初一英語美文朗誦
初一英語美文朗誦
開展課外美文閱讀對學生學習語文大有益處,但要抓好并非易事。它不僅僅是引導學生多看,還要采用適當?shù)姆椒ㄒI學生自主地走進讀本,內(nèi)化、吸收蘊含在字里行間的真諦,孕育出富有個性的美文。學習啦小編整理了初一英語美文，歡迎閱讀!
初一英語美文篇一
Skyscrapers and Environment
In the late 1960's,many people in North America turned their attention to environmentalproblems,and new steel-and-glass skyscrapers were widely criticized.Ecologists pointed outthat a cluster of tall buildings in a city often overburdens public transportation and parking lotcapacities.
Skyscrapers are also lavish consumers, and wasters, of electric power. In one recent year, theaddition of 17 million square feet of skyscraper office space in New York City raised the peakdaily demand for electricity by 120, 000 kilowatts -- enough to supply the entire city of Albany,New York, for a day.
Glass-walled skyscrapers can be especially wasteful. The heat loss (or gain) through a wall ofhalf-inch plate glass is more than ten times that through a typical masonry wall filled withinsulation board.To lessen the strain on heating and air-conditioning equipment,builders ofskyscrapers have begun to use double-glazed panels of glass, and reflective glasses coatedwith silver or gold mirror films that reduce glare as well as heat gain. However,mirror-walledskyscrapers raise the temperature of the surrounding air and affect neighboring buildings.
Skyscrapers put a severe strain on a city's sanitation facilities, too. If fully occupied, the twoWorld Trade Center towers in New York City would alone generate 2.25 million gallons of rawsewage each year -- as much as a city the size of Stanford, Connecticut, which has apopulation of more than 109, 000.
摩天大樓與環(huán)境
60 年代后期，許多北美人把注意力轉向了環(huán)境問題，那些嶄新的玻璃鋼摩天大樓受到了廣泛的批評。 生態(tài)學家指出，城市中密集的高層建筑經(jīng)常給公共交通與停車場的承載能力造成過重的負擔。摩天大樓還是電能的過度消費者與浪費者。 最近的某一年，紐約市摩天寫字樓 1，700 萬英尺辦公面積的增加使電能的最高日需求量提高了 120，000 千瓦。 這些電能足以供紐約的整個奧爾巴尼市使用一天。玻璃表面的摩天大樓特別地浪費。 通過半英寸的平板玻璃墻壁損失(或增加)的熱量是典型的加入絕緣板的石墻所允許的熱量損失(或增加)的十倍以上。 為了減輕取暖設備或空調設備的壓力，摩天大樓的建造者們已經(jīng)開始使用雙面上釉的玻璃鑲板和涂上了金色或銀色反光薄膜的反光玻璃，來減少強光照射和熱量的增加;但是，鏡面的摩天大樓會提高周圍空氣的溫度并會對附近的建筑物產(chǎn)生影響。摩天大樓也對城市的衛(wèi)生設施造成了沉重的壓力。 單單紐約市的二個世界貿(mào)易中心大樓如果完全被占滿的話，每年就會產(chǎn)生 2，250，000 加侖的污水。 這相當于康涅狄格州的斯坦福市這樣大的城市一年所產(chǎn)生的污水量，而康州的斯坦福市擁有 109，000 人口。
初一英語美文篇二
Scientific Theories
In science, a theory is a reasonable explanation of observed events that are related. Atheory often involves an imaginary model that helps scientists picture the way an observedevent could be produced. A good example of this is found in the kinetic molecular theory, inwhich gases are pictured as being made up of many small particles that are in constant motion.
A useful theory, in addition to explaining past observations, helps to predict events that havenot as yet been observed. After a theory has been publicized, scientists design experiments totest the theory. If observations confirm the scientists' predictions, the theory is supported.Ifobservations do not confirm the predictions, the scientists must search further. There may be afault in the experiment, or the theory may have to be revised or rejected.
Science involves imagination and creative thinking as well as collecting information andperforming experiments. Facts by themselves are not science. As the mathematician Jules HenriPoincare said,"Science is built with facts just as a house is built with bricks, but a collection offacts cannot be called science any more than a pile of bricks can be called a house." Mostscientists start an investigation by finding out what other scientists have learned about aparticular problem. After known facts have been gathered, the scientist comes to the part ofthe investigation that requires considerable imagination. Possible solutions to the problem areformulated. These possible solutions are called hypotheses.
In a way, any hypothesis is a leap into the unknown. It extends the scientist's thinkingbeyond the known facts. The scientist plans experiments, performs calculations, and makesobservations to test hypotheses. Without hypothesis, further investigation lacks purpose anddirection. When hypotheses are confirmed, they are incorporated into theories.
