1 . Procrastinators (拖延症患者)，take note: If you’ve tried building self-control and you’re still putting things off, maybe you need to try something different. One new approach: Check your mood.
Often, procrastinators attempt to avoid the anxiety or worry aroused by a tough task with activities aimed at repairing their mood, such as checking Facebook or taking a nap. But the pattern, which researchers call “giving in to feel good,” makes procrastinators feel worse later, when they face the consequences of missing a deadline or making a last-minute effort, says Timothy Pychyl, an associate professor of psychology at Carleton University.
Increasingly, psychologists and time-management consultants are focusing on a new strategy: helping procrastinators see how attempts at mood repair are destroying their efforts and learn to control their emotions in more productive ways.
The new approach is based on several studies in the past two years showing that negative emotions can damage attempts at self-control. It fills a gap among established time-management methods, which stress behavioral changes such as adopting a new organizing system or doing exercises to build willpower.
Researchers have come up with a playbook of strategies to help procrastinators turn mood repair to their advantage. Some are tried-and-true classics: Dr. Pychyl advises procrastinators to just get started, and make the doorstep for getting started quite low. “Procrastinators are more likely to put the technique to use when they understand how mood repair works,” says Dr. Pychyl, author of a 2013 book, “Solving the Procrastination Puzzle.” He adds,“A real motive power comes from doing what we intend to do—the things that are important to us.”
He also advises procrastinators to practice “time travel”—projecting themselves into the future to imagine the good feelings they will have after finishing a task, or the bad ones they will have if they don’t. This cures procrastinators’ tendency to get so stuck in present anxieties and worries that they fail to think about the future.
Another mood-repair strategy, self-forgiveness, is aimed at dismissing the self-blame. University freshmen who forgave themselves for procrastinating on studying for the first exam in a course procrastinated less on the next exam, according to a recent study led by Michael Wohl, an associate professor of psychology at Carleton.
Thomas Flint learned about the technique by reading research on self-control, including studies by Dr. Sirois and Dr. Pychyl. He put it to use after his family moved recently to a new house. Instead of beating himself up for failing to unpack all the boxes gathered in his garage right away, Mr. Flint decided to forgive himself and start with a single step. I’d say, "OK, I’m going to take an hour, with a goal of getting the TV set up, and that's it, he says; then he watched a TV show as a reward. Allowing himself to do the task in stages, he says, is “a victory.”
1. What does Timothy Pychyl mean by mentioning the “giving in to feel good” practice in Paragraph 2?| A．It probably does more harm than good. |
| B．It prevents procrastinators from giving up. |
| C．It helps procrastinators meet the deadline. |
| D．It effectively drives away anxiety and worry. |
| A．Sticking to one’s intention. |
| B．Doing things that really matter. |
| C．Getting started from a low doorstep. |
| D．Learning important techniques of mood repair. |
| A．To make their future plan more practical. |
| B．To accelerate the speed of finishing the task. |
| C．To stop people from worrying about their travel. |
| D．To free people from the present negative emotions. |
| A．Self-blame prevents students from putting things off. |
| B．Procrastinators are still able to get good scores in exams. |
| C．University freshmen can get rid of procrastination easily. |
| D．Self-forgiveness is an effective way to cure procrastination. |
2 . Great Barrier Reef Choking on Pollutants
Attempts to protect the Great Barrier Reef are failing. A report released Monday by the government in Australia says water quality in the Great Barrier Reef is far below what it should be. It showed that pollution have decreased, but not enough to reach environmental targets.
Sediment (沉淀物) and chemicals can weaken coral, hurting its ability to feed and grow. Coral are live animals that take root in the ocean floor, but they are not plants. Reefs are the hard skeletons (骨架) left at the bottom of the sea by small marine creatures called polyps (珊瑚虫). The polyps then form the larger structure of a reef. Corals also are some of the most diverse ecosystems on the entire planet. They can make a home for invertebrates, crustaceans, fish, and sea snakes.
