题目
题型：0123 期中题难度：来源：
Professor Ray Birdwhistell. He believes that physical appearance is often culturally
programmed. In other words, we learn our looks-we are not born with them. A baby
has generally informed face features. A baby, according to Birdwhistell, learns where
to set the eyebrows by looking at those around-family and friends. This helps explain
why the people of some areas of the United States look so much alike. New Englanders
or Southerners have certain common face features that cannot be explained by genetics
(遗传学). The exact shape of the mouth is not set at birth, it is learned after. In fact,
the final mouth shape is not formed until well after new teeth are set. For many, this can
be well into grown-ups. A husband and wife together for a long time often come to look
alike. We learn our looks from those around us. This is perhaps why in a single country
area where people smile more than those in other areas. In the United States, for example,
the South is the part of the country where the people smile most frequently. In New
England they smile less, and in the western part of New York State still less. Many
southerners find cities such as New York cold and unfriendly, partly because people on
Madison Avenue smile less than people on Peachtree Street in Atlanta, Georgia. People in
largely populated areas also smile and greet each other in public less than people in small
towns do.
B. is ever changing
C. is different from place to place
D. has much to do with culture
B. sometime after new teeth are set
C. around 15 years old
D. before birth
B. how he or she raises his or her eyebrows
C. how much he or she smiles
D. the way he or she talks
答案
核心考点
试题【阅读理解。 Perhaps the most famous theory, the study of body movement, was suggest】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
by the age of eight. That may not be too surprising to anyone who has kids.
Humans are born with a sense of fairness that most other animals seem not to share,
but it"s not been clear exactly when this concept starts to develop.
Dr. Alva Zhao and her colleagues conducted a series of tests to measure just how
much children care about equality at different ages. In three different versions of a game,
children were asked to choose between two ways of sharing a number of sweets with
themselves and an unfamiliar partner. They could choose, for example, between one for
me and one for you, or just having one for themselves.
At the age of three, children were "almost completely selfish", says Zhao.
They refused to give sweets away even if it made no difference to themselves. But by
the age of eight, children generally preferred the fair option, sharing a prize equally rather
than keeping it all to themselves.
Several other factors influenced how fair the children were. The team found that children
without brothers or sisters were 28% more likely to share than children with brothers or
sisters. On the other hand, the youngest children in a family were 17% less willing to share
than children who had only younger brother or sister.
In addition, if children knew that their partner was from the same playgroup or school,
they were more concerned about being fair. This suggests that being nice to people you
know is something that develops a sense of equality.
B. the kids" willingness of sharing is learned from their family
C. the older the kids are,the more selfish they will become
D. kids become more generous when they reach a certain age
B. children"s awareness of equality at different ages
C. the reasons why children care about equality
D. children"s attitudes towards other partners
B. Children above eight years old become less selfish.
C. Children with brothers or sisters tend to be more generous.
D. The youngest child in a family tends to be less generous.
B. nice people
C. familiar people
D. fair people
B. What is the present situation?
C. The purposes in Adult Education
D. Ways of Adult Education
E. The history of Adult Education F.What is Adult Education
Voluntary learning in organized courses by mature men and women is called adult
education. Such education is offered to make people able to enlarge and interpret their
experience as adults. Adults may want to study something which they missed in earlier
schooling, get new skills or job training, find out about new technological development,
seek better self-understanding, or develop new talents and skills.
2.______
This kind of education may be in the form of self-study with proper guidance through
the use of libraries, correspondence (函授) courses,or broadcasting. It may also be acquired
collectively in schools and colleges, study groups, workshops, clubs, and professional
associations.
3.______
Modern adult education for large numbers of people started in the 18th and 19th centuries
with the rise of the Industrial Revolution. Great economic and social changes were taking place:
people were moving from rural areas to cities: new types of work were being created in an
expanding factory system. These and other factors produced a need for further education and
reeducation of adults.
4.______
The earliest program of organized adult education arose in Great Britain in the 1790s, with the
founding of an adult school at Nottingham and a mechanics" institute at Glasgow. The earliest adult
education institution in the United States was founded by Benjamin Franklin and some friends in
Philadelphia in 1727.
5.______
People recognize that continued learning is necessary for most forms of employment today. For
example, parts of the adult population in many countries find it necessary to take part in retraining
programs at work or even to learn completely new jobs. Adult education programs are springing up
constantly to meet these and other needs.
time at home than in the classroom. Therefore the great influence of parents can"t be ignored
or discounted by the teacher. They can become strong supports of the school or they can
consciously or unconsciously prevent the school from accomplishing its aims.
