The Copy Book

《创意之道——32位全球顶尖广告人的创作之道》这不是我本来想过的那种生活。

这是份危险、艰苦、肮脏，可是总得有人去做的差事。

如果社会不需要我们这种人就太好了。

可是需要的时候……我会在。

已故的Rick Cook告诉Brain Byfiled，他的艺术指导，他何以成为文案。

伟大想法由何而来通常难以得知。

在本书的例子里这却容易。

Alastair Crompton在1994年的夏天来到D&AD，建议我们应该出版一本全球顶尖文案解释自己工作之道的书籍。

因为，很简单，这本书还没有人出版过，由于D&AD的宗旨之一本就是教育、激励次世代创意人材，我们迅速把握了这个机会。

广告史上诸多最值缅怀的广告词句之由来仍将为神秘与传奇所萦绕。

但本书将揭示全球32位一流文案写作的方法与程序，从而提供就其思考过程无价之认识。

要求文案写作一定字数解说他们如何写作并非易事。

然而，很快就显而易见，愿意共镶盛举的作者中，对于该如何呈现他们的文案，给写多长，许多都具有清楚特定的想法。

在一个文案之外貌便是设计来增进其内容的行业里，这看来极其适当，因此我们未曾尝试令来稿整齐划一——书中文字皆一如送抵D&AD办公室时之原貌。

尽管共镶盛举的各位文案各各显示极其个人的工作之道，却也构成相当程度的相同之处。

举例而言，热望成为优秀文案者，应领受谆谆教诲，忘却伶俐的双关语与文字游戏。

反倒是得注意倾听文字的声音，最好是以装模作样的美国口音大声朗诵。

这得多谢David Abbott的指教。

我也极愿藉此感谢所有共镶盛举的各位共同帮忙将这本书由好主意化为实际。

个人并且特别感谢英国报业出版owe Howard-Spint提供人力协助构成此书。

由敛装整容到看似油腔滑调乃至于轻浮不羁。

本书实为智慧、秘诀与技巧并容之宝匣。

唯愿各位觉到此书既富阅读乐趣，亦具资讯价值。

Anthony Simonds-Gooding“广告这一行既今已如此完美，要再增加任何改进实属不易。

”Samuel Johnson博士在Idler中所书，1759年首先我想说声抱歉。

如果不这样，这本书就成了无礼冒犯：再怎么样也没法在这本书里找到世界上所有最好的文案。

事实是，能够把英国、美国、亚洲与澳洲最多文案在同一时间同一处所（即使是这处所是本书）集合起来的最高数目就是32。

如果对这一点有什么疑问，D&AD有研究资料可资佐证。

我们找过，也相谈过这些国家里，还有南非，更多的顶尖文案。

但是有很充分的理由他们没有在这本书里。

甚至有些仅D&AD办公室数丈距离里的人都没法共镶盛举。

我们应该拿着逮捕令去把他们捉来下入牢狱，逼着他们写的。

或许下回吧。

抱歉也致给所有我们不知道、联络不上、或是不经意（因此也不可原谅地）疏忽漠视了所有超卓文案。

我确定你们在那儿，而且早晚会拾起这本书。

对不起我们漏掉了你，我们宁愿有你一起的。

在我们提起本书的计划时，32位共镶盛举的文案中有些问道会不会有重复之虞。

会不会这许多人谈起的事情会非常类似呢？一点也不用操心。

因为所有的文章一到，很明白可以看出，就象请教32位画家如何提笔作画，32位作家如何写出畅销巨著，我们收到的想法是如此分歧。

那么，有理想、有抱负的文案可能会问，能由这本书里学到什么？如果伟大的想法间一无所同？答案是，带走所有你搬得动的黄金。

检验你所读到的，看它们是否有用。

你可能会发现在某事上一无所用的建议在另一事上却正合所需。

就算这32位中每位都正确无误，又何必都得合适你？三项要旨在所有他们言讲出来的忠告中脱颖而出。

文案绝不可在拿到简报的当下立刻开始写作。

（我跟谁开玩笑？）取而代之的工作是思考。

同时，哺喂脑袋。

你对产品或服务知道的越多，越容易有点子，点子也越不寻常。

除此之外，点子还会更有用。

反之亦然：欠缺事实，只能创作出幻想。

绝不要对着简报里精心描述的目标阅听众写文案。

那种象“所有大台北区身高120公分以下幼儿之主妇”的叙述远不止无用。

反之，要为一个人，你的特具典型的消费者而写。

或许那是某个你认识的人，也可能你得先要创作出她，才能创作其他任何东西。

把她的形象放在脑海里。

钻进她的皮囊，她的心底，只有这样，才能开始与她对话。

最后我愿尝试描述弥漫于纸页之间温慰、鼓舞我心的那种隐约的气质。

在你展读之初便能感受，阅毕放下书册之后仍将铭记的气质。

本书之中没有丝毫刻薄。

读完本书后脑海里浮起的文案影象与一般大众文学和影片里那些欠缺良心、操弄大众的卑鄙小人相去何止千里。

我们这32位文案重视读者的判断，一点也不想欺瞒。

一生撰写文案的经验已经教会他们，任何拍马讨好的语句皆无价值。

此外，一旦他们忽视聪明有慧的读者，聪明有慧的读者也将忽视他们。

DAVID ABBOTT我用Pentel牌Aatline细字笔写作——兰色墨水，从不用黑色。

我一般用A3大小的描图纸，可是有时也换用A4的。

绝对都是些低科技的东西。

吊诡的是我的确有个PowerBook，可是还没学会怎么用。

（让你们知道我对PowerBook了解的多有限：我本来还申请了两台——一台放公司，一台摆家里。

）然而，我有一天会懂电脑的——大概是我能说流利法语，又中彩票的同一天。

在此同时，你们看到的我的工作照是确实的。

我写作是并不关门——通常我也不脱外套。

此外，违背母训，我总是把脚摆在桌面上。

不论纸面大小，我总是一栏栏的写内文文案。

这习惯追溯到60年代我还在作VW业务的时候。

我知道要写的文案该有多少字，共多少行。

一栏栏写方便计算。

在栏线旁我涂画下在需要前就越入脑海里的想法和字句。

它们呆在边边直到有处容身。

我也在边边写下所有闪到我脑里的陈腔滥调和无聊废话。

我发现只有把它们写下来才能赶走它们。

如果我只是努力把它们忘掉它们就象青春痘一样冒个不停。

我很少计划文案的形状。

到了开始写的时候，论述的结构基本上会在脑子里形成。

我花很多时间寻找事实，而且除非已有太多东西要说，决不开始写。

我不相信你能写出流利的文案，如果你必须一直打断去找资料。

先研究，再动笔。

象许多其他的文案一样，我写文案时也大声念。

朗诵出声有助于我检查文句的韵律，以及整篇文案的流畅。

我常视文案的内容决定采用的适当口音，虽然通常我的“文案诵读”口音是听来古怪的半英半美腔。

（如果房里有别人，我就默念。

）我下笔很快，也可以说由某方面而言我对遣词用字没兴趣。

我没有同义词词典，不玩字谜，而且我用的字典里面没有插图。

字词，对我而言，只是论证的仆佣，而且总的来说我喜欢用字明白、简单、寻常。

我相信自己是拿钱来做倡导者的，所以虽然我也由聪明的文字里得着乐趣，能动人的字语更教我倾心。

文字游戏如果有助目标也无伤大雅，不过我很少用，或根本不用。

不过这也不是一直如此，过去我也常用双关语。

我想概念时，会画出广告的形状，把标题（或乱涂的图样）下在里面。

说来古怪，但如果我不在标题下面画线，甚至没法评断《经济学人》杂志广告标题的好坏。

我年纪较轻时，用比较粗的Pentel笔和比较大的纸面，大咧咧地一路涂抹直到点子成熟。

一个广告用一页纸。

现在我的可能广告小的多了，我可以在同一页里写画六七个想法——虽然当思路不畅时我会用回大纸粗笔。

程序上的改变经常是好主意，尤其是当你没有主意时。

我由1960年就开始写文案，到现在我对这工作已经很习惯了。

我不会惊慌失措，知道当我疲倦或挫折时，最好就是走开一会儿，做点别的事。

这工作仍然时时令我惊讶，每件不难之物，都有个固执的姐妹相随左右。

为了找到对的想法和均衡，我有时会重写一个标题五、六十次，如果我觉得哪里还有个好广告，就毫不放松直到把它给找出来。

常常我大吃一惊，发现已经与字句缠斗了三个小时。

广告公司里的环境很少能让我这样集中精神，所以我也在家工作，在夜里工作，或是订个旅馆房间在里头工作。

（这篇文章，举例来讲，是在厨房桌子上写的。

）我没法在开放空间的创意部里工作，可是我确定有了不起的文案能够。

杰出的文案曾经在咖啡馆里、在火车上，在海滩、飞机、汽车里——甚至偶尔也在书桌上写就。

怎么做究竟不如做出什么重要。

我从不是什么文案写作的理论家，不过这里有五件事我想多多少少是对的：1、把自己放在作品里，用你的生活去活化你的文案。

如果有什么感动了你，有很大机会，也会感动别人。

2、用视觉的想象思考。

要某人描述一座螺旋梯，他多半会手口并用。

有时最好的文案就是没有文案。

3、如果你相信事实胜于雄辩（我就相信），你最好是学会写明细，好叫它读起来不象明细。

4、坦白对灵魂有益，对文案亦然。

Bill Aernbach常说：“小小入场费获得大认可。

”我到现在还认为他这话不错。

5、别让人烦。

JOHN BEVIN文案的工作只是坐在那里拼命想点子吗？我不这么认为。

如果我只是坐在那里替纽西兰旅游局拼命想点子，孜孜刳刳地遵循市场研究员提过来那有问题的简报（“澳洲人认为纽西兰总体而言有点‘变态’，所以应该试着把他们弄的有点‘邪恶’。

”）我绝不会跑到纽西兰，然后漫无目标的在Queenstown寂寂的后街上乱逛，寻找……什么呢？我自己本来也不知道。

知道我瞧见它钉在一扇门上，提供了我Paranoia那则广告的灵感。

如果我只是坐在那里拼命替澳洲医疗基金会想点子，我不会去拜访掌管该会乳癌筛检计划的JoanKroll医师，她对乳癌防治业务的奉献发人深省，还有她慷慨仁慈拨出给我的一小时宝贵时间，以及更宝贵的那顺带一提：“有一幅在现代医疗发现乳癌之前很久就描绘过乳癌的画，好象是达文西还是凡高画的，伦敦来的Michael Baum教授在他的讲座里面用到的。

