, but the rest stems from the levees that have hemmed in the Mississippi all the way to its mouth for nearly a century to prevent floods and facilitate shipping. As a result, river sediment is no longer spread across the delta but dumped into the Gulf of Mexico. Without a constant stream of fresh sediment, the barrier islands and marshes are disappearing rapidly, with a quarter, roughly the size of Rhode Island, already gone.

After years of political wrangling, a broad group pulled together by the Louisiana government in 1998 proposed a massive $14 billion plan to save the Louisiana coasts, called Coast 2050 (now modified into a plan called the Louisiana Coastal Area project). Wetland restoration was a key component. "It's one of the best and cheapest hurricane defenses," says Day, who chaired its scientific advisory committee.

Although the plan was never given more than token funding, a team led by Day has been conducting a pilot study since 2000, diverting part of the Mississippi into the wetlands downstream of the city. "The results are as good as we could have hoped," he says, with land levels rising at about 1 centimeter per year—enough to offset rising sea levels, says Day.

Even if the wetlands were restored and new levees were built, the combination of geologic subsidence and rising sea levels will likely sink New Orleans another meter by 2100. The problem might be solved by another ambitious plan, says Roel Boumans, a coastal scientist at the University of Vermont in Burlington who did his ph.D. at LSU: shoring up the lowest land with a slurry of sediment piped in from the river. The majority of the buildings in the flooded areas will have to be razed anyway, he says, "so why not take this opportunity to fix the root of the problem?" The river could deposit enough sediment to raise the bottom of the New Orleans bowl to sea level "in 50 to 60 years," he estimates. In the meantime, people could live in these areas Venice-style, with buildings built on stilts. Boumans even takes it a step further: "You would have to raise everything about 30 centimeters once every 30 years, so why not make the job easier by making houses that can float."

Whether that is technically or politically feasible—Day, for one, calls it "not likely" —remains to be seen, especially because until now, the poorest residents lived in the lowest parts of the city. Any decision on how best to protect the city in the future will be tied to how many people will live there, and where. "there may be a large contingent of residents and businesses who choose not to return," says Bill Good, an environmental scientist at LSU and manager of the Louisiana Geological Survey's Coastal Processes section. It is also not yet clear how decisions about the reconstruction will be made, says Good, "Since there is no precedent of comparable magnitude." Every level of government is sure to be involved, and "the process is likely to be ad hoc."

Even with the inevitable mingling of science and politics, we still have "a unique chance to back out of some bad decisions," says Good, who grew up in New Orleans. "I hope that we don't let this once-in-history opportunity slip through our fingers in the rush to rebuild the city:"

1. The passage gives a general description of the suggestions to reconstruct New Orleans after Hurricane Katrina.

2. Two examples to deal with water are Netherlands and Venice.

3. The canals have nothing to do with the flooding.

4. The levees will be shored up further with clear long-term fate.

5. The basic problem for New Orleans is the subsidence of Mississippi River delta.

6. The key component of Coast 2050 is wetland restoration.

7. The plan of Coast 2050 will get billions of federal funding.

8. New Orleans will likely sink ________________ by 2100.

9. Another ambitious plan is to shoring up the lowest land with a slurry of sediment ________________.

10. How decisions about the reconstruction will be made is also ________________.

Part II Reading Comprehension (Skimming and Scanning)

1.Y 文章开头提到experts ponder how best to rebuild the devastated city,并在第三段简要介绍了重建的几种方案，随后文章详细地阐述了各种建议，由此可知该句正确。

2.Y 根据题干中的信息词Netherlands and Venice 定位到原文第三段。文中关于前者的描写是keeping the water at bay,关于后者蝗是let water flow through the city,由此可知题干表述正确。

3.N 根据题干中的信息词canals和flooding 定位到原文第五段，该段提到运河的作用是funneling surges,而Those surges are to blame for the flooding,早些可知运河与洪灾是有关系的故该句错误。

4.N 根据题干中的信息词levees及long-term fate 定位到原文第六段第一句话，可知their long-term fate isunclear,故该句表述错误。

5.Y 根据题干中的信息词basic problem for New Orleans 定位到原文第七段第一句话，可知题干表述与原文相符。

6.Y根据题干中的信息词Coast 2050定位到原文第八段，在Coast2050后明确提到Wetland restoration wasa key component,可知题干表述正确。

7.NG 根据题干中的信息词Coast2050定位到原文倒数第三段第一句，可得到答案。

8.another meter. 根据题干中的信息词by2100定位到原文倒数第三段第一句，可得到答案。

9.piped in from the river. 根据题干中的信息词another ambitious plan 定位到原文倒数第三段第二句，可得到答案。

10.not yet clear.根据题干的中的信息词decisions和reconstruction 定位到倒数第二句，可知关于城市的重建方案沿无定论。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.

