题目内容
For the person keeping a journal, whatever he experiences and wants to hold he can write down. But to get it down on paper begins another adventure. For he has to focus on what he has experienced, and to be able to say what, in fact, the experience is. What of it is new? What of it is remarkable because of associations in the memory it stirs up? It is a good or bad thing to have happened? And why, specifically? The questions multiply (增多) themselves quickly. As one tries to find the words that best represent this discovery, the experience becomes even clearer in its shape and meaning.
Beyond the value of the journal as record, there is the value of the discipline it teaches. The journalist begins to pay closer attention to what happened to and around himself. He develops and sharpens his skills of observation. He learns the usefulness of languages as a means of representing what he sees, and gains skill and certainty in the expression of his experiences. To have given up one’s experience to words is to have begun marking out the limits and potential of its meaning. In the journal that meaning is developed and clarified (澄清、阐明) to oneself. When the intention of the development of that meaning is the consideration of another reader, the method of the journal redirects itself and it becomes the essay.
【小题1】According to the author, keeping a journal is good for ________.
| A．observation and expression |
| B．certainty and discipline |
| C．experience and adventure |
| D．consideration and development |
| A．develop the usefulness of language |
| B．develop his memory |
| C．clarify the consideration to everyone |
| D．have a thorough understanding of his experience |
| A．The journalist can express what has happened. |
| B．A journal can serve as a record of the past happening. |
| C．The journalist must be able to observe closely. |
| D．Writing helps develop the consideration of others. |
| A．how to write a journal |
| B．the expressions of a journal |
| C．the values of keeping a journal |
| D．how to solve the problems in a journal |
【小题1】A【小题1】D【小题1】D【小题1】C
解析
I was small for my age. I was shy and sometimes it was hard for me to make friends with the others. However, learning came fairly easy for me. I was the best in most of my classes, but PE class was my nightmare (恶梦) and made me feel that I was not as good as the others.
Miss Forsythe was our PE teacher. She was young and energetic. Everyone liked her. She said that we all had to come to her classes. No one could hide from Miss Forsythe! One day she told me that she wanted me to play a game with another girl in a PE show. I was rather worried that I wouldn’t do a good job when she explained her idea, but she was excited. With her encouragement, I had no choice but to agree. It was a "boy meets girl" game. I played the boy and my classmate, Margaret Ann, played the girl. We were dressed in evening clothes and danced around the floor. According to Miss Forsythe, I had to pick up Margaret Ann when we finished the dance. Since I was not strong enough to pick the tallest girl up, it was she who picked me up. I suddenly felt ten feet tall! It was a huge success and everybody applauded (鼓掌) for our excellent performance. What a wonderful ending! Afterwards, I smiled confidently (自信地).
Miss Forsythe’s understanding and willingness to create a place for me in her show (which certainly did not need me) gave me some much needed confidence. She was and always will be my favorite teacher.
【小题1】What do we know about Miss Forsythe?
| A．She was good at dancing. |
| B．She was young and energetic. |
| C．She liked to play games with the students after class. |
| D．She taught students how to dance. |
| A．She was excited. | B．She thought it would be fun. |
| C．She was glad. | D．She was nervous. |
| A．Miss Forsythe had planned the game that way on purpose (故意地) |
| B．Miss Forsythe helped the author pick up the tallest girl |
| C．the author was afraid when she felt ten feet tall |
| D．the author didn't like his teacher. |
| A．Our PE Teacher—Miss Forsythe | B．My School Life |
| C．A Forgettable Experience | D．A Game with My Classmate |
Most of us seem to reach our peak of alertness (警觉) around noon. Soon after that, alertness declines, and sleepiness may set in by mid-afternoon.
Your short-term memory is best during the morning—in fact, about 15 percent more efficient than at any other time of day. So, students, take notice: when you are faced with a morning exam, it really does pay to review your notes right before the test is given.