”当天晚上拨给Reyne医院这位教授的电话说明那原来是林布兰的《浴室里的拔示巴》（注）“你当然知道喽？”教授说道。

（我不知道。

）可是次日早晨，当我一见到这幅画，立刻就知道我的广告在这里了。

拔示巴的表情，充满尊严地，说出了关于这极富争议也极其重要，政府当时却仍缄口不言的议题所有该说的话。

进一步的资料搜集揭露了在拔示巴——以及尤其是画中模特韩德瑞各（注）——那悲伤表情后两个相隔许多世纪，却同样动人的故事。

这些又都和我脑袋背后某处一个令人惊讶的事实连贯起来：去逛艺廊的澳洲人比（甚至）去看足球赛的人多。

加起来，这些构成了——太诚挚了？——的一个想法，就是广告应该使人因之而富，而非因之贫瘠。

见鬼！应该是这样的。

如果我只是坐在那里替Bankers基金比稿的电视广告简报拼命想点子，我就不会超越规则去说服他们根本不应该采用电视广告而是应该采用报纸广告。

当然，那时我对广告里面该写些什么还一点概念都没有，只知道里面应该有很多很多字（而且没有图片）。

可是如果他们让我进入他们那不寻常的机构，通过他们所有的门禁，让我询问他们不寻常的雇员。

如果他们让我在过道里寻觅他们那地方的特殊气氛也许我能写出什么人们想要读的东西。

好吧！他们说。

我就如此这般地发现Bankers基金之所以然，发现复利的魔术，以及Dollar Cost Averging究竟是什么。

合集下载

复印的英文单词

复印的英文单词复印指利用各种复制技术由原件制出副本的装置。

那么，你知道复印的英语怎么说吗?复印的英文释义：to duplicate (printed matter)manifoldingcopyingxeroxreprographyoffice printing复印的英文例句：你把议事日程表给(我)复印二十份好吗?Could you run (me) off twenty copies of the agenda?请你把这封信复印一份好吗?Could you Xerox this letter please?我比较了复印件和原件，但是差别不是很大。

I compared the copy with the original, but there was not much difference.复印的英文单词该图表的复印件很精确。

The diagram had been copied with great precision.你可以用复印机把这个文件额外复印几份。

You can quickly roll off some extra copies of the document on the duplicator.复印机自动进纸可以一次性复印多少页?用复印术，几小时内就能把一本书复印出来。

By xerography a book can be reproduced in a few hours.请用复印机把这个文件复印10份。

Please run off ten copies of the document on the duplicator.我们必须用复印机把这封信复印几份。

We have to run off a few copies of the letter on the duplicating machine.复印原件可以得到这份表格的新复印件。

New copies of the form can be duplicated from a master copy.原件复印得十分清晰。

Collaboration

Collaboration"The objects within a program must collaborate; otherwise, the program wouldconsist of only one big object that does everything."-- Rebecca Wirfs-Brock, et. al.,Designing Object-Oriented Software,Prentice Hall, 1990 INTRODUCTIONCollaboration, to my mind, is not discussed enough. It is one of the essential elements of object-oriented analysis and design. As Booch says:"Equally important [as inheritance] is the invention of societies of objects that responsibly collaborate with one another. ... These societies form what Icall the mechanisms of a system, and thus represent strategic architecturaldecisions because they transcend individual classes." [The C++ Journal, Vol. 2,NO. 1 1992, "Interview with Grady Booch"]In this article we will talk about what collaboarations are and why they are so important. We will discuss how collaborations are unearthed through analysis of the problem domain, and how they are designed into the application. We will also discuss the C++ "friend" mechanism, and how it aids the design of collaborations.Some of the examples in this article use a variation of the Booch Notation for describing analysis and design decisions. Where necessary I will digress to explain the notation.WHAT IS COLLABORATION?A collaboration occurs every time two or more objects interact. A collaboration can be as simple as one object sending one message to another object. Or it can be a as complex as dozens of objects exchanging messages. In fact, an entire application is really a single gigantic collaboration involving all of the objects within it.An object-oriented application can be broken down into a set of many different behaviors. Each such behavior is implemented by a distinct collaboration between the objects of the appliation. Every collaboration, no matter how small or large, always implements a behavior of the application that contains it.Imagine an object-oriented application as a network of objects connected by relationships. Collaborations are the patterns of messages that play through that network in pursuit of a particular behavior. A collaboration can be viewed as an algorithm which spans this network, using many different objects and methods. The algorithm is distributed across the network of objects, and so does not exist in any one place.This is in distinct contrast to the behaviors of a class. All behaviors pertinent to a class are methods of that class. They exist in one place. But an object-oriented application is made up of many such classes. Its behaviors are a synthesis of the individual class behaviors. So the application's behaviors are distributed through the classes as collaborations.This identification with the behaviors of the application gives collaborations a very central role in the analysis and design of object-oriented programs. It is these behaviors, after all, that we are trying to achieve. If the collaborations which implement them are not properly designed, then the application will be inaccurate or brittle.IDENTIFYING COLLABORATIONSCollaborations are typically unearthed during the analysis of the problem domain. The first step in this process is to discover the primary classes and their relationships. These are arranged into a model of the static structure of the application. To test this structure, behavioral scenarios are examined. In each scenario we ask which objects will be present, and how they will respondto one particular event. We then attempt to figure out which messages are sent between the objects in order to handle the event. It is within these scenarios that the first hints of collaboration are to be found. For example, consider an application to automate a public library. The analysis of such an application might yeild the following static model. This model is by no means complete, itsimply shows a few of the classes in the problem domain.This diagram is called a class diagram. It is typical of those produced during object-oriented analysis. It is similar to an entity relationship diagram (ERD), except that it uses Booch symbols. It shows the classes in the model, and the static relationships between those classes. In this case we see that the Library employs some number of Librarians . It also maintains a list of all the library cards which identify the Borrower s that the Library is willing to loan books to.Lets examine the behavioral scenario related to borrowing a book from the library. A Borrower takes a book up to a Librarian and presents his or her library card with a request to check the book out. The librarian enters the book id and library card number into a terminal.This creates an event from which we can trace out the flow of messages through the system.This diagram is called an object diagram. It shows the objects that we expect to participate in the behavior, and shows the messages and data that flow between those objects. Note that each message is numbered in the sequence that it occurs.We have shown the initial event as the CheckOut message which is sent to theLibrarian object (message #1). The message includes the BookCopy , which is an objectwhich represents a particular copy of a book. The message also contains the LibraryCard ofthe Borrower. The Librarian asks the Library to look up the Borrower from theLibraryCard(#2), The Library in turn asks the LibraryCardList for the same information (#3).Once in possession of the Borrower, the Librarian checks its status (#4),to see if itis allowed to check out any books. In this example, the Borrower is allowed to check outbooks, so the Location of the book is set to the Borrower (#5), and the appropriate return date is set (#6).This behavioral scenario is a first step towards identifying the collaboration for checking a book out of the library. Its purpose, at this stage, is to prove that the static model is capable of supporting the behavior. But is also gives us a very good idea of the methods that the classes will need in order to properly collaborate.Every behavior of the application should be modeled in this way. From this work a set of behavioral scenarios is generated. Each of these is an early representation of the collaborations within the application.DESIGNING COLLABORATIONSIdentification is not enough. By analyzing the problem domain we have compiled a list of proto-collaborations. Now we need to design the detailed structure of the application so that the collaboration can be supported. This involves replacing the weak relationships in the analysis model, with strong OOD relationships such as inheritance (IsA), containment (HasA) and usage relationships. This is done by inspecting the behavioral scenario to see how the messages flow.For example, the first message in the library collaboration comes to the Librarian from the outside. This implies some kind of LibrarianTerminal object which knows about the Librarian.LibrarianTerminal contains a Librarian. This relationship means that the LibrarianTerminal has intrinsic knowledge of the Librarian. This is important if the LibrarianTerminal is to send a message to the Librarian.The second message in the collaboration is between the Librarian and the Library. Since none of the data currently flowing in the collaboration has identified a particular Library object, the Librarian must has intrinsic knowledge of the Library. Oncemodel. In the analysis model the Library employed the Librarian. However, in this design, the Librarian contains the Library. Although the analysis model makes perfect sense by itself, it does not support the needed collaboration at the detailed level. Thus, the direction of the relationship must changed to support the collaboration.Message number 3 is sent from the Library to the LibraryCardList. Again, intrinsic knowledge is needed, again implying containment. Moreover, we know from the analysis model that the LibraryCardList identifies all the Borrowers. This too implies containment.Message number 4represents the Librarian interrogating the Borrowerabout its ability to borrow books. Intrinic knowledge is not implied since the Borrower was returned to the Librarianthrough message number 2 and 3. Thus we say that the Librarian usesthe Borrower , but does not contain it. The using relationship, represented by the double line and white ball, implies that the used object is somehow made available to the user via the user's interface. By the same reasoning, messages 5 and 6 imply that the Librarian uses the classBookCopy, since it finds out about the BookCopy from the LibrarianTerminal in message #1.collaboration. Similar exercises need to occur for each of the collaborations unearthed through the analysis.Notice that the static model of the analysis was used in the creation of our collaboration, and that the collaboration was then used to refine the static model. This oscillation between the static and dynamic models is typical and essential. We only showed one small oscillation, but in a real analysis and design, the oscillations would continue many more times before the design was considered sufficiently refined. Each change to the static model sheds new light on the dynamics of the collaborations. Each refinement made to the collaborations may expose deficiencies in the static model.TYPES OF COLLABORATIONWe can classify the ways in which classes collaborate into 4 broad categories. Each of these categories has to do with the relationships between the collaborating classes. The differences between these 4 classifications has to do with the intimacy of the collaboration. Some collaborations take place strictly through their public interfaces, and are therefore not very intimate. Other collaborations require closer coupling between the participants.•Peer- to-Peer collaborations All the collaborations that we have studied so far have been of the Peer-to-Peer variety.Peer-to-Peer collaborations occur when two unrelated classes exchange messages. This is the most common form of collaboration. Typically, peer-to-peer collaborations are not intimate; i.e. the collaborators do not depend upon special knowledge of each other. In C++, they are seldom declared as friends. This is not a hard and fast rule however. Sometimes intimacy is indicated. Containers and iterators are an example of peer-to-peer collaborators which are generally intimate and require friendship.•Sibling Collaborations A Sibling collaboration occurs when two or more classes, derived from a common base,exchange messages. Often such collaborations are more intimate than the Peer-to-Peer variety,BookCursor base class is abstract, which is signified by the triangular icon. BookCursor represents the set of classes which search the library for books. The three siblings represent different scopes in which such searches can occur. You can search an entire shelf with ShelfCursor , an entire aisle with AisleCursor and the whole library withLibraryCursor . Notice that the siblings make use of each other in a directional manner. TheLibraryCursor uses the AisleCursor which in-turn uses the ShelfCursor . This makes perfect sense, since searching the library is a matter of searching all the aisles, and searching an aisle is a matter of searching all the shelves within the aisle.This kind of hierarchical relationship is typical of sibiling collaborations. Each sibling builds on the facilities of the other. However, siblings are often able to deal with peer clients as well.When dealing with peers, the relationship is usually not as intimate as when dealing with aHere we see a client sending the Search message to object (x):LibraryCursor . The name of the object is 'x', but the parenthesis indicate that the name is local to this diagram, and not known to the rest of the design. It's kind of like a local variable. Object 'x' responds by sending itself the Initialize method, which is handled by the BookCursor base class.This method clears a set of counters in the BookCursor which keep track of statistics concerning the search.Since each of the siblings must be able to deal directly with clients, they must each respond to the Search method by initializing the base class with the Initialize method. However,when we are searching the entire library, we want all the statistics gathered in the base class of the LibraryCursor object, rather than spread out through a bunch of AisleCursor and ShelfCursor objects. So the LibraryCursor object 'x' tells the AisleCursor to use the statistics counters in the base class of 'x'. Moreover, the AisleCursor passes this information along to the ShelfCursor as well. This information is passed using the PrivateSearch method, which is designed for intimate use between siblings, rather than general purpose client access.Since the classes have a method that they wish to keep private amongst themselves, they should declare the method to be restricted to private access. In order for the siblings to access the methods, they must be friends of each other. Thus we modify the class diagram to show thefriendship.•Base-Derived collaborationsWe saw a small example of a Base-Derived collaboration in the previous example. Such collaborations occur when a derived class exchanges messages with its base. Such collaborations are often very intimate; base and derived classes know a lot about each other and can take advantage of that knowledge. Such collaborations typically involve short term violations of class invariants, i.e. they temporarily leave the class in an illegal state between Here we see an elaboration of part of the previous example. The LibraryCursor object initializes itself by sending itself the Initialize message. The BookCursor base class handles this message and sends the InitializeDerived message back to the derived class (probably via virtual deployment). Thus, the base portion of the class is initialized first, and then the base class initializes the derived class. In between these two messages, the object is in an invalid state, being only partially initialized. Certainly the InitializeDerived method should be private and virtual.•Auto-Collaboration Auto-collaboration occurs when an object sends a message to itself. This is the most intimate of all collaborations, since the object is generally talking to itself. Such collaboration is typically used to encapsulate portions of the implementation. For example, task x may be a component of many of the methods of class Y. Rather than coding task x in each of these methods, it makes better sense to create a new method which performs task x. Certainly such a method should be kept private, since its function is never meant to appear in isolation from theHere we see a typical case of auto-collaboration. When a LibraryCursor object is sent the Search method, it invokes the PrivateSearch method. The data item sent along is presumably its own base class. Notice how this encapsulates the task of searching within the PrivateSearch method. No other method of this class knows the details of a search.USING FRIENDSHIP IN COLLABORATIONIn one of the examples above, we used friendship to aid the collaboration of siblings. Friendship is also sometimes used in peer-to-peer collaborations. In early versions of C++, before the protected keyword was added, friendship was also used to support base-derived collaborations. In fact, the proliferation of base classes declaring their derivatives as friends was a principle factor in the decision to add protected access to the language.Friendship allows unrelated classes to participate in intimate collaborations. This is important when several classes are working together to present a single abstraction. As a case in point, take the example of the LibraryCursor. This class collaborated with its sibling AisleCursor to present a single abstraction: that of searching the entire library for books. This collaboration required that the two classes be friends.Such multi-class abstractions are an important design technique. There are situations where it is not practical or possible to represent an abstraction as a single class. A good example of this is iterators. Container classes and their iterators represent a single abstraction. But there is simply no good way to represent this abstraction as a single class.Another role of friendship is to prevent private portions of a collaboration from leaking out into the public arena. Again, the LibraryCursor class provides us with an example. The PrivateSearch method is a dangerous method to make public. It badly violates the invariants of the BookCursor abstraction. Friendship allows these dangerous functions to remain private to the abstraction, and to be used by the friends participating in that abstraction.When many classes collaborate, the use of friendship to solve the problems of access and efficiency will result in classes that are bound tightly to each other. Sometimes they can be so tightly bound that they cannot be separated from each other.Certainly we want to avoid, at all costs, huge networks of classes which are all friends and which all take great liberties with each others internal parts. Such a perversion could not be called object-oriented. Also, we want to avoid the temptation to use friendship to join two very separate abstractions. If such abstractions need to be joined in some way, the joining should generally be accomplished through their interfaces, or through an intermediary class.However, when two ore more classes are truly part of the same abstraction, then tight binding and friendship should not be discouraged. As Rumbaugh says: "Some object-oriented authors feel that every piece of information should be attached to a single class, and they argue that associations violate encapsulation of information into classes. We do not agree with this viewpoint. Some information inherently transcends a single class, and the failure to treat associations on an equal footing with classes can lead to programs containing hidden assumptions and dependencies." [Object Oriented Modeling and Design, Rumbaugh et. al., Prentice Hall, 1991]Since friendship can only be given, and cannot be taken, the choice of who to give friendship to becomes a design decision. This means that the class is designed to collaborate with certain special friends. The collaborators become members of a team which work more closely together than normal in order to achieve a single end. Thus, encapsulation is not lost, nor even compromised. The "capsule" simply widens to enclose all the friends.SUMMARYIn this article we have examined collaboration. We have shown that all the behaviors of an application are implemented through collaborations. We have shown how collaborations are first detected in the analysis phase of a project, and how their static and dynamic elements can be expressed using the Booch notation. We have shown how the static and dynamic views can be iterated to provide successive refinement of the application's design. We have discussed the various types of collaborations, and typical situations when they may be used. Finally we have discussed the role of friendship in collaborations.Collaboration is at the heart of OOA/OOD. The proper design of an object-oriented application depends upon a thorough and detailed understanding of the collaborations which implement its behaviors.。

