Unit4 Period2 ReadingB and Writing(分层作业)英语沪外版必修第三册

Unit 4 Life and Technology Period2 Reading B and Writing分层练习 基础达标 01 能力提升 02 拓展培优 03 1、 单词拼写 1. Many students find it hard to bear the ______ pressure from exams and peers. 2. With the development of technology, ______ has replaced many manual jobs in factories. 3. Don't let ______ thoughts affect your confidence and progress. 4. The new policy will bring a positive ______ on people's daily lives. 5. She is ______ for the position because of her rich experience and professional skills. 6. Elephants are known to be highly ______ animals with strong memory. 7. The ______ between the rich and the poor remains a serious social problem. 8. Climate change may ______ the survival of some rare species on Earth. 9. The situation has ______ improved since we took effective measures. 10. The government issued an official ______ about the new economic policy yesterday. 2、 英汉互译 1. As is vividly illustrated in the chart, the number of college students choosing part-time jobs has increased dramatically. 2. The past five years have witnessed a steady growth in the sales volume of online shopping. 3. There is a sharp contrast between the consumption patterns of the young and the elderly. 4. 从图表中可以得出结论，越来越多的人开始重视环境保护。 5. The percentage of people using smartphones accounts for approximately 75% of the total. 6. 导致这一现象的原因有很多，其中经济发展起着至关重要的作用。 7. 与前一年相比，今年的失业率呈现出明显的下降趋势。 3、 阅读理解 In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the numbers and variety of species in an area, a new Stanford study has found that this type of record is not perfect. “With the rise of technology it is easy for people to make observations of different species with the aid of a mobile application,” said Barnabas Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens (标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable?” Using a global dataset of 1.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well these data represent actual global biodiversity patterns. “We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it,” said Daru. Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods, and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features. What can we do with the imperfect datasets of biodiversity? “Quite a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places — and even species — that are not well-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.” 1.What do we know about the records of species collected now? A. They are becoming outdated. B. They are mostly in electronic form. C. They are limited in number. D. They are used for public exhibition. 2.What does Daru’s study focus on? A. Threatened species. B. Physical specimens. C. C. Observational data. D. Mobile applications. 3.What has led to the biases according to the study? A. Mistakes in data analysis. B. Poor quality of uploaded pictures. B. Improper way of sampling. D. Unreliable data collection devices. 4. What is Daru’s suggestion for biodiversity apps? A. Review data from certain areas. B. Hire experts to check the records. B. Confirm the identity of the users. D. Give guidance to citizen scientists. The “marshmallow (棉花糖) test” was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat they would be given a second treat. Then they were left alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success in later days. As adults we face versions of the marshmallow test every day. We are all tempted (诱惑) by sugary treats, but by our computers, phones, and tablets — we are all the devices that connect us to the global delivery system for various types of information that do to us what sugar does. We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed a response mechanism to these treats that reflected their value as a feeling of reward and satisfaction. But as we’ve reshaped the world around us, dramatically lifting the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat. A similar process is at work in our response to information. Our formative environment as a species was information-poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now ceaselessly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our calorie consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time more effectively. 5. What did the children need to do to get a second treat in Mischel’s test? A. Take an examination with others. B. Show respect for the researchers. C. Share the treats with others. D. Delay eating for fifteen minutes. 