题目
题型：北京高考真题难度：来源：
I love my blackberry-it"s my little connection to the larger world that can go anywhere with me. I also love
my laptop computer, as it holds all of my writing and thoughts. Despite this love of technology, I know that
there are times when I need to move away from these devices (设备) and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals
for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly
study the material and exchange their ideas with each other in the classroom, I have a rule -no laptop, iPads,
phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students
misusing technology. There"s a bit of truth to that. Some students assume that I am anti-technology. There"s
no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places
in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often
break concentration and allow for too much dependence on outside information for ideas. I want students to
dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and
make connections between the course the material and the class discussion.
I"ve been teaching my history class in this way for many years and the evaluations reflect student
satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they
learn at a level that helps them keep the course material beyond the classroom.
I"m not saying that I won"t ever change my mind about technology use in my history class, but until I hear
a really good reason for the change, I"m sticking to my plan. A few hours of technology-free dialogue is just
too sweet to give up.
B. others" misuse of technology
C. discussion topics
D. the author"s class regulations
B. accept
C. change
D. reject
B. encourage students to have in-depth conversations
C. help students to better understand complex themes
D. affect students" concentration on course evaluation
B. will give up teaching history
C. will change his teaching plan soon
D. values technology-free dialogues in his class
答案
核心考点
举一反三
on the belief that in regular classes these children are held back in their intellectual (智力的) growth by 2
situation that has designed for the 3 children.
There can be little doubt that 4 classes can help the gifted children to graduate earlier and take their
place in life sooner. However, to take these 5 out of the regular classes may create serious problems.
I observed a number of 6 children who were taken out of a special class and placed in a 7 class.
In the special class, they showed little ability to use their own judgment, relying 8 on their teachers"
directions. In the regular class, having no worry about keeping up, they began to reflect 9 on many
problems, some of which were not on the school program.
Many are concerned that gifted children become 10 and lose interest in learning. However this 11 is
more often from parents and teachers than from students, and some of these 12 simply conclude that
special classes should be set up for those who are 13 . Some top students do feel bored in class, but why
they 14 so goes far beyond the work they have in school. Studies have shown that to be bored is to be
anxious. The gifted child whop is bored is an 15 child.
| ( )1. A. principle ( )2. A. designing ( )3. A. smart ( )4. A. regular ( )5. A. children ( )6. A. intelligent ( )7. A. separate ( )8. A. specially ( )9. A. directly ( )10. A. doubted ( )11. A. concern ( )12. A. students ( )13. A. talented ( )14. A. believe ( )15. A. outstanding | B. theory B. grouping B. curious B. special B. programs B. competent B. regular B. slightly B. cleverly B. bored B. conclusion B. adults B. worried B. think B. intelligent | C. arguments C. learning C. mature C. small C. graduates C. ordinary C. new C. wrongly C. voluntarily C. worried C. reflection C. scholars C. learned C. say C. anxious | D. classification D. living D. average D. creative D. designs D. independent D. boring D. heavily D. quickly D. tired D. interest D. teachers D. interested D. feel D. ordinary |
| 阅读理解。 | |||
| Can dogs and cats live in perfect harmony in the same home? People who are thinking about adopting a dog as a friend for their cats are worried that they will fight. A recent research has found a new recipe of success. According to the study, if the cat is adopted before the dog, and if they are introduced when still young (less than 6 months for cats, a year for dogs), it is highly probable that the two pets will get along swimmingly. Two-thirds of the homes interviewed reported a positive relationship between their cat and dog. However, it wasn"t all sweetness and light. There was a reported coldness between the cat and dog in 25% of the homes, while aggression and fighting were observed in 10% of the homes. One reason for this is probably that some of their body signals were just opposite. For example, when a cat turns its head away it signals aggression, while a dog doing the same