Selling Expertise on the Internet for Extra Cash

Teresa Estes, a licensed mental-health counselor, watched as business at her private practice decreased last year. Then the single mother turned to her keyboard to boost her income.

Ms. Estes applied to become an “expert”on LivePerson Inc., a Web site where clients pay for online chat time with professionals and advisers of all fields. For $1.89 a minute —a rate she set —the 39-year-old from Marianna, Fla., dispenses advice to clients around the globe. She spends about four hours a day online, often at night, when her daughter has gone to bed.

“It was the economy,”she says of her move to take her skills online. “Live Person is more profitable than my private practice.”Ms. Estes had charged her private clients up to $75 an hour.

As the recession deepens, a small but growing number of people are taking their skills online, offering expertise or performing specified tasks for a fee. Labor-at-the-keyboard sites are gaining popularity as people increasingly turn to the Web in search of work. Internet job-search sites saw a 51% rise in traffic from January 2008 to January 2009, according to comScore Media Metrix, to 26.7 million unique visitors.

Among the many fee-for-service Web sites out there, at least three are attracting a significant number of users —though consumers should exercise a healthy degree of skepticism when consulting any of these sites. Live Person seeks out experts on a slew of topics, including mental health, financial services, shopping and fashion, as well as psychics and spiritual advisers. Mechanical Turk, a Web service run by https://www.wendangku.net/doc/5515769337.html, Inc., pays workers to perform tasks, such as cataloging products online. Associated Content pays contributors to write articles on a wide range of subjects, from organic flower gardening to how to apply for financial aid.

Live Person went public in 2001, and the current version of the site was launched in late 2007. Today, the site has 30,000 registered experts, attracting an average of 100,000 people a year who pay for the offered services, says Chief Executive Officer Robert LoCascio. Roughly 3,500 people have made contributing to the site their full-time job, he says.

Live Person says it vets contributors’qualifications, such as medical licenses or financial certification, through a third party, and relies heavily on its community reviews. Some 200 people a day apply to be Live Person experts, up from 120 a year ago, says Mr. LoCascio. Once cleared, advisers work with clients on a cost-per-minute basis set by the adviser. The site takes a commission of between 30% and 35%.

Associated Content, by contrast, reviews submissions in house and then decides how much to pay for them. The site, which specializes in how-to pieces and feature stories on news topics, had 237,000 registered contributors and more than one million content pieces as of February, both about double from the same month a year ago.

After posting the content, the site sells advertisements against it and distributes it to other companies, such as online shoe retailer Zappos, which use the content on their own Web sites. If Associated Content accepts a submission (it says it rejects about 25% of them), the author gets between $5 and $30, plus $1.50 for each 1,000 page views. An ability to write “search-engine-optimized” content, an industry term for generating good Google results, helps, says site founder Luke Beatty.

People are not only looking for payment but also establishing their credentials “as somebody with experience”, he says. Writing about a specific profession, such as law or real estate, helps raise a person’s profile online, enhancing his job searches, says Mr. Beatty.

Sabah Karimi, a 26-year-old from Orlando, Fla., left a career in marketing to become a full-time freelance writer and now spends between 8 and 10 hours a week writing for Associated Content. She has been at it for about three years and says she earns roughly $1,000 a month from her past and current submissions.

Ms. Karimi cautions newcomers to Associated Content that it takes time to build up earnings. She says she learned how to write articles that would bring traffic and often looks for newsy ideas that will attract readers.

Mechanical Turk, by contrast, is based on “crowd sourcing”, or breaking a task into lots of tiny pieces and giving it to a big group of people to complete quickly. Most of these jobs — which the site calls HITs, for human intelligence tasks — pay just a few cents. Efficient MTurkers, as they call themselves, can make more than $100 a week doing things such as finding someone’s email address or labeling images of a particular animal in a photograph.

