题目
题型:不详难度:来源:
My students were middle managers, financial analysts and financiers from state-owned enterprises and global companies. They were not without talent or opinions, but they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness. The scene I just described came in different forms during my two years’ teaching at the school. Papers were often copied from the Web and the Harvard Business Review. Case study debates were written up and just memorized. Students frequently said that copying is a superior business strategy, better than inventing and creating.
In China, every product you can imagine has been made and sold. But so few well-developed marketing and management minds have been raised that it will be a long time before most people in the world can name a Chinese brand.
With this problem in mind, partnerships with institutions like Yale and MIT have been established. And then there’s the “thousand-talent scheme”: this new government program is intended to improve technological modernization by attracting top foreign-trained scientists to the mainland with big money. But there are worries about China’s research environment. It"s hardly known for producing independent thinking and openness, and even big salary offers may not be attractive enough to overcome this.
At last, for China, becoming a major world creator is not just about setting up partnerships with top Western universities. Nor is it about gathering a group of well-educated people and telling them to think creatively. It’s about establishing a rich learning environment for young minds. It’s not that simple.
小题1:Why does the author feel disappointed at his students?
A.Because there is one group presenting a catering service. |
B.Because the six groups made projects for restaurant chains. |
C.Because all the students copied a case for the difficult topic. |
D.Because the students’ ideas were lacking in creativeness. |
A.Papers were often downloaded from the Internet. |
B.Students often said that copying is a preferable business strategy. |
C.Students combine knowledge and critical thoughts to solve a problem. |
D.Case study debates were written up as well as recited. |
A.timetable | B.theme | C.project | D.policy |
A.China can make and sell any product all over the world |
B.high pay may not solve the problem of China’s research environment |
C.cooperation with institutions has been set up to make a Chinese brand |
D.the new government program are aimed at encouraging imagination |
A.Look for a New Way of Learning | B.Reward Creative Thinking |
C.How to Become a Creator | D.Establish a technical Environment |
答案
小题1:D
小题2:C
小题3:C
小题4:B
小题5:A
解析
小题1:考查推理判断能力。根据第一段整体的信息作出判断和推理。
小题2:考查判断推理能力。第二段整体判断,特别是最后一句。
小题3:考查猜词能力。第五段的第2句“this new government program”中this 指代前面
的“thousand-talent scheme”,而scheme和 program为同义词,C中project 为program同
义词。
小题4:考查推理判断能力。文中没有直接表达出来,根据最后一句得出,“even big salary
offers may not be attractive enough to overcome this.”中this 指的是China’s learning
environment存在的问题即problem, 也是指It’s hardly known for producing independent
thinking and openness这个问题。
小题5:考查主旨判断题。从整体和最后一段判断,整篇文章是讲关于教育出现的问题—
有了丰富的学习环境,及新的学习方法,才能有创造性的研究氛围。
核心考点
试题【I once had my Chinese MBA students brainstorming on “two-hour business plans”. I】;主要考察你对题材分类等知识点的理解。[详细]
举一反三
Four years ago Bobby was in Rwanda offering help to the people there and taking photos of a child soldier named Moise with his “soccer ball”,which was a pile of rubbish tied together with a string. This “ball” was the only thing Moise could call his own --- no family, no home, no place to go. Forced to fight in the Congo and having killed three people at the unbearably young age of seven, the boy’s spirit was broken. And Bobby knew, as he took one photo after the next, that he’d never forget him. In fact, he returned the following year to tell Moise he had stayed deep within his heart ---but he was gone.
I recently helped Bobby launch his new book The Power of the Invisible Sun which features a photo of Moise, his ball, and kids from war-torn areas around the world. All of his earnings go towards the HOPE IS A GAME-CHANGER PROJECT for the kids he visited over the past decade. They caught the emotional landscape from heartbreak to joy, but share the undeniable longing for recovery and hope.
Bobby and I share the unchangeable belief that delivering hope is really a game-changer, especially to a child. We believe that each indestructible ball will come to represent a lasting symbol of hope. A light no matter how small---The Power of the Invisible Sun.
This holiday season, I ask you to think about whether you are doing enough to help someone else in the world. Or as Bobby likes to put it, consider “taking a concrete baby step”, which added together, can create transformational change. It’s my great hope that the HOPE IS A GAME-CHANGER PROJECT will change the lives of children the world over --- one book, one ball at a time.
小题1:In the first sentence of the passage, the writer implies that .
