【名词&注释】
文言文(classical chinese)、周期性(periodicity)、简谐振动(simple harmonic vibration)、机械波(mechanical wave)、机械振动(mechanical vibration)、简谐波(simple harmonic wave)、简谐运动(simple harmonic motion)、韧皮部(phloem)、初生木质部(primary xylem)
[多选题]下列关于简谐振动和简谐波的说法，正确的是
A. 媒质中质点振动的周期一定和相应的波的周期相等
B. 媒质中质点振动的速度一定和相应的波的波速相等
C. 波的传播方向一定和媒质中质点振动的方向一致
D. 横波的波峰与波谷在振动方向上的距离一定是质点振幅的两倍。
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举一反三：
[单选题]茎初生木质部(primary xylem)的发育方式为内始式，初生韧皮部(phloem)的发育方式为外始式。( )
A. 正确
B. 错误
[单选题]下列词语中划线的字，读音全都正确的一组是
A. 逾越（yú） 鸟瞰（kàn） 一丘之貉（lùo） 栩栩如生（xǚ）
B. 溃败（kuì） 凹陷（wā） 贻笑大方（yí） 兢兢业业（jīng）
C. 咀嚼（zǔ） 桧柏（guì） 罄竹难书（qìng） 饕餮大餐（tiè）
D. 觊觎（jì） 攻讦（jié） 光阴荏苒（rǎn） 心怀叵测（pǒ）
[单选题]三、（9分，每题3分）阅读下面的文言文，完成8——10题。
A. 尹赏字子心，钜鹿杨氏人也。以郡吏察廉为楼烦长。举茂材、粟邑令。左冯翊薛宣奏赏能治剧，徙为频阳令，坐残贼免。后以御史举为郑令。
B. 永始、元延间，上怠于政，贵戚骄恣，红阳长仲兄弟交通轻侠，臧匿亡命。 而北地大豪浩商等报怨，杀义渠长妻子六人，往来长安中。丞相、御史遣掾求逐党与，诏书召捕，久之乃得。长安中奸猾浸多，闾里少年群辈杀吏，受赇报仇，相与探丸为弹，得赤丸者斫武吏，得黑丸者斫文吏，白者主治丧。城中薄墓尘起，剽劫行者，死伤横道，枹鼓不绝。赏以三辅高第选守长安令，得一切便宜从事。 赏至，修治长安狱，穿地方深各数丈，致令辟[注]为郭，以大石覆其口，名为“虎穴”。乃部户曹掾史，与乡吏、亭长、里正、父老、伍人，杂举长安中轻薄少年恶子，无市籍商贩作务，而鲜衣凶服被铠扞持刀兵者，悉籍记之，得数百人。赏一朝会长安吏，车数百两，分行收捕，皆劾以为通行饮食群盗。赏亲阅，见十置一，其余尽以次内虎穴中，百人为辈，覆以大石。数日壹发视，皆相枕藉死，便舆出，瘗寺门桓东。楬著其姓名，百日后，乃令死者家各自发取其尸。亲属号哭，道路皆歔欷。长安中歌之曰：“安所求子死？桓东少年场。生时谅不谨，枯骨后何葬？”赏所置皆其魁宿，或故吏善家子失计随轻黠愿自改者，财数十百人，皆贳其罪，诡令立功以自赎。尽力有效者，因亲用之为爪牙，追捕甚精，甘耆奸恶，甚于凡吏。赏视事数月，盗贼止，郡国亡命散走，各归其处，不敢窥长安。
C. 江湖中多盗贼，以赏为江夏太守，捕格江贼及所诛吏民甚多，坐残贼免。南山群盗起，以赏为右辅都尉，迁执金吾，督大奸猾。三辅吏民甚畏之。
D. 数年卒官。疾病且死，戒其诸子曰：“丈夫为吏，正坐残贼免，追思其功效，则复进用矣。一坐软弱不胜任免，终身废弃无有赦时，其羞辱甚于贪污坐臧。慎毋然！”赏四子皆至郡守，长子立为京兆尹，皆尚威严，有治办名。
E. （选自《汉书?酷吏传》）
F. [注]令辟：砖块。
G. 8.下列句子中加点词的解释，正确的一项是
H. 长安中奸猾浸多 浸：逐渐。
I. 悉籍记多 籍：凭借。
J. 其余尽以次内虎穴中 内：里面。
K. 赏所置其魁宿 置：放置
[单选题]CPacing and Pausing
A. Sara tried to befriend her old friend Steve's new wife, but Betty never seemed to have anything to say. While Sara felt Betty didn't hold up her end of the conversation, Betty complained to Steve that Sara never gave her a chance to talk. The problem had to do with expectations about pacing and pausing.
B. Conversation is a turn-taking game. When our habits are similar, there's no problem. But if our habits are different, you may start to talk before I'm finished or fail to take your turn when I'm finished. That's what was happening with Betty and Sara.
C. It may not be coincidental that Betty, who expected relatively longer pauses between turns, is British, and Sara, who expected relatively shorter pauses, is American. Betty often felt interrupted by Sara. But Betty herself became an interrupter and found herself doing most of the talking when she met a visitor from Finland. And Sara had a hard time cutting in on some speakers from Latin America or Israel.
D. The general phenomenon, then, is that the small conversation techniques, like pacing and pausing, lead people to draw conclusions not about conversational style. but about personality and abilities. These habitual differences are often the basis for dangerous stereotyping (思维定式). And these social phenomena can have very personal consequences. For example, a woman from the southwestern part of the US went to live in an eastern city to take up a job in personnel. When the Personnel Department got together for meetings, she kept searching for the right time to break in--and never found it. Although back home she was considered outgoing and confident, in Washington she was viewed as shy and retiring. When she was evaluated at the end of the year, she was told to take a training course because of her inability to speak up.
E. That's why slight differences in conversational style--tiny little things like microseconds of pause-can have a great effect on one's life. The result in this case was a judgment of psychological problems---even in the mind of the woman herself, who really wondered what was wrong with her and registered for assertiveness training.
F. 64. What did Sara think of Betty when talking with her?
G. Betty was talkative.
H. Betty was an interrupter.
I. Betty did not take her turn.
J. Betty paid no attention to Sara.
[单选题]The computer was used in teaching. As a result, not only _________, but students became more interested in the lessons.
A. saved was teachers' energy
B. was teachers' energy saved
C. teachers' energy was saved
D. was saved teachers' energy
[单选题]
A. until
B. as
C. before
D. unless
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