他对国家做出的贡献将永远不会被人们遗忘。A. The contributions (that/ which )he has made to the country will never be forgotten.B. The contributions (that/ which )he has made to the country will never be forget.
Graphs can be a very useful tool for conveying information， especially numbers， percentages， and other data． A graph gives the reader a picture to interpret． That can be a lot more efficient than pages and pages explaining the data． Graphs can seem frightening， but reading a graph is a lot like reading a story． The graph has a title， a main idea， and supporting details． You can use your active reading skills to analyze and understand graphs just like any other text． Most graphs have a few basic parts： a caption or introduction paragraph， a title， a legend or key， and labeled axes． An active reader looks at each part of the graph before trying to interpret the data． Captions will usually tell you where the data from（for example， a scientific study of 400 African elephants from 1980to 2005）． Captions usually summarize the author's main point as well． The title is very important． It tells you the main idea of the graph by stating what kind of information is being shown． A legend， also called a key， is a guide to the symbols and colors used in the graph． Many graphs， including bar graphs and line graphs， have two axes that form a corner． Usually these axes are the left side and the bottom of the graph． Each axis will always have a label tells you what each axis measures．12-|||-10-|||-8-|||-6-|||-4-|||-2-|||-0-|||-A B C D E-|||-Grade Eamed-|||-Graph 1.Student Performance on Social Stu Quiz Bar Graphs A bar graph has two axes and uses bars to show amounts． In Graph 1， we see that the x-axis shows grades students earned， and the y-axis shows how many students earned each grade． You can see that 6 students earned an A because the bar for A stretches up to 6 on the vertical measurement． There is a lot of information we can get from a simple graph like this （See Graph 1）． Line Graphs12-|||-10-|||-8-|||-6-|||-4-|||-2-|||-0-|||-A B C D E-|||-Grade Eamed-|||-Graph 1.Student Performance on Social Stu Quiz A line graph looks similar to a bar graph， but instead of bars， it plots points and connects them with a line． It has the same parts as a bar graph---two labeled axes---and can be read the same way． To read a line graph， it's important to focus on the points of intersection rather than the line segments between the points． This type of graph is most commonly used to show how something changes over time． Here is a graph that charts how far a bird flies during the first five days of its spring migration （See Graph 2）． 12-|||-10-|||-8-|||-6-|||-4-|||-2-|||-0-|||-A B C D E-|||-Grade Eamed-|||-Graph 1.Student Performance on Social Stu QuizThe unit of measurement for the x-axis is days． The unit of measurement for the y-axis is kilometers． Thus we can see that， on the first day， the pipit flew 20 kilometers． The line segment goes up between Day 1 and Day 2， which means that the bird flew farther on Day 2． If the line segment angled down， as between Day 4 and Day 5， it would mean that the bird flew fewer kilometers than the day before． This line graph is a quick， visual way to tell the reader about the bird's migration． Pie Graphs A typical pie graph looks like a circular pie． The circle is divided into sections， and each section represents a fraction of the data． The graph is commonly used to show percentages； the whole pie represents 100 percent， so each piece is a fraction of the whole． A pie graph might include a legend， or it might use icons or labels within each slice． This pie graph shows one month's expenses（See Graph 3）． Food ﹩25 Movies ﹩12 Clothing ﹩36 Savings ﹩20 Books ﹩7 【小题】When used in a graph， a legend is ______ ． A.a guide to the symbols and colors B.an introduction paragraph C.the main idea D.the data 【小题】What is the total number of students who earned a C or better？ ______ A.4． B.6． C.10． D.20． 【小题】The bird covered the longest distance on ______ ． A.Day 1． B.Day 2． C.Day 3． D.ay 4． 【小题】Which of the following cost Amy most？ ______ A.Food． B.ooks． C.Movies． D.Clothing．.