Steve Miles is Queensland’s environment minister. He says the research shows the Reef needs more protection. “Over that five-year period, we did see some progress towards our targets. Sediment is down 12 percent and pesticides (杀虫剂) loads are down 30 percent. But what is most disturbing is that these results are far from our targets. Progress towards these targets flat-lined in the period 2013-2014. If one of my kids came home with a report card like this, I would be a bit disappointed. There is more bad news here than good news. ” said Steve Miles.
The report also found that fewer than one-third of Queensland’s sugar plantations used techniques to reduce the use of pesticides. Only 28 percent of land managers managed their land properly. They had reduced harmful water run off to protect the health of the Reef. The official target is a 90 percent reduction in pesticide use within three years.
Scientists at the University of Queensland and the Australian Institute of Marine Sciences published their findings Wednesday, July 18 in the journal Science Advances. It found between 1992 and 2010, the recovery rate dropped by an average of 84 percent. But there is hope. The study also found some corals can recover quickly if “acute and chronic stressors” are lessened.
Meanwhile, the Australian government released its updated reef protection plan Friday. It clearly states global temperatures must be stopped from rising in order to save the world’s largest living structure.
1. What does the underlined word “They” in Paragraph 2 refer to?| A．Diverse ecosystems. | B．Sediment and chemicals. |
| C．Reefs and corals. | D．Small sea creatures. |
| A．He is satisfied with the protection of the Reef. |
| B．He thinks that the Reef needs more protection. |
| C．He feels angry with what his children did. |
| D．He is very happy about the Reef progress protection. |
| A．Not increase significantly. | B．Disappear. |
| C．Speed up. | D．Miss the chance. |
| A．were tough to deal with | B．failed to manage their land properly |
| C．reduced the amount of harmful water | D．were eager to quit pesticide soon |
| A．A news report. | B．A science fiction. |
| C．A book review. | D．A guide book. |
3 . Journalism (新闻业) is a fast-paced industry, requiring reporters to get the facts about newsworthy events and to write about them before a deadline (截止日期). It takes some skills to do this. At the same time, news reporters must follow strict requirements and have a deep understanding of news writing.
Know what you’re going to write about. Newsworthy events can happen anytime and anywhere. So reporters need to develop a good nose for news.
Get all the facts and look at the details. Be sure to look at a story from different angle (角度). Even if you are covering a popular story or topic that others are writing about, look for an angle that will make this one yours.
Check facts to avoid mistakes. Sources may also make mistakes and some may even deceive you. It’s wise to get in touch with other sources. In a shooting incident, for example, getting the facts from the police and from both the criminal (罪犯) and victim isn’t enough. You should also interview other witnesses who may give more information about the incident. Interviewing people and getting a firsthand source on your topic can be valuable.
Start writing the news. When it comes to the body of the article, the main information should be given in the leading statement. It is often a short one, including the basics of what happened, where and when it took place, who was involved and why it’s newsworthy. These details are the main point that informs the reader. Other information about the story follows. This form allows editors to cut off the last paragraphs if there’re space limits.
Check your article for mistakes. If time permits, leave the article for a moment and then read through it again with a fresh eye. Newspaper publications usually have someone check for mistakes but keep in mind that you’re the first line of defense. Grammar mistakes are embarrassing (令人尴尬的), and some mistakes may result in a lawsuit(诉讼).
1. What can we learn about journalism from the first paragraph?| A．It is developing fast. | B．It is very challenging. |
| C．It is very interesting. | D．It is popular worldwide. |
| A．Warn. | B．Assist. |
| C．Interest. | D．Cheat. |
| A．It begins with a summary. | B．It ends with a happy ending. |
| C．It has enough smart questions. | D．It gives opinions about the event. |
| A．By choosing a proper topic. | B．By checking it for grammar mistakes. |
| C．By filling it with enough details. | D．By removing boring facts from it. |
4 . At 12, my father decided to take me on a trip to France. I had never been out of the country before, so I was very excited. My aunt, my father and I went around with my father showing us all the unbelievable sites in Paris. None of us spoke much French but we loved the city.
We had taken the subway all over the city and were congratulating ourselves on our mastering what is honestly an excellent subway design that is pretty easy to follow. We decided visit Versailles by train. We chatted happily along the way until my father realized we were into the French countryside and no one around spoke English.