如果大脑能直接从书上拷贝知识的英语作文300

全文分为作者个人简介和正文两个部分：作者个人简介：Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文：如果大脑能直接从书上拷贝知识的英语作文300全文共3篇示例，供读者参考篇1If Our Brains Could Download Knowledge Straight From BooksHave you ever felt completely swamped by the sheer amount of information you need to learn for your classes?Textbooks, novels, academic papers - the reading list never seems to end. And then there are lectures to attend, notes to review, assignments to complete. Being a student is definitely not for the faint of heart! If only there was an easier way to get all that knowledge into our brains without having to go through the grueling process of reading, taking notes, and trying desperately to concentrate during prohibitively long lectures.Well, what if I told you there could be a way? No, I'm not talking about plagiarizing someone else's work or trying to find lecherous schemes to cheat on exams. I'm pondering something far more intelligent and forward-thinking - a brain-computer interface that would allow us to simply download information directly into our grey matter!Just imagine - you could copy the entire contents of classic novels straight into your noggin in an instant. No need to labor through thousands of pages of dense literature from authors like Shakespeare, Austen, or Dickens. Their masterpieces would be immediately implanted, allowing you to discuss themes, motifs, and character arcs with the utmost scholarly insight. Feeling daunted by that 800-page biology textbook? Think downloading vs. reading - I know which option I'd choose!And it's not just about downloading literature or textbooks either. This technology could open the doors to acquiring virtually any knowledge or skill set conceivable within seconds. Want to become an expert carpenter? Simply download the applicable information. Interested in learning a new language? Prepare for a full cerebral immersion into linguistic mastery. Heck, you could even download the entire course curriculum for your college major as soon as you enroll!Of course, like any new groundbreaking technology, there would certainly be ethical considerations to factor in. Issues of privacy, legal implications around intellectual property, and potential for misuse would all have to be carefully regulated. We wouldn't want everybody downloading confidential datawilly-nilly. There are also concerns around theDownloadingBooksIntoOurBrains technology altering our sense of self or homogenizing human knowledge and experiences. Part of the inherent value of learning is the journey of acquiring and processing information through lived experiences. Instantaneous knowledge acquisition could become a hollow, detached process devoid of personal growth.From a student's perspective though, I have to admit the advantages are exceptionally tantalizing. Developing thisbrain-computer interface could transform education in remarkably positive ways for pupils of all ages across the globe. It could help level the playing field, providing equitable access to knowledge regardless of socioeconomic status or geographic location. No longer would high-quality learning resources be gatekept for those who can afford prestigious schools or tutors. With the mere download of a textbook, students inunder-resourced communities could be granted access to the same world-class educational materials as those in affluent areas.The benefits could extend even beyond formal education too. Imagine how empowering and uplifting it could be for intellectually-disabled individuals to acquire knowledge as seamlessly as neuro-typical people through digital uploads? It could open up vast new horizons for lifelong learning and cognitive enrichment for all.Of course, nothing groundbreaking ever comes easily. There would be innumerable challenges to overcome in developing, testing, and ethically deploying this kind of brain-computer interface. Computing processing capabilities, energy demands, avoiding neural damage, combating identity crises or depersonalization - the list goes on. Mastering the biological interplay between technology and the human brain is somethingcurrently only conceptualized inpulp science fiction. It would likely take vast, coordinated efforts across multiple scientific fields to make downloadable knowledge a reality.Yet I can't help but feel invigorated by the tremendous possibilities such an invention could provide. As a student drowning in a never-ending deluge of reading assignments, research papers, textbooks, and outside learning requirements, having a way to expedite the acquisition of knowledge seems like the ultimate study hack. Sure, it might strip away some of the personal journey inherent to learning. But it could also blow open doors to democratize access to quality education across socioeconomic divides while freeing up time for students to actually apply the knowledge they acquire.At the end of the day, I may just be an overly-ambitious dreamer pining for a greatly simplified path through my grueling course load. Or perhaps I'm peering into the sort of technological prospects that could reshape the very foundations of knowledge cultivation. Either way, I can't stop fantasizing about downloading comprehension straight into my brain. A full immersion into understanding without all the tedious time-sucks of reading, reviewing, or even attending class? For an overwhelmed pupil like myself, it sounds utopian - the ultimateacademic antidote to never-ending work. Pipedreams of an unmotivated procrastinator? Maybe. But you can't fault me for dreaming of an elegant shortcut through this scholarly gauntlet we call higher education!篇2If Our Brains Could Copy Knowledge Directly from BooksAh, the dream of every student – being able to bypass the tedious process of reading, understanding, and memorizing, and instead just download information directly into our brains! Imagine the bliss of no more late nights poring over textbooks, no more mind-numbing lectures to endure, and no more frantic last-minute cramming before exams. Just plug in that USB cable straight into your noggin and copy-paste the entire Encyclopedia Britannica, complete works of Shakespeare, and all your class notes in one fell swoop. Magical, isn't it?As tantalizing as that prospect sounds, I can't help but wonder – is that really how we'd want to acquire knowledge? There's something deeply satisfying about the journey of learning, of feeling those brain cells firing as you slowly untangle a complex concept, of having an "aha!" moment when something finally clicks into place. It's like exercising a mentalmuscle – the more you use it, the stronger and more flexible it becomes. Could directly uploading information make our minds flabby and weak?Then there's the question of retaining that downloaded data. Anyone who has copy-pasted chunks of text only to forget it soon after knows that mere possession of information doesn't equate to true understanding or long-term retention. The struggle to learn is what carves those neural pathways, making connections that ensure what we've studied becomes a part of us, not just facts held temporarily in our brain's RAM.And let's not forget about the critical thinking, analysis, and creativity that are such vital parts of the learning process. If we could bypass that journey of mulling over ideas, questioning assumptions, and combining concepts in novel ways, would we miss out on developing those higher-order cognitive skills? Simply downloading data runs the risk of turning us into repositories of disconnected facts instead of true scholars and innovators.Of course, I'm certainly not knocking the potential convenience and efficiency of such brain-computer interfacing. Being able to rapidly acquire knowledge could accelerate scientific breakthroughs, assist those with learning disabilities,and give us all a little more bandwidth to pursue knowledge across multiple disciplines. And let's be honest, who wouldn't want to be able to ramrod-learn a new language in minutes before jetting off on vacation? The benefits could be manifold.Still, I can't quite shake the feeling that something vital and profound would be lost if we reduced the pursuit of knowledge to a mere data transfer. The struggle to learn, as arduous as it can be at times, is a quintessential part of the human experience, a defining element of our growth as individuals and as a species. It's what drove our curious ancestors to make sense of the world around them through observation, experimentation, and discourse. It's what sparked revolutions in science, philosophy, art, and beyond. Could we really shortcut that fundamental aspect of our existence?Perhaps the ideal would be to strike some kind of balance –leveraging futuristic brain-computer interfaces not to make learning obsolete, but to enhance and supplement thetime-honored process of building knowledge through critical reasoning. After all, even as cutting-edge technologies reshape how we acquire and apply information, our minds themselves don't change; we still require the construction of cognitivemodels, the solidification of conceptual frameworks, to make sense of it all.So while I'd be first in line to download the proficiency in quantum physics I've always dreamed of learning, I don't think I'd want to forgo poring over those dense textbooks and wrestling with those mind-bending theories. That arduous journey, as frustrating as it can be, is where the magic happens –where we build the mental infrastructure to not just possess information, but to truly understand it, analyze it, and create new knowledge from it. It shapes our intellects, fortifies our disciplines, and ultimately makes us more self-actualized beings.In the end, perhaps downloading information directly into our brains would be akin to having the completed puzzle handed to us, instead of putting it together ourselves. Sure, we'd end up with the final picture...but we'd miss out on the far more enriching and rewarding process of solving it piece by piece. And in my book, that's where the true beauty – and challenge – of learning resides. That delicious "aha!" payoff is made all the sweeter by the arduous journey to reach it.So maybe we're better off keeping our trusty old synapses firing the old-fashioned way for now. Our brains might just be the best user interfaces for processing information that mankindhas invented thus far. We'd do well to cherish and nurture that capacity, instead of rushing to bypass it entirely. For as miraculous as future brain-computer integration could be, there's an unquantifiable value in exercising the wondrous, squishy, natural-born learning machines nature saw fit to evolve within our skulls.篇3If Our Brains Could Copy Knowledge Directly From BooksCan you imagine how amazing it would be if our brains could just upload information straight from books? No more endless hours of studying and memorizing facts and formulas. Just open up a textbook, connect your brain to it, and download all that sweet, sweet knowledge directly into your noggin. Talk about a dream come true for students everywhere!Of course, this kind of technology is still firmly in the realm of science fiction for now. But just imagining the possibilities makes me giddy with delight. Think about how much more efficient learning could be. No more sitting through endless lectures or reading the same passages over and over again until they finally stick. Just zap the info into your brain matrix andboom, you're a master of thermodynamics or French verb conjugations.The implications for education would be revolutionary. Classrooms could just hand out subject downloads at the beginning of each semester. "Okay kids, today we're uploading Algebra 2 and the key battles of World War I. Make sure your neural ports are clear and ready to receive data." I can already hear the kids cheering at that announcement instead of groaning in boredom.Imagine never again having to pull an all-nighter cramming for an exam because you could just download the material into your brain an hour beforehand. No more feeling that panic when a professor asks a question and your mind goes blank, because the answers will be hard-wired into your cerebral cortex. Heck, you could even download all the bonus materials, videos, and tertiary readings that you usually skip over to cram just for the test.And the best part? No more terrible textbook costs! Why spend hundreds of dollars on access codes and new editions when you could just pay a small fee to download the content directly? The publishing companies could even updateeveryone's brain files whenever they release new versions. It's a perfect system!Of course, there could be some potential downsides too. Like, what if the download gets corrupted and you end up with quantum physics concepts mixed with biographical details about Taylor Swift's romantic entanglements? Or maybe the downloads would be so efficient at transferring data that we'd start to lose our humanity and ability for creative,outside-the-box thinking. Being a little dense occasionally allows for unexpected connections and epiphanies.There are also lots of potential moral implications too. If knowledge transference was that easy, we'd have to be super careful about what we choose to upload to our brains and who gets to decide that. Like, I definitely wouldn't want to attend a Brain Download Public School that pumps propaganda into kids' minds under the guise of "facts." And you'd better hope there's no way to hack into the brain download system or you could end up with way more than you bargained for.Another weird thing to think about – right now we still experience the struggle of learning things over time, making connections, filling our brain's pathways, and slowly becoming smarter. It's frustrating but it's also part of the human experienceof growth. If we can just edit minds with complete data dumps, do we start to lose something more profound? Do we become static beings instead of works in progress?Those are just some /philosophical/ thoughts though. At the end of the day, I can't help but dream about the direct knowledge transfer future. Think about how much more we could learn in our short lifetimes! You could constantly be downloading new skills, teachings from other cultures, everything!With that kind of technology, we could spread education and knowledge further than ever before. Even people in remote areas or conflict zones could get access to the same quality brain downloads as anyone else in the world. It could help fight misinformation and elevate human knowledge on a global scale.Of course, that's only if we use the hypothetical brain download powers for good and distribute them equitably. Because in the wrong hands, or with too many restrictions, it could also become a means of control unlike anything we've seen before. Like, caught a member of the resistance trying to rebel? Better do a fresh install of The State's Official Truth Download™ to clear out those inconvenient though ts!Okay, maybe I got a little too dark and dystopian there at the end. But can you blame me for having an overactive imagination when it comes to something this mind-blowing (pun totally intended)? The idea of brains becoming infinitely malleable and uploadable is just so huge and profound when you really think about it.I don't know if it will ever actually happen, or if we'll all just continue to absorb information the same flawed ways we always have. But if brain downloads do become a reality someday, I really hope we're smart and responsible enough as a species to wield that kind of awesome power wisely. Either that, or maybe there's a way to install a Wisdom 3.7 Update to keep us from abusing it. Hey, I'd download that in a heartbeat!。

