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The idea that red means stop and green means go has influenced our lives in more ways than just traffic signals (信号). We have been taught from a young age that the color red means danger and green means it’s okay to move forward. But why were those colors chosen for traffic lights in the first place? For something we have to look at every day, why couldn’t they have been prettier colors?

Well, it’s important to know that before traffic lights for cars, there were traffic signals for trains. At first, railway companies used red to mean stop, white to mean go, and green to mean warn. As you could imagine, trains ran into a few problems with white meaning go. For example, one train mistook a bright star for a white light and something unexpected happened. Because of that, railway companies finally moved green meaning go and used yellow to mean warn. And it’s been that way ever since.

Red has always been a color that mean danger, long before cars were even around. This most likely started because it’s the color with the longest wavelength (波长) so it can be seen somewhere farther than other colors.

But, believe it or not, yellow was once used to mean stop. Back in the 1900s, some stop signs were yellow because it was too hard to see a red sign in a poorly lit area. Finally, highly reflective materials (高反射材料) were developed and red stop signs were born. Since yellow can be seen well at all times of the day, school zones, some traffic signs, and school buses continue to be printed yellow.

So next time you are impatiently waiting at a traffic light, don’t get so mad at them, they’ve certainly come a long way.

Answer the following question with no more than 8 words.

1.How many colours have been used for traffic signals since the very beginning?

2.What did one train mistake for a white light?

3.Did the colour yellow mean go at first?

4.Why does red mean danger?

5.When were stop signs yellow?

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Once a king got two nice falcons (猎鹰) from his son. He had never seen such beautiful falcons before. He loved them so much and he ordered the best falconer to train then to fly.

After several months, the king came to see how the training was going on. He found that one falcon had already been able to fly high in the sky, while the other was staying on the branch (树枝) of a tree quietly, just keeping still.

The king called all his falcons together and ordered them to try every way they could to make the other falcon fly. But none of them succeeded. One day, while the king was taking a walk in the forest, an idea came to his mind. Maybe someone who knew the natural environment well could solve this problem. He spent for a farmer who lived in the forest into his palace to train it at once.

The next morning, the king saw the other falcon flying above in the sky freely. "It is unbelievable!" shouted the king. How could you make it happen?

The farmer replied, "It's very easy. I just cut off the branch where the falcon rested."

It is always the same to human beings. We all have "two flying wings" in our hearts as well, but we often seem not to notice them and stay where we just for safety and comfort. We won't realize we can fly so high and freely until the "branch" we are resting on breaks.

1.What did the king do after he got the two falcons?

A.He kept them on the branch of a tree. B.He sent them to a farmer in the forest.

C.He made the best falconer train them to fly. D.He set them free and let them fly in the sky.

2.Why did the king call all his falconers together?

A.Because he wanted to get more falcons. B.Because he wanted the other falcon to fly.

C.Because he wanted them to see his falcons. D.Because he wanted to know more about his falcons.

3.Who did the king feel when he saw the other falcon fly freely in the sky?

A.The king. B.The king's son. C.The farmer. D.The best falconer.

4.How did the king feel when he saw the other falcon fly freely in the sky?

A.Excited. B.Moved. C.Worried. D.Relaxed.

5.What is the best title for the text?

A.The Wise King B.The Nice Falcons C.The Best Falconer D.The Flying Wings.

Today's teens have grown up online. They make friends online. They do homework online. And surely they get their news online. But because they are so comfortable with the Internet, they seldom question the news stories online and pass along to their friends.

Now William Colglazier, a history teacher at a high school in America, is teaching his students how to think critically(批判性地) about online information and recognize(识别) a fake(假的) news story.

His idea came from a study on people's online reasoning(推理) at Stanford University. The study found that young people lack(缺少) ability to reason about the information on the Internet Most middle school students in the study could not tell the difference between an advertisement and a news story, and high school and college students fully trusted the websites ending in ".org".

The good news is that,according to Colglazier, once teens realize they've been cheated, they have strong will to tell truth from lies. "But they need some advice on how to find evidence(证据) and how to recognize when others use poor argumentation(论据)," he said. Some of the advice that Colglazier offers his students include moving off the site to find more information about the site, the writer's motivations(动机) and the organization behind the news story.

Colglazier shared some of his course with other teens in Teen Vogue, a famous magazine. He hopes more kids would take away some knowledge about thinking critically when they read news online. "The Internet is both beautiful and ugly," he said. "If people cannot tell real news from fake news, the results can be frightening."

1.Colglazier suggests students should __________.

A.trust the websites ending in ".org" B.pass online information along to friends

C.make more friends by using the Internet D.find background information about a news story

2.The underlined part in the last paragraph means __________.

A.fake news may cause terrible results B.people should never trust online news

C.going online too often is bad for teens D.we should make good use of the Internet

3.The structure of the passage may be __________.

(①=para.1 ②=para.2 ③=para.3 ④=para.4 ⑤=para.5)

A.①; ②③; ④⑤ B.①; ②③④; ⑤ C.①②; ③④; ⑤ D.①②; ③;④⑤

4.The title of this article could be __________.

A.William Colglazier's Course Online B.Teen Vogue—A Famous Magazine

C.How to Think Critically About Online News D.What Today's Teens Usually Do on the Internet

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