A.kids live an unsafe life in parts of the world |
B.the balls sent to kids should be of good quality |
C.young kids can not overcome the difficulties |
D.kids intend to break their toys into pieces |
A.send ball gifts to kids in poor countries |
B.collect money to help kids in need |
C.comfort kids in war-torn areas |
D.offer kids help to change their lives |
A.He was very proud of Mosie’s bravery. |
B.He felt sorry for Mosie’s ruined childhood. |
C.He thought money could solve Mosie’s problem. |
D.He felt happy to tell him what was in his heart. |
A.It earned a lot of money to help kids like Mosie. |
B.The photos inside reflected the kids’ hopeless life. |
C.Its title shows the author’s belief to change the world. |
D.It changed the life of the kids recorded in the book. |
A.starting the first step as a baby does |
B.taking an active action from now on |
C.making great changes step by step |
D.doing some small but good deeds |
Your interest in the subject is the essential driver of success. You can’t learn what you do not want to learn. Emotion is an important part of the learning 2 . If you are even moderately interested in a subject, give yourself a chance. The key is to get started. If you can create some pleasurable 3 , you may find that the subject grows on you.
Don’t expect to understand things, much less remember them, the first time you study them. Trust that things will get clearer 4 your brain comes to grips with new information. It is like a cross-word puzzle. As you start to put the pieces together, or string the words together, the full picture becomes clearer. The brain learns all the time, but 5 its own schedule. Learning does not take place according to a schedule laid down by a curriculum or teacher. Some things are easier to learn than others. Some things just take 6 to click in. Keep at it, and you will gradually find that things that seem difficult at first , will become easy with time.
Your brain is struggling to form patterns to 7 new input from your learning activities. Sometimes, no matter how long you focus on one subject, your brain is not going to pick it up. If you are stuck, move 8 . Then cover the same general information from a different source, a different book, or a podcast, or an online lecture or a video. Try to become a grazing learner, roaming the countryside, 9 a feedlot learner, just standing there in one spot. The broader your base, the easier it is to learn. Just as the “rich get richer”, the more you know, 10 you can learn.
Take full advantage of the Internet, iTunes, and 11 mobile devices, not to mention good old-fashioned books and magazines. Learn during “dead time”. Listen in your car, on the train, or 12 jogging. Have your learning with you while waiting in the doctor’s office, or listen while checking out at the supermarket. Anytime is 13 time. Remember, you are learning through exposure, not by nailing things down. It is more like moisture accumulation in a 14 , rather than building a brick wall.
The more varied your learning content, and the more varied the ways in which you learn, the 15 the puzzle will become. Different learning activities suit different people, at different times of the day. Vary your activities in order to keep your interest level 16 . Even if listening and reading work best for you, treat yourself to the odd video lecture, or get-together with other learners. This will renew your batteries.
The “loneliness of the distance learner” is a thing of the 17 . Join a learning communityon the web, where members share their knowledge and experience. Search for the communities that suit your interests and learning style. You will find encouragement, advice and stimulus from fellow learners, 18 from tutors, teachers and coaches. In these communities, you can measure your progress against your own goals, or compare your experience 19 that of other learners. You can even teach and help others, which is a great way to learn.
Never has it been easier nor more exciting to be a learner. Let constant learning be a major part of your life-style. The 20 will be constant, personally, socially, and professionally.
( ) 1. A. advantage B. place C. possession D. example
( ) 2. A. progress B. process C. pressure D. proposal
( ) 3. A. roads B. streets C. routines D. building
( ) 4. A. with B. if C. unless D. as
( ) 5. A. on B. to C. with D. for
( ) 6. A. shorter B. sooner C. longer D. lower
( ) 7. A. take with B. com with C. go with D. cope with
( ) 8. A. down B. on C. away D. off
( ) 9. A. more than B. less than C. rather than D. other than
( ) 10. A. less B. quicker C. lower D. more
( ) 11. A. same B. similar C. familiar D. various
( ) 12. A. while B. before C. after D. if
( ) 13. A. playing B. learning C. talking D. speaking
( ) 14. A. cloud B. sky C. earth D. sea
( ) 15. A. cleaner B. clearer C. harder D. lower
( ) 16. A. down B. up C. in D. out
( ) 17. A. present B. day C. past D. night
( ) 18. A. as long asB. as far as C. as well as D. as soon as
( ) 19. A. without B. with C. to D. beyond
( ) 20. A. awards B. words C. remarks D. rewards
Because twins share genes, but may have 2 exposures to environmental factors, studying twins allows an, "opportunity to control for genetic susceptibility(敏感性)," Dr. Elma D. Baron, at Case Western Reserve School of Medicine in Cleveland, Ohio, and colleagues 3 in the latest issue of Archives of Dermatology.
Their analysis of environmental skin-damaging factors in 65 pairs of twins hints that skin aging is 4 more to environment and lifestyle than 5 factors.
But when it 6 skin cancer, the researchers say their findings support previous reports that 7 environment and genes affect skin cancer risk.
Baron"s team 8 facial skin of 130 twins, 18 to 77 years old, who lived 9 in the northern Midwest and Eastern regions of the U.S. who were 10 the Twins Days Festival in Ohio in August 2002.
At this time, each of the twins also 11 reported how their skin burned or tanned 12 sunscreen(防晒霜), their weight, and their history of skin cancer, smoking, and alcohol drinking.