However, long-term memory is different. Afternoon is the best time for learning materials that you want to recall days, weeks or months later. Politicians, business executives or others who must learn speeches would be smart to do their memorizing during that time of day. You should try to do most of your studying in the afternoon, rather than late at night. Many students believe they memorize better while burning the midnight oil because their short-term recall is better during the early hours of the morning than in the afternoon. But short-term memory won’t help them much several days later, when they face the exam.
By contrast, we tend to do best on tasks related to the process of knowing, understanding, and learning numbers during the morning hours.
What about sports? During afternoon and early evening, you’re able to react the quickest to an outside stimulus—like a baseball speeding toward you. Studies have also shown that late in the day, when your body temperature is peaking, you will consider PE easier and less tiring—whether it actually is or not. That means you are more likely to work harder during a late afternoon or early evening workout, and therefore benefit more from it.
In fact, all of your senses—taste, sight, hearing, touch and smell—may be at their keenest during late afternoon and early evening. That could be why dinner usually tastes better to us than breakfast.
While all of us follow the same general pattern of ups and downs, the exact timing varies from person to person. It all depends on how your “biological” day is structured. Each of us can increase our knowledge about our individual rhythms. Learn how to listen to the inner beats of your body; let them set the pace of your day. You will live a healthier and happier life.
【小题1】What does the underlined “it really does pay” mean?
| A．It will cost a lot. | B．It requires price. |
| C．It is very painful. | D．It is worthwhile. |
| A．in the afternoon | B．in the late evening |
| C．in the early morning | D．right before the exam |
| A．we eat more food at noon |
| B．we feel most tired if we exercise in the evening |
| C．it is a good choice to study math in the morning |
| D．we feel most sleepy before noon |
| A．What’s Your Best Time of the Day for Different Tasks |
| B．How to Live a Healthier and Happier Life |
| C．How to Study Efficiently |
| D．How to Keep Your Best State of Learning |
Skateboarding has become one of several non - traditional activities that PE teachers around America are introducing to inspire kids to exercise regularly. Some PE classes feature in-line (滚轮) skating, yoga, and even rock climbing. Experts have called those types of activities “the new PE”.
Such activities are part of a larger effort to help kids develop lifelong fitness habits and to keep them from becoming overweight. Now, 9 million U.S. children and teens are overweight. Obesity (肥胖) can lead to health problems such as diabetes and heart disease later in life.
“Our children and youth are becoming unhealthy and obese,” says Lindsey Johnson. “Skateboarding is a great activity that keeps kids doing physical movement and gives them new skills and interest.”
Some schools don’t allow skateboarding because they say it is dangerous. Cendali, however, argues that regular practice eliminates a great deal of the danger. “We teach students how to do it and how to do it safely,” he says.
Some people say skateboarding teaches life lessons. “Skateboarding teaches kids to believe that if they stick with something they will finally succeed,” says education expert Richard Sagor of Lewis & Clark College in Portland, Oregon.
Skateboarding inspires kids not to give up in learning difficult skills. “It’s natural for kids to want to learn and get better at things,” adds Sagor. “When it comes to skateboarding, they’ll try a trick hundreds of times before they succeed.” That same effort could be made in schoolwork.
Eric Klassen agrees that skateboarding requires kids to stop saying a task is too hard for them. “A baby will attempt to walk 600 to 900 times before he or she is successful,” says Klassen. “We tell students that they shouldn’t say ‘I can’t do it’ unless they’ve tried 600 to 900 times.”
【小题1】Skateboarding is introduced into American schools to ______.
| A．encourage students to compete bravely in competition |
| B．teach students how to deal with risks |
| C．prevent students suffering from heart disease later in life |
| D．help students form the habit of doing sports |
| A．reduces | B．increases | C．adds | D．brings |
| A．To succeed in life you have to learn skateboarding. |
| B．You will succeed in life if you don’t give up. |
| C．Only after failing 600 to 900 times can you succeed. |
| D．There is no hard work after learning skate-boarding well. |
| A．The dangerous PE | B．Skills of skateboarding |
| C．The new PE | D．The change of PE |