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理)of food.computers write data evenly(均匀地)across memory devices.This couldGrades:7-10help such devices last longerYoung children often benefit from the structure and routine of aEstimated Time:30 minutes”As long as I can remember,I’ve been an artistic person,”Elizabeth traditional classroom setting.On the other hand,older students may findAsk An Elder:What Is Your Childhood Food Story?says,”In fourth grade,my art teacher taught us about the golden ratio.that they learn better when given the freedom to explore material at theirWhat’s for dinner?The answer to that question has changed over the And at that point it was just,you know,something to use when we were own pace.In order to provide the full benefit of online learning,educatorsyears.In this activity,you will interview an elder to get a sense of how painting.”But last year,Elizabeth had to replace the memory in her ownmust be aware of the needs of their students and therefore tailor theiradvertising,costs and trends have affected their food choices at differentcomputer,thinking the golden ratio might work in tech,too.Elizabeth instruction.points in their life.tested her golden-ratio technique by running programs on a computer.As anyone who has tried to learn from videos knows,it can beGrades:6-12But before this project,Elizabeth had no coding experience.To difficult to search,obtain,and sum up important information.In responseEstimated Time:1 hourprepare,she spent months reading a textbook on how to code.She says,to this,Hari Subramonyam,a research professor,and his two colleagues,21.What can we learn about What Goes In Must Come Out?”It wasn’t like an ‘ah-ha’moment.Writing algorithms (is such a have developed a new app called VideoSticker which uses artificialA.It is important to develop modern food systems.boring process.But it was just cool to explore and see the computer intelligence (AI).B.It is funny to explore the change of food systems.actually just doing stuff that I told it to do after those hours.The app uses AI to automatically identify and trim (objects outC.It is necessary to make some wise choices on our food.”Don’t limit yourself,”Elizabeth adds,”One of the biggest of video lessons and place them into a note-taking area.In addition toD.It is possible to avoid negative effects of producing food.challenges you face is changing your mindset.I never thought that science capturing images,VideoSticker also pulls in key text,joining it with the22.In which activity can people learn about the sources of their food?or computer science would be my kind of thing,but after learning a bit imagery.This way,students can easily handle images and text and addA.Food Systems Hunt.about programming,I found that it was actually a new way to express those elements in their own explanations.As a result,the app turns theB.What Goes In Must Come Out.C.Become A Food Systems Detective.myself.Words,painting,now programming.”passive experience of watching a video into an active one with lots ofD.Ask An Elder:What Is Your Childhood Food Story?.24.What can we learn about science projects according to this passage?enthusiasm and determination,which helps students to better engage with23.Why do people ask the elders in the last activity?A.They need skills in building models.the material and remember the information.A.To realize how their food influenced their lives.B.They may involve great imagination.The test of VideoSticker’s effectiveness was conducted with 10B.To learn the factors that affected their food choices.C.They can come from different hobbies.graduate and undergraduate students.During the test,the studentsC.To find the answers to why their dinner had changed.D.They will inspire teens to find solutions.completed a 75-to 90-minute note-taking session of a biology class.TheD.To learn food choices that they made in their life.25.What is Elizabeth’s programming used for?researchers reported positive feedback from participants,with particularB.Protecting nature.Bpraise to VideoSticker’s flexibility in navigating between notes and videoC.Strengthening memories.D.Storing information.When you picture doing a science project,you might imagine peeringcontent.Next up,the team will partner with other educators to furtherthrough a microscope or building a model volcano.But science projects can26.What can we infer from the fourth paragraph?evaluate and improve VideoSticker before making the tool fully availablebe done anywhere.Many teens get inspired from playing musicalA.Well begun is half done.commercially.instruments to doing gymnastics.All it takes to transform your favoriteB.Every effort will pay off.With more and more people turning to videos for educational content,activities into a science project is identifying a problem you want to solve.C.Imagination is the source of creation.apps like VideoSticker could help to make the learning process easier andElizabeth,14,who is in seventh grade at Davis Drive Middle SchoolD.Laugh it off when facing difficulties.more efficient.Other education-based innovations we have spotted recentlyin Cary,N.C,designed a program.Her method is based on the golden 27.What is Elizabeth doing with her words in the last paragraph?include an app that lets students upload maths problems through theirratio ()This ratio is often used to create pleasing parts in artworks.A.Offering advice.B.Giving response.phones,as well as a platform for students with learning differences and aThe ratio also appears in nature.Elizabeth’s data storage strategy helpsC.Expressing doubtsD.Making promises.tool that identifies struggling readers sooner.卷6答案·D40°？押题卷英语（六)第2页（共4页) 

10.下列对文中画波浪线部分的断句,正确的一项是(3分)A.因为之书/寄之秦王/往而大遇/谓秦王曰/自禄之来/人大王之境/田畴益辟/吏民益治然/而大王有一不得者/大王知之乎/)B.因为之书/寄之秦王/往而大遇/谓秦王曰/自禄之来/入大王之境/田畴益辟/吏民益治/然而大王有一不得者/大王知之乎/C.因为之/书寄之秦王/往而大遇/谓秦王曰/自禄之来/入大王之境/田畴益辟/吏民益治/然而大王有一不得者/大王知之乎/D.因为之/书寄之秦王/往而大遇/谓秦王曰/自禄之来/入大王之境/田畴益辟/吏民益治然/而大王有一不得者/大王知之乎/

高考快递·2023年普通高等学校招生考试·押题卷(全国卷)英语六试题