Children as young as ten are becoming dependent on social media for their sense of self-worth, a major study warned.It found many youngsters（少年）now measure their status by how much public approval they get online, often through “likes”. Some change their behavior in real life to improve their image on the web.The report into youngsters aged from 8 to 12 was carried out by Children’s Commissioner (专员）Anne Longfield. She said social media firms were exposing children to major emotional risks, with some youngsters starting secondary school ill-equipped to cope with the tremendous pressure they faced online.Some social apps were popular among the children even though they supposedly require users to be at least 13. The youngsters admitted planning trips around potential photo-opportunities and then messaging friends — and friends of friends — to demand “likes” or their online posts.The report found that youngsters felt their friendships could be at risk if they did not respond to social media posts quickly, and around the clock.Children aged 8 to 10 were “starting to feel happy” when others liked their posts. However, those in the 10 to 12 age group were “concerned with how many people like their posts” , suggesting a “ need” for social recognition that gets stronger the older they become.Miss Longfield warned that a generation of children risked growing up “worried about their appearance and image as a result of the unrealistic lifestyles they follow on platforms, and increasingly anxious about switching off due to the constant demands of social media” .She said: “Children are using social media with family and friends and to play games when they are in primary school. But what starts as fun usage of apps turns into tremendous pressure in real social media interaction at secondary school.”As their world expanded, she said, children compared themselves to others online in a way that was “hugely damaging in terms of their self-identity, in terms of their confidence, but also in terms of their ability to develop themselves” .Miss Longfield added: “Then there is this push to connect—if you go offline, will you miss something, will you miss out, will you show that you don’t care about those people you are following, all of those come together in a huge way at once.”“For children it is very, very difficult to cope with emotionally.” The Children’s Commissioner for England’s study—Life in Likes—found that children as young as 8 were using social media platforms largely for play.However, the research—involving eight groups of 32 children aged 8 to 12 — suggested that as they headed toward their teens, they became increasingly anxious online.By the time they started secondary school—at age 11—children were already far more aware of their image online and felt under huge pressure to ensure their posts were popular, the report found.However, they still did not know how to cope with mean-spirited jokes, or the sense of incompetence they might feel if they compared themselves to celebrities（名人）or more brilliant friends online. The report said they also faced pressure to respond to messages at all hours of the day—especially at secondary school when more youngsters have mobile phones.The Children’s Commissioner said schools and parents must now do more to prepare children for the emotional minefield（雷区）they faced online. And she said social media companies must also “ take more responsibility” . They should either monitor their websites better so that children do not sign up too early, or they should adjust their websites to the needs of younger users.Javed Khan, of children’s charity Barnardo’s, said: “ It’s vital that new compulsory age-appropriate relationship and sex education lessons in England should help equip children to deal with the growing demands of social media.“ It’s also hugely important for parents to know which apps their children are using.”【小题1】Why did some secondary school students feel too much pressure?A．They were not provided with adequate equipment.B．They were not well prepared for emotional risks.C．They were required to give quick responses.D．They were prevented from using mobile phones.【小题2】Some social app companies were to blame because_________A．they didn’t adequately check their users’ registrationB．they organized photo trips to attract more youngstersC．they encouraged youngsters to post more photosD．they didn’t stop youngsters from staying up late【小题3】Children’s comparing themselves to others online may lead to_________.A．less friendliness to each otherB．lower self-identity and confidenceC．an increase in online cheatingD．a stronger desire to stay online【小题4】According to Life in Likes, as children grew, they became more anxious to_________.A．circulate their posts quicklyB．know the qualities of their postsC．use mobile phones for playD．get more public approval【小题5】What should parents do to solve the problem?A．Communicate more with secondary schools.B．Urge media companies to create safer apps.C．Keep track of children’s use of social media.D．Forbid their children from visiting the web.
