ÌâÄ¿ÄÚÈÝ

17£®¼ÙÈçÄãÊÇÀ£¬ÄãУÕýÔÚ¿ªÕ¹°²È«½ÌÓý£¬Î§ÈÆ"ÖÐѧÉúÊÇ·ñÓбØÒª´øÊÖ»úȥѧУ"½øÐÐÌÖÂÛ£¬Çë¸øУ±¨±à¼­Ð´Ò»·âÐÅ£¬½éÉÜÌÖÂÛÇé¿ö²¢·¢±í×Ô¼ºµÄÒâ¼û£®
´ó¶àÊýͬѧÈÏΪ£º¿É·½±ãÓë¼Ò³¤¡¢Í¬Ñ§ÁªÏµ£»ÊÇÒ»ÖÖʱÉУ®        
´ó¶àÊýÀÏʦÈÏΪ£ºÖÐѧÉúÄêÁäÉÐС£¬»¹²»ÄÜ×Ô¿Ø£»ÓÃÊÖ»úÍæÓÎÏ·£¬·¢¶ÌÐÅÀË·Ñʱ¼ä£»ÈÝÒ×ÒýÆðÅʱȣ» ʹÓÃУ԰ÄÚ¹«Óõ绰£®
ÄãµÄ¹Ûµã£º
×¢Ò⣺
1£®ÐŵĿªÍ·ÒÑΪÄãдºÃ£®  
2£®´ÊÊý£º100×óÓÒ£¬²»º¬ÒѸø³öµÄ×ÖÊý£®
3£®²Î¿¼´Ê»ã£ºÅʱȣºvie with¡­ÔÚУ԰ÄÚ£ºon the campus
Dear editor£¬
I'm writing to tell you about the discussion we've had about whether it is necessary for middle school students to carry mobile phones to school£®
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

·ÖÎö ¸ß·Ö¾äÐÍ£º
¾äÐÍÒ»£º
The majority of the students think that it is more convenient for them to keep in touch with their parents and classmates if they have a mobile phone£®´ó¶àÊýѧÉúÈÏΪÈç¹ûËûÃÇÓÐÊÖ»ú£¬¾Í¸ü·½±ãºÍËûÃǵĸ¸Ä¸¡¢Í¬Ñ§±£³ÖÁªÏµ£®
¾äÖк¬Óи´ºÏ¾ä£¬thinkºóÊDZöÓï´Ó¾ä£¬´Ó¾äÖк¬ÓÐifÒýµ¼µÄÌõ¼þ×´Óï´Ó¾ä£®
¾äÐͶþ£º
In my opinion£¬following the fashion is understandable£®ÔÚÎÒ¿´À´£¬×·ÇóʱÉÐÊÇ¿ÉÒÔÀí½âµÄ£®
¾äÖк¬Óж¯Ãû´Ê×öÖ÷Ó

½â´ð Dear editor£¬
I'm writing to tell you about the discussion we've had about whether it is necessary for middle school students to carry mobile phones to school£®
The majority of the students think that it is more convenient for them to keep in touch with their parents and classmates if they have a mobile phone£®And what's more£¬it's a fashion£®£¨Ò»Öֹ۵㣩
However£¬most teachers think that middle school students are not old enough to control themselves£®¡¾¸ß·Ö¾äÐÍÒ»¡¿It is a waste of time for students to play games and send messages to each other by mobile phone£®And it's easy to cause the students to vie with each other£®¡¾¸ß·Ö¾äÐͶþ¡¿If necessary they can make phone calls by using public phones on the campus£®£¨ÁíÒ»Öֹ۵㣩
In my opinion£¬following the fashion is understandable£®But as middle school students£¬we should put all our heart into our studies£®£¨±í´ï×÷ÕߵĹ۵㣩

µãÆÀ ÓÐÕý·´¹ÛµãµÄÓ¢ÓïÊéÃæ±í´ïÖУ¬ÒªÃ÷È·Á½Öв»Í¬µÄ¹Ûµã£¬³ÊÏÖ×÷ÕߵĹ۵㣬Êʵ±Ê¹ÓùØÁª¶ÌÓʹµÃÎÄÕÂÁ¬¹á£®

