-I prefer shutting myself in and surfing the Internet all day on Sundays．-That's I don't agree．You should have a more active life．( )A．whyB．whereC．howD．when 题目和参考答案——青夏教育精英家教网—

题目内容

15．-I prefer shutting myself in and surfing the Internet all day on Sundays．
-That's I don't agree．You should have a more active life．（　　）

A．

why

B．

where

C．

how

D．

when

分析 --星期天我宁愿把自己关在家里整天上网；
--那就是我不赞成的方面．你应该过更活跃的生活．

解答答案是B．本题考查表语从句中的引导词；题干中is后面的表语从句；that's why那就是…原因；that's where那就是…地方/方面；that's how 那就是如何…；that's when 那就是…时间；根据句意，那就是我不赞成的方面，故答案是B．

点评名词性从句考查的关键是连接词的选用和语序，因此，我们首先要搞清从句的性质，掌握各连接词的用法，在此基础上判断．此外，关注名词性从句用陈述语序．

练习册系列答案

6．Take your credit card_____ something expensive is worth buying．（　　）

3．-Do you know when your mother to pick you up？
-At 11：40am．（　　）

10．假如你是红星中学高三学生李华．你的英国朋友Jim得知你要参加CCTV《朗读者》节目的录制，来信询问相关情况．请你给Jim回信．内容包括：
1．你朗读的内容；
2．你选择上述内容的原因；
3．上述内容对你的影响．
注意：1．词数不少于50；
2．开头和结尾已给出，不计入总词数．
Dear Jim，
Dear Jim，
How is it going？Thank you for your support on my upcoming attendance in the CCTV program The Reader．
The book I have chosen is"Fu Lei's Family Letters"in which he shared his view about art and life in order to guide his son．There are two reasons why I've decided to read one of his letters to the audience nationwide．Firstly，you can feel the profound fatherly love and his efforts to guide the next generation，which I believe will touch the youngsters like me．Besides，many traditional virtues，such as integrity，can be found in his works，which can inspire students like us．
The book has an immense influence on me．Actually，it is this book that changed me from a troubled teen to a caring son．Besides，the wisdom in the book helps me shape a positive attitude towards life and future．Thus，it came to my mind the moment I got the invitation．
That's all about it．I hope my introduction can be of some help．Is there any book that also plays an important role in your life？I'm looking forward to your reply!
Yours，
Li Hua

20．Last year some measures to protect customers'personal information by WeChat．（　　）

7．Reward methods are an everyday occurrence in our classrooms．More than ever，a great number of incentive（激励） programs have been created to help teachers manage behavior，and motivate learners．However，there is evidence that in the long run，reward systems don't work．
Many people believe that rewards can help students develop a reason to do better．However，this approach fails to address why children are unable to be successful in the first place．When a student who dislikes math frequently behaves badly in class，a simple and easy way to deal with the behavior might be to offer him a reward for not misbehaving．Yet this would do nothing to solve his real problem-which is his attitude towards math．
On the other hand，rewards can't last forever．So what happens when they stop？Many experiments suggest once the rewards stop，people go back to behaving as they did before．
Some people might counter that．It may be true that students won't spontaneously（自发地） work once we stop rewarding them，but at least they will have worked more than they otherwise would have!Unfortunately，there is another more surprising consequence of rewards that we need to consider：Rather than create motivation，they can actually decrease motivation．
In a classic study，some kinder garteners who enjoyed drawing with markers were observed in a classroom with different activities available．They were broken into two groups．Everyone in the first group was told that he or she could win an attractive certificate by drawing a picture with markers．Each was eager to get the certificate and drew a picture．Children in the second group were also encouraged to draw but didn't get a certificate．After a delay of about two weeks，when the markers again appeared in the classroom but no certificate was promised，the children in the first group used the markers about half as much as children in the second group．Apparently，rewards actually made them enjoy drawing less．
What we really want is for students to take responsibility for their own learning．When much of the focus is on performance outcome，it can stop the development of self-motivation．The‘self-determination theory'claims all human beings will succeed when our basic，inborn，and emotional needs are met．By providing appropriate support and opportunities，we can help to meet the needs of all students and therefore increase their motivation．

63．The author mainly argues thatD．
A．students should be responsible for their learning
B．incentive programs help to solve real problems
C．motivation plays an important role in learning
D．reward methods for students are ineffective
64．The underlined word"counter"in Paragraph 4 probably meansB．
A．suspect B．oppose C．detail D．confirm
65．In Paragraph 5，the author uses the example to show thatD．
A．rewards keep interest
B．children enjoy awards
C．children are changeable
D．rewards reduce motivation
66．The author persuades readers to accept his argument mainly byC．
A．questioning the results of classic studies
B．comparing strengths with weaknesses
C．pointing out the problems with reward systems
D．giving examples of badly-behaved students．

