While other countries debate whether to fix wind turbines(涡轮机) offshore or in distant areas, Denmark is building them right in its capital. Three windmills(风车) were recently introduced in a Copenhagen neighbourhood, and the city plans to add another 97.
“We’ve made a very ambitious commitment to make Copenhagen CO2-neutral by 2025,” Frank Jensen, the mayor, says. “But going green isn’t only a good thing. It’s a must.” The city’s carbon-neutral plan, passed two years ago, will make Copenhagen the world’s first zero-carbon capital.
With wind power making up 33% of Denmark’s energy supply, the country already features plenty of wind turbines. Indeed, among the first sights greeting airborne visitors during the landing at Copenhagen’s Kastrup airport is a chain of sea-based wind towers. By 2020, the windswept country plans to get 50% of its energy from wind power.
Now turbines are moving into the city and these ones will cost less than half the price of those sea-based. Having the energy production closer makes it cheaper, and land-based turbines are the cheapest possible source of energy available today. Fixing them also makes the locals more aware of their energy consumption.
Though considerably less attractive than it was in ancient times, the windmill is enjoying popularity in the 21st century. “Windmills are a symbol of the new and clean Copenhagen,” says resident Susanne Sayers. Meanwhile, fellow Copenhagen citizen Maria Andersen worries about the noise, explaining that she wouldn’t want a wind turbine in her neighbourhood. While Copenhagen citizens approve of the windmills, they’re less willing to live close to one. The answer, the city has decided, is to sell turbine shares.
Each share represents 1,000 kW hours/year, with the profit tax-free. With a typical Copenhagen household consuming 3,500 kW hours/year, a family buying four shares effectively owns its own renewable energy supply. To date, 500 residents have bought 2,500 shares. Involving the local population was a smart move. “There are a lot of things you can do close to people if it’s not too big and if there’s a model where locals feel involved and get to share in the profit. Knowing that you, or your neighbours, own a technology creates a very different atmosphere than if a multinational owned it,” says Vad Mathiesen.
Going green? Yes. Accepted by the population? Yes. Going with centuries-old city architecture? Hardly.
Certainly, the three turbines don’t exactly blight the 18th-century city centre, as they are in a neighbourhood 3 km away. According to the mayor’s office, none of the remaining 97 turbines will rise in architecturally sensitive areas. But Sascha Haselmayer, CEO of city creation group Citymart, warns, “With Denmark being a world-leading producer of windmills, there is a risk that the answer to every energy question is windmills.”
“We’ve destroyed mountains and lakes in order to support our lifestyle,” notes Irena Bauman, an architect and professor at Sheffield University. “Wind turbines are a sign that we’re learning to live with nature. I hope we’ll have them all over the world,” she says. “They may be unpleasant to some, but better-looking ones will come. It’s just that we don’t have time to wait for them!”Denmark has decided to build windmills in its capital mainly to ______.
| A．make windmills its cultural symbol |
| B．advocate an environmentally-friendly lifestyle |
| C．take advantage of its limited wind power |
| D．greet tourists coming to Copenhagen by plane |
How has the city of Copenhagen persuaded its people to accept the windmills around their homes?
| A．By promising them that all their income is free of tax. |
| B．By designing less noisy windmills to ease their worries. |
| C．By convincing them that land-based turbines are much cheaper. |
| D．By offering them the chance to get the profit the windmills bring. |
The underlined word “blight” (Paragraph 8) is closest in meaning to ______.
| A．spoil | B．improve | C．pollute | D．occupy |
Sascha Haselmayer’s attitude to building windmills can best be described as ______.
| A．disapproving | B．unconcerned | C．cautious | D．enthusiastic |
Which of the following words would Irena Bauman most probably agree with?
| A．“It benefits us more to fit wind turbines in cities than in mountain areas or by lakes.” |
| B．“We should sell more wind turbines to other countries to make us one of the richest.” |
| C．“We should devote more time to developing the wind turbines that go with the city.” |
| D．“It’s not what wind turbines look like but how we live that really matters at present.” |
Can you believe everything that you read? It seems as if every day, some new articles come out about a new discovery about this or that. For example, water is bad for you, or good for you. The answer depends on which scientific study has just come out. People cannot decide which food items are healthy, how pyramids were constructed, and why dinosaurs disappeared. When we look for answers we sometimes can believe persuasive researches and scientists. But how trustworthy are they really? Here are two examples of scientific hoaxes (骗局).
