mountaineers have noted that as they climb, for example, up to the 12,633-foot humphreys peak in the san francisco peaks in arizona, plant life changes radically. starting among the cacti of the sonoran desert, one climbs into a pine forest at 7,000 feet and a treeless alpine tundra at the summit. it may seem that plants at a given altitude are associated in what can be called “communities” – groupings of interacting species. the idea is that over time, plants that require particular climate and soil conditions come to live in the same places, and hence are frequently to be found together. scientists who study the history of plant life are known as paleobotanists, or paleobots for short. they build up a picture of how groups of plants have responded to climate changes and how ecosystems develop. but are these associations, which are real in the present, permanent? a great natural experiment took place on this planet between 25,000 and 10,000 years ago, when small changes in the earth‘s orbit and axis of rotation caused great sheets of ice to spread from the poles. these glaciers covered much of north america and europe to depths of up to two miles, and then, as the climate warmed, they retreated. during this retreat, they left behind newly uncovered land for living things to colonize, and as those living things moved in they laid down a record we can read now. as the ice retreated and plants started to grow near a lake, they would release pollen. some would fall into the lake, sink to the bottom, and be incorporated into the sediment. by drilling into the lake bottom it is possible to read the record of successive plant life around the lake. the fossil record seems clear; there is little or no evidence that entire groups of plants moved north together. things that lived together in the past don’t live together now, and things that live together now didn‘t live together in the past. each individual organism moved at its own pace. the fossil record seems to be tellineuver – to respond to environmental changes. 1. what is the passage mainly about? (a) the effects of the ice age on plants (b) plant migration after the ice age (c) the need to develop a new approach to environmental issues (d) communities of plants live at different altitudes 2. the word “radically” in line 2 is closest in meaning to (a) variably (b) demonstrably (c) quickly (d) dramatically 3. the author mentions “cacti” in line 3 and a “treeless alpine tundra” in line 4 to illustrate (a) changes in climate (b) the effects of the ice age (c) communities of plants (d) plant migration 4. the word “which” in line 10 refers to (a) the responses of plants to climate changes (b) the current theories of ecosystems (c) the developments of ecosystems (d) plant life changes 托?荚噦淇11月招生中,點(diǎn)擊報(bào)名 報(bào)名熱線:010-51260174 |