16．When we give our kids holiday gifts，many of us can't wait to hea r their appreciative cries of"thank you!"once the wrapping gets ripped off．But here's a tip：You'd be wise not to expect much gratitude from them for what they receive．
Gratitude can make us happier，healthier，and even fitter．But do the kids show their gratitude for the stuff we buy them？All the research I've done has convinced me that it won't happen．One mom told me that when she asked her 16-year-old son to thank her for buying him a cellphone，he said，"But that's what moms should do．"From a teenager's angle，it's a parent's responsibility to take care of the family．According to Dunham，Yale's assistant professor of psychology，"When teenagers code it that way，a gift is no longer something given freely and voluntarily"-it's just mom and dad living up to their obligation．
Parents do have the right to demand good manners and children should thank sincerely whoever gives them something．But kids can't know how blessed they are unless they have a basis for comparison．And they don't learn that by a parent complaining that they're ungrateful．We need to give our children the gift of a wider world view．Show by example that gratitude isn't about stuff-which ultimately can't make any of us happy anyway．It's about realizing how lucky you are and paying your good fortune forward．
You can collect all the charitable appeals and sit down together with the kids to go through them．You set the budget for giving and the kids decide how it's distributed．Once the conversation about gratitude gets started，it's much easier to continue all year．Also you can set up a family routine at bedtime where kids describe three things that have made them grateful．When kids go off to college，you can text them a picture each week of something that inspires your appreciation．
Teaching children to focus on the positive and appreciate the good in their lives is perhaps the greatest gift we can give them．And we can all learn together that the things that really matter aren't on sale at a department store．
22．How do children respond when receiving gifts from their parents？D
A．They show no interest in their parents'gifts．
B．They can't wait to open their parents'gifts．
C．They show much gratitude to their parents for the gifts．
D．They take their parents'gifts for granted（认为…理所当然）．
23．To make children grateful for what they have，parents shouldC．
A．live up to their obligation
B．ask their children to have good manners
C．teach their children by setting an example
D．complain their children are ungrateful
24．What can we learn from the last two paragraphs？A
A．No gifts are greater than teaching children to be positive and grateful．
B．Children ought to realize how lucky they are to have considerate parents．
C．Children are supposed to decide how to distribute their own money
D．It is easy for parents to start the conversation about gratitude．
25．What's the purpose of the author writing this text？B
A．To explain the reason why children offer no gratitude to their parents．
B．To give advice to parents on how to help children develop gratitude．
C．To encourage parents to do things together with their children．
D．To remind parents of their responsibility to educate their children．

17．People select news in expectation of a reward．This reward may be either of two kinds．One is related to what Freud calls the Pleasure Principle，the other to what he calls the Reality Principle．For want of better names，we shall call these two classes immediate reward and delayed reward．
In general，the kind of news which may be expected to give immediate reward are news of crime and corruption，accidents and disasters，sports，social events，and human interest．Delayed reward may be expected from news of public affairs，economic matters，social problems，science，education，and health．
News of the first kind pays its rewards at once．A reader can enjoy an indirect experience without any of the dangers or stresses involved．He can tremble wildly at an axe-murder，shake his head sympathetically and safely at a hurricane，identify himself with the winning team，laugh understandingly at a warm little story of children or dogs．
News of the second kind，however，pays its rewards later．It sometimes requires the reader to tolerate unpleasantness or annoyance-as，for example，when he reads of the threatening foreign situation，the mounting national debt，rising taxes，falling market，scarce housing，and cancer．It has a kind of"threat value．"It is read so that the reader may be informed and prepared．When a reader selects delayed reward news，he pulls himself into the world of surrounding reality to which he can adapt himself only by hard work．When he selects news of the other kind，he usually withdraws from the world of threatening reality toward the dream world．
For any individual，of course，the boundaries of these two classes are not stable．For example，a sociologist may read news of crime as a social problem，rather than for its immediate reward．A coach may read a sports story for its threat value：he may have to play that team next week．A politician may read an account of his latest successful public meeting，not for its delayed reward，but very much as his wife reads an account of a party．In any given story of corruption or disaster，a thoughtful reader may receive not only the immediate reward of indirect experience，but also the delayed reward of information and preparedness．Therefore，while the division of categories holds in general，an individual's tendency may transfer any story from one kind of reading to another，or divide the experience between the two kinds of reward．

What news stories do you read？
Division of news stories	●People expect to get （66）rewards/rewarded from reading news． ●News stories are roughly divided into two classes． ●Some news will excite their readers instantly while others won't．
（67）Explanations of the two classes	●News of immediate reward will seeming take their readers to the very frightening scene without actual（68）involvement． ●Readers will associate themselves closely with what happens in the news stories and （69）share similar feelings with those involved．
（67）Explanations of the two classes	●News of delayed reward will make readers suffer，or present a （70）threat to them． ●News of delayed reward will induce the reader to （71）prepare for the reality while news of immediate reward will lead the reader to （72）withdraw from the reality．
Unstable boundaries of the two classes	●What readers expect from news stories are largely shaped by their（73）profession（s）/intention． ●Serious readers will both get excited over what happens in some news stories and （74）adapt themselves to the reality． ●Thus，the division，on the whole，（75）dependson the reader．

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