科學理論
在科學中，理論是對所觀察到的相關事件的合理解釋。 理論通常包含一個虛構的模型，這個模型幫助科學家構想所觀察到的事件是如何發(fā)生的。 分子運動理論便是我們能找到的一個很好的例子。 在這個理論中，氣體被描繪成由許多不斷運動的小顆粒組成。 一個有用的理論，除了能夠解釋過去的觀測，還有助于預測那些未被觀測到的事件。 一個理論公開后，科學家們設計實驗來檢驗這個理論。 如果觀察證實了科學家的預言，這個理論則得到了驗證。 如果觀察不能證實科學家的預言，科學家就必須進一步的研究?；蛟S是實驗存在錯誤，或許是這個理論必須被修改或拋棄。 科學家除了收集信息和操作實驗外還需要想象能力和創(chuàng)/造性思維。 事實本身并不是科學。 正如數(shù)學家喬斯 ·亨利 ·波恩克爾所說："科學建立在事實之上，就像房子用磚砌成一樣。 但事實的收集不能被稱作科學，就像一堆磚不能被叫作房子一樣。 "多數(shù)科學家通過找出別的科學家在一個特定問題上的所知來開始研究。在收集了已知事實之后，科學家開始了研究中需要相當想像力的部分。 他們爾后擬訂對這個問題的可行的解決方法。這些可行的解決方式被稱為假設。 在某種意義上，任何假設都是向未知的跳躍。它使科學家的思維超越已知事實?？茖W家計劃實驗、計算、觀測以檢驗假定。若沒有假設，進一步的研究便缺乏目的和方向。 當假設被證實了，就成為理論的一部分。
初一英語美文篇三
Schooling and Education
It is commonly believed in the United States that school is where people go to get aneducation.Nevertheless, it has been said that today children interrupt their education to go toschool. The distinction between schooling and education implied by this remark is important.
Education is much more open-ended and all-inclusive than schooling. Education knows nobounds. It can take place anywhere, whether in the shower or in the job, whether in a kitchenor on a tractor.It includes both the formal learning that takes place in schools and the wholeuniverse of informal learning. The agents of education can range from a revered grandparentto the people debating politics on the radio, from a child to a distinguished scientist.
Whereas schooling has a certain predictability, education quite often produces surprises.Achance conversation with a stranger may lead a person to discover how little is known of otherreligions.People are engaged in education from infancy on.Education,then,is a very broad,inclusive term. It is a lifelong process, a process that starts long before the start of school, andone that should be an integral part of one's entire life.
Schooling, on the other hand, is a specific, formalized process, whose general pattern varieslittle from one setting to the next. Throughout a country, children arrive at school atapproximately the same time, take assigned seats, are taught by an adult, use similartextbooks, do homework, take exams, and so on. The slices of reality that are to be learned,whether they are the alphabet or an understanding of the workings of government, haveusually been limited by the boundaries of the subject being taught. For example, high schoolstudents know that they are not likely to find out in their classes the truth about politicalproblems in their communities or what the newest filmmakers are experimenting with. There aredefinite conditions surrounding the formalized process of schooling.
上學與受教育
在美國，人們通常認為上學是為了受教育。 而現(xiàn)在卻有人認為孩子們上學打斷了他們受教育的過程。 這種觀念中的上學與受教育之間的區(qū)別非常重要。 與上學相比，教育更具開放性，內(nèi)容更廣泛。 教育不受任何限制。 它可以在任何場合下進行，在淋浴時，在工作時，在廚房里或拖拉機上。 它既包括在學校所受的正規(guī)教育，也包括一切非正規(guī)教育。 傳授知識的人可以是德高望重的老者，可以是收音機里進行政治辯論的人們，可以是小孩子，也可以是知名的科學家。 上學讀書多少有點可預見性，而教育往往能帶來意外的發(fā)現(xiàn)。 與陌生人的一次隨意談話可能會使人認識到自己對其它宗教其實所知甚少。 人們從幼時起就開始受教育。 因此，教育是一個內(nèi)涵很豐富的詞，它自始至終伴隨人的一生，早在人們上學之前就開始了。 教育應成為人生命中不可缺少的一部分。然而，上學卻是一個特定的形式化了的過程。 在不同場合下，它的基本形式大同小異。 在全國各地，孩子們幾乎在同一時刻到達學校，坐在指定的座位上，由一位成年人傳授知識，使用大致相同的教材，做作業(yè)，考試等等。 他們所學的現(xiàn)實生活中的一些片斷，如字母表或政府的運作，往往受到科目范圍的限制。 例如，高中生們知道，在課堂上他們沒法弄清楚他們社區(qū)里政治問題的真情，也不會了解到最新潮的電影制片人在做哪些嘗試。 學校教育這一形式化的過程是有特定的限制的。
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