signals submission. In homes with cats and dogs living peacefully, researchers observed a surprising behaviour. They are learning how to talk each other"s language. It is a surprise that cats can learn how to talk "dog", and dogs can learn how to talk "Cat". What"s interesting is that both cats and dogs have appeared to develop their intelligence. They can learn how to read each other"s body signals, suggesting that the two may have more in common than we previously suspected. Once familiar with each other"s presence and body language, cats and dogs can play together, greet each other nose to nose, and enjoy sleeping together on the sofa. They can easily share the same water bowl and in some cases groom (梳理) each other. The significance of the research on cats and dogs may go beyond pets─to people who don"t get along, including neighbors, colleagues at work, and even world superpowers. If cats and dogs can learn to get along, surely people have a good chance. | |||
| 1. The underlined word swimmingly in Paragraph 1 is closest in meaning to _____. | |||
| A. early B. sweetly C. quickly D. smoothly | |||
| 2. Some cats and dogs may fight when _____. | |||
| A. they are cold to each other B. they look away from each other C. they misunderstood each other"s signals D. they are introduced at an early age | |||
| 3. What is found surprising about cats and dogs? | |||
| A. They eat and sleep each other. B. They observe each other"s behaviors. C. They learn to speak each other"s language. D. They know something from each other"s voices. | |||
| 4. It is suggested in Paragraph 4 that cats and dogs _____. | |||
| A. have common interests B. are less different than was thought C. have a common body language D. are less intelligent than was expected | |||
| 5. What can we human beings learn from cats and dogs? | |||
| A. We should learn to live in harmony. B. We should know more about animals. C. We should live in peace with animals. D. We should learn more body languages. | |||
| 阅读理解。 | |||
| For years we have been told that encouraging a child"s self-respect in important to his or her success in life. But child experts are now learning that too much praise can lead to the opposite effect, praise-aholic kids who expect it at every turn may become teens who seek the same kind of approval from their friends when asked if they want to go in the backseat of the car. The implication (含义) of saying "You are the prettiest girl in class," or talking about the goals she scored but not her overall effort, is that you love her only when she looks the best, scores the highest, achieves the most. And this carries over to the classroom. Social psychologist Carol Dweck, PhD, tested the effects of overpraise on 400 fifth graders while she was at Columbia University. She found that kids praised for "trying hard" did better on tests and were more likely to take on difficult assignments than those praised for being "smart". "Praising attributes (品质) or abilities makes a false promise that success will come to you because you have that quality, and it devalues effort, so children are afraid to take on challenges," says Dweck, now at Stanford University. "They figure they"d better quit while they"re ahead." | |||
| 1. The underlined words "Praise -aholic kids" refer to kids who are _____. | |||
| A. tired of being praised B. worthy of being praised C. very proud of being praised D. extremely fond of being praised | |||
| 2. The author quoted (引用) Dr. Dweck"s words in the last paragraph in order to make the article _____. | |||
| A. better-known B. better-organized C. more persuasive D. more interesting | |||
| 3. We can infer from the passage that _____. | |||
| A. praise for efforts should be more encouraged B. praise for results works better than praise for efforts C. praising a child"s achievements benefits his or her success in life D. praising a child"s abilities him or her to take on challenges | |||
| 阅读理解。 | |||
| Sometimes, the simplest ideas are the best. For example, to absorb heat from the sun to heat water, you need large, flat, black surfaces. One way to do that is to build those surfaces specially, on the roofs of buildings. But why go to all that trouble when cities are rub of black surfaces already, in the form of asphalt (柏油) roads? Ten years ago, this thought came into the mind of Arian de Bondt, a Dutch engineer. He finally persuaded his boss to follow it up. The result is that their building is now heated in winter and cooled in summer by a system that relies on the surface of the road outside. The heat-collector is a system of connected water pipes. Most of them ran from one side of the street to the other, just under the asphalt road. Some, however, dive deep into the ground. When the street surface gets hot in summer, water pumped through the pipes picks up this heat and takes it underground through one of the diving pipes. At a depth of 100 metres lies a natural aquifer (蓄水层) into which several heat exchangers (交换器) have been built. The hot water from the street runs through these exchangers, warning the ground-water, before returning to the surface through another pipe. The aquifer is thus used as a heat store. In winter, the working system is changed slightly. Water is pumped through the heat exchangers to pick up the heat stored during summer. This water goes into the building and is used to warm the place up. After performing that task, it is pumped under the asphalt and its remaining heat keeps the road free of snow and ice. | |||
