作者： Su Xiongchang

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Sticker Collection

(R1022)

短文

Sticker Collection

He likes collecting stickers. He likes the way they feel and look.
He has over 500 stickers. He has animal stickers. They are shiny and big.
He also has fruit-shaped stickers. They smell good.
He even has stickers of bugs! They almost look real.
He shows his sticker collection to everyone.

音标

Sticker Collection
/ˈstɪkər kəˈlɛkʃən/
He likes collecting stickers.
/hi laɪks kəˈlɛktɪŋ ˈstɪkərz/
He likes the way they feel and look.
/hi laɪks ðə weɪ ðeɪ fil ən lʊk/
He has over 500 stickers.
/hi hæz ˈoʊvər faɪv ˈhʌndrəd ˈstɪkərz/
He has animal stickers.
/hi hæz ˈænɪməl ˈstɪkərz/
They are shiny and big.
/ðeɪ ər ˈʃaɪni ən bɪɡ/
He also has fruit-shaped stickers.
/hi ˈɔlsoʊ hæz frut ʃeɪpt ˈstɪkərz/
They smell good.
/ðeɪ smɛl ɡʊd/
He even has stickers of bugs!
/hi ˈivən hæz ˈstɪkərz əv bʌɡz/
They almost look real.
/ðeɪ ˈɔlmoʊst lʊk ril/
He shows his sticker collection to everyone.
/hi ʃoʊz hɪz ˈstɪkər kəˈlɛkʃən tə ˈɛvriˌwʌn/

英中对照

Sticker Collection
贴纸收藏

He likes collecting stickers.
他喜欢收集贴纸。
He likes the way they feel and look.
他喜欢贴纸的手感和外观。
He has over 500 stickers.
他有超过500张贴纸。
He has animal stickers.
他有动物贴纸。
They are shiny and big.
它们又闪亮又大。
He also has fruit-shaped stickers.
他还有水果形状的贴纸。
They smell good.
它们闻起来很香。
He even has stickers of bugs!
他甚至还有虫子的贴纸！
They almost look real.
它们看起来几乎像真的一样。
He shows his sticker collection to everyone.
他把他的贴纸收藏展示给每一个人看。

问答

1. What does he like to collect?
（他喜欢收集什么？）

2. What kind of stickers does he have?
（他有什么种类的贴纸？）

3. What does he do with his sticker collection?
（他会对他的贴纸收藏做什么？）

参考答案：

答案 1

He likes to collect stickers.（他喜欢收集贴纸。）

答案 2

He has animal stickers and fruit-shaped stickers.（他有动物贴纸和水果形状的贴纸。）

答案 3

He shows his sticker collection to everyone.（他会把他的贴纸收藏展示给每一个人看。）

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Substitute Teacher

(R1021)

短文

Substitute Teacher

Ms. Smith is a great teacher. She makes math look easy. She also teaches her students how to be good people.

One day, Ms. Smith feels sick. Another teacher fills in for her. Mr. Johnson teaches the class instead.

Mr. Johnson is a bad teacher. He makes math confusing. He also yells at the students a lot.

The students want Ms. Smith back.

音标

Substitute Teacher
/ˈsʌbstɪˌtut ˈtitʃər/

Ms. Smith is a great teacher.
/ˌmɪz smɪθ ɪz ə ɡreɪt ˈtitʃər/
She makes math look easy.
/ʃi meɪks mæθ lʊk ˈizi/
She also teaches her students how to be good people.
/ʃi ˈɔlsoʊ ˈtitʃɪz hər ˈstudənts haʊ tə bi ɡʊd ˈpipəl/
One day, Ms. Smith feels sick.
/wʌn deɪ ˌmɪz smɪθ filz sɪk/
Another teacher fills in for her.
/əˈnʌðər ˈtitʃər fɪlz ɪn fər hər/
Mr. Johnson teaches the class instead.
/ˈmɪstər ˈdʒɑnsən ˈtitʃɪz ðə klæs ɪnˈstɛd/
Mr. Johnson is a bad teacher.
/ˈmɪstər ˈdʒɑnsən ɪz ə bæd ˈtitʃər/
He makes math confusing.
/hi meɪks mæθ kənˈfuzɪŋ/
He also yells at the students a lot.
/hi ˈɔlsoʊ yɛlz ət ðə ˈstudənts ə lɑt/
The students want Ms. Smith back.
/ðə ˈstudənts wɑnt ˌmɪz smɪθ bæk/

英中对照

Substitute Teacher
代课老师。

Ms. Smith is a great teacher.
史密斯女士是一位很棒的老师。
She makes math look easy.
她把数学讲得看起来很简单。
She also teaches her students how to be good people.
她也教学生如何做一个好人。
One day, Ms. Smith feels sick.
有一天，史密斯女士身体不舒服。
Another teacher fills in for her.
另一位老师来代她上课。
Mr. Johnson teaches the class instead.
约翰逊老师改为来教这个班。
Mr. Johnson is a bad teacher.
约翰逊老师是一位不太好的老师。
He makes math confusing.
他把数学讲得让人很糊涂。
He also yells at the students a lot.
他还经常对学生大声喊叫。
The students want Ms. Smith back.
学生们希望史密斯老师回来。

问答

1. Who is Ms. Smith?
（史密斯女士是谁？）

2. Why does Mr. Johnson teach the class?
（为什么约翰逊老师来上课？）

3. Why do the students want Ms. Smith back?
（为什么学生们想让史密斯女士回来？）

参考答案：

答案 1

Ms. Smith is a math teacher. （史密斯女士是一名数学老师。）

答案 2

Mr. Johnson teaches the class because Ms. Smith is sick. （约翰逊老师来上课是因为史密斯女士生病了。）

答案 3

The students want Ms. Smith back because Mr. Johnson makes math confusing. （学生们想让史密斯女士回来，因为约翰逊老师把数学讲得很让人困惑。）

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My Education Background

短文

My Education Background

口语闲聊版：

So yeah, I grew up in Malaysia and went to a Chinese elementary school where classes were taught in Mandarin.

Then I moved on to a public secondary school where everything was taught in Malay, so I was basically studying in two different languages growing up.

After high school, I went to a local college and majored in Chinese.

Later on, I went to Taiwan for my master’s, which was honestly a really great experience. It really helped deepen my understanding of the language and culture.

And now I’m working in Singapore as a Chinese teacher, so I’ve kind of stayed in the same field all the way through.

雅思8分 + 面试版：

I grew up in Malaysia and went to a Chinese elementary school, where Mandarin was the main language of instruction.

I later attended a public secondary school where everything was taught in Malay, so I developed the ability to work in both languages from an early age.

After high school, I majored in Chinese at a local college, and then went to Taiwan to pursue my master’s degree. That experience really helped me deepen my understanding of the language and gain exposure to a different cultural and academic environment.

After that, I moved to Singapore and started working as a Chinese teacher. It’s been a great opportunity to apply what I’ve learned and continue developing in this field.

音标

My Education Background
/maɪ ˌɛdʒəˈkeɪʃən ˈbækˌɡraʊnd/

So yeah, I grew up in Malaysia and went to a Chinese elementary school where classes were taught in Mandarin.
/soʊ yɛ, aɪ gruw ʌp ɪn məˈleɪʒə ən wɛn tə ə tʃaɪˈniz ˌɛləˈmɛntri skul wɛr ˈklæsəz wər tɔt ɪn ˈmændərɪn/
Then I moved on to a public secondary school where everything was taught in Malay, so I was basically studying in two different languages growing up.
/ðɛn aɪ muvd ɑn tə ə ˈpʌblɪk ˈsɛkənˌdɛri skul wɛr ˈɛvriˌθɪŋ wəz tɔt ɪn məˈleɪ, soʊ aɪ wəz ˈbeɪsəkli ˈstʌdiyɪŋ ɪn tu ˈdɪfrənt ˈlæŋgwɪdʒəz groʊɪŋ ʌp/
After high school, I went to a local college and majored in Chinese.
/ˈæftər haɪ skul, aɪ wɛn tə ə ˈloʊkəl ˈkɑlɪdʒ ən ˈmeɪdʒərd ɪn tʃaɪˈniz/
Later on, I went to Taiwan for my master’s, which was honestly a really great experience.
/ˈleɪtər ɑn, aɪ wɛn tə taɪˈwɑn fər maɪ ˈmæstərz, wɪtʃ wəz ˈɑnəstli ə ˈrɪli greɪt ɪkˈspɪriəns/
It really helped deepen my understanding of the language and culture.
/ɪt ˈrɪli hɛlpt ˈdipən maɪ ˌʌndərˈstændɪŋ əv ðə ˈlæŋgwɪdʒ ən ˈkʌltʃər/
And now I’m working in Singapore as a Chinese teacher, so I’ve kind of stayed in the same field all the way through.
/ən naʊ aɪm ˈwərkɪŋ ɪn ˌsɪŋəˈpɔr əz ə tʃaɪˈniz ˈtitʃər, soʊ aɪv ˈkaɪnə steɪd ɪn ðə seɪm fild ɔl ðə weɪ θru/

