题目内容
2．We every day，but we should try our best to exercise as often as possible．（ ）| A． | don't need exercise | B． | needn't to exercise | ||
| C． | need exercise | D． | needn't exercise |
分析 我们没必要每天都锻炼，但是我们应该尽可能多运动．
解答 答案：D
解析：A：不锻炼；B：无此用法；C：需要锻炼；D：没必要锻炼．根据后面的"但是我们应该尽可能多运动"可知我们"没必要"天天锻炼，故结合所给选项分析可知本题答案为D选项；其余选项均不符合题意或用法．
点评 本题考查情态动词，做此类题目时一定要先分析各个选项的含义及其用法再结合句意选出正确答案．
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17．In a broad sense，migration is usually defined as"permanent or semi-permanent change of residence"．Although movements within nations （internal migration） often exceed movements between nations （international migration） in volume，the motives of people who move short distances are very similar to those of international migrants．
Students of human migration speak of"push"and"pull"factors，which influence an individual's decision to move from one place to another．Push factors are associated with the place of origin．A push factor can be as simple and mild a matter as difficulty in finding a suitable job，or as traumatic as war，or severe famine．Obviously，refugees who leave their homes with guns pointed at their heads are motivated almost entirely by push factors．
Associated with the place of destination，pull factors are mostly economic，such as better job opportunities or the availability of good land to farm．In general，pull factors add up to an apparently better chance for a good life and material well-being than is offered by the place of origin．When there is a choice between several attractive potential destinations，the deciding factor might be a non-economic consideration such as the presence of relatives，friends，or at least fellow countrymen already established in the new place who are willing to help the newcomers settle in．Considerations of this sort lead to the development of migration flow．
Besides push and pull factors，there are what the sociologists call"intervening obstacles"．Even if push and/or pull factors are very strong they still may be outweighed by intervening obstacles，such as the distance of the move，the trouble and cost of moving，the difficulty of entering the new country，and the problems likely to be encountered on arrival．
The decision to move is also influenced by"personal factors"of the potential migrant．The same push-pull factors and obstacles operate differently on different people，sometimes because they are at different stages of their lives，or just because of their varying abilities and personalities．The prospect of packing up everything and moving to a new and perhaps very strange environment may appear interesting and challenging to an unmarried young man and terribly difficult to a slightly older man with a wife and small kids．Similarly，the need to learn a new language and customs may excite one person and frighten another．
Regardless of why people move，migration of large numbers of people causes conflict．The newest arrivals are usually given the lowest-paid jobs and are resented by native people who may have to compete with them for those jobs．It has usually taken several decades for each group to be accepted into the mainstream of society in the host country．
Students of human migration speak of"push"and"pull"factors，which influence an individual's decision to move from one place to another．Push factors are associated with the place of origin．A push factor can be as simple and mild a matter as difficulty in finding a suitable job，or as traumatic as war，or severe famine．Obviously，refugees who leave their homes with guns pointed at their heads are motivated almost entirely by push factors．
Associated with the place of destination，pull factors are mostly economic，such as better job opportunities or the availability of good land to farm．In general，pull factors add up to an apparently better chance for a good life and material well-being than is offered by the place of origin．When there is a choice between several attractive potential destinations，the deciding factor might be a non-economic consideration such as the presence of relatives，friends，or at least fellow countrymen already established in the new place who are willing to help the newcomers settle in．Considerations of this sort lead to the development of migration flow．
Besides push and pull factors，there are what the sociologists call"intervening obstacles"．Even if push and/or pull factors are very strong they still may be outweighed by intervening obstacles，such as the distance of the move，the trouble and cost of moving，the difficulty of entering the new country，and the problems likely to be encountered on arrival．
The decision to move is also influenced by"personal factors"of the potential migrant．The same push-pull factors and obstacles operate differently on different people，sometimes because they are at different stages of their lives，or just because of their varying abilities and personalities．The prospect of packing up everything and moving to a new and perhaps very strange environment may appear interesting and challenging to an unmarried young man and terribly difficult to a slightly older man with a wife and small kids．Similarly，the need to learn a new language and customs may excite one person and frighten another．
Regardless of why people move，migration of large numbers of people causes conflict．The newest arrivals are usually given the lowest-paid jobs and are resented by native people who may have to compete with them for those jobs．It has usually taken several decades for each group to be accepted into the mainstream of society in the host country．