As far back as 1726, Johann Beringer was fooled by his fellow scientists into thinking he had made an amazing discovery. The fossils of spiders, lizards, and even birds with the name of God written on them in Hebrew were unlike anything that had been found before. He wrote several papers on them and was famous for those only to have it revealed that they were planted by jealous colleagues to ruin his reputation.
When an early human being was discovered in 1912, scientists at this time were wild with excitement over the meaning it had for the theory of evolution. There were hundreds of papers about this Piltdown man over the next fifty years until it was finally discovered to be a complex hoax. The skull (头骨) of a man had been mixed with the jawbone of an orangutan (猩猩) to make the ape (猿) man.
The next time you read the exciting new findings of a study of the best scientist, do not automatically assume that it is true. Even qualified people can get it wrong. While we certainly should not ignore scientific research, we do need to take it with a grain of salt. Just because it is accepted as the truth today does not mean it will still be trustworthy tomorrow.What does Paragraph 1 want to say?
| A．Researchers and scientists are not perfect. |
| B．Something that we read may not be true. |
| C．Researchers and scientists know everything. |
| D．People don’t know whether water is good or bad. |
What is the reason why Johann Beringer was fooled?
| A．His fellow scientists wanted to make fun of him. |
| B．His workmates are eager to become famous too. |
| C．These scientists made a mistake because of carelessness. |
| D．His colleagues envied him and did so to destroy his fame. |
The excited scientists thought that this Piltdown man ______.
| A．was in fact a complex hoax |
| B．was a great scientific invention |
| C．contributed to the theory of evolution |
| D．had the skull like that of an ape |
What does the underlined phrase “with a grain of salt” in Paragraph 4 mean?
| A．Happily. | B．Generally. | C．Doubtfully. | D．Completely. |
What can we learn from the passage?
| A．Hebrew is probably a kind of language. |
| B．Truths of science will never be out of time. |
| C．People believe scientists because they are persuasive. |
| D．We are advised to believe famous scientists. |
In Egyptian myth, Apophis was the ancient spirit of evil and destruction, a demon (恶魔) that was determined to throw the world into darkness forever. A fitting name, astronomers reasoned, for a threat now rushing towards Earth from outer space. Scientists are monitoring the progress of a 390-metere wide asteroid (小行星) discovered last year, which is potentially on a collision (碰撞)course with the planet.
NASA has estimated that Apophis has an outside chance of hitting the Earth in 2036. If it did hit us, thousands of square kilometers would be directly affected by the explosion but the whole of the Earth would see the effects of the dust sent into the atmosphere. At a recent meeting of experts in Near-Earth objects (NEOs) in London, scientists said it could take decades to design, test and build the required technology to deflect the asteroid.
The Apophis asteroid is placed at four out of ten on the Torino scale—a measure of the threat caused by an NEO where 10 is a certain collision which could cause a global disaster. This is the most possible danger of any asteroid in recorded history and it has a 1 in 37 chance of hitting the Earth.
Alan Fitzsimmons, an astronomer from Queen’s University Belfast, said, “When it does pass close to us on April 13, 2029, the Earth will deflect it and change its orbit. There is a small possibility that if it passes through a particular point in space, the so-called keyhole, the Earth’s gravity will change things so that when it comes back around again in 2036, it will collide with us.” The chance of Apophis passing through the keyhole, a 600-meter patch of space, is 1 in 5,500, based on current information.
There is no shortage of ideas on how to deflect asteroids. The Advanced Concepts Team at the European Space Agency has led the effort in designing a range of satellites and rockets to nudge asteroids that are on a collision course for Earth into a different orbit.The best title for this passage would be ___________.
| A．Apophis Asteroid, a Possible Destroyer of Earth |
| B．Apophis, a Good Name for Dangerous Asteroid |
| C．Our Planet Will Be Ruined in 2036 |
| D．Scientists Study Apophis Asteroid |
The name Apophis mentioned in the passage indicates that the asteroid is _________.
| A．powerful | B．mysterious | C．boring | D．destructive |
The underlined word “deflect” in Paragraph 2 probably means _________.
| A．destroy the quality of |
| B．change the direction of |
| C．measure the size of |
| D．look into the truth of |
Which of the following is NOT true?