写书店买书的作文英语

写书店买书的作文英语英文：I love going to the bookstore to buy books. There's something so comforting about being surrounded by shelves filled with stories and knowledge. Whenever I walk into a bookstore, I feel like I'm entering a treasure trove of adventure and wisdom.One of my favorite things about buying books at a bookstore is being able to browse through the aisles and discover new titles that I might not have come across otherwise. There's a sense of serendipity in stumbling upon a book that catches my eye and piques my interest. It'slike finding a hidden gem waiting to be unearthed.I also enjoy the experience of physically flipping through the pages of a book and feeling the weight of it in my hands. There's a tactile satisfaction that comes with holding a book and turning its pages, something that justcan't be replicated with an e-reader or digital copy.Another reason I love buying books at a bookstore isthe opportunity to interact with the staff. I've had some wonderful conversations with bookstore employees who are passionate about literature and always have great recommendations. It's like having a personal guide to help me navigate the vast world of books.中文：我喜欢去书店买书。

收集旧书的目的和意义英语作文

收集旧书的目的和意义英语作文全文共6篇示例，供读者参考篇1The Joys of Collecting Old BooksHello, my name is Emily, and I'm a 10-year-old book lover. One of my favorite hobbies is collecting old books. You might think it's a strange hobby for a kid, but let me tell you why I find it so fascinating and meaningful.Firstly, old books have a unique charm that modern books just can't match. When I hold an old book in my hands, I can feel its history and imagine the journey it has taken over the years. The worn-out covers, the yellowed pages, and the musty smell transport me to a different era. It's like stepping into a time machine and getting a glimpse of the past.But collecting old books isn't just about the physical appearance; it's also about the stories and knowledge they hold. Some of these books are centuries old, and they contain valuable information and tales that have been passed down through generations. It's like having a window into the lives and thoughts of people who lived long ago.One of my favorite finds is an old encyclopedia from the early 1900s. While the information might be outdated, it's fascinating to see how people perceived the world back then. The illustrations are beautiful, and the language is so different from what we use today. It's like a little glimpse into the past that I can hold in my hands.Another book I treasure is an old children's storybook from the 1800s. The stories are timeless, but the way they are told is so different from modern children's books. The language is more formal, and the illustrations are simple but charming. It's like stepping into a different world, where children's imaginations were sparked in a different way.Collecting old books has also taught me the importance of preserving history and knowledge. Many of these books were nearly lost or forgotten, but by collecting and cherishing them, we are keeping their stories and information alive. It's like being a guardian of the past, ensuring that these valuable pieces of history are not forgotten.But it's not just about preservation; collecting old books has also helped me develop a deeper appreciation for books and reading in general. When I hold an old book, I can feel the love and care that went into its creation. The attention to detail, thebeautiful bindings, and the intricate illustrations remind me of how much effort and craftsmanship went into each book.Moreover, collecting old books has introduced me to a whole new community of book lovers and collectors. We share our finds, discuss our favorite books, and swap stories about our adventures in book hunting. It's like being part of a secret club, where we all understand the joy and thrill of discovering a rare or unique book.In conclusion, collecting old books is not just a hobby for me; it's a passion, a way to connect with the past, and a means of preserving history and knowledge. It has taught me valuable lessons about appreciating books, respecting the past, and being part of a community of like-minded individuals. So, the next time you see an old book gathering dust on a shelf, remember that it's not just a book – it's a piece of history waiting to be discovered and cherished.篇2The Joy of Collecting Old BooksDo you love the smell of old books? The feel of their worn covers and yellowed pages? For me, there's nothing quite likecollecting old books. It's a hobby that brings me so much happiness and has taught me many valuable lessons.My journey into book collecting began when I was just six years old. One day, my grandpa took me to a dusty used bookstore filled with towers of books from floor to ceiling. The colors, the titles, the aged book spines – it was like entering an enchanted forest of stories just waiting to be explored. Grandpa let me pick out any book I wanted, and I instantly fell in love with a tattered copy of "Alice's Adventures in Wonderland." That first old book was the spark that lit my passion.Since then, I've been hoarding, er...collecting old books wherever I can find them – used bookstores, garage sales, library sales, flea markets. My collection now fills an entire towering bookcase in my room. Each book is a unique treasure with its own tale of how it came into my hands. Like the copy of "The Secret Garden" I found hidden under a table at a yard sale. Or the water-stained poetry anthology I rescued from being thrown away.But why collect old books instead of just buying new ones? For me, it's about the thrill of the hunt, finding those diamond-in-the-rough gems. It's admiring the beautiful artwork and craftsmanship of vintage book covers and bindings. It'sknowing each book has a rich history, having been loved and read by many others before me. Most of all, it's developing my own deeply personal connection to the physical book itself.You see, old books aren't just inanimate objects to me. Each one is imbued with a kind of spirit, its own personality. The more battered and well-worn a book, the more loved it clearly was by its previous owners. The margins scribbled with notes and thoughts show how deeply the readers engaged with the story. Stains, scratches, and dog-eared pages are proof of a lifewell-lived. I cherish those imperfections as glimpses into the book's unique biography.Reading an old book is like travelling through time, letting me imagine the many hands it passed through over the decades. Who read this copy during World War 2, finding escape between its pages amid air raid sirens? What childhood memories were forged around the fireside, bonding over these stories? I'll never truly know, but wondering about their journeys fills me with a sense of continuity across generations of book lovers.Older books also give me a deeper feeling of connection to the authors themselves. When I read a biography about my favorite writer and then pick up a early or first edition of their work, it's almost like they're whispering their stories directly tome. The book becomes a tangible link, a bridge across the years allowing me to commune with that creative mind.My friends and family don't always understand my weird obsession with heavily-used, outdated books. "Why don't you just get the modern edition?" they ask. For them, reading is only about effortlessly absorbing the words printed on the page. But for me, the book as a physical object is just as important as the story contained within. That frayed, one-of-a-kind book that's found its way into my hands is so much more than just printed words. It's a piece of cultural history shaped by the the many souls who loved it before me.Don't get me wrong, I also appreciate new books and modern publishing's ability to spread ideas affordably. But there will always be something extra special about old books and their journey through time to reach me. That unique, individualized connection is what drives my passion for book collecting.Over the years, amassing my personal library of old books has taught me many valuable lessons that will stay with me for life. Patience in scouring stacks to find just the right book, sometimes over years of searching. Resourcefulness in篇3The Joy of Collecting Old BooksHi there! My name is Emma, and I'm a book lover through and through. But I'm not just talking about brand new books fresh off the presses – some of my favorite books are the ones that have been around for a long, long time. That's why one of my biggest hobbies is collecting old books!You might be wondering, why bother collecting books that are all tattered and worn out? Well, let me tell you, there's something really special about old books that you just can't find with new ones. For one thing, they have a certain wonderful, musky smell that's just so cozy and inviting. It's like being wrapped up in a warm blanket on a chilly day!But even more importantly, old books carry little pieces of history with them. Think about it – each one of those books has been owned and read by who knows how many people over the decades or even centuries. They've traveled all over the world, sitting on dusty shelves in used bookstores, getting passed down from generation to generation of readers. Just imagine all the adventures those books have been on!When you hold an old book in your hands, you can't help but wonder about all the people who owned it before you. Who were they? What were their lives like? I like to think that maybeone of my old books was once cherished by a young girl just like me, getting lost in the stories night after night by the flickering light of an oil lamp. Or maybe one was read by a famous writer or philosopher as they came up with brilliant ideas that changed the world. The possibilities are endless!Collecting old books is like being a detective, piecing together little clues about where they've been and who they've met along the way. You never know what you might find tucked away between the pages – maybe a letter from long ago, a pressed flower, or even someone's notes scribbled in the margins. It's like uncovering little buried treasures from the past!Another great thing about old books is that they give us a window into how people thought and lived in different times throughout history. The books, stories, and knowledge contained in them are sort of like a time capsule. By reading them, I can learn what life was like for kids my age hundreds of years ago. Some of the customs and sayings might seem strange or outdated to us today, but that's all part of the fun – it's like being a time traveler!And you know what else? Collecting old books means giving those books a second chance at life. Just think, if nobody collected them, they might end up gathering dust in an attic or,even worse, getting thrown away forever! But when I find an old book, brush it off, and add it to my collection, I'm rescuing it and making sure those stories will continue to be read and appreciated for many more years tocome.Once I get an old book into my hands, the real adventure begins. Examining it carefully, I can usually find all sorts of clues about its past life – inscriptions from previous owners, library stamps, or even scattered notes in the margins with that ancient handwriting. I try to imagine who those people were and what the book meant to them. Maybe it was a prized possession, lovingly passed down through generations. Or maybe it was just casually picked up at a used bookstore and stuffed into someone's bag, completely unappreciated. Whatever its story, I'm determined to give it a new chapter as part of my collection.Some people might think collecting old books is just about having a bunch of smelly, beat-up antiques taking up space in your room. But for me, it's so much more than that. It's about connecting to the past and keeping little pieces of history alive. It's about appreciating the journey those books have been on and respecting the role they've played spreading knowledge and joy through the ages. Most of all, it's about being a guardian forthose stories, making sure they'll always have a home on my shelves.So you see, collecting old books might seem like an odd hobby, but I think it's one of the most fascinating and meaningful ways to spend my time. With every book I add to my collection, I'm not just getting a new object – I'm getting a glimpse into the lives of people who came before me. I'm tracing the travels and adventures of that book through the centuries. And I'm doing my part to make sure those stories will never be forgotten, but will live on for generation after generation of book lovers to discover and cherish.Who's up for an epic quest to track down some long-lost literary treasures? Maybe we'll even find something amazing, like original handwritten notes from a famous author! Hey, a girl can dream, can't she? One thing's for sure – my collection is only just getting started. So many books, so little time! Let's go book hunting!