LS8 Meeting Challenge of the Future
Unit 1
Unit OneI.Lead-in1.Movie Clip律政俏佳人Legally Blonde（2001）见/v_show/id_XMTg3NzYxNDA=.html 24分40秒开始到27分45秒台词：(Prof. for Professor Stromwell)Prof.: A legal education means you will learn... to speak in a new language. You will be taught to achieve insight... into the world around you... and to sharply question what you know. The seat you havepicked will be yours... for the next nine months of your life. And those of you in the front row...beware. "The law is reason free from passion." Does anyone know who spoke those immortalwords?－Yes?Boy: Aristotle.Prof.: Are you sure?Boy: Yes.Prof.: Would you be willing to stake your life on it?Boy: I think so.Prof.: What about his life?Boy: I don't know.Prof.: Well, I recommend knowing before speaking. The law leaves much room for interpretation... but very little for self-doubt. And you were right. And you were right. It was Aristotle.Girl: Good job.Prof.: Now, I assume all of you have read pages 1-48... and are now well-versed in subject matter jurisdiction. Who can tell us about Gordon vs. Steele? Let's call on someone from the hot zone. Elle Woods?Elle: Um…Actually, I wasn't aware that we had an assignment.Prof.: Vivian Kensington. Do you think it's acceptable that Ms. Woods is not prepared?Vivian: Oh…No. I don't.Prof.: Would you support my decision to ask her to leave class... and to return only when she is prepared? Vivian: Absolutely.Notes（点击黑体部分单词，自动分别显示以下注释）1)insight: ability to see into the true nature (of sth.); deep understandinge.g.: The article gives us a real insight into the causes of the present economic crisis.2)beware: (only in imperative and infinitive)used to warn someone to be careful because something isdangerous.e.g.: He told us to beware (of pickpockets, the dog, icy roads).3)free from: not controlled by; withoute.g.: Newspapers today are entirely free from government control.4)passion: strong feeling, e.g., of hate, love or angere.g.: He spoke with much passion about the importance of art and literature.5)immortal: famous for ever; that will be remembered for evere.g.: Bruce Lee is an immortal figure in Chinese kung fu.6)stake: gamble o r risk (money, one’s hopes, one’s life, etc.) on sthe.g.: Kevin is staking his reputation on the success of the project.7)…leaves much room for interpretation: 为阐释留下了许多空间e.g.: The evidence was clear, and there was little room for doubt.8)well-versed: knowing a lot about somethinge.g.: Steve is well-versed in many styles of jazz.9)subject matter jurisdiction: the authority of a court to hear cases of a particular type or cases relating to aspecific subject matter. For instance, bankruptcy court has the authority to only hear bankruptcy cases. 主旨管辖权jurisdiction: the authority to carry out justice and to interpret and apply laws; the right to exercise legal authority 司法；司法权e.g.: The court has no jurisdiction over foreign diplomats living in this country.10)absolutely: completely; unconditionallye.g.: There is absolutely no difference!（在下一页面展示问题）Questions:1. Why does Prof. Stromwell ask the boy student to stake his life on the source of the quote?（点击显示Because Prof. Stromwell tries to emphasize the importance of precision in law.）2. Do you think that teachers should ask students to leave the classroom if they are not prepared for the class? Why or why not?（点击显示Open question.）（这道题为open question，供学生讨论，不设参考答案）2. Inspirational QuoteThere are few earthly things more beautiful than a university a place where those who hate ignorance may strive to know, where those who perceive truth may strive to make others see.－John MasefieldQuestion:What does this quote bring to your mind? What are your expectations when you came to university?NGUAGE STRUCTURE PRACTICELanguage Structures1. This is called a pencil sharpener in English.2. The tableware has already been cleaned.3. I was invited to the party the other day.4. A lecture on stamp-collecting will be given tomorrow week.Description of LSPLSP I （点击进入LSP I对应的练习部分）Identifying and asking somebody to identify an objectLSP II（点击进入LSP II对应的练习部分）Inquiring whether something has been done and who did itLSP III （点击进入LSP III对应的练习部分）Inquiring what somebody was asked to do on a certain occasionLSP IV （点击进入LSP IV对应的练习部分）Asking for information about something which has been postponedPreparatory Questions1．About languages spoken in different places1)What language is spoken in the UK?2)Is English spoken in the United States?3)In what other countries is English spoken? （点击鼠标后显示Australia、Canada、New Zealand, etc.）4)Do you know if English was spoken in America six hundred years ago?（点击鼠标后显示No. At that time there were no English-speaking peoples in America.）5)Is English spoken in and out of class in our department?6)Do you think English will be spoken by more and more people in the world?2．Questions about great historical/current events:1)When was the New Continent discovered by Christopher Columbus? (点击鼠标后显示In1492.)2)When was the Declaration of Independence of the USA adopted? (点击鼠标后显示In 1776.)3)Can you tell when the former Soviet Union was founded? (点击鼠标后显示In 1917.)4)When was Hong Kong returned to China? (点击鼠标后显示In 1997.)5)When and where will the next Olympic Games be held? (点击鼠标后显示In London, UK, in2012.)LSP I （本部分请录音）I. Cues:A: What’s this called in E nglish? B: It’s called a pencil sharpener.（点击后显示注释1）A: What is it made of?（点击后显示注释2）B:（点击后显示It’s made of metal.）A: （点击后显示Where is it sold?）B: It’s sold at the stationer’s.（点击后显示What is it used for?）B: It’s used for sharpening pencils.Notes：1.―What’s this called in English?‖ ―It’s called a pencil sharpener.‖点击后分段显示The italicized verb phrases are in the passive voice. The passive voice is used when the agent is not emphasized. The agent may be unimportant or unknown, so it is not mentioned in the sentence.When the person who does it appears in a passive sentence, it is placed in a by-phase. c.f.,1)Smoking is prohibited in the warehouse.2)Our classroom is cleaned everyday by two students on duty.The passive sentences given above are all in the simple present tense; the passive verb phase is structured as be + past participle.2.What is it made of?Here is an example of an active verb phrase, make of, transformed into the passive form; the verb phrase made of cannot be split.下一页显示：B.C. Let’s do some substitution practice.D. Now let’s do some variations of sentence structure by following the sample . Sample:A: Is a record player also called a phonograph in America? B: Yes, it is.A: Is it made of wood?B: No, it isn’t. It’s made of metal and plastics.A: Is it sold at a hardware shop or a department store? B: At a department store.A: Is it used for recording sound or for reproducing sound from records? B: For reproducing sound from records.下一页显示：LSP II （本部分请录音） II. Cues:Alan and Betty Jones are giving a dinner party in the evening. They are now talking about the preparations they have made for the party. John and Susan are their children.（（点击sponge cake，显示：a very light cake with tiny holes and made from flour, eggs, and sometimes fat）（点击cellar，显示：storage space where wines are stored）（点击mown，显示：to cut the grass of a lawn with a knife or a machine called the mower）A. Listening to the recordingA. Has the tableware been cleaned yet?（点击蓝色部分显示注释1）B: （点击后显示Yes, it has.）A: Who cleaned the tableware today?B:（点击后显示John did, of course.）Notes：Has the tableware been cleaned yet?– In a passive sentence in the present perfect tense, the verb phrase is structured as have/has been + past participle.B. Let’s do some substitution practice.C. Now let’s do some variations of sentence structure by following the sample.Sample:A:The table has been set, has n’t it?B:Yes, it has.A:Who did it, Susan or Betty?B:Susan did it today.LSP III. （本部分请录音）III. Cues:There was a party for foreign students at the International Club three days ago. Many foreign students were invited to the party and asked to give a short performance of some kind. The students are talking about the party now.c.f.: The magician conjured a rabbit out of his hat.）（点击cross talk，显示：相声）A. Listening to the recordingA: Were you invited to the party the other day, Joan?B: （点击后显示：Yes, I was.）（点击the other day，显示：The other day means ―some days ago‖. ）c.f.: You will be invited to Mr. Johnson’s party some day (on a certain day in the future).A: Were you asked to do anything?B: （点击后显示：Yes, I was asked to tell a joke.)A: （点击后显示：Françoise and Hans were asked to perform a folk dance, weren’t they?）B: No, they weren’t.A: （点击后显示：What were they asked to do?)B: They were asked to sing a duet.