题目内容

You may have heard about the many benefits of yoga, but a recent New York Times story, has stirred up more than a little controversy in the yoga community.

"How Yoga Can Wreck Your Body," by science writer William J. Broad, quotes a long-time yoga teacher who "...has come to believe that 'the vast majority of people' should give up yoga altogether. It's simply too likely to cause harm." He goes on to describe a number of cases where people have been injured doing yoga, including himself.

The research in the article isn't groundbreaking: doing any form of exercise you could potentially hurt yourself. If you look at the injury rates of other physical activities, the number of injuries sustained from yoga would pale in comparison.

Practicing yoga is just like anything in life: You have to push yourself in order to grow. But you also have to know your limits and when you're breaking them. If you stick to your comfort zone, you'll never be able to increase your flexibility. If you push to the point where you're not only uncomfortable, but in real pain, you'll likely injure yourself.

The reasons that yoga causes "serious injury”, according to the Times story, range from students' physical weaknesses to inexperienced teachers pushing too hard to the growing number of inflexible "urbanites who sit in chairs all day" trying hard to twist themselves into difficult postures.

Yoga is called a "practice" for a reason. You don't have to be perfect. You don't have to tackle every pose. It doesn't matter if you can touch the floor with your palms during your first forward bend or your thousandth, or if you never get there.

We go to the mat to learn to better listen to what our bodies are telling us, and to better hear that quiet inner voice drowned out by the noise of our busy lives. It's a shame to discourage the majority of people from practicing yoga and missing out on all of the mind-body benefits that going to the mat has to offer.

1.The underlined word is best replaced by __.

A. Injure    B. Benefit    C. Push   D. Shape

2.What does author mainly want to tell us in the 3rd paragraph?

A. All physical activities are equally harmful.

B. Yoga causes much less injuries than other physical activities.

C. Similar researches have been done before.

D. Yoga, like any other form of exercise, can hurt people.

3.Which is not mentioned among the reasons for yoga being likely to cause injury?

A. Teachers lack the knowledge of students’ limits.

B. Modern lifestyle decreases our flexibility.

C. The body doesn’t tell when you are in real pain.

D. Students themselves might not be in good physical condition.

4.What is the author’s attitude towards practicing yoga?

A. It’s a shame not to practice yoga.

B. One should push the limits in order to be perfect.

C. The majority should give up yoga for it may cause harm.

D. One should enjoy the physical and mental benefit that yoga brings.

 

【答案】

 

1.A

2.B

3.C

4.D

【解析】

试题分析:本文提到正确对待练瑜伽会带来的身体上的伤害。做任何运动都会受伤,而练瑜伽带来的伤痛最小。原因有老师的也有学员自己的。但不能就此不练,练习瑜伽是要去享受瑜伽带给紧张忙碌的现代人的那份伤心放松。

1.词义猜测题。根据第二段后面的解释可知:一个长期担任瑜伽教练的人提到,大多数人应该放弃练瑜伽,因为它太可能造成伤害了他本人也是伤痕累累。所以选A。

2.主题归纳题。根据第二段的意思(做任何形式的运动都可能造成伤害。如果你看一下体育运动受伤的比率,你会看到练瑜伽受伤的数量和其他相比显得很苍白。)可知:瑜伽运动造成的伤害比其他小。所以选B。

3.细节理解题。根据第五段的意思可知:重伤的原因有:老师经验不足、学生的身体不足和现代人久坐的生活方式。所以C是最不可能的伤害。

4.推理判断题。根据文章最后一段的意思可知:作者认为练瑜伽是自己的身心。使大多数人不敢去练瑜伽是很可惜的。所以选D(享受瑜伽带来的身心舒畅)。

考点:体育类阅读。

 

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第二节完形填空(共20小题;每小题1分,满分20分)
请认真阅读下面短文,从短文后各题所给的A、B、C、D四个选项中,选出最佳选项,并在答题卡上将该项涂黑。
What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?
“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.
But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?
On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.
One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.
The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.
36    A.    teacher    B.    parent     C.    pupil       D.    teenager
37    A.    understand      B.    admit      C.    observe   D.    pretend
38    A.    add  B.    relate      C.    comes     D.    reject
39    A.    good       B.    expert     C.    special     D.    rubbish
40    A.    add  B.    make       C.    look D.    pick
41    A.    stranger   B.    me   C.    herself     D.    somebody
42    A.    funny      B.    easy C.    attractive D.    remote
43    A.    worst      B.    prize       C.    best  D.    surprising
44    A.    missed     B.    lost  C.    found      D.    chose
45    A.    get   B.    foresee    C.    fit    D.    evaluate
46    A.    however  B.    frequently       C.    mostly     D.    hardly
47    A.    suggested B.    devoted   C.    intended  D.    adapted
48    A.    well B.    sometimes      C.    seldom    D.    extremely
49    A.    enjoying  B.    hating     C.    objecting D.    mastering
50    A.    consequences  B.    reasons    C.    findings   D.    incidents
51    A.    mistake   B.    program  C.    policy     D.    revolution
52    A.    preparation     B.    reputation       C.    requirement    D.    change
53    A.    difficult   B.    general    C.    mental     D.    basic
54    A.    class B.    head C.    textbook  D.    own
55    A.    logical     B.    unbelievable   C.    direct      D.    conservative

 

第二节 完形填空(共20小题;每小题1分,满分20分)

请认真阅读下面短文,从短文后各题所给的A、B、C、D四个选项中,选出最佳选项,并在答题卡上将该项涂黑。

What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?