I grew up in Malaysia and went to a Chinese elementary school, where Mandarin was the main language of instruction.
/aɪ gruw ʌp ɪn məˈleɪʒə ən wɛn tə ə tʃaɪˈniz ˌɛləˈmɛntri skul, wɛr ˈmændərɪn wəz ðə meɪn ˈlæŋgwɪdʒ əv ɪnˈstrʌkʃən/
I later attended a public secondary school where everything was taught in Malay, so I developed the ability to work in both languages from an early age.
/aɪ ˈleɪtər əˈtɛndəd ə ˈpʌblɪk ˈsɛkənˌdɛri skul wɛr ˈɛvriˌθɪŋ wəz tɔt ɪn məˈleɪ, soʊ aɪ dɪˈvɛləpt ði əˈbɪləti tə wərk ɪn boʊθ ˈlæŋgwɪdʒəz frəm ən ˈɜrli eɪdʒ/
After high school, I majored in Chinese at a local college, and then went to Taiwan to pursue my master’s degree.
/ˈæftər haɪ skul, aɪ ˈmeɪdʒərd ɪn tʃaɪˈniz ət ə ˈloʊkəl ˈkɑlɪdʒ, ən ðɛn wɛn tə taɪˈwɑn tə pərˈsu maɪ ˈmæstərz dɪˈgri/
That experience really helped me deepen my understanding of the language and gain exposure to a different cultural and academic environment.
/ðæt ɪkˈspɪriəns ˈrɪli hɛlpt mi ˈdipən maɪ ˌʌndərˈstændɪŋ əv ðə ˈlæŋgwɪdʒ ən geɪn ɪkˈspoʊʒər tə ə ˈdɪfrənt ˈkʌltʃərəl ən ˌækəˈdɛmɪk ɪnˈvaɪrənmənt/
After that, I moved to Singapore and started working as a Chinese teacher.
/ˈæftər ðæt, aɪ muvd tə ˌsɪŋəˈpɔr ən ˈstɑɾəd ˈwərkɪŋ əz ə tʃaɪˈniz ˈtitʃər/
It’s been a great opportunity to apply what I’ve learned and continue developing in this field.
/ɪts bɪn ə greɪt ˌɑpərˈtunəti tə əˈplaɪ wʌd aɪv lərnd ən kənˈtɪnyu dɪˈvɛləpɪŋ ɪn ðɪs fild/

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Are you up for taking a walk?

(129)

语块

待会儿过来我这儿coming over later
今晚找点好玩的事做doing something fun tonight
今晚出去going out tonight
去逛街going shopping
去吃点东西grabbing some food
明天一起出来玩hanging out tomorrow
这个周末见个面meeting up this weekend
来玩一局游戏playing a game
一起学习studying together
去散散步taking a walk
去试试那家新餐厅trying that new restaurant
今晚看电影watching a movie tonight

说明

Are you up for (doing something)?
核心含义：
你愿意……吗？
你有兴趣……吗？
你想不想……?
有时带点“你有那个精力’/心情去……吗”的感觉

日常口语中常用

例句①
Are you up for taking a walk?
想不想去散散步？

例句②
Are you up for going out tonight?
今晚想出去吗？

练习

★ 想象中文句子的情景或语境，然后直接用英语表达，如例句a和b。

a. 想不想去散散步？ → Are you up for taking a walk?
b. 今晚想出去吗？ → Are you up for going out tonight?
1. 想不想去吃点东西？ →
2. 今晚想不想看电影？ →
3. 这个周末想不想见个面？ →
4. 想不想去试试那家新餐厅？ →
5. 明天想不想一起出来玩？ →
6. 想不想一起学习？ →
7. 今晚想不想找点好玩的事做？ →
8. 想不想去逛街？ →
9. 要不要来一局游戏？ →
10. 待会儿要不要过来我这儿？ →

答案

a. 想不想去散散步？ → Are you up for taking a walk?
b. 今晚想出去吗？ → Are you up for going out tonight?
1. 想不想去吃点东西？ → Are you up for grabbing some food?
2. 今晚想不想看电影？ → Are you up for watching a movie tonight?
3. 这个周末想不想见个面？ → Are you up for meeting up this weekend?
4. 想不想去试试那家新餐厅？ → Are you up for trying that new restaurant?
5. 明天想不想一起出来玩？ → Are you up for hanging out tomorrow?
6. 想不想一起学习？ → Are you up for studying together?
7. 今晚想不想找点好玩的事做？ → Are you up for doing something fun tonight?
8. 想不想去逛街？ → Are you up for going shopping?
9. 要不要来一局游戏？ → Are you up for playing a game?
10. 待会儿要不要过来我这儿？ → Are you up for coming over later?

备注

动词 + ing = 动名词，有把动词变成“名词概念”的作用。

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Are you up for coffee?

(129)

语块

一个挑战a challenge咖啡coffee
聊天a chat晚饭dinner
 (喝)一杯a drink *午饭lunch
一场游戏a game一点音乐some music
一场电影a movie逛逛街some shopping
出去玩一趟a trip这个周末this weekend
散步 / 走走a walk今晚tonight

* a drink：通常多指酒、饮料

说明

Are you up for (something)?
核心含义：
你愿意……吗？
你有兴趣……吗？
你想不想……?
有时带点“你有那个精力’/心情去……吗”的感觉

日常口语中常用

例句①
Are you up for coffee?
想喝杯咖啡吗？

例句②
Are you up for lunch?
想一起吃午饭吗？

练习

★ 想象中文句子的情景或语境，然后直接用英语表达，如例句a和b。

a. 想喝杯咖啡吗？ → Are you up for coffee?
b. 想一起吃午饭吗？ → Are you up for lunch?
1. 今晚想一起吃晚饭吗？ →
2. 想去喝一杯吗？ →
3. 想去看场电影吗？ →
4. 想去散散步吗？ →
5. 想聊聊吗？ →
6. 想听点音乐吗？ →
7. 这个周末想出去玩一趟吗？ →
8. 想去逛逛街吗？ →
9. 想不想挑战一下？ →
10. 想来玩一局吗？ →

答案

a. 想喝杯咖啡吗？ → Are you up for coffee?
b. 想一起吃午饭吗？ → Are you up for lunch?
1. 今晚想一起吃晚饭吗？ → Are you up for dinner tonight?
2. 想去喝一杯吗？ → Are you up for a drink?
3. 想去看场电影吗？ → Are you up for a movie?
4. 想去散散步吗？ → Are you up for a walk?
5. 想聊聊吗？ → Are you up for a chat?
6. 想听点音乐吗？ → Are you up for some music?
7. 这个周末想出去玩一趟吗？ → Are you up for a trip this weekend?
8. 想去逛逛街吗？ → Are you up for some shopping?
9. 想不想挑战一下？ → Are you up for a challenge?
10. 想来玩一局吗？ → Are you up for a game?

备注



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The Power of a Shared Language: Unity, Innovation, and Cultural Trade-offs

The Power of a Shared Language: Unity, Innovation, and Cultural Trade-offs

A strong common language is often seen as a practical tool for daily communication. However, its significance goes far beyond that. In reality, a dominant shared language plays a crucial role in shaping national unity, driving scientific advancement, and improving economic efficiency. At the same time, its widespread use may also raise concerns about cultural diversity.

To begin with, a common language serves as the foundation of social cohesion. In a country where people speak different dialects or languages, communication barriers can easily lead to misunderstandings and even social fragmentation. By contrast, a shared language allows citizens to interact more effectively, participate in public life, and develop a stronger sense of national identity. This is particularly important in large or culturally diverse countries, where a unified linguistic system helps maintain stability and mutual understanding across regions.

In addition, a dominant language plays a vital role in scientific and technological progress. Modern innovation depends heavily on the accumulation and exchange of knowledge, and a common language significantly lowers the barriers to collaboration. For example, English has become the global language of science, enabling researchers from different countries to publish findings, attend international conferences, and work together more efficiently. Without such a shared medium, knowledge would likely remain fragmented, slowing down the pace of innovation on a global scale.

From an economic perspective, a common language also contributes to greater efficiency. It reduces transaction costs by minimizing miscommunication in business, administration, and education. Companies can operate across regions more smoothly, and employees can be trained and managed more effectively. In this sense, language functions as an invisible infrastructure that supports economic activity and national development.

However, the dominance of a single language is not without drawbacks. It may gradually marginalize minority languages and lead to cultural homogenization. Local dialects and traditional forms of expression can be overshadowed or even lost over time, which represents a significant cultural cost. Therefore, while promoting a common language, it is equally important to preserve linguistic diversity through education and cultural policies.

In conclusion, a strong common language is far more than a means of communication; it is a key driver of unity, progress, and efficiency within a nation. Nevertheless, governments should strive to balance its benefits with the need to protect cultural and linguistic diversity.

