题目内容
第四部分 任务型阅读 (共10小题；每小题l分，满分l0分)
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
The art of Palmistry (手相术)
Palm reading, or palmistry, is the ancient art of studying the lines on the palm of the hand to describe a person’s character and foretell future events in a person’s life.
To study a person’s character and future, a palm reader looks carefully at the three main lines on the active hand (the one a person writes with). The reader usually looks first at a person’s Life Line. This begins under the index finger, and goes down towards the wrist. This line describes the way a person lives his or her life. A person with a deep Life Line is energetic and competitive. If a person has a faint line, he or she is more of a thinker than a doer.
The Heart Line runs across the hand, just below the fingers. This line describes one’s emotions or feelings. A person with a deep Heart Line is a peace maker. Family is important to this person. Those with a faint line do not like to be alone. They are often controlled by their emotions.
The Head Line is below the Heart Line. It describes how a person thinks. A person with a long Head Line thinks about things very carefully. Those with a short Head Line are very decisive. A person with a deep Head Line is clever and talkative. Those with a faint Head Line are often messy, but very creative.
Palm readers believe that these lines and marks on the hand can tell us something about our personalities. Try the test on yourself. Do you agree?
| Title: The palm lines can tell us something about our personalities | |
| (71)_______of the line | Characteristics & personalities |
| The Life Line | A person with a deep line is competitive and full of (72)_____. If a person has a shallow line, he or she is less likely to be a (73)_______. |
| The Heart Line | The depth of the line (74)_______ one’s emotions or feelings. If a person has a deep line, he or she is usually peace-loving. Family is of (75)______to this person. Those with a faint line (76)_____a social way of living. They are often very (77)_____. |
| The Head Line | The (78)_____ and depth of the line reflect the person’s personalities. If the line is long, the person is (79)_____a careful thinker. Those with a short line are quick to (80)_____ decisions. A person with a deep line is clever and talkative. Those with a faint line cannot do things orderly, but they are very creative. |
71.Names/Types 72. energy 73. doer 74. describes/ reflects
75. importance 76. prefer/ like/enjoy 77. emotional 78. length
79. often/ usually 80. make
天天向上一本好卷系列答案
小学生10分钟应用题系列答案第二卷(两部分，共35分)
第四部分任务型阅读（共10小题；每小题1分，满分10分）
请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入最适当的单词。
注意：每空一词。
Boys do worse in English when there are girls in their class, a research student said. This finding disagrees with the widely held belief that girls always have a good influence on boys in school.
Boys do best with as few girls as possible in English lessons at primary and secondary schools, Steven Proud, a research student at Bristol University, told the Royal Economic Society’s conference.
But when it comes to math and science, both boys and girls at primary schools achieve up to a tenth of a grade higher when there is a greater percentage of girls in the class, Proud found.
Proud kept a record of boys’ and girls’ test results at the ages of 7, 11, and 16 in 16,000 schools in England. He studied the test scores to see whether the percentage of girls made a difference to the results of both boys and girls in math, science and English.
Boys always perform worse when the number of girls they study English with increases, which is especially the case at primary schools. Proud also found that girls are unaffected by the number of boys in their English class.
Proud said boys may do worse in English when there is high proportion of girls in their class because they think that the girls are better than them. It could also be that teachers use teaching styles more appropriate to girls when there more girls than boys in the class.
Proud argues that his results show boys should be taught English in single—sex classes.
However, Professor Alan Smithers, director of the Centre for Education and Employment Research at the University of Buckingham, said, “Boys may be discouraged by how well girls are doing in English, but you can’t say that it means boys and girls should be separated. It has very little practical importance to schools.”
|
Theme |
Boys may do ___71____ in English in a class with a higher percentage of girls. |
|
|
Widely held _____72_____ |
Girls always have a good influence on boys in school. |
|
|
Proud’s _____73_______ |
when there are more girls |
both boys and girls at primary schools perform better in math and _____74_____. |
|
when the number of girls ____75_______. |
boys perform worse in English |
|
|
When the number of boys changes |
Girls are ___76____ in an English class. |
|
|
Possible ____77____. |
Boys think that the girls are better than them. Teachers use ____78____ styles more appropriate to girls. |
|
|
Proud’s suggestion |
Boys and girls should be taught English in ___79_____ classes. |
|
|
Alan’s opinion |
Don’t ________ the boys and girls. |
.