AWelcome to Our Festival March 7 2016Story Show in OheronAdults__ 8:00 pm -10:00 pmJoin in us for an evening of true, personal stories about science. Come to the only show where you can hear people－scientists, half-scientists, and not-scientists－tell funny and touching stories about the role of science in their lives.Cost: 10Make Your Own iPhone Case through Toysinbox 3D PrintingFamilies & Teens & Adults__ 10:00 am – 12:30 pmIn this workshop, you will learn to design and 3D print your own iPhone case. First, you will learn how to use a 3D printer. Next, you will design a 3D model for your iPhone case that will have a lovely pattern and your name. Once you create the model, you will print it out on our 3D printers. A 3D printing worker will guide you through this process step-by-step. Come and enjoy this fun and unique learning experience!Cost: 35DIY Underwater Vehicle Design in MIT MuseumTeens__ 2:00 pm – 5:00 pmDive into the world of ocean engineering by designing and building an underwater vehicle! Test your vehicle in large tanks on the Museum’s floor. Show off your engineering creations and share your design process with Museum visitors.Cost: 15, Ages 12Animal Kingdom for Young Ones in Museum of Science, BostonFamilies__ 9:30 am – 2:00 pmJoin us for a day of hands-on science fun designed especially for pre-schoolers!Activities include the Museum’s popular “Live Animal Story Time” shows and a talk about baby animals and book-signing by children’s book authors. Drop in on special live animal visits and activities in the exhibition halls, as well as design challenges and lab activities－all created with your young scientist in mind!Cost: Free, Ages Pre-kindergarten—Age 8 (1)__What can people do in Story Show? A.__Do role-play games.__ __ __ __ __ __ __ __ __B.__Put on science shows.C.__Hear touching stories.__ __ __ __ __ __ __ __ D.__Meet children’s book authors. (2)__If you are interested in ocean engineering, you will probably attend______. A.__Story Show__ __ __ __ __ __ __ __ __ __ __ __ B.__DIY Underwater Vehicle DesignC.__Make Your Own iPhone Case__ __ __ __ __ D.__Animal Kingdom for Young Ones (3)__Animal Kingdom for Young Ones is designed for ______. A.__adults__ __ __ __ __ __ __ __ __ __ __ __ __ __ B.__children of all agesC.__kids under 8 years old__ __ __ __ __ __ __ __D.__children aged twelve and older
Children as young as ten are becoming dependent on social media for their sense of self-worth, a major study warned.It found many youngsters(少年)now measure their status by how much public approval they get online, often through "likes" . Some change their behaviour in real life to improve their image on the web.The report into youngsters aged from 8 to 12 was carried out by Children's Commissioner(专员)Anne Longfield. She said social media firms were exposing children to major emotional risks, with some youngsters starting secondary school ill-equipped to cope with the tremendous pressure they faced online.Some social apps were popular among the children even though they supposedly require users to be at least 13. The youngsters admitted planning trips around potential photo-opportunities and then messaging friends — and friends of friends — to demand "likes" for their online posts.The report found that youngsters felt their friendships could be at risk if they did not respond to social media posts quickly, and around the clock.Children aged 8 to 10 were "starting to feel happy" when others liked their posts. However, those in the 10 to 12 age group were "concerned with how many people like their posts" , suggesting a "need" for social recognition that gets stronger the older they become.Miss Longfield warned that a generation of children risked growing up "worried about their appearance and image as a result of the unrealistic lifestyles they follow on platforms, and increasingly anxious about switching off due to the constant demands of social media" .She said: "Children are using social media with family and friends and to play games when they are in primary school. But what starts as fun usage of apps turns into tremendous pressure in real social media interaction at secondary school."As their world expanded, she said, children compared themselves to others online in a way that was "hugely damaging in terms of their self-identity, in terms of their confidence, but also in terms of their ability to develop themselves" .Miss Longfield added: "Then there is this push to connect — if you go offline, will you miss something, will you miss out, will you show that you don't care about those people you are following, all of those come together in a huge way at once.""For children it is very, very difficult to cope with emotionally." The Children's Commissioner for England's study — Life in Likes — found that children as young as 8 were using social media platforms largely for play.However, the research — involving eight groups of 32 children aged 8 to 12 — suggested that as they headed toward their teens, they became increasingly anxious online.By the time they started secondary school — at age 11 — children were already far more aware of their image online and felt under huge pressure to ensure their posts were popular, the report found.However, they still did not know how to cope with mean-spirited jokes, or the sense of incompetence they might feel if they compared themselves to celebrities (名人) or more brilliant friends online. The report said they also faced pressure to respond to messages at all hours of the day — especially at secondary school when more youngsters have mobile phones.The Children's Commissioner said schools and parents must now do more to prepare children for the emotional minefield (雷区) they faced online. And she said social media companies must also "take more responsibility" . They should either monitor their websites better so that children do not sign up too early, or they should adjust their websites to the needs of younger users."Javed Khan, of children's charity Barnardo's, said: "It's vital that new compulsory age—appropriate relationship and sex education lessons in England should help equip children to deal with the growing demands of social media.""It's also hugely important for parents to know which apps their children are using."Why did some secondary school students feel too much pressure?A.They were not provided with adequate equipment.B.They were not well prepared for emotional risks.C.They were required to give quick responses.D.They were prevented from using mobile phones.Some social app companies were to blame because .A.they didn't adequately check their users' registrationB.they organized photo trips to attract more youngstersC.they encouraged youngsters to post more photosD.they didn't stop youngsters from staying up lateChildren's comparing themselves to others online may lead to .A.less friendliness to each otherB.lower self-identity and confidenceC.an increase in online cheatingD.a stronger desire to stay onlineAccording to Life in Likes, as children grew, they became more anxious to .A.circulate their posts quicklyB.know the qualities of their postsC.use mobile phones for playD.get more public approvalWhat should parents do to solve the problem?A.Communicate more with secondary schools.B.Urge media companies to create safer apps.C.Keep track of children's use of social media.D.Forbid their children from visiting the web.What does the passage mainly talk about?A.The influence of social media on children.B.The importance of social media to children.C.The problem in building a healthy relationship.D.The measure to reduce risks from social media.