可背“高分句”（帮你挑3句最值钱的）

👉
A dominant shared language plays a crucial role in shaping national unity, driving scientific advancement, and improving economic efficiency.

👉
Without such a shared medium, knowledge would likely remain fragmented, slowing down the pace of innovation.

👉
Language functions as an invisible infrastructure that supports economic activity and national development.

强势通用语言与国家发展的关系

在很多人看来，通用语言只是日常交流的工具，但事实上，它对一个国家的发展具有更深层的意义。一种强势的通用语言，往往在国家凝聚力、科技进步以及经济效率等方面发挥着基础性作用，同时也对文化生态产生深远影响。

首先，从社会层面来看，通用语言是维系国家凝聚力的重要纽带。在语言高度分散的环境中，沟通成本增加，信息难以有效流通，容易造成群体之间的隔阂甚至对立。而当人们拥有共同的语言时，不仅能够更顺畅地交流，也更容易形成共同的认同感与归属感，从而增强社会的稳定性。

其次，在科技与知识领域，语言的作用尤为关键。科技进步本质上依赖于知识的积累与传播，而统一的语言体系能够大幅降低信息传递的障碍，提高合作效率。当全球科研活动以某一语言为主要载体时，不同国家和地区的研究者就能够更便捷地共享成果、开展合作，从而加速创新的步伐。

从经济角度来看，通用语言同样具有重要价值。统一的语言环境可以减少沟通误差，降低交易成本，使企业在跨地区运营、人才流动以及组织管理方面更加高效。在这个意义上，语言本身就像一种“隐形基础设施”，支撑着整个经济体系的运转。

然而，通用语言的强势地位也并非没有代价。当一种语言占据主导地位时，其他小语种或方言可能逐渐被边缘化，甚至面临消失的风险。这不仅意味着语言本身的流失，也可能导致相关文化传统的弱化，进而影响文化多样性的延续。

总的来说，强势通用语言不仅塑造着一个国家的沟通方式，更深刻影响着其发展路径。它既是促进统一与效率的重要工具，也可能对多元文化带来冲击。因此，在推动语言统一的同时，如何保护语言多样性，仍然是一个需要认真思考的问题。

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“历史模型”的视角

哈喽大家好，我是催眠宇。今天这篇文章，我们把话题从“东南亚命理圈的2026叙事”再往外推一层：换一个更偏“历史模型”的视角——卡洛·奎格利（Carroll Quigley）。
在很多关于文明周期的讨论里，奎格利经常被当作一个“解释文明兴衰机制”的代表人物。有人把他称为“预言家”，但更准确地说，他的价值不在于占卜式的断言，而在于他试图用一套结构化的历史框架，解释文明为什么会扩张、为什么会僵化、又为什么会在某个节点开始重组。
这套框架被一些内容创作者拿来套入当代世界的动荡，把“2026”描述为一个关键的门槛：制度僵化期的终点与文明重组期的起点。把这套叙事说清楚，你会发现它的重点不在某个神秘数字，而在“制度能否继续回应社会需求”这一根骨。

文明不是突然毁灭，而是走到“制度失效”的临界点
在奎格利式的叙述里，文明的命运取决于制度：制度是否还能解决现实问题，是否还能满足人们的核心需求。一旦制度开始只服务少数集团、只维护自身运转，而不再为社会提供“可持续的回应”，文明就会进入一种危险的阶段——制度僵化。
当僵化累积到极限时，文明并不会立刻世界末日式地崩塌，但会出现一个“重组窗口”：旧秩序的合法性下降，新秩序开始在裂缝中孕育。危机并非终局，而是下一轮重建的开端。
因此，在这套视角里，“制度崩解”反而常常是重组的起点：当旧制度无法回应需求，新制度才有出现的空间。

七阶段模型：混乱、扩张、冲突、普世帝国、衰落、侵蚀、解体
内容里提到奎格利对文明演化的七个阶段划分：从混乱与扩张，到冲突与“普世帝国”式的稳定，再到衰落、侵蚀与解体。这个模型被认为能够解释不少历史案例：从罗马到拜占庭，从日本幕府到现代霸权更替。
在这一模型下，“普世帝国晚期”往往呈现同一特征：制度非常成熟、表面稳定，但弹性下降、活力衰退，越来越难应对新问题。它不一定马上倒，但会变慢、变硬、变内耗。

为什么把当代的临界点放在2026附近
这段材料的观点是：世界在一段时期内叠加了多种压力——疫情的代价、战争与供应链断裂、通胀与社会撕裂、科技革命的加速、地缘政治的震荡——使很多国家与体系逼近“制度是否还能有效回应需求”的临界点。
而“2026”在这里被当成一个象征性节点：不是说那一年一定发生某件“天启事件”，而是说制度矛盾、科技冲击、金融脆弱性、气候与人口压力可能在那前后出现集中显影，让世界被迫选择：继续用旧制度硬撑，还是推动重组。

美国：制度弹性变弱，进入“僵化期”的典型样本
材料中把美国作为“制度能否重组”的关键样本：美国曾被视为制度弹性强、调整能力高的代表——例如二战后的全球体系构建、以及面对石油危机的政策调整。但随着金融危机后长期的结构性问题、社会撕裂、政治极化与身份认同冲突加深，旧制度越来越难同时满足不同群体的需求。
在这种叙事里，美国的问题被描述为“文明的问题”，不仅仅是选举与党派之争。换句话说：它不是“谁赢谁输”，而是“制度是否还够用”。
而到了所谓临界点，科技冲击（尤其是AI）、就业结构改变、移民与身份认同、去全球化与贸易重塑，这些因素会汇集在一起，把美国推到旧秩序与新秩序的裂缝边缘。

全球进入“制度垄断期”：不是衰亡证据，而是重组前兆
材料进一步提出一个关键概念：制度垄断期。意思是各地区的权力与资源越来越集中在少数巨头或机构手中——例如金融巨头、科技平台、官僚体系、新兴科技集团、能源寡头、新富阶层等。它看起来强大，却往往意味着制度开始失去开放性与自我更新能力。
但奎格利式观点会提醒：制度垄断并不必然等于文明立刻衰亡，它更像重组之前的“前兆”。因为当制度变得只剩维护垄断，社会对其不满与替代方案就会加速生长。
所以“2026的动荡”在这套说法里被定义为：文明重建的开始，而不是文明毁灭的开始。

欧洲：普世帝国晚期——稳定但缺乏活力
把欧洲放进模型，材料把它描述为“普世帝国的晚期”：制度稳定，但过度成熟导致弹性不足。社会抗争、能源与产业压力、地缘冲突牵制、以及长期治理结构的迟缓，都会放大“内耗”特征。
在这种叙事中，欧洲最大的危机不是外敌，而是内部制度硬化——像罗马帝国后期一样，衰败往往从内部开始变硬、变慢、变不再更新。

东亚大国：重组能力强，但面临“扩张工具更新”的考试
材料把东亚大国描述为一种“多次被中断又能重组的古老文明”。它曾依靠不同历史阶段的“扩张工具”完成重建与扩张；现代阶段则以出口导向、全球化嵌入供应链、港口城市群、数字平台与产业升级形成巨大能量。
但当人口红利转向老龄压力、房地产从引擎变成负担、科技供应链因冲突重组，旧工具的效能下降，就会逼迫文明寻找新的、更有弹性的扩张工具：绿色科技、半导体与产业链自主、区域市场整合、社会安全与治理网络改革等。
因此，“2026附近”在这里被描绘成一场“中期考试”：能否更新工具，决定下一阶段能否维持强势。

“幻象叙事”：把未来风险串成一条断层线
材料后半段进入一种更具戏剧性的“幻象式预言叙事”，把未来十年的风险想象成多条同时显影的暗潮：全球货币体系裂缝、AI与算法失控、深度伪造引发误判、基础设施被自我复制模型渗透、极端气候与粮食价格暴涨、太阳风暴对卫星与通信的冲击、人口结构断层导致迁徙潮与社会重压、以及长期的科技封锁与灰色冲突。
这些内容更像是“用极端案例讲趋势”，目的不是证明某个细节一定发生，而是强调一个核心：文明不会因为单一事件瞬间崩解，而是多个看似无关的变量长期蓄压，最终在某个节点连成一条巨大的断层线。所谓“2026”，只是断层线开始被大众看见的起点之一。

结语：希望不是避免冲突，而是在冲突中创造新秩序
这套叙事最终落点并不悲观。它反复强调：重组不是毁灭，更新不是终局。文明最大的希望不是永远风平浪静，而是当冲突不可避免时，能否从冲突中创造更能回应现实的新制度、新合作、新文明形态。
换句话说，决定未来的不是某个“在历法上圈出的数字”，而是文明本身能不能诚实面对自己的矛盾期，愿不愿意为下一代留下空间，让他们创造新的工具，进而重塑秩序。
于是，“2026”在这篇叙事里不是落幕，而是一段序章：旧制度的垄断与旧模式的拆解逐渐展开，新制度与新文明的尝试开始冒头。世界看起来在变乱，其实也可能正在换壳。而我们，正站在壳裂开的那一道光里。

