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Reading 2
Cutting Auto Emissions by Combining Three Vehicle Technologies
Camille von Kaenel
1 Imagine jumping into a self-driving car with two other commuters in the morning, the electric engine humming as you drive through smooth traffic and past empty parking lots, before arriving at work and paying a couple of dollars for the ride.
2 The auto industry and researchers say this utopian view of transportation is on the horizon, and it could cut nearly all of the carbon emissions from the transportation sector. Maybe.
3 A new report today finds that layering the three vehicle technologies — autonomous, electric and shared — on top of one another could cut carbon emissions 80 percent by 2050 worldwide from a business-as-usual scenario.
4 Researchers at the Institute for Transportation and Development Policy and the University of California, Davis, modeled how each new development might change carbon emissions around the world.
5 “It’s becoming increasingly clear that all three of these possible revolutions are reaching maturity,” said Lewis Fulton, a co-director at the Institute of Transportation Studies at UC Davis and lead author of the report. “It’s time for all of us, whether we’re researchers or policymakers or the general public, to think more deeply about where these things seem to be going. In 10 years, it may be too late to change the course. It’s the time now to figure out which course is the best.”
6 While some transportation researchers have suggested autonomous cars could cut emissions by boosting driver efficiency, others, including Fulton and his colleagues, project that energy use and carbon emissions would increase over a business-as-usual scenario because more people will travel farther.
7 Emissions reduction comes only when the vehicles are electrified and plugging into an increasingly cleaner grid.
8 “We have to stop thinking that self-driving cars will automatically be sustainable,” Fulton said. “We need policies to make sure we steer this towards electric and efficient.”
9 The most advanced scenario in the report requires people to change their behavior, using substantially more ride sharing, public transport, cycling and walking. That would cut car travel by more than half in 2050, and the number of cars by nearly three-quarters.
10 Worldwide, that combination would generate 0.7 gigaton of carbon emissions annually by mid-century, as opposed to 4.6 gigatons in a business-as-usual scenario.
11 In the United States, transportation has surpassed the electricity sector as the top source of greenhouse gas emissions, at around 30 percent. The most utopian scenario could cut that by nearly 90 percent in 2050, or the equivalent to shutting down 172 coal-fired power plants in a year.
12 The changes could cut the cost of buying, fueling and operating the cars by more than 40 percent.
13 Fulton also recognized that upending the transportation sector would require overcoming the attachment many people have to their individual cars, saying that government would have to play a “major role.”
14 Incorporating more ride sharing and public transit was the only scenario that matched with a pathway to keep global warming under 2 degrees Celsius.
(483 words)
(Adapted from https://www.scientificamerican.com/article/combining-3-vehicle-technologies-could-nearly-eliminate-auto-emissions)
-Welcome to EAP course 欢迎学习“学术英语课程”
-Extended reading Unit 1
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-Extended reading exercises
-1.1 Introduction to the module of listening skills 模块介绍
-1.2 Predicting the content 预测听力内容
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-1.3 Understanding main ideas: key words 抓住关键词理解大意
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-1.4 Understanding supporting evidence (I): explicit means 理解支持性证据 (I)：显性证据
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-1.5 Understanding supporting evidence (II): implicit means 理解支持性证据 (II)：隐性证据
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-Module1 Listening--1.5
-1.6 Recognizing rhetorical questions 辨别修辞问句
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-Module1 Listening——1.6
-1.7 Understanding the organization of a lecture (I): chronological order 理解讲座结构 (I)：时间顺序
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-1.8 Understanding the organization of a lecture (II): categorization 理解讲座结构 (II)：归类
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-Module1 Listening--1.8
-1.9 Handling unfamiliar words 应对不熟悉词汇
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-Module1 Listening--1.9
-1.10 Understanding vocabulary from the context 从上下文理解词汇
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-Module1 Listening--1.10
-1.11 Focusing on numbers & statistics 注意数字与数据
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-Module1 Listening--1.11
-1.12 Recognizing analogy 辨别类比
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-1.13 Recognizing signposting language (I): contrast 辨别指示性语言 (I)：对比
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-1.14 Recognizing signposting language (II): consequence 辨别指示性语言 (II)：结果
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-1.15 Recognizing signposting language (III): presenting factual information 辨别指示性语言 (III)：陈述事实信息
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-1.16 Note-taking: numbers & diagrams 记笔记：数字和图表
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-1.17 Summary to the module of listening skills 模块总结
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-2.1 Introduction to the module of reading skills 模块介绍
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-Module2 Reading--2.1
-2.2 Surveying an article 浏览文章
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-Module2 Reading--2.2
-2.3 Skimming and scanning 查读和略读
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-2.4 Recognizing text organization / structure 识别文章结构
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-2.5 Identifying the author's evaluation 识别作者评价
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-2.6 Identifying the thesis statement 识别文章中心句
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-2.7 Increasing reading speed 提高阅读速度
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-Module test 2-1