| Migration | ||
| Passage outline | Supporting details | |
| Broad （71）Definition of migration | Migration is permanent or semi-permanent change of residence． （72）More people move within nations than between nations，yet their motives are alike． | |
| Factors in migration | Push factors | （73）Unable to find a suitable job or suffering from war or natural disaster，people are likely to leave their homeland． |
| Pull factors | （74）Motivated/Influenced by pull factors，people are desperate for more chances to live a better life in the place of destination． Earlier settlers tend to offer help to new migrants，greatly （75）promoting migration flow． | |
| Intervening obstacles | （76）Strong as push and pull factors might be，intervening obstacles seems more difficult for some to （77）overcome． | |
| Personal factors | International migration may be interesting to those unmarried but not to those with a family； the same （78）thought/prospect of picking up a foreign language may make one excited but another frightened． | |
| Impacts of migration | As a result of large numbers of the newest arrivals，conflicts between them and the natives will （79）arise/occur/appear．It usually takes long for the new comers to （80）fit in with the mainstream of the host country． | |
7．School failure is a process in which a student slips farther and farther behind his peers（同龄人）and gradually disconnects from the educational system．The end result of school failure is leaving school before graduation．Many cases of school failure happen among students who have the ability and intelligence to succeed but are not able or willing to apply these abilities in the school setting．
People who fail in school may feel"stupid"，but emotional or mental health problems and"hidden"learning disorders，not low intelligence，often are the root causes of their inability to meet the standards of a school．The following are some factors that can lead to school failure．
Depression is one of the most common causes of school difficulties．It is a condition that makes people trapped in low spirits for long periods of time，have less energy，and lose interest in studies that normally give them pleasure．
Anxiety is a feeling of excessive worry about a possible danger or an uncomfortable situation that is intense enough to interfere with（妨碍）a person's ability to concentrate and focus．
Students also may bring their problems at home to school with them．If a student's family is experiencing violence，unemployment，or any other upsetting situation，it can be ifficult for him to concentrate on schoolwork．Many students who are having family problems might have trouble controlling their anger and frustration at school，and they may end up in trouble because of their behavior．
Learning disorders are conditions that interfere with gaining specific academic skills，such as reading or writing．Learning disorders can damage a person's ability to process or remember information．
Students at risk of school failure need to be identified as early as possible in their school careers if they are to receive the help they need．This task usually falls to the teachers and parents．Parents can help by taking a genuine interest in their children's school life and attending school events．They should take seriously sudden changes in their children's behavior，sleeping，or eating．Besides，they should help their child identify what he or she is bad at or good at．
On the other hand，there are a lot of things teachers can do to help those students who fail in school．For example，they can develop learning plans that support the students'strengths，carry out evaluations about their possible learning disabilities，support their learning by teaching them how to study，and encourage them to participate in school activities，such as sports，plays，or clubs，so that they feel they are a part of the school．
School failure
People who fail in school may feel"stupid"，but emotional or mental health problems and"hidden"learning disorders，not low intelligence，often are the root causes of their inability to meet the standards of a school．The following are some factors that can lead to school failure．
Depression is one of the most common causes of school difficulties．It is a condition that makes people trapped in low spirits for long periods of time，have less energy，and lose interest in studies that normally give them pleasure．
Anxiety is a feeling of excessive worry about a possible danger or an uncomfortable situation that is intense enough to interfere with（妨碍）a person's ability to concentrate and focus．
Students also may bring their problems at home to school with them．If a student's family is experiencing violence，unemployment，or any other upsetting situation，it can be ifficult for him to concentrate on schoolwork．Many students who are having family problems might have trouble controlling their anger and frustration at school，and they may end up in trouble because of their behavior．
Learning disorders are conditions that interfere with gaining specific academic skills，such as reading or writing．Learning disorders can damage a person's ability to process or remember information．
Students at risk of school failure need to be identified as early as possible in their school careers if they are to receive the help they need．This task usually falls to the teachers and parents．Parents can help by taking a genuine interest in their children's school life and attending school events．They should take seriously sudden changes in their children's behavior，sleeping，or eating．Besides，they should help their child identify what he or she is bad at or good at．