Amazon says that MTurk now has 200,000 workers from 100 different countries, but it doesn’t keep track of past figures.

The site —named for an 18th-century stunt involving a turbaned chess-playing “machine”with an actual chess master hidden within —began as a way to help Amazon manage its product database, says Sharon Chiarella, vice president of Amazon Mechanical Turk. Amazon uses the site to help sort images and content, paying people a few cents a task. Mechanical Turk also serves a variety of companies who need Web tasks performed, especially those that require a human element. Test-prep startup Knewton Inc., for example, uses it extensively for focus-group-type tasks, as well as enlisting people to take its practice tests.

Keri Knutson, a mother of five from Independence, La., discovered Mechanical Turk when her eldest son was headed for college. Ms. Knutson, now 45, needed money for his tuition and fees. She took on all kinds of low-paying but easy tasks at the beginning, from finding a place to purchase a specific item to identifying the name of a street in a photograph.

People looking to make money online as fee-for-service experts should read the fine print. Live Person has one of the more formal payment systems, requiring users to sign up for an

account before talking with an expert. Some sites, including Associated Content and Mechanical Turk, reserve the right to refuse payment if a task is not completed satisfactorily.

Most sites have a robust community of workers who regularly offer one another tips on which tasks pay the best. Mechanical Turk users have an independent site called Turker Nation (https://www.wendangku.net/doc/5515769337.html,), which reviews the companies that solicit (索求) and pay for tasks so that workers can check a company’s record before taking on a tas k.

Consumers who use these sites also need to exercise caution. Relying on legal or medical advice from an unknown online source has obvious drawbacks, and the Web sites acknowledge that some users have registered complaints about the advice offered on the sites. LivePerson warns consumers to offer their financial and personal details with care.

For the workers on these sites, even incremental sources of income are helpful these days. Ms. Knutson now spends the majority of her time transcribing Web audio and video for clients, earning about $250 a week for 30 hours of work. She says she has seen more competition lately but is determined to keep up her weekly pace.

“If I didn’t have this money,”she says, “we’d be struggling to find what to eat every week.”

1. What is the passage mainly talking about?

A) The economic recession will last a few years.

B) More people are taking their skills online to make money.

C) Asking for advice through the Internet is a good way to solve your problems.

D) People shouldn’t release their financial and personal details online.

2. Live Person Inc. is a Web site where ___________.

A) people chat with each other and make friends freely

B) professionals and advisers help others for free

C) people pay money for applying to become an expert

D) clients pay for online chat time with professionals and advisers

3. Why are labor-at-the-keyboard sites gaining popularity?

A) Because people love to work on the Internet.

B) Because more people are finding jobs on the Internet.

C) Because people are being asked to work on the Internet.

D) Because working on the Internet is easier than other ways of working.

4. How much will an expert get through Live Person if a client pays $10?

A) $3 to $3.5. B) $10. C) $6.5 to $7. D) $5.

5. Mechanical Turk originated as a method to _________.

A) label images of a particular animal in a photograph

B) serve a variety of companies who need Web tasks performed

C) help Amazon manage its product database

D) find someone’s email address

6. What does Turker Nation do?

A) It reserves the right to refuse payment if a task is not completed satisfactorily.

B) It relies on legal or medical advice from an unknown online source.

C) It registers complaints about the advice offered on the site.

D) It reviews the companies that solicit and pay for tasks.

7. What does Ms. Knutson spend the majority of her time doing?

A) Finding a place to purchase a specific item.

B) Identifying the name of a street in a photograph.

C) Transcribing Web audio and video for clients.

D) Struggling to find what to eat every week.

8. Associated Content pays contributors to write articles on a wide range of subjects, from organic flower gardening to how to ______________.

9. Live Person says it vets contributors’qualifications through a third party, and relies

heavily on its _______.

