Every fruit, vegetable, grain and domestic animals we 1. A. enlarge B. extends see today is the result of genetic modification. Biotechnology refines and ___1___ methods that produce new plants and animals. C. donates D. recollects 2. A. production B. creation Biotechnology has a long history of use in food ___2__ C. invention D. profession and processing. For ten thousand years fermentation, a form of biotechnology has been used to produce wine, 3. A. proceeding B. bleeding beer and bread. Selective __3___ of animals such as C. breeding D. exceeding horses and dogs has been going on for centuries. The same thing has been done in farming. People have 4. A. similar to B. compared to created many local varieties of essential foods such as C. contrary to D. identical to rice, corn and wheat with improved yields __4___ their wild ancestors. Today, through newer biotechnology and __5___ engineering, scientists can do even more. They can move one gene, the inherited instruction for specific 5. A. genetic B. energetic C. magnetic D. theoretic 6. A. inherited B. undesirable traits, from organism to another and omit the __6___ C. original D. unnecessary traits. This enables food producers to obtain animal and crop improvements in a much more precise, controlled 7. A. manner B. possibility and predictable __7___. C. mode D. means The potential benefits of biotechnology are enormous. Food producers can use new biotechnology to __8___ 8. A. indicate B. produce new products with desirable characteristics. These include characteristics such as disease-and drought-resistant plants, leaner meat and enhanced has also been used to develop life-saving vaccines, 药品) to improve quality of life. __11___, plant breeders were greatly limited. They were limited to __12__ C. display D. invent 9. A. quality B. characteristics C. treatment D. prevention 11. A. On time B. In the end C. In the past D. On the whole flavor and nutritional __9___ of foods. This technology C. quantity D. trait insulin, cancer __10___ and other pharmaceuticals (医10. A. remedy B. cure Traits within the same botanical (植物的) family, such as wheat to wheat. Only pollen (花粉) from a compatible 12. A. revealing B. discharging parent wheat could be used to fertilize the from this combination was limited by these genetic have the same limitations. It is not confined within cross-breeding species __15___ can cross genetic trait can be identified and transferred from many sources. The news doesn’t stop there, however. The work of C. establishing D. introducing 13. A. monotony B. reversion 14. A. transform B. transfer 15. A. but B. however C. yet D. and seed-producing plant. The __13___ of traits possible compatibility barriers. Today, gene __14___ does not C. diversity D. conversion barriers such as corn to tomato. A gene for a __16__ C. transition D. transmission researchers in this __17___ had even broader applications. Modern techniques have been used to 16. A. lonely B. single change a trait in its native plant __18___. For example C. unique D. plain a tomato transfer can control softening and ripening of the fruit. Another __19___ is the transfer of modified 17. A. topic B. field forms of plant virus genes to plants to create a plant C. focus D. employment with complete resistance to that virus. It is easy to see how the use of new scientific techniques __20___ much 18. A. structure B. system wider application of nature’s diversity. And it’s exciting C. element D. cell to see how it is improving our lives. 19. A. access B. approach C. application D. invention 20. A. engages B. encloses C. endures D. enables The debate over school uniforms is one of the most controversial issues affecting public school students. Though uniforms have long been a staple of private schools, they are still a rarity in public schools. This is not merely a debate over the aesthetics of fashion. Rather, this debate lies at the very heart of the politics of fashion. What students choose to wear (and what their parents allow them to wear) to school consistently rouses strong feelings and animated discussion.
Much has already been said in defense of and against school uniforms, and I won't belabor the individual points further. There are many valid points on both sides of the argument. Instead, I intend to explain why I personally stand in opposition to school uniforms and highlight the reasons why uniforms would serve very little purpose in our specific school district.
For the most part, students in our district are well behaved and don't approach any semblance of extreme behavior or expression. Administrators seem to be more worried about a potential escalation of student expression that so far has shown no indication of materializing. Principals and other district administrators are chasing shadows—they're looking to solve a problem that doesn't exist. Our district has no history of student activism, and there are only a few examples of flagrant violations of the existing dress code. In short, there is absolutely no precedent to believe that students will choose to begin acting out against authority through fashion statements.
School uniforms seem to be an inappropriate response to a nonexistent problem. It is an unnecessary exertion of power by administrators who don't know how to properly exercise authority. Let's take a moment to consider a hypothetical school district that is overwhelmed by student discipline problems. Would the institution of school uniforms be an appropriate response in that case? I would argue in the negative. Uniforms, by themselves, would in no way prevent students from expressing themselves or their views.