| A．If Apophis hit the earth, its impact would be enormous. |
| B．No way to deal with Apophis is available at present. |
| C．Apophis is the first dangerous asteroid in recorded history. |
| D．It is uncertain whether Apophis will hit the earth in 2036. |
What would the passage talk about if it continued?
| A．An Egyptian myth about Apophis. |
| B．NASA’s study on NEOs. |
| C．How the keyhole influences Apophis. |
| D．What methods can be used to deflect the asteroid. |
Mom’s birthday present? It may be a difficult thing for some people, but for me, it is an easy thing. Mom loved flowers, so every year I sent her flowers. Actually she had a bed of irises (鸢尾花) in the backyard of her small, Indiana farm. They were beautiful. “Take some,” she said, “Dig some up and plant them on the side of your own house.”
But in my yard they became lacking in energy. A year passed, then two, but not one flower appeared. I cut back all their green leaves. I was tired of seeing them so lonely. Finally, I dug the irises up and threw them away.
About that time Mom died unexpectedly. My sister and I sold the farm. I never went back to see the irises. I just couldn’t bear seeing another family living in our home—Mom’s home. Autumn came, then winter. The following spring, as Mom’s birthday approached, I struggled with the question of how to remember her. I stared out the window and saw a few stubborn irises in my side yard sprouting (发芽), —tall, thin but flowerless. Because of seeing them, I decided to order flowers as I always did on Mom’s birthday, and send them to my sister. I wished so badly I could still send flowers to Mom. But that was impossible.
In the morning of Mom’s birthday, I was in my car ready to work. Something in the yard caught my eye. The irises! One had bloomed with flowers, big, showy and purple, as lovely as they ever had been on Mom’s farm. I smiled and turned my eyes upward. I could no longer send flowers to Mom. But somehow, she’d been able to send them to me.According to the first paragraph, Mom ________.
| A．wanted to give the author some flowers |
| B．didn’t like the presents from the author |
| C．lived with the author on an Indiana farm |
| D．got different birthday presents from the author every year |
At first, the irises in the author’s yard ________.
| A．all died quickly |
| B．didn’t bloom at all |
| C．grew as well as on Mom’s farm |
| D．grew better than those on Mom’s farm |
What troubled the author?
| A．She didn’t know how to grow irises. |
| B．She regretted they had sold Mom’s farm. |
| C．She didn’t know what to do in memory of Mom. |
| D．She couldn’t bear others living in Mom’s home. |
After seeing the irises sprouting, the author________.
| A．decided to send flowers to her sister on Mom’s birthday |
| B．dug them out because they were flowerless |
| C．decided to send them to Mom after they bloom |
| D．ordered flowers for the people living in Mom’s home |
What can be learned from the last paragraph?
| A．All the irises in the author’s yard bloomed. |
| B．The author went to see the irises in Mom’s yard. |
| C．It was Mom who took care of these irises in the author’s yard. |
| D．The author thought the blooming irises were gifts from Mom. |
The 2nd World Cup Live Painting Competition
Brief Introduction
The 2nd Youth World Cup Live Painting Competition is a global charity event hosted by Canada Youth Arts Development Foundation and supported by UNICEF. It is a global painting Olympic of the world’s children and youth, and also a global charity event aiming to help poor children worldwide.
We don't have ready formulas, but we believe in action. The Youth World Cup Live Painting Competition aims to change things for the better. The competition will be a platform to raise awareness for the welfare of poor children. We hope that this annual competition and charity event will grow into an annual celebration of painting, the Olympic of cultural and artistic exchange.
All participants are separated into four groups
●Children Group 1 (Age 4-7)
●Children Group 2 (Age 8-12)
●Youth Group 1 (Age 13-17)
●Youth Group 2 (Age 18-25)
Main categories for this edition are
●Friendship
●Dream
●Environmental Protection
Tools
Pen, pencil, oil, water color, any painting tools and materials are welcome.
Size
A3 size (43cm x 28cm)
Entry fee
There is no entry fee.
Eligibility(资格)
This competition is open to anyone worldwide aged 4-25 years old.
Deadline
June 30, 2014
Prize
●The Committee will issue one First Award (Gold Medal), three Second Awards (Silver Medals), six Third Awards (Bronze Medals), and Best Innovation (革新) Award, Best Color Award, Best Structure Award, Best Method Award, Best Quality Award.
●First Award will receive the Golden Cup and $500 CAD, Second Award—Silver Cup and $300 CAD, Third Award—Bronze Cup and $100 CAD.