The great rejuvenation of the Chinese nation is the Chinese dream (that)we want to realize.A. 中华民族伟大复兴就是我们要实现的中国梦.B. 我们一定要尽快实现中华民族伟大复兴的梦想.C. 中华民族的复兴就是我们的中国梦.
单选题根据下面资料，回答题 Rising Inequality Is Holding Back the U. S. Economy [A] In announcing his run for the presidency last month, Jeb Bush has set an ambitious goal of 4 percent real growth in gross domestic product (GDP). This goal has been greeted with substantial skepticism from parts of the economics establishment, while some economists have praised it as a "worthy and viable aspiration" that could be achieved with growth-oriented policies. Our recent research implies that a 4 percent growth goal for first term of the next President is not only possible, but is what we should strive to achieve. Like Hubbard and Warsh, veteran Republican economic policymakers, we agree that the U. S. needs policies that raise labor force participation,accelerate productivity growth and improve expectations. Where we part ways is the tactics. [B] Their recommendations focus on supply-side policies, such as tax reform, regulatory reform, reduced trade friction and education and training. Our research implies that a weak demand side explains the sluggish (萧条的) recovery from the Great Recession, with the rise of income inequality as a central factor. Consequently, our policy prescriptions revolve around increasing the take-home pay of the majority of American households. The Great Recession, which began in December 2007, was the most severe American economic downturn in three-quarters of a century. Most economists did not anticipate ahead of time that this kind of thing could happen, although we warned that "it could get ugly out there" in October 2007. [C] But as the severity of the recession became apparent in the dark days of late 2008 and early 2009, many economists predicted a swift bounce-back, reasoning from historical evidence that deep downturns are followed by rapid recoveries. Sadly, that prediction was also incorrect. The growth path following the Great Recession has been historically sluggish. Our recent research, supported by the Institute for New Economic Thinking, helps explain why: The economic drag from decades of rising income inequality has held back consumer spending. [D] Our work studies the link between rising income inequality and U. S. household demand over the past several decades. From the middle 1980s until the middle 2000s, American consumers spent liberally despite the fact that income growth stagnated (停滞) for most of the population. We show that the annual growth rate of household income slowed markedly in 1980 for the bottom 95 percent of the income distribution, while income growth for the top 5 percent accelerated at the same time. The result was the widely discussed rise of income inequality. [E] It is also well known that household debt grew rapidly during this period. Our work points out that the buildup of debt relative to income was concentrated in the bottom 95 percent of the income distribution. Debt to income for the top 5 percent bounced around with little clear trend: When the financial crisis hit, our work shows that the bottom 95 percent of Americans could no longer get the rising debt they needed to continue to spend along the trend they established in the years leading up to the crisis. The result was a sharp cutback in household demand relative to income that caused the collapse of the Great Recession. [F] What about the recovery? Household demand in 2013 (the most recent observation we have because our computations incorporate data that are released with a lag and are available at an annual frequency only) was a stunning 17.5 percent below its pre-recession trend, with no sign of recovering back toward the trend, what happened? Our research implies that the cutoff of credit for the group of households falling behind as income inequality rose prevented their spending from recovering to its pre-recession path. [G] While there is no reason to necessarily expect that consumer spending will follow a constant trend over long periods of time, the practical reality is that the U. S. economy needed the pre-recession trend of demand to maintain adequate growth and at least a rough approximation of full employment prior to 2007. In the middle 2000s, there was no sign of excess demand in the U.S. economy. Inflation was tame and interest rates were low. Wage growth was stagnant. Although some gradual slowing in long-term U. S. growth might have been predicted as the large baby-boom generation ages, the overall labor force participation rate was actually rising prior to the recession, so there was no reason to expect any significant decline in labor resources in the years immediately following 2007. [H] Yes, the way many Americans were financing their demand was unsustainable, but there is no indication that businesses could not sustainably continue to produce along the pre-recession trend if they had been able to sell the output. Our interpretation of the evidence is that the demand drag that could be expected as the result of rising inequality is, after a delay of a-quarter century, finally constraining the U. S. economy. Intuition, theory and evidence predict that high-income people spend, on average, a smaller share of their income than everyone else does. So as a higher share of income goes into the pockets of the well-to-do, the