题目
题型：不详难度：来源：
Here are a few tips to kelp you remain calm in the face of the storm:
• Don"t Panic You are better able to find a solution if you aren"t panicking. If you can keep your head when others are losing theirs, you will be able to make a dear decision in the chaos.
• There Aren"t Many True Emergenaes My time as a Naval Officer taught me about true emergencies. In the military, when there is a problem, people can get hurt or die. This is not usually the case when the office copier or email server goes down. Keep things in perspective. There are very few true emergencies in life.
• Avoid the "Fight or Flight" When you are stressed, your body will want to go into "fight or flight." Your body was designed to keep you safe from danger, but its natural reflexes aren"t always the best solution against a project gone away. Keep your emotions in check and ensure that your physical reflexes don’t make bad decisions for you.
• Head Into The Problem While everyone else is running away, true leaders walk into a problem. Sticking your head in the sand only makes things worse. Instead of trying to ignore the situition, get to the heart of the issue as soon as possible. Only then can you address it
How Will You React? When you find yourself ready to lose it, take a step back. Ask, "In this truly an emergcncy?" Keep your head when others are losing theirs. And you"ll find that you are that much closer to a solution.
小题1:The author writes the first paragraph in order to______.
| A．describe a chaotic day | B．advocate a way of life | C．introduce a topic | D．make a joke |
| A．low your head | B．keep your head | C．shake your head | D．stick your head |
| A．there are seldom true emergencies in life |
| B．there are many true emergencies in life |
| C．some emergencies are really urgent |
| D．some emergencies can"t be predicted |
| A．Fight or Flight |
| B．True emergencies |
| C．Less Talking, More Doing |
| D．Keep calm in the face of the storm |
答案
小题1:C
小题2:B
小题3:A
小题4:D
解析
试题分析：当你陷入一种人群***乱、天气恶劣的紧急状况中时，你要怎么办呢？像小鸡一样尖叫着“天塌啦”乱跑吗？看了这篇文章，试着练习一下如何处理这种紧急状况吧。保持住冷静哦。
小题1:主旨大意题。文章是在向人们提建议，第一段是为了模拟一个场景来引入话题 。故选C。
小题2:细节理解题。由“You are better able to find a solution if you aren"t panicking. If you can keep your head when others are losing theirs, you will be able to make a dear decision in the chaos.”可知，保持住理智可以帮你 在嘈杂中做出明智的决定。故选B。
小题3:细节理解题。由“Keep things in perspective. There are very few true emergencies in life.”可知作者是为了说明现实生活中真正的紧急情况很少出现 。故选A。
小题4:主旨大意题。全文都在讲在遇见暴风雨第一件事就是保持冷静。故选D。
核心考点
试题【It"s going to be a chaotic(混乱的)day. How do I know? It’s Monday. OK, joking. But,】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
On the first day of class, the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.
Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.
No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.
小题1:The underlined word “maintain” in Para.1 probably means_______.
| A．keep | B． build | C．recreate | D．evaluate |
| A．free students from outside pressures |
| B．set the standards and rules on his own |
| C．be responsible for a well-organized class |
| D．focus more on instruction and evaluation |
| A．rules cannot be changed once they’re formed |
| B．outside pressures can not cause tension among students |
| C．if the teacher well unites his students, he then will finish his task |
| D．if rules are not acceptable both to students and teachers, the classroom can be a mess |
| A．To provide information for teaching. |
| B．To show the importance of teaching a class. |
| C．To study the teacher’s behavior in the classroom. |
| D．To compare the teacher’s behavior with the students’ in class. |
Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster”, did not work as well.
The study found that when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables—either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas—in laboratory taste tests, the study said.
Researchers randomly assigned (分派) 173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where Parents used no special vegetable-promoting methods, served as a “control”.
Parents in the reward groups offered their children a taste of the “target” vegetable every day for 12 days. Soon after, children in the sticker group were giving higher ratings to the vegetables—and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround(转机) also seemed to last, with preschoolers in the sticker group still willing to eat more of the once-disliked vegetable three months later.
Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.
