【正文】 s very different meanings.’Earlier Oxford University research found that elephants avoid bee hives in the wild(這是后面一道except的題的選項(xiàng)) and will also flee from the recorded sound of angry bees. In 2009 a pilot study led by King showed that a fence made out of beehives wired together significantly reduced crop raids by elephants. The team hopes that the new findings could help develop new ways to defuse potential conflicts between humans and elephants(第三段最后).Despite their thick hides adult elephants can be stung around their eyes or up their trunks, whilst calves(幼仔) could potentially be killed by a swarm（蜂群） of stinging bees as they have yet to develop this thick protective skin(出現(xiàn)在文章第一段中部). 4. 美國的雞 篇幅約一屏，內(nèi)容較多，但題目不太難【I】考古已經(jīng)確認(rèn) 故整合文章大意：P1 Storey在智利（Chile）發(fā)現(xiàn)美洲有雞骨頭，認(rèn)為可能暗示波利尼亞人（Polynesia）比哥倫布先到達(dá)美洲。因?yàn)殡u不是美國本土的產(chǎn)物（nonnative for america），但雞骨頭測出來卻產(chǎn)于1380~1410年左右（有題，說這句話的目的，我選的暗指雞骨頭到美洲的時(shí)間在哥倫布之前【760】，選項(xiàng)的表述很專業(yè)，好像是指出了一項(xiàng)在文中沒有明示的事實(shí)，有explicitly【明確地】這個(gè)詞）。而史料記載波利尼亞人當(dāng)年的確是經(jīng)常帶著雞到處航海。不過呢，這個(gè)P人最遠(yuǎn)是到那個(gè)easter 什么什么地方，然后這個(gè)easter 什么什么地方是2000 miles away from the western of the chile。P2 Storey又說通過DNA證明那雞P人帶來的。但是recent study指出（對(duì)應(yīng)Q5），這種DNA在所有雞身上都有，研究還發(fā)現(xiàn)雞骨頭里DNA有unusual genic 存在于rare modren asian 的雞中，而這個(gè)DNA沒有在（P中以及）most mordern 雞中發(fā)現(xiàn)。（這句話挺繞的~我也不知道有沒有翻譯正確或者完全，有題）【I】P2結(jié)尾有兩個(gè)版本貌似= =V1結(jié)尾就是不曉得P怎么把雞帶到美洲的。如果能證明波西尼亞人是早于哥倫布來到美洲的 then the remain question would be how they bring the chicken to the continent.V2 最后說如果雞確實(shí)不在美洲，那么確實(shí)有人比哥倫布早到達(dá)美洲。問題：有問題涉及很多地名比來比去的。大家要耐心~Q1主旨題 A1 主旨題有干擾選項(xiàng)，分別是polynesian怎么把雞骨頭帶到美洲和雞怎么會(huì)出現(xiàn)在美洲（沒記錯(cuò)的話應(yīng)該是這樣的），我選了后者。（770）提示 **主旨題和細(xì)節(jié)題的選項(xiàng)中有有關(guān)如何到達(dá)的美洲的干擾選項(xiàng)，不要選~但最后文章主要還是沒有批駁storey的意思，這些觀點(diǎn)只是削弱storey觀點(diǎn)的力度 而非否定。（730）A2 波斯尼亞人比歐洲人先到美洲（作者是否同意這個(gè)觀點(diǎn)呢？不同意的話就不應(yīng)該用argue，沒有選）；B. 提到雞骨頭（感覺靠譜，選了）（750）*【I】大家自己取舍…Q2 which of the following if occured would most expain the apparent date of the chicken boneQ3高亮那句美國沒有雞（highlight the chicken is not native to American） 問作用A1 選的暗指雞骨頭到美洲的時(shí)間在哥倫布之前。選項(xiàng)里面有 explictly（明確地） state, implictly, explanation，imply/impicate（暗示） 等詞。（760）A2當(dāng)時(shí)我選了 impicate chickbone the age~`但是后來覺得好像不太對(duì)~比較像C： imply polynicia people does not (忘記是否定還是肯定了）bring the domestice chick to the america~~不過都不是很確定啊~大家自己確定啊A3 我選的是，作者暗示地否定了一個(gè)解釋。（750）*【I】大家自己取舍…Q4 哪一個(gè)是Alice Storey的team 的finding（the team of story found that）比較tricky, 選項(xiàng)有Polynesia人把雞帶到island, 雞有什么基因,基因的特殊性, 基因和現(xiàn)代的雞相似, 雞化石里的基因和歐洲亞洲雞的不同和相似程度, 仔細(xì)讀第二段Q5 有題問recent研究為了什么？（other study views are used to）用來question the strengthen of the theoryQ6 細(xì)節(jié)題，問哪個(gè)選項(xiàng)最符合第二段的人的觀點(diǎn)Q7有一個(gè)問題是問到第二段的，第二段提到ASIAN 是為了說明在美洲的雞骨頭不像ASIAN的，而更像european,所以是應(yīng)該是歐洲人先到美洲的by sophiemaa（750）Q8關(guān)于Mordern的雞哪個(gè)選項(xiàng)是對(duì)的？Q9 高亮一句好像叫this chicken is native american還是啥了..失憶..反正有native american和chicken的一句話..5. 