household sector as a whole is likely to recycle less of its income back into spending, which slows the path of demand growth. [I] A possible problem with this prediction for the U. S. in recent years is that income inequality began to rise in the early 1980s, but household demand remained strong through 2006. Our argument is that the demand drag from rising inequality was postponed by the buildup of debt: The bottom 95 percent borrowed rather than cut back their spending when their income growth slowed. But as the crisis hit, lending to households collapsed, and the trend of rising debt could not continue. [J] The effect of rising inequality has hit the economy hard. As a result, today's economy is underperforming. No one can know precisely how much of the stagnation in household demand is due to the rise of inequality, but our estimates imply that the current path of total demand in the economy is at least 10 percent below where it would have been with the income distribution of the early 1980s. Where demand goes, so follows output and employment. This analysis links to the call for 4 percent growth. Considering conventional estimates of the long-term trend growth of the economy, a 4 percent growth rate through the next U. S. President's first term would go a long way toward closing the gap in output that opened with the collapse of household spending in the Great Recession and has yet to be filled. [K] How can we move toward this goal? Our research strongly implies that the main problem is on the demand side, not the supply side. The U. S. needs to find a way to boost demand growth by arresting, and hopefully reversing, the dramatic rise of inequality. The basic argument is exceedingly simple: The economy continues to be held back by insufficient household spending, and if the income share of Americans outside of the top sliver rises, household spending will increase. Policies that raise the minimum wage and reduce the tax burden of low- and middle-income households would help. [L] In our view, however, the best method to achieve this objective would be to restore wage growth across the income distribution as occurred in the decades after World War Ⅱ. Meeting this objective is challenging for a variety of reasons, including the fact that there remains no clear consensus about what has caused the rise of American economic inequality. But the need to address inequality is not just a matter of social justice; it also is important to get the economy back on the right track after more than seven years of stagnation. We can do better. Americans were free with their money though their income growth mostly remained still from the late 20th century to the early 21st century.
7. (Neither) Jim (nor) his friends (was) interested in this novel when it was (published).A. NeitherB. norC. wasD. published
The claim that all birds can fly is ______.A. trueB. correctC. exactD. false
(It)was (in)the classroom (which)we had class (meeting)yesterday.A. ItB. inC. whichD. meeting
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Elder and weaker Mr. Mag paid_visits to his old friends.A. scarceB. rare()C. insufficientD. inadequate
The increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-cultural communication. Americans, however, have not been well trained in either area and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterparts. Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to participate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation. In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negotiator that the American represents a large multi-million-dollar corporation that can afford to pay the price without bargaining further. The American negotiator’s role becomes that of an impersonal supplier of information and cash. In studies of American negotiators abroad, several traits have been identified that may serve to confirm this stereotypical perception, while undermining the negotiator’s position. Two traits in particular that cause cross-cultural misunderstanding are directness and impatience on the part of the American negotiator. Furthermore, American negotiators often insist on realizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time involved in getting to know the other negotiator. Clearly, perceptions and differences in values affect the outcomes of negotiations and the success of negotiators. For Americans to play a more effective role in international business negotiations, they must put forth more effort to improve cross-cultural understanding. [共5题](1)What kind of manager is needed in present international business and foreign investment? [本题2分]A. The man who represents a large multi-million-dollar corporation. B. The man with knowledge of foreign languages and skills in cross-cultural communication. C. The man who is wealthy and impersonal. D. The man who can negotiate with his foreign counterparts.
拼写合适的单词补全句子 ( 答案不区分大小写 ; 单词提示中一根小短线代表一个 字母 ) If there is a bo-- in the economy, there is an increase in economic activity.
拼写合适的单词补全句子(答案不区分大小写;单词提提示中一根小短线代表一个字母)Something that is inf- - - - - has no limit,end,or edge.
拼写合适的单词补全句子 ( 答案不区分大小写 ; 单词提示中一根小短线代表一个 字母 ) To enh ---- something means to improve its value, quality, or attractiveness.
拼写合适的单词补全句子（答案不区分大小写；单词提示中一根小短线代表一个字母） Someone or something that is so---- is very serious rather than cheerful or humorous.