小题1:The purpose of writing the passage is .
| A．to show the procedure of an experiment on children’s diet |
| B．to introduce a practical method of making children eat vegetables |
| C．to explain why children hate to eat vegetables |
| D．to present a proper way of verbal praise to parents |
| A．shoot from behind the back |
| B．make a fire in the backyard |
| C．produce an unexpected result |
| D．achieve what was planned |
| A．Most children are born to dislike carrots or celery. |
| B．Children in the sticker group will never lose interest in eating vegetables. |
| C．Oral praise works quite well in encouraging children to eat vegetables. |
| D．It remains a question whether rewarding is a good way to get children to eat vegetables. |
| A．Children like rewards, not verbal praise. |
| B．Parents should give up verbal praise. |
| C．Children are difficult to inspire. |
| D．Parents should praise their children in a sincere tone. |
For example, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. He tries to find out all he can, and then he acts immediately and tries to do something about it. He probably isn’t sure how it will all work out, but at least he tries. And, if he can’t make things work out right, he doesn’t feel ashamed that he fails; he just tries to learn from his mistakes. An intelligent person, even if he is very young, has a special outlook(人生观) on life, special feeling about life, and knows how he fits into it.
If you look at children, you’ll see great difference between what we call “bright” children and “not bright” children. They are actually two different kinds of people, not just the same kind with different amounts of intelligence. For example, the bright child really wants to find out more about life --- he tries to get in touch with everything around him. But the unintelligent child keeps more to himself and his own dream-world; he seems to have a wall between him and life in general.
小题1:What’s the main idea of the passage?
| A．What’s real meaning of intelligence |
| B．What’s the “bright” children’s behavior |
| C．What’s a special outlook on life |
| D．How to live and behave in a new situation |
| A．the amount of intelligence |
| B．the different situations they face |
| C．the different attitudes to life |
| D．the background of life |
| A．how to determine what intelligence is |
| B．How an unintelligent person should be taught |
| C．how to judge whether a person is intelligent |
| D．how education should be changed |
The Pew Internet Project did the survey with the National Writing Project．Judy Buchanan is the vice director of the National Writing Project and a co-author of the report．Ms．Buchanan says digital research tools are helping students learn more and faster．"Teachers really favor these tools because they are ways to make some of the learning exciting and engaging．Young people favor these tools．The goal is to really help them become creators of meaningful content, and not just sort of consumers．"
But one problem the survey found is that many students lack digital literacy．They trust too muck of the information they find on the Internet．Judy says these students haven"t developed the skills to determine the quality of online information．"It"s something that really has to be taught and paid attention to．Because in a world in which things happen quickly, you do need to step back, reflect and analyze the information you have．"
Another problem is blamed on something that might not seem like a problem at all: being able to quickly find information online．Teachers say the result is a reduction in the desire and ability of their students to work hard to find answers．They say students are overly dependent on search engines and do not make enough use of printed books or research libraries．
Many teachers are also concerned that the Internet makes it easy for students to copy work done by others instead of using their own abilities．
小题1:The text mainly tells us____．
| A．all the students use digital tools |
| B．the Internet is playing a key role |
| C．teachers encourage using digital tools |
| D．digital tools bring about benefits and problems |
小题3:The underlined sentence in the third paragraph probably means
| A．students do not have the right digital tools |
| B．students do not always have access to the Internet |
| C．students haven"t the ability to adjust themselves |
| D．students can"t judge online information properly |
| A．they can get answers on the Internet quickly |
| B．printed books and libraries around aren"t enough |
| C．the Internet can"t make students concentrate |
| D．they can copy each others" work without being punished |
In my opinion, it naturally takes time to recite a text, but it is worth doing so. When you are able to recite a text, you are sure to be familiar with the words and expressions. When you need them in reading or writing or doing exercises, they will come to your mind quickly, and so you will give quick response to all kinds of language situation. How can we say that it is useless?
Besides, many students complain that they soon forget what they were once able to recite. This is true, but you don’t need to worry. While you are reading and forgetting the texts, your language level is being raised. Sure you don’t remember your Chinese texts that you once read in the primary school, but now you are able to read novels and newspaper. So, recitation of the texts will help you improve your language ability.
小题1:What do the students think about the teacher’s advice? _______.
| A．The English teacher tries his best to help them with English. |
| B．The English teacher is very kind to them. |
| C．The English teacher asks them to do something useless. |
| D．The English teacher should let them study on their own. |
| A．often criticizes them |
| B．patiently explains to them why they should recite the texts |
| C．wants to give up his idea |
| D．is afraid that he is criticized by the headmaster. |
| A．Reciting the texts can improve the ability of applying English. |
| B．Reciting the texts is the best way of learning English. |
| C．The students should remember all the texts that the teacher has taught them. |
| D．Reciting the texts can greatly improve the classroom teaching. |
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