“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.

But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?

On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.

One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.

The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.

36     A.     teacher    B.     parent      C.     pupil          D.     teenager

37     A.     understand      B.     admit        C.     observe    D.     pretend

38     A.     add  B.     relate       C.     comes      D.     reject

39     A.     good         B.     expert      C.     special      D.     rubbish

40     A.     add  B.     make        C.     look  D.     pick

41     A.     stranger  B.     me   C.     herself      D.     somebody

42     A.     funny        B.     easy C.     attractive         D.     remote

43     A.     worst        B.     prize         C.     best D.     surprising

44     A.     missed     B.     lost  C.     found        D.     chose

45     A.     get   B.     foresee    C.     fit     D.     evaluate

46     A.     however  B.     frequently         C.     mostly      D.     hardly

47     A.     suggested        B.     devoted   C.     intended  D.     adapted

48     A.     well  B.     sometimes       C.     seldom     D.     extremely

49     A.     enjoying   B.     hating       C.     objecting D.     mastering

50     A.     consequences B.     reasons    C.     findings    D.     incidents

51     A.     mistake    B.     program  C.     policy        D.     revolution

52     A.     preparation      B.     reputation        C.     requirement    D.     change

53     A.     difficult     B.     general    C.     mental     D.     basic

54     A.     class         B.     head         C.     textbook  D.     own

55     A.     logical       B.     unbelievable    C.     direct        D.     conservative

 

第二卷(非选择题,共两大题,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。

Imagination is the ability to form a mental image of something that is not obtained through the senses. It is the ability of the mind to build mental scenes, objects or events that do not exist, are not present or have not happened in the past.

Everyone possesses some imagination ability. In some it may be highly developed and in others it may be displayed in a weaker form. It is shown in various degrees in various people.

Imagination is not limited only to seeing pictures in the mind. It includes all the five senses and the feelings. One can imagine a sound, taste, smell, a physical sensation or a feeling or emotion. For some people it is easier to see mental pictures, others find it easier to imagine a feeling, and some are more comfortable imagining the sensation of one of the five senses. Training of the imagination gives the ability to combine all the senses.

Imagination makes it possible to experience a whole world inside the mind. It gives you the ability to look at any situation from a different point of view, and enables one to mentally explore the past and the future. In your imagination you can travel anywhere at the speed of light without any problems. It can make you feel free, though temporarily, and only in the mind, from tasks, difficulties and unpleasant circumstances.

 Imagination ha a  great role and value in each one's life. We all use it, whether consciously or unconsciously, in most of our daily affairs. We use our imagination whenever we plan a party, a trip, our work or a meeting. We use it when we describe an event, explain how to arrive to a certain street, write, tell a story or cook a cake.    Imagination is also a creative power that is used extensively in magic, creative visualization and confirmations. It is the creator of circumstances and events. It is necessary for inventing an instrument, designing a dress or a building, painting a picture or writing a book. The creative power of imagination has an important role in the achievement of success in any field.

Imagination can change your whole life. When you know how to work with it, you can make your hearts' desires come true. But if you do not recognize the importance of the power of the imagination, your life may not be as happy and successful as you would have wanted it to be. You may create and attract into your lives events, situations and people that you don't really want. This is actually what most people do, because you don't use the power of imagination correctly.

Lack of understanding of the power of the imagination is responsible for the suffering, incompetence, difficulties, failures and unhappiness people experience, some reason, most people are tending to think in a negative way. They do not expect success. They expect the worst, and when they fail, they believe that fate is against them. This attitude can be changed, and then life will improve accordingly.

Understanding how to use your imagination correctly, and putting this knowledge into practice, for your own and others' benefit, will put you on the golden path to success, satisfaction and happiness.

Paragraph Topics

Detailed Contents

71 of  imagination

??      The ability to develop a mental image of something  72   the help of the senses.                  

??      The ability to build in one's  73  scenes, objects or events that do not exist, are not present or have not happened in the past.

Key features of imagination

??      Higher or lower, imagination ability is 74  by everyone.

??      Although different people may be strong in different aspects, imagination includes all the five senses and feelings.

??      The ability to combine all the senses can be developed by means of  75 .                           

Role and value of imagination

??      By imagination, people can 76  any situation in a different way.

??      Imagination can enable people to mentally explore the past and the future.

??      People can 77  their mind by imagination, as it can make them   feel   free   from   tasks,   difficulties   and unpleasant circumstances.

??      Imagination is used extensively in any field, either daily affairs or  78 work like inventing an instrument or writing a book.

Problems caused by lack of imagination

??      Unwelcome events, situations and people may enter your lives if you deny the importance of imagination.