（点击duet，显示：A duet is a piece of music for two voices or for two players.c.f.: Joan was asked to sing a solo. Françoise and Hans were asked to sing a duet.）Notes：1.Many foreign students were invited… and asked to give a short performance of some kind.1)What is the tense of the italicized passive verb phrase? How is it structured?2)The object complement to give a short performance… becomes the subject complement when theactive sentence is transformed into a passive sentence.3)give a short performance of some kind –The Chinese equivalent is ―表演一个随便什么样的小节目‖.B. Let’s do some s ubstitution practice.C. Now let’s do some variations of sentence structure by following the sample.Sample:A: The table has been set, hasn’t it? `B: Yes, it has.A: Who did it, Susan or Betty?B: Susan did it today.LSP IV（本部分请录音）IV. Cues:1)A: Isn’t there a lecture on stamp-collecting now?B: (点击后显示：No, it has been postponed.)A: When will it be given?B: (点击后显示：Tomorrow week/a week from tomorrow.)2)A: (点击后显示：Why isn’t there anybody here?)B: Because the folk music concert has been called off.A: (点击后显示：Has it? Will it be given some other time?)B: Yes, a week on Sunday/a week from Sunday.（点击（点击semantics，显示：Semantics is a branch of the science of linguistics known to connect with the meaning of words.）（点击premiere，显示：A premiere is the first public performance of a play or movie.c.f.: A new UK film had its premiere at the grand theatre.)（点击acrobatic，显示：An acrobatic movement or display involves difficult physical acts such as jumping and balancing, especially in a circus.c.f.: The audience applauded at the excellent acrobatic performance.)（点击recital，显示：A recital is a performance of music or poetry, usually given by one person.）C.Let’s do some s ubstitution practice.D.Now let’s do some variations of sentence structure by following the samples.Samples:1.A: Do you know that the lecture on stamp-collecting has been postponed?B: Yes, I was told so.A: When will it be given?B: Not until a fortnight from today（点击显示注释1）.2.A: The folk music concert has been postponed, hasn’t it?B: Yes, it has.A: Do you know when it will be given?B: A week on Sunday, I heard（点击显示注释2）.Notes：1. a fortnight from today– the 15th day counting from todaytomorrow week – the eighth day counting from tomorrowa week on Sunday – the eighth day counting from Sunday2.―When will it be given?‖ (It’ll be given) Tomorrow week.‖ –What’s the time of the action here? How isthe passive verb phrase structured?DIALOGUEA.Listening to the recording（先播放录音，再点击一下可显示文字，供教师根据需要选择）A New Life on the University CampusLu Hua goes back to her secondary school to visit Mr. Wang, her former English teacher. Mr. Wang asks her about her life and study in the English Department at Pujiang University.A: Hello, Lu Hua. Nice to see you back. How are things at the university?B: Everything’s fine, Mr. Wang. Life at the university is so exciting and challenging.A: Do you live on campus?B: Not the whole time… I mean not on weekends. A university rule says that no freshmen should live off campus during the weekdays, unless the university authorities give permission.A: It’s a good rule for new students. But you don’t have to eat in school cafeterias, do you?B: No, we don’t. But we prefer to eat there because there’s a wide variety of foods on the menu, which changes every day. Besides, the food service is much better than that of most secondary schools. For one thing, our campus cafeterias are under the management of a professional food service company with an annually-renewable contract.A: I suppose you buy meal plans, then.B: Most of us do. We have IC cards for meals and pay on a monthly basis.A: That’s very convenient. Well, how do you like your campus environment in general?B: The university has two campuses, one for freshmen and sophomores, and the other for juniors, seniors and graduate students. My campus is located on the out skirts of the city. It’s a new campus, very peaceful, and free from the hustle and bustle of a metropolis.A: And free from all sorts of distractions and diversions that most city dwellers find it hard to escape or ignore.B: Yes, it’s another plus when you live away from urban attractions.A: Did you have any orientation program about campus life for the entering students?B: Yes. It was a three-day orientation, including a campus tour. We tried to learn as much as possible about the university. We visited libraries, classroom buildings, language labs, the multimedia resources center, computer support services, the student club, and the sports stadium.A: Do you freshmen have access to all these resources and technical facilities on a regular basis?B: Absolutely. They are open to all students. As a matter of fact, we’re encouraged to make the most of the libraries and technical support services on the campus.A: Being an English major, do you have to speak English with your fellow students and English teachers most of the time?B: Yeah. We’re expected to speak English with all our English teachers, whatever courses they teach. We’re also encouraged to speak English in the dorm area as much as possible. We’re not quite used to t his ―English onl y‖ environment, though. Anyway, we’re all trying very hard.A: Good for you. It always takes time to adjust to a new environment. I suppose there are English lectures and talks available to you.B: Yes. They are given to us English majors periodically, and they cover a variety of topics. Not only that, we are encouraged to attend the free discussion session following each lecture or presentation. Most of the lecturesare given by native speakers, but unfortunately, I have a difficult time figuring out much of what they say. A: It takes time to understand lectures by the native speakers. But they are very good for students majoring in English.B: Yes, indeed. There’s no reason whatsoever for me to skip any of them.A: Well, your life at the universi ty sounds very good. It’s such a delight to know that one of my students is doing fine at the university. Come and see me again when you have a chance.B: I certainly will.NOTES（点击黑体部分单词，自动分别显示以下注释）：3.Life at university is … challenging.– Life at the university makes the students face difficulties in theirstudies with interest and courage. ( 大学生活启迪思考，激励上进。
2022年沪教版八年级下英语第8单元Life in the future总结
LifeinthefutureDictation---牛津版八年级下Module4Unit8➢单词默写〔例：苹果n.apple 〕➢短语默写Words andphrases1.post 〔2021春季第九讲语法〕释义·例：1. Officials began posting warning notices on the board. 官员们开始在公告栏上()警示布告。
2. Could you postthis letterforme 你能为我()这封信吗？3. Therearemanyhotposts aboutWen zhang’s gossip on the Internet. 网上有很多关亍文章绯闻的热门()。
1. 现在 3. 在互联网上 5. 〔使…不…〕相混合 7. 片刻；瞬间 9. 收到回复 11. 邮寄2. 在前面 4. …的形状 6. 准备 8. (车辆)抛锚 10. 未能…… 12. 抱歉1. 〔国际〕互联网 3. 抱歉 5. 过去 7. 氢气 9. 形状；外形 11. 丌久前；最近2. 4. 6. 8. 帖子；邮递 借口；辩白 目前；现在 宽的；宽阔的 10. 12. 14. 16. 18. 20. 22. 咖啡馆；小餐馆 永进 推荐 〔使〕混合 放松；休息 科技；工艺 病毒无疑；肯定；当然 13. 15. 使满意；使满足 17. 电子的19. 在…期间；当…时候 21. 软件23. 使〔自己〕有准备4. Heis disappointed thatthere wereno postfromherin themailbox. 他很失望信箱里没有来自她的()。
拓展：邮递员 邮局 明信片 邮箱常用搭配：v.抱歉1.因为某事向某人抱歉Iapologizetoyouforbeinglate,butIhavejusthadamessagefrom thehospital.我为迟到向你们表示歉意，但我刚得到了来自医院的一个消息。
3.1_OSM-HA(SEC)01-2013_Rev1_Draft_MINUTES
NCB/NTL TUV SUD
Document n° TUV SUD 01/2013
Page 2 of 17
REV1 2013-06-20
OSM/HA MINUTES. 2013-06-20
Decision
5.1.2
Question
no risk of digestion will be evaluated in §22.12 (see item 6 : 5.1 of CLC TC 61 meeting TC61/SEC1981/RM..) Q1) NO, §22.12 only knobs , handles are considered. Q2) NO, no supplementary test necessary For info there is a new IEC TC 61 proposal covering choking hazard. TUV RHEINLAND DE/TUV30.2
Pure Cl.III appliances only have to refer to SELV according to EN/IEC 61558-2Page 1 of 17 REV1 2013-06-20
OSM/HA MINUTES. 2013-06-20 6 or ANNEX G of 60335-1. (§7.12 : must only be supplied at safety extra low voltage corresponding to the marking on the appliance.) If the instructions of a cl.III appliances recommend power supplies , these power supplies shall be evaluated according 60335-1(only for certification purposes.) Standard is clear. The product is complying with the standard. Deleted since covered in previous meeting. The proposal is considered as a change of the standard. So UK national is asked to make a proposal to IEC. The proposal is considered as a change of the standard. So UK national is asked to make a proposal to IEC No. Questıon will be transferred to CLC TC 61 Yes , as long as the instructions can be stored for future use. CTL 476 decision will be updated by adding the above sentence.
现代大学英语精读笫三册lesson8市公开课金奖市赛课一等奖课件
of oversea education played a major role in our nation’s drive toward democracy.(a special effort made by a group of people)
• 908 teenagers who didn't intend on becoming pregnant obtain abortions
• 1,000 adolescents begin drinking alcohol
• 500 adolescents begin using illicit drugs • 16,000 crimes are committed on school
• ~ passport, banknote, document, painting, signature, etc. 伪造
• ~ a blade 铸剑
第13页
• Honor(p10) • 授予Two American surgeons were last week
~ed with the Nobel Prize. • 荣幸 It’s my ~ to have your/ I’m ~ed by your
优秀精品课件文档资料
第1页
Unit 8 We’re Only
Human
Text A
第2页
• The good life is one inspired by love and guided by knowledge. ----Bertrand Russell 美好人生是由爱所激励、由知识所引导 生活。
fce单词 -回复
fce单词-回复Topic: The Benefits and Challenges of Creating a Sustainable FutureIntroduction:In recent years, the concept of sustainability has gained significant attention worldwide. As we face the pressing challenges of climate change, ecological degradation, and resource depletion, creating a sustainable future has become paramount. This article will explore the benefits and challenges of embarking on a path toward sustainability and outline the crucial steps involved in achieving this ambitious goal.Benefits of Creating a Sustainable Future:1. Environmental Preservation:One of the primary benefits of sustainability is environmental preservation. By adopting eco-friendly practices and reducing our carbon footprint, we can protect natural resources, conserve biodiversity, and mitigate the impact of climate change. This would result in cleaner air, water, and a healthier ecosystem for current and future generations.2. Economic Opportunities:Creating a sustainable future also brings numerous economic benefits. Investments in renewable energy, green technologies, and sustainable practices can drive economic growth and job creation. The transition to a sustainable economy can stimulate innovation, attract investment, and enhance competitiveness, positioning countries and businesses at the forefront of a rapidly changing global market.3. Social Equity:Sustainability aims to ensure social equity and justice. By addressing issues such as poverty, hunger, and access to clean water and sanitation, sustainable development seeks to create a better quality of life for all. Practices like fair trade and responsible sourcing can promote social inclusivity, improve livelihoods, and empower marginalized communities.Challenges in Creating a Sustainable Future:1. Changing Mindsets:One of the most significant challenges in creating a sustainable future is changing mindsets and behaviors. Many individuals and businesses are resistant to change and may not fully comprehendthe urgency of transitioning to sustainable practices. Overcoming this obstacle requires effective education and awareness campaigns that highlight the benefits and consequences of unsustainable actions.2. Political Will:Creating a sustainable future demands strong political will and commitment. Governments must enact and enforce effective policies and regulations to incentivize sustainable practices, protect natural resources, and combat climate change. Overcoming political barriers to sustainability requires building coalitions, fostering international cooperation, and holding policymakers accountable for their actions.3. Technological Advancements:While there are already remarkable technologies available, further advancements and innovations are needed to accelerate the transition to sustainability. Overcoming technological challenges such as the cost-effectiveness of renewable energy, energy storage, and efficient waste management systems is crucial. Additionally, sustainable technologies need to be accessible and affordable for developing countries, ensuring an inclusive andequitable transition.Steps to Achieve a Sustainable Future:1. Education and Awareness:The first step towards sustainability is spreading awareness and educating individuals about its importance. Schools, media, and community organizations should promote environmental literacy, sustainable lifestyles, and the understanding of interconnected global challenges.2. Policy and Regulation:Governments should develop comprehensive and enforceable policies and regulations that promote sustainable practices across sectors. These policies should incentivize renewable energy, support circular economy models, and encourage responsible consumption and production patterns.3. Innovation and Collaboration:Encouraging innovation and collaboration among businesses, researchers, and policymakers is crucial for developing sustainable solutions. Funding research and development initiatives, partnerships between public and private sectors, and knowledgesharing platforms can drive technological advancements and accelerate the transition to a sustainable future.4. Engaging Civil Society:Civil society plays a vital role in advocating for change, holding corporations and governments accountable, and fostering a culture of sustainability. Engaging citizens through grassroots movements, protests, and consumer choices can create a powerful force for change and influence decision-making processes.Conclusion:Creating a sustainable future is essential for addressing the environmental, economic, and social challenges we face. Despite the numerous benefits, achieving sustainability requires a collective effort, overcoming challenges, and taking decisive actions at local, national, and global levels. By embracing innovation, fostering collaboration, and promoting awareness, we can pave the way for a better, greener, and more inclusive future for humanity.。
Unit+8+写作writing2024-2025学年沪教牛津版(广州深圳沈阳通用)八年级英语上册
人称：第__一___三______人称 ______________________________________________________________ ______________________________时__态_：__一___般____过__去__时__，__现__在_完__成__时__，__一_般_ 将来时
内容提示写一篇英语短文，介绍你校英语活动周的情况，并提出你对明年 “English
Week” 的建议（至少两点）。
活动名称
活动情况
英语歌唱比赛
·学生感兴趣，积极参加； ·歌曲动听，深受欢迎。
英语演讲比赛
·主题多样：介绍教育交流经验，分享如何提高 记忆力方法等等。 ·(自行补充1点）
要求：
（自行补充1个活动）
Module 4 School Life
Unit 8 English Week
Writing
Revision
The English Week at Rosie Bridge School
a book a treasure hunt fair
an English play
activities
English Week
Paragraph 2 介绍学科月的活动，以及你的收获
You can use the following phrases to help:
书展a book fair
寻宝游戏 a treasure hunt
戏剧比赛English Play Competition
大学生英语竞赛（NECCS）C类非英语专业初赛真题2019年（本科生）
⼤学⽣英语竞赛（NECCS）C类⾮英语专业初赛真题2019年（本科⽣）⼤学⽣英语竞赛(NECCS)C类⾮英语专业初赛真题2019年(本科⽣)Part Ⅰ Listening C o m p r e h e n s i o nSection AIn this section, you will hear five short conversations. Each conversation will be read only once. At the end o f each conversation, one question will be asked, and you will have fifteen seconds to read the four choices marked A, B, C and D, decide which is the best answer. Then mark the corresponding letter on the a ns w e r sheet with a single line through the ce n t r e.1.A.The more one rests, the better one performs duties.B.A good rest makes one's brain more creative.C.Drinking a cup of coffee is also a good way to rest.D.Working without rest is harmful to health.2.A.She reported the problem to her boss.B.She negotiated with Tim for a solution.C.She kept a record of her contribution.D.She asked her colleague to help her.3.A.Tones and characters.B.Reading and writing.C.Grammar and vocabulary.D.Idioms and culture.A [听⼒原⽂]M: Well, I started learning Chinese a long time ago. First I learned a little bit when I was in college. But I probably picked up most of it when I was overseas in Beijing.W: Did you meet any difficulties in your learning?M: Two o f t h e m os t c hallenging th i ngs w hen you s tudy C h i n e s e a r e t h e t on e s a nd t h e c haracters. I think that's just extremely difficult. And it was frustrating to be teaching...teaching kindergarten students a ndr ealizi ng that their reading was much better than mine.What arc the most challenging things for the man in learning Chinese?[解析] 男⼠说，学习汉语最有挑战性的两个⽅⾯是声调和汉字。
GRE真题-6
GRE真题6SECTION 3Time-30 minutes38 Questions1. By idiosyncratically refusing to dismiss an insubordinate member of his staff, the manager notonly ------- established policy, but he also ------- his heretofore good chances for promotion.(A) instituted.. bettered(B) recognized.. protected(C) contravened.. jeopardized(D) reiterated.. computed(E) delimited.. restricted2. Congress is having great difficulty developing a consensus on energy policy, primarily because the policy objectives of various members of Congress rest on such -------assumptions.(A) commonplace(B) trivial(C) explicit(D) divergent(E) fundamental3. The widespread public shock at the news of the guilty verdict was caused partly by ------- news stories that had------- acquittal.(A) sensational. .condemned(B) buried.. urged(C) impartial.. mentioned(D) biased.. predicted(E) local.. denounced4. The idealized paintings of nature produced in the eighteenth century are evidence that the medieval-------natural settings had been ----- and that the outdoors now could be enjoyed without trepidation.(A) fear of.. exorcised(B) concerns about.. regained(C) affection for.. surmounted(D) disinterest in.. alleviated(E) enthusiasm for.. confronted5. Some paleontologists debate whether the diversity of species has ------- since the Cambrian period, or greater diversity today, while in actualitythere has been either-------- or decreased diversity.(A) changed.. escalation(B) increased. stasis(C) expanded.. discontinuity(D) declined.. reduction(E) improved.. deviation6. Manipulating laboratory tissue cultures with hormones is one thing; using hormones to treat human beings, however, is contingent on whether hormones that ----- in the laboratory can affect ------- organisms, and in predictable ways.(A) develop.. similar(B) succeed.. simple(C) fail.. cellular(D) work.. whole(E) reproduce.. unknown7. The astronomer and feminist Maria Mitchell's own prodigious activity and the vigor of the Associationfor the Advancement of Women during the 1870's------ any assertion that feminism was ------ in that period.(A) exclude.. thriving(B) contradict.. prospering(C) pervade.. remote(D) buttress.. dormant(E) belie.. quiescent8. ABSORB: SPONGE::(A) spin: wool(B) stain,: detergent(C) pump: gasoline(D) seal: caulk(E) sharpen: pencil9. DALLY : TIME::(A) trespass : land(B) squander: money(C) shirk: task(D) achieve: victory(E) harbor: safety10. KNIT: YARN::(A) darn: sock(B) plait: hair(C) crochet: hook(D) braid: knot(E) weave: loom11. DECIBEL: LOUDNESS:: (D)(E)inevitable: avoidedsuspicious: doubtedThe more that is discovered about theintricate organization of the nervoussystem, the more it seems remarkablethat genes can successfully specify the(A) circumference :circle(B) spectrum: color(C) light-year: distance(D) meter: mile(E) clock: duration12. EMBEZZLE: FUNDS::(A) wield : influence(B) exploit: victim(C) usurp: power(D) overcome: combatant(E) impede: obstacle13. NEOPHYTE: EXPERIENCE::(A) diplomat: negotiation(B) misanthrope: cynicism(C) umpire: reconciliation(D) guru: respect(E) boor: sensitivity14. REFINE: PURIFICA TION::(A) deflect: conformity(B) attenuate : rarefaction(C) regenerate : sustenance(D) standardize: disconfirmation(E) dilate: contraction15. MELODRAMA: SUBTLETY::(A) chimera : authenticity(B) parody: wit(C) war: strategy(D) brief: abstract(E) hypothesis : theory16. UNTENABLE: DEFENDED::(A) satiated : satisfied(B) heretical: considered(C) fragile : touched(5) development of that system. Humangenes contain too little information evento specify which hemisphere of the braineach of a human's 10'' neurons shouldoccupy, let alone the hundreds of (10) connections that each neuron makes.Forsuch reasons, we can assume that theremust be an important random factor inneural development, and in particular,that errors must and do occur in the (15) development of all normal brains.The most vivid expression of sucherrors occurs in genetically identical(isogenic) organisms. Even when rearedunder the same conditions, isogenic (20) organisms are rarely exact copies of oneanother, and their differences haverevealed much about the randomvariations that result from anorganism's limited supply of genetic (25) information. In isogenic Daphniae, forexample, even though the position, size,and branching pattern of each opticneuron are remarkably constant, there issome variability in connectivity, and (30) the number of synapses varies greatly.This variability is probably the resultof random scatter beyond the resolutionof genetic control and is best termed"imprecision," since its converse, the (35) degree of clustering about a mean, isconventionally, called "precision."Imprecision should be distinguishedfrom developmental mistakes: wronglymigrated neurons, incorrect connections, (40) and the like. To use a computeranalogy, minor, rounding-off errorsoccur universally and are analogous toimprecision, but occasionally a binary shown that all organisms are subject todigit is incorrectly transmitted, developmental variations, there is still scientific (45) perhaps ruining a calculation, and this debate over the exact causes of these variations.incorrect transmission is analogous to a (B) Because of limitations on the amount ofinformation contained in the genes of organisms, imprecision is a form of inaccuracy developing nervous systems are subject to two inherent within the limits of design, basic kinds of error, the likelihood of one of (50) but mistakes are forms of gross which is reduced only when the likelihood of thefallibility. other is increased.system is limited, increased redundancyresults in decreased precision. For (E) The major discovery made by scientists studying example, πwhen written incorrectly in(65) English, "three point oen four two, " both imprecision and gross developmental errorcan be understood correctly even though can be traced to specific types of mutations ina typographical error has occurred. More specific genes.18. According to the passage, one of the reasons it hasbeen assumed that there is an important randomelement in human neural development is that(75) is specified, using a given limitedamount of information, the greater thedanger of gross mistakes. The overallscheme by which genetic information is (C) the amount of information contained in the genes rationed out in organisms, therefore, is less than the amount necessary to specify the (80) must involve a compromise between two location of the neuronsconflicting priorities: precision and the (D) the number of neurons in the human brain varies avoidance of gross mistakes. greatly from individual to individual(E) it is theoretically impossible for an organism to17. Which of the following best expresses the main idea protect itself completely from grossof the passage? developmental mistakes(A) Although studies of isogenic organisms have 19. The author suggests which of the following about the3findings of information theorists? (A) classification of borderline phenomena (A) Their findings provocatively challenge thestandard explanation of redundancy in genes.(B) Their findings provide useful insights intounderstanding the rationing of geneticinformation.(C) Their findings help to explain why imprecisioncan occur in neural development but not whygross mistakes can occur.(D) Their findings suggest that genes may be able tospecify neural development more accuratelythan had previously been thought.(E) Their findings support the work of those who usecomputer operations as models forunderstanding genetic control.20. According to the passage, of the following aspects ofthe optic neurons of isogenic Daphniae, which variesthe most?(A) Size(B) Connectivity(C) Position(D) Branching pattern(E) Number of synapses21. Which of the following best describes the organizationof the first paragraph?(A) A specific case is presented, its details areanalyzed, and a conclusion is drawn from it.(B) A discovery is announced, its most significantapplication is discussed, and possibilities for thefuture are suggested.(C) A generalization is made, specific situations inwhich it is applicable are noted, and problemswith it are suggested.(D) An observation is made, specifics are provided tosupport it, and a generalization is derived.(E) A hypothesis is presented, its implications areclarified, and applications of it are discussed.22. The author uses all of the following to clarify thedistinction between imprecision and gross mistake inneural development EXCEPT 23.(B) a description of the relationship between thephenomena denoted by each term(C) specific examples of the phenomena denoted byeach term(D) an explanation of at least one of the key termsinvolved(E) analogies to other types of phenomenaWhich of the following can be inferred from thepassage about the genetic information of Daphniae?I. There is probably some degree of redundancy inthe information controlling neural development.II. Most of the information for neural development stored in the genes is used to specify thepositions of the optic neurons.III. There is sufficient information to preclude the occurrence of gross mistakes during neuraldevelopment.(A) I only(B) II only(C) III only(D) I and II only(E) II and III onlyIn a recent study, David Cressy examinestwo central questions concerning Englishimmigration to New England in the1630's: what kinds of people immigrated(5) and why? Using contemporary literaryevidence, shipping lists, and customsrecords, Cressy finds that most adultimmigrants were skilled in farming orcrafts, were literate, and were(10) organized in families. Each of thesecharacteristics sharply distinguishesthe 21,000 people who left for NewEngland in the 1630's from most of theapproximately 377,000 English people(15) who had grated to America by 1700.With respect to their reasons forimmigrating, Cressy does not deny thefrequently noted fact that some of the24.25.26.immigrants of the 1630's, most notably alone.(20) the organizers and clergy, advanced (B) They were motivated by economic considerationsreligious explanations for departure, alone.ious explanations were less frequen-tly offered and he concludes that most (E) They were motivated more often by religious than people immigrated because they were by economic considerations.27. The passage suggests that the majority of thoseEnglish people who had immigrated to America by thelate seventeenth century wereIn the passage, the author is primarily concerned with (A) clergy(A) summarizing the findings of an investigation (B) young children(B) analyzing a method of argument (C) organized in families(C) evaluating a point of view (D) skilled in crafts(D) hypothesizing about a set of circumstances (E) illiterate(E) establishing categories(D) deceit(E) defectionII. Some of them offered a religious explanation fortheir immigration. 29. LETHARGY:III. They did not offer any reasons for their (A) flexibilityimmigration until some time after they had (B) adequacyimmigrated. (C) toughnessIV. They were more likely than the average (D) plainnessimmigrant to be motivated by material (E) vigorconsiderations.(A) I only(B) anticipate(C) hand out freely(D) I, III, and IV only (D) refuse to tolerate(E) II, III, and IV only (E) lose fascination for(B) resign(D)(E) desire to advancefulfill an obligation38. CANONICAL:(A) infelicitous(B) irrefutable32. HA VEN: (C) heterodox(A)(B)(C)(D)(E) challenging puzzlegloomy caverndangerous placedeserted buildingunhappy incident(D) minuscule(E) undesignated33. OCCLUDED:(A) unobstructed(B) intersecting(C) extrapolated(D) diminished(E) extended34. PLUMB:(A) examine superficially(B) answer accurately(C) agree(D) fool(E) abstain35. OBSTINATE:(A) excitable(B) tractable(C) dispensable(D) gleanable(E) comfortable36. PITH:(A) unsound opinion(B) previous statement(C) erroneous judgment(D) insignificant part(E) inconclusive evidence37. IMPECUNIOUS:(A) heinous(B) noxious(C) contented(D) affluent(E) responsiveSECTION 6Time-30 minutes38 Questions1. Only by ignoring decades of mismanagement and inefficiency could investors conclude that a fresh infusion of cash would provide anything more thana ------- solution to the company's financial woes.(A) fair(B) temporary(C) genuine(D) realistic(E) complete2. Although the discovery of antibiotics led to great advances in clinical practice, it did not representa ----- bacterial illness, for there are some bacteria that cannot be ------- treated with antibiotics.(A) breakthrough in.. consistently(B) panacea for.. effectively(C) neglect of.. efficiently(D) reexamination of.. conventionally(E) resurgence of.. entirely3. A misconception frequently held by novice writers is that sentence structure mirrors thought: the more convoluted the structure, the more ------- the ideas.(A) complicated(B) inconsequential(C) elementary(D) fanciful(E) blatant4. Jones was unable to recognize, the contradictionsin his attitudes that were obvious to everyone else; even the hint of an untruth was ------- to him, buthe ------ serious trouble by always cheating on his taxes.(A) acceptable. risked(B) exciting.. averted(C) repugnant. courted(D) anathema.. evaded(E) tempting.. hazarded5. Even though the general's carefully qualified public statement could hardly be -------, some people took-------- it.(A) respected.. liberties with(B) inoffensive.. umbrage at(C) faulted.. exception to(D) credited.. potshots at(E) dismissed.. interest in6. Though feminist in its implications, YvonneRainer's 1974 film ------- the filmmaker's active involvement in feminist politics.(A) preserved(B) portrayed(C) encouraged(D) renewed(E) antedated 9. LIMERICK: POEM::(A) lampoon: satire(B) setting: play(C) fable: moral(D) material: collage(E) plot: character10. SOUND: AIR::(A) oil :tanker(B) signal: wave(C) electricity : copper(D) light: camera(E) x-ray: lead11. INDELIBILITY: ERASURE::(A) impermeability: passage(B) enumeration: ordering(C) illegibility: writing(D) reactiveness: stimulation(E) reflectivity: visibility12. EXPIATE: GUILT::(A) canvass: support(B) adorn: appearance(C) testify : conviction(D) correct : error(E) preach: conversion7. The chances that a species will ------- are reduced if any vital function is restricted to a single kind of organ; ------ by itself possesses an enormous survival advantage.(A) degenerate.. complexity(B) expire. size(C) disappear.. variety(D) flourish.. symmetry(E) persist.. redundancy8. PLEASURE: ECSTASY::(A) complacence: envy(B) surprise: astonishment(C) anxiety: curiosity(D) pride: vexation(E) pity: dread 13. INFILTRA TE: ENTER::(A) comply: index(B) invade: assault(C) allege: prove(D) insinuate: say(E) disclose: announce14. OVERTURE: OPERA::(A) preamble: statute(B) gambit: move(C) climax: story(D) actor: cast(E) commencement: graduate15. PUNGENT: ODOR::(A) caustic: comment(B) durable: substance(C) constant: period prejudices, women who use an intui-(D) ominous: threat(E) excessive: responsibility16. ATTACK: VANQUISHED::(A) woo: adored(B) smother: choked(C) spy: investigated(D) goad: provoked(E) guess: calculatedIs the literary critic like the poet,responding creatively, intuitively,subjectively to the written word as (5) the poet responds to human experience?Or is the critic more like a scientist,following a series of demonstrable,verifiable steps, using an objectivemethod of analysis?(10) For the woman who is a practitionerof feminist literary criticism, thesubjectivity versus objectivity, orcritic-as-artist-or-scientist, debatehas special significance; for her, the (15) question is not only academic, butpolitical as well, and her definitionwill court special risks whichever sideof the issue it favors. If she definesfeminist criticism as objective and (20) scientific-a valid, verifiable, intellectualmethod that anyone, whether man orwoman, can perform --the definition notonly precludes the critic-as-artistapproach, but may also impede(25) accomplishment of the utilitarianpolitical objectives of those who seek tochange the academic establishment andits thinking, especially about sex roles.If she defines feminist criticism as (30) creative and intuitive, privileged asart, then her work becomes vulnerableto the prejudices of stereotypic ideasabout the ways in which women think,and will be dismissed by much of the (35) academic establishment. Because of thesetive approach in their criticism may findthemselves charged with inability to beanalytical, to be objective, or to think(40) critically. Whereas men may be free toclaim the role of critic-as-artist,women run different professional riskswhen they choose intuition and privateexperience as critical method and(45) defense.These questions are political in thesense that the debate over them willinevitably be less an exploration ofabstract matters in a spirit of(50) disinterested inquiry than an academicpower struggle in which the careers andprofessional fortunes of many womenscholars-only now entering the academicprofession in substantial numbers-will(55) be at stake, and with them the chancesfor a distinctive contribution tohumanistic understanding, a contributionthat might be an important influenceagainst sexism in our society.(60) As long as the academic establishmentcontinues to regard objective analysisas "masculine" and an intuitive approachas "feminine," the theoretician muststeer a delicate philosophical course(65) between the two. If she wishes to constricta theory of feminist criticism, she wouldbe well advised to place it within theframework of a general theory of thecritical process that is neither purely(70) objective nor purely intuitive. Her theoryis then more likely to be compared andcontrasted with other theories of criticismwith some degree of dispassionatedistance.17. Which of the following titles best summarizes thecontent of the passage?(A) How Theories of Literary Criticism Can Best BeUsed18.19.20.(B) Problems Confronting Women Who Are Feminist (A) There are large numbers of capable womenLiterary Critics working within the academic establishment. (C) A Historical overview of Feminist literary (B) There are a few powerful feminist critics whoCriticism have been recognized by the academic(D) A New Theory of Literary Criticism establishment.(E) Literary Criticism: Art or Science? (C) Like other critics, most women who are literarycritics define criticism as either scientific orartistic.(D) Women who are literary critics face professionalrisks different from those faced by men who are II. They must develop a new theory of the critical literary critics.(E) Women who are literary critics are more likely to III. Their criticisms of literature should be entirely participate in the debate than are men who are objective. literary critics.support of the suggestion that there is stereotypic(C) I and III only thinking among members of the academic(D) II and III only establishment?(E) I, II, and III (A) A distinctively feminist contribution towith prejudice by some academics(D) inescapability of power struggles between 22. Which of the following is most likely to be one of thewomen in the academic profession and the “utilitarian political objectives” mentioned by the academic establishment author in line 16?(E) tendency of members of the academic (A) To forge a new theory of literary criticismestablishment to treat all forms of feminist (B) To pursue truth in a disinterested manner(C) To demonstrate that women are interested in According to the author, the debate mentioned in the literary criticism that can be viewed either passage has special significance for the woman who is subjectively or objectivelya theoretician of feminist literary criticism for which (D) To convince the academic establishment to revise of the following reasons? the ways in which it assesses women scholars’professional qualities and as most of these experiments supporttraditional quantum mechanics,(E) To dissuade women who are literary critics fromtaking a subjective approach to literary criticism23. It can be inferred that the author would define as“political” (line 30) questions that(A) are contested largely through contentions overpower(B) are primarily academic in nature and open toabstract analysis(C) are not in themselves important(D) cannot be resolved without extensive debate(E) will be debated by both men and women[This passage was excerpted from anarticle published in 1979.]Quantum mechanics is a highlysuccessful theory: it supplies methods(5) for accurately calculating the resultsof diverse experiments, especially withminute particles. The predictions ofquantum mechanics, however, give onlythe probability of an event, not a(10) deterministic statement of whether ornot the event will occur. Because ofthis probabilism, Einstein remainedstrongly dissatisfied with the theorythroughout his life, though he did not(15) maintain that quantum mechanics iswrong. Rather, he held that it isincomplete: in quantum mechanics the 24.25.Einstein's approach is almost certainlyerroneous.The author regards the idea that traditional quantummechanics is incomplete with(A) approval(B) surprise(C) indifference(D) apprehension(E) skepticismIt can be inferred from the passage that the author’scon clusion that Einstein’s approach is “erroneous”(line 22) might have to be modified because(A) it is theoretically possible to generate plausibletheories with hidden parameters within them(B) some experimental tests of Einstein’s theory donot disconfirm the hidden-parameter theory ofquantum mechanics(C) it is possible for a theory to have hiddenparameters and yet be probabilistic(D) traditional quantum mechanics has not yet beenused to analyze all of the phenomena to which itcould be applied(E) there are too many possible hidden parameters todevelop meaningful tests of hidden-parametertheoriesmotion of a particle must be describedin terms of probabilities, he argued, (20) only because some parameters thatdetermine the motion have not beenspecified. If these hypothetical"hidden parameters" were known, a fullydeterministic trajectory could be (25) defined. Significantly, this hidden-parameter quantum theory leads toexperimental predictions different fromthose of traditional quantum mechanics.Einstein's ideas have been tested by 26. According to the passage, Einstein posed objections tothe(A) existence of hidden parameters in quantum theory(B) probabilistic nature of quantum mechanics(C) idea that quantum mechanics is incomplete(D) results of experiments testing quantum theory(E) importance accorded quantum mechanics inphysics27. The passage suggests that which of the followingwould have resulted if the experiments mentioned inlines 18-20 had not supported the predictions of(A) Einstein, had he been alive, would have revised (C) initiatehis approach to quantum mechanics.(B) Hidden-parameter theories would have beenconsidered inaccurate descriptions of real-worldphenomena.(C) A deterministic description of the motion of aparticle might still be considered possible.(D) Quantum mechanics would have ceased to attractthe attention of physicists.(E) Einstein, had he been alive, would haveabandoned attempts to specify the hiddenparameters that describe motion.28. INGEST:(A) throw around(B) take along(C) expel(D) uncover(E) enlarge29. SCRUTINY:awkwardnessmisunderstandingcasual glancesimple movementslight injury30. SLEW:(A) uncertain supply(B) unwanted interference(C) unsuitable arrangement(D) poor beginning(E) limited quantity31. NEGATION:(A) allegiance(B) affirmation(C) guarantee(D) acquittal(E) validity32. SA TE:(A) dehydrate(B) enervate(D) quaff(E) starve33. DISPOSED:(A) disinclined(B) disrupted(C) determined(D) derided(E) depressed34. JIBE:(A) surpass(B) prevent(C) qualify(D) conflict(E) collect35. APPRECIABLE:(A) interminable(B) unsatisfactory(C) tentative(D) timid(E) imperceptible36. ARTLESSNESS:(A) zest(B) sense(C) mania(D) quirkiness(E) guile37. FA TUITY:(A) desiccation(B) sagacity(C) veracity(D) confirmation(E) artifice38. PROPITIA TE:(A) antagonize(B) discourage(C) repress(D) forsake(E) deceive11更多GRE真题及资讯请登陆新东方在线GRE频道/gre/。
IPCC报告
INTERGOVERNMENTAL PANEL ON CLIMATE CHANGE WMO UNEP ____________________________________________________________________________________________________________________________________ INTERGOVERNMENTAL PANEL IPCC-XVII/Doc. 3dON CLIMATE CHANGE(19.III.2001)SEVENTEENTH SESSION Agenda item: 3bNairobi, 4-6 April 2001ENGLISH ONLY"CLIMATE CHANGE 2001: IMPACTS, ADAPTATION AND VULNERABILITY",THE CONTRIBUTION OF WORKING GROUP IITO THE IPCC THIRD ASSESSMENT REPORTCHAPTER CHANGES FROM THE FINAL GOVERNMENT REVIEWChanges proposed to be made to the underlying assessment (except for theTechnical Summary, which is separately submitted as IPCC-XVII/Doc. 3c, Add. 1),for consistency with the approved Summary for Policymakers (ref. IPCC-XVII/Doc.3c), and accepted by the Working Group at its Sixth Session (Geneva, 13-16February 2001), are attached. The proposed changes will be made to the underlyingassessment. The underlying assessment was distributed to governments prior to theSixth Session (ref. WGII-VI/Doc. 3). On this understanding, therefore, theunderlying assessment is hereby submitted to the Panel for acceptance.IPCC Working Group II Chapter ModificationsBased on Review Editor and Final Government Review Comments; Some editorial comments included, others will be included after copy-editFebruary 16, 2001Chapter 1: Overview of Impacts, Adaptation, and Vulnerability to Climate Change No major changesChapter 2: Methods and ToolsPage 1: For Contributing Authors, add the following country affiliations: Ahmed (Bangladesh), Ayton (UK), Petschel-Held (Germany), and North (USA)Page 9, line 4-5: Delete “starting from 1910 when the first stations were put in place..”Reason: Simplification of presentationPage 9, line 7: replace “from 90 years to <10 years” with “widely”Reason: Simplification of presentationChapter 3: Developing and Applying ScenariosPage 5, paragraph 1, L13: 14-80 cm 9-88 cmPage 8, Executive Summary, L4-17: Change "Changes in the frequency and intensity of extreme climate events can also be expected. Under greenhouse gas forcing up to 2100, there is very high confidence that daytime maximum and minimum temperatures will increase, accompanied by an increased frequency of hot days. There is also high confidence that heat waves will become more frequent, while the number of cold waves and of frost days (in applicable regions) will decline. Increases in high intensity precipitation events are expected at many locations, the number of wet spells will increase at mid and high latitudes in winter, while the frequency of summer drought will increase in many interior continental locations (all high confidence). There is medium confidence in a more El Niño-like mean state of the circulation in the tropical Pacific and that El Niño events themselves could increase in intensity. While there is low confidence in an increased frequency of tropical cyclones, their peak wind intensity and mean and peak precipitation intensities are expected to increase (high confidence). Increases in the average intensity of mid-latitude storms and in the frequency of hail and lightning are all assigned medium confidence. Finally, the likelihood of two singular events that imply potentially major impacts – a complete shutdown of the ocean thermohaline circulation and the disintegration of the West Antarctic Ice Sheet – is very low for the period up to 2100, but may increase substantially in successive centuries depending on the rate of climate change during the 21st century."to read"Changes in the frequency and intensity of extreme climate events can also be expected. Based on the conclusions of the Working Group I report, and the likelihood scale employed there, under greenhouse gas forcing up to 2100, it is very likely that daytime maximum and minimum temperatures will increase, accompanied by an increased frequency of hot days. It is also very likely that heat waves will become more frequent, while the number of cold waves and of frost days (in applicable regions) will decline. Increases in high intensity precipitation events are likely at many locations while Asian summer monsoon precipitation variability is also likely to increase. The frequency of summer drought will increase in many interior continental locations and it is likely that droughts, as well as floods, associated with El Niño events will intensify. The peak wind intensity and mean and peak precipitation intensities of tropical cyclones are likely to increase, while the direction of changes in the average intensity of mid-latitude storms cannot be determined using current climate models."Page 14, Section 3.3.1, L7: greehouse greenhousePage 14, Section 3.3.2.1, L6: (Klein Goldewijk, 2000; (Klein Goldewijk, 2001;Page 22, Section 3.4.6.1, paragraph 3, L4: human health at the large scale: 26% of the human health in some regions. Overall, 26% of thePage 26, Section 3.5.4.2, L3: Jones, 1996 CSIRO, 1997Page 27, Section 3.5.4.4, paragraph 6, L3: (Mearns et al., 1998, 1999, 2000; (Mearnset al., 1998, 1999, 2001;Page 27, Section 3.5.4.4, paragraph 6, L4: Whetton et al. (2000) Whetton et al. (2001) Page 27, Section 3.5.4.4, paragraph 6, L4: Mearns et al. (1999, 2000) Mearns et al. (1999, 2001)*Page 29, Section 3.5.4.5, L54: Omission to read (see Chapter 9, WG I and Table 3-10, below).Page 36, Section 3.8.2, paragraph 2, L9: 14-80 cm 9-88 cmPage 37, Section 3.8.3.2, paragraph 2, L7-8: Omit the entire sentence: "To summarise this information, Figure 3-3 depicts the upper and lower estimates of the decadal rate of seasonal temperature and precipitation change for all thirty-two regions."Page 37, Section 3.8.3.2, end of paragraph 2: Omit Figure 3-3*Page 39, Section 3.8.5, L50-52: Substitute "Table 3-10 summarises current knowledge and confidence levels in relation to a number of types of extreme weather and climate events (see Chapter 1 for a typology), and illustrates how climate extremes may be, and to some extent have been, applied in impact assessments."to read"Table 3-10 summarises projected changes in a number of types of extreme climate events and their likelihood taken from the Working Group I, Technical Summary (see Chapter 1, Table 1-1 for a typology). Table 3-10 also provides representative examples, drawn from different sectors and regions, of impacts that would expected with high confidence conditional on the occurrence of a given change in climate extremes."Page 53, Table 3-2, footnote a: Revise to read (note that this revision is contingent upon a revision to Table 3-9):"Future: values for 2010, 2050 and 2100 are for the range of emissions from 35 SRES scenarios using a simple model (Data from S.C.B. Raper, Chapter 9, WG I). Note that these ranges differ from those presented by Working Group I (see Table 3-9, footnote c for explanation)."Page 60, Table 3-9: Add footnote c to heading of column 5, as follows: "CO2 concentration c" and revise footnote c d and d ePage 60, Table 3-9: Insert footnote c to read:c Modelled values are not the same as those presented by Working Group I (WG I, Appendix II), which were based on simulations using two different carbon cycle models for the 6 illustrative SRES emissions scenarios. Both models produce very similar results to the model applied here for a mid-range climate sensitivity; discrepancies in the high and low estimates are attributable to differences in the modelled climate-carbon cycle feedback.Page 60, Table 3-9: Revise values for sea-level rise:20502 529 32210014 980 88Pages 61-62, Table 3-10: Substitute existing Table 3-10 with Table SPM-1 and its caption, as approved in the IPCC Plenary: (See Next pageExamples of impacts resulting from projected changes in extreme climate eventsProjected changes during the 21st century in extreme climate phenomena and likelihood*Representative examples of projected impacts ** (all high confidence of occurrence in some areas***)Simple extremesHigher maximum temperatures, more hot days and heat waves**** over nearly all land areas (Very likely*)•Increased incidence of death and serious illness in older age groups and urban poor [TS, 4.7]•Increased heat stress in livestock and wildlife [TS, 4.2, 4.3]•Shift in tourist destinations [Table TS-2, TS, 5.7]•Increased risk of damage to a number of crops [Chapter 5] Increased electric cooling demand and reduced energy supply reliability [Table TS-4, TS 4.5]Higher [Increasing] minimum temperatures, fewer cold days, frost days and cold waves**** over nearly all land areas (Very likely*)•Decreased cold-related human morbidity and mortality [TS,4.7]•Decreased risk