10. Amazon says that MTurk now has 200,000 workers from ______________.

Part II Reading Comprehension

(Skimming and Scanning)

1. B)。纵观全文可知，本文主要讲述的是“有更多的人利用自己掌握的专业知识或技术在网上赚钱”。

2. D)。参见第二段“LivePerson Inc., a Web site where clients pay for online chat time with professionals and advisers of all fields.”可知，在LivePerson网站上，咨询者付费后可向该网站上各领域的专业人士咨询。

3. B)。参见第四段“Labor-at-the-keyboard sites are gaining popularity as people increasingly turn to the Web in search of work.”可知，该网站越来越受欢迎是因为有更多的人转向网络寻找工作。

4. C)。参见第七段末句“The site takes a commission of between 30% and 35%.”可知，网站从咨询者交的钱中提取30%到35%的佣金，所以，剩下的部分应该是由那些网络“专家”获得，按照比列应该是65%到70%。

5. C)。根据第十五段“began as a way to help Amazon manage its product database”可知，Mechanical Turk最初的设计目的是“帮助Amazon管理它的产品数据库”。

6. D)。根据倒数第四段“Mechanical Turk users have an independent site called Turker Nation (https://www.wendangku.net/doc/5515769337.html,), which reviews the companies that solicit and pay for tasks so that workers can check a company’s record before taking on a task.”可知，Turker Nation是一个专门提供公司业务需求信息和支付情况的网站，网络“专家”在为某家公司提供服务之前，可以对这家公司的业务记录有一个了解。

7. C)。根据倒数第二段第二句可知，Ms. Knutson目前将大部分时间用于为客户转录网络视频和音频。

8. apply for financial aid。参见第五段最后一句“Associated Content pays contributors to write articles on a wide range of subjects, from organic flower gardening to how to apply for financial aid.”可知，Associated Content网站向人们征集稿件，稿件涉及的范围很广，从建造生态花园到申请经济援助。

9. community reviews。参见第七段“LivePerson says it vets contributors’qualifications, such as medical licenses or financial certification, through a third party, and relies heavily on its community reviews.”可知，LivePerson对这些在网上用知识和技术赚钱的人会进行审核，例如行医许可或经济师证书等，通过以社区论坛为主的第三方进行认证。

10. 100 different countries。参见第十四段“Amazon says that MTurk now has 200,000 workers from 100 different countries ...”可知，MTurk现在有来自100个国家的20万名“网络员工”。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.

For questions 1-7, mark

Y (for YES) if the statement agrees with the information given in the passage;

N (for NO) if the statement contradicts the information given in the passage;

NG (for NOT GIVEN) if the information is not given in the passage。

For questions 8-10, complete the sentences with the information given in the passage。

Earthquake

Can Scientists Predict Killer Earthquakes?

The date was November 23, 1980. People near Naples, in southern Italy, felt the Earth roll and shake. Earthquake! Suddenly buildings came tumbling down. Cracks appeared in the earth. Within minutes, entire towns were destroyed. Thousands of people were dead. Thousands more were injured。

As rescuers searched through the rubble, many people must have wondered, of only the victims had known ahead of time, many lives could have been saved。

Actually, an Italian scientist did predict that such a quake would happen. In 1977 Dr. M. Caputo of the Universite Degiles Studi in Rome warned that a large quake would soon strike the east of Naples. Unfortunately, he couldn’t predict the exact time and date of the quake。

Dr. Caputo made his general prediction after talking with scientists at 54 earthquake monitoring stations throughout Italy. He learned that many earthquakes had recently rocked different areas around Naples. But none had occurred in one particular spot east of Naples for many years. Dr. Caputo felt that the area was long overdue for a large quake. And it was。

Earthquake Strikes in Gap

The quake occurred in a region that Dr. Caputo called a seismic gap. A seismic gap is an area in an active earthquake region where no earthquake or seismic activity has been recorded in a long

time. Seismic gaps are located where two large plates in the Earth have become stuck。

When the plates slide past each other, they sometimes became locked in place. A similar thing happens when you make a running leap on a sidewalk while wearing sneakers. When you land on both feet, the sneakers grab onto rough surface. Friction tends to hold your feet back while the rest of your body goes forward. You may end up falling flat on your face。

In the case of plates, however, the uneven surfaces between the plates cause the plates to remain locked in place for years. Huge pressure builds up behind each plate. Periodically, a shudder, or tremor, is recorded as some of this energy is released。

Finally, after about 50 years, rock in the seismic gap either suddenly breaks or moves under the great stress. This sudden release of energy sends shock waves through the rock layers above. The ground shakes, sidewalks crack, and buildings tumble. A mighty quake has struck。