拼写合适的单词补全句子 ( 答案不区分大小写 ; 单词提示中一根小短线代表一个字母 ) A seq----- of events or things is a number of events or things that come one after another in a particular order.
选择合适的单词补全句子。-|||-I __ in the city.-|||-live lives
拼写合适的单词补全句子 ( 答案不区分大小写 ; 单词提示中根小短线代表一个 字母 ) A va---- is a space that contains no air or other gas.
拼写合适的单词补全句子 ( 答案不区分大小写 ; 单词提示中一根小短线代表一个 字母 ) To aut _ _ _ _ _ a factory , office , or industrial process means to put in machines which can do the work instead of people.
选择合适的单词补全句子
question or statement.Hot pot is a traditional dish in China. It is believed to date back more than 1,000 years to the time of the Jin Dynasty. Hot pot's origins can be found in the dining practices of Mongolian horsemen who rode across the steppe and into northern China. Legend has it that the Mongols used their helmets as pots to simmer (炖) broth (汤底) over open fires, and cooked chunks of meat in the broth.Hot pot cooking seems to have spread to northern China during the Tang Dynasty. In the regional variations developed with different ingredients such as seafood. In the centuries that witnessed the growth of the Song Dynasty, hot pot moved — and changed — further south, with each successive region adapting it to their local ingredients and tastes.The ingredients in a hot pot vary a lot from region to region. Perhaps the most famous hot pot is the Chongqing or Sichuan hot pot. It features a dark red broth chock-full (塞满了的) of spices, chili peppers, and the uniquely mouth-numbing Sichuan peppers. In Beijing and elsewhere in the north, hot pot broth tends to be mild and, compared to its racy southern "cousins", a little light. In the northeast of China, a kind of local sauerkraut (酸菜) is used to add some tang (强烈的味道), making the broth a bit sour. People can choose a version of hot pot according to their taste.1 Hot pot is believed to date back more than 1,000 years to the time of _______.A. the Jin Dynasty B. the Tang DynastyC. the Song Dynasty D. the Yuan Dynasty
These drugs are available over-the-counter without a(n)__________. （）A. infectionB. dosageC. prescription
6. The children will now play some pieces of music that they ______ themselves. A.were taught posed C.accomplished D.worked7. While she waited,she tried to ______ her mind with pleasant thoughts of the vacation. A.occupy pose C.think D.intensify8. In the film,the peaceful life of a monk ______ the violent life of a murderer. A.is compared with B.is compared to C.is contrasted to D.is contrasted with9. ______ to pay for an order is simplicity itself. A.Use plastic B.Using plastics C.Using plastic D.Used plastic10. Additional time is required for cooking or ______ homemade dishes. A.chill B.to chill C.chilled D.chilling
If you_________in a job for several years, you may be able to accumulate a lot of work experience and skills that would be beneficial to your future career development.A. have workedB. had workedC. have been workingD. had been working
The Harry Potter series, written by J.K. Rowling, is perhaps the most popular set of novels of the modern era. With seven books and many successful films to its name, the series has gathered about 15 billion dollars in sales. How did the series become so popular? The reason can be broken down into several areas.The first book in the series was rejected 12 times before it was picked up by Bloomsbury—a small publisher in England. So receiving this contract was Rowling's first step to success. However, getting a book contract does not ensure the success of a book. The story was soon loved by children and adults alike. In light of this, Bloomsbury Publishing published a second version of the books with “adult” (less colorful and more boring) book covers. This made it easier for a full range of ages to enjoy the series.Another factor that worked like a charm was that the publisher and Rowling herself, through the books, conducted midnight releases, promotions, and pre-ordering more readers. Customers who feared that their local bookstore would run out of copies responded by pre-ordering over 700,000 copies before the July 8, 2000 release.What does the underlined word “releases” (Para. 3) mean?A. The activity that frees or expresses energy or emotion.B. The announcement about the book’s publishing information.C. The sales of books that is available only at midnight.
ⅢComplete the following sentences with the given sentence structures-|||-get ready for.sa为························备-|||-e.g.Susan has to buy a lot of things to get ready for her trip.(苏珊不得不买很多东西为旅行做准备。)-|||-1 The boy got up early to __ (为上学做准备).-|||-2 I have a lot of work to do to __ (为明天做准备).
一、拼写合适的单词补全句子（答案不区分大小写；单词提示中一根小短线代表一个字母） If someone is __ob---__ , they are extremely fat.
The coming of the railways in the 1830s ________ our society and economic life.A. transferredB. transformedC. transportedD. transmitted