When you with the dictionary, don’t forget to put it back on my desk, will you?A. will finish B. are finishing C. will have finished D. have finished 题目和参考答案——青夏教育精英家教网—

题目内容

When you ______with the dictionary, don’t forget to put it back on my desk, will you?

A. will finish B. are finishing C. will have finished D. have finished

【解析】

试题分析：本题考察的是现在完成时的特殊用法，在时间状语从句中可以使用现在完成时来代替将来时，表示在将来的某个时间已经完成的事情，后面的主句使用将来时。句义：当你用完这本字典的时候，别忘记把它放回原处，可以吗？而且本句不存在被动关系，排除C项。故D正确。

考点：考察时态

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I finished my last evening shift of the week and could hardly wait to get home. I took off my nursing shoes, relaxed and then said goodnight to the rest of the girls and headed out of the door.

It was so cold and I could see the ice crystals in the air. As I approached my car, I saw one of my coworkers standing by the bus stop. I thought it would only take a couple of extra minutes to give her a ride home, and besides, it was too cold to be standing outside on the coldest night in January.

We chatted as I drove and before we knew it, we arrived at her house. As she headed up the steps to her door she turned around. “Do you know how to get to your house from here?” “How hard can it be? I’ll just backtrack the way I came.”

I started driving. Nothing looked familiar, but at first that didn’t bother me since I’d never been to this neighborhood before. I kept driving, and soon I sensed that something was wrong. I recognized nothing, not the neighborhoods, not even the street names. My husband would be worried about me. I looked down at my watch. It was now 2:30. I’d left work at 11:30 pm.

I stopped my car. I thought I’d better take stock of my situation. My gas gauge (汽油表) was slowly going down. In total defeat I put my head down on the steering wheel and asked for help. I lifted my head. I saw a shadow down the road in front of me. It was a car. What was a car doing in the middle of nowhere at 2:30 in the morning?

Hesitantly, I got out of my car and knocked on the window of the other car. An elderly man slowly rolled his window down.

I said, “I’m lost and don’t know how to get back into town.”

In silence, he started driving. I drove behind him.

Finally I recognized a familiar street. As I turned to head home, I lost sight of my guiding angel. When I pulled into my driveway the warning light for my gas tank turned on.

1.Why did the writer stop her car?

A. To consider and judge the situation.

B. To check whether there was gas.

C. To prevent the car breaking down.

D. To turn to somebody for help.

2.When the writer got home, _______.

A. she thanked the old man very much

B. her husband was waiting for her anxiously

C. the oil in her car was just going to run out

D. she was totally frozen on the cold night

3.What might be the suitable title for the passage?

A. Keep up and you will succeed at last.

B. Meeting a friendly old man in trouble.

C. Giving a ride to my coworker at night.

D. Losing my way on a cold winter night.

Hacking our senses to boost learning power

Some schools are pumping music, noises and pleasant smells into the classroom to see if it improves exam results. Could it work? Why do songs stick in our heads? What does your school smell like? Is it noisy or peaceful?

It might not seem important, but a growing body of research suggests that smells and sounds can have an impact on learning, performance and creativity. Indeed, some head teachers have recently taken to broadcasting noises and pumping smells into their schools to see whether it can boost grades. Is there anything in it? And if so, what are the implications for the way we work and study?

There is certainly some well-established research to suggest that some noises can have a harmful effect on learning. Numerous studies over the past 15 years have found that children attending schools under the flight paths of large airports fall behind in their exam results. Bridget Shield, a professor of acoustics (声学) at London South Bank University, and Julie Dockrell, from the Institute of Education, have been conducting studies on the effects of all sorts of noises, such as traffic and sirens (汽笛), as well as noise generated by the children themselves. When they recreated those particular sounds in an experimental setting while children completed various learning tasks, they found a significant negative effect on exam scores. “Everything points to a bad impact of the noise on children’s performance, in numeracy, in literacy, and in spelling,” says Shield. The noise seemed to have an especially harmful effect on children with special needs.

Whether background sounds are beneficial or not seems to depend on what kind of noise it is — and the volume. In a series of studies published last year, Ravi Mehta from the College of Business at Illinois and his colleagues tested people’s creativity while exposed to a soundtrack made up of background noises — such as coffee-shop chatter and construction-site drilling — at different volumes. They found that people were more creative when the background noises were played at a medium level than when volume was low. Loud background noise, however, damaged their creativity.

Many teachers all over the world already play music to students in class. Many are inspired by the belief that hearing music can boost IQ in later tasks, the so-called Mozart effect. While the evidence actually suggests it’s hard to say classical music boosts brainpower, researchers do think pleasant sounds before a task can sometimes lift your mood and help you perform well, says Perham, who has done his own studies on the phenomenon. The key appears to be that you enjoy what you’re hearing. “If you like the music or you like the sound — even listening to a Stephen King novel — then you do better. It doesn’t matter about the music,” he says.

