There is milk left in the fridge. We need to buy some.A.a few B.a little C.few D.little 题目和参考答案——青夏教育精英家教网—

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There is________ milk left in the fridge. We need to buy some.

A.a few B.a little C.few D.little

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— Do you always get up at five?

— Yes, ________ my dog. He barks very early in the morning.

A.walk B.to walk C.walking D.walked

用括号内所给动词的适当形式填空,必要时可加助动词或情态动词.

What Would You Do? is a TV program on American ABC.

The program 1.(start) by the news reporter John Quinones 3 months ago. He said, "It is popular with many people-both the young and the old. It tests what people 2.(do) when they see someone in trouble. We use hidden cameras to record what will happen. Its purpose is to tell us to help people in need."

Here is last week's program. In a cake shop, one actor acted as a blind woman named Pamela and the other as the shop worker of the cake shop. The shop worker looked down upon the blind. So when the blind woman came into the shop, bought a box of cakes and 3.(pay) for it, the shop worker cheated(欺骗) her when he gave her the change(零钱). He only gave her 6 dollars instead of 34 dollars.

Would someone be brave enough to help the blind woman? Yes! A woman customer stopped the shop worker from 4.(cheat）the blind. Seeing this, several other customers joined in too and asked the shop worker to return the rest(剩余的) money to the blind woman. At this time, John Quinones appeared. He explained, "We 5.(make) a program called What would you do?. We 6.(play) the experiment in 5 cities in the past 3 months. We are trying to calling on people to help the weak by doing this. Everyone should give a hand when they see the weak in trouble. " Then he interviewed the first customer who said that it is necessary 7. (give) a hand to the people in need.

A psychologist(心理学家) said, "It's difficult to take the first step to stand up. It needs courage."

完成句子按所给的汉语，用英语完成下列句子。

1.桌上有两部收音机和一些土豆。

There are two __________ and __________ __________ __________ on the table.

2.你的主意听起来真的和我们的不同。

Your idea sounds really __________ __________ __________.

3.订个披萨怎么样？我现在很饿。

__________ __________ __________ a pizza? I’m very hungry now.

4.你认为这T恤和运动鞋很配吗？

Do you think the T-shirt _________ the sports shoes _________?

5.多锻炼对我们有益。

It’s _________________________________________________________.

6.在我生日那天，妈妈通常给我准备好新衣服。

Mother usually _____________________________________________ on my birthday.

We can make a kite ________ paper and wood ________ a knife.

A.from, in B.to, in C.out of, with D.out of, use

--- is it from your home to your school?

---It is about twenty minutes by bike.

A.How far B.How long C.How many D.How much

Communication(交流) is important for strong family relationships. However, if you don’t truly listen to others, it can be difficult to communicate. Working on your listening skills can help you understand each other better and form stronger bonds.

Stay in the present When listening to a family member, do not think about anything else. Put your phone away and give the speaker your full attention. It’s important to try to stay in the present to make your family member feel heard and valued. Pay attention to what is being said. Make understanding the speaker’s thoughts the most important thing at the moment.

Use body language If you want the family member to feel valued, make sure to show that you are listening. You can do it by using body language. Nod as the speaker talks. Smile when it is suitable. Keep eye contact.

Do not cut in Cutting in can prevent you from communicating effectively. No matter how excited you feel about a subject, do not start talking until the family member has finished. Always allow a few seconds of silence after the speaker finishes talking before offering your reply. This allows you to make sure the speaker has finished, and gives the speaker a chance to fully express himself.

Ask questions Part of listening is understanding. If there is anything in the conversation you don’t understand, please ask after the family member finishes. This shows you are truly listening to him and value his thoughts.

Ask questions that encourage open discussions. For example, “What do you think of the situation?” Don’t ask “why” questions, which might not make the speaker feel comfortable.

Follow these tips, listen actively to your family to help communication run smoothly so that you can build strong family relationships.

Title: How to be a good 1. to your family
Reason	Working on your listening skills helps you have better 2. and form stronger family relationships.
3. for improving listening skills	Stay in the present	When listening to your family member, do not think about 4. things. It is the most important thing to understand the speaker.
Use body language	5. as the speaker talks, smiling when it’s suitable and keeping eye contact can show that you are listening.
Do not cut in	6. until the family member has finished talking. A few 7. of silence is needed to allow the speaker to fully express himself.
8.questions	Never ask “why” questions, which might make the speaker feel 9..
Conclusion	Listen actively to your family and 10. strong family relationships.

When something you, come to me help.

A.worries; for B.worries; to

C.worried; for D.worried; to

Learning Colour Words

In the first few years of their lives, children brought up in English-speaking homes successfully master the use of hundreds of words, including those for objects, actions, emotions, and many other aspects of the physical world. However, when it comes to learning colour words, the same children perform very badly. If shown a blue cup and asked about its colour, typical two-year-olds seem as likely to come up with “red” as “blue”.

Cognitive (认知) scientists at Stanford University in California supposed that children's inability at colour-word learning may be directly linked to the way these words are used in English. They are used mostly in pre-nominal position (e. g. “blue cup”), in contrast to post-nominal position (e. g. “The cup is blue. ”). The difficulty children have may simply come down to the challenge of having to make predictions from colour words to the objects they refer to, rather than from the objects to the colour words.

To explore this idea further, the research team recruited (招募) 40 English children aged between 23 and 29 months and carried out a three-period experiment. It included a pre-test, followed by training in the use of colour words, and finally a post-test that was the same to the pre-test. The pre- and post- test materials contained six objects that were unfamiliar to the children. There were three examples of each object in each of three colours-red, yellow and blue. The objects were presented on trays (托盘), and in both tests, the children were asked to pick out objects in response to requests in which the colour word was either a pre-nominal ( “Which is the red one?”) or a post-nominal ( “Which one is red?”).

In the training, the children were introduced to five sets of familiar items (balls, cups, crayons, glasses,and toy bears) in each of the three colours. Half the children were presented with the items one by one and heard them labeled with colour words used pre-nominally, while the other half were introduced to the same items described with a post-nominal colour word. After the training, the children repeated the selection task on the novel items in the post-test. Correct choices on items that were consistent (一致的) across the pre-and post-tests were used to measure children's colour knowledge.

According to the assessment, children's performance was consistent when they were both trained and tested on post-nominal adjectives, and worst when trained on pre-nominal adjectives and tested on post-nominal adjectives. Comparing the pre-and post-test scores across each condition showed a significant decline in performance when children were both pre-and post-tested with questions that placed the colour words pre-nominally.

1.What is the purpose of Paragraph 2?

A.To present a phenomenon. B.To make a contrast.

C.To give a possible explanation. D.To provide an example.

2.What can we learn about the experiment from the passage?

A.The children had to place the pre-and post-test objects onto coloured trays.

B.The children were presented with the same objects in the pre-and post-tests.

C.Pre-nominal questions were less used than post-nominal questions in the training.

D.The researchers aimed to look for consistencies in children's knowledge of word order.

3.The outcome of the experiment shows that ______.

A.children are unable to accurately sort objects by colour.

B.children trained on pre-nominal adjectives perform well.

C.children learn colour words rapidly in post-nominal position.

D.children can make predictions from the objects to the colour words.

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