No one is sure how the ancient Egyptians built the pyramids near Cairo. But a new study suggests they used a little rock ‘n’ roll. Long-ago builders could have attached wooden poles to the stones and rolled them across the sand, the scientists say.
“Technically, I think what they’re proposing is possible,” physicist Daniel Bonn said.
People have long puzzled over how the Egyptians moved such huge rocks. And there’s no obvious answer. On average, each of the two million big stones weighed about as much as a large pickup truck. The Egyptians somehow moved the stone blocks to the pyramid site from about one kilometer away.
The most popular view is that Egyptian workers slid the blocks along smooth paths. Many scientists suspect workers first would have put the blocks on sleds(滑板). Then they would have dragged them along paths. To make the work easier, workers may have lubricated the paths either with wet clay or with the fat from cattle. Bonn has now tested this idea by building small sleds and dragging heavy objects over sand.
Evidence from the sand supports this idea. Researchers found small amounts of fat, as well as a large amount of stone and the remains of paths.
However, physicist Joseph West thinks there might have been a simpler way, who led the new study. West said, “I was inspired while watching a television program showing how sleds might have helped with pyramid construction. I thought, ‘Why don’t they just try rolling the things?’ ”A square could be turned into a rough sort of wheel by attaching wooden poles to its sides, he realized. That, he notes, should make a block of stone “a lot easier to roll than a square”.
So he tried it.
He and his students tied some poles to each of four sides of a 30-kilogram stone block. That action turned the block into somewhat a wheel. Then they placed the block on the ground.
They wrapped one end of a rope around the block and pulled. The researchers found they could easily roll the block along different kinds of paths. They calculated that rolling the block required about as much force as moving it along a slippery(滑的) path.
West hasn’t tested his idea on larger blocks, but he thinks rolling has clear advantages over sliding. At least, workers wouldn’t have needed to carry cattle fat or water to smooth the paths.
1.It’s widely believed that the stone blocks were moved to the pyramid site by .
A. rolling them on roads B. pushing them over the sand
C. sliding them on smooth paths D. dragging them on some poles
2.What does the underlined word “it” in Paragraph 7 refer to?
A. Rolling the blocks with poles attached.
B. Rolling the blocks on wooden wheels.
C. Rolling poles to move the blocks.
D. Rolling the blocks with fat.
3.Why is rolling better than sliding according to West?
A. Because more force is needed for sliding.
B. Because rolling work can be done by fewer cattle.
C. Because sliding on smooth roads is more dangerous.
D. Because less preparation on paths is needed for rolling.
4.What is the text mainly about?
A. An experiment on ways of moving blocks to the pyramid site.
B. An application of the method of moving blocks to the pyramid site.
C. An argument about different methods of moving blocks to the pyramid site.
D. An introduction to a possible new way of moving blocks to the pyramid site.
Shakespeare’s Globe Exhibition & Tour is a unique international resource to explore Shakespeare’s work. Open all year round, it gives you an opportunity to learn more about the most famous playwright, Shakespeare, and helps you seek to further the experience and international understanding of him.
●Group Visits to the Exhibition & Tour Opening Hours
Theatre Tours:
Monday to Sunday 9:30 am – 5:00 pm
Exhibition:
Monday to Sunday 9:00 am – 5:00 pm
Groups of 15 people or more are required to pre-book their visit, and each group will have its own tour guide. To make a reservation, please fill in a Group Request Form and return it to us via email.
●Exhibition and Tour Prices
Exhibition & Globe Theatre Tour
Adult: £15.00
Senior (60+): £13.50
Student (with valid ID): £11.50
Children (5–15): £8.00
Complimentary: Every 16th person free
●Getting Here
Shakespeare’s Globe 21 New Globe Walk, London SE1 9DT, UK
We currently have enhanced security, with all bags being checked. Please arrive in good time, do not bring any large bags and check the Calendar before your visit or call +44 (0)20 7902 1500 to find out about our latest opening times.
By car and taxi
Where possible, visitors are advised to arrive by public transport or by taxi.
There is a car park on Thames Exchange on the north side of Southwark Bridge (open 24 hours, seven days a week).
Black cabs may be found all year round on Southwark Bridge. It may also be possible to pick one up from outside the main foyer(大厅) on New Globe Walk.
●Where to eat
Swan at Shakespeare’s Globe serves modern British seasonal food for dinner, afternoon tea or drinks in our beautiful bar and restaurant set over two floors. Available for pre and post-theatre dining.
Swan Restaurant
Monday – Friday:12 noon – 2:30 pm & 6:00 pm – 10:30 pm
Saturday:12 noon – 3:30 pm & 6:00 pm – 10:30 pm.
Sunday:12 noon – 9:00 pm
1.When can you pay a visit to the exhibition?
A.8:00 am on Monday. B.7:00 pm on Sunday.
C.5:30 pm on Saturday. D.2:00 pm on Friday.
2.Which of the following applies to visitors?
A.They’re able to get a taxi near Southwark Bridge.