Á·Ï°²áϵÁдð°¸
Ïà¹ØÌâÄ¿
7£®Please alert the media£ºSomething that makes sense is happening in Washington£¬D£®C£®Public school kids surrounded by museums and monuments are putting the ready-made learning tools to use-and actually learning£®
A trip to see painter Jacob Lawrence's Migration Series at the Phillips Collection is one of almost 200outings that Wheelock will organize this year through the nonprofit group Live It Learn It£®"For many kids£¬school is disconnected£¬"says one of four full-time staffers and tour leaders£®"With the program£¬they see how what they are learning is connected to their communities£®"
Seven years ago£¬Wheelock traded in a job as a lawyer for one as a four-grade teacher£®When he learned that D£®C£®'s public schools rank behind those of other cities in many measures£¬he knew he had to do something different£®He took his class to Capitol Hill for a lesson on the three branches of government-and saw his students'enthusiasm skyrocket£®
Growing up in D£®C£®with a public school teacher for a mother and a National Gallery of art curator for a father was ideal for jump-starting his vision£®With seed money from a local couple£¬Wheelock developed detailed lesson plans for trips to the U£®S£®Holocaust Memorial Museum£¬the Lincoln Memorial£¬and the Washing Monument£®The group also has classes for trips to the Anacostia River£¬boat rides to historical forts£¬and visits to the planetarium£®Word spread£¬and now fourth£¬fifth£¬sixth graders from the neediest public schools in the District participate£®
"I'm not brave enough to take my class to a museum for over an hour!"says teacher Cathy McCoy£¬gesturing toward her students£®"But look£ºWith Live It Learn It£¬what the kids learn today they'll remember for a lifetime£®"

