范文健康探索娱乐情感热点
热点动态
科技财经
情感日志
励志美文
娱乐时尚
游戏搞笑
探索旅游
历史星座
健康养生
美丽育儿
范文作文
教案论文

中学英语的阅读练习及答案

  Exploration on the Origin of Continents
  The origin of continental nuclei has long been a puzzle.Theories advanced so far have generally failed to explain the firststep in continent growth, or have been subject to seriousobjections. It is the purpose of this article to examine thepossible role of the impact of large meteorites or asteroids in theproduction of continental nuclei. Unfortunately, the geologicalevolution of the Earth’s surface has had an obliterating effect onthe original composition and structure of the continents to such an extent that further terrestrialinvestigations have small chance of arriving at an unambiguous answer to the question ofcontinental origin. Paradoxically, clues to the origin and early history of the surface features of theEarth may be found on the Moon and planets, rather than on the Earth, because some of thesebodies appear to have had a much less active geological history.
  As a result, relatively primitivesurface features are preserved for study and analysis. In the case of both the Moon and Mars, it isgenerally concluded from the appearance of their heavily cratered surfaces that they have beensubjected to bombardment by large meteoroids during their geological history. Likewise, it wouldappear a reasonable hypothesis that the Earth has also been subjected to meteoroidbombardment in the past, and that very large bodies struck the Earth early in its geologicalhistory.
  The large crater on the Moon listed by Baldwin has a diameter of 285 km. However, if weaccept the hypotheses of formation of some of the mare basins by impact, the maximum lunarimpact crater diameter is probably as large as 650km. Based on a lunar analogy, one might expectseveral impact craters of at least 500km diameter to have been formed on Earth. By applyingBaldwin’s equation, the depth of such a crater should be about 20km. Baldwin admits that hisequation gives excessive depths for large craters so that the actual depth should be somewhatsmaller.
  Based on the measured depth of smaller lunar crater. Baldwin’s equation gives the depth ofthe zone of brecciation for such a crater as about 75km. The plasticity of the Earth’s mantle at thedepth makes it impossible to speak of "bracciation" in the usual sense. However, local stresses maybe temporarily sustained at that depth, as shown by the existence of deep-focus earthquakes.Thus, short-term effects might be expected to a depth of more than 50km in the mantle.
  Even without knowing the precise effects, there is little doubt that the formation of a 500-km crater would be a major geological event. Numerous authors have considered the geologicalimplications of such an event. Donn et al. have, for example, called on the impact of continent-sizebodies of sialic composition to from the original continents. Two major difficulties inherent in thisconcept are the lack of any known sialic meteorites, and the high probability that the energy ofimpact would result in a wide dissemination of sialic material, rather than its concentration at thepoint of impact.
  Gilvarry, on the other hand, called on meteoroid impact to explain the production of oceanbasins. The major difficulties with this model are that the morphology of most of the ocean basinsis not consistent with impact, and that the origin and growth of continents is not adequatelyexplained.
  We agree with Donn at al. that the impact of large meteorites or asteroids may havecaused continent formation, but would rather think in terms of the localized addition of energy tothe system, rather than in terms of the addition of actual sialic material.
  1. A mare basin is
  [A] a formula for determining the relationship between the depth and width of craters.
  [B] a valley that is filled in when a spatial body has impact with the moon or the earth.
  [C] a planetoid (small planet) created when a meteorite, upon striking the moon, breaks off a partof the moon.
  [D] a dark spot on the moon, once supposed to be a sea, now a plain.
  2. The writer does not believe that
  [A] an asteroid is larger than a meteorite.
  [B] material from space, upon hitting the earth, was eventually distributed.
  [C] the earth, at one time, had craters.
  [D] ocean were formerly craters.
  3. The article is primarily concerned with
  [A] the origin of continents.
  [B] the relationship between astral phenomena and the moon.
  [C] differences of opinion among authoritative geologists.
  [D] the relationship between asteroids and meteorites.
  4. Sialic material refers to
  [A] the broken rock resulting from the impact of a meteorite against the earth.
  [B] material that exists on planets other than the earth.
  [C] a composite of rock typical of continental areas of the earth.
  [D] material that is man-made to simulate materials that existed far back in geological history.