B.They can park on the south side of Southwark Bridge.
C.They are required to deposit their bags before entering.
D.It’s more convenient to drive there than taking public transport.
3.What can we know about Swan Restaurant?
A.Afternoon tea is not served on Sunday.
B.It serves three meals, drinks and afternoon tea.
C.It is closed from 3 pm to 5 pm on workdays.
D.It has a beautiful two-storey bar.
Translations.
1.难道老师不应该对所有学生一视同仁吗?（suppose）
2.考虑到你的处境，你的确很值得同情，但坦言，你的话我远不能接受。（more than）
3.没有坚决持久的行动难成大事。正由于此，史上各个领域梦想成真的巨星,寥寥无几。（come true）
4.新建的笃志楼，现代感足，设施齐备，将解决教学空间有限的问题。在投入使用之前,欢迎师生前往参观。（welcome a.）
Summary writing.
Craig Silverman, a journalist, tracked rumors circulating online in 2014 and found that shares and social interactions around fake news articles dwarfed those of the articles that debunked(戳穿) them. According to Silverman, fake news stories are engineered to appeal to people's hopes and fears, and aren't constrained by reality, which gives them the edge in creating shareable content.
You might think you're immune to(对…免疫) falling for these lies, but a wealth of research disagrees. Back in the 1940s, researchers found that "the more a rumor is told, the greater is its plausibility(可信度)". This means a rumor born out of mild suspicion can, by gaining currency, shift public thinking and opinion.
It gets worse：studies show that students tend to place enormous trust in search engines to deliver accurate results, often turning to the first result returned-a concern given that fake news can appear in the section for news stories displayed, for example, above Google's search results.
So how can you protect yourself from digital lies? An easy step is to check who produced it. Often itis clear from the URI, that a website is pretending to be reputable by stealing the name and style of another publication. Also, take a look at the other stories on the website. Fake news websites often have nothing but fake content. If all the stories are outrageous, consider it a red flag. Finally, search for coverage of the story elsewhere, if a story is false you'll often find it debunked on websites such as snopes.com.
Summary: (NO MORE THAN FOUR words for each blank).
Meeting people's 1. and freed from 2., fake news is found to 3. especially when 4.. Worse still, students 5., particularly those 6.of search results. For 7., website visitors should 8. and 9., or 10. for verification.
Grammar
It was her notion that boys my age needed "a good thrashing" when they misbehaved. These she administered with my belt, often for what seemed to me like small offenses 1. coming home late for supper because I was having a good time sledding on the hill. A man had a responsibility to meet his social obligations on time. Small as she was, she 2. still make the snapping belt sting when it lashed across my bared legs, but I hated the indignity of these beatings so much that I refused to satisfy her with 3. discreetly pretended show of tears.
My failure to cry during her "thrashings" fueled my mother's anger, and I knew it. Tears 4. (be) evidence that I had learned the lesson. My silent submission to her heaviest blows intensified her fury. If she had been a man she would have been able to make me cry for mercy, but because she was not, and because I did not weep, she struck 5. (hard).
I knew that faking the tears would gratify her and end the punishment, but I refused. The injustice and humiliation of 6.(beat) hurt so greatly that I deliberately accepted the worst gritted my teeth and, when the belt had fallen four or five times, muttered, "That doesn't hurt me." In these moments 7. we were very close to bitter hatred of 8.. We were two wills of iron. She was determined to break me: I was just as determined 9. she would not.
In the end she was the one who always cried, and then, when she had thrown the belt aside and collapsed on a chair weeping quietly, the anger and hatred instantly drained out of me, and 10. (overcome) with pity and love. I rushed to embrace and kiss her, saying "It's all right, Mama, it's all right. I'll never do it again. I promise, I'll never do it again."
Franz Kafka wrote that "a book must be the ax(斧子) for the frozen sea inside us". I once shared this sentence with a class of seventh graders, when we'd just finished John Steinbeck's novel Of Mice and Men. Reading the end together out loud in class, my toughest boy, a star basketball player, wept a little. They understood. When George shoots Lennie, the tragedy is that they realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I've taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless: kids who grew up in violent neighborhoods. 1.
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school-one that often attracts the literary-minded children of Manhattan's upper classes-into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates, who came from homes lined with bookshelves, whose parents had earned Ph. D.'s. 2.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. 3. About The Red Pony, one student said, "it's about being a man, it's about manliness." I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth's soliloquies(独白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck's writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that "all these people hate each other, and they're all white." 4.Year after year, former students visited and told me how prepared they had felt in thein first year in college as a result of the classes.
A.We taught students to read increasingly complex texts for emotional punch (碰撞).
B.I thought additional "cultural capital" could help such students develop better in high school.
C.His historical view was broadened, his sense of his own country deepened and outlook improved.
D.They understand, better than I, the novel's terrible logic-the giving way of dreams to fate.
E.The students didn't always read from the expected point of view.
F.They learnt that words do not only confuse but also amaze people.