Gaps Used To Predict Quakes

Many geologists have used what is called the seismic gap technique to accurately predict earthquakes. The technique was first developed by Soviet earthquake expert Dr. V. Fodotov during his studies of ancient and recent Japanese earthquakes. Dr. Fodotov was marking the location, size, and date of all known quakes in Japan when he noticed a striking pattern。

All major earthquakes were found to occur in only a few isolated spots in Japan. Each of these spots, he noted, experienced a major quake only once every 50 to 60 years. Dr. Fodotov

concluded that spots that hadn t had a quake in more than 50 years were “ripe”for a quake. The Russian scientist named these locations seismic gaps。

In the past several years, geologists from other countries have found seismic gaps in other parts of the world. After making detailed studies of past quakes in these regions, the geologists were able to make an accurate prediction of when a quake would occur。

How Do Animals Know When an Earthquake Is Coming?

Scientists who try to predict earthquakes have gotten some new helpers recently—animals。

That’s right, animals. Scientists have begun to catch on to what farmers have known for thousands of years. Animals often seem to know in advance that an earthquake is coming, and they show their fear by acting in strange ways. Before a Chinese quake in 1975, snakes awoke from their winter sleep early only to freeze to death in the cold air. Cows broke their halters and tried to escape. Chickens refused to enter their coop. All of this unusual behavior, as well as physical changes in the earth, alerted Chinese scientists to the coming quake. They moved people away from the danger zone and saved thousands of lives。

高中英语 Unit1 Living with technology Reading1教学设计 牛津译林版选修7

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fast food是什么意思

fast food是什么意思 Western people like to eat in fast food restaurants. The food there is delicious and it comes quickly. Also, it is not too expensive, and the restaurants are always clean and bright. People can eat in it or take their food away. Chinese families love to eat in fast food restaurants, too. There are two kinds of fast food restaurants in China，western fast food restaurants and Chinese ones. Western fast food restaurants sell hamburgers, fresh fries, fried chicken legs, chicken nuggets, drinks and so on. The Chinese fast food restaurants sell dumplings, noodles, spring rolls, and other Chinese snacks. Some fast food is usually with too much fat in it, not good for our health. fast food的意思是快餐 西方人都喜欢在快餐店吃，因为那里的食物既美味又方便快捷。此外，价格不是 太贵，而且餐厅又清洁又明亮。人们可以在快餐店吃，也可以带走吃。中国家庭也喜 欢在快餐店吃饭。在中国，有两种快餐店，一种是西式快餐店，另一种是中式快餐店。西式快餐店里有汉堡包、新鲜薯条、炸鸡腿、鸡块、饮料等。中式快餐店里有饺子、 面条、春卷和其他中国小吃。有些快餐通常含有太多的脂肪，不利于我们的健康。 快餐英文怎么说 snack；[食品] short order；quick meal 快餐 fast food,snack,fast food restaurant 快餐店 Fast food restaurant,Snack Bar,fast food 快餐厅 snack bar,Fast Food,Fast-food Restaurant 更多英语学习：企业英语https://www.wendangku.net/doc/5515769337.html,/

牛津译林版8A Unit5 Reading1 教案

8A Unit 5 Reading 1 【Learning aims】 By the end of the lesson, students should be able to: 1. grasp the main idea of the whole text and each paragraph; 2. understand the structure of the text; 3. get specific information by using the indicating words; 4. understand the importance of protecting wild animals. 【Learning process】 I. Free presentation II. Pre-reading Task 1 Enjoy the video about Kungfu PandaⅢ Task 2 Brainstorming and understanding some useful expressions What do you know about giant pandas? III.While-reading Task 1 Fast reading 一、Answer the following questions. 1.What does Xi Wang mean? 2.How many pandas are there in the wild now? 3.What will happen to giant pandas 二、Find out the main idea Part 1(Para1-3): Part 2(Para4): Part 3 (5-6): Task 2 Careful reading 一、Read Part 1 and complete the table. The growth of Xiwang

