题目
题型：不详难度：来源：
There was a very naughty boy in the nursery and a teacher who was generally very confident with the children was asked to take charge of him. One day the boy joined a session in the room next to mine. His appearance created an atmosphere of tension. He spent the entire session running around, hitting and kicking, and destroying property.
I was in the craft room working with some other children when my co-worker told me that this boy’s teacher was in tears, and could not get control of the situation. As we were talking，the boy ran in. I told my co-worker that I would take care of him.
I closed the door. He was full of energy, throwing things around and making a huge mess. But I could see that he was doing all these to annoy me. He needed connection, and this was the only way he knew how to ask for it. So I sat back down and kept quiet. Then he slowed down and began making a rocket. I talked to him about it. We continued like this for a few minutes before I slipped into the conversation:
“So what happened today?”
It was purely a question, no blame or anger in my tone. I believe that if I had criticized him, the gate that was slowly opening would have shut firmly closed. He told me that the teacher didn’t let him do what he knew well due to safety but asked him to do what he disliked. He also admitted that he had enjoyed making her run around and saw it as a game. I explained that his teacher had not seen it as a game and was very upset. This again was stated simply as a fact. I suggested that next time he had a session, he talk about what he hoped to do at the start，which might be easier for everyone. He agreed and was quiet for a moment. Then he looked at me with tears in his eyes before quietly asking if he could go to find his teacher to apologize.
小题1:The boy made trouble for his teacher because he_____ .
| A．was accused of destroying property |
| B．was told not to yell at other children |
| C．was made to do things against his will |
| D．was blamed for creating an air of tension |
| A．She didn’t want to make it worse. |
| B．She didn’t mind the huge mess at all. |
| C．She was tired of shouting and threats. |
| D．She hadn’t thought of a coping strategy. |
| A．playing games with him |
| B．giving him a good suggestion |
| C．describing his teacher’s feelings |
| D．avoiding making critical remarks |
| A．He was sorry about his reputation. |
| B．He was regretful about his behavior. |
| C．He was fearful of the author’s warning. |
| D．He was sad for the author’s misunderstanding. |
答案
小题1:C
小题2:A
小题3:D
小题4:B
解析
【文章大意】这是一篇情感类的记叙文。文章讲述了作者从与有残疾的小孩相处的一段经历中得出教育小孩更应该需要的是交流与讲道理而不是威胁甚至是惩罚，因为那样更是适得其反。
小题1:C考查细节理解。根据文章第六段“…but asked him to do what he disliked”可知那个男孩之所以惹麻烦是因为老师总叫他做他不喜欢的事情也就是违背他意愿的事，故C正确。
小题2:A考查细节理解。根据文章第六段“I believe that if I had criticized him, the gate that was slowly opening would have shut firmly closed”可知作者知道如果批评的话那个小男孩就不会再交流什么了，所以作者期望情况不要恶化好利于与男孩的交流，故A正确。
小题3:D考查细节理解。根据文章第六段“…no blame or anger in my tone”可知作者的语气上没有任何的责备与生气，这也是作者所采取的策略即不适用任何批评性的言辞，故D正确。
小题4:B考查判断推理。根据第六段最后一句“hen he looked at me with tears in his eyes before quietly asking if he could go to find his teacher to apologize”可知男孩想去道歉，所以推断出男孩是感到后悔了，故B正确。
核心考点
试题【Before I had my son, I spent two years working with children with disabilities. 】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
The study suggests that the ways that people use and live in their homes have been largely ignored by existing efforts to improve energy efficiency (效率)，which instead focus on architectural and technological developments.
‘Technology is going to assist but it is not going to do everything,’explains Katy Janda, a UKERC senior researcher，‘consumption patterns of building users can defeat the most careful design. ’In other words，old habits die hard, even in the best-designed eco-home.
Another part of the problem is information. Households and bill-payers don’t have the knowledge they need to change their energy-use habits. Without specific information，it’s hard to estimate the costs and benefits of making different choices. Feedback (反馈） facilities, like smart meters and energy monitors，could help bridge this information gap by helping people see how changing their behaviour directly affects their energy use; some studies have shown that households can achieve up to 15 percent energy savings using smart meters.
Social science research has added a further dimension (方面），suggesting that individuals’behaviour in the home can be personal and cannot be predicted 一 whether people throw open their windows rather than turn down the thermostat (恒温器) , for example.