第II卷（两部分共35分）
第四部分任务型阅读（共10小题；每小题1分，满分10分)
请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。
注意：每空只填1个单词,请将答案写在答题纸上。
In addition to self-awareness, imagination, and conscience, it is the fourth quality — independent will — that really makes effective self-management possible. It is the ability to make decisions and choices and to act in agreement with them. It is the ability to act rather than to be acted upon, to actively carry out the program we have developed through the other three qualities.
The human will is an amazing thing. Time after time, it has overcome unbelievable difficulties. The Helen Kellers of this world give dramatic(给人深刻印象的) evidence to the value, the power of the independent will.
But as we examine this quality in the context of effective self-management, we realize it’s usually not the dramatic, the visible, the once-in-a-lifetime, up-by-the-bootstraps(自立自强的) effort that brings lasting success. This special ability comes from learning how to use this great quality in the decisions we make every day.
The degree to which we have developed our independent will in our everyday lives is measured by our personal honesty. Honesty is, fundamentally, the value we place on ourselves. It’s our ability to make and keep promises to ourselves, to “walk our talk.”
Effective management is putting first things first. While leadership decides what “first things” are, it is management that puts them first, day-by-day, moment-by-moment. Management is discipline (training to be self-controlled), carrying it out.
Discipline obtains from belief—belief in a set of values, belief in an overriding(最主要的) purpose, to a long-term or short term goal that must be carried out.
In other words, if you are an effective manager of yourself, your discipline comes from within; it is a function of your independent will. You are a follower of your own deep values and their source. And you have the will, the quality to control your feelings and moods rather than depend on others or have your work half done.
|
Title |
The power of independent will |
|
Theme |
Independent will makes self-management (71) . |
|
Reasons |
·The example given to (72) power of independent will is amazing. ·Power of independent will helps to make one’s (73) every day. ·(74) is very important to develop our independent will. ·It’s our ability to have our promises made and (75) . |
|
Suggestions |
·Effective managers should know (76) should be done first. ·Effective managers with discipline should (77) to their promises. |
|
(78) |
·You (79) your deep values. ·Your feelings and moods are able to be (80) . |
第II卷 （两部分 共35分）
第四部分 任务型阅读（共10小题；每小题1分，满分10分)
请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。
注意：每空只填1个单词。
The number of young Internet addicts had grown to 24 million by 2009, almost double the figure for 2005, as the nation’s Internet population continues to rise, a survey shows. The addicts accounted for one in seven young Internet users, according to the survey.
“The survey results highlight the worrying situation of the ever-growing number of young Internet addicts,” Hao Xianghong, secretary-general of the China Youth Association for Network Development (CYAND), said yesterday at a press conference to release the results.
The findings come against the background of an increasing number of children and young adults receiving controversial re-education or treatment to fight Internet addiction at rehabilitation （康复）schools, camps and clinics dotted across the country.
Last year, governments at all levels sprung into action, closing down cyber cafes and announcing plans to install filtering software on every computer.
The nation’s Internet population, already the world’s largest, rose nearly 30 percent in 2009 to 384 million, of which one in three was younger than 19, according to the China Internet Network Information Center.
The new survey of more than 7,000 people aged 6 to 29 in 30 provinces, municipalities and autonomous regions was conducted from last September to January. It has been conducted every two years since 2005 by CYAND.
As many as 15.6 percent of netizens aged 18 to 23 were Internet addicts, accounting for the largest percentage compared with other age groups, while 8.8 percent of Internet users aged 6 to 12 were web addicts, the lowest percentage, according to the survey.
“Compared with 2005, the number of Internet addicts aged 18 to 23 has increased, while addicts in the 6-12 age group have decreased. It shows that the years of efforts by the authorities to prevent children from getting hooked are effective,” Hao said, “But it also shows us that more needs to be done for helping addicts aged 18 to 23, who are mainly students,” he said.
Although there is no universal standard on Internet addiction, web users are defined as Internet addicts if school grades, careers or interpersonal relationships in real life are affected by overuse of the Internet, according to Ke Huixin, director and professor of the survey and statistics institute of Communication University of China, who also headed the survey.