Administrators have been aware of the need to keep parents apprised of the newer methods
used in schools. Many principals have conducted workshops explaining such matters as the
reading readiness program and developmental math.
Moreover, the classroom teacher can also play an important role in explaining to parents what
they should do. The informal tea and many interviews carried on during the year, as well as new
ways of reporting pupils" progress, can significantly aid the interchange of ideas between school
and home.
Suppose that a father has been drilling Junior in arithmetic processes night after night. In a
friendly interview,the teacher can help the parent change his method. He might be persuaded to
let Junior participate in discussing the family budget, buying the food, using a measuring cup at
home, setting the clock, calculating mileage on a trip and engage in scores of other activities that
have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is
making satisfactory progress in math and at the same time, enjoying the work.
Too often, however, teachers" conferences with parents are devoted to unimportant accounts
of children" s wrongdoing,complaints about laziness and poor work habits, and suggestions for
punishments and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional advisor, plants
ideas in parents" minds for the best use of the many hours that the child spends out of the classroom.
In this way, the school and the home join forces in fostering the fullest development of youngsters"
competence.
parents _____.
B. know
C. design
D. develop
B. To explain to parents the change of the school curriculum.
C. To report students" misdoings and suggestions for punishments.
D. To help develop good communication between school and home.
B. To show how the teacher can guide in home training.
C. To prove parents are non-professional advisors.
D. To advice parents to teach kids math at home.
B. is worried about children" s performance at home
C. is satisfied with the present state of school education
D. believes time spent out of the classroom has been wasted
yesterday and had regained full operations.
The moon orbiter was temporarily hidden from solar rays and lost 1 with Earth for two-and -half hours
during a blackout that started at 10 a.m., Ye Peijian, chief commander and designer in 2 of the satellite
system, said.
Chang"e I had to switch off some its 3 and rely on onboard batteries during this challenging time, when
it was 4 from solar energy, Ye said.
Full details of how Chang"e I 5 during the eclipse were due to be released last night.
Gu Shen, a deputy (副) director with the lunar probe"s measurement and control system, said scientists 6
the orbit of the satellite and shortened the 7 the probe was out of direct sunlight by about 80 minutes.
As of 10 pm. Wednesday, the satellite had 8 1204 orbits of the moon.Before yesterday"s eclipse, the 9
time Chang"s I had been without contact with the Earth was 49 minutes.
The European Space Agency helped 10 the satellite, which will perform a second orbital adjustment during
another eclipse in August, Ye said.
| ( )1.A.experiment ( )2.A.need ( )3.A.equipment ( )4.A.separated ( )5.A.failed ( )6.A.adopted ( )7.A.chance ( )8.A.completed ( )9.A.nearest ( )10.A.observe | B.track B.honor B.furniture B.protected B.suffered B.adjusted B.distance B.covered B.fastest B.monitor | C.control C.charge C.power C.supplied C.competed C.measured C.time C.opened C.longest C.approach | D.contact D.possession D.data D.blocked D.performed D.promoted D.risk D.realized D.shortest D.organize |
| Directions: Read the following passage. Fill in the numbered blanks by using the information from the passage. Write NO MORE THAN THREE WORDS for each answer. | |||
| Learning style theory suggests that different people have different ways of obtaining information and use various methods to demonstrate (证明) their intelligence and ability. Although experts have many ideas and categories of learning, it is evident that people learn in three basic styles. When learning something new, if you prefer to read the information, you are probably a student who learns through seeing. These learners like to see teacher"s facial expressions and body language clearly and rend to sit at the front of the classroom. They take detailed notes, think in pictures and can most easily absorb information from textbooks with diagrams, graphs, photographs and drawings. Students who find it easiest to learn a new concept by hearing a teacher explain it are learning through listening. Reading aloud, using a tape recorder, hearing anecdotes (趣闻) and talking things through are the best methods for these learners to acquire new information. They give close attention to both the content of the discussion and the way that things are said, such as how the sound of the voice and speed of speech show the mood of the speaker. Learning through doing means being active in exploring the environment and finding out about things by moving and touching. Students who have this learning style take a hands-on approach to education and enjoy experiments or surveys. They do not like to sit still for long periods of time and sometimes find it hard to concentrate when reading or listening. Teachers study people"s various ways of learning as part of their training. They select a variety of activities to suit their students" different learning styles. However, restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners. If you are aware of you own learning style, there is a lot you can do personally to improve your study skills and find the most appropriate ways to approach your study tasks. As a result, you will be able to manage your own learning and study more effectively. | |||