We reached the end of the line and felt afraid when everyone finally left the train. An old man and his grandchild noticed us and came to help. He spoke no English, so in broken French we tried to explain. When he finally understood, this great man settled his grandson and showed us to the correct train and then boarded with us.
Later we knew the truth that there was a train transfer (转乘) and he didn't want us to miss it.
This kind man rode a train for an hour and a half out of his way to make sure that three Americans got where they wanted to be. He refused to let us pay for his ticket. He did it all with a gentle smile and patted our hands gently at the stop. Then in his quiet way, he boarded the train to return the way he had come.
What impressed me most was the man and his kindness during the amazing trip. Some Americans think the French are rude for some reason, but I always try to persuade them to change their minds with this very story.
1. What happened to the author and his family on the train?| A．They missed their stop. |
| B．They lost their packages. |
| C．They couldn't find the right line. |
| D．They argued over the nest destination. |
| A．By paying for their train tickets. |
| B．By showing them the returning way. |
| C．By inviting them to travel together. |
| D．By leading them to their place. |
| A．Travelling enriches one's life. |
| B．Being kind is a good manner. |
| C．Seeing is believing. |
| D．Helping others brings great pleasure. |
5 . A four-year-old girl sees three biscuits divided between a stuffed crocodile and a teddy bear. The crocodile gets two; the bear one. “Is that fair?” asks the experimenter. The girl judges that it is not. “How about now?” asks the experimenter, breaking the bear’s single biscuit in half. The girl cheers up: “Oh yes, now it’s fair. They both have two.” Strangely, children feel very strongly about fairness, even when they hardly understand it.
Adults care about fairness too---but how much? One way to find out is by using the ultimatum（最后通牒）game, created by economist Werner Guth. Jack is given a pile of money and proposes how it should be divided with Jill. Jill can accept Jack’s “ultimatum”, otherwise the deal is off, and neither gets anything.
Suppose Jack and Jill don’t care about fairness, just about accumulating cash. Then Jack can offer Jill as little as he likes and Jill will still accept. After all, a little money is more than no money. But imagine, instead, that Jack and Jill both care only about fairness and that the fairest outcome is equality. Then Jack would offer Jill half the money; and Jill wouldn’t accept otherwise.
What happens when we ask people to play this game for real? It turns out that people value fairness a lot. Anyone offered less than 20-30% of the money is likely to reject it. Receiving an unfair offers makes us feel sick. Happily, most offers are pretty equitable; indeed, by far the most common is a 50-50 split.
But children, and adults, also care about a very different sort of （un）fairness, namely cheating. Think how many games of snakes and ladders have ended in arguments when one child “accidentally” miscounts her moves and another child objects. But this sense of fairness isn’t about equality of outcome: games inevitably have winners and losers. Here, fairness is about playing by the rules.
Both fairness-as-equality and fairness-as-no-cheating matter. Which is more important: equality or no-cheating? I think the answer is neither. The national lottery（彩票）, like other lotteries, certainly doesn’t make the world more equal: a few people get rich and most people get nothing. Nevertheless, we hope, it is fair---but what does this mean? The fairness-as-no-cheating viewpoint has a ready answer: a lottery is fair if it is conducted according to the “rules”. But which rules? None of us has the slightest idea, I suspect. Suppose that buried in the small print at lottery HQ is a rule that forbids people with a particular surname （let’s say, Moriarty）. So a Ms Moriarty could buy a ticket each week for years without any chance of success.
How would she react if she found out? Surely with anger: how dare the organizers let her play, week after week, without mentioning that she couldn’t possibly win! She’d reasonably feel unfairly treated because ___________________.
To protest（抗议）against unfairness, then, is to make an accusation of bad faith. From this viewpoint, an equal split between the crocodile and the bear seems fair because （normally, at least）, it is the only split they would both agree to. But were the girl to learn that the crocodile doesn’t like biscuits or that the bear isn’t hungry, I suspect she’d think it perfectly fair for one toy to take the whole. Inequality of biscuits （or anything else） isn’t necessarily unfair, if both parties are happy. And the unfairness of cheating comes from the same source: we’d never accept that someone else can unilaterally（单方面地）violate agreements that we have all signed up to.