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Bai Yu DMV-测试(笔试)真题

加州两轮摩托车DMV-测试(笔试)真题

  1. To ride over an object on the road
    /tə raɪd ˈoʊvər ən ˈɑbdʒɛkt ɑn ðə roʊd/
    a. stay seated until you have crossed the object
    /steɪ ˈsitəd ənˈtɪl yə həv krɔst ði ˈɑbdʒɛkt/
    b. rise slightly off the seat
    /raɪz ˈslaɪtli ɔf ðə sit/
    c. edge across the object
    /ɛdʒ əˈkrɔs ði ˈɑbdʒɛkt/

2. If your throttle sticks
/ɪf yər ˈθrɑtəl stɪks/
a. Squeeze the clutch and use the engine cutoff switch
/skwiz ðə klʌtʃ ən yuz ði ˈɛndʒən ˈkʌtɔf swɪtʃ/
b. Shift to neutral and apply both brakes
/ʃɪft tə ˈnutrəl ən əˈplaɪ boʊθ breɪks/
c. Downshift and apply both brakes
/ˈdaʊnʃɪft ən əˈplaɪ boʊθ breɪks/

3. In the picture below, the car driver is waiting to enter the intersection
/ɪn ðə ˈpɪktʃər bəˈloʊ, ðə kɑr ˈdraɪvər ɪz ˈweɪtɪŋ tə ˈɛntər ði ˌɪntərˈsɛkʃən/
a. slow and maintain the center lane position
/sloʊ ən meɪnˈteɪn ðə ˈsɛntər leɪn pəˈzɪʃən/
b. slow and increase space
/sloʊ ən ɪnˈkris speɪs/
c. speed up and move left to get through the intersection quickly
/spid ʌp ən muv lɛft tə gɛt θru ði ˌɪntərˈsɛkʃən ˈkwɪkli/

4. When you are being followed too closely, it is usually best to
/wɛn yə ər ˈbiɪŋ ˈfɑloʊd tu ˈkloʊsli, ɪt ɪz ˈyuʒuəli bɛst tə/
a. move closer to the vehicle ahead
/muv ˈkloʊsər tə ðə ˈvikəl əˈhɛd/
b. move to the right portion of the lane
/muv tə ðə raɪt ˈpɔrʃən əv ðə leɪn/
c. drop back farther from the vehicle ahead
/drɑp bæk ˈfɑrðər frəm ðə ˈvikəl əˈhɛd/

5. To cross tracks that run parallel to your course
/tə krɔs træks ðæt rʌn ˈpærəˌlɛl tə yər kɔrs/
a. edge gradually across
/ɛdʒ ˈgrædʒuəli əˈkrɔs/
b. move away, then turn and cross at an angle of at least 45 degrees
/muv əˈweɪ, ðɛn tɜrn ən krɔs ət ən ˈæŋgəl əv ət list ˈfɔrti faɪv dɪˈgriz/
c. move into the opposite lane to cross at a 90 degree angle
/muv ˈɪntu ði ˈɑpəzɪt leɪn tə krɔs ət ə ˈnaɪnti dɪˈgri ˈæŋgəl/

6. The single most important thing you can do to improve your chances of surviving a collision is to:
/ðə ˈsɪŋgəl moʊst ɪmˈpɔrtənt θɪŋ yə kən du tə ɪmˈpruv yər ˈtʃænsɪz əv sərˈvaɪvɪŋ ə kəˈlɪʒən ɪz tə/
a. wear a securely fastened helmet
/wɛr ə sɪˈkjʊrli ˈfæsn̩d ˈhɛlmət/
b. be familiar with the motorcycle
/bi fəˈmɪljər wɪð ðə ˈmoʊtərˌsaɪkəl/
c. ride in the center portion of the lane
/raɪd ɪn ðə ˈsɛntər ˈpɔrʃən əv ðə leɪn/

7. A group of riders move from a staggered formation into a single file when:
/ə grup əv ˈraɪdərz muv frəm ə ˈstægərd fɔrˈmeɪʃən ˈɪntu ə ˈsɪŋgəl faɪl wɛn/
a. Traffic is heavy
/ˈtræfɪk ɪz ˈhɛvi/
b. turning corners
/ˈtɜrnɪŋ ˈkɔrnərz/
c. Riding at night
/ˈraɪdɪŋ ət naɪt/

8. Of the following, which one gives the most eye and face protection while riding?
/əv ðə ˈfɑloʊɪŋ, wɪtʃ wʌn gɪvz ðə moʊst aɪ ən feɪs prəˈtɛkʃən waɪl ˈraɪdɪŋ/
a. A windshield
/ə ˈwɪndʃild/
b. Goggles
/ˈgɑgəlz/
c. A face shield
/ə feɪs ʃild/

9. If you must stop quickly while turning and you are unable to straighten the motorcycle first, apply the
/ɪf yə məst stɑp ˈkwɪkli waɪl ˈtɜrnɪŋ ən yə ər ʌnˈeɪbəl tə ˈstreɪtən ðə ˈmoʊtərˌsaɪkəl fɜrst, əˈplaɪ ðə/
a. front brake and increase your lean angle
/frʌnt breɪk ən ɪnˈkris yər lin ˈæŋgəl/
b. brakes harder as the lean is reduced
/breɪks ˈhɑrdər əz ðə lin ɪz rɪˈdust/
c. brakes first and then lean away from the turn
/breɪks fɜrst ən ðɛn lin əˈweɪ frəm ðə tɜrn/

10. If you have a flat tire while riding, hold the handle grips firmly and:
/ɪf yə həv ə flæt ˈtaɪər waɪl ˈraɪdɪŋ, hoʊld ðə ˈhændəl grɪps ˈfɜrmli ən/
a. use the brake of the good tire or avoid braking
/yuz ðə breɪk əv ðə gʊd ˈtaɪər ɔr əˈvɔɪd ˈbreɪkɪŋ/
b. gently apply both brakes
/ˈdʒɛntli əˈplaɪ boʊθ breɪks/
c. use only the brake that controls the flat tire
/yuz ˈoʊnli ðə breɪk ðæt kənˈtroʊlz ðə flæt ˈtaɪər/

11. With a properly adjusted mirror, you can see:
/wɪð ə ˈprɑpərli əˈdʒʌstɪd ˈmɪrər, yə kən si/
a. The lane beside you
/ðə leɪn bɪˈsaɪd yə/
b. Everything behind and to the side of you
/ˈɛvriθɪŋ bɪˈhaɪnd ən tə ðə saɪd əv yə/
c. Part of the lane beside you and behind you
/pɑrt əv ðə leɪn bɪˈsaɪd yə ən bɪˈhaɪnd yə/

12. When carrying a passenger:
/wɛn ˈkæriɪŋ ə ˈpæsəndʒər/
a. your motorcycle will react the same
/yər ˈmoʊtərˌsaɪkəl wɪl riˈækt ðə seɪm/
b. it takes longer to brake and accelerate
/ɪt teɪks ˈlɔŋgər tə breɪk ən əkˈsɛləˌreɪt/
c. let some air out of the tires for better traction
/lɛt sʌm ɛr aʊt əv ðə ˈtaɪərz fər ˈbɛtər ˈtrækʃən/

13. When following a vehicle, you should try to:
/wɛn ˈfɑloʊɪŋ ə ˈvikəl, yə ʃəd traɪ tə/
a. Ride in the right portion of the lane
/raɪd ɪn ðə raɪt ˈpɔrʃən əv ðə leɪn/
b. Ride where the driver can see you in the rear view mirror
/raɪd wɛr ðə ˈdraɪvər kən si yə ɪn ðə rɪr vju ˈmɪrər/
c. Ride in the left portion of the lane
/raɪd ɪn ðə lɛft ˈpɔrʃən əv ðə leɪn/

14. When swerving, it is important to:
/wɛn ˈswɜrvɪŋ, ɪt ɪz ɪmˈpɔrtənt tə/
a. always brake before swerving
/ˈɔlweɪz breɪk bɪˈfɔr ˈswɜrvɪŋ/
b. swerve in the direction the hazard is traveling
/swɜrv ɪn ðə dəˈrɛkʃən ðə ˈhæzərd ɪz ˈtrævəlɪŋ/
c. separate braking from swerving
/ˈsɛpəˌreɪt ˈbreɪkɪŋ frəm ˈswɜrvɪŋ/

15. In the picture below, it is usually best to ride in which position?
/ɪn ðə ˈpɪktʃər bəˈloʊ, ɪt ɪz ˈyuʒuəli bɛst tə raɪd ɪn wɪtʃ pəˈzɪʃən/
a. Position 1
/pəˈzɪʃən wʌn/
b. Position 2 or 3
/pəˈzɪʃən tu ɔr θri/
c. Position 3
/pəˈzɪʃən θri/