信用卡 文章大意：P1 美國的信用卡持有人（credit card holder）pay more tips, pay more on the same product, purchase more in one time, purchase more user, credit card holder always underestimate or even forget their most recent purchase amount.P2 某教授做了一個(gè)research說明了credit card user willing to pay 50%200% more問題Q1 有問pare credit card 和其他人比較XXXX事情的態(tài)度..還是購物的習(xí)慣Q2 然后好像記得有問第二段關(guān)于那個(gè)人的research的細(xì)節(jié)題Q3 People using credit card are morelikely to do the following than a cash user EXCEPT: 回第一段確認(rèn)，recall their most recent purchase amount背景補(bǔ)充：感謝0225 北京mia 6. 木星文章大意：圍繞 Jupiter的，但是好像是講用神馬判斷行星的方法判斷Jupiter是不是怎么樣~第一段講一個(gè)一般認(rèn)為的有關(guān)木星、土星等這類大行星形成的理論，詞很多，planetary core， protoplanetary disk（原行星盤*），gas envelopes很多不懂。后面講發(fā)現(xiàn)類似太陽系中的大行星有所不同，orbit比較近之類，說和木星等形成方式應(yīng)該不同，可能是migrate來的，planetary migration，scattering。*原行星盤：原行星盤是在新形成的年輕恒星（如金牛座T）外圍繞的濃密氣體，因?yàn)闅怏w會(huì)從盤的內(nèi)側(cè)落入恒星的表面，所以可以視為是一個(gè)吸積盤。但是，不能將這個(gè)過程與恒星形成時(shí)的吸積混淆在一起。（來源百度百科）問題Q1（記得出在scattering這一塊，原文可對(duì)應(yīng)。）從文中infer什么，選項(xiàng)都是那種more...more...或者more...less...舉個(gè)例子：記得一個(gè)選項(xiàng)是行星越重（weight）它表面的氣體就更熱還有什么忘了Q2 主旨題7. 殖民地婦女* by tangyue119 (ID: 803011) V40 確定原文 感謝狗主哈In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their monplace books. Wulf suggests that this critique circulated beyond the daughters of the Quaker elite and middle class, whose monplace books she mines, proposing that Quaker schools brought it to many poor female students of diverse backgrounds.Here Wulf probably overstates Quaker schools’ impact. At least three years’ study would be necessary to achieve the literacy petence necessary to grapple with the material she analyzes. In 1765, the year Wulf uses to demonstrate the diversity of Philadelphia’s Quaker schools, 128 students enrolled in these schools. Refining Wulf’s numbers by the information she provides on religious affiliation, gender, and length of study, it appears that only about 17 poor nonQuaker girls were educated in Philadelphia’s Quaker schools for three years or longer. While Wulf is correct that a critique of patriarchal marriage circulated broadly, Quaker schools probably cannot be credited with instilling these ideas in the lower classes. Popular literary satires on marriage had already landed on fertile ground in a multiethnic population that embodied a wide range of marital beliefs and practices. These ethnic and classbased traditions themselves challenged the legitimacy of patriarchal marriage.Q15: The primary purpose of the passage is toA. argue against one aspect of Wulf’s account of how ideas critical of marriage were disseminated among young women in colonial PhiladelphiaB. discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia of the poetry they copied into their monplace booksC. counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriageD. present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial PhiladelphiaE. challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social class