So perhaps the four-year-old’s intuitions（直觉）about fairness is the beginnings of an understanding of negotiation. With a sense of fairness, people will have to make us acceptable offers（or we’ll reject their ultimatums） and stick by the（reasonable）rules, or we’ll be on the warpath. So a sense of fairness is crucial to effective negotiation; and negotiation, over toys, treats etc, is part of life.
1. From Paragraph 2 to 4, we can conclude______.| A．a 30-70 split is acceptable to the majority |
| B．fairness means as much to adults as to children |
| C．something is better than nothing after all |
| D．people will sacrifice money to avoid unfairness |
| A．divisions of housework | B．favoritism between children |
| C．banned drugs in sport | D．schooling opportunities |
| A．the lottery didn’t follow the rules | B．she was cheated out of the money |
| C．the lottery wasn’t equal at all | D．she would never have agreed to those rules |
| A．establish rules | B．observe agreements |
| C．strengthen morality | D．understand negotiation |
6 . Welcome to Sight Word Tales-the fun, motivating way to learn sight words! These delightful stories teach the top 100 Dolch words-long recognized as the most important words to learn in order to form a basis for reading success-all in an appealing, engaging context. ① What are sight words? Reading research shows that 50 to 75 percent of text is made up of common, repeated words. Knowing these words by sight-that is, being able to recognize them immediately and without thought-greatly increases reading fluency and comprehension. The Sight Word Tales program includes the 100 most frequently repeated words children are likely to meet in their reading material.
Take a look at these sentences: We like to read. Some books are very good. It's likely that you were able to take in the meaning of each sentence as a whole, simply because words such as we, like, to, some, are, very, and good are so familiar that they hardly require a glance to tell meaning. As adult readers, we may take this lightning-fast process for granted. But to a child who is just beginning to read, these sentences look quite different. Children who need to analyze each letter in order to sound out the words we, like, and to may have already forgotten their meaning by the time they get to the word read. In order to comprehend the sentence, they would then need to go back to the beginning and read it a second time. Now imagine going on to the next sentence and going through the same process all over again. How likely is it that you would remember the first sentence once you'd figured out the second? ②
It's clear that learning sight words-also called high-frequency words-is important to reading success. The ability to recognize a word immediately is called automaticity, and it is particularly important in English because many of the most commonly repeated words do not follow regular phonetic (语音) rules. ③ Of course, phonics is a basic part of any balanced learning program, but words such as come, would, and what cannot be truly made out and therefore require memorization.
Research has shown that only depending on context and exposure to language, hoping children will simply “pick up” sight words at their own pace, is a losing strategy. Sight words must be taught directly. On the other hand, studying and memorizing lists of words is unlikely to engage children.
④ With this program, you get the best of both words-an opportunity to provide direct, targeted instruction while addressing meaning, context, and children's need for fun, all at the same time. So open up a Sight Word Tale and open the door to reading success!
1. “Dolch words” in Paragraph 1 probably refers to ______.| A．familiar words | B．high-frequency words | C．reading words | D．long words |
| A．To explain why teach sight words. | B．To prove that sight words are familiar. |
| C．To compare the meaning of each sentence. | D．To explain why children must read books. |
| A．① | B．② | C．③ | D．④ |
| A．To teach children reading. | B．To tell children fun stories. |
| C．To instruct us to repeat words. | D．To introduce Sight Word Tales. |
7 . Although Bertha Young was thirty she still had moments like this when she wanted to run instead of walk, to take dancing steps on and off the pavement, to throw something up in the air and catch it again, or to stand still and laugh at —nothing — at nothing, simply.
What can you do if you are thirty and, turning the corner of your own street, you suddenly feel happy — absolutely happy.
Oh, is there no way you can express it without being “drunk and disorderly"? How stupid civilization is! Why should you be given a body if you have to keep it shut up in a case like a rare, rare fiddle (小提琴)?
"No, that about the fiddle is not quite what I mean," she thought, running up the steps and feeling in her bag for the key—she'd forgotten it, as usual—and rattling the letter-box. "It's not what I mean, because—Thank you, Mary"— she went into the hall. “Is nurse back?”
“Yes, M’m."
"I'll go upstairs." And she ran upstairs to the nursery.
