题目
题型：模拟题难度：来源：
men tend to be skilled at tasks demanding visual-spatial abilities. In fact, along with aggression, these are the
most commonly accepted differences between the sexes.
Words are tools for communicating with other people, especially information about people. They are mainly
social tools. Visual and spatial abilities are good for imagining and manipulating objects and for communicating
information about them. Are these talents programmed into the brain? In some of the newest and most
controversial research in neurophysiology, it has been suggested that when it comes to the brain, males are
specialists while women are generalists.
But no one knows what, if anything, this means in terms of the abilities of the two sexes. Engineering is
both visual and spatial, and it"s true that there are relatively few women engineers. But women become just as
skilled as men at shooting a rifle or driving a car, tasks that involve visual-spatial skills. They also do equally
well at programming a computer, which is neither visual nor spatial. Women do, however, seem less likely to
fall in love with the objects themselves. We all know men for whom machines seem to be extensions of their
identity. A woman is more likely to see her car, rifle, or computer as a useful tool, but not in itself fascinating.
B. logical reasoning
C. tasks demanding for the use of words
D. both A and B
B. assumed
C. received
D. refused
B. mind and body
C. programming talents into the brain
D. imagination and communication
B. providing a computer with a set of instructions
C. shooting a gun and driving an automobile
D. planning and making things as an engineer does
B. Because they are only good at language and verbal reasoning.
C. Because they are less likely to see their charming or interesting aspects.
D. Because they rarely use machines such as cars, rifles, computers, etc.
答案
核心考点
试题【阅读理解。 Women are, on the whole, more verbal than men. They are good at langua】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
Carrie and Morgenstern were watching the field. Although they could see nothing through the thick fog, they
kept their cameras running.
By 6a. m. the fog began to lift. A remarkable pair of circles was seen in the wheat field. Rushing down
the hill, they found that the wheat within the two circles had been flattened into precise clockwise swirls.
Stalks (麦秆) were bent but not broken. Outside the circles the wheat was untouched.
It had been silent all night. Although the field was muddy, there were no footprints or other marks. The
circles seemed to have come from nowhere. "I can"t explain it," admits Mike Carrie.
Carrie is not alone, Since the early 1980s, more than 2000 circles have appeared in farmers" fields. Most
circles form at night between May and August.
Some believe the circles are caused by hedgehogs (刺猬) or deer. Others attribute them to the UFOs.
"The circles are messages given by those who come from outer space," says Michael Green. "Perhaps
they are trying to get in touch with us."
Pat Delgado has made researches on crop circles since 1981. He believes that they are caused by "some
form of earth energy". In several circles, he recorded an unusual noise which seemed to have been made by
some "electronic".
Most scientists think that there"s no scientific basis to back up Green"s or Delgado"s theories. Some of
them say, "We think they"re nothing but a hoax (骗局)."
In September 1991, Doug Bower and Dave Chorley claimed that since 1979 they had made circles
throughout southern England to fool people who believed in LIFO. "We got down on our hands and knees and
used an iron bar, so that it looked as though a UFO bad landed there."
Since the early 1980s, Dr Terence Meaden has visited more than 1000 circles. Now he thinks he may have
the answer. He believes true crop circles are made by vortex. When it hits the ground, it flattens the crop in
spiral patterns. Each northern summer, these surprising formations turn British cornfields into artists" paintings.
"Crop circles are an amusing part of the silly season-though farmers might not agree," says Royal Society"s Sir
Francis Graham-smith.
B. see something funny
C. find nature"s secret
D. draw a conclusion
B. amused
C. surprised
D. interested
B. reasonable
C. instructive
D. against the law of science
B. makes scientists puzzled
C. is a bad thing
D. makes farmers amused
B. A Thick Fog
C. Crop Circles
D. Earth Energy
has warned. Sites such as Facebook, Twitter and Bebo are said to shorten attention spans (幅度), encourage
instant satisfaction and make children more self-centered.
Warnings from neuroscientist (神经系统科学家) Susan Greenfield will disturb the millions whose social
lives depend on surfing their favorite websites each day. But they will strike a chord (弦) with parents and
teachers who complain that many teenagers lack the ability to communicate or concentrate away from their
screens.