65£®Matthew Wheelock once had an occupation as aD£®
A£®teacher  B£®printer  C£®leader  D£®lawyer
66£®The underlined word"something"in paragraph 1refers to"Public school kids in Washington D£®C£®D"£®
A£®like to have school disconnected
B£®are warmly welcomed by museums and monuments£®
C£®are making learning tools ready£®
D£®are learning by going to different communities
67£®Matthew Wheelock started the new change for the reason thatC£®
A£®he saw his students'enthusiasm skyrocket
B£®more graders from the neediest public schools wanted to participate
C£®D£®C£®'s public schools ranked behind in many measures
D£®a local couple sponsored him a sum of seed money
68£®What will the lessons be like with Live It Learn It in Cathy McCoy's opinion£¿D
A£®Eye-catching£® B£®Challenging£® C£®Forgettable£® D£®Impressive£®
5£®I once had my Chinese MBA students brainstorming on"two-hour business plans"£®I separated them into six groups and gave them an example£ºa restaurant chain£®The more original their idea£¬the better£¬I said£®Finally£¬five of the six groups presented plans for restaurant chains£®The sixth proposed a catering£¨²ÍÒû£© service£®Though I admitted the time limit had been difficult£¬I expressed my disappointment£®
My students were middle managers£¬financial analysts and financiers from state-owned enterprises and global companies£®They were not without talent or opinions£¬but they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness£®The scene I just described came in different forms during my two years'teaching at the school£®Papers were often copied from the Web and the Harvard Business Review£®Case study debates were written up and just memorized£®Students frequently said that copying is a superior business strategy£¬better than inventing and creating£®
In China£¬every product you can imagine has been made and sold£®But so few well-developed marketing and management minds have been raised that it will be a long time before most people in the world can name a Chinese brand£®
With this problem in mind£¬partnerships with institutions like Yale and MIT have been established£®And then there's the"thousand-talent scheme"£ºthis new government program is intended to improve technological modernization by attracting top foreign-trained scientists to the mainland with big money£®But there are worries about China's research environment£®It's hardly known for producing independent thinking and openness£¬and even big salary offers may not be attractive enough to overcome this£®
At last£¬for China£¬becoming a major world creator is not just about setting up partnerships with top Western universities£®Nor is it about gathering a group of well-educated people and telling them to think creatively£®It's about establishing a rich learning environment for young minds£®It's not that simple£®
68£®Which of the following scenes is NOT considered as lack of creation£¿D
A£®Papers were often downloaded from the Internet£®
B£®Students often said that copying is a preferable business strategy£®
C£®Case study debates were written up as well as recited£®
D£®Students combine knowledge and critical thoughts to solve a problem£®
69£®The underlined word"scheme"in the forth paragraph meansC£®
A£®timetable            B£®theme                C£®project               D£®policy
70£®We can infer from the passage thatB£®
A£®China can make and sell any product all over the world
B£®high pay may not solve the problem of China's research environment
C£®cooperation with institutions has been set up to make a Chinese brand
D£®the new government program are aimed at encouraging imagination
71£®Which is the best title of the passage£¿A
A£®Look for a New Way of Learning             
B£®Reward Creative Thinking
C£®How to Become a Creator                
D£®Establish a Technical Environment£®
12£®Baby girls make their way directly for dolls as soon as they can crawl£¬while boys will head for the toy cars£¬a study has shown£®The findings£¬the first to show differences in very young babies£¬suggest there is a biological basis to their preferences£®
Psychologists Dr Brenda Todd from City University London carried out an experiment involving 90 infants aged nine months to 36 months£®The babies were allowed to choose from seven toys£®Some were stereotypically boys'toys-a car£¬a digger£¬a ball and a blue teddy£®The rest were girls'toys£ºa pink teddy£¬a doll and a cooking set£®They were placed a meter away from the toys£¬and could pick whichever toy they liked£®Their choice and the amount of time they spent playing with each toy were recorded£®
Of the youngest children £¨nine to 14 months£©£¬girls spent significantly longer playing with the doll than boys£¬and boys spent much more time with the car and ball than the girls did£®Among the two-and three-year-olds£¬girls spent 50 percent of the time playing with the doll while only two boys briefly touched it£®The boys spent almost 90 percent of their time playing with cars£¬which the girls barely touched£®There was no link between the parents'view on which toys were more appropriate for boys or girls£¬and the children's choice£®
Dr Brenda Todd said£º"Children of this age are already exposed to much socialization£®Boys may be given¡®toys that go'while girls get toys they can care for£¬which may help shape their preference£®But these findings agree with the former idea that children show natural interests in particular kinds of toys£®There could be a biological basis for their choices£®Males through evolution have been adapted to prefer moving objects£¬probably through hunting instincts£¨±¾ÄÜ£©£¬while girls prefer warmer colors such as pink£¬the color of a newborn baby£®"
53£®Baby boys and girls have different toy preferences probably becauseD£®
    A£®baby boys are much more active
    B£®baby girls like bright colors more
    C£®their parents treat them differently
    D£®there is a natural difference between them
54£®Both baby boys and baby girls like to play withBaccording to the study£®
    A£®a ball   B£®a teddy  C£®a car    D£®a doll
55£®What can we infer from Paragraph 3£¿C
    A£®Nine-month-old baby boys don't play with dolls at all£®
    B£®Two-year-old baby girls sometimes play with cars and balls£®
    C£®The older the babies are£¬the more obvious their preference is£®
    D£®Parents should teach their babies to share each other's toys£®
56£®What conclusion did Dr£®Brenda Todd draw from the results of the study£¿B
    A£®Adults purposely influence their babies preference£®
    B£®Babies'preference isn't affected by social surroundings£®
    C£®Baby boys preferring to moving toys will be good at hunting£®
    D£®Baby girls preferring warmer colors will be warm-hearted£®
57£®We may read this article in aAsection of a newspaper£®
    A£®science  B£®health   C£®education   D£®entertainment£®

Î¥·¨ºÍ²»Á¼ÐÅÏ¢¾Ù±¨µç»°£º027-86699610 ¾Ù±¨ÓÊÏ䣺58377363@163.com

¾«Ó¢¼Ò½ÌÍø