6. According to paragraph 3, there is a mismatch between ______. A. the calorie-poor world and our good appetites B. the shortage of sugar and our nutrient needs C. the rich food supply and our unchanged brains D. D. the tempting foods and our efforts to keep fit 7. What does the author urge readers to do? A. Absorb new information readily. B. Be selective information consumers. B. Use diverse information sources. D. Protect the information environment. 8.  Which of the following is the best title for the text? A. Eat Less, Read More B. The Bitter Truth about Early Humans B. The Later the Reward, the Better D. The Marshmallow Test of Our Lives 1 / 9 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 4 Life and Technology Period2 Reading B and Writing分层练习 基础达标 01 能力提升 02 拓展培优 03 1、 单词拼写 1. Many students find it hard to bear the ______ pressure from exams and peers. 答案：mental解析：考查形容词作定语，mental 意为 “精神的，心理的”。 翻译：许多学生难以承受来自考试和同龄人的心理压力。 2. With the development of technology, ______ has replaced many manual jobs in factories. 答案：automation解析：考查名词作主语，automation 意为 “自动化”。 翻译：随着科技的发展，自动化已经取代了工厂里许多体力工作。 3. Don't let ______ thoughts affect your confidence and progress. 答案：negative解析：考查形容词作定语，negative 意为 “消极的，负面的”。 翻译：不要让消极的想法影响你的自信和进步。 4. The new policy will bring a positive ______ on people's daily lives. 答案：effect解析：考查名词作宾语，effect 意为 “影响，效果”。 翻译：这项新政策将对人们的日常生活产生积极影响。 5. She is ______ for the position because of her rich experience and professional skills. 答案：qualified解析：考查形容词作表语，qualified 意为 “合格的，胜任的”。 翻译：凭借丰富的经验和专业技能，她能胜任这个职位。 6. Elephants are known to be highly ______ animals with strong memory. 答案：intelligent 解析：考查形容词作定语，intelligent 意为 “聪明的，有才智的”。 翻译：大象是众所周知的高智商动物，拥有很强的记忆力。 7. The ______ between the rich and the poor remains a serious social problem. 答案：inequality解析：考查名词作主语，inequality 意为 “不平等，不均等”。 翻译：贫富差距仍然是一个严重的社会问题。 8. Climate change may ______ the survival of some rare species on Earth. 答案：threaten解析：考查情态动词后接动词原形，threaten 意为 “威胁，危及”。 翻译：气候变化可能会威胁地球上一些稀有物种的生存。 9. The situation has ______ improved since we took effective measures. 答案：gradually解析：考查副词修饰动词，gradually 意为 “逐渐地，逐步地”。 翻译：自从我们采取有效措施以来，情况已逐步好转。 10. The government issued an official ______ about the new economic policy yesterday. 答案：statement解析：考查名词作宾语，statement 意为 “声明，陈述”。 翻译：政府昨天就新经济政策发表了官方声明。 2、 英汉互译 1. As is vividly illustrated in the chart, the number of college students choosing part-time jobs has increased dramatically. 答案：如图表生动所示，选择兼职工作的大学生数量急剧增加。 As is vividly illustrated in the chart 是图表作文开篇万能句型，常用于引出图表内容。 2. The past five years have witnessed a steady growth in the sales volume of online shopping. 答案：过去五年见证了网购销量的稳步增长。 本句为时间见证类高分句型，使用拟人手法，witness、steady growth 为亮点表达。 3. There is a sharp contrast between the consumption patterns of the young and the elderly. 答案：年轻人和老年人的消费模式形成了鲜明的对比。 本句为对比类经典句型，sharp contrast 常用于描述图表中数据差异。 4. 从图表中可以得出结论，越来越多的人开始重视环境保护。 答案：It can be concluded from the chart that an increasing number of people are beginning to attach importance to environmental protection. 本句为图表作文结尾总结句型，It can be concluded that… 为高分正式表达。 5. The percentage of people using smartphones accounts for approximately 75% of the total. 答案：使用智能手机的人群比例约占总数的 75%。 本句为数据描述核心句型，account for、approximately 为描述占比时的必备词汇。 6. 导致这一现象的原因有很多，其中经济发展起着至关重要的作用。 答案：A variety of factors contribute to this phenomenon, among which economic development plays a crucial role. 本句为原因分析类高级句型，非限制性定语从句提升句式复杂度。 7. 与前一年相比，今年的失业率呈现出明显的下降趋势。 答案：Compared with the previous year, the unemployment rate shows an obvious downward trend this year. 本句为趋势变化类句型，compared with、downward trend 为图表作文高频表达。 3、 阅读理解 In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the numbers and variety of species in an area, a new Stanford study has found that this type of record is not perfect. “With the rise of technology it is easy for people to make observations of different species with the aid of a mobile application,” said Barnabas Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens (标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable?” Using a global dataset of 1.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well these data represent actual global biodiversity patterns. “We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it,” said Daru. Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods, and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features. What can we do with the imperfect datasets of biodiversity? “Quite a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places — and even species — that are not well-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.” 1.What do we know about the records of species collected now? A. They are becoming outdated. B. They are mostly in electronic form. C. They are limited in number. .D. They are used for public exhibition. 答案：B解析：根据第一段“Today, most records of biodiversity are often in the form of photos, videos, and other digital records.”可知，现在收集的物种记录大多是以电子形式存在的。 2.  What does Daru’s study focus on? A. Threatened species. B. Physical specimens. C. C. Observational data. D. Mobile applications. 答案：C解析：根据第二段“These observations now outnumber the primary data that comes from physical specimens (标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable?”以及第四段“We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data...”可知，Daru的研究聚焦于观察数据。 3.  What has led to the biases according to the study? A. Mistakes in data analysis. B. Poor quality of uploaded pictures. B. Improper way of sampling. D. Unreliable data collection devices. 答案：C解析：根据第四段“We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data...”以及第五段“This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby.”可知，导致数据偏差的原因是采样方式不当。 4. . What is Daru’s suggestion for biodiversity apps? A. Review data from certain areas. B. Hire experts to check the records. B. Confirm the identity of the users. D. Give guidance to citizen scientists. 答案：D解析：根据最后一段“Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places — and even species — that are not well-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.”可知，Daru建议生物多样性应用程序应该给公民科学家提供指导。 The “marshmallow (棉花糖) test” was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat they would be given a second treat. Then they were left alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success in later days. As adults we face versions of the marshmallow test every day. We are all tempted (诱惑) by sugary treats, but by our computers, phones, and tablets — we are all the devices that connect us to the global delivery system for various types of information that do to us what sugar does. We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed a response mechanism to these treats that reflected their value as a feeling of reward and satisfaction. But as we’ve reshaped the world around us, dramatically lifting the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat. A similar process is at work in our response to information. Our formative environment as a species was information-poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now ceaselessly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our calorie consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time more effectively. 5. What did the children need to do to get a second treat in Mischel’s test? A. Take an examination with others. B. Show respect for the researchers. C. Share the treats with others. D. Delay eating for fifteen minutes. 答案：D解析：根据第一段“Each child was told if they waited for 15 minutes before eating the treat they would be given a second treat.”可知，孩子们需要延迟15分钟不吃才能得到第二份奖励。 6. According to paragraph 3, there is a mismatch between ______. A. the calorie-poor world and our good appetites B. the shortage of sugar and our nutrient needs C. the rich food supply and our unchanged brains D. D. the tempting foods and our efforts to keep fit 答案：C解析：根据第三段“But as we’ve reshaped the world around us, dramatically lifting the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat.”可知，不匹配在于丰富的食物供应和我们未进化的大脑之间。 7. What does the author urge readers to do? A. Absorb new information readily. B. Be selective information consumers. B. Use diverse information sources. D. Protect the information environment. 答案：B解析：根据最后一段“just as we need to be more thoughtful about our calorie consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental ‘junk food’ in order to manage our time more effectively.”可知，作者建议读者做有选择性的信息消费者。 8.  Which of the following is the best title for the text? A. Eat Less, Read More B. The Bitter Truth about Early Humans B. The Later the Reward, the Better D. The Marshmallow Test of Our Lives 答案：D解析：文章以棉花糖测试为引子，类比现代人在信息时代面临的诱惑，因此最佳标题为《我们生活中的棉花糖测试》。 1 / 9 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $