Part B (10 points) You are going to read a text about Gold-Medal Workouts, followed by a l
Part B (10 points)
You are going to read a text about Gold-Medal Workouts, followed by a list of examples. Choose the best example from the list A—F for each numbered subheading (41—45). There is one extra example which you do not need to use.
Drawing on biomechanics and other sports science, Olympic hopefuls target just the right muscles and moves. Olympians of yesteryear shared the same goal, but they would hardly recognize today's training techniques. To achieve to Olympian ideal of "faster, higher, stronger," coaches now realize, athletes don't have to train more but they do have to train smarter. That's why, these days, cross-country (Nordic) skiers kneel on skateboards and tug on pulleys to haul themselves up a ramp.
By analyzing every motion that goes into a ski jump or a luge run, the science of biomechanics breaks down events into their component parts and determines which movements of which muscles are the key to a superlative performance. Knowing that is crucial for a simple hut, to many coaches and trainers, unexpected reason: it turns out that although training for general conditioning improves fitness, the best way to boost performance is by working the muscles and practicing the moves that will be used in competition. It's called sport-specific training.
(41) Ways to work the right muscles and train the right patterns of movement.
Sport-specific training doesn't have to mean running the actual course or performing the exact event. There are other ways to work the right muscles and train the right pattern of movement. Doing situps on a Swiss ball, for instance, develops torso control as well as strength. The Finnish ice-hockey team recently added acrobatics to its training regime because it helps players to balance on the ice, says head coach Raimo Summanen.
Performance-enhancing strategies.
The advances in physiology that have revolutionized training are giving sports scientists a better under-standing of how to improve strength, power, speed and both aerobic and anaerobic fitness:
(42) Training the start-up.
Speed is partly genetic. A star sprinter is probably born with a preponderance of fast twitch muscle fibers, which fire repeatedly with only microsecond rests in between. Speed training therefore aims to recruit more fast-twitch fibers and increase the speed of nerve signals that command muscles to move.
(43) Strength reflects the percentage of muscle fibers the body can recruit for a given movement.
"Someone with pure strength can recruit 90 percent of these fibers, while someone else recruits only 50 percent", says the USOC's Davis.
(44) Developing anaerobic fitness.
Anaerobic fitness keeps the muscles moving even when the heart can't provide enough oxygen. To postpone the point when acid begins to accumulate, or at least train the body to tolerate it, Jim Walker has the speed skaters he works with push themselves beyond what they need to do in competition.
Power is strength with speed.
"One of the biggest changes in strength training is that we're getting away from pure strength and emphasizing power, or explosive strength," says USOC strength-and- conditioning coordinator Kevin Ebel.
(45) Difficulties under way.
It's still difficult to persuade coaches to let sports scientists mess with their athletes.
To overcome such resistance, the USOC's Peter Davis has set up "performance-enhancing teams" where coaches and scientists put their heads together and apply the best science to training. Come February, the world will see how science fared in its attempt to mold athletic excellence.
A. Zach Lund races skeleton (a head-first, belly-down sled race), in which the start is crucial. He has to sprint in a bent-over position
时间:2023-02-01 12:19:29
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You are using ADU and are authenticated and associated to an access point. However, you are unable toobtain an IP address. Which of these has caused this problem?()
A . invalid SSID
B . invalid 802.1X authentication type
C . invalid encryption type
D . invalid WEP key
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You are using ADU and are authenticated and associated to an access point. You are unable toobtain an IP address. Which of the following will cause this problem?()
A . AES encryption enabled
B . TKIP enabled
C . third-party wireless supplicant enabled
D . 802.1X authentication type enabled
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You are using ADU and are authenticated and associated to an access point. However,you areunable to obtain an IP address. Which of these has caused this problem?()
A . invalid SSID
B . invalid WEP key
C . invalid encryption type
D . invalid 802.1X authentication type
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You are installing a Cisco Aironet 1000 Series controller-based access point. When you boot it, allthe LEDs on the access point blink together. What does this indicate about the access point?()
A . duplicate IP address
B . code upgrade in progress
C . normal operation
D . searching for primary controller
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You are using ADU and are authenticated and associated to an access point. However, you are unable to obtain an IP address. Which of these has caused this problem?()
A . invalid SSID
B . invalid 802.1X authentication type
C . invalid encryption type
D . invalid WEP key
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Static wep is configured on the access point. you are authenticated and associated to the access point but are unable to obtain an ip address. Which of the following will cause this problem?()
A . invalid radio type selected
B . no wep key configured on the client
C . invalid ssid configured
D . invalid wep key
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You are preparing to create a point to point WAN by connecting a Cisco router with a Juniper router by way of their serial links. Which one of the following commands would you use?()
A . TK1(config-if)# encapsulation hdlc ansi
B . TK1(config-if)# encapsulation ppp
C . TK1(config-if)# encapsulation LAPD
D . TK1(config-if)# encapsulation frame-relay ietf
E . TK1(config)#encapsulation
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You are using ADU and are authenticated and associated to an access point. However, you areunable to obtain an IP address. Which of these has caused this problem?()
A . invalid SSID
B . invalid WEP key
C . invalid encryption type
D . invalid 802.1X authentication type
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You are installing a cisco aironet 1000 series controller-based access point. when you boot it, all the leds on the access point blink together. What does this indicate about the access point?()
A . duplicate ip address
B . code upgrade in progress
C . normal operation
D . searching for primary controller
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You are using adu and are authenticated and associated to an access point. you are unable to obtain an ip address. Which of the following will cause this problem?()
A . aes encryption enabled
B . tkip enabled
C . third-party wireless supplicant enabled
D . 802.1x authentication type enabled
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If you are stuck, change to a new point.‘To be stuck’means to be sure of something.