Janda argues that education is the key. She calls for a focused programme to teach people about buildings and their own behaviour in them.
小题1:As to energy use, the new research from UKERC stresses the importance of________.
| A． zero-carbon homes | B．the behaviour of building users |
| C． sustainable building design | D．the reduction of carbon emissions |
| A．the ways | B．their homes |
| C． developments | D．existing efforts |
| A． The importance of changing building users, habits. |
| B． The necessity of making a careful building design. |
| C． The variety of consumption patterns of building users. |
| D． The role of technology in improving energy efficiency. |
| A． can be bridged by feedback facilities |
| B． affects the study on energy monitors |
| C． brings about problems for smart meters |
| D． will be caused by building users’ old habits |
| A． The social science research is to be furthered. |
| B． The education programme is under discussion. |
| C． The behaviour of building users is unpredictable. |
| D． The behaviour preference of building users is similar. |
Not everyone experiences anger in the same way; what angers one person may amuse another. The specific expression of anger also differs from person to person based on biological and cultural forces. In contemporary culture, physical expressions of anger are generally considered too socially harmful to be tolerated. We no longer regard duels (决斗) as an appropriate expression of anger resulting from one person’s awareness of insulting behaviour on the part of another.
Anger can be identified in the brain, where the electrical activity changes. Under most conditions EEG (脑电图) measures of electrical activity show balanced activity between the right and left prefrontal (额叶前部) areas. Behaviourally this corresponds to the general even-handed disposition (意向) that most of us possess most of the time. But when we are angry the EEG of the right and left prefrontal areas aren’t balanced and, as a result of this, we’re likely to react. And our behavioural response to anger is different from our response to other emotions, whether positive or negative.
Most positive emotions are associated with approach behaviour: we move closer to people we like. Most negative emotions, in contrast, are associated with avoidance behaviour: we move away from people and things that we dislike or that make us anxious. But anger is an exception to this pattern. The angrier we are, the more likely we are to move towards the object of our anger. This corresponds to what psychologists refer to as of ensive anger: the angry person moves closer in order to influence and control the person or situation causing his anger. This approach-and-confront behaviour is accompanied by a leftward prefrontal asymmetry (不对称) of EEG activity. Interestingly, this asymmetry lessens if the angry person can experience empathy (同感) towards the individual who is bringing forth the angry response. In defensive anger, in contrast, the EEG asymmetry is directed to the right and the angry person feels helpless in the face of the anger-inspiring situation.
小题1:The “duels” example in Paragraph 2 proves that the expression of anger ________.
| A．usually has a biological basis |
| B．varies among people |
| C．is socially and culturally shaped |
| D．influences one’s thinking and evaluation |
| A．Balanced electrical activity can be spotted. |
| B．Unbalanced patterns are found in prefrontal areas. |
| C．Electrical activity corresponds to one’s behaviour. |
| D．Electrical activity agrees with one’s disposition. |
| A．Approaching the source of anger. |
| B．Trying to control what is disliked. |
| C．Moving away from what is disliked. |
| D．Feeling helpless in the face of anger. |
| A．How anger differs from other emotions. |
| B．How anger relates to other emotions. |
| C．Behavioural responses to anger. |
| D．Behavioural patterns of anger. |
Larry first began diving when he was his daughter’s age. Similarly, his father had taken him along on one of his expeditions. Since then, he had never looked back. Larry started out by renting diving suits from the small diving shop just along the shore. He had hated them. They were either too big or too small. Then, there was the instructor. He gave him a short lesson before allowing him into the water with his father. He had made an exception. Larry would never have been able to go down without at least five hours of theory and another similar number of hours on practical lessons with a guide. Children his age were not even allowed to dive.
After the first expedition, Larry’s later diving adventures only got better and better. There was never a dull moment. In his black and blue suit and with an oxygen tank fastened on his back, Larry dived from boats into the middle of the ocean. Dangerous areas did not prevent him from continuing his search. Sometimes, he was limited to a cage underwater but that did not bother him. At least, he was still able to take photographs of the underwater creatures.
Larry’s first expedition without his father was in the Cayman Islands. There were numerous diving spots in the area and Larry was determined to visit all of them. Fortunately for him, a man offered to take him around the different Spots for free. Larry didn’t even know what the time was, how many spots he dived into or how many photographs he had taken. The diving spots afforded such a wide array of fish and sea creatures that Larry saw more than thirty varieties of creatures.