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小结：我们一起来看看小朋友们都拼出了那些图案。你们拼出的图形都用了几块小长方形。我们都用了5块，说明这些图形都是一样大的。 四、幼儿操作，提出问题，解决问题。 师“现在，你们看，老师手中有什么?这三角形有多大吗?请你们看一下，这两个图形是不是一样大?为什么? 现在，也请你们用三角形和小长方形拼出一个图形，并把图形的形状和你使用了几块长方形几块三角形记录下来。 小结：我们一起来看一下这些图形，你觉得哪些图形是一样大小的? 活动延伸： 师：在小朋友的操作纸上，有一些图形，请你们看一看，哪些图形是一样大小的。请你用一定的标记把它标出来。 活动反思： 数学****与现实，存在于现实，并且应用与现实，数学过程应该是帮助幼儿把现实问题转化为数学问题的过程。教育活动的内容选择应既贴近幼儿的生活来选择幼儿感兴趣的事物和问题，有助于拓展幼儿的经验和视野。 优质公开课大班数学教案随笔2

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牛津高中英语教学设计 单元：Unit1 School life 板块：Reading 教学内容浅析： 第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。 Teaching aims: 1. to read a magazine article about school life in the UK; 2.to learn to apply two basic reading skills: skimming and scanning; 3.to learn some expressions about school life; 4. to get some information about what school life in the UK is really like. Teaching procedures: Step1 Lead-in Play the song of ‘High School Life’ and show students’ photos. Can you guess the name of the song? What can you think of when we talk about school life? Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word. Step2 reading Before we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy－scanning We scan the text when we want to find certain information in a text quickly. Apply scanning to finish PartC1.C2. 2. Reading strategy－Skimming We skim a text when we want to get a general idea of what it is about. Apply skimming to find the key sentences of the paragraph. Find out the main idea of each paragraph and answer questions concerning the content of each paragraph. Part1: School hours: 1. Was she happy with the school hours? ______________ 2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。 Part2: Attending assembly: 1. Who was the girl sitting next to her on the first day?_____ 2. The headmaster told them about ______ during assembly. 3. The best way to earn respect from the school was to _________and ___________. Because____________________(知识就是力量）

Book7U3教案课时2Reading1

牛津高中英语教学设计 单元：Unit 3 The world online 板块：Reading 1 Thoughts on the design 本节课是阅读教学，主要目的是指导学生有效地阅读辩论类的文章，并通过对文章的阅读获取必要的信息，帮助学生更好地评价因特网的影响，理解如何去适当地使用因特网的资源。教学过程中，通过对课文内容相关练习的设计，帮助学生逐步加深对课文的理解以及对辩论类文章结构的掌握。最后辩论部分的设计是要帮助学生进一步巩固课文的内容，并且让学生学会使用文章中所出现的结构及形式进行辩论，达到学以致用的目的。 Teaching aims: After learning this period, the students will be able to: 1.understand the argument about the positive and negative effects of the Internet on people’s lives; 2.learn about the strategy of “reading an argument”; 3.retell the effects of the Internet and debate about a certain subject. Step 1 Lead-in 1. Begin the class by discussing some problems about the Internet … (PPT 4-9) (1)What do you usually use the Internet for?（Gather different answers to the questions and show some pictures about the functions of the Internet: to search for information, to help with study, to play game and download some music and video, for amusement and shopping） (2)What do you think the most important benefit of the Internet is?（It has brought us much convenience; it help us to save much time, energy as well as money.） (3)Do you think there are any negative things about the Internet?（Give the students a few minutes to discuss with their classmates and then ask some to list their opinions） 2. From your answers, we can find that some students think it has good effects; some others think it’s bad.That’s what we will mainly learn today.Now please turn to page 34 and let’s learn the passage about the Internet. [Explanation] 第一步的设置主要为激发学生对于本节课的兴趣，由于因特网是学生生活中很熟悉的话题，所有绝大多数学生有话可说，并由此话题自然地引入课文，从而充分调动学生的学习热情和兴趣。 Step 2 Skimming and scanning for general idea (PPT 10) Allow the students two or three minutes to go through the text quickly to find the answers to the following questions. (1) The text presents the __________ two students gave at a _______________ about the _____________of Internet use. (2) Who are the two debaters? Answers: (1) speeches, debate, advantages and disadvantages (2) Zhu zhenfei, in favour of the Internet；Lin Lei, against the Internet. [Explanation]