●All winners of the First Award, Second Award and Third Award from each group will have the opportunities to attend the final competition for live painting competition, which is to be held in Richmond Olympic Oval, Richmond, Canada on August 12th, 2014. All participants in the final competition will receive a certificate, which will be delivered directly from the Organizing Committee.Which of the following can we know from the Brief Introduction?
a. The competition’s goal.
b. The competition’s history.
c. The competition’s sponsor.
d. The competition’s participants.
| A．abc | B．acd | C．bcd | D．abd |
According to the passage, the competition _________.
| A．is a global painting Olympic for students worldwide |
| B．is a platform to find out children who have a gift for painting |
| C．is held once every four years like the Olympic Games |
| D．aims to help poor children throughout the world |
Which of the following is NOT mentioned in the passage?
| A．Contact information. |
| B．Main categories. |
| C．Entry requirements. |
| D．The prize types. |
It can be known from the passage that ________.
| A．there are no given themes for all the participants |
| B．participants must use special tools to paint their entries |
| C．the groups are divided by the age of the participants |
| D．the larger the painting is, the more welcomed it is |
If you took part in the competition and won the second prize, what will you get?
| A．A silver medal, $300 CAD and certification |
| B．A certificate, $300 CAD and painting materials |
| C．$100 CAD, a certificate and a silver cup |
| D．Final qualification, certification and a bronze medal |
There is no denying that over the years college education has been accepted without the slightest doubt. All high school graduates should go, says conventional wisdom and statistical evidence, because college will help them earn more, become “better” citizens and be more responsible than those who don’t go.
But college can never work its magic for everyone. Now with half our high school graduates attending college, those unfit for the pattern are getting more. College graduates are selling shoes and driving taxis; college students interfere with each other’s experiments and write false letters of recommendation in the fierce competition for admission into graduate schools. Others find no stimulation (激励) in their studies, and consequently have to drop out, which is often encouraged by college administrators.
Some observers say the fault lies with young people themselves --- they are spoiled and expecting too much. But that’s a condemnation (谴责）of the students as a whole, and doesn’t explain all campus unhappiness. Others blame our society. Both are partly right. We have been told that young people have to go to college because our economy can’t absorb an army of untrained eighteen-year-olds. But disappointed graduates are learning that it can no longer absorb an army of trained twenty-two-year-olds, either.
Some campus watchers suggest that college may not be the best, the proper or the only place for every young person after finishing high school. It seems that through the rosy (玫瑰的) glow of our own college experiences, we may have been looking at those surveys and statistics upside down. Perhaps college does not make people intelligent, ambitious, happy, or quick to learn things—maybe it is just the other way around. Intelligent, ambitious, happy, quick-learning people are merely those who are attracted to college in the first place. And perhaps all those successful college graduates would have been successful even without college education. This is heresy (异端邪说) to those who have been brought up to believe that if a little schooling is good, more has to be much better. But contrary evidence is beginning to pile up.According to the first paragraph, ______.
| A．people now no longer challenge college education |
| B．people have great expectations for college education |
| C．the author thinks youngsters should all go to college |
| D．people still have a low opinion of college education |
More young people drop out of college because ______.
| A．they are no longer motivated in their studies |
| B．they can start selling shoes and driving taxis |
| C．they compete for admission to graduate schools |
| D．college administrators encourage them to do so |
Who does the author think is responsible for campus unhappiness?
| A．young students who are all spoiled and expecting too much. |
| B．our society that can’t offer enough jobs to college graduates. |
| C．our society that has not enough jobs for high school graduates. |
| D．young people as well as our society are to blame for all this. |
Which of the following statements is TRUE about those surveys and statistics?
| A．They prove high school graduates are smarter than college graduates. |
| B．They are so convincing that we think of our rosy college experiences. |
| C．They may have been misread because of our rosy college experiences. |
| D．They prove wrong because they contradict our rosy college experiences. |
What is the meaning of the underlined sentence in Paragraph 4?
| A．It is just the opposite | B．There is no right way |
| C．It is the wrong way | D．There’s no other way |
What is the main purpose of this passage?
| A．To inform young people college education is no longer important now. |
| B．To prove college education doesn’t make young people more intelligent. |
| C．Toargueagainsttheideathatcollegeisthefirst choiceforallyoungsters. |
| D．To tell young people that there’s something wrong with college education. |
粤公网安备 44130202000953号