More than 150 million use Facebook to keep in touch with friends, share photographs and videos and
post regular updates of their movements and thoughts. A further six million have signed up to Twitter, the
"micro-blogging" service that lets users exchange text messages about themselves. But while the sites are
popular and extremely profitable, a growing number of psychologists and neuroscientists believe they may
be doing more harm than good.
Baroness Tarot, an Oxford University neuroscientist believes repeated exposure could rewire the brain.
Computer games and fast-paced TV shows were also a factor, she said. "My fear is that these technologies
are weakening the brain to the state of small children who are attracted by buzzing noises and bright lights,
who have a small attention span and live for the moment. often wonder whether real conversation in real
time may eventually give way to these easier and faster screen dialogues, in much the same way as killing
and butchering an animal to eat has been replaced by the convenience of packages on the supermarket shelf,"
she said.
Psychologists have also argued that digital technology is changing the way we think. They point out that
students no longer need to plan their term papers before starting to write-thanks to word processors they
can edit as they go along.
A study by the Broadcaster Audience Board found teenagers now spend seven and a half hours a day in
front of a screen. Educational psychologist Jane Healy believes children should be kept away from computer
games until they are seven. Most games only excite the "flight or fight" areas of the brain, rather than the
areas responsible reasoning.
Sue Palmer, author of Toxic Childhood, said:"We are seeing children"s brain development damaged because
they don"t engage in the activity they have engaged in for thousands of years. I"m not against technology and
computers. But before they start social networking, they need to learn to make real relationships with people."
B. lengthen young users" attention span
C. make young users more selfish
D. help young users communicate better with their families
B. encourage students not to plan their term papers before starting to write
C. disturb those whose social lives depend on surfing their favorite websites
D. make real conversation in real time give way to easier and faster screen dialogue
B. Jane Healy believes computer games can do good to children"s reasoning
C. Susan Greenfield"s warnings have been brought to wide public attention
D. Sue Palmer"s book Toxic Childhood discusses the development of networking
B. To present some negative opinions on social networking websites.
C. To offer advice on the problem of brain damage caused by social networking.
D. To analyse how social networking websites cause damage in the brains of teenagers.
that _____.
B. small children have a small attention span and live for the moment
C. real conversation in real time may be replaced by easier and faster screen dialogues
D. killing and butchering an animal to eat leads to the convenience of the supermarket
fail to realize the importance of training these factors in young people.
The so-called "non-intelligence factors" include 1 feelings, will, motivation, interests and habits. After
a 30-year follow-up study of 8000 males, American psychologists (心理学家) 2 that the main cause of
disparities (不同) in intelligence is not intelligence 3 , but non-intelligence factors including the desire to
learn, will power and self-confidence.
4 people all know that one should have definite objectives, a strong will and good learning habits, quite
a number of teachers and parents don"t pay much attention to 5 these factors.
Some parents are greatly worried 6 their children fail to do well in their studies. They blame either genetic
factors, malnutrition (营养不良), or laziness, but they never take 7 consideration these non-intelligence
factors. At the same time, some teachers don"t inquire into these, such as reasons 8 students do poorly.
They simply give them more courses and exercises, or 9 criticize or laugh at them. After all, these students
lose self-confidence. Some of them just feel defeated and 10 themselves up as hopeless. Others may go
astray (迷途) because they are sick of learning. 11 investigation of more than 1,000 middle school students
in Shanghai showed that 46.5 per cent of them were 12 of learning, because of examinations. 36.4 per cent
lacked persistence, initiative (主动) and consciousness (知觉) and 10.3 per cent were sick of learning.
It is clear 13 the lack of cultivation (培养) of non-intelligence factors has been a main 14 to intelligence
development in teenagers. It even causes an imbalance between physiological (生理的) and 15 development
among a few students.
If we don"t start now to 16 the cultivation of non-intelligence factors, it will not only affect the development
of the 17 of teenagers, but also affect the quality of a whole generation. Some experts have put forward 18
about how to cultivate students" non-intelligence factors.