Nurse sat at a low table giving Little B her supper after her bath. The baby looked up when she saw her mother and began to jump.
“Now, my lovey, eat it up like a good girl," said nurse, setting her lips in a way that Bertha knew, and that meant she had come into the nursery at another wrong moment.
“Has she been good, Nanny?”
“She's been a little sweet all the afternoon," whispered Nanny. "We went to the park and I sat down on a chair and took her out of the pram(婴儿车) and a big dog came along and she pulled its ear. Oh, you should have seen her."
Bertha wanted to ask if it wasn't rather dangerous to let her pull a strange dog's ear. But she did not dare to. She stood watching them, her hands by her side. like the poor little girl in front of the rich girl with the doll.
The baby looked up at her again, stared, and then smiled so charmingly that Bertha couldn't help crying.
“Oh, Nanny, do let me finish giving her supper while you put the bath things away.
“Well, M’m, she oughtn't to be changed hands while she's eating,” said Nanny, still whispering. “It unsettles her, it's very likely to upset her.”
How absurd it was. Why have a baby if it has to be kept—not in a case like a rare, rare fiddle—but in another woman's arms?”
“Oh, I must!” said she.
Very offended, Nanny handed her over.
Now, don't excite her after her supper. You know you do, M'm. And I have such a time with her after!"
Thank heaven! Nanny went out of the room with the bath towels.
"Now I've got you to myself, my little precious," said Bertha, as the baby learned against her.
She ate delightfully, holding up her lips for the spoon and then waving her hands. Sometimes she wouldn't let the spoon go; and sometimes just as Bertha had filled it, she waved it away to the four winds.
When the soup was finished Bertha turned round to the fire. "You're nice—you're very nice!" said she, kissing her warm baby. "I'm fond of you. I like you."
And indeed, she loved Little B so much—her neck as she bent forward, her pretty toes as they shone transparent in the firelight that all her feeling of happiness came back again, and again she didn't know how to express it—what to do with it.
“You’re wanted on the telephone," said Nanny, coming back in victory and seizing her Little B.
1. In paragraph 3 and 15, a “rare, rare fiddle" is used to show that ______| A．Bertha is frustrated by not feeling free to express her musical talents |
| B．wealthy mothers are not allowed to look after their children |
| C．Bertha considers her baby girl an extraordinary child |
| D．people of a certain age are expected to follow a certain code of behavior |
| A．a vain attempt to hide her joy at seeing Bertha |
| B．fear of dismissal from her job for untidy nursery |
| C．dislike for Bertha's ill-timed visits to the nursery |
| D．a relief as she can at last eat her supper |
| A．Bertha wishes to have care-giving time with her baby. |
| B．Bertha lacks emotional and psychological strength. |
| C．Bertha desires a closer relationship with Nanny. |
| D．Bertha suffers from an unrealistic hope of having more babies. |
| A．Bertha feels that Nanny is a competent nurse and will do anything liberate her from chores. |
| B．Nanny considers herself the baby's primary caregiver and Bertha just an occasional visitor. |
| C．Bertha prefers to leave the child in Nanny's care so that she can fulfill her inappropriate fantasies. |
| D．Nanny is tired of working hard for Bertha and would like to find other pleasant employment. |
| A．She is a kind employer but a strict mother. |
| B．She is a thoughtless person and inexperienced mother. |
| C．She is excited and is always lost in her overactive imagination. |
| D．She is forgetful and has no sense of class distinctions in society. |
8 . We’ve all heard the dangers of helicopter parenting. Remaining too involved in a kid's life, especially throughout college, can lead to depression, lack of self-reliance and some other mental problems.
This wisdom seems sound. But some academics and educators now say they see signs of a troubling resistance. The concern: that too much of warnings and horror stories — the cover of Julie Lythcott-Haims’ bestseller How to Raise an Adult instructs moms and dads to avoid “the overparenting trap” — is discouraging parents from getting involved at all.
“Yes, parents can be intruders（unpopular people）,” says Marjorie Savage, a researcher in the University of Minnesota. “At the same time, there are increasing examples of parents refusing to step up when students genuinely need their family.” At Hofstra University, for example, parents now ask embarrassedly about mental-health and campus-safety resources, as if bringing up those topics were forbidden, says Branka Kristic, who heads the family-outreach programs. And Savage recalls talking to a mom who kept quiet about her son’s signs of depression until right before he failed a semester. She did not want to “helicopter in”.
