题目
题型：四川省同步题难度：来源：
less famous inventors? What about the people who invented the traffic light and the windshield wiper(雨
刮器)?Shouldn"t we know who they are?
Joan McLean thinks so. In fact, McLean, a professor of physics at Mountain University in Range,
feels so strongly about this matter that she"s developed a course on the topic. In addition to learning
"who" invented "what", however, McLean also likes her students to learn the answers to the "why"and
"how"questions. According to McLean, "When students learn the answers to these questions, they are
better prepared to recognize opportunities for inventing and more motivated to give inventing a try."
Her students agree. One young man with a patent for an unbreakable umbrella is walking proof of
McLean"s statement."If I had not heard the story of the windshield wiper"s invention, "said Tommy Lee,
a senior physics major, "I never would have dreamed of turning my bad experience during a rainstorm
into something so constructive." Lee is currently negotiating to sell his patent to an umbrella producer.
So, just what is the story behind the windshield wiper? Well, Mary Anderson came up with the idea
in 1902 after a visit to New York City. The day was cold and stormy, but Anderson still wanted to see
the sights, so she jumped aboard a streetcar. Noticing that the driver was struggling to see through the
snow covering the windshield, she found herself wondering why there couldn"t be a builtin device for
cleaning the window. Still wondering about this when she returned home to Birmingham, Alabama.
Anderson started drafting out solutions. One of her ideas, a lever(操作杆) on the inside of a vehicle
that would control an arm on the outside, became the first windshield wiper.
Today we benefit from countless inventions and innovations. It"s hard to imagine driving without
Garrett A. Morgan"s traffic light. It"s equally impossible to picture a world without Katherine J. Blodgett"s
innovation that makes glass invisible. Can you picture life without clear windows and eyeglasses?
1. By mentioning "traffic light" and "windshield wiper", the author indicates that countless
inventions are________.
A. beneficial, because their inventors are famous
B. beneficial, though their inventors are less famous
C. not useful, because their inventors are less famous
D. not useful, though their inventors are famous
2. Professor Joan McLean"s course aims to________.
A. add colour and variety to students" campus life
B. inform students of the windshield wiper"s invention
C. carry out the requirements by Mountain University
D. prepare students to try their own inventions
3. Tommy Lee"s invention of the unbreakable umbrella was________.
A. not eventually accepted by the umbrella producer
B. inspired by the story behind the windshield wiper
C. due to his dream of being caught in a rainstorm
D. not related to Professor Joan McLean"s lectures
4. Which of the following can best serve as the title of this passage?
A. How to Help Students to Sell Their Inventions to Producers?
B. How to Design a Builtin Device for Cleaning the Window?
C. Shouldn"t We Know Who Invented the Windshield Wiper?
D. Shouldn"t We Develop Invention Courses in Universities?
答案
核心考点
试题【阅读理解 We know the famous ones-the Thomas Edisons and the Alexander Graham Bel】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
why one child cannot read his or her history book and another gets lost in math. As many as 10 percent
of schoolage children may suffer from poor working memory. British researchers said in a report last
week, yet the problem is rarely identified.
"You can think of working memory as a pure measure of your child"s potential. Many psychologists
consider working memory to be the new IQ (智商), because we find that working memory is one of
the most important predictors of learning ability, " said Dr. Tracey Alloway of Britain"s Durham
University.
Many children with poor working memory are considered lazy or dull. Working memory allows people
to hold in their minds and deal with a few items, such as telephone numbers, over a short period of
time. Alloway compares working memory to a box. For adults, the basic box size is thought to be three
to five items. It"s important, therefore, to put in the right things. Irrelevant (不相关的) information will
clutter (混乱) working memory.
The question many researchers are struggling with is how to help children with this problem, which
appears to be closely related to a lack of attention.
"In children with learning difficulties, it becomes a huge issue, especially around middle school,
when the demands on working memory really grow, " said Dr. Mel Levine, cofounder of All Kinds
of Minds, a nonprofit organization in North Carolina that studies learning difficulties.
Memory training may help improve working memory. Alloway has a tool that allows teachers to
assess (评定) the workingmemory capacity of children as young as 4； it has been used in 35 schools
across Britain.
Levine"s organization trains teachers through a program called Schools Attuned, which is working
with several thousand schools across the United States, Canada and Europe. While he is not sure
working memory can be expanded, Levine said children can be taught ways to do better in school.
1. Which of the following is a characteristic of working memory?
A. It has a limited capacity.
B. It is usually better in children than adults.
C. It improves with use.
D. It can cause a lack of attention.
2. According to the new research, ________.
A. the importance of working memory has been long recognized
B. working memory is becoming recognized as a factor in intelligence
C. laziness can weaken working memory
D. working memory helps people remember things forever
3. Which of the following may help improve a child"s working memory?
A. Expanding the brain"s storage box.
B. Remembering more things.
C. Training the memory.
D. Being reminded frequently.
4. According to the passage, Dr. Mel Levine has ________.
A. invented tools to help improve a child"s working memory
B. founded an organization to train teachers to help students with this problem
C. identified the problem clearly
D. compared working memory to a box
Some students get so nervous before a test, they do poorly even if they know the material. Sian
Beilock has studied these highly anxious test-takers.
Sian Beilock;"They start worrying about the consequences. They might even statrt worring about
whether this exam is going to prevent them from getting into the college they want. And when we worry ,
it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you
could otherwise be using to focus on the exam.
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution.
Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the
test.