16. On a wet road, it will usually be most slippery
/ɑn ə wɛt roʊd, ɪt wɪl ˈyuʒuəli bi moʊst ˈslɪpəri/
a. In the left wheel track
/ɪn ðə lɛft wil træk/
b. On loose gravel
/ɑn lus ˈgrævəl/
c. In the center portion of the lane
/ɪn ðə ˈsɛntər ˈpɔrʃən əv ðə leɪn/

17. On a paved two-lane road, sand and gravel are most likely to collect:
/ɑn ə peɪvd tu leɪn roʊd, sænd ən ˈgrævəl ər moʊst ˈlaɪkli tə kəˈlɛkt/
a. Near the center of the road
/nɪr ðə ˈsɛntər əv ðə roʊd/
b. Near the sides of the road
/nɪr ðə saɪdz əv ðə roʊd/
c. In the left wheel track
/ɪn ðə lɛft wil træk/

18. In a normal turn, lean your:
/ɪn ə ˈnɔrməl tɜrn, lin yər/
a. Body more than your motorcycle
/ˈbɑdi mɔr ðæn yər ˈmoʊtərˌsaɪkəl/
b. Motorcycle more than your body
/ˈmoʊtərˌsaɪkəl mɔr ðæn yər ˈbɑdi/
c. Motorcycle and your body at the same angle
/ˈmoʊtərˌsaɪkəl ən yər ˈbɑdi ət ðə seɪm ˈæŋgəl/

19. You are preparing to move to the left lane, as pictured below, To spot vehicles passing beside you, it is best to:
/yə ər prɪˈpɛrɪŋ tə muv tə ðə lɛft leɪn, æz ˈpɪktʃərd bəˈloʊ, tə spɑt ˈvikəlz ˈpæsɪŋ bɪˈsaɪd yə, ɪt ɪz bɛst tə/
a. Turn your head to the left
/tɜrn yər hɛd tə ðə lɛft/
b. Look in the left mirror
/lʊk ɪn ðə lɛft ˈmɪrər/
c. Slow and look in the left mirror
/sloʊ ən lʊk ɪn ðə lɛft ˈmɪrər/

20. The ability to think clearly and ride safely is affected by as little as:
/ði əˈbɪləti tə θɪŋk ˈklɪrli ən raɪd ˈseɪfli ɪz əˈfɛktɪd baɪ əz ˈlɪtəl əz/
a. 6 drinks
/sɪks drɪŋks/
b. 3 drinks
/θri drɪŋks/
c. 1 drink
/wʌn drɪŋk/

21. To ride over metal bridge gratings as pictured below:
/tə raɪd ˈoʊvər ˈmɛtəl brɪdʒ ˈgreɪtɪŋz æz ˈpɪktʃərd bəˈloʊ/
a. Ride straight across
/raɪd streɪt əˈkrɔs/
b. Cross at a sharp angle without changing lanes
/krɔs ət ə ʃɑrp ˈæŋgəl wɪˈðaʊt ˈtʃeɪndʒɪŋ leɪnz/
c. Weave across
/wiv əˈkrɔs/

22. When carrying loads:
/wɛn ˈkæriɪŋ loʊdz/
a. Fasten the load against the frame on the back of the seat
/ˈfæsn̩ ðə loʊd əˈgɛnst ðə freɪm ɑn ðə bæk əv ðə sit/
b. Keep the load low and as far forward as possible
/kip ðə loʊd loʊ ən əz fɑr ˈfɔrwərd əz ˈpɑsəbəl/
c. Keep the load behind the rear axle
/kip ðə loʊd bɪˈhaɪnd ðə rɪr ˈæksəl/

23. You are being pursued by a police vehicle with its lights and siren activated. You have deliberately ignored the officer’s warning to stop and have sped away. During the pursuit a person is killed. You are subject to:
/yə ər ˈbiɪŋ pərˈsud baɪ ə pəˈlis ˈvikəl wɪð ɪts laɪts ən ˈsaɪrən ˈæktəˌveɪtɪd. yə həv dɪˈlɪbərətli ɪgˈnɔrd ði əˈfɪsərz ˈwɔrnɪŋ tə stɑp ən həv spɛd əˈweɪ. ˈdʊrɪŋ ðə pərˈsut ə ˈpɜrsən ɪz kɪld. yə ər ˈsʌbdʒɛkt tə/
a. A fine of not less than ten thousand dollars
/ə faɪn əv nɑt lɛs ðæn tɛn ˈθaʊzənd ˈdɑlərz/
b. Imprisonment in a state prison for six years
/ɪmˈprɪzənmənt ɪn ə steɪt ˈprɪzən fər sɪks jɪrz/
c. Being jailed in the county jail for not more than one year
/ˈbiɪŋ dʒeɪld ɪn ðə ˈkaʊnti dʒeɪl fər nɑt mɔr ðæn wʌn jɪr/

24. To predict how a hazard may affect you, it’s important to:
/tə prɪˈdɪkt haʊ ə ˈhæzərd meɪ əˈfɛkt yə, ɪts ɪmˈpɔrtənt tə/
a. Watch for brake lights or turn signals
/wɑtʃ fər breɪk laɪts ɔr tɜrn ˈsɪgnəlz/
b. Adjust speed to get around the hazard
/əˈdʒʌst spid tə gɛt əˈraʊnd ðə ˈhæzərd/
c. Know the speed, distance, and direction that the hazard is moving
/noʊ ðə spid, ˈdɪstəns, ən dəˈrɛkʃən ðæt ðə ˈhæzərd ɪz ˈmuvɪŋ/

25. To see better when following a vehicle at night:
/tə si ˈbɛtər wɛn ˈfɑloʊɪŋ ə ˈvikəl ət naɪt/
a. Increase your following distance and use your low beam
/ɪnˈkris yər ˈfɑloʊɪŋ ˈdɪstəns ən yuz yər loʊ bim/
b. Drop far back and use your high beam
/drɑp fɑr bæk ən yuz yər haɪ bim/
c. Use the headlights of the vehicle ahead
/yuz ðə ˈhɛdlaɪts əv ðə ˈvikəl əˈhɛd/

  1. In this picture, the light most likely to make your motorcycle more noticeable to the car driver is the:
    /ɪn ðɪs ˈpɪktʃər, ðə laɪt moʊst ˈlaɪkli tə meɪk yər ˈmoʊtərˌsaɪkəl mɔr ˈnoʊtəsəbəl tə ðə kɑr ˈdraɪvər ɪz ðə/
    a. Brake light
    /breɪk laɪt/
    b. Taillight
    /ˈteɪlˌlaɪt/
    c. Turn signal
    /tɜrn ˈsɪgnəl/

2. To discourage other drivers from sharing your lane, it is usually best to ride:
/tə dɪsˈkɜrɪdʒ ˈʌðər ˈdraɪvərz frəm ˈʃɛrɪŋ yər leɪn, ɪt ɪz ˈyuʒuəli bɛst tə raɪd/
a. In the left portion of your lane
/ɪn ðə lɛft ˈpɔrʃən əv yər leɪn/
b. In the center portion of your lane
/ɪn ðə ˈsɛntər ˈpɔrʃən əv yər leɪn/
c. Next to another vehicle
/nɛkst tə əˈnʌðər ˈvikəl/

3. To avoid causing a rear-end collision when following another vehicle:
/tə əˈvɔɪd ˈkɔzɪŋ ə ˈrɪrˌɛnd kəˈlɪʒən wɛn ˈfɑloʊɪŋ əˈnʌðər ˈvikəl/
a. Ride in the right wheel track
/raɪd ɪn ðə raɪt wil træk/
b. Stay at least two seconds behind
/steɪ ət list tu ˈsɛkəndz bɪˈhaɪnd/
c. Tap your brakes lightly
/tæp yər breɪks ˈlaɪtli/

4. When you ride at night:
/wɛn yə raɪd ət naɪt/
a. Wear reflective clothing
/wɛr rɪˈflɛktɪv ˈkloʊðɪŋ/
b. Always ride in the center portion of the lane
/ˈɔlweɪz raɪd ɪn ðə ˈsɛntər ˈpɔrʃən əv ðə leɪn/
c. Follow the vehicle ahead more closely for safety
/ˈfɑloʊ ðə ˈvikəl əˈhɛd mɔr ˈkloʊsli fər ˈseɪfti/

5. When you are being followed too closely, it is usually best to:
/wɛn yə ər ˈbiɪŋ ˈfɑloʊd tu ˈkloʊsli, ɪt ɪz ˈyuʒuəli bɛst tə/
a. Move closer to the vehicle ahead
/muv ˈkloʊsər tə ðə ˈvikəl əˈhɛd/
b. Drop back farther from the vehicle ahead
/drɑp bæk ˈfɑrðər frəm ðə ˈvikəl əˈhɛd/
c. Pass the vehicle ahead
/pæs ðə ˈvikəl əˈhɛd/