That means colleges, which have spent the past decade learning to cope with parents who get too involved, now have a different problem. In recent years, hundreds of colleges have either launched or increased their parent offices, which serve as one-stop shops for moms and dads looking to make complaints, report problems and generally stay in touch.
Much of this began, of course, because schools were forced to cope with a generation of students connected with their parents like never before. On average, they communicate 22.1 times per week, according to research from Barbara Hofer, a psychology professor at Middlebury College. That’s more than twice the rate of a decade ago, before almost every student had a smartphone.
With some moms and dads thinking twice of contacting the school in the first place, some programs are being used to encourage a more balanced approach, often through email and other social media. Hofstra’s Kristic advises parents to “be a guide, while granting that the student owns the journey”. That means asking questions, listening to answers, being patient and trusting kids to resolve their own problems. But if issues persist, or if a student is in serious mental or physical danger, it also means hopping in the chopper, at least for a little while.
1. In paragraph 3, parents of Hofstra University students are mentioned to __________.| A．show that parents have gone to the other extreme of overparenting |
| B．provide educators with a new understanding of overparenting |
| C．give a further example of supportive overparenting |
| D．place emphasis on the necessity of overparenting |
| A．having trust in kids | B．stepping in to solve kids’ problems |
| C．joining a family-outreach program | D．turning to social media for help |
| A．Mental-health and campus-safety resources are forbidden topics among parents. |
| B．How to Raise an Adult encourages parents to get engaged in family education. |
| C．Overparenting is no longer a problem because of students’ self-reliance. |
| D．There was less student-parent communication in the past than today. |
| A．Why Colleges Need Helicopter Parents |
| B．How to Improve Parent-school Relations |
| C．Why Overparenting Is in Question |
| D．How to Communicate More as Parents |
9 . Old Problem, New Approaches
While clean energy is increasingly used in our daily life, global warming will continue for some decades after CO2 emissions peak. So even if emissions were to begin to decrease today, we would still face the challenge of adapting to climate change. Here I will stress some smarter and more creative examples of climate adaptation.
When it comes to adaptation, it is important to understand that climate change is a process. We are therefore not talking about adapting to a new standard, but to a constantly shifting set of conditions. This is why, in part at least, the US National Climate Assessment says that, “There is no ‘one-size fits all’ adaptation.” Nevertheless, there are some actions that offer much and carry little risk or cost.
Around the world, people are adapting in surprising ways, especially in some poor countries. Floods have become more damaging in Bangladesh in recent decades. Mohammed Rezwan saw opportunity where others saw only disaster. His not-for-profit organization runs 100 river boats that serve as floating libraries, schools, and health clinics, and are equipped with solar panels and other communicating facilities. Rezwan is creating floating connectivity（连体） to replace flooded roads and highways. But he is also working at a far more fundamental level: his staff show people how to make floating gardens and fish ponds prevent starvation during the wet season.
Elsewhere in Asia even more astonishing actions are being taken. Chewang Norphel lives in a mountainous region in India, where he is known as the Ice Man. The loss of glaciers there due to global warming represents an enormous threat to agriculture. Without the glaciers, water will arrive in the rivers at times when it can damage crops. Norphel’s inspiration came from seeing the waste of water over winter, when it was not needed. He directed the wasted water into shallow basins where it froze, and was stored until the spring. His fields of ice supply perfectly timed irrigation(灌溉) water. Having created nine such ice reserves, Norphel calculates that he has stored about 200, 000m3of water. Climate change is a continuing process, so Norphel’s ice reserves will not last forever. Warming will overtake them. But he is providing a few years during which the farmers will, perhaps, be able to find other means of adapting.
Increasing Earth’s reflectiveness can cool the planet. In southern Spain the sudden increase of greenhouses (which reflect light back to space) has changed the warming trend locally, and actually cooled the region. While Spain as a whole is heating up quickly, temperatures near the greenhouses have decreased. This example should act as an inspiration for all cities. By painting buildings white, cities may slow down the warming process.
