题目内容

请针对材料四中所反映的问题，就如何合理使用公共资源，谈谈你的看法并提出解决问题的对策。要求：观点明确，简明扼要，条理清晰。篇幅不超过400字。(30分)

查看答案

搜索结果不匹配？点我反馈

更多问题

自拟标题，就启用2002式车牌申领方式改革存在的利弊进行分析，提出解决弊端的对策，并就对策进行论证。要求：针对性强，重点突出，论证有力，条理清晰。篇幅不超过1000字。(50分)

SECTION A CHINESE TO ENGLISH
Directions: Translate the following text into English.
她还清楚地记得，1941年，她刚刚在耀华中学上了半年高中，因交不起学费而中途辍学。妈妈卖掉最后一件首饰，送她到上海去自谋生路。上海，这个灯红酒绿的花花世界，对于一个初上舞台的青年女演员，处处都有是陷阱。她几次回到天津，想找个安定一些的职业，但迫于自己和朋友伞兵生计，又不得不重返舞台。往来于京沪道上，她目睹大雪封道时，躺在雪地上被鞭打的同胞。日本宪法兵在隆冬腊月，拿水龙浇散抢着登车的难民。
她在茫茫的生活大海中浮沉，寻找着新的生路。在苦闷彷徨之中，党向她伸出了手，她投身于党所领导的进步文化事业。从演《丽人行》开始，她的生活道路发生了转折。

Infant mortality in the United States is higher than 16 other nations, 【M1】
with 11.5 babies out of 1,000 die before age 1. A report based on 【M2】
international figures and released out last week by the Population Reference 【M3】
Bureau (PRB) in Washington D. C. rank the United States in 17th place among 【M4】
nations with the lowest infant mortality rates; Finland, Japan and Sweden lead
the ranking with rates of less than 7 per 1,000.
Especially in countries with low infant mortality rate, the statistics 【M5】
reflect the incident of genetic defects leading to death. In the US, say 【M6】
some researchers, the statistics also provide a social indicator. Says Brian
McCarthy of the Centres of Disease Control in Atlanta, "Infant mortality
rate is affected by social, medical and environmental policies."
The US statistics show that 19.6 black babies per 1,000 die before
age 1, comparing with white babies at 10.1 per 1,000. "The real cause is 【M7】
probably poverty," says PRB'S Carl Haub, "That's represented in the
rates for low birth weight babies among black." 【M8】
Infant mortality closely relates to low birth weight which, Haub 【M9】
says, results in a variety of factors, including poor diet and inadequate 【M10】
medical care.
【M1】

SECTION A MINI-LECTURE
Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.
听力原文： Non-native speakers of English, like their native counterparts, usually find that the opportunity to participate in group discussions is one of the most valuable aspects in their whole academic programme. But in order to obtain full value from this type of activity the student must be proficient in asking questions. If he isn't, then any attempt to resolve his difficulties may lead to further confusion, if not considerable embarrassment.
Some students who are not fluent in the language find that in the early stages of their course there are frequent breakdowns in communication. There are？ of course, many possible explanations for this. The student may not have a sufficient command over the grammar and vocabulary of English to enable him to express himself clearly. He may, on the other hand, have a poor pronunciation. Factors such as these, of course, require urgent and persistent attention on the part of the student. But a very frequent cause of misunderstanding in discussion sessions and one which can much more easily be put right, is the teacher's uncertainty whether his student has, in fact, asked a question at all. What often happens is as follows. The student, puzzled about a particular point, decides to ask a question. As so often happens when under pressure, he tends to concentrate most of his attention on the subject matter and he pays practical[y no attention to the language. Consequently he fails to employ the correct question form. For example, he may use a statement form. instead. The result is predictable. The teacher interprets the intended question as a comment. He then either agrees or disagrees with it, or he continues with what he was saying before.
However, even when the student does employ an appropriate question form, difficulties may still arise. The teacher may not know, for example, what the source of the student's difficulty is. The basic difficulty may, in fact, be one of the several different types. It may lie in the student's limited aural perception, in other words, the student may not have clearly heard what was said; or it may lie in his insufficient linguistic knowledge, that is to say, he may not have understood the English that his teacher employed; or alternatively, it may lie in his lack of knowledge of the subject matter itself, i.e. he may not have worked out the meaning of a point in relation to the special subject. Each type of difficulty requires a different kind of question If the student, for example, does not clearly specify that his difficulty is that he did not quite catch what was said, then the teacher is quite likely to give an explanation in terms of the subject matter. All what is really necessary in such cases is a simple repetition of the original statement.
Next, a student must ensure that his teacher is clear about exactly which point he is referring to. To put it in another way, the question must be specific. In order to be absolutely precise, it is a good idea if students preface their questions with an introductory statement. They might say, for example, something like the following: "I don't understand the point you made at the beginning of the discussion about cost inflation. Could you explain it again please？" The teacher is always in a position to give a satisfactory answer to this form. of question without any waste of time. He knows what type of difficulty the student has--one of subject matter. He knows where the difficulty occurs--at the beginnin