6. Alcohol first affects your:
/ˈælkəˌhɔl fɜrst əˈfɛkts yər/
a. Balance
/ˈbæləns/
b. Vision
/ˈvɪʒən/
c. Judgment
/ˈdʒʌdʒmənt/

7. In the picture below, the car driver is signaling for a left turn. You should:
/ɪn ðə ˈpɪktʃər bəˈloʊ, ðə kɑr ˈdraɪvər ɪz ˈsɪgnəlɪŋ fər ə lɛft tɜrn. yə ʃəd/
a. Hold your speed and center lane position
/hoʊld yər spid ən ˈsɛntər leɪn pəˈzɪʃən/
b. Slow down and move away from the approaching vehicle
/sloʊ daʊn ən muv əˈweɪ frəm ði əˈproʊtʃɪŋ ˈvikəl/
c. Increase your speed and stay in the center of the lane
/ɪnˈkris yər spid ən steɪ ɪn ðə ˈsɛntər əv ðə leɪn/

8. In this picture, the rider in the most dangerous position is:
/ɪn ðɪs ˈpɪktʃər, ðə ˈraɪdər ɪn ðə moʊst ˈdeɪndʒərəs pəˈzɪʃən ɪz/
a. Rider A
/ˈraɪdər eɪ/
b. Rider B
/ˈraɪdər bi/
c. Rider C
/ˈraɪdər si/

9. In this picture, you are passing parked cars. The greatest danger to you is:
/ɪn ðɪs ˈpɪktʃər, yə ər ˈpæsɪŋ pɑrkt kɑrz. ðə ˈgreɪtəst ˈdeɪndʒər tə yə ɪz/
a. A car door opening
/ə kɑr dɔr ˈoʊpənɪŋ/
b. A car pulling out
/ə kɑr ˈpʊlɪŋ aʊt/
c. A person stepping from between parked cars
/ə ˈpɜrsən ˈstɛpɪŋ frəm bɪˈtwin pɑrkt kɑrz/

10. At intersections, the most common cause of motorcycle/vehicle collisions is:
/æt ˌɪntərˈsɛkʃənz, ðə moʊst ˈkɑmən kɔz əv ˈmoʊtərˌsaɪkəl ˈvikəl kəˈlɪʒənz ɪz/
a. Drivers entering a rider’s right of way
/ˈdraɪvərz ˈɛntərɪŋ ə ˈraɪdərz raɪt əv weɪ/
b. Riders not yielding to oncoming traffic
/ˈraɪdərz nɑt ˈjildɪŋ tə ˈɑnˌkʌmɪŋ ˈtræfɪk/
c. Drivers tailgating riders
/ˈdraɪvərz ˈteɪlˌgeɪtɪŋ ˈraɪdərz/

11. When you ride over a pothole, it is usually best to:
/wɛn yə raɪd ˈoʊvər ə ˈpɑtˌhoʊl, ɪt ɪz ˈyuʒuəli bɛst tə/
a. Keep a normal seat position
/kip ə ˈnɔrməl sit pəˈzɪʃən/
b. Lean forward as much as possible
/lin ˈfɔrwərd əz mʌtʃ əz ˈpɑsəbəl/
c. Look straight ahead and rise slightly off the seat
/lʊk streɪt əˈhɛd ən raɪz ˈslaɪtli ɔf ðə sit/

12. The driver turning left in the picture below is not stopping. Your best chance to avoid a collision would be to:
/ðə ˈdraɪvər ˈtɜrnɪŋ lɛft ɪn ðə ˈpɪktʃər bəˈloʊ ɪz nɑt ˈstɑpɪŋ. yər bɛst tʃæns tə əˈvɔɪd ə kəˈlɪʒən wʊd bi tə/
a. Maintain your position and brake hard
/meɪnˈteɪn yər pəˈzɪʃən ən breɪk hɑrd/
b. Slow and swerve to the left
/sloʊ ən swɜrv tə ðə lɛft/
c. Reduce your speed and move away from the vehicle
/rɪˈdus yər spid ən muv əˈweɪ frəm ðə ˈvikəl/

13. Riders in a staggered formation will be passing a car. After the lead rider passes, he/she should return to the_____ of the lane.
/ˈraɪdərz ɪn ə ˈstægərd fɔrˈmeɪʃən wɪl bi ˈpæsɪŋ ə kɑr. ˈæftər ðə lid ˈraɪdər ˈpæsɪz, hi ʃi ʃəd rɪˈtɜrn tə ðə əv ðə leɪn/
a. Left portion
/lɛft ˈpɔrʃən/
b. Right portion
/raɪt ˈpɔrʃən/
c. Center portion
/ˈsɛntər ˈpɔrʃən/

14. When you carry a passenger:
/wɛn yə ˈkæri ə ˈpæsəndʒər/
a. It will take longer to accelerate and brake
/ɪt wɪl teɪk ˈlɔŋgər tə əkˈsɛləˌreɪt ən breɪk/
b. You will have more balance
/yə wɪl hæv mɔr ˈbæləns/
c. You will have less chance of skidding
/yə wɪl hæv lɛs tʃæns əv ˈskɪdɪŋ/

15. To make a normal stop, use:
/tə meɪk ə ˈnɔrməl stɑp, yuz/
a. The rear brake only
/ðə rɪr breɪk ˈoʊnli/
b. The rear brake first
/ðə rɪr breɪk fɜrst/
c. Both brakes and downshift
/boʊθ breɪks ən ˈdaʊnʃɪft/

16. If you lock the front tire when stopping:
/ɪf yə lɑk ðə frʌnt ˈtaɪər wɛn ˈstɑpɪŋ/
a. Release the rear brake
/rɪˈlis ðə rɪr breɪk/
b. Keep the front brake locked until stopped
/kip ðə frʌnt breɪk lɑkt ənˈtɪl stɑpt/
c. Release and reapply the front brake
/rɪˈlis ən ˌriəˈplaɪ ðə frʌnt breɪk/

17. When you turn, you should:
/wɛn yə tɜrn, yə ʃəd/
a. Look through the turn
/lʊk θru ðə tɜrn/
b. Watch the center line
/wɑtʃ ðə ˈsɛntər laɪn/
c. Look straight ahead
/lʊk streɪt əˈhɛd/

18. While riding an unfamiliar motorcycle:
/waɪl ˈraɪdɪŋ ən ʌnfəˈmɪljər ˈmoʊtərˌsaɪkəl/
a. Stay in the right portion of the lane
/steɪ ɪn ðə raɪt ˈpɔrʃən əv ðə leɪn/
b. Allow extra room for stopping
/əˈlaʊ ˈɛkstrə rum fər ˈstɑpɪŋ/
c. Do not shift above the third gear
/du nɑt ʃɪft əˈbʌv ðə θɜrd gɪr/

19. For higher-speed turns, you should:
/fər ˈhaɪər spid tɜrnz, yə ʃəd/
a. Lean more than you would at low speed
/lin mɔr ðæn yə wʊd ət loʊ spid/
b. Lean less than you would at low speed
/lin lɛs ðæn yə wʊd ət loʊ spid/
c. Lean the same amount you would at low speed
/lin ðə seɪm əˈmaʊnt yə wʊd ət loʊ spid/

20. When riding where sand and gravel have collected on paved roads, you should:
/wɛn ˈraɪdɪŋ wɛr sænd ən ˈgrævəl hæv kəˈlɛktɪd ɑn peɪvd roʊdz, yə ʃəd/
a. Avoid sudden changes in speed or direction
/əˈvɔɪd ˈsʌdən ˈtʃeɪndʒɪz ɪn spid ɔr dəˈrɛkʃən/
b. Only use the rear brake to slow down
/ˈoʊnli yuz ðə rɪr breɪk tə sloʊ daʊn/
c. Pull in the clutch
/pʊl ɪn ðə klʌtʃ/

21. Before changing lanes to the left, as pictured below, you should:
/bɪˈfɔr ˈtʃeɪndʒɪŋ leɪnz tə ðə lɛft, æz ˈpɪktʃərd bəˈloʊ, yə ʃəd/
a. Check your left mirror and turn your head to the left
/tʃɛk yər lɛft ˈmɪrər ən tɜrn yər hɛd tə ðə lɛft/
b. Check the right mirror and turn your head to the left
/tʃɛk ðə raɪt ˈmɪrər ən tɜrn yər hɛd tə ðə lɛft/
c. Use your horn and speed up
/yuz yər hɔrn ən spid ʌp/

22. To make good judgments in traffic, you need to first:
/tə meɪk gʊd ˈdʒʌdʒmənts ɪn ˈtræfɪk, yə nid tə fɜrst/
a. Be able to swerve
/bi ˈeɪbəl tə swɜrv/
b. Know how to stop quickly
/noʊ haʊ tə stɑp ˈkwɪkli/
c. Search ahead
/sɜrtʃ əˈhɛd/