The study group 13 of 52 fraternal and 10 identical twin pairs, plus 3 pairs who were unsure of their twin status. Identical(同卵的) twins share all of their genes and fraternal twins share only about half.
From these data, the researchers 14 strong ties, outside of twin status, between smoking, older age, and being overweight, and having facial skin with evidence of environmental 15
16 contrast, sunscreen use and drinking alcohol appeared correlated with 17 skin damage.
Baron and colleagues say the current findings, which highlight ties between facial 18 and potentially avoidable 19 factors -- such as smoking, being overweight, and 20 overexposure to the sun"s damaging rays -- may help motivate people to minimize these risky behaviors.
( ) 1. A. blame B. owe C. take D. bring
( ) 2. A. same B. different C. similar D. common
( ) 3. A. explain B. confirm C. declare D. shout
( ) 4. A. equal B. related C. close D. strict
( ) 5. A. characteristic B. personal C. natural D. genetic
( ) 6. A. comes to B. talks of C. refers to D. gets to
( ) 7. A. all B. neither C. both D. either
( ) 8. A. examined B. checked C. inspected D. interviewed
( ) 9. A. most B. usually C. mostly D. always
( ) 10. A. joining B. representing C. attending D. remarking
( ) 11. A. separately B. lonely C. commonly D. truly
( ) 12. A. with B. on C. in D. without
( ) 13. A. consisted B. made up C. contained D. included
( ) 14. A. documented B. recorded C. reported D. noted
( ) 15. A. damage B. exploration C. protection D. material
( ) 16. A. In B. By C. As D. At
( ) 17. A. lesser B. more C. no D. fewer
( ) 18. A. look B. aging C. expression D. wrinkle
( ) 19. A. environmental B. genetic C. emotional D. psychological
( ) 20. A. protected B. planned C. unprotected D. prevented
Using prediction models, British and Australian researchers 1 that improving efficiency, increasing carbon capture and 2 fossil fuel dependence in farming would not be enough to 3 emissions targets.
But combining these steps 4 a 30 percent reduction in livestock(家畜) 5 in major meat-producing nations and a similar 6 in meat-eating, would lead to "substantial population health benefits" and cut emissions, they said.
The study found that in Britain, a 30 percent 7 intake of animal-source saturated(饱和的) fat by adults would reduce the 8 of premature(过早的) deaths from heart disease by some 17 percent -- equivalent to 18,000 premature deaths reduced in one year.
In Sao Paulo, Brazil, it could mean as 9 as 1,000 premature deaths reduced in a year, they said.
10 the United Nations Food and Agricultural Organization, 18 percent of all greenhouse gas emissions are from meat production and experts say rising 11 for meat, particularly in countries with growing economies, could 12 livestock production up by 85 percent from 2000 levels 13 2030.
The scientists said global action was needed to maximize the benefits of cutting meat production and 14 , and that the environmental 15 "may apply only in those countries that currently have high production levels."
The study was 16 in The Lancet medical journal as part of a series in climate change and health 17 the Copenhagen global climate summit scheduled next month.
In a second study, British scientists found that increased walking and cycling, and 18 cars, would have a much greater impact on health 19 low-emission vehicles in rich and middle-income countries.
Andrew Haines, director of the London School of Hygiene and Tropical Medicine and head of the research series, said delegates at Copenhagen needed "to understand the potential 20 impacts of their plans."
( ) 1. A. invented B. experimented C. found D. proved
( ) 2. A. increasing B. speeding C. stopping D. reducing
( ) 3. A. meet B. change C. break D. adapt
( ) 4. A. by B. with C. to D. in
( ) 5. A. sale B. eating C. production D. use
( ) 6. A. cut B. increase C. addition D. consumption
( ) 7. A. lower B. higher C. more D. less
( ) 8. A. amount B. number C. quantity D. deal
( ) 9. A. much B. many C. few D. little
( ) 10. A. According to B. Apart from C. As well as D. In addition to
( ) 11. A. resistance B. fear C. demand D. anxiety
( ) 12. A. weaken B. strengthen C. drive D. broaden
( ) 13. A. in B. by C. from D. after
( ) 14. A. evaluation B. consumption C. process D. store
( ) 15. A. advantage B. disadvantage C. pollution D. improvement
( ) 16. A. written B. claimed C. delivered D. published
( ) 17. A. along with B. from behind C. ahead of D. in front of
( ) 18. A. more B. fewer C. no . none
( ) 19. A. then B. as C. that D. than
( ) 20. A. health B. body C. spirit D. emotion
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小题1:How long does it take the battery to charge up an iPhone?
A.15 minutes. | B.30 minutes. | C.1.5 hours. | D.3 hours. |
A.It is built in an iPhone. |
B.It is the smallest of its kind. |
C.It can also be used as a charger. |
D.It keeps power for about 30 days. |
A. P.S. B. B.L. C. M.C. D. T.K.
小题4:The customer comments on the battery are mainly about its _______.
A.quality | B.service | C.function | D.shopping |
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