課程名稱 | 老師 | 課時(shí) | 試聽(tīng) | 報(bào)名 | 學(xué)費(fèi) |
---|---|---|---|---|---|
托福強(qiáng)化口語(yǔ)班 | 劉志云 | 20 | 試聽(tīng) | 報(bào)名 | 200元 |
托福強(qiáng)化閱讀班 | 祁連山 | 18 | 試聽(tīng) | 報(bào)名 | 200元 |
托福強(qiáng)化聽(tīng)力班 | 張 艷 | 44 | 試聽(tīng) | 報(bào)名 | 200元 |
托福強(qiáng)化寫作班 | 齊 轍 | 16 | 試聽(tīng) | 報(bào)名 | 200元 |
托;A(chǔ)聽(tīng)說(shuō)班 | 薛涵予 | 25 | 試聽(tīng) | 報(bào)名 | 200元 |
托;A(chǔ)閱讀班 | 劉 偉 | 26 | 試聽(tīng) | 報(bào)名 | 200元 |
托;A(chǔ)寫作班 | 劉家瑋 | 20 | 試聽(tīng) | 報(bào)名 | 200元 |
托福詞匯必備班 | 白 楊 | 19 | 試聽(tīng) | 報(bào)名 | 200元 |
熱門資料下載: |
新托?荚囌搲療豳N: |
【責(zé)任編輯:育路編輯 糾錯(cuò)】 |
|
閱讀上一篇:2011托福(TOEFL)考試閱讀模擬試題一 |
|
閱讀下一篇:2011托福(TOEFL)考試閱讀模擬試題三 |
|
報(bào)考直通車 |
·新托福最近考試時(shí)間:2011年9月11日。 |
![]() |
·考試內(nèi)容:閱讀、 聽(tīng)力、口語(yǔ)、寫作。 |
![]() |
課程推薦 |
·托福聽(tīng)力備考策略六條 |
·在托福聽(tīng)力備考切忌反復(fù)循環(huán) |
·新托福聽(tīng)力考試備考要注意的事項(xiàng) |
·托福聽(tīng)力屢試不爽的技巧 |
·托福聽(tīng)力備考精要解析 |
·托?荚嚕和懈B(tīng)力的考點(diǎn)解析 |
·輕松備戰(zhàn)托福聽(tīng)力說(shuō)環(huán)節(jié) |
·托福聽(tīng)力"因果"需分清 |
·托福聽(tīng)力經(jīng)典加試題目為:Ragtime Music |
·托福聽(tīng)力的奧秘在哪里 |
·托福寫作中常犯的錯(cuò)誤要如何避免 |
·托福寫作評(píng)分標(biāo)準(zhǔn) 文章結(jié)構(gòu)的講解 |
·托福寫作中的四個(gè)難點(diǎn) |
·新東方批改網(wǎng)精美托福寫作范文(3) |
·新東方批改網(wǎng)精美托福寫作范文(2) |
·新東方批改網(wǎng)精美托福寫作范文(1) |
·TOEFL考試:關(guān)注TWE寫作要點(diǎn) |
·托福寫作句型、詞組總結(jié) |
·【托福寫作】考試常犯的十一個(gè)錯(cuò)誤(二) |
·【托福寫作】考試常犯的十一個(gè)錯(cuò)誤(一) |
·新托福11月考試閱讀調(diào)整及應(yīng)對(duì)提示 |
·高中生如何應(yīng)對(duì)托福閱讀 |
·解答托福閱讀應(yīng)注意的三點(diǎn) |
·11月托福考試閱讀兩點(diǎn)變化 三點(diǎn)提示 |
·新托福的閱讀經(jīng):掌握文章大意 |
·新托福閱讀考試指代類考題答題技巧 |
·現(xiàn)行新托?荚囈廊恢匾曢喿x能力 |
·托?荚囬喿x題十大出題原則 |
·托福閱讀推理題:不放過(guò)任何信息 |
·新托福閱讀:我們真的會(huì)“讀”嗎 |
·托?谡Z(yǔ)考試技巧12條 |
·策略得當(dāng) 應(yīng)對(duì)新托?谡Z(yǔ)評(píng)分辦法 |
·托?谡Z(yǔ)考試中對(duì)閱讀速度的掌握 |
·托?谡Z(yǔ)考試七條評(píng)分標(biāo)準(zhǔn) |
·托?荚噦淇迹2011年新托福口語(yǔ)機(jī)經(jīng) |
·托?荚噦淇迹2011年新托?谡Z(yǔ)機(jī)經(jīng)第四篇 |
·托福考試備考:2011年新托?谡Z(yǔ)機(jī)經(jīng)第三篇 |
·托?荚噦淇迹2011年新托?谡Z(yǔ)機(jī)經(jīng)第二篇 |
·托福考試備考:2011新托?谡Z(yǔ)機(jī)經(jīng)第一篇 |
·新托?谡Z(yǔ)考試實(shí)用12條 |
·2011年10月30日托?荚囌骖}回顧(網(wǎng)友一) |
·2011年10月30日托?荚囌骖}回顧(網(wǎng)友二) |
·2011年10月30日托?荚囌骖}回顧(網(wǎng)友三) |
·2011年10月27日托?荚嚕訄(chǎng))聽(tīng)力真題 |
·2011年10月27日托?荚嚕訄(chǎng))閱讀真題 |
·2011年10月30日托福機(jī)經(jīng)(網(wǎng)友版) |
·2011年10月30日托福機(jī)經(jīng)回憶版本三 |
·2011年10月30日托福機(jī)經(jīng)回憶版本二 |
·2011年10月30日托福機(jī)經(jīng)回顧 |
·托?荚:2011.10.23北美托福聽(tīng)力加試 |
·2011托福(TOEFL)考試閱讀模擬試題三 |
·2011托福(TOEFL)考試閱讀模擬試題二 |
·2011托福(TOEFL)考試閱讀模擬試題一 |
·2011年托福閱讀模擬試題匯總 |
·2011年托?荚嚳谡Z(yǔ)機(jī)經(jīng)模擬試題匯總 |
·2011托福閱讀模擬題(五) |
·2011托福閱讀模擬題(四) |
·2011托福閱讀模擬題(三) |
·2011托福閱讀模擬題(二) |
·2011托福閱讀模擬題(一) |