23. When the front tire goes flat:
/wɛn ðə frʌnt ˈtaɪər goʊz flæt/
a. The steering will feel heavy
/ðə ˈstɪrɪŋ wɪl fil ˈhɛvi/
b. The back of the motorcycle will jerk from side to side
/ðə bæk əv ðə ˈmoʊtərˌsaɪkəl wɪl dʒɜrk frəm saɪd tə saɪd/
c. You will lose power to the brakes
/yə wɪl luz ˈpaʊər tə ðə breɪks/

24. When adjusting your mirrors to carry a passenger, the passenger should:
/wɛn əˈdʒʌstɪŋ yər ˈmɪrərz tə ˈkæri ə ˈpæsəndʒər, ðə ˈpæsəndʒər ʃəd/
a. Sit on the seat with you
/sɪt ɑn ðə sit wɪð yə/
b. Stand behind the motorcycle
/stænd bɪˈhaɪnd ðə ˈmoʊtərˌsaɪkəl/
c. Adjust the mirror while you sit on the motorcycle
/əˈdʒʌst ðə ˈmɪrər waɪl yə sɪt ɑn ðə ˈmoʊtərˌsaɪkəl/

25. Wearing a helmet can reduce the chance of a fatal head injury in:
/ˈwɛrɪŋ ə ˈhɛlmət kən rɪˈdus ðə tʃæns əv ə ˈfeɪtəl hɛd ˈɪndʒəri ɪn/
a. Low speed crashes only
/loʊ spid ˈkræʃɪz ˈoʊnli/
b. High speed crashes only
/haɪ spid ˈkræʃɪz ˈoʊnli/
c. Any crash, regardless of speed
/ˈɛni kræʃ rɪˈgɑrdləs əv spid/

TEXT.3（1–25）

  1. Following closely to a vehicle in front of you
    /ˈfɑloʊɪŋ ˈkloʊsli tə ə ˈvikəl ɪn frʌnt əv yə/
    a. Protects you in heavy traffic
    /prəˈtɛkts yə ɪn ˈhɛvi ˈtræfɪk/
    b. Helps you see hazards in the road
    /hɛlps yə si ˈhæzərdz ɪn ðə roʊd/
    c. Is a factor in collisions caused by motorcyclists
    /ɪz ə ˈfæktər ɪn kəˈlɪʒənz kɔzd baɪ ˈmoʊtərˌsaɪkəlɪsts/

2. Riding in the center portion of the lane
/ˈraɪdɪŋ ɪn ðə ˈsɛntər ˈpɔrʃən əv ðə leɪn/
a. Should be avoided if possible
/ʃəd bi əˈvɔɪdɪd ɪf ˈpɑsəbəl/
b. Keeps other drivers from seeing you
/kips ˈʌðər ˈdraɪvərz frəm ˈsiɪŋ yə/
c. Keeps others from sharing your lane
/kips ˈʌðərz frəm ˈʃɛrɪŋ yər leɪn/

3. To create more space in the situation pictured below, you should:
/tə kriˈeɪt mɔr speɪs ɪn ðə ˌsɪtʃuˈeɪʃən ˈpɪktʃərd bəˈloʊ, yə ʃəd/
a. Pass the car on your left
/pæs ðə kɑr ɑn yər lɛft/
b. Ride in the right portion of the lane
/raɪd ɪn ðə raɪt ˈpɔrʃən əv ðə leɪn/
c. Adjust your speed and stay in the center of the lane
/əˈdʒʌst yər spid ən steɪ ɪn ðə ˈsɛntər əv ðə leɪn/

4. When in a turn, it is best to:
/wɛn ɪn ə tɜrn, ɪt ɪz bɛst tə/
a. Maintain a steady speed or gradually accelerate
/meɪnˈteɪn ə ˈstɛdi spid ɔr ˈgrædʒuəli əkˈsɛləˌreɪt/
b. Slow down
/sloʊ daʊn/
c. Accelerate and look straight ahead
/əkˈsɛləˌreɪt ən lʊk streɪt əˈhɛd/

5. To operate the throttle:
/tə ˈɑpəˌreɪt ðə ˈθrɑtəl/
a. Start with your wrist flat
/stɑrt wɪð yər rɪst flæt/
b. Sit forward with arms straight
/sɪt ˈfɔrwərd wɪð ɑrmz streɪt/
c. Twist it forward and down for more power
/twɪst ɪt ˈfɔrwərd ən daʊn fər mɔr ˈpaʊər/

6. Make a special point to use your mirrors when:
/meɪk ə ˈspɛʃəl pɔɪnt tə yuz yər ˈmɪrərz wɛn/
a. Riding through an intersection
/ˈraɪdɪŋ θru ən ˌɪntərˈsɛkʃən/
b. Following a vehicle
/ˈfɑloʊɪŋ ə ˈvikəl/
c. Slowing or stopping
/ˈsloʊɪŋ ɔr ˈstɑpɪŋ/

7. When the front tire goes flat while riding:
/wɛn ðə frʌnt ˈtaɪər goʊz flæt waɪl ˈraɪdɪŋ/
a. Apply the rear brake and steer to the edge of the road
/əˈplaɪ ðə rɪr breɪk ən stɪr tə ði ɛdʒ əv ðə roʊd/
b. Steer to the right and apply both brakes
/stɪr tə ðə raɪt ən əˈplaɪ boʊθ breɪks/
c. You will not be able to control the motorcycle
/yə wɪl nɑt bi ˈeɪbəl tə kənˈtroʊl ðə ˈmoʊtərˌsaɪkəl/

8. When riding with a passenger, you should:
/wɛn ˈraɪdɪŋ wɪð ə ˈpæsəndʒər, yə ʃəd/
a. Start slowing sooner
/stɑrt ˈsloʊɪŋ ˈsunər/
b. Use only your front brake to slow
/yuz ˈoʊnli yər frʌnt breɪk tə sloʊ/
c. Start in the center portion of the lane
/stɑrt ɪn ðə ˈsɛntər ˈpɔrʃən əv ðə leɪn/

9. Vehicle/motorcycle collisions are most common:
/ˈvikəl ˈmoʊtərˌsaɪkəl kəˈlɪʒənz ər moʊst ˈkɑmən/
a. At intersections
/æt ˌɪntərˈsɛkʃənz/
b. On freeways
/ɑn ˈfriˌweɪz/
c. At night
/æt naɪt/

10. When swerving, it is important to:
/wɛn ˈswɜrvɪŋ, ɪt ɪz ɪmˈpɔrtənt tə/
a. Always brake before swerving
/ˈɔlweɪz breɪk bɪˈfɔr ˈswɜrvɪŋ/
b. Swerve in the direction of the hazard
/swɜrv ɪn ðə dəˈrɛkʃən əv ðə ˈhæzərd/
c. Separate braking from swerving
/ˈsɛpəˌreɪt ˈbreɪkɪŋ frəm ˈswɜrvɪŋ/

11. Not turning off a turn signal:
/nɑt ˈtɜrnɪŋ ɔf ə tɜrn ˈsɪgnəl/
a. Encourages other drivers to pull into your path
/ɪnˈkɜrɪdʒɪz ˈʌðər ˈdraɪvərz tə pʊl ˈɪntu yər pæθ/
b. Keeps other drivers from seeing your brake light
/kips ˈʌðər ˈdraɪvərz frəm ˈsiɪŋ yər breɪk laɪt/
c. Reduces your chances of a collision because other drivers stay clear
/rɪˈdusɪz yər ˈtʃænsɪz əv ə kəˈlɪʒən bɪˈkəz ˈʌðər ˈdraɪvərz steɪ klɪr/

12. Before changing lanes to the left:
/bɪˈfɔr ˈtʃeɪndʒɪŋ leɪnz tə ðə lɛft/
a. Check your left mirror and look to the left
/tʃɛk yər lɛft ˈmɪrər ən lʊk tə ðə lɛft/
b. Check the right mirror and turn your head to the left
/tʃɛk ðə raɪt ˈmɪrər ən tɜrn yər hɛd tə ðə lɛft/
c. Use your horn and speed up
/yuz yər hɔrn ən spid ʌp/

13. In the picture below, the car driver is preparing to enter the intersection. To be seen and maintain a space cushion, you should:
/ɪn ðə ˈpɪktʃər bəˈloʊ, ðə kɑr ˈdraɪvər ɪz prɪˈpɛrɪŋ tə ˈɛntər ði ˌɪntərˈsɛkʃən. tə bi sin ən meɪnˈteɪn ə speɪs ˈkʊʃən, yə ʃəd/
a. Slow down and move away from the vehicle after entering the intersection
/sloʊ daʊn ən muv əˈweɪ frəm ðə ˈvikəl ˈæftər ˈɛntərɪŋ ði ˌɪntərˈsɛkʃən/
b. Slow down and move closer to the curb so the driver can see you better
/sloʊ daʊn ən muv ˈkloʊsər tə ðə kɜrb soʊ ðə ˈdraɪvər kən si yə ˈbɛtər/
c. Speed up to get through the intersection quickly and then move left
/spid ʌp tə gɛt θru ði ˌɪntərˈsɛkʃən ˈkwɪkli ən ðɛn muv lɛft/