So, it seems that schools that choose to prevent disturbing noises and create positive soundscapes could enhance the learning of their students, so long as they make careful choices. Yet this isn’t the only sense being used to affect learning. Special educational needs students at Sydenham high school in London are being encouraged to revise different subjects in the presence of different smells — grapefruit scents for maths, lavender for French and spearmint for history.

1.The four questions in the first paragraph are meant to ________.

A. create some sense of humour to please the readers

B. provide the most frequently asked questions in schools nowadays

C. hold the readers’ attention and arouse their curiosity to go on reading

D. declare the purpose of the article: to try to offer key to those questions

2.What does the conclusion of the studies of noise conducted by Bridget Shield and Julie Dockrell suggest?

A. Peaceful music plays an active role in students’ learning.

B. Not all noises have a negative impact on children’s performance.

C. We should create for school children a more peaceful environment.

D. Children with special needs might be exposed to some particular sounds.

3.Ravi Mehta’s experiment indicates that ________.

A. students’ creativity improves in a quiet environment

B. we may play some Mozart music while students are learning

C. a proper volume of background noises does improve creativity

D. noise of coffee-shop chatter is better than that of construction-site drilling

4.Towards the positive impact of appropriate background sound and smell on students’ learning and creativity, the author’s attitude is ________.

A. ambiguousB. doubtfulC. negativeD. supportive

5.Which of the following is most likely to follow up the research findings?

A. Experts’ research into other senses that can improve students’ grades.

B. More successful examples of boosting learning power by using music.

C. Suggestions for pumping lots of pleasant smells into school campuses.

D. Debates on whether noises can really have positive effect on students’ performance.

In China people believe in the saying “out of debt, out of pressure”; however in the west, it is just the ______ — when you are in debt, you are trustworthy and financially capable.

A. objectiveB. oppositeC. contraryD. contradictory

All it took was a slice of Xinjiang cake to spark heated debates online over China's policy on ethnic minorities (少数民族) .

Since Monday, qiegao (cut cake) has been a trending topic on Sina Weibo, China’s main Twitter-like microblogging service.

The cake was a reference to Xinjiang’s famed nut cake, sometimes known by its old Turkic name baklava, a popular pastry across Central Asia and the Middle East. In Xinjiang, they are sold by Uygur vendors on tricycles who are known to charge dubious prices depending on the time and season.

The ethnic flare-up started after the Yueyang police from Hunan province posted a message on their official Weibo account. It reported a dispute in Pingjiang county over an overpriced piece of nut cake between a Xinjiang Uygur vendor and a villager named "Ling".

Villager Ling got into a fight with a Uygur due to a misunderstanding. The verbal dispute eventually escalated into a fight and then a mass fight. As a result, two people were injured and Xinjiang nut cakes worth about 160,000 yuan (US$25,000) were destroyed. The total damage was worth 200,000 yuan which included a broken motorcycle and injuries to people. Local police have detained Ling. The 16 Uygur sellers were dully compensated and sent back to Xinjiang.

"Yueyang police incident" quickly became one of the most popular topics on Weibo. Yueyang police removed the post shortly after. As of Tuesday night, the topic was still amassing more than 66,000 hits.

The incident is just one of many similar cases of ethnic tensions across China, notably in Xinjiang province, where deeply entrenched social and racial frictions between the dominant ethnic Han Chinese and minority Uygur Muslims occasionally spark violence. Many Uygurs living in major Chinese cities are viewed by locals as thieves, crooks and even terrorists.

1.Which of the following is true?

A. The dispute is between a Xinjiang Uygur vendor and a policeman.

B. Nut cake is a popular pastry across East Asia and the Middle East.

C. The prices of Baklava will change according to the time and season.

D. The demand of the 16 Uygur sellers were refused and they were sent back to Xinjiang.

2.How much did the broken motorcycle cost？

A. 160,000 yuan B. 200,000 yuan C. 40,000yuan D. We don’t know

3.What’s the best title of the passage?

A. World's most expensive baklava

B. Ethnic tensions across China

C. Pay attention to the Uygurs

D. Misunderstanding caused a fight

4.What can we infer from the passage?

A. Yueyang police are afraid of the Xinjiang Uygur vendor

B. It’s not the only ethnic tension across China,

C. Many Uygurs living in major Chinese cities are viewed by locals as thieves, crooks and even terrorists.

D. Villager Ling got into a fight with a Uygur due to a misunderstanding.

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