Those defined as addicts should also meet at least one of three requirements: He or she always wants to use the Internet; feels annoyed or depressed if denied Internet use; or feels happier in the cyber, rather than the real world.
“As one of the few nationwide surveys, it is expected to comprehensively reflect the true picture of Internet addiction among Chinese youths,” said Ke.
|
Young Web Addicts Increase in China |
|
|
China’s general situation of netizen population |
The nation’s Internet population continues to rise. (71) ▲ it was already the world’s largest, it rose nearly 30% in 2009, of which one third were younger than 19. |
|
(72) ▲ of a survey |
The number of young Internet addicts was almost (73) ▲ larger than that in 2005. The addicts (74) ▲ up one seventh of young Internet users. The 18-23 age group account for the largest percentage of the addicts, while the 6-12 age group the lowest. |
|
(75) ▲ taken to fight Internet addiction |
Children and young adults fight Internet addiction by receiving reeducation or (76) ▲ at different institutions. Closing down cyber cafes and planning to install filtering software on every computer |
|
Definition of Internet addiction |
No universal (77) ▲ Three requirements at least: The person has a strong (78) ▲ for computer use; feels annoyed or depressed if denied computer use; feels happier in the virtual world than in the real world. |
|
Conclusion drawn from the survey |
Efforts by the authorities have (79) ▲ off. More (80) ▲ should be paid to helping addicts aged 18 to 23. |
第II卷 非选择题 (两部分，共35分)
第四部分 任务型阅读 (共10小题，每小题1分，满分10分)
请认真阅读下列短文，并根据所读内容在文后表格中的空格里填入一个最恰当的词。
注意：每空只填1个单词。请将答案写在答题卡上相应题号的横线上。
Do we need an “Ivy League”?
China may soon have its own “Ivy League”, with a union of top universities.
The term originally referred to an athletic conference of eight top universities in the northeastern US. The Chinese version, which was officially started in mid-October, consists of nine famous universities, including Peking, Tsinghua, Zhejiang and Fudan. The union is supposed to result in student exchange programs, recognition of academic achievements, and other joint programs.
The news of this Chinese “Ivy League” has received mixed responses from the public and press. Some negative critics have dismissed it as yet another example of the wishful copying of international practices without fully understanding them. Others say that the “Ivy League” is not necessary but that the union is a good idea, one that could promote academic development.
So what’s your opinion on a Chinese “Ivy League”? Do we need one?
Yes. Ivy League or not, nine of China’s best universities cooperating is a good thing.
These universities combining resources could create a better environment for students and for research. It could also save a lot of time and resources because it would mean fewer unnecessary investments for some of the universities.
Allowing students to move to or have exchanges with other universities could broaden their horizons, improve their social skills and create more employment opportunities. The results could be more important than lessons and achievements.
The term “Ivy League” carries a sense of academic excellence, tradition and reputation. If borrowing such a term could encourage students’ and professors’ mental state and improve Chinese higher education, then there’s no reason not to do it.
No. Universities should do some work on increasing cooperation instead of copying an “Ivy League” model.
Many Chinese universities already have such cooperation with each other. If this cooperation were associated with the “Ivy League”, it would just distract (分散) attention and resources and have a negative effect.
These Chinese universities are all state-run and most get their funding from the government. They’re quite similar to each other in many ways and more cooperation wouldn’t bring about as much potential ability as between , say, public and private, or Chinese and foreign universities.
China should find its own way to develop world-class universities instead of by copying some foreign practices. We have our own unique conditions and foreign lessons often don’t apply well here.
|
Ivy in America |
Originally referred to an athletic conference of eight famous universities in the 71 of America |
|
|
Ivy in China |
Member universities |
Nine famous universities |
|
Purposes of the union |
* To exchange students |
|
|
* To 72 the academic achievements |
||
|
* To work on joint programs |
||
|
73 from the public |
Positive side |
1. The cooperation is good for the 75 of resources and creation of a better environment. |
|
2. Students will have 76 difficulty finding jobs through the student-exchange program. |
||
|
3. The cooperation will encourage students and professors 77 . |
||
|
74 side |
1. Attention will be drawn away and 78 will be divided. |
|
|
2. The cooperation won’t have great effect because of their 79 in running universities. |
||
|
3. China should develop world-class universities in its unique way without 80 foreign practices blindly. |