Larry looked at his daughter. She looked as excited as he had been when he was her age. He hoped she would be able to continue the family tradition. Already, she looked like she was much braver than had been then. This was the key to a successful underwater expedition.
小题1:In what way was this expedition different for Larry?
| A．His daughter had grown up. |
| B．He had become a famous diver. |
| C．His father would dive with him. |
| D．His daughter would dive with him. |
| A．Larry had some privileges. |
| B．Larry liked the rented diving suits. |
| C．Divers had to buy diving equipment. |
| D．Ten-year-old children were permitted to dive. |
| A．To protect himself from danger. |
| B．To dive into the deep water. |
| C．To admire the underwater view. |
| D．To take photo more conveniently. |
| A．Larry didn’t wear a watch. |
| B．Larry was not good at math. |
| C．Larry had a poor memory. |
| D．Larry enjoyed the adventure. |
| A．Become a successful diver. |
| B．Make a good diving guide. |
| C．Take a lot of photo underwater. |
| D．Have longer hours of training. |
Students are increasingly using laptops for note-taking because of speed and legibility(清晰度).But the research has found laptop users are less able to remember and apply the concepts they have been taught.
Researchers performed experiments that aimed to find out whether using a laptop increased the tendency to make notes "mindlessly" by taking down word for word what the professors said
In the first experiment, students were given either a laptop or pen and paper .They listened to the same lectures and were told to use their usual note-taking skills. Thirty minutes after the talk , they were examined on their ability to remember facts and on how well they understood concepts.
The researchers found that laptop users took twice as many notes as those who wrote by hand. However, the typists performed worse at remembering and applying the concepts. Both groups scored similarly when it came to memorizing facts.
The researchers" report said, "While more notes are beneficial, if the notes are taken mindlessly, as is more likely the case on a laptop, the benefit disappears."
In another experiment aimed at testing long-term memory, students took notes as before but were tested a week after the lecture. This time, the students who wrote notes by hand performed significantly better on the exam.
These two experiments suggest that handwritten notes are not only better for immediate learning and understanding, but that they also lead to superior revision in the future.
小题1:More and more students favor laptops for note-taking because they can .
| A．write more notes | B．digest concepts better |
| C．get higher scores | D．understand lectures better |
| A．skillful | B．mindless |
| C．thoughtful | D．tireless |
| A．examine the importance of long-term memory |
| B．stress the benefit of taking notes by hand |
| C．explain the process of taking notes |
| D．promote the use of laptops |
| A．a newspaper advertisement | B．a computer textbook |
| C．a science magazine | D．a finance report |
UBC Professor Simard explains how trees are much more complex than most of us ever imagined. Although Charles Darwin thought that trees are competing for survival of the fittest, Simard shows just how wrong he was. In fact, the opposite is true: trees survive through their co-operation and support, passing around necessary nutrition "depending on who needs it".
Nitrogen (氮) and carbon are shared through miles of underground fungi (真菌)
networks, making sure that all trees in the forest ecological system give and receive just the right amount to keep them all healthy. This hidden system works in a very similar way to the networks of neurons (神经元) in our brains, and when one tree is destroyed, it affects all.
Simard talks about "mother trees", usually the largest and oldest plants on which all other trees depend. She explains how dying trees pass on the wealth to the next generation, transporting important minerals to young trees so they may continue to grow. When humans cut down "mother trees" with no awareness of these highly complex "tree societies" or the networks on which they feed, we are reducing the chances of survival for the entire forest.
"We didn"t take any notice of it" Simard says sadly. "Dying trees move nutrition into the young trees before dying, but we never give them chance." If we could put across the message to the forestry industry, we could make a huge difference towards our environmental protection efforts for the future.
小题1:The underlined sentence "the opposite is true" in Paragraph 2 probably means that trees .
| A．compete for survival |
| B．protect their own wealth |
| C．depend on each other |
| D．provide support for dying trees |
| A．look the largest in size in the forest |
| B．pass on nutrition to young trees |
| C．seem more likely to be cut down by humans |
| D．know more about the complex "tree societies" |
| A．how "tree societies" work |
| B．how trees grow old |
| C．how forestry industry develops |
| D．how young trees survive |
| A．Old Trees Communicate Like Humans |
| B．Young Trees Are In Need Of Protection |
| C．Trees Are More Awesome Than You Think |
| D．Trees Contribute To Our Society |
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