From Longman Dictionary of Contemporary Englishflash of inspiration/brilliance/insight/anger etcflash of inspiration/brilliance/insight/anger etcIDEAFEEL HAPPY/FRIGHTENED/BORED ETCif someone has a flash of brilliance, anger etc, they suddenly have a clever idea or a particular feeling → flashExamples from the Corpusflash of inspiration/brilliance/insight/anger etc• One who'd probably mowed the nurses down in his student days, too, she thought with a flash of insight.• With a flash of insight, she imagined Guy's jilted fiancée had received a timely escape.• There was no momentary flash of inspiration; it was typical of Laura's talent to turn a disadvantage into an advantage.• He is some one who feeds off flashes of insight, like bolts of lightning from a clear blue sky.• Mario Bennett, another first-round pick last summer, also showed flashes of brilliance after returning from knee surgery.• There were flashes of brilliance from Michael Hordern and Kelly Hunter but generally the acting lacked sparkle.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.
The response of most animals when suddenly faced with a predator is to flee. Natural selection has acted in a variety of ways in different species to enhance the efficacy of the behaviors, known as "flight behaviors" or escape behaviors that are used by prey in fleeing predators. Perhaps the most direct adaptation is enhanced light speed and agility.
Adaptations for speed, however, are likely to require sacrifices biter attributes, so we might expect only some species to adopt a simple fast flight strategy. Another way of enhancing the effectiveness of flight is to move in an erratic and unpredictable way. Many species, like ptarmigans, snipes, and various antelopes and gazelles, flee from predators in a characteristic zigzag fashion. Rapid unexpected changes in flight direction make it difficult for a predator to track prey. In some species, like the European hare, erratic zigzag flight might be more effective in the presence of predators that are faster than they are and straight flight more effective against predators that are slower. One observation that supports this suggestion is the recorded tendency for slow-flying black-beaded gulls, which are normally able to escape predators by means of direct flight, to show frequent changes in flight direction when they spot a peregrine falcon [peregrines are adept at capturing flying birds].
A quite different way of enhancing escape by flight is to use so-called "flash" behavior. Here, the alarmed prey flees for a short distance and then "freezes." Some predators are unexcited by immobile prey, and a startling flash of activity followed by immobility may confuse them. "Flash" behavior is used in particular by frogs and orthopteran insects, which make conspicuous jumps and then sit immobile. In some species, "flash" behavior is enhanced by the display of bright body markings. Good examples of insects with colorful markings are the red and yellow underwing moths. At rest, both species are a cryptic brown color. When they fly, however, brightly colored hind wings are exposed, which render the moths highly conspicuous. Similarly, some frogs and lizards have brightly colored patches or frills that may serve a “flash" function when they move quickly. Some species even appear to possess "flash" sounds. The loud buzzing and clicking noises made by some grasshoppers when they jump may serve to emphasize the movement
It can be inferred that black-beaded gulls change direction when they spot a peregrine falcon for which of the following reasons?
A. The falcons are faster than the gulls.
B. The gulls want to capture the falcons
C. The falcons are unpredictable
D. The gulls depend on the falcons for protection
- lý thuyết
- trắc nghiệm
- hỏi đáp
- bài tập sgk
at the hand of và flash of anger nghĩa là gì
Các câu hỏi tương tự
giúp mik vs ạ!
In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the difference while teaching a class in a Brazilian university. The two-hour class was scheduled to begin at 10 A.M. and end at 12. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness．Were these students being rude? He decided to study the students’ behavior. The professor talked to American and Brazilian students about lateness in both an informal and a formal situation：at a lunch with a friend and in a university class, respectively．He gave them an example and asked them how they would react, If they had a lunch appointment with a friend，the average American student defined lateness as 19 minutes after the agreed time，On the other hand．the average Brazilian student felt the friend was late after 33 minutes．
In an American university, students are expected to arrive at the appointed hour．In contrast, in Brazil，neither the teacher nor the students always arrive at the appointed hour．Classes not only begin at the scheduled time in the United States，but also end at the scheduled time．In the Brazilian class, only a few students left the class at 12：00；many remained past 12：30 to discuss the class and ask more questions．While arriving late may not be very important in Brazil , neither is staying late.
The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact , Brazilians expect a person with status or prestige to arrive late, while in the United States lateness is usually disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry.
As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior so that he could feel comfortable in the new.
1. A. In line 8, which is an example of an informal situation? [tl câu hỏi]
B. Which is an example of a formal situation? [tl câu hỏi]
2. In line 12-13, read"Classes not only begin at the scheduled time in the Inited States, but they also and at the scheduled time." What does not only............but................also mean?
A. and B. but C. so
3. In line 18, what does in fact indicate?
A. acontrast between two ideas
B. an additional idea
C. emphasis of the previous idea
4. In line 21, what does instead show?
A. a similarity
B. a substitution
C. an opposite