Improper and unpopular behavior will not be stifled by a school uniform. It may actually make the situation worse, as resentment over the mandatory clothing would likely be great. School uniforms obviously interfere with students' right to self-expression—a right that should be protected in the public school system. In addition, mandating that all students wear
identical (and unattractive) outfits enforces the message that conformity is the preferred method to prevent or resolve conflict. This is certainly not an appropriate message for our schools to be sending to children.
1. This style of writing would best be described as _______. A. expository B. descriptive
C. narrative D. argumentative
2. Of the following, which is the most likely place you would find this article? A. Fashion blog. B. Academic journal. C. Newspaper editorial. D. Education magazine.
3. According to the author, which is NOT the reason why school uniforms are a bad idea? A. They are expensive and many students can't afford them. B. There is no justification for their use in the local district.
C. They don't adequately address the problem they are intended to solve. D. They are a violation of students' rights.
4. In which paragraph does the author use a metaphor to describe school administrators? A. Paragraph 1. B. Paragraph 2. C. Paragraph 3. D. Paragraph 4.
5. Based on this passage, it seems likely that the author would never _____ the use of school uniforms. A. suspend B. condone C. empower D. dictate
A person with a flat, dull voice which neither rises nor falls sounds like a flat and dull person! But they may not be! A person can give the impression that they are bored, indignant, friendly or angry just by the sound of their voice. A French friend of mine once said to me, “Your accent in French is excellent, but you will never sound like a Frenchman until you put all your heart into your voice. It is a pity because you are a lively person and yet you don't sound lively to French- man!” We learn the grammar and vocabulary and even the correct pronunciation of the foreign language but we may forget the important emotional effect of the music of our speech. For British people the intonation of some languages is attractive. Unfortunately, the intonation of some other countries can communicate the wrong meaning. British people are sometimes offended because they think the other person is unfriendly even though they have spoken a perfect English sentence! And this failure of communication can
also happen between British people. Some British people think the intonation in the Birmingham accent seems to express bored indignation!
If you want to communicate successfully with another person, you may have to think about the music of your own voice. At the same time if you meet someone from a different part of your country or from another country, BE CAREFUL ! Don't judge them only by their intonation.
1. What is the main idea of the passage?
A) We can not say that a person with a flat voice will not give any impression. B) We can not judge a person only by his voice, nor can we neglect the intonation. C) We can not say that the sound of one's voice means nothing to the listener. D) We can not say that to communicate successfully, we must understand music.
2. What does the Frenchman example in Lines 3--6 show?
A) To learn a foreign language well, we must pay much attention to the grammar, vocabulary and pronunciation.
B) Accent in speech can prevent one from communicating well with others. C) In language learning, we must be emotional and sensitive.
D) Grammar, vocabulary and pronunciation are not the only elements we should learn in a foreign language.
3. The word \music\
A) intonation B) sweetness C) rising tone D) falling tone
4. British people are sometimes offended because ____.
A) other people are rude B) they speak a different language C) they misunderstand the others D) other people are not attractive
5. According to the writer, who is going to blame when a Londoner and a Birmingham inhabitant fail to communicate with each other ?
A) The Londoner. B) Both of them. C) The Birmingham inhabitant. D) Neither of them.
1. A) In a cinema. B) At a party. C) In the office.D) At their home.
2. A) They go to the cinema once a week. B) They share the housework.
C) The wife should do more house work.
D) They should talk a lot to each other after work.
3. A) They are having a walk in the rain. B) They are doing house work together. C) They are recalling their past. D) They are having a quarrel.
4. A) He is willing to accept them.
B) He is delighted to hear them. C) He is angry about them.
D) He is ready to correct his shortcomings.
5 A) He will go out to take a walk in the rain. B) He will go to the cinema alone. C) He will go to live with his parents. D) He will go shopping alone.
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1. A) Eighteen thousand people. B) Eighty thousand people. C) One hundred million people. D) One million people. 2. A) For his mother. B) For his father. C) For his daughter. D) For his wife. 3. A) In 1948. B) In 1956. C) In 1966. D) In 1958.
4. A) They were greatly excited. B) They were indifferent to it. C) They felt proud of him. D) They were very sad. 5. A) He died in a battle. B) He died of starvation. C) He died from a heart attack. D) He died in an accident.
1. A) $ 10 million.
B) $ 1 million. C) $ 100 million. D) $ 1000 million.
2. A) She hopes they are as rich as her.
B) She wants them to drop out of school early.
C) She wants them to grow up in the same way as she did. D) She wants them to live a normal life. 3. A) He didn’t care about his daughter at all. B) He didn’t like children at all.
C) He gave too much love to his only daughter. D) He had no time to play with her daughter. 4. A) He wanted Lisa to lead a normal life.
云南大学4第一次形测试 - 图文