篇4Collecting Old Books: A Treasure Trove of AdventuresHello everyone! My name is Emma, and I'm 10 years old. Today, I want to tell you all about my favorite hobby - collectingold books! You might be wondering, "Why would anyone want to collect dusty, smelly old books when you can read shiny new ones?" Well, let me explain why old books are so special and meaningful to me.A Whole New World in Your HandsWhenever I pick up an old book, it's like opening a door to another time and place. The stories within those yellowed pages transport me to fantastic realms filled with brave knights, powerful wizards, and daring adventures. I get to explore ancient civilizations, uncharted lands, and even different galaxies – all from the comfort of my cozy reading nook!But old books aren't just about fiction. Some of them contain incredible facts about history, science, and cultures from long ago. By reading these books, I feel like a time traveler, learning about how people lived, worked, and played in the past. It's like having a magical window into the lives of those who came before us.A Piece of HistoryApart from their captivating stories and knowledge, old books are also little pieces of history themselves. Just imagine –the very book I'm holding in my hands might have been read bya young girl just like me, decades or even centuries ago! When I run my fingers over the worn covers and fragile pages, I can't help but wonder about the journeys these books have taken and the different people who have loved and cherished them over the years.It's like each old book has a secret story of its own, waiting to be uncovered. Sometimes, I find beautiful inscriptions, old photographs, or little notes tucked away between the pages, left behind by previous owners. These little treasures give me a glimpse into the past and make me feel connected to those who came before me.A Labor of LoveCollecting old books isn't just about accumulating a bunch of tattered tomes, though. It's a labor of love that requires patience, dedication, and a keen eye for hidden gems. I spend hours scouring second-hand bookstores, flea markets, and even yard sales, carefully inspecting every book I come across.When I find a particularly special or rare book, it's like striking gold! I gently clean and restore it, ensuring that its story can be enjoyed for years to come. It's a rewarding process that teaches me the value of preserving our literary heritage andappreciating the hard work and craftsmanship that went into creating these timeless treasures.A Unique CollectionMy collection of old books is like a reflection of my personality and interests. Some people might think it's a bit odd for a 10-year-old to be so passionate about ancient tomes, but that's what makes it special and unique to me. While my friends might be collecting the latest toys or trading cards, I'm curating a library of wisdom, adventure, and history.Each book on my shelf represents a different chapter in my life, a different story that has shaped who I am. From the battered copy of "Alice's Adventures in Wonderland" that sparked my love for fantasy to the dusty encyclopedia set that ignited my curiosity about the world, every book holds a special place in my heart.A Legacy to Pass OnAs I grow older, my collection will continue to grow and evolve with me. One day, I hope to pass on this cherished legacy to my own children and grandchildren, sharing with them the wonder and magic that old books have brought into my life.Imagine their faces lighting up as they discover the tales and knowledge hidden within those weathered pages, just as I did when I was their age. By preserving and sharing these literary treasures, I'll be keeping the stories, wisdom, and history alive for generations to come.In a world that's constantly changing and evolving, old books offer a comforting sense of continuity and connection to our past. They remind us of where we've been and inspire us to dream about where we might go next. So, the next time you see an old, tattered book gathering dust on a shelf, don't overlook it – pick it up and let it transport you to incredible worlds and adventures that have stood the test of time.篇5The Joy of Collecting Old BooksHi there, my name is Sarah, and I'm a book lover! I'm here to tell you all about my favorite hobby – collecting old books. You might be wondering, "Why would anyone want to collect dusty, worn-out books when they could just get new ones?" Well, let me explain the wonderful world of old book collecting, and you'll see why it's such a fantastic pastime.First of all, old books are like little time capsules. When you hold an ancient tome in your hands, you're connecting with people from long ago. Imagine opening a book that's hundreds of years old and seeing the handwritten notes and doodles left by its previous owners. It's like traveling through time and getting a glimpse into their lives. How cool is that?Another reason I love collecting old books is that they're often beautifully made. Many of them have gorgeous leather bindings, gilded edges, and intricate designs embossed on the covers. They're like works of art! Sure, you could buy a fancy new book, but it just wouldn't have the same charm and character as an old one that's been lovingly preserved for decades or even centuries.But it's not just about the physical beauty of old books; it's also about the stories they contain. Some of the books in my collection are rare or out-of-print editions that you can't find anywhere else. Reading these long-forgotten tales is like discovering buried treasure. It's a chance to experience stories that might otherwise be lost to history.Speaking of history, old books can teach us so much about the past. By reading books from different eras, we can learn about the culture, beliefs, and daily life of people who lived longago. It's like having a window into another time and place. Plus, some of these books contain information or ideas that were groundbreaking for their time, which makes them even more fascinating to read.Now, I know what you might be thinking: "But isn't collecting old books expensive?" It doesn't have to be! While some rare books can cost a fortune, there are plenty of affordable options for budding collectors. You can often find old books at thrift stores, yard sales, or online marketplaces for just a few dollars. And believe me, the thrill of discovering a hidden gem is worth every penny.But the best part of collecting old books is sharing them with others. I love lending my books to friends and family so they can experience the magic too. Sometimes we'll even have little book club meetings where we discuss the stories and share our thoughts and impressions. It's a great way to bond with fellow book lovers and appreciate the rich literary heritage we've inherited.So, there you have it – the wonderful world of old book collecting! It's a hobby that combines history, literature, art, and adventure all in one. Whether you're a seasoned collector or just starting out, there's always something new and exciting todiscover. Who knows, maybe one day you'll stumble upon a rare first edition worth a fortune! But even if you don't, the joy of preserving these literary treasures is reward enough.Happy collecting, my friends! And remember, a world without old books is like a world without memories. Let's keep these stories alive for generations to come.篇6The Joy of Collecting Old BooksHi there! My name is Emily, and I'm 10 years old. One of my biggest hobbies is collecting old books. I just love the way they smell, the way the pages feel in my hands, and the sense of history and adventure they bring. Collecting old books is so much fun, and it has also taught me a lot of important things. Let me tell you all about it!Why do I love collecting old books so much? Well, first of all, they are just really cool objects. When I hold an old book in my hands, I can't help but wonder about all the places it has been and all the people who have read it over the years. Maybe it was someone's treasured childhood book that they read over and over again until the pages were falling apart. Or maybe it was a very important book that helped teach people about science,history, or philosophy a long time ago. Just thinking about the journey that one little book has been on is amazing to me.Old books also have the most wonderful smell - kind of musty and earthy, like a warm blanket or an attic full of treasures. There's something about that smell that feels like coming home. And the covers and pages are so different from new books - the covers are usually simple but beautiful, and the pages often have rough, deckled edges and that awesome old book texture and color. Reading an old book makes me feel like I'm part of a big, important story that has been unfolding for centuries.But collecting old books isn't just about how they look, feel, and smell. It has also taught me so many valuable lessons about taking care of precious objects, appreciating history, and being patient and dedicated to building my collection over time.First, I've learned that old books need to be handled very gently and stored properly to keep them in good condition for the enjoyment of future generations. Things like keeping them out of direct sunlight, not bending the spines too much, and cleaning them carefully are all very important. My collection may not be worth a lot of money, but the books are still treasures to me, so I take good care of them. I've even learned how to repair some minor damage like loose pages.Collecting old books has also given me such an appreciation for history and how lucky we are that people saved these books from long ago so that we can still learn from them and enjoy their stories today. Some of the books I have are over 100 years old! Just think of everything that has happened in the world during the lifetime of those books. I feel like a little window into the past opens up whenever I read one. It makes me want to learn as much as I can about the time periods they come from.Finally, being a collector of old books has taught me the values of patience and dedication. Building my collection can't happen overnight – it takes time to find good books at used book sales, flea markets, yard sales, or antique shops. And once I do find a book I want, sometimes I have to save up my allowance for a little while until I can afford to buy it. But that just makes it even more exciting and rewarding when I'm finally able to take a new book home and add it to my collection. The thrill of the hunt is half the fun!I'm so lucky that my parents understand and encourage my love of old books. They know how much I cherish each one and how carefully I look after them all. For every birthday and holiday, I can pretty much count on getting at least one or two new (or rather, old) additions to my collection. My shelves areoverflowing with books of all different shapes, sizes, and ages, and I wouldn't have it any other way.Sometimes my friends think it's a little weird that I'm so into collecting old, smelly books instead of the latest toys or video games. But you know what? I think surrounding myself with these little pieces of history and Windows into the past is the coolest thing ever. Who needs the latest tech when you can travel through time just by opening up an old book?I may only be 10 years old, but my collection of old books has helped me gain wisdom, patience, and knowledge beyond my years. They've turned me into a lover of learning, a guardian of precious objects, and a time traveler extraordinaire. What's not to love about that? If you've never really looked into collecting old books before, I highly recommend giving it a try. Who knows – you might just catch the bug like I did! There's a whole world of adventure, knowledge, and fun waiting for you between those celebrated covers.。

