-You’ve been in college for half a year. Are you familiar with your president?-Yes. He is an outstanding leader who his reputation. A. looks out for B. comes up with C. lives up to D. looks forward t 题目和参考答案——青夏教育精英家教网—

题目内容

—You’ve been in college for half a year. Are you familiar with your president?

—Yes. He is an outstanding leader who _____ his reputation.

A. looks out for B. comes up with C. lives up to D. looks forward to

【解析】

试题分析：A. looks out for当心，B. comes up with提出，想出，C. lives up to符合…的标准，D. looks forward to盼望，句意：你在大学三年了，你对校长熟悉吗？--是，他是一个杰出的领导能够符合他的名望。所以选C。

考点：考查词组辨析

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---Do you think you can finish the project by five o’clock this afternoon?

---_______. I’ll be busy with my term paper all day.

A.Not a little B. Not a chance

C. Not a bit D. Not to mention it

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.

阅读下面短文，按要求用英语写一篇150词左右的短文，向《21世纪报》中学生版投稿。

Florence Chadwick was born in California in 1918. She grew up on the beach and began competing as a swimmer at the age of six, when her uncle entered her in a race. For the next 19 years, she continued as a competitive swimmer.

On July 4, 1952, at the age of 34, Chadwick attempted to become the first woman to swim 21 miles across the Catalina Channel, from a port on the California coast. That day the ocean was ice cold, the fog was so thick that she could hardly see the support boats that followed her, and sharks swam around her. Several times, her support crew used guns to drive away the sharks. While Americans watched on televisions, her mother and her trainer, who were in one of the support boats, encouraged her to keep going. However, after 15 hours and 55 minutes, with only a half mile to go, she felt that she couldn’t go on, and begged to be taken out of the water.

Later, Chadwick told a reporter, “Look, I’m not excusing myself, but if I had seen land I know, I could have made it.” The fog had made her unable to see her swimming goal, and it made her feel she was getting nowhere. Two months later, she tried again. Although the fog was still heavy, yet this time she made it with the goal rooted in her mind. She knew behind the fog was the land she pursued.

【写作内容】

1．以约30个词概括短文大意；

2．以约120个词就“Goal and Success”的主题谈谈你的看法，内容包括：

1）分析Chadwick第一次失败和第二次成功的原因；

2）Chadwick的故事对你有什么启发；

3）结合实际谈谈如何实现自己的目标。

【写作要求】

1．可以参照阅读材料的内容，但不得直接引用原文中的句子；

2．作文中不能出现真实姓名和学校名称。

—Don’t be a slave to work, Ralph! You must take it easy sometimes.

—I can’t help it._________.

A. Easier said than done B. Nothing is easier than fault-finding

C. Easy come, easy go D. Easy does it

If you absolutely want to get the truth of Malaysia Airlines MH370, _______ wait until the timing is right.

A. at best B. at all C. at least D. at most

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.

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A. announce B. allocate C. advocate D. accumulate

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