A . 正确
B . 错误
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You are using adu and are authenticated and associated to an access point. however, you are unable to obtain an ip address. Which of these has caused this problem?()
A . invalid ssid
B . invalid wep key
C . invalid encryption type
D . invalid 802.1x authentication type
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You are the network consultant from Cisco.com. Please point out two statements correctly describe an IPS device?()
A . It resembles a Layer 2 bridge.
B . Traffic flow through the IPS resembles traffic flow through a Layer 3 router.
C . Inline interfaces which have no IP addresses cannot be detected.
D . Malicious packets that have been detected are allowed to pass through, but all subsequent traffic is blocked.
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You are installing a Cisco Aironet 1000 Series controller-based access point. When you boot it, allthe LEDs on the access point blink together. What does this indicate about the access point?()
A . normal operation
B . duplicate IP address
C . code upgrade in progress
D . searching for primary controller
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You are the network consultant from Cisco.com. Please point out two statements correctly describe an IPS device()
A . It resembles a Layer 2 bridge.
B . Traffic flow through the IPS resembles traffic flow through a Layer 3 router.
C . Inline interfaces which have no IP addresses cannot be detected.
D . Malicious packets that have been detected are allowed to pass through, but all subsequent traffic is blocked.
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62. By asking appropriate questions, you are showing the employer that you are interested in being part of their company.
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If you are writing about two equal topics (or are not picking a favorite), consider using a point-by-point outline.
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There are 4 points to help you do a great job in opening of a speech.
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Part B (10 points) You are going to read a text about e-mail, followed by a list of detail
Part B (10 points)
You are going to read a text about e-mail, followed by a list of detail explanations or cited statements. Choose the best related ones from the list for each numbered subheading. There is an extra one which you do not need to use.
(41) Extends Language Learning Time and Place:
As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mails from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context.
(42) Provides a Context for Real-world Communication and Authentic Interaction:
By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e-mail lends a feeling of reality to students' communicative efforts that may seem artificial in a classroom setting. This communicative interaction is much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form. and this can serve the language learner well.
(43) Expands Topics Beyond Classroom-based Ones:
Language teachers often have to follow a rigorous schedule in terms of content and/or grammatical topics to be presented and practiced in a semester or marking period. Large chunks of time can rarely be spared for free communication.
(44) Promotes Student-centered Language Learning:
In e-mail communication, FL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the FL rather than to produce a mistake-free composition.
(45) Encourages Equal Opportunity Participation:
Beauvois (1997) reported that computer-mediated communication increased total class participation to 100%.
Connects Speakers Quickly and Cheaply
E-mail allows students to communicate with native speakers of the target language without the high cost of traveling a broad (Hedderich 1997; Roakes, 1998). Before the advent of the Internet, it was not possible to communicate so immediately and so frequently with native speakers or with other learners.
A. Others have noted that students reticent to speak in face-to-face contexts are more willing to participate in the electronic context (Beauvois, 1995; Gonzalez-Bueno, 1998; Warschauer, 1995).
B. Rankin (1997) notes that the additional interaction in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more than four hours per week in most high school or college settings.
C. E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995).
D. E-mail gives learners an additional context for discussion that can be—but does not necessarily have to be linked to topics being covered in class.
E. Frequently it is difficult for students to engage in an activity in a foreign language class without preparation ahead of time. A pre-class e-mail assignment can take care of the groundwork and save valuable class time. Examples are given of ways in which the teacher might prepare students for writing, listening, and speaking activities.
F. As Schwienkorst (1998) stressed, "The ma
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Part I Listening Comprehension Section B Directions: This section is to test your ability to understand short conversations. There are 2 recorded conversations in it. After each conversation, there are some recorded questions. Both the conversations and questions will be spoken two times. When you hear a question, you should decide on the correct answer from the 4 choices marked A), B), C) and D) given in your test paper. 9.
A.He’s giving a lecture
B.He’s attending a meeting.
C.He’s speaking on another phone
D.He’s away on a business trip.
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题目描述:There are 10 incomplete sentencesin this part. You should fill in each blank with the proper form. of the word given in the brackets. Write the word in the corresponding spaceon the AnswerSheet.
In the early 1900s, sandwich becamepopular with the_______(introduce) of sliced bread.
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For this part, you are supposed to write a letter in 100 -- 120 words according to the following situations.
你是Nancy,你的朋友Tom请你周末和他一起去他承德的家里玩,但是你有事不能去。请你用英语给他写一封信,向他表示感谢,解释你周末的安排,告诉他另找时间再去。
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Part B Directions: You will hear fourdialogues or monologues.Before listening to each one,you will have 5 seconds to read each of the questions which accompany it.While listenin9,answer each question by choosing A,B,C or D.After listening,you will have 10 seconds to check your answer to each question.You will .hear the recording only once. Questions 11—13 are based on a conversation between a woman and her neighbor. What does the woman want the man to do for her?
A.Deliver her package.
B.Sign for her package.
C.Find the property manager.
D.Talk to the property manager.
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Are you applying for a part-time job or a full-time job______?
A、I prefer a full-time job
B、Sorry to hear that
C、I don’t like it
D、That’s OK