14. To reduce speed before turning
/tə rɪˈdus spid bɪˈfɔr ˈtɜrnɪŋ/
a. Close the throttle and apply both brakes
/kloʊz ðə ˈθrɑtəl ən əˈplaɪ boʊθ breɪks/
b. Pull in the clutch and use both brakes
/pʊl ɪn ðə klʌtʃ ən yuz boʊθ breɪks/
c. Apply the rear brake only
/əˈplaɪ ðə rɪr breɪk ˈoʊnli/

15. Most collisions involve riders who
/moʊst kəˈlɪʒənz ɪnˈvɑlv ˈraɪdərz hu/
a. Overbrake the rear tire
/ˈoʊvərˌbreɪk ðə rɪr ˈtaɪər/
b. Underbrake the rear tire
/ˈʌndərˌbreɪk ðə rɪr ˈtaɪər/
c. Were experienced riders
/wər ɪkˈspɪriənst ˈraɪdərz/

16. To discourage other drivers from sharing your lane, it is usually best to ride:
/tə dɪsˈkɜrɪdʒ ˈʌðər ˈdraɪvərz frəm ˈʃɛrɪŋ yər leɪn, ɪt ɪz ˈyuʒuəli bɛst tə raɪd/
a. In the left portion of your lane
/ɪn ðə lɛft ˈpɔrʃən əv yər leɪn/
b. In the center portion of your lane
/ɪn ðə ˈsɛntər ˈpɔrʃən əv yər leɪn/
c. Next to another vehicle
/nɛkst tə əˈnʌðər ˈvikəl/

17. Alcohol enters the bloodstream and quickly reaches the brain. Which of the following is affected first?
/ˈælkəˌhɔl ˈɛntərz ðə ˈblʌdˌstrim ən ˈkwɪkli ˈritʃɪz ðə breɪn. wɪtʃ əv ðə ˈfɑloʊɪŋ ɪz əˈfɛktɪd fɜrst/
a. Speech
/spitʃ/
b. Balance
/ˈbæləns/
c. Judgment
/ˈdʒʌdʒmənt/

18. Your motorcycle has two brakes. Use both brakes:
/yər ˈmoʊtərˌsaɪkəl hæz tu breɪks. yuz boʊθ breɪks/
a. Only for normal stops
/ˈoʊnli fər ˈnɔrməl stɑps/
b. Only for emergency stops
/ˈoʊnli fər ɪˈmɜrdʒənsi stɑps/
c. Every time you slow or stop
/ˈɛvri taɪm yə sloʊ ɔr stɑp/

19. When you turn
/wɛn yə tɜrn/
a. Keep your head and eyes straight to maintain balance
/kip yər hɛd ən aɪz streɪt tə meɪnˈteɪn ˈbæləns/
b. Look through the turn to where you want to go
/lʊk θru ðə tɜrn tə wɛr yə wɑnt tə goʊ/
c. Always lean at the same angle as the motorcycle
/ˈɔlweɪz lin ət ðə seɪm ˈæŋgəl æz ðə ˈmoʊtərˌsaɪkəl/

20. Wearing a helmet will:
/ˈwɛrɪŋ ə ˈhɛlmət wɪl/
a. Increase your chances of a head injury
/ɪnˈkris yər ˈtʃænsɪz əv ə hɛd ˈɪndʒəri/
b. Reduce your chances of a head injury
/rɪˈdus yər ˈtʃænsɪz əv ə hɛd ˈɪndʒəri/
c.Neither reduce nor increase your chances of a head injury
/ˈniðər rɪˈdus nɔr ɪnˈkris yər ˈtʃænsɪz əv ə hɛd ˈɪndʒəri/

21. In slow, tight turns:
/ɪn sloʊ taɪt tɜrnz/
a. Lean the motorcycle only and keep your body straight
/lin ðə ˈmoʊtərˌsaɪkəl ˈoʊnli ən kip yər ˈbɑdi streɪt/
b. Lean your body more than the motorcycle
/lin yər ˈbɑdi mɔr ðæn ðə ˈmoʊtərˌsaɪkəl/
c. Do not lean
/du nɑt lin/

22. Which one of the following statements is correct
/wɪtʃ wʌn əv ðə ˈfɑloʊɪŋ ˈsteɪtmənts ɪz kəˈrɛkt/
a. Press left, lean right, and go right
/prɛs lɛft lin raɪt ən goʊ raɪt/
b. Press left, lean left, go right
/prɛs lɛft lin lɛft goʊ raɪt/
c. Press left, lean left, go left
/prɛs lɛft lin lɛft goʊ lɛft/

23. In the picture below, riders A, B, and C are riding as a group. To pass, rider B should:
/ɪn ðə ˈpɪktʃər bəˈloʊ, ˈraɪdərz eɪ bi ən si ər ˈraɪdɪŋ æz ə grup. tə pæs, ˈraɪdər bi ʃəd/
a.Complete the pass in front of rider A
/kəmˈplit ðə pæs ɪn frʌnt əv ˈraɪdər eɪ/
b.Return to the lane and ride next to rider A
/rɪˈtɜrn tə ðə leɪn ən raɪd nɛkst tə ˈraɪdər eɪ/
c.Return to the right portion of the lane behind rider A
/rɪˈtɜrn tə ðə raɪt ˈpɔrʃən əv ðə leɪn bɪˈhaɪnd ˈraɪdər eɪ/

24.To make good judgments in traffic, you need to first:
/tə meɪk gʊd ˈdʒʌdʒmənts ɪn ˈtræfɪk, yə nid tə fɜrst/
a. Know how to stop quickly
/noʊ haʊ tə stɑp ˈkwɪkli/
b. Be able to swerve
/bi ˈeɪbəl tə swɜrv/
c. Search ahead
/sɜrtʃ əˈhɛd/

25. When carrying loads:
/wɛn ˈkæriɪŋ loʊdz/
a. Keep the load low and as far forward as possible
/kip ðə loʊd loʊ ən əz fɑr ˈfɔrwərd əz ˈpɑsəbəl/
b. Keep the load to the rear of the motorcycle
/kip ðə loʊd tə ðə rɪr əv ðə ˈmoʊtərˌsaɪkəl/
c. Fasten the load against the frame on the back of the seat
/ˈfæsn̩ ðə loʊd əˈgɛnst ðə freɪm ɑn ðə bæk əv ðə sit/

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Opposite Twins

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短文

Opposite Twins

Lillian had a twin. Her twin’s name was Yvonne. Although they looked alike, they were actually very different. They had completely opposite personalities. Lillian loved art. She enjoyed painting and drawing, and she spent most of her days listening to music and sketching. She was also messy, and everything in her room was disorganized.

Yvonne loved reading. She enjoyed writing stories and solving problems. She spent most of her time reading and was very organized. Lillian was more creative, while Yvonne was more intelligent. Despite their differences, they also had something in common. They both loved playing sports and were on the tennis team.

翻译

Opposite Twins
性格相反的双胞胎

Lillian had a twin.
莉莉安有一个双胞胎姐妹。
Her twin’s name was Yvonne.
她的双胞胎姐妹名叫伊冯。
Although they looked alike, they were actually very different.
虽然她们长得很像，但实际上却非常不同。
They had completely opposite personalities.
她们的性格完全相反。
Lillian loved art. 莉莉安热爱艺术。
She enjoyed painting and drawing, and she spent most of her days listening to music and sketching.
她喜欢绘画，也喜欢画素描，大部分时间都在听音乐和画画中度过。
She was also messy, and everything in her room was disorganized.
她也很邋遢，房间里的一切都杂乱无章。
Yvonne loved reading. |
伊冯喜欢阅读。
She enjoyed writing stories and solving problems.
她喜欢写故事，也喜欢解决问题。
She spent most of her time reading and was very organized.
她大部分时间都在阅读，而且非常有条理。
Lillian was more creative, while Yvonne was more intelligent.
莉莉安更有创造力，而伊冯则更聪明。
Despite their differences, they also had something in common.
尽管她们有很多不同之处，但她们也有共同点。
They both loved playing sports and were on the tennis team.
她们都喜欢运动，而且都在网球队。

问答

1. What did Lillian enjoy doing in her free time?
（莉莉安在空闲时间喜欢做什么？）

2. How was Yvonne different from Lillian in terms of personality?
（在性格方面，伊冯与莉莉安有什么不同？）

3. What did the twins have in common?
（这对双胞胎有哪些共同点？）

参考答案：

答案 1

She enjoyed painting, drawing, and listening to music. （她喜欢画画、绘画，以及听音乐。）

答案 2

Yvonne was more organized and more intelligent, while Lillian was more creative and messy. （伊冯更有条理、更聪明，而莉莉安则更有创造力但比较邋遢。）

答案 3

They both loved playing sports and were on the tennis team. （她们都喜欢运动，并且都在网球队。）