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2022高考英语阅读理解套餐加强练
The univer likes to be shy about its age, but astronomers believe they have a pretty good idea of the range. Currently, the most widely accepted age for the univer is around 13.8 billion years, but determining the well, everything, is no easy feat(功绩). w studies have investigated the question using different methods—and they’ve come up with two different answers, parated by more than a billion years.
Becau the univer is expanding at an accelerating pace, the further away an object is, the faster it appears to be moving away from us. This is expresd as the Hubble constant（哈勃常数），and it’s a key factor in figuring out the age of the univer. After all, 军事化训练if we can determine how fast moving away from us, we can remind that process to its beginning—the Big Bang. Rearchers from the University of Oregon t out to map the distance to dozens of galaxies. The team calculated that the univer is only 12.6 billion years old—that, you might notice is much younger than the 13.8 years usually stated.
“In the cond study, the method of figuring out the age of the univer is by mapping the oldest light we can detect. We are restoring the ‘baby photo’ of the univer to its original condition, removing the wear and tear of time and space that distorted(扭曲) the image,” says Neelima Sehgal, co-author on the study. “Only by eing this sharper ‘baby photo’ or image of the univer can we more fully understand how our univer was born.” In doing so, the rearcher determined that the univer is 13.8 billion years old—in agreement with the accepted age.
The real problem though, is that the studies disagree so wildly with each other, to the tune of a billion years. But they are not the only ones—the battle lines are commonly drawn by the methods ud. Obviously, more rearch is needed to determine where the truth lies.
1. What do we know about the univer from the first two paragraphs?
A. It doesn’t exist long. B. It becomes larger.
C. It runs away. D. It caus the Big Bang.
2. What makes the rearchers in the first study think the univer is much younger?
A. The speed of moving objects.
B. The number of galaxies.
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C. The process of the univer evolution.
D. The distance to other objects.
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3. How does Neelima Sehgal explain their method in the cond study?
A. By referring to a similar thing.
B. By using hard scientific data.
C. By introducing a new concept.
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D. By quoting an expert’s words.
4. Which can be a suitable title for the text?
A. Who method is better?
B. Which result can you believe?
C. How old is the univer?
D. Why is the univer so old?
Nobody likes to fail. It makes people feel embarrasd and discouraged. What’s wor, it may cau major professional or personal trouble and lead to negativity. Basically, failure is no fun for most people. However, a vast body of rearch tells us that failure provides us with a chance to grow and develop, increas adaptability, and helps protect against anxiety.
It's hard to change the mindt (心态) of a lifetime. But even if we still can’战争热诚t get over the broken marriage or the failed College Entrance Examination or the work prentation that
went fearfully wrong, it might not be too late for our kids.
Christy Pennison, a professional consultant, says she works with an increasing number of kids and teens who show significant anxiety around a fear of failure. She said, “We want to protect our children, and we want them to live happy and meaningful lives, so we frequently tell them the harm of failure and ask them to avoid failure. The children experiencing internal and sometimes extenal pressure think they shouldn't fail. Meanwhile, we always have high expectations of them. So when they don’t live up to a certain standard, or things don’t go according to the plans, they will feel upt and anxious.”
Pennison argues that failures, are often the hidden learning chances that can help people develop positive qualities, like persistence, focus, flexibility, patience, and positive lf-image.
So what can parents do to help their children embrace (拥抱) failure instead of avoiding it at all costs? Pennison suggests directing prai towards the effort, not the result. “This all
ows children to build confidence in themlves,” she explains. “Acknowledging the effort can give children permission to try new things without a fear of failure. And the bigger picture is that the development of the mindt —‘I’d rather try and fail than not try at all.’—helps them keep a belief in themlves, and expands their world of possibilities.” As Pennison points out, we all fail, but how we get up after we fail is what matters.