Sian Beilock:" what we think happens is when students put it down on paper , they think about the
worst that could happen and they reappraise the situation. They might realize it"s not as had as they
might think it was before and, in essence, it prevents these thoughts from popping up when they"re
actually taking a test."
The researchers tested the idea on a group of twenty anxious college students. They gave them two
short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second
test would get money. They also told them that their performance would affect other students as part
of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the
second test. But the students who had written about their fears improved their performance by an
average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams
either to write about their feelings or to think about things unrelated to the test.
Prefessor Beilock says highly anxious students who did the writing got an average grade of B+,
compared to a B- for those who did not.
Sian Beilock :" What we showed is that for students who are highly test-anxious, who"d done our
writing intervention, all of a sudden there was no relationship between test anxiety and performance.
Those students most prone to worry were peroming just as well as their classmates who don"t normally
get nervous in these testing situations."
But what if students do not have a chance to write about their fears immediately before and exam
or presentation ?Professor Beilock says students can try it themselves at home or in the library and
still improve their performance.
B. Students" attention and memory resources run out when worred.
C. Students may not be admitted into their favorite college if worried
D. Test anxiety is sure to cause students to fail the test.
B. In the second math test, students who wrote about their feelings did worse.
C. Some college students are highly anxious test-takers while others are not in the tests.
D. The result in the math test agrees with that in the biology test.
B. Fading away
C. Becoming clearly
D. Giving out
B. A philosophy researcher.
C. A politics professor
D. A tutor
B. Being worried before tests does harm to students" performance.
C. Anxious students overcome test anxiety by writing down fears.
D. It is important for students to overcome test anxiety.
minutes. In the middle of complete damage and disorder, a father rushed to the school where his son
was supposed to be, __1_ to find that the building was __2__.
After the unforgettable shock, he __3__ the promise he had made to his son: "No matter __4__,
I"ll always be there for you!" And tears began to __5__ his eyes. As he looked at the pile of ruins,
it looked hopeless, but he kept remembering his __6__ to his son. He rushed there and started __7__
the ruins.
As he was digging, other helpless parents arrived, __8__: "It"s too late! They"re all dead! __9__,
face reality. There"s nothing you can do!" To each parent he responded with 10 : "Are you going to
help me now?" No one helped. And then he continued to dig for his son, stone by stone.
Courageously he went on alone because he needed to know 11 : "Is my boy 12 or is he dead?" He dug for eight hours…12 hours…24 hours…36 hours…Then, in the 38th hour, he 13 a large
stone and heard his son"s 14 . He screamed his son"s name, "ARMAND!" He heard back, "Dad!
It"s me, Dad! I told the other kids not to worry. I told them that if you were alive, you 15 me and
16 you saved me, they"d be saved. You promised, "No matter what happens, I"ll always be
there for you!" You did it, Dad!"
"What"s going on there?" The father asked.
"There are 14 of us 17 out of 33, Dad. We"re scared, hungry, thirsty and thankful you"re here. When the building collapsed, it made 18 , and it saved us."
"Come 19 , boy!"
" No, Dad! Let the other kids come out first, 20 I know you"ll get me! No matter what happens,
I know you"ll always be there for me!"
| ( )1. A. just ( )2. A. as flat as a pancake ( )3. A. memorized ( )4. A. hat ( )5. A. ill ( )6. A. icture ( )7. A. igging ( )8. A. o say ( )9. A. ome out ( )10. A. one word ( )11. A. for himself ( )12. A. live ( )13. A. took back ( )14. A. sound ( )15. A. will save ( )16. A. when ( )17. A. remained ( )18. A. a promise ( )19. A. in ( )20. A. because | B. only B. as high as a mountain B. forgot B. what happen B. fill in B. promise B. digging through B. said B. Come again B. one sound B. of himself B. living B. picked up B. voice B. would save B. because B. missing B. space B. for B. though | C. ever C. as strong as an ox C. kept C. which C. come C. present C. digging out C. and saying C. Come on C. one row C. by himself C. alive C. called up C. noise C. save C. even if C. left C. room C. out C. when | D. still D. as weak as a kitten D. remembered D. who D. burst D. encourage D. digging into D. saying D. Come off D. one line D. to himself D. lively D. pulled back D. tone D. would have saved D. though D. gone D. a triangle D. along D. even though | |||
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| These days everyone wants to "get rich" fast. We all __1__marrying someone from a wealthy family, making a lot of __2__or winning the lottery (彩票). But do these things really make us happy? Many of the richest celebrities(名人) happen to be some of the most __3__ people. They buy expensive houses and clothes that they __4__ use. They may become __5__and even become addicted to __6__. They have become so focused on money and material things that they forget about the people and activities they __7__. Now, more young people have the opportunity for a better education, and better chances of making a high __8__. These are great achievements, __9__ will they make you happy? In the US many young people believe that being rich and being happy are two 10 things. When attending university, they often choose to study subjects that they are 11 rather than subjects that will get them 12 jobs. Instead of majoring in "business" or "management", many American students today have majors like "theater" or "modern dance". The 13 is that you making a lot of money doesn"t mean that you will be satisfied with your 14 . Nowadays, young people are 15 careers that they love doing rather than careers that pay well. I think that as being 16 becomes more possible, we need to 17 what the term "fortune" really means. Do we need to have money or material things to be fortunate? Or does 18 just mean having what we need to be happy? 19 , what things make you happy? Be honest with yourself. It may take 20 a rich spouse(配偶)or much money to make you happy. | ||||||
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