of damage to a number of crops, and increased risk to others [Chapter 5]•Extended range and activity of some pest and disease vectors [TS, 4.2, 4.3]•Reduced heating energy demand [TS, 4.5]More intense precipitation events (Very likely*, over many areas)•Increased flood, landslide, avalanche, and mudslide damage [TS 4.5]•Increased soil erosion [TS, 5.2.4]•Increased flood runoff could increase recharge of some floodplain aquifers [Chapter 4]•Increased pressure on government and private flood insurance systems and disaster relief [Table TS-4, TS, 4.6]Complex extremesIncreased summer drying over most mid-latitude continental interiors and associated risk of drought (Likely*)•Decreased crop yields [TS 4.2]•Increased damage to building foundations caused by ground shrinkage [Table TS-4]•Decreased water resource quantity and quality [TS, 4.1, 4.5]•Increased risk of forest fire [TS, 5.4.2]Increase in tropical cyclone peak wind intensities, mean and peak precipitation intensities (Likely*, over some areas)*****•Increased risks to human life, risk of infectious disease epidemics and many other risks[TS, 4.7]•Increased coastal erosion and damage to coastal buildings and infrastructure [TS, 4.5, 7.2.4]•Increased damage to coastal ecosystems such as coral reefs and mangroves [TS, 4.4]Intensified droughts and floods associated with El Niño events in many different regions (Likely*)[See also under droughts and intense precipitation events]•Decreased agricultural and rangeland productivity in drought-and flood-prone regions [TS 4.3]•Decreased hydro-power potential in drought-prone regions [TS 5.1.1, Fig TS-7]Increased Asian summer monsoon precipitation variability (Likely*)•Increase in flood and drought magnitude and damages in temperate and tropical Asia [TS, 5.2.4]Increased intensity of mid-latitude storms (Little agreement between •Increased risks to human life and health [TS 4.7]•Increased property and infrastructure losses [Table TS-4]current models)****•Increased damage to coastal ecosystems [TS 4.4] * Likelihood refers to judgmental estimates of confidence used by Working Group I: very likely (90-99% chance); likely (66-90% chance). Unless otherwise stated, information on climate phenomena is taken from Working Group I, Summary for Policymakers**These impacts can be lessened by appropriate response measures*** High confidence refers to probabilities between 2-in-3 and 95% as described in Footnote 4**** Information from Working Group I, Technical Summary, Section F.5***** Changes in regional distribution of tropical cyclones are possible but have not been established Page 65: Omit Figure 3-3 and Figure captionChapter 4: Hydrology and Water ResourcesSummary: first bullet:There are apparent trends in streamflow volume – both increases and decreases –in many regions. These cannot all be definitively attributed to changes in regional temperature or precipitation. However, widespread accelerated glacier retreat and shifts in streamflow timing in many areas from spring to winter are more likely to be associated with climate change.p3Section 4.1: About halfway through the third paragraph, add (Falkenmark, 1999) after “and over the next few decades”p11end of Section 4.3.6.2.”0”Add: A general conclusion, consistent across many studies, is that the effects of a given climate change scenario vary with catchment physical and land cover properties, and that small headwater streams may be particularly sensitive to change (as shown in northwestern Ontario, for example, by Schindler et al. (1996))p13Section 4.3.7, after “about 1000 years later.” Add: There are other examples: Lake Manitoba, for example, was dry during the warm mid-Holocene (Teller & Last, 1982).p16Section 4.3.10i.Add at end of first complete paragraph, after “waste storage facilities.”Polluting material may also be washed into rivers and lakes following inundation of waste sites and other facilities located on floodplains.ii.half way through second complete paragraph, amend to:Fang and Stefan (1997) showed by simulation that winter…iii.after this sentence, ending “anoxic zone disappear.”, addObservations during droughts in the boreal region of northwestern Ontarioshowed that lower inflows and higher temperatures produce a deepening of thethermocline (Schindler et al., 1996).iv.Delete last two sentences (beginning “Based on modeling…”) of the second complete paragraph.p17Section 4.3.11i.add in the first paragraph after Rabus & Echelmeyer, 1998), the Canadian Rockies (Schindler, 2001),ii.add to end of first paragraph, and rates of retreat are generally accelerating (Haeberli et al., 1999). The World Glacier Monitoring Service (www.geo.unizh.ch/wgms) monitors glacier massbalances and publishes annual reports on glacier fluctuations.p20Section 4.4.3i.middle of paragraph. Delete from “Across much of….” to end, and replace with Under this scenario, and similarly under the corresponding HadCM3 scenario, net irrigation requirement per unit irrigated area would generally decrease across much of the Middle East and Northern Africa, due to increased precipitation, while most irrigated areas in India would require more water. The extra irrigation requirements per unit area in most parts of China would be small; the HadCM3 scenario leads to a greater increase in northern China. Other climate models would give different indications of regional changes in irrigation requirements. On the global scale, increases and decreases in net irrigation requirements largely cancel, and there is less difference between different climate models: under two scenarios considered (Doll & Siebert, 2001) the global net irrigation requirements would be increased, relative to the situation without climate change, by between 3.5 and 5% by 2025, and between 6 and 8% by 2075. Actual changes in withdrawals would be dependent on changes in the efficiency of irrigation water use. The Doll & Siebert reference will be changed ASAP.p22Section 4.5.2, last paragraph:Change first sentence to…”Table 4-7 gives an indication of the potential effect of stabilising….”change sentence to….”stabilisation scenario, but this study – using just the HadCM2 climate model – suggests…”p24Section 4.5.3last sentence of last paragraph in the section: change toThe costs under the drier scenario are considerably higher than those estimated by Hurd et al. (1999), reflecting partly the different approaches used and partly the spatial variability in the effect of climate change considered by Frederick & Schwarz (1999). Table 4.7CaptionAdd to the end of the last sentence: “: other climate models could give different indications of the effect of stabilisation.”Additional referencesFalkenmark, M. (1999) Forward to the future: a conceptual framework for water dependence. Ambio 28, 356-361.Schindler, D.W., Bayley, S.E., Barker, B.R., Beaty, K.G., Cruikshank, D.R., Fee, E.J., Schindler, E.U. & Stainton, M.P. 1996, The effects of climatic warming on the properties of boreal lakes and streams at the Experimental Lakes Area, northwestern Ontario. Limnology and Oceanography 41, 1004-1017.Teller, J. & Last, W. 1982, Pedogenic zones in post-glacial sediments of Lake Manitoba, Canada. Earth Surface Processes and Landforms 7, 367-379.Schindler, D.W. 2001 The cumulative effect of climate warming and other human stresses on Canadian freshwaters in the new millennium. Canadian Journal of Fisheries and Aquatic Science 58, 1-12.Haeberli, W., Frauenfelder, R., Hoelzle, M. & Maisch, M. 1999, On rates and acceleration trends of global glacier mass changes. Geografisker Annaler Series A –Physical Geography 81A, 585-591.Chapter 5: Ecosystems and Their Goods and ServicesPage 1: Add Camille Parmesan (USA) to list of contributing authorsPage 27, 5.3.4, line 7-14, replace current text with:Thirteen ranges of percentage changes in tropical crop yields spanning selected climate change scenarios—with no account taken of adaptation—appear in Table 5-4. Eachrange is differentiated by geographic location and crop. Of the thirteen, ten of the ranges encompass changes that are exclusively less than current yields. In three, a portion of the range was either approximately no different from current yields or slightly above. In the tropics, most crops are at or near theoretical temperature optimums and any additional warming is deleterious to yields. Thirty ranges of percentage changes in temperate crop yields also appear in Table 5-4. Of the thirty, six of the ranges encompass changes that are exclusively more than current yields. In another seven, either half or more of the changes were more than current yields. In yet another seven, less than half of the changes extended above current yields. The remaining ten ranges encompassed changes that were exclusively less than current yields. Hence, in two-thirds of the cases, temperate crop yields were benefited at least some of the time by climate change.New work on climate change scenarios (Mitchell et al., 2000) generated with stabilized radiative forcing at 550 ppm and 750 ppm equivalent CO2, and unstabilized radiative forcing (i.e., unmitigated emissions) in the HadCM2 was used to simulate major cereal yield response globally in 2080 (Arnell et al., 2001). The pattern of yield changes with unstabilized forcing duplicates the one described above: generally positive changes at mid and high latitudes overshadowed by reductions in yields at low latitudes. Stablization at 550 ppm ameliorates yield reductions everywhere, although substantial reductions persist in many low latitude countries. Stabilization at 750 ppm produces a pattern of yield response intermediate to the 550 ppm and unstabilized forcing scenarios, with anomalous yield increases in mid latitudes relative to 550 ppm due to interactions between atmospheric CO2, temperature and moisture. More studies are needed before confidence levels can be assigned to understanding of the agricultural consequences of stabilization, although this work is an important step.Page 29, 3rd Para, line 8: Insert after “is not large.”A small number of studies in Table 5-4 compare yield changes with and without agronomic adaptation. Percentage changes in yields across a range of climate change scenarios for those studies are shown in Figure 5-2. Each pair of vertical bars represents the range of percentage changes by crop, with and without adaptation, for each study. Clearly, adaptation ameliorates yield loss (and enhances yield gains) in most instances. However, in the examples included, adaptation does not always offset yield losses relative to current yields. Adaptation….Figure 5-2 Revised:Caption to “new” Figure 5.2Figure 5.2. Ranges of percentage changes in crop yields (expressed in the vertical extent of the vertical bars only) spanning selected climate change scenarios—with and without agronomic adaptation—from paired studies in Table 5-4. Each pair of ranges is differentiated by geographic location and crop. Pairs of vertical bars represent the range of percentage changes with and without adaptation. Endpoints of each range represent the collective high and low percentage change values derived from all climate scenarios used in the study. The horizontal extent of the bars is not meaningful.Insert new reference as follows:Arnell, N. W., M. G. R. Cannell, M. Hulme, R. S. Kovats, J. F. B. Mitchell, R. J. Nicholls, M. L. Parry, M. T. J. Livermore, and A. White. 