  答案祥解: 1. D. 是月球上的一个黑点,一度认识是海,现在知道是平原。Mare basin海盆地。词义本身说明D项对。另一方面,第二段开始提及"鲍德温所列出的月球上最大的陨石坑直径为285公里。可是,如果我们接受了某些由于撞击而形成海盆地的结构假设,那么月球上最大陨石坑的直径可能有650公里大。"这里都说mare basin指的是月球上陨石坑。这就排除了A,B,C三个选项。
  A. 是测定陨石坑深度和宽度的公式。 B. 当某一天体或地球撞击时填入的`深谷。 C. 当陨星撞击月亮时,撞掉的部分月亮而形成小星体。
  2. D. 海洋是原来的陨石坑。倒数第二段"另一方面,Gilvarry 用陨星撞击来解释海洋盆地的形成。这一模式的最大困难在于大多数海洋盆地结构和撞击情况不符。"
  A. 小行星大于陨星。 B. 来自太空的材料,在撞击地球时,均匀分布。 C. 地球一度有过陨石坑。这三项明显不对, 谈不上相信不相信。
  3. A. 大陆起源。这在文章一开始就点明"大陆核起源长期以来一直是个谜。进展到现在的理论一般都不能说明大陆生长的第一步情况,或者遭到严厉的反对。这篇文章的目的就是要研究大陨星或小行星的撞击在地球核生成中可能起的作用。"另见难句译注1。
  B. 星际现象和月球的关系。 C. 权威地质学家意见分歧。 D. 小行星和陨星之间的关系。
  4. C. 地球大陆地区特有的岩石构成。第三段第三句:"举例说,Donn et al.提出大陆区域大小的,硅铝结构的天体撞击形成最初的大陆块的设想。"其它见难句译注3。
  A. 由于陨星撞击地球形成破碎的岩石。 B. 存在于地球之外其它星球的材料。 C. 人造材料模拟存在于遥远地质史上的材料。三项文内都没有提到。

苏教版三年级数学两三位数乘一位数教学反思本节课的内容是两三位数乘一位数(连续进位)的笔算,通过这节课学生要理解连续进位的笔算算理,掌握两三位数乘一位数(连续进位)的笔算算方法,并能正确地进行竖式计算。新课前,我先进行一组人教版一年级数学下学期认识图形教学反思本单元是对长方形正方形圆形和三角形的初步认识,这堂课的教学目标,要求学生能够在实际情境中识别这些图形,对这些几何形状的特征有一些了解。数学来源于生活,服务于生活,基于学生在学习以前冀教版一年级上册数学610的加减法的教学反思一充分发挥主题图的作用。教材中的主题图为数数抽象数的概念以及数的组发挥了很大的作用,在教师的引导下,学生对每一幅图观察得非常清楚,描述得很到位,尤其在教学10的组成时,把图的作用发三年级数学下册吃西瓜教学反思北师大版三年级数学下册吃西瓜的教学过后,教师该如何反思呢?下面是由小编整理的三年级数学下册吃西瓜教学反思,希望对您有用。三年级数学下册吃西瓜教学反思篇一本课以小熊吃西瓜的有趣情境为三年级数学下册数学广角教学反思一活用教材,内容生活化搭配是人教版小学数学三年级下册的内容,教材中的主情境是数字搭配和配衣服,内容取材于生活,如衣服的搭配早餐的搭配寓教于乐于生活实际,特别是通过学生喜闻乐见的西游三年级数学下册简单的排列教学反思范文1我自我感觉孩子们掌握的还不错,在练习巩固环节,我出示了照几张像,让孩子们表演,摄影师拍照,,孩子真正体会到了排列在生活中的应用2设计问题层次性明显,先进行了复习巩固3个数字的,再欢乐的泼水节的教学反思二年级的课文教学,应以识字写字为重点开展,必须放够时间,放足精力进行教学。把阅读和识字写字结合起来,是识字写字教学的原则之一,但绝不意味着削弱识字写字教学,特别是低年级更是如此。