On the other hand，there are a lot of things teachers can do to help those students who fail in school．For example，they can develop learning plans that support the students'strengths，carry out evaluations about their possible learning disabilities，support their learning by teaching them how to study，and encourage them to participate in school activities，such as sports，plays，or clubs，so that they feel they are a part of the school．
School failure
| ●The concept of school failure School failure refers to a process where a student falls behind others and becomes gradually （66）disconnected/separated from the educational system． ●It can result in a student （67）leaving school early at last． ●School failure is commonly caused by students'inability or unwillingness to use their intelligence． ●The（68）factors leading to school failure Some students feel depressed，thus becoming less （69）energetic and less interested in studies． ●Some students can't keep （70）concentrating/concentrated/focusing/focused on studies due to their anxiety． ●Many students with family problems might have trouble at school． ●Learning disorders can make students unable to perform well （71）academically． ●Tips for parents Show your （72）concernabout your child's school life． ●Don't （73）ignore sudden changes in the child's behavior，sleeping or eating． ●Help to identify the child's weaknesses and strengths． ●Tips for teachers Develop learning plans to support the students'strengths． ●（74）Evaluatethe students'possible learning disabilities． ●Teach study skills to support the students'learning． ●Involve the students in school activities to make them have a sense of（75）belonging． |
14．What you told me the other day is really true，_______？（ ）
| A． | isn't it | B． | isn't what | C． | didn't you | D． | wasn't it |
16．
Television watching is an activity which is known to be harmful to health and is distinct from getting too little exercise．But a new study suggests its damaging effects may even （41）D alongside those from smoking and obesity（肥胖）．Researchers who studied television viewing habits in Australia calculated that people who watch for a（n） （42）B of six hours a day shorten their life expectancy（预期寿命） by almost five years．
They based their calculations on data on the （43）E _between television viewing and death from the Australian obesity and lifestyle study which involved 11，000adults aged 25and over．Applying these findings to the whole population over 25，who are estimated to have watched 9.8billion hours of TV in 2008，they concluded that it （44）A for 286，000years of life lost-equivalent to 22minutes for each hour watched．By （45）F，smoking one cigarette is estimated to shorten life expectancy by 11minutes-equivalent to half an hour of TV watching．
Writing in the British Journal of Sports Medicine，the authors from the University of Queensland，say the figures suggest"huge loss of life may be （46）H with too much TV viewing．"The UK and other industrialized countries are likely to be similarly affected"given the typically large amounts of time spent watching TV and the similarities in disease patterns．"The researchers add"If these figures are（47）J and shown to reflect a cause and effect relationship，TV viewing is a public health problem comparable in size to established behavioral risk factors．"
Researchers from Taiwan University found even those who did as little as 92minutes'exercise a week-equivalent to 15minutes a day for six days a week-reduced their （48）I of death by 14per cent．Even this small amount of exercise could （49）K one in six of all deaths-similar to the effects of a stop-smoking programme．Each （50）G 15minutes a day reduced the death rate by a further 4per cent．
| A．accounted | B．average | C．continuous | D．rank | E．link | F．comparison |
| G．additional | H．associated | I．risk | J．confirmed | K．postpone |
They based their calculations on data on the （43）E _between television viewing and death from the Australian obesity and lifestyle study which involved 11，000adults aged 25and over．Applying these findings to the whole population over 25，who are estimated to have watched 9.8billion hours of TV in 2008，they concluded that it （44）A for 286，000years of life lost-equivalent to 22minutes for each hour watched．By （45）F，smoking one cigarette is estimated to shorten life expectancy by 11minutes-equivalent to half an hour of TV watching．
Writing in the British Journal of Sports Medicine，the authors from the University of Queensland，say the figures suggest"huge loss of life may be （46）H with too much TV viewing．"The UK and other industrialized countries are likely to be similarly affected"given the typically large amounts of time spent watching TV and the similarities in disease patterns．"The researchers add"If these figures are（47）J and shown to reflect a cause and effect relationship，TV viewing is a public health problem comparable in size to established behavioral risk factors．"
Researchers from Taiwan University found even those who did as little as 92minutes'exercise a week-equivalent to 15minutes a day for six days a week-reduced their （48）I of death by 14per cent．Even this small amount of exercise could （49）K one in six of all deaths-similar to the effects of a stop-smoking programme．Each （50）G 15minutes a day reduced the death rate by a further 4per cent．