The driver will be stopped at once if he or she is found over the limited speed.A. drive B. drivingC. to drive D. driven 题目和参考答案——青夏教育精英家教网—

题目内容

The driver will be stopped at once if he or she is found _______ over the limited speed.

A. drive B. driving

C. to drive D. driven

【解析】

试题解析：句意：如果一位司机被发现超速驾驶，他或她将会被立即阻止。Findsbdoing意为：发现某人正在做某事。故选B。

考点：考查非谓语动词

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Introduction to Letters to Sam

Dear Reader,

Please allow me to tell you something before you read this book. When my _ , Sam, was born, my heart was filled with joy. I had been sitting in a wheelchair for 20 years before then, and I have been _ ill many times. So I wondered if I would have the_____to tell Sam what I had _ ___.

For years I have been hosting a program on the___and writing articles for a magazine. Being to move freely, I have learned to sit still and keep my heart , exchanging thoughts with thousands of listeners and ___. So when Sam was born, I____to tell him about school and friendship, romance and work, love and everything else. That’s how I started to write these____. I hope that Sam would____them sooner or later.

However, that expectation___when Sam showed signs of autism (自闭症) at the age of two. He had actually stopped talking before the discovery of the signs. He ____to communicate with others, even the family members. That was____for me but didn’t stop me writing on. I realized that I had even_____now to tell him. I wanted him to____what it means to be “different” from others, and learn how to fight against the misfortune he’ll____as I myself, his grandfather, did. I just____if I could write all that I wanted to say in the rest of my life.

Now, _____the book has been published, I have been given the chance. Every chapter in the book is a letter to Sam: some about my life, and all about what it means to be a____.

Daniel Bottlings

1.A. son B. nephew C. brother D. grandson

2.A. seriously B. mentally C. slightly D. quietly

3.A. ability B. time C. courage D. responsibility

4.A. written B. suffered C. observed D. lost

5.A. radio B. television C. stage D. bed

6.A. ready B. unable C. anxious D. eager

7.A. warm B. broken C. closed D. open

8.A. hosts B. visitors C. readers D. reporters

9.A. began B. stopped C. forgot D. decided

10.A. letters B. emails C. books D. diaries

11.A. find B. read C. collect D. keep

12.A. developed B. disappeared C. changed D. arrived

13.A. tried B. refused C. regretted D. hoped

14.A. exciting B. acceptable C. strange D. heartbreaking

15.A. less B. everything C. more D. nothing

16.A. understand B. explain C. believe D. question

17.A. fear B. face C. know D. cause

18.A. felt B. guessed C. saw D. doubted

19.A. as B. once C. though D. if

20.A. teacher B. child C. man D. writer

____under the tree was a charming girl aged about seventeen or eighteen.

A.Sat B.Sitting C.To sit D.Sit

What did your school smell like? Was it noisy or peaceful? It might not seem important, but a growing body of research suggests that smells and sounds can have an impact on learning, performance and creativity．

Bridget Shield has been conducting studies and advising people on the effects of all sorts of noises, such as traffic and sirens, as well as noise made by the children themselves． "Everything points to a harmful impact of the noise on children’s performance, in numeracy, in literacy, and in spelling,” says Shield．

Shield says the sound of “babble” －the chatter of other children, is particularly distracting in the classroom．。People are very distracted by speech-particularly if it is understandable, but you’re not involved in it．” This phenomenon is also known as the irrelevant speech effect, she says, adding that “it’s a very common finding in open-plan offices as well．’’

In a series of studies published last year, Ravi Mehta found that people were more creative when the background noises were played at a medium level than when volume was low． Loud background noise, however, damaged their creativity． Ravi Mehta suggests there maybe some benefit to playing music or other sounds in an art class or other situations where creativity is the key．

Many teachers all over the world already play music to students in class． Many are inspired by the belief that hearing music can boost IQ in their tasks, the so-called Mozart effect． While the evidence actually suggests it’s a guess to say classical music boosts brainpower, researchers do think pleasant sounds before a task can sometimes lift your mood and help you perform well, says Ravi Mehta," If you like the music or you like the sound-even listening to a Stephen King novel-then you did better． It didn’t matter about the music,“ he says．

However, it’s worth considering that music is not always helpful while you’re trying to work． Trying to perform a task which involves serial recall - for instance, doing mental mathematics-will be distracted by sounds with audio variation, says Ravi Mehta． Songs with lyrics, on the other hand, are more likely to interfere（干扰）with tasks that involve languages-such as reading comprehension．

This isn’t the only sense being related to affecting learning．

1.The second paragraph implies that _________.

A．general noise also has a harmful effect．

B．students are sensitive to noise．

C．some children need special sounds to do tasks．

D．children aren't affected by their own noise．

2.The irrelevant speech effect refers to the fact that _________.