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-2.8 Guessing unfamiliar words from context 从上下文猜测词意
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-2.9 Recognizing topic sentence and supporting evidence 识别主题句和支持性证据
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-2.10 Understanding quotations 理解引语
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-2.11 Using questions for effective reading 使用问句促进阅读
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-2.12 Recognizing classification 识别分类
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-2.13 Recognizing comparison and contrast 识别比较和对比
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-2.14 Recognizing cause and effect 识别因果关系
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-2.15 Annotating the text 标记文章
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-2.16 Summary to the module of reading skills 模块总结
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-3.1 Introduction to the module of speaking skills 模块介绍
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-Module3 Speaking--3.1
-3.2 Preparing for a presentation 准备陈述报告
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-3.3 Opening a presentation 开始陈述报告
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-3.4 Presenting the main body 陈述报告主体
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-3.5 Concluding the presentation 结束陈述报告
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-3.6 Evaluating students' presentation 评价学生的陈述报告
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-3.7 Opening a discussion; Agreeing and disagreeing 开始讨论；表达赞同与不赞同
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-3.8 Keeping a discussion going; Discussing the pros and cons 保持讨论；支持与反对
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-3.9 Interrupting politely; Asking for clarification or confirmation 客气地打断讨论；要求对方阐释或确认
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-3.10 Expressing an opinion; Supporting an opinion 表达观点；支撑观点
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-3.11 Evaluating students' group discussion 评价学生的讨论
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-3.12 Summary to the module of speaking skills 模块总结
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-4.1 Introduction to the module of writing skills 模块介绍
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-Module4 Writing--4.1
-4.2 Writing an introduction 写文章开头
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-4.3 Writing a thesis statement 写文章中心句
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-4.4 Writing the main body 写文章主体
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-4.5 Writing a body paragraph 写主体段落
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-4.6 Writing a conclusion 写文章结论
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-4.7 Evaluating students' writing (structure) 评价学生的写作（结构方面）
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-4.8 Writing in formal languge 用正式文体写作
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-4.9 Writing in cautious language 用谨慎的话语写作
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-4.10 Writing in efficient language 用简练的话语写作
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-4.11 Avoiding plagiarism (quoting, paraphrasing and summarizing) 避免学术抄袭（引用，改写，总结）
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-4.12 Avoiding plagiarism (acknowledging sources) 避免学术抄袭（注明出处）
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-4.13 Summary to the module of writing skills
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-5.1 Introduction to the module of translating skills
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-Module5 Translating--5.1
-5.2 What is translation 什么是翻译
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-5.3 How to get ready for translation? 怎样做好翻译的准备？
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-Module5 Translating--5.3
-5.4 Word-for-word translation 逐字翻译
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-5.5 Diction (I): grammatical clues 词意的选择（I）：语法线索
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-5.6 Diction (II): collocation clues 词意的选择（I）：词汇搭配线索
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-5.7 Omission (I): leaving out unnecessary prepositions and conjunctions 省略法（I）：删减不必要的介词和连词
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-5.8 Omission (II): leaving out unnecessary articles 省略法（II）：删减不必要的冠词
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-5.9 Conversion (I): translating nouns as adjectives or verbs 词性转换（I）：名词翻为形容词或动词
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-5.10 Conversion (II): translating verbs as nouns or adverbs 词性转换（II）：动词翻为名词或副词
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-5.11 Addition (I): adding nouns 增词法（I）：增加名词
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-5.12 Addition (II): adding adjectives or adverbs 增词法（II）：增加形容词或副词
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-5.13 Addition (III): adding verbs 增词法（III）：增加动词
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-5.14 Addition (IV)): adding conjunctions 增词法（IV）：增加连词
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-5.15 Translating relative clauses (I): as pre-modifiers 翻译关系从句（I）：作为前置修饰语
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-5.16 Translating relative clauses (II): as post-modifiers 翻译关系从句（II）：作为后置修饰语
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-5.17 Translating relative clauses (III): merging 翻译关系从句（I）：合并
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-5.18 Translating relative clauses (IV): dividing 翻译关系从句（I）：分裂
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-5.19 Translating passive constructions (I): as active constructions 翻译被动结构（I）：翻为主动结构
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-5.20 Translating passive constructions (II): as passive constructions 翻译被动结构（I）：翻为被动结构
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-5.21 Evaluating students' translation 评价学生的翻译作品
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-5.22 Summary to the module of translating skills 模块总结
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-Extended reading
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