不浙美版四年级美术下册风筝风筝飞上天的教学反思风筝集艺术科技体育于一身,放风筝是春日里一项有意义的体育活动,如果能放飞自己亲手扎制的风筝上天,那是多么有趣高兴的事呀!风筝在中国具有悠久的历史传统,长期以来人们就喜欢这项活动,在课文柳树醒了教学反思是本组教材的第一篇课文,安排在识字一的后面。识字一中有八个词语。这八个词语非常概括地表现了春天的几个特点,如万物复苏柳绿化红莺歌燕舞冰雪融化等。课文上又有美丽的插图,以帮助学生理解人美版三年级美术上册连环画的教学反思这节课是造型。表现领域的一个内容,重点是让学生掌握连环画的特点及其创作方法,难点是故事中主要情节的画面表现及形象的连续性。学生都很喜欢看动画片,所以我的解决方法是先用乌鸦喝水动画片面的旋转教学反思范文3篇面的旋转教学反思(一)面的旋转教学内容实际就是圆柱和圆锥的认识,重点在认识圆柱和圆锥的特征,通过观察学生发现圆柱和圆锥的基本特,教材更突出结合具体的情境,让学生通过观察,以及动手操
水村闲望阅读理解答案水村闲望俞紫芝画桡两两枕汀沙,隔岸烟芜一望赊。翡翠闲居眠藕叶,鹭鸶别业在芦花。溪云淡淡迷渔屋,野旆翩翩露酒家。可惜一绷真水墨,无人写得寄京华。注俞紫芝笃信佛教,仕途失意后终身不娶不刘侗西堤阅读答案解析及翻译西堤是颐和园中一道蜿蜒水中的长堤,仿杭州西湖上的苏堤而建,其上建有六座桥亭。下面是小编为你带来的刘侗西堤阅读答案解析及翻译,欢迎阅读。西堤明刘侗水从高梁桥而又西,萦萦入乎偶然之中。窳陋的反义词有哪些反义词低劣拙劣恶劣优良低劣dli(1)lowgrade被评为劣等质量或等级的。低劣材料(2)inferior指质量差的,第二流的手艺低劣的家具(3)mean环境差或地位低下的生活在移风易俗的反义词反义词因循守旧解释循守xnshu1。恪守遵守。因循ynxn沿用守旧而不改变因循旧习其术以虚无为本,以因循为用。拖拉疲塌因循误事。因循守旧ynxnshuji因循沿袭守旧死守老的一套。史实的反义词反义词传奇传说史实shsh1。历史事实。传奇chunzhunqj唐代短篇小说的称谓,如柳毅传。明清时以演唱南曲为主的戏曲形式。由宋元南戏发展而来,也吸收元杂剧的优点。但情节处理更为胸有成竹反义词导语胸有成竹解释原指画竹子要在心里有一幅竹子的形象。后比喻在做事之前已经拿定主意。以下是小编整理胸有成竹反义词的资料,欢迎阅读参考。胸有成竹反义词1惘然若失惘然失意的样子。心情不舒哀求的反义词是哪些反义词命令命令命令mnglng由上级向下级发布的权威性的指示行政命令命令mnglng由具有正当权威或权利的人所下的特定或日常指示命令部队前进近义词恳求苦求乞求乞请央求恳求恳求knq接受反义词接受的反义词推辞tuc拒绝jju接受动词。对事物容纳接收。例句1老一代战士们那艰苦奋斗的光荣传统,已经作为一种宝贵的精神财富被新的一代接受下来了。2公路两旁那一排排的防风林,像接受光明磊落的反义词及例句光明磊落的反义词拼音意思例句如下光明磊落gungmnglilu心怀叵测xinhuipc光明磊落胸怀坦白,光明正大。褒义词。例句1讲了这么多,也是一种说,目的在于倡导一种敢想敢说敢碰优雅的反义词是什么中文发音优雅yuy词语解释优雅,就是优美高雅。反义词粗鲁粗暴庸俗用优雅造句1她优雅的气质夺取了全场人的目光!2紫丁香永远永远用它清新优雅的姿态展示着自己,然而又有谁知道,柔美的紫丁优雅反义词及造句中文发音优雅yuy优雅的词语解释优雅,就是优美高雅。优雅的反义词粗鲁粗暴庸俗用优雅造句1她优雅的气质夺取了全场人的目光!2我正狼吞虎咽时,斜眼看到她,却见她优雅的拿着餐具,正细细的