题目内容
Large animals that inhabit the desert have evolved a number of adaptations for reducing the effects of extreme heat. (31) adaptation is to be light in color, and to (32) rather than absorb the sun’s rays. Desert mammals also depart from the normal mammalian practice of maintaining a (33) body temperature. (34) trying to keep down the body temperature deep inside the body, (35) would involve the expenditure of water and energy, desert mammals allow their temperatures to rise to what would normally be fever (36) , and temperatures as high as 46 degrees Celsius have been measured in gazelles (瞪羚羊). Another strategy (37) large desert animals is to tolerate the loss of body water to a point (38) would be fatal for non-adapted animals. The camel can lose up to 30 percent of its body weight (39) water without harm to itseff, (40) human beings die after losing only 12 to 13 percent oftheir body weight. An equally important adaptation is the ability to (41) this water loss (42) onedrink. Desert animals can drink prodigious volumes in a short time, and camels have been known to (43) over 100 liters in a few minutes. A very dehydrated person, (44) , cannot drink enoughwater to rehydrate at one (45) , because the human stomach is not sufficiently big and because a toorapid (46) of the body fluids causes death from water intoxication. The (47) of water loss is ofobvious advantage in the desert, as animals do not have to remain (48) a water hole but can obtain food from gazing sparse and far-flung pastures. Desert-adapted mammals have the (49) ability to feednormally when extremely dehydrated; it is a common experience in people that appetite is lost even (50) conditions of moderate thirst.
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Large animals that inhabit the desert have evolved a number of adaptations for reducing the effects of extreme heat. (31) adaptation is to be light in color, and to (32) rather than absorb the sun’s rays. Desert mammals also depart from the normal mammalian practice of maintaining a (33) body temperature. (34) trying to keep down the body temperature deep inside the body, (35) would involve the expenditure of water and energy, desert mammals allow their temperatures to rise to what would normally be fever (36) , and temperatures as high as 46 degrees Celsius have been measured in gazelles (瞪羚羊). Another strategy (37) large desert animals is to tolerate the loss of body water to a point (38) would be fatal for non-adapted animals. The camel can lose up to 30 percent of its body weight (39) water without harm to itseff, (40) human beings die after losing only 12 to 13 percent oftheir body weight. An equally important adaptation is the ability to (41) this water loss (42) onedrink. Desert animals can drink prodigious volumes in a short time, and camels have been known to (43) over 100 liters in a few minutes. A very dehydrated person, (44) , cannot drink enoughwater to rehydrate at one (45) , because the human stomach is not sufficiently big and because a toorapid (46) of the body fluids causes death from water intoxication. The (47) of water loss is ofobvious advantage in the desert, as animals do not have to remain (48) a water hole but can obtain food from gazing sparse and far-flung pastures. Desert-adapted mammals have the (49) ability to feednormally when extremely dehydrated; it is a common experience in people that appetite is lost even (50) conditions of moderate thirst.
Questions 1 to 3 are based on the following conversation. At the end of the conversation, you will be given 15 seconds to answer the questions. Now, listen to the conversation. How long did the dog stay in the theater
Questions 4 to 6 are based on the following conversation. At the end of the conversation, you will be given 15 seconds to answer the questions. Now, listen to the conversation. Paula and her roommate are planning to
A conventional teacher’s license usually requires a university degree in education plus an unpaid term of practice teaching. This has never made much sense. It excludes bright students who take degrees in other subjects, and might teach those subjects; it is costly and time-consuming for career-switchers, who must wait a year or more before they can enter a classroom; it is so rigid that private-school teachers or university professors with years of experience have to jump through hoops before they can start teaching in a state school. And there is virtually no evidence that it creates better teachers. For all that, it is strongly backed by schools of education, which have a monopoly of teacher-training, and by teachers’ unions, whose members make more money when it is artificially hard for others to get into the profession. Now, some 45 states and the Districts of Columbia offer an "alternative route" to a teacher’s license, up from only a handful in the 1980s. Alternative certification (AC) generally allows individuals with a university degree to begin teaching immediately after passing an entrance examination. These recruits, watched over by a mentor teach the subject they studied at university, and take education courses at a sponsoring university while drawing their salaries. The traditional sort of American teacher is likely to be young, white and female. Alternative certification attracts more men and more non-whites. In Texas, for instance, roughly 90% of public-school teachers are white, but 40% of those who have joined through alternative certification are non-whites. The AC route also draws teachers willing to go where they are most needed. A survey of Troops to Teachers, a program that turns exsoldiers into public-school teachers ("Proud to serve again"), found that 39% of those taking part are willing to teach in inner-city schools, and 68% in rural areas. Are they good teachers Officialdom is reluctant to release the details which might answer that question for certain. But anecdotal evidence suggests they do well. In New Jersey, which has been running this sort of program since 1984, rich districts, which can afford to be choosy, consistently hire more AC teachers than poor districts do. In Houston, Texas, where the Teach of America program (TFA) puts recent university graduates into poor communities as teachers, the most effective teachers are generally the TFA ones. "School principals are our biggest fans," Wendy Kopp, TFA’s president, says proudly. So why not scrap the cumbersome teacher-licensing laws Frederick Hess, a professor at the University of Virginia, has written a paper for the Progressive Policy Institute arguing that teacher-licensing ought to be stripped to the bare essentials. Prospective teachers should be required only to hold. a college degree, pass a test of essential skills, and be checked to make sure they do not have a criminal background. Other training is important, argues Mr. Hess, but the market, not state legislators, should decide what that training looks like. This notion of "competitive certification" has drawn favorable attention from the Bush administration. By calling for "competitive certification" (Line 6, Par
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