| 1. Which of the following is true according to the first two paragraphs? | |||
| A. Arian de Bondt got his idea from his boss. B. Large, flat, black surfaces need to be built in cities. C. The Dutch engineer"s system has been widely used. D. Heat can also be collected from asphalt roads. | |||
| 2. For what purpose are the diving pipes used? | |||
| A. To absorb heat from the sun. B. To store heat for future use. C. To turn solar energy into heat energy. D. To carry heat down below the surface. | |||
| 3. From the last paragraph we can learn that _____. | |||
| A. some pipes have to be re-arranged in winter B. the system can do more than warming up the building C. the exchangers will pick up heat from the street surface D. less heat may be collected in winter than in summer | |||
| 4. What is most likely to be discussed in the paragraph that follows? | |||
| A. What we shall do if the system goes wrong. B. What we shall do if there are no asphalt roads. C. How the system cools the building in summer. D. How the system collects heat in spring and autumn. | |||
| 阅读理解。 | |||
| How Room Designs Affect Our Work and Feelings Architects have long had the feeling that the places we live in can affect our thoughts, feelings and behaviors, But now scientists are giving this feelings an empirical (经验的, 实证的) basis. They are discovering how to design spaces that promote creativity, keep people focused, and lead to relaxation. Researches show that aspects of the physical environment can influence creativity. In 2007, Joan Meyers-Levy at the University of Minnesota, reported that the height of a room"s ceiling affects how people to think. Her research indicates that the higher callings encourage people to think more freely, which may lead them to make more abstract connections. Low ceilings, on the other hand, may inspire a more detailed outlook. In addition to ceiling height, the view afforded by a building may influence an occupant"s ability to concentrate. Nancy Wells and her colleagues at Cornell University found in their study that kids who experienced the greatest increase in greenness as a result of a family move made the most gains on a standard test of attention. Using nature to improve focus of attention ought to pay off academically, and it seems to, according to a study led by C. Kenneth Tanner, head of the School Design ＆Planning Laboratory at University of Georgia. Tanner and his team found that students in classrooms with unblocked views of at least 50 feet outside the window had higher scores on tests of vocabulary, language arts and maths than did students whose classrooms primarily overlooked roads and parking lots. Recent study on room lighting design suggests that dim (暗淡的) light helps people to loosen up. If that is true generally, keeping the light low during dinner or at parties could increase relaxation. Researchers of Harvard Medical School also discovered that furniture with rounded edges could help visitors relax. So far scientists have focused mainly on public buildings. "We have a very limited number of studies, so we"re almost looking at the problem through a straw (吸管)," architect David Allison says. "How do you take answers to very specific questions and make broad, generalized use of them? That"s what we"re all struggling with." | |||
| 1. What does Joan Meyers-Levy focus on in her research? | |||
| A. Light B. Ceilings C. Windows D. Furniture. | |||
| 2. The passage tells us that _____. | |||
| A. the shape of furniture may affect people, s feelings B. lower ceilings may help improve students" creativity C. children in a dim classroom may improve their grades D. Students in rooms with unblocked views may feel relaxed | |||
| 3. The underlined sentence in the last paragraph probably means that _____. | |||
| A. the problem is not approached step by step B. the researches so far have faults in themselves C. the problem is too difficult for researchers to detect D. research in this area is not enough to make generalized patterns | |||
| 4. Which of the following shows the organization of the passage? | |||
A.  B.  C.  D.  CP: Central Point P: point Sp: Sub-point (次要点) C: Conclusion |