A．you don’t understand what others are talking

B．you are interrupted by the chatting of others

C．you are unwilling to chat with other people

D．you find what others are talking irrelevant to you

3.According to the text, Ravi Mehta believes that __________.

A．music matters when you want to do better．

B．music will help you do mental arithmetic．

C．any music can be beneficial as long as you like it．

D．songs with lyrics will improve your reading comprehension．

4.What might be discussed in the following paragraph?

A．Whether music is helpful all the time．

B．What sound can promote a person’s creativity．

C．When smell can improve students’ behavior．

D．How smell affects children’s performance．

Since the first Earth Day in 1970, Americans have gotten a lot “greener” toward the environment . “We didn’t know at that time that there even was an environment, let alone that there was a problem with it,” says Bruce Anderson, president of Earth Day USA.

But what began as nothing important in public affairs has grown into a social movement .Business people, political leaders, university professors, and especially millions of grass-roots Americans are taking part in the movement. “The understanding has increased many ,many times,” says Gaylord Nelson, the former governor from Wisconsin, who thought up the first Earth Day.

According to US government reports , emissions (排放)from cars and trucks have dropped from 10.3 million tons a year to 5.5 million tons .The number of cities producing CO beyond the standard has been reduced from 40 to 9.Although serious problems still remain and need to be dealt with , the world is a safer and healthier place .A kind of “Green thinking ” has become part of practices .

Great improvement has been achieved .In 1988 there were only 600 recycling programs ; today in 1995 there are about 6,600 . Advanced lights ,motors , and building designs have helped save a lot of energy and therefore prevented pollution .

Twenty –five years ago , there were hardly any education programs for environment .Today , it’s hard to find a public school , university , or law school that does not have such a kind of program .“Until we do that , nothing else will change! ” say Bruce Anderson .

1.According to Anderson , before 1970, Americans had little idea about ___

A. the social movement

B. recycling techniques

C. environmental problems

D. the importance of Earth Day

2.Where does the support for environmental protection mainly come from?

A. The grass –roots level

B. The business circle

C. Government officials

D. University professors

3.What have Americans achieved in environmental protection ?

A. They have cut car emissions to the lowest

B. They have settled their environmental problems

C. They have lowered their CO levels in forty cities.

D. They have reduced pollution through effective measures .

4. What is especially important for environmental protection according to the last paragraph ?

A. Education B. Planning

C. Green living D. CO reduction

—Jack has spent an hour in the shoe shop.Hasn’t he decided which pair of shoes to buy?

—Maybe.Young as he is，he is________about his appearance.

A．special B．curious

C．particular D．serious

In order not to let the others hear what he said，he________the news to me.

A．shouted B．told

C．whispered D．said

My sister has become a nurse, ___________ was what she wanted to be.

A. who B. that C. which D. She

Children model themselves largely on their parents. They do so mainly through identification. Children identify a parent when they believe they have the qualities and feelings that are of that parent. The things parents do and say---and the they do and say to them--therefore strongly influence a child's . However, parents must consistently behave like the type of they want their child to become.

A parent's actions affect the self-image that a child forms identification. Children who see mainly positive qualities in their will likely learn to see themselves in a positive way. Children who observe chiefly qualities in their parents will have difficulty positive qualities in themselves. Children may their self-image, however, as they become increasingly by peers groups standards before they reach 13.

Isolated(孤立的) events, dramatic(突然的) ones, do not necessarily have a permanent on a child's behavior. Children interact such events according to their established attitudes and previous training. Children who know they are loved can, , accept the divorce of their parents' or a parent's early . But if children feel unloved, they may interpret such events a sign of rejection or punishment.

In the same way, all children are not influenced by toys and games, reading matter, and television programs. in the case of a dramatic change in family relations, the of an activity or experience depends on how the child interprets it.

1.A. to B. with C. around D. for

2.A. informed B. characteristic C. conceived D. indicative

3.A. gesture B. expression C. way D. Extent

4.A. behavior B. words C. mood D. reactions

5.A. person B. humans C. creatures D. adult

6.A. in turn B. nevertheless C. also D. as a result

7.A. before B. besides C. with D. through

8.A. eyes B. parents C. peers D. behaviors

9.A. negative B. cheerful C. various D. complex

10.A. see B. seeing C. to see D. to seeing

11.A. modify B. copy C. give up D. continue

12.A. mature B. influenced C. unique D. independent

13.A. not B. besides C. even D. finally

14.A. idea B. wonder C. stamp D. effect

15.A. luckily B. for example C. at most D. theoretically

16.A. death B. rewards C. advice D. teaching

17.A. as B. being C. of D. For

18.A. even B. at all C. alike D. as a whole

19.A. Even B. Since C. Right D. As

20.A. result B. effect C. scale D. Cause

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