??      Lack of imagination may __79      to the suffering, incompetence, difficulties, failures and unhappiness people experience.

80

??   Understanding and correctly using imagination will bring you success, satisfaction and happiness.

第二节 完形填空(共20小题;每小题1分,满分20分)

请认真阅读下面短文,从短文后各题所给的A、B、C、D四个选项中,选出最佳选项,并在答题卡上将该项涂黑。

What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?

“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.

But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?

On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.

One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.

The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.

36    A.    teacher    B.    parent     C.    pupil       D.    teenager

37    A.    understand      B.    admit      C.    observe   D.    pretend

38    A.    add  B.    relate      C.    comes     D.    reject

39    A.    good       B.    expert     C.    special     D.    rubbish

40    A.    add  B.    make       C.    look D.    pick

41    A.    stranger   B.    me   C.    herself     D.    somebody

42    A.    funny      B.    easy C.    attractive D.    remote

43    A.    worst      B.    prize       C.    best  D.    surprising

44    A.    missed     B.    lost  C.    found      D.    chose

45    A.    get   B.    foresee    C.    fit    D.    evaluate

46    A.    however  B.    frequently       C.    mostly     D.    hardly

47    A.    suggested B.    devoted   C.    intended  D.    adapted

48    A.    well B.    sometimes      C.    seldom    D.    extremely

49    A.    enjoying  B.    hating     C.    objecting D.    mastering

50    A.    consequences  B.    reasons    C.    findings   D.    incidents

51    A.    mistake   B.    program  C.    policy     D.    revolution

52    A.    preparation     B.    reputation       C.    requirement    D.    change

53    A.    difficult   B.    general    C.    mental     D.    basic

54    A.    class B.    head C.    textbook  D.    own

55    A.    logical     B.    unbelievable   C.    direct      D.    conservative

What is it about maths, anyway? Why is it that a 1 who would rather die than 2 they found reading difficult at school will happily say he is brain-dead when it 3 to numbers?
“I was 4 at maths at school,” they say. “still am. Can’t 5 up to save my life. My little girl takes after6. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.
But how many of us remember it being 7 at the time? How many of us remember the blind panic of the Monday morning maths test when the 8 we could hope for was a miracle(奇迹) to make the numbers we 9 without thinking as answers somehow 10 the questions?
On the face of it, today’s children can 11 be considered happier and more satisfied. They have a daily numeracy lesson 12 to improving their maths skills. But if that sounds like hell to you, you may 13 find that your child surprises you by actually quite 14 it.
One of the 15 is that over the last ten years or so, there has been a 16 in the way maths is taught. And many of those who teach it feel it’s been a 17 for the better. There’s generally much more emphasis now on 18 arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your19? And if they can, they do.
The whole approach is more20, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.

  1. 1.
    1. A.
      teacher
    2. B.
      parent
    3. C.
      pupil
    4. D.
      teenager
  2. 2.
    1. A.
      understand
    2. B.
      admit
    3. C.
      observe
    4. D.
      pretend
  3. 3.
    1. A.
      add
    2. B.
      relate
    3. C.
      comes
    4. D.
      reject
  4. 4.
    1. A.
      good
    2. B.
      expert
    3. C.
      special
    4. D.
      rubbish
  5. 5.
    1. A.
      add
    2. B.
      make
    3. C.
      look
    4. D.
      pick
  6. 6.
    1. A.
      stranger
    2. B.
      me
    3. C.
      herself
    4. D.
      somebody
  7. 7.
    1. A.
      funny
    2. B.
      easy
    3. C.
      attractive
    4. D.
      remote
  8. 8.
    1. A.
      worst
    2. B.
      prize
    3. C.
      best
    4. D.
      surprising
  9. 9.
    1. A.
      missed
    2. B.
      lost
    3. C.
      found
    4. D.
      chose
  10. 10.
    1. A.
      get
    2. B.
      foresee
    3. C.
      fit
    4. D.
      evaluate
  11. 11.
    1. A.
      however
    2. B.
      frequently
    3. C.
      mostly
    4. D.
      hardly
  12. 12.
    1. A.
      suggested
    2. B.
      devoted
    3. C.
      intended
    4. D.
      adapted
  13. 13.
    1. A.
      well
    2. B.
      sometimes
    3. C.
      seldom
    4. D.
      extremely
  14. 14.
    1. A.
      enjoying
    2. B.
      hating
    3. C.
      objecting
    4. D.
      mastering
  15. 15.
    1. A.
      consequences
    2. B.
      reasons
    3. C.
      findings
    4. D.
      incidents
  16. 16.
    1. A.
      mistake
    2. B.
      program
    3. C.
      policy
    4. D.
      revolution
  17. 17.
    1. A.
      preparation
    2. B.
      reputation
    3. C.
      requirement
    4. D.
      change
  18. 18.
    1. A.
      difficult
    2. B.
      general
    3. C.
      mental
    4. D.
      basic
  19. 19.
    1. A.
      class
    2. B.
      head
    3. C.
      textbook
    4. D.
      own
  20. 20.
    1. A.
      logical
    2. B.
      unbelievable
    3. C.
      direct
    4. D.
      conservative

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