First, parents and teachers should 19 understand teenage psychology. On this basis, they can help them to
pursue the objectives of learning, 20 their interests and toughening their willpower.
| ( )1. A. one’s ( )2. A. came out ( )3. A. in itself ( )4. A. Though ( )5. A. believing ( )6. A. about ( )7. A. for ( )8. A. why ( )9. A. ever ( )10. A. put ( )11. A. The ( )12. A. afraid ( )13. A. that ( )14. A. difficulty ( )15. A. intelligent ( )16. A. practice ( )17. A. intelligence ( )18. A. projects ( )19. A. fully ( )20. A. insuring | B. their B. found out B. by itself B. Nevertheless B. studying B. when B. in B. that B. even B. get B. An B. ahead B. how B. question B. characteristic B. threat B. diligence B. warnings B. greatly B. going | C. his C. made out C. itself C. However C. cultivating C. how C. into C. when C. still C. handle C. Another C. aware C. why C. threat C. psychological C. strengthen C. maturity (成熟) C. suggestions C. very C. encouraging | D. her D. worked out D. on its own D. Moreover D. developing D. whether D. over D. how D. more D. give D. A D. ashamed D. which D. obstacle D. physical D. urge D. performance D. decision D. highly D. exciting |
| 阅读理解。 | |||
| Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will"obey" spoken instructions some time before they can speak, though the word "obey" is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will also ask questions by gesture and by making questioning noises. Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves as particularly expressive as delight, pain, friendliness, and so on. But since these can"t be said to show the baby"s intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self-imitation leads on to deliberate (有意 的) imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech. It is a problem we need to get out. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will change as he gains more experience of the world.Thus the use at seven months of"mama" as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at other times for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself, I doubt, however, whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds. | |||
| 1. Before children start speaking, _____. | |||
| A. they need equal amount of listening B. they need different amounts of listening C. they are all eager to cooperate with the adults by obeying spoken instructions D. they can"t understand and obey the adult"s oral instructions | |||
| 2. Children who start speaking late _____. | |||
| A. may have problems with their listening B. probably do not hear enough language spoken around them C. usually pay close attention to what they hear D. often take a long time in learning to listen properly | |||
| 3. A baby"s first noises are _____. | |||
| A. an expression of his moods and feelings B. an early form of language C. a sign that he means to tell you something D. an imitation of the speech of adults | |||
| 4. The problem of deciding at what point a baby"s imitations can be considered as speech _____. | |||
| A. is important because words have different meanings for different people B. is one that should be properly understood because the meaning of words changes with age C. is not especially important because the changeover takes place gradually D. is one that should be completely ignored (忽略) because children"s use of words is often meaningless | |||
| 4. The author implies _____. | |||
| A. parents can never hope to teach their children new sounds B. even after they have learnt to speak, children still enjoy imitating C. children no longer imitate people after they begin to speak D. children who are good at imitating learn new words more quickly | |||
| 阅读理解。 | |||
| Are some people born clever and others born stupid? Or is intelligence (智力) developed by our environment and our experience? Strangely enough, the answer to these questions is yes. To some extent Our intelligence is given to US at birth, and no amount of education can make a genius (天才) out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surrounding (环境). Thus the limits of person" s intelligence are fixed at birth, whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supposed in a number of ways. It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligent. Thus if we take two unrelated people at random from population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will very likely to be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth. Imagine now that we take two identical (完全相同的) twins and put them in different environments. We might send one,for example,to a university and the other to a factory where the working is boring. We would soon find differences in intelligence developing,and this shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all are likely to have similar degree of intelligence. | |||
| 1. If a child is born with low intelligence, he can _____. | |||
| A. become a genius B. not reach his intelligence in his life C. reach his intelligence limits in rich surroundings D. still become a genius if he should be given special education | |||
| 2. In the second paragraph, the underlined sentence means "if we _____." | |||
| A. pick any two persons B. take out two different persons C. choose two persons who are relative D. choose two persons with different intelligence | |||
| 3. The example of the twins going to a university and to a factory separately shows _____. | |||
| A. the part that birth plays B. the importance of their positions C. the importance of their intelligence D. the role of environment on intelligence | |||
| 4. The best title of the passage can be _____. | |||
| A. Surroundings C. Dependence on Environment B. Intelligence D. Effect of Education |