上海市行知中学2024-2025学年高二上学期第一次月考英语试卷(无答案)

上海市行知中学2024学年第一学期第一次月考高二年级英语学科试卷（试卷满分140分，考试时间120分钟）第Ⅰ卷（共100分）Ⅰ. Listening ComprehensionSection ADirections:In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.1. A. 100 dollars. B. 200 dollars. C. 300 dollars. D. 600 dollars.2. A. In the hospital. B. At a nursery. C. At a police station. D. In a library.3. A. April. B. May. C. June. D. July.4. A. Go to visit the writer. B. Buy her new book.C. Ignore her new book.D. Write a book review.5. A. Jogging. B. Basketball. C. Swimming. D. Throwing.6. A. The lady’s room is far.B. She has to sign up for using the lady’s room.C. She is not able to use the lady’s room right now.D. He will lead her to the lady’s room.7. A. He will read it on Saturday. B. He will lend it to Sandy first.C. He will lend it to Jane first.D. He will keep the paper until Sunday.8. A. He probably just has got a headache.B. There’s no air-conditioner in the room.C. She thinks he is not seriously sick.D. She thinks he should go to see the doctor.9. A. They couldn’t change the plan.B. They should change their plan.C. She doesn’t believe the weather forecast.D. She thinks the basketball game won’t last.10. A. He can come for next party. B. He can bring his wife along to the party.C. He can stay at home for his wife.D. She will change the time of the party.Section BDirections:In Section B, you will hear two short passages and one longer conversation. After each passage or conversation, you will be asked several questions. The passages and the conversation will be read twice, but the questions will be spoken only once. When you hear a question, read rhe four possible answers on your paper anddecide which one would be the best answer to the question you have heard. Questions 11 through 13 are based on the following passage.11. A. They believed that he would realize his dream.B. They offered him help to achieve his dream.C. They didn’t believe that his dream would come true.D. They made no response to his announcement.12. A. That he was encouraged by the teacher.B. That he was encouraged by the local paper editor.C. That his first poem was published.D. That he was encouraged by a professional writer.13. A. It reminds him of his school life.B. It reminds him that dreams will come true through efforts.C. It reminds him how poor he used to be.D. It reminds him of the local paper.Questions 14 through 16 are based on the following passage.14. A. Gardening. B. How to take care of birds.C. How to feed birdsD. How to get birds to the garden.15. A. Fruit, water and insects.B. Plants, sleeping place and food.C. Variety of plants, food and water.D. Different types of plants, seed and insects.16. A. Change the water for them. B. Play with them.C. Not to approach them.D. Play the music for them. Questions 17 through 20 are based on the following conversation.17. A. The bookstore is sold out of the book.B. The bookstore he is in does not carry the book.C. His professor did not order enough copies of the book.D. The book is not being used for any course offered at the university.18. A. Save a copy of the book for him as soon as it comes inB. Order more copies of the bookC. Call the computer store across the StreetD. Find a store that sells the book if he cannot find it19. A. He is embarrassed that he did not think of it himself.B. He suggests that the information be posted in the store.C. He apologizes for bothering the woman.D. He is annoyed that the woman did not tell him sooner.20. A. To determine how urgent the student’s need is.B. To figure out why the book is not listed on the computer.C. To find out what level computer science course the man is taking.D. To explain why the book might be sold out.Ⅱ. Grammar and VocabularySection ADirections:After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.AI and Culture: The Dawn Of The Omnistar (全能明星)Computers have spent decades transforming humdrum jobs. Now artificial intelligence (AI) is coming for the most glamorous ones. Hollywood has been at a standstill for half the year, until studios agreed on November 8th to offer (21)__________ (strike) stars protection from robotic rivals.Stars may worry that AI is stealing their work and giving less talented performers the skills to snatch their audience. In fact, the famous stars complaining (22)__________ (loud) about the new technology are the ones who benefit the most. (23)__________ __________ reducing star power, AI will make the biggest celebrities bigger than ever, by allowing them to be in all markets, in all formats, at all times. Put your hands together - or insert your earplugs if you prefer - for the rise of the omnistar.This is not the first time that technology (24)__________ (change) the rules of the fame game. People began to talk of stars in the 18th century, after the spread of reading made it possible to be truly famous within your lifetime. Film and radio initially seemed like a threat to stars, who worried that their live performances (25)__________ be devalued. In fact, those technologies ushered in (开创) the era of the superstar, a term that caught on in the 1920s.(26)__________ similar panic greeted the invention of television and led to the last big Hollywood strike in 1960. But again, the new tech made the famous even more so, bringing them into every living room.As AI-generated content floods into the entertainment business, it will give the megastars the ability to be truly ubiquitous for their fans. AI-powered dubbing is already allowing actors and podcasters to speak to foreign audiences instantly and in their own voice. It will soon be standard for video to be edited (27)__________ __________ their lips match the new language, too. Besides, removing the Hollywood problem of crowded schedules, AI allows stars to perform alongside each other while not being together at all.These opportunities come with concerns (28)__________ (attach). The risk is boredom. AI is brilliant at remixing old material, but not as adept at generating novel and the pulse-racing stuff (29)__________ is, for now, a human speciality. Yet the entertainment market is strongly self-correcting. Audiences have the power to turn “a hot property” into a has-been in an instant. And even as Al-powered entertainment grows, consumers still seem to relish human drama. In the AI age, audiences will face heavy exposure to a handful of omnistars, from Taylor Swift to Darth Vader. (30)__________ it will be easier than ever for them to change the channel.Section BDirections: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.A. rateB. superiorityC. matchD. attributesE. measuresF. short-livedG. overestimated H. enduring I. disillusioned J. reframe K. biasYou are not perfectWe humans have a natural tendency to magnify our positive qualities, and compare ourselves favorably with others. This is called “self-enhancement 31 ”, and it gives rise to all sorts of distortions in perception. Famously, back in the 1980s, researchers suggested that up to 80 percent of motorists considered themselves to have above-average driving skills. If you’re a regular driver, you have to know that this cannot be true - even if you persist in believing it about yourself.People also tend to 32 themselves more highly on positive moral traits: the odds are, for example, that they see themselves as industrious, honest, and warm. This is particularly pronounced among young and middle-aged adults, who often rank themselves as excelling beyond the norm on muitiple 33 . One reason for this tendency is that it acts as protection against the mental pain that comes from negative comparisons with others.Being told that you’re wonderful, even perfect, plays into your need to enact self-enhancement. You might do it to yourself, such as self-talk to boost one’s esteem through positive affirmations. However, it is a(n) 34 solution to life’s problems. You’re bound to be confronted with a painful adjustment to the truth sooner or later. For instance, researchers publishing in the Journal of Personality and Social Psychology demonstrated that when college students harbored a(n) 35 view of their academic capabilities, it augmented their mood—indeed, they experienced heightened levels of happiness. But the perception of 36 did not translate into more satisfactory academic performance. In fact, that in part led to lower self-esteem.All of this can explain why so many young people today wind up seeing the world as hostile (敌对的): “If I’m wonderful, other people must be creating many problems.”Consequently, you can see how some would feel 37 and wronged when confronted with a reality about their performance in school or at work that doesn’t 38 their self-enhancement propaganda (宣传).So we face a dilemma in life: we aspire to enhance our own well-being and to elevate the emotional state of others, but people’s tendency to do so through self-enhancement may possibly yield 39 ultimate costs. Here are some pearls of wisdom to consider: 40 your imperfections, not as failings but as interesting puzzles to solve.Ⅲ. Reading ComprehensionSection ADirections: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.What Does It Really Mean To Learn?During my sophomore year, I read “Middlemarch” and didn’t understand why Dorothea, a young and intelligent woman, despite warnings, married an annoying old man and, after 40 years of unfulfilled dreams and compromises, got divorced, finally realizing her grave mistake. Neither did my classmates, which frustrated our professor. “You’ll understand when you’re forty.” he said. At that age, we had never experienced the consequences of a hasty marriage, a career misstep, or the loss of a loved one.41 , it’s one of the tragedies of humanities education that so much of it occurs between the ages of eighteen and twenty-two. We don’t teach people to drive at twelve, when they’re carless; why should we make themread novels about life’s 42 when they have none? Yet there’s a theory behind: it’s that knowledge acquired too early gets stored. Patterns of thinking established now will be 43 later; ideas encountered first in art will prime us for the rest of life. This sounds vague until you reflect on the fact that knowledge almost never arrives at the moment of its 44 . You take a class in law school today only to argue a complicated case years later; you learnC.P.R. years before saving a drowning man; you read online about how to prevent a(n) 45 bear, because you never know.Leslie Valiant, a renowned computer scientist, calls our ability to learn over the long term “educability” and he embraces it as the key to our success. When we think about what makes our minds special, we tend to focus on 46 . But if we want to grasp reality in all its complexity, then “cleverness is not enough.” We need to build flexible theories about the world — theories that will serve us in 47 circumstances—and we do that by collecting different types of knowledge, often gradually and unexpectedly and then 48 them together. Through this process, we acquire systems of beliefs that are 49 than the ones we can create through direct personal experience.An educable mind, he writes, can learn from books, lectures, conversations, and experiences—from anything. Educability is similar to “ 50 smarts” which means having a practical ability to handle life’s challenges, and is closely related to having common sense in real-world contexts. When people strike us as particularly “well-educated”, this might mean that they’ve had lots of school, but it could also mean that they’re 51 educable, with the ability to “ 52 of whatever educational opportunities arise.”Valiant thinks at a time when accelerating technological change means there’s always more to learn, we might seek to create a more educable society in general. As for me, I would seek to learn about a wider range of disciplines, and simply try more things. Down in the basement, “Middlemarch” is there, along with many other books that I read casually then but have come to 53 with the passage of time. Reading widely about things that don’t seem immediately useful, in the hope that what you learn now may prove meaningful later—that’s pretty much the definition of a 54 education. Who knew that one of its best 55 would turn out to be a computer scientist?41. A. Scientifically B. Naturally C. Surprisingly D. Arguably42. A. happiness B. challenges C. regrets D. knowledge43. A. retraced B. repeated C. reopened D. reassured44. A. learning B. absorption C. application D. acquisition45. A. sleeping B. wandering C. roaring D. charging46. A. intelligence B. creativity C. imagination D. empathy47. A. unfolded B. unanticipated C. unreal D. related48. A. analyzing B. classifying C. knitting D. diversifying49. A. broader B. greater C. shallower D. newer50. A. cognition B. relationship C. study D. street51. A. exceptionally B. consistently C. coincidentally D. merely52. A. make control B. take charge C. on account D. take advantage53. A. perceive B. memorize C. realize D. value54. A. well-rounded B. professional C. technology D. public55. A. creators B. winners C. defenders D. writersSection BDirections:Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have read.