问题 读图填空题

图甲为北极冻原生态系统中部分生物构成的食物网示意图。图乙虚线方框内表示一个生态系统中的生物群落,箭头表示该生态系统中物质和能量流动的方向。请据图回答下列问题:

(1)图甲中雪兔和北极狐之间明显的种间关系是_________。

(2)假如北极狐的食物1/3来自雷鸟,1/2来自植物,且该系统能量传递效率为10%。如果北极狐种群增加的能量为60kJ,且不考虑其他变化的影响,则需要植物的量是___________kJ。

(3)图乙中C代表的生态系统中的成分是____________。

(4)下表表示图乙生态系统的能量流动情况。

分析上表可知,流入该生态系统的总能量为_________(106J),从第二营养级到第三营养级的能量传递效率为________。从能量输入和输出来看,该生态系统的总能量是________(填“增加”、“减少”、“不变”)的。

答案

(1)捕食和竞争

(2)3300

(3)分解者

(4)900      18%      增加

问答题
阅读理解

阅读理解。

     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, and it didn't seem to require any explanation.

     We'd just finished John Steinbeck's novel Of Mice and Men. When we read the end together

out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. "Are you

crying?" one girl asked, as she got out of her chair to take a closer look. "I am," I told her, "and

the funny thing is I've read it many times."

     But they understood. When George shoots Lennie, the tragedy is that we 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. They understand,

more than I ever will, the novel's terrible logic-the giving way of dreams to fate (命运).

     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. I thought additional "cultural capital" could help students

like her develop better in high school, where they would unavoidably meet, perhaps for the first

time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.'s.

     Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies,

Romeo and Juliet and Macbeth. The students didn't always read from the expected point of view.

     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 (说唱), 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." His

historical view was broadening, his sense of his own country deepening. Year after year, former

students visited and told me how prepared they had felt in their first year in college as a result of the

classes.

     Year after year, however, we are increasing the number of practice tests. We are trying to

teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text

complexity. Yet, we cannot enrich (充实) the minds of our students by testing them on texts that

ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in

raising test scores, but we will fail to teach them that reading can be transformative and that it

belongs to them.

1. The underlined words in Paragraph 1 probably mean that a book helps to ______.

A. realize our dreams          

B. give support to our life

C. smooth away difficulties    

D. awake our emotions

2. Why were the students able to understand the novel Of Mice and Men?

A. Because they spent much time reading it.

B. Because they had read the novel before.

C. Because they came from a public school.

D. Because they had similar life experiences.

3. The girl left the selective high school possibly because_______.

A. she was a literary-minded girl      

B. her parents were immigrants

C. she couldn't fit in with her class    

D. her father was then in prison

4. To the author's surprise, the students read the novels_______.

A. creatively    

B. passively    

C. repeatedly    

D. carelessly

5. The author writes the passage mainly to_______.

A. introduce classic works of literature

B. advocate teaching literature to touch the heart

C. argue for equality among high school students

D. defend the current testing system