2001. The consequences of CO2 stabilization for the impacts of climate change. Climatic Change, in press.Table 5-3: Change top legend to read…2nd sentence: For inclusion in the table, each study needed to meet 2 of the following 3 criteria: species or processes changing over time; the regional temperature changing over time; and a significant…Bold sentence to read: When considering those species that have shown a change, 86 % are changing in the manner expected with global warming, while 14% are changing in the opposite direction.Chapter 6: Coastal Zones and Marine EcosystemsPage 19, 6.4.4 Coastal Wetlands, first paragraph:Add italicized sentences:A recent estimate by Nicholls et al., (1999) suggests that by the 2080s sea-level rise could cause the loss of up to 22% of the world’s coastal wetlands. Although there would be significant regional variations (Michener et al., 1997) such loss would reinforce other adverse trends of wetland loss resulting primarily from direct human action, estimated by DETR (1999) to be about 40% of 1990 values by the 2080s. The stabilisation scenarios developed by DETR (1999) show a large reduction in wetland losses to 6-7 % compared with the unmitigated emissions scenario (13 %).Page 23, Section 6.5.1 Socioeconomic Impacts as part of Vulnerability Assessments, second paragraphAdd italicized sentences:The initial global vulnerability assessment has been revised based on scenarios for global sea-level rise derived from the l Hadley Centre’s HadCM2 ensemble simulations and HadCM3 simulations for greenhouse gas only forcing (Nicholls et al., 1999). This assessment indicated that by the 2080s the potential number of people flooded by stormsurge in a typical year will be more than five-times higher than today (using a sea-level rise of 0.38 m 1990 to 2080) and that between 13 to 88 million people could be affected even if evolving protection is included. Broadly similar results are given in the study undertaken by DETR (1999) and also reported by Arnell et al., (2001). However, they note that the flood impacts of sea-level rise are reduced by the emissions scenarios leading to stabilisation of carbon dioxide. By the 2080s the annual number of people flooded is estimated to be 34 million under the 750 ppm scenario and 19 million under the 550 ppm scenario.Chapter 7: Human Settlements, Energy and IndustryPage 8, second paragraph of section 7.2.2Wording changes to clarify the contents of Table 7-1 and Box 7-1.This is in response to comments by China and both of the review editors that the explanation is still confusing. Table 7-1 does not change, except to correct some spellings and dates in the notes to the table.In the second paragraph of section 7.2.2 on page 8, replace the second sentence with the following language.…Table 7-1 shows the author team's judgments, based on the available literature, about the vulnerability of different types of settlement to various aspects of climate change. The horizontal axis differentiates vulnerability according to the type of settlement, the capacity to adapt, and the mechanism through which the settlement is affected by climate change. Examples include: 1) the resource base of settlements economically dependent on activities such as agriculture, forestry, fishing, hunting and gathering, or tourism may be affected; 2) housing and infrastructure may be affected in coastal areas, riverine floodplains, and islands sensitive to flooding, in steeplands sensitive to landslides, and urban/wildland boundaries sensitive to fires; 3) the health and productivity of urban populations may be affected directly through air pollution, heat waves, and heat island effects. The vertical axis identifies twelve different types of climate change impact in descending order of global importance. Vulnerabilities are rated as low, medium or high magnitude as described in Box 7-1. The information in Table 7-1 is generally presented as a range, reflecting the diversity of settlements within each broad class. The final column shows the level of confidence that the author team assigns to each type of climate impact. Table 7-1 depicts vulnerabilities for the years between approximately 2050 and 2080, since much of the available literature concentrates on the effects of climate change of a magnitude roughly corresponding to that expected in that period. Figure 7-2 provides the scores on the individual scales described more fully in Box 7-1. See also Moss and Schneider (1999).The rest of the paragraph becomes a new paragraph as follows:The negative impacts in Table 7-1 would be generally less negative or even positive in some regions before 2050, but greater than shown and becoming more negative in more regions after 2100. The table is not intended to show that only specific types ofsettlements would be harmed (or helped) in certain ways by certain changes; rather, that settlements of certain types are probably particularly vulnerable to certain types ofclimate changes or conditions. The table emphasizes the most salient effects that appear to be characteristic of certain types of settlements and mechanisms that might make the settlements more or less sensitive to climate change.In the last paragraph on the page, strike all of the language beginning “…Impacts onsettlements are ranked…” This information has been incorporated into the languageabove.Changes to Box 7-1 are shown in italics.Box 7-1. Development of Scales for Assessing Potential Vulnerability of Human Settlements to Effects of Climate Change and Confidence in the Certainty of the Impacts Climate affects the stability of the resources supporting human systems . One way toassess the potential impact of climate change on human systems is by using a qualitative scale that expresses the vulnerability of settlements to various kinds of climate effects (e.g., floods) in terms of how potentially disruptive these climate effects are expected to be for various types of human settlements (based on differences in their economic base,location, size, and adaptability). The definitions in the rating system below are derived from standard environmental impact assessment language and are intended to apply to local climate impacts. However, the scale may be used nationally if the nation is small and homogeneous, or if most of the population lives in settlements of a certain type.Magnitude Ratings (Size of Impacts)•Low: Impacts of changed climate are not distinguishable from normal background variability in weather impacts or else there is little noticeable effect.•Moderate: Resources or sectors are affected noticeably, and even substantially,but the effect is not destabilizing and recovery is rapid.•High: Impacts are large and sometimes catastrophic. Resources or settlements are destabilized with little hope for near-term recovery.A semi-quantitative approach is used with a 5-point confidence scale to indicate thecertainty of the effects of the climate change . The author team subjectively ratedconfidence based on the literature in four dimensions: consensus among experts(Consensus ), extent to which underlying theory and data is developed (Theory ), quality of model results (Model Results ), and consistency of observational evidence(Observation s ). The scores were used to create a four-sided polygon, as shown in Figure 7-2. All four dimensions were weighted equally to determine the area of the polygon and an overall confidence score.)(5.0Theory Consensus Consensus sults Re Model sults Re Model ns Observatio ns Observatio Theory Area Polygon •+•+•+••=The overall confidence score assigned was assigned based on the area of the polygon. For example, to rate a “4” for “high confidence”, the polygon had to have an area between 16。
中英文对照
Summary（摘要） The ultimate goal of our whole modeling is to devise national water strategies mainly concerned with 6 aspects: conservation, efficiency, markets, collaboration, improved technology and interagency coordination increase. Also, we predict the trend of its development in the future. Thus we build four models totally. 我们整个模型的最终目标是设计主要涉及6个方面的对策：国家水保护，效率，市场，合作，改进技术和机构间的协调增长。因此我们建立了四个模型完全 。The first model predicts the fresh water withdrawals of the United States at a state level
from 2010 to 2025. We basically apply the regression analysis to the data of state-level fresh water withdrawals. We have taken an appropriate level of accuracy based on the usage of the data
第一个模型预测，在国家级的美国淡水提款
从2010到2025。我们主要运用回归分析对国家级淡水提款的数据。我们已经采取了一种基于数据的使用精度适当的水平 The second model is generally committed to the plan of water transfer. We have leveled each region in terms of its water shortage degree. Also, we have built a model of max spanning tree to get the shortest route of transfer. We have drawn on the experience of Chinese water transferring project to calculate the capital cost of the project 第二个模型一般是致力于调水计划。我们将