(A)Human beings around the world delight in hot and spicy foods. Thai, Mexican, Chinese, Indian, Ethiopian—the dishes that can take the roof off your mouth are numerous and flavourful. As you have these intense tastes, however, you may wonder, why do some dishes compete for the title of spicy champion, while others feature barely the hint of a burn?This is a question that has interested food historians for some time. Indeed, it’s a curious truth that places with warm climates do seem to have a heavier preponderance (优势) of hot and spicy dishes, which may have something to do with the fact that some spices have antimicrobial features, studies have found.In one survey of cookbooks from around the world, researchers note: “As mean annual temperatures increased, the proportion of recipes containing spices, number of spices per recipe, total number of spices used, and use of the most effective antibacterial spices all increased.” In hot places where before refrigeration food would have gone off very quickly, spices might have helped things keep a bit longer.It’s also been suggested that because spicy food makes most people sweat, it might help us to cool off in hot parts of the world. One study of people who drank hot water after exercise showed that they did cool down slightly more than those who drank cold water, but only in situations with low humidity. Thailand in August, that ain’t.But spice is hardly limited to the hot parts. While chilli peppers are originally from the Americas, this particular kind of heat grew widespread in the 15th and 16th centuries. Other spices not spicy in the same way as peppers, perhaps, but still strongly flavoured—had been circulating in Europe for centuries. Heavily spiced dishes were the darlings of many cuisines we currently don’t think of for their zing (活力): numerous recipes in one 18th-century British cookery book include strong spices, for instance. What happened?Well, one possibility is that it became a bit uncivilized to like quite so many flavours in one’s food, as Maanvi Singh has written over at The Salt. What we now consider classic European cuisine has a tendency to focus on pairing like flavours with like, rather than bringing in a crowd of strong, contrasting ones. That may be because, as spice prices dropped dramatically in Europe in the 1600s and it became easier for just anyone to season their food with them, tastemakers fell out of love with them. They began to emphasize dishes where the focus was the purest essence of the basic ingredients combined with flavours that served to bring that out. In a word, it may have been snobbery, Singh writes, that erased the joy of spice from many European tastes.56. Which of the following cuisines does NOT value hot and spicy flavour?A. Food in Europe before the 1600s.B. Dishes from places with warm climates.C. Food in the Americas.D. Dishes in today’s Britain.57. Which of the following is true about the relationship between temperature and spice?A. The higher the temperature is, the more spices are used.B. The lower the temperature is, the more chilli peppers are consumed.C. The higher the temperature is, the more expensive it is to get spices.D. The lower the temperature is, the more strongly flavoured the food is.58. In Paragraph 4, what does the sentence “Thailand in August, that ain’t” mean?A. People in Thailand don’t enjoy spicy food.B. Summer in Thailand doesn’t boast hot weather.C. Thai people don’t enjoy cold drinks in summer.D. Drinking hot water doesn’t help cool Thai people down.59. According to Maanvi Singh, today’s Europeans prefer pure tastes rather than strong, contrasting flavours, most probably because ________.A. the spice prices have grown too high for ordinary peopleB. people have been too used to food seasoned with spicesC. spice no longer represents a special right or advantageD. strongly flavoured spices no longer circulate in Europe(B)Memory expert Professor Jemima Gryaznov answers your most common questions about memory.1.____________________We remember the things that have strong connections in our mind, especially emotional connections. Childhood memories are often very emotional: we experience things for the first time so we have strong feelings of fear or excitement. Retelling events also helps to fix them in our memories and interesting or funny stories from our childhood are often told again and again!2. Do some people really have a photographic memory?It is well known that some people have an extraordinary memory. Daniel Tammet, for example, can remember the first 22,500 digits of pi and Stephen Wiltshire can draw a detailed picture of a city from memory after flying over it in a helicopter. However, neither Daniel nor Stephen has a photographic memory. They are good at remembering particular things for a limited time. A person with a photographic memory could remember every detail of a picture, a book or an event many years later. No one has yet proved that they have a photographic memory in a scientific test.3. Is computer memory better than human memory?That depends on what you mean by “better”! Information in a computer is stored in separate pieces. Human memory is stored in a different way. Each piece of information is connected to many other pieces. That’s why a particular smell can bring back memories of a holiday or a person. The problem with human memory is that it is messy and not very accurate. The problem with computer memory is that it can’t make connections between pieces of information — it isn’t creative.4. I’m 24. Is my memory getting worse?Not yet, but it will do soon. Our memory reaches its full power at the age of 25. At that point we can remember up to 200 pieces of information a second. After this age, however, the brain starts to get smaller. By the age of 40 weare losing 10,000 brain cells every day. By middle age our memory is significantly worse than when we were young.5. Is it possible to remember early childhood?Scientists used to believe that it was impossible to remember very early childhood, but recent research shows that babies are much cleverer than we previously thought. Some people really can remember being a baby. Others, however, remember nothing before the age of five or even ten!60. Which of the following questions best fits the blank in the passage?A. What can we do to improve our memory as we grow older?B. Can childhood memories help us remember what has happened recently?C. How do we establish emotional connections with our childhood experiences?D. Why can I remember events in my childhood but not what happened last week?61. What can we learn about photographic memory?A. Only some of us can benefit from it.B. There is no reliable evidence that it exists.C. We cannot acquire it without specialized training.D. It enables us to remember details in a limited time.62. Which of the following statements is True according to the passage?A. In most cases information is separately stored in human memory.B. Human’s ability to memorize things declines as the brain gets smaller.C. Computer memory is better than human memory from many perspectives.D. Whether we can remember our early-childhood needs more scientific research.(C)Dr. Donald Sadoway at MIT started his own battery company with the hope of changing the world’s energy future. It’s a dramatic endorsement (认可) for a technology most people think about only when their smartphone goes dark. But Sadoway isn’t alone in boasting about energy storage as a missing link to a cleaner, more efficient, and more equitable energy future.Scientists and engineers have long believed in the promise of batteries to change the world. Advanced batteries are moving out of specialized markets and creeping into the mainstream, signaling a tipping point for forward-looking technologies such as electric cars and rooftop solar propels.The ubiquitous (无所不在的) battery has already come a long way, of course. For better or worse, batteries make possible our mobile-first lifestyles, our screen culture, our increasingly globalized world. Still, as impressive as all this is, it may be trivial compared with what comes next. Having already enabled a communications revolution, the battery is now poised to transform just about everything else.The wireless age is expanding to include not just our phones, tablets, and laptops, but also our cars, homes, and even whole communities. In emerging economies, rural communities are bypassing the wires and wooden poles that spread power. Instead, some in Africa and Asia are seeing their first lightbulbs illuminated by the power of sunlight stored in batteries.Today, energy storage is a $33 billion global industry that generates nearly 100 gigawatt-hours of electricity per year. By the end of the decade, it’s expected to be worth over 50 billion dollars and generate 160 gigawatt-hours,enough to attract the attention of major companies that might not otherwise be interested in a decidedly pedestrian technology. Even utility companies, which have long viewed batteries and alternative forms of energy as a threat, are learning to embrace the technologies as enabling rather than disrupting.Today’s battery breakthroughs come as the world looks to expand modern energy access to the billion or so people without it, while also cutting back on fuels that warm the planet. Those simultaneous challenges appear less overwhelming with increasingly better answers to a centuries-old question: how to make power portable.To be sure, the battery still has a long way to go before the nightly recharge completely replaces the weekly trip to the gas station. A battery-powered world comes with its own risks, too. What happens to the centralized electric grid, which took decades and billions of dollars to build as: more and more people become “prosumers”, who produce and consume their own energy on site?No one knows which—if any—battery technology will ultimately dominate, but one thing remains clear. The future of energy is in how we store it.63. What does Dr. Sadoway think of energy storage?A. It involves the application of sophisticated technology.B. It is the direction energy development should follow.C. It will prove to be a profitable business.D. It is a technology benefiting everyone.64. What is most likely to happen when advanced batteries become widely used?A. Mobile-first lifestyles will become popular.B. The globalization process will be accelerated.C. Communications will take more diverse forms.D. The world will undergo revolutionary changes.65. In some rural communities of emerging economies, people have begun to ________.A. find digital devices simply indispensableB. communicate primarily by mobile phoneC. light their homes with stored solar energyD. distribute power with wires and wooden poles66. What does the author imply about the centralized electric grid?A. It might become a thing of the past.B. It might turn out to be a “prosumer”C. It will be easier to operate and maintain.D. It will have to be completely transformed.Section CDirections: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.A. Both the gorgeous (非常美丽的) and non-gorgeous improved by being with other people.B. Sometimes the subjects in the pictures were shown as part of a three-person group.C. It turns out that people don’t even need to be in an actual group to look more attractive.D. It’s no secret that our definition of beauty is defined by a very clear set of physical norms.E. A big nose in the company of a small nose does not look bigger still; rather, both noses move closer to the average.F. While being average-looking might seem like a bad thing, the research suggests that’s not necessarily the case for attractiveness.According to a new study just published in Psychological Science, any one person seen in a group just seems better looking than when viewed alone. The reason: human eyes average things out, and when it comes to faces, average is usually good.67 Facial analysis studies show the symmetry (对称) is almost always regarded as prettier that asymmetry and the most beautiful faces are the ones on which eyes are no more or less than a certain distance apart, and the forehead, chin, cheeks and other features take up no more than a certain share of the whole. It’s the reason that models may be gorgeous but can prove awfully difficult to tell apart.“Perhaps,” says psychological scientist Drew Walker of the University of California, San Diego, in a statement that accompanied the release of the study, “beautiful people are all alike, but every unattractive person is unattractive in their own ways.”To test how that plays out in a group setting, Walker and his UCSD collaborator, psychological scientist Edward Vul, recruited 130 undergraduate students and showed them pictures of 100 different men and women. 68 Other times they were cut out to show just one face at a time. Still other times, the faces were taken out of context and arranged on a simple grid (风格) of either four, nine or 16 faces.Consistently, the researchers found, the sole shots were regarded as less attractive than the faces viewed in a group—whether in a real setting or on the grid. This was true regardless of the gender of the subjects and regardless of whether they would broadly be described as following most definitions of attractiveness or unattractiveness. 69 The explanation for the phenomenon, they believe, is the averaging effect and how it works. 70 “Individuals with complementary features—one person with narrow eyes and one person with wide eyes—would enjoy a greater boost in attractiveness when seen together, as compared to groups composed of individuals who have similar features,” Walker and Vul write.Ⅳ. Summary Writing71. Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.Curiosity Is an Increasingly Rare VirtueMost of the breakthrough discoveries and remarkable inventions throughout history, from flints (打火石) for starting a fire to self-driving cars, have something in common: They are the result of curiosity. But the journalist Ian Leslie, in his newly-published book Curious:The Desire to Know and Why Your Future Depends on It, insists that curiosity is a much-overlooked human virtue, crucial to our success, and we are losing it.Leslie presents considerable evidence for the claim that the society as a whole is growing less curious. In the U.S. and Europe, for example, the rise of the Internet, among other social and technological changes, has led to a declining consumption of news from outside the reader’s borders. Indeed, Google, for which Leslie expresses admiration, is also his frequent whipping boy (替罪羊): we seek only the information we want. But not everything is to be blamed on。

copy是什么意思中文

copy是什么意思中文我们总是中文混搭英文来说话，那现在你们知道copy经常代表的意思是什么了吗?下面是店铺给大家整理的copy是什么意思中文，供大家参阅!copy是什么意思中文英 [ˈkɒpi]美 [ˈkɑpi]n. 复制品; 一份; (报刊等的)稿件; 准备排印的书面材料;vt.& vi. 复制; 抄写; 容许复制的;vt. 模仿; 仿造…的样式或图案; 抄写; 复制;变形过去分词: copied 复数: copies 过去式: copied 现在分词: copying 第三人称单数: copiescopy的用法和意思copy ['kɔpi]n.抄件，副本;摹本;复制品;(电影)拷贝原件;原版;范本;字帖(书、报、杂志、版画等的)一本，一册，一份;一张广告的文字(而不是图画、图示)(到印刷人员手里的)底稿(送往印刷人员处的)完整的广告(包括美工设计)原版报道原始材料，(写作)素材vt.抄写，誊写;复制;复印：She immediately copied the letter in her notebook.她立即把这封信抄在她的笔记本里。

