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Application A holds an Update lock on a single row and application B is trying to read that row. If both applications are using isolation level UR, which of the following will occur?（）
A . Application B will read the row.
B . Applications A and B will cause a deadlock situation.
C . Application B will wait until application A releases the Update lock.
D . Application A will be terminated so that application B can read the row.
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User A issues the command: LOCK TABLES pets READ; Which command can User B execute against the pets table?（）
A . UPDATE pets…
B . SELECT….FROM pets
C . INSERT INTO pets…
D . ALTER TABLE pets&helli
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The teacher can help the students to read a text by reading it aloud while they follow in their books.（）
A . 正确
B . 错误
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With a good command of reading skills, most students can manage to read（）as they could the year before.
A . as twice fast
B . as fast as twice
C . as twice as fast
D . twice as fast
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To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.（）
A . 正确
B . 错误
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19. When we read to get the general idea of a passage, we read by ________.
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Reading efficiently when researching on your topic means that you need to read from cover to cover just like reading a novel.
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Which is not a pre-reading activity ?
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David Copperfield is a good book. I have read it and I decide to read it _____.
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Part B （10 points) You are going to read a text about Gold-Medal Workouts, followed by a l
Part B (10 points)
You are going to read a text about Gold-Medal Workouts, followed by a list of examples. Choose the best example from the list A—F for each numbered subheading (41—45). There is one extra example which you do not need to use.
Drawing on biomechanics and other sports science, Olympic hopefuls target just the right muscles and moves. Olympians of yesteryear shared the same goal, but they would hardly recognize today's training techniques. To achieve to Olympian ideal of "faster, higher, stronger," coaches now realize, athletes don't have to train more but they do have to train smarter. That's why, these days, cross-country (Nordic) skiers kneel on skateboards and tug on pulleys to haul themselves up a ramp.
By analyzing every motion that goes into a ski jump or a luge run, the science of biomechanics breaks down events into their component parts and determines which movements of which muscles are the key to a superlative performance. Knowing that is crucial for a simple hut, to many coaches and trainers, unexpected reason: it turns out that although training for general conditioning improves fitness, the best way to boost performance is by working the muscles and practicing the moves that will be used in competition. It's called sport-specific training.
(41) Ways to work the right muscles and train the right patterns of movement.
Sport-specific training doesn't have to mean running the actual course or performing the exact event. There are other ways to work the right muscles and train the right pattern of movement. Doing situps on a Swiss ball, for instance, develops torso control as well as strength. The Finnish ice-hockey team recently added acrobatics to its training regime because it helps players to balance on the ice, says head coach Raimo Summanen.
Performance-enhancing strategies.
The advances in physiology that have revolutionized training are giving sports scientists a better under-standing of how to improve strength, power, speed and both aerobic and anaerobic fitness:
(42) Training the start-up.
Speed is partly genetic. A star sprinter is probably born with a preponderance of fast twitch muscle fibers, which fire repeatedly with only microsecond rests in between. Speed training therefore aims to recruit more fast-twitch fibers and increase the speed of nerve signals that command muscles to move.
(43) Strength reflects the percentage of muscle fibers the body can recruit for a given movement.
"Someone with pure strength can recruit 90 percent of these fibers, while someone else recruits only 50 percent", says the USOC's Davis.
(44) Developing anaerobic fitness.
Anaerobic fitness keeps the muscles moving even when the heart can't provide enough oxygen. To postpone the point when acid begins to accumulate, or at least train the body to tolerate it, Jim Walker has the speed skaters he works with push themselves beyond what they need to do in competition.
Power is strength with speed.
"One of the biggest changes in strength training is that we're getting away from pure strength and emphasizing power, or explosive strength," says USOC strength-and- conditioning coordinator Kevin Ebel.
(45) Difficulties under way.
It's still difficult to persuade coaches to let sports scientists mess with their athletes.
To overcome such resistance, the USOC's Peter Davis has set up "performance-enhancing teams" where coaches and scientists put their heads together and apply the best science to training. Come February, the world will see how science fared in its attempt to mold athletic excellence.
A. Zach Lund races skeleton (a head-first, belly-down sled race), in which the start is crucial. He has to sprint in a bent-over position
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Part B （10 points) You are going to read a text about e-mail, followed by a list of detail
Part B (10 points)
You are going to read a text about e-mail, followed by a list of detail explanations or cited statements. Choose the best related ones from the list for each numbered subheading. There is an extra one which you do not need to use.