In Peru, local farmers around a mountain with a glacier that has already fallen victim to climate change have begun painting the entire mountain peak white in the hope that the added reflectiveness will restore the life-giving ice. The outcome is still far from clear. But the World Bank has included the project on its list of "100 ideas to save the planet”.
More ordinary forms of adaptation are happening everywhere. A friend of mine owns an area of land in western Victoria. Over five generations the land has been too wet for cropping. But during the past decade declining rainfall has allowed him to plant highly profitable crops. Farmers in many countries are also adapting like this—either by growing new produce, or by growing the same things differently. This is common sense. But some suggestions for adapting are not. When the polluting industries argue that we’ve lost the battle to control carbon pollution and have no choice but to adapt, it’s a nonsense designed to make the case for business as usual.
Human beings will continue to adapt to the changing climate in both ordinary and astonishing ways. But the most sensible form of adaptation is surely to adapt our energy systems to emit less carbon pollution. After all, if we adapt in that way, we may avoid the need to change in so many others.
1. The underlined part in Paragraph 2 implies____ .| A．adaptation is an ever-changing process | B．the cost of adaptation varies with time |
| C．global warming affects adaptation forms | D．adaptation to climate change is challenging |
| A．The project receives government support. |
| B．Different organizations work with each other. |
| C．His organization makes the best of a bad situation. |
| D．The project connects flooded roads and highways. |
| A．Storing ice for future use. | B．Protecting the glaciers from melting. |
| C．Changing the irrigation time. | D．Postponing the melting of the glaciers. |
| A．Setting up a new standard. | B．Reducing carbon emission. |
| C．Adapting to climate change. | D．Monitoring polluting industries. |
10 . A team of researchers from the University of Queensland, WCS, and other organizations, doing a first-of-its-kind analysis(分析), found that Indigenous(土著)Peoples' lands are important to the survival of thousands of species of threatened and endangered wildlife.
Publishing their results in the journal, Conservation Biology, the team found that 2,175 mammal(哺乳动物)species have 10 per cent or more of their ranges in Indigenous Peoples' lands. Of those, some 646 species have more than half of their ranges within these lands.
Until this study, information on species composition(组成)within Indigenous Peoples' lands worldwide remained largely unknown. Although the maps of Indigenous Peoples' lands are still incomplete, the data used are the best available. It is clear that the maps used in this study reflect only a small part of Indigenous Peoples' lands worldwide which further strengthens how important the protection of those lands and the recognition of the rights of Indigenous Peoples are to the protection of biodiversity(生物多样性)worldwide.
The study shows that Indigenous Peoples and their lands are important for the long-term persistence(持续)of earth's biodiversity and ecosystem services. Indigenous Peoples' lands cover over one-quarter of the Earth's surface, an important part of which is still free from industrial-level human effects.
Said the study's senior author, James Watson of WCS and University of Queensland: "These results show just how important indigenous lands are for protection of mammals. As the biodiversity crisis grows, we must recognize that a necessary part to stopping the loss is greater recognition and support for Indigenous People's rights to and relationships with their land."
Across the planet, WCS works with Indigenous Peoples and local communities to achieve a shared wish for a more secure and bright future, where wildlife remains a visible(可见的), increasing, and culturally valued part of the wild places where our partners live and we work.
1. What does the author intend to tell us by data in Para. 2?| A．Many species are in Indigenous Peoples' lands. |
| B．Indigenous Peoples are kind to mammal species. |
| C．Indigenous Peoples' lands are suitable for farming. |
| D．A large number of mammal species are in danger. |
| A．Valuable. | B．Unknown. |
| C．Reliable. | D．Classical. |
| A．They will be fully protected in future. |
| B．Their rights to their lands will be improved. |
| C．Their relationship with their lands will be down. |
| D．They will be easier to respond to biodiversity crisis. |
| A．What to Do With Indigenous Peoples' Lands |
| B．How Important to Protect Indigenous Peoples' Lands |
| C．To Protect Environment, Protect Indigenous Peoples' Lands |
| D．To Save Wildlife from Extinction, Protect Indigenous Peoples' Lands |