仿制：This is a painting that proved to be copied from an originalin the Palace Museum in Beijing.这是一张已证实是照北京故宫博物院中原画仿制的画。

模仿，仿效：Please copy my actions.请模仿我的动作。

抄袭，照抄：Don't copy your neighbour's answers.不要抄你的邻座的答案。

vi.抄写，誊写;复制;复印：I want you to copy carefully.我要你认真抄写。

模仿，仿效;仿制：They have progressed in the past few years from copying to designing.他们这几年从仿造到设计有了进步。

我最喜欢的一本书英语作文（通用9篇）

我最喜欢的一本书英语作文我最喜欢的一本书英语作文（通用9篇）在日常学习、工作和生活中，大家都有写作文的经历，对作文很是熟悉吧，通过作文可以把我们那些零零散散的思想，聚集在一块。

相信很多朋友都对写作文感到非常苦恼吧，以下是小编帮大家整理的我最喜欢的一本书英语作文，仅供参考，大家一起来看看吧。

我最喜欢的一本书英语作文篇1A lot of people ask me which book is my most favorite one, and I always proudly answer them, which is all history about China.This will be a long story for me to read this book. First time I touched this book is when I was 5 years old. My mother bought it to me as my 5-years-old gift. This is a really wonderful present to me,which is opening a history gate to me , a totally innocent boy. I almost forgot the dinner after I read the first page. From then on, I was the historic in my class and showed my knowledge from that book to my classmeates. When I became older and older, I knew more about it and feel more confident about my own China. I am proud that I am a Chinese and I will make more effort to build a more powerful country and let Chinese history more brilliant.As me, this is the most important book in my life and now I still read it and recite some part of it. I think everyone should read it and get this wonderful experenice.翻译：很多人问我,书是我最喜欢的一个,我总是骄傲地回答< <五千年历史> >,这是所有关于中国的历史。

牛津版4AModule3 Unit 2(1)

Module3 Unit 2 （第一课时）I.Copy the sentences (正确抄写下列句子):grandma I have a new friend her name’s Nancy ________________________________________________________________II.Change the words (按要求写单词):rge (同义词) _________ 6. beside (近义词) _________2.bottle (同类词) _________ 7. shop (同类词) _________3.many (同义词) _________ 8. here(同音词) _________4.dresses (单数)_________ 9. they (宾格) _________5.we (所有格) _________ 10. sharp (反义词) _________III.Choose the best answers.（选择）( )1. __________ a big forest and a small river.A. there isB. there areC. There is( )2. Eddie has got _______ ice-cream. My brother has got ______juice.A. a, someB. an, someC. some, a( )3. Where _________ Alice? On a swing.A. areB. amC. is( )4. __________ is your sister’s skirt? Fifty yuan.A. How oldB. How muchC. How many( )5. Where’s the playground? It’s _________ the tree.A. besideB. inC. under( )6. He’s got some _________.A. toastB. bananaC. flowerIV.Fill in the blanks (用所给词的适当形式填空)1.Those sweets _________ (be) twelve yuan.2.How _________ (many) are these biscuits? They’re eight yuan.3.Two _________ (bottle) of juice, please.4.Their teacher _________ (not like ) crisps.5._________ (there be) much water over there.V. Read and choose (阅读选择)My grandma lives in Suzhou. I’m going to visit her with my mother. We want to buy some food for her. Look at our trolley(手推车). We have got some apples and bananas. We haven’t got any packets of sweets or chocolate because grandma doesn’t like sweet food. In the trolley, there is a long box of coffee and a box of butter. And there are two bottles of jam. The jam is for me because I eat bread with jam for breakfast every morning.( )1. Grandma _________ with me.A. livesB. doesn’t liveC. is( )2. We are in the _________.A. schoolB. homeC. supermarket( )3. Grandma _________ chocolate.A. likesB. wantsC. doesn’t like( )4.She likes to drink_________.A. juiceB. coffeeC. butter( )5.There are some _________ in the trolley. They are for grandma.A. fruitsB. booksC. clothesModule3 Unit 2 （第二课时）I.Read and write (写出划线部分的同类词):1.Look at the fruit. They’re apples, oranges and _________.2.Is there any butter in the packet? No. There’s some _________.3.A pencil case is fifteen yuan. A _________ is three yuan.4.These are triangles. That is a _________.5.I like biscuits. But my mother likes _________.6.Kitty is in the classroom. Lucy is in the _________.7.Your father is a teacher. Your mother is a _________.8.My eyes are big. My _________ is small.II.Fill in the blanks (用所给词的适当形式填空)：1.I’ve got some _________ (blouse).2.His sister has got some _________ (sandwich).3.They like bread. Their friend _________ (like) cakes.4.What _________ (have) the boys got? Some chocolate.III.Rewrite the following sentences (按要求写句子):1.They’ve got some robots. (否定句)___________________________________2.I’ve got some flour. (I改成My mother)___________________________________3.The jam is ten yuan. (划线部分提问)___________________________________4.We are behind the garden. (划线部分提问)___________________________________5. Miss Fang likes bread. (一般疑问句，肯定回答)___________________________________ ___________________________________ 6.Judy’s father is a police officer. (划线部分提问)What __________ Judy’s father __________?IV.Read and match (将问题与答案配对)1.Has Danny got an exercise book?( ) A. He’s got a sketch-book.2.Wha t’s Danny got?( ) B. It’s black.3.What colour is the sketch-book?( ) C. It’s in his hand.4.What shape is the sketch-book? ( ) D. It’s twelve yuan.5.Where is the sketch-book?( ) E. No, he hasn’t.6.How much is the sketch-book?( ) F. It’s a square.Module3 Unit 2 （第三课时）I.Copy the sentences (正确抄写下列句子):who’s that boy he’s Eric my deskmate ________________________________________________________________II.Read and write (写出划线部分的同类词):1.The sheep are _________ the grass. The ducks are in the pond.2.Don’t _________ the tree. Don’t pick the flowers.3.The _________ and the flowers are in the plant house.4.There is a swing and a _________ in the park.5. Peter can ski and Mary can _________.6. Stretch your arms and _________ your hands.7. Mr Li is a postman. Mrs Wang is a _________.8. Have you any toast? No, I have some _________.III. Fill in the blanks (用所给词的适当形式填空)：1. Please _________ (clean) the blackboard. It’s dirty.2. _________ (not play) in the pond, Eric. It’s dangerous.3. I like _________ (have) a picnic in the park.4. How many _________ (sheep) are there on the farm?5. Their cousin _________ (have) a pair of sunglasses.IV.Choose the best answers(选择):( )1. __________ run in the classroom.A. NotB. Can’tC. Don’t( )2.There is a monkey _________ the tree.A. inB. onC. at( )3. Count the _________, Danny.A. birdB. birdsC. a bird( )4.The girl is _________ the swing.A. inB. onC. to( )5. There is _________ coffee in the glass.A. aB. manyC. much( )6. __________ is the frog? On the leaf.A. HowB. WhatC. Where( )7. It has small _________ sharp teeth.A. andB. butC. of( )8. What _________ Kitty’s brother got? Some robots.A. hasB. haveC. isModule3 Unit 2 （第四课时）I.Read and write (写出划线部分的同类词):1.Alice is on the swing. Danny is _________ the slide.2.The restaurant is big and the _________ is large.3.Don’t _________ in the pond, Ben. Don’t pick the flower, Eddie.4.There is a big cupboard and some _________ in the kitchen.5.A larger packet of sweets is twelve yuan. A small packet of sweets is _________ yuan.6.There are some dolls, balls and _________ in the toy shop.7.We can play in the playground. We can read in the _________.II.Fill in the blanks (用所给词的适当形式填空):1.How many _________ (sweater) have you got? I’ve got two.2.Close _________ (you) eyes, Peter.3.These _________ (boy) sketch-books are new.4.I have a friend. _________ (she) name’s Alice.5.How _________ (many) honey is there in the packet?III.Rewrite the following sentences(按要求改写句子)1.Jim, walk on the grass. (否定句)______________________________________ _2.Alice’s got some sweets. (一般疑问句)______________________________________ _3.Danny has got a packet of crisps. (划线部分提问) ______________________________________ _4.Kitty is in the plant house. (划线部分提问)______________________________________ _5.There are sixteen oranges. (划线部分提问)______________________________________ _IV.Read and choose (选择，完成短文):Look_1 _the picture. It’s Ce ntury Park(世纪公园). It’s in Pudong. It’s big and beautiful. There’s a big _2 __in it. Look! The ducks are _3 _the pond. They are swimming. There are some boats on the water, too. Alice is _4 _a swing. She’s happy. Eddie is _5 __a tree. He’s tired. H’s sleeping. The birds are flying in the sky.( )1. A. in B. at C. to( )2. A. fountain B. playground C. pond( )3. A. under B. in C. near( )4. A. on B. in C. under( )5. A. on B. in C. underV.Read and write (阅读短文，填入所缺单词):Look! There are four p_________ in the classroom. Kitty has got some p_________. She can paint. Eddie has got a b_________. He can read it. Peter and John are running. Mr Chen says:’’Don’t r_________ in the classroom.” They boys say s_________ to Mr Chen. Module3 Unit 2 （第一课时）I.Grandma, I have a new friend , her name’s Nancy.II. 1. big 2. bag 3. much 4. dress 5. our 6. close 7. market 8. hear 9. them 10. bluntIII. 1-6. C B C B A AIV.1. are 2. much 3.bottles 4.doesn’t like 5. There isV. 1-5 B C C B AModule3 Unit 2 （第二课时）I.1. pears 2. bread 3. pencil 4. square 5. sweets 6. library 7. worker 8. noseII. 1. blouses 2. sandwiches 3. like 4. haveIII.1. They haven’t any robots.2.My mother have got some flour.3. How much is the jam?4. Where are you?5.Does Miss Fang like bread? Yes, she does.6.is jobIV.1-6 E A B F C DModule3 Unit 2 （第三课时）I.1.Who’s that boy? He’s my deskmate Eric.II. 1. on 2. cut down 3. butterflies. 4. lake 5.swim 6. wave 7. teacher 8. biscuits III.1. clean 2.Don’t play 3. having 4. sheep 5. hasIV.1-8 C A B B C C B AModule3 Unit 2 （第四课时）I.1. on 2. square 3. swim 4. cups 5. eight 6. model planesII.1.sweaters 2. your 3.boys’ 4. Her 5. muchIII.1. Jim, don’t walk on the grass.2.Has Alice got any sweets?3.What has Danny got?4.Where is Kitty?5.How many oranges are there?IV.1-5 B C B A CV. pupils, pictures, book, run, sorry。

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