(41) Extends Language Learning Time and Place:
As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mails from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context.
(42) Provides a Context for Real-world Communication and Authentic Interaction:
By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e-mail lends a feeling of reality to students' communicative efforts that may seem artificial in a classroom setting. This communicative interaction is much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form. and this can serve the language learner well.
(43) Expands Topics Beyond Classroom-based Ones:
Language teachers often have to follow a rigorous schedule in terms of content and/or grammatical topics to be presented and practiced in a semester or marking period. Large chunks of time can rarely be spared for free communication.
(44) Promotes Student-centered Language Learning:
In e-mail communication, FL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the FL rather than to produce a mistake-free composition.
(45) Encourages Equal Opportunity Participation:
Beauvois (1997) reported that computer-mediated communication increased total class participation to 100%.
Connects Speakers Quickly and Cheaply
E-mail allows students to communicate with native speakers of the target language without the high cost of traveling a broad (Hedderich 1997; Roakes, 1998). Before the advent of the Internet, it was not possible to communicate so immediately and so frequently with native speakers or with other learners.
A. Others have noted that students reticent to speak in face-to-face contexts are more willing to participate in the electronic context (Beauvois, 1995; Gonzalez-Bueno, 1998; Warschauer, 1995).
B. Rankin (1997) notes that the additional interaction in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more than four hours per week in most high school or college settings.
C. E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995).
D. E-mail gives learners an additional context for discussion that can be—but does not necessarily have to be linked to topics being covered in class.
E. Frequently it is difficult for students to engage in an activity in a foreign language class without preparation ahead of time. A pre-class e-mail assignment can take care of the groundwork and save valuable class time. Examples are given of ways in which the teacher might prepare students for writing, listening, and speaking activities.
F. As Schwienkorst (1998) stressed, "The ma
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Reading Comprehension In a few decades, artificial intelligence （）
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Reading Comprehension Section A 35
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Read the email below about advertising. Choose the correct word to fill each gap from A, Read the email below about advertising. Choose the correct word to fill each gap from A, B or C on the opposite page. For each question （）
A．By
B．During
C．Within
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阅读下列FORTRAN程序:READ(*,10)A,B,C10FORMAT(1X,F3.1,2X,2F3.2)WRITE(*,*)BEND如果在执行该程序时从键盘输入1234567890↙(其中↙为回车键)则运行后输出的B值为：()。
A．7.89
B．6.78
C．4.56
D．0.67
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为啥用read i read a book about history last sunday
last sunday 是过去 为什么不用 ed 什么词性后面加ed
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During the reading lesson, the teacher asked thestudents to read a few __ from the novel.
A.pieces
B.essays
C.fragments
D.extracts
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read a book（）
A．读书
B．写字
C．听书
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The project aims to get kids to a stage called “deep reading”, _____ they can read to l
A．A.which
B．B.where
C．C.that
D．D.what
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Reading is a “guessing game”, which doesn’t require us to use any reading skills. ( )
A:对
B:错
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Read the advertisement below about a consultant vacancy. Choose the correct word to fill Read the advertisement below about a consultant vacancy. Choose the correct word to fill each gap, from A, B, or C on the opposite page. For each question 29-40, mark one letter （）
A．in
B．over
C．on
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I don’t think he understands what he reads, _____ A doesn’t he B do I C don’t I D does he
A．doesn’t he
B．do I
C．don’t I
D．does he
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Reading a lot _____ your vovabulary.
A、help to enlarge
B、helps to enlarge
C、help enlarge
D、helps enlarging
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Complete the dialogues. I always read a paper at the weekend. ~ But do you read all of
Complete the dialogues. I always read a paper at the weekend.~ But do you read all of it 1 Did you ____ TV last night ~ Yes, I ____ aprogramme about dogs. 2 I read the story but I don’t ____ it’strue. ~ No, ____ of it is true. It’s all false. 3 Have you heard the ____ ~ No, what’s ____ 4 Did you ____to the radio this morning ~ Yes, I ____ the 8 o’clock news. 5 What’s in the ____ this morning ~ I don’t know; I never buy one. 6 Have you seen the weather ____ ~ Yes, it’sgoing to rain. 7 What did you ____ on TV ~ Oh, nothing ____.
