题目内容

You probably don’t know as much as you think you do. When put to the test, most people find they can’t explain the workings of everyday things they think they understand. Don’t believe me? Find an object you use daily (an ear phone, a toilet, a stereo speaker) and try to describe how it works. 1. We call this phenomenon the illusion of explanatory depth(解释性深度错觉). It means you think you fully understand something that you actually don’t.

We see this every day in buzzwords (流行语). Though we often use them, their meanings are usually unclear. 2.

Several years ago, I attended a meeting where the president spoke about global business practice in the coming year. During the talk, people around the room nodded in agreement. Afterwards, though, many of them discussed how to manage global business practice, none of the people who had nodded in agreement could exactly describe what it actually meant.

No matter what job you do, discovering your gaps in knowledge is necessary. An unknown gap means you might not fully understand a problem. 3.

To discover the things you can’t explain, take a lesson from teachers. When you guide someone else, you have to fill the gaps in your own knowledge. But you don’t need to teach someone else. Explain concepts to yourself as you learn them. Get in the habit of self-teaching. Involve others in learning together. 4. Ask them to explain difficult concepts, even if you think everyone understands them. Not only will this help you to work through new ideas, but it will occasionally uncover places where your friends don’t understand the explanations.

5. They can help you have a better understanding of problems.

A. An active learner usually puts it into reality.

B. That can prevent you from solving the problem properly.

C. Your explanations can’t show your own knowledge gaps.

D. Help recognize the knowledge gaps of the people around you.

E. You’re likely to discover unexpected gaps in your knowledge.

F. They cover gaps in our knowledge, serving concepts we don’t fully understand.

G. When you do uncover these gaps, treat them as learning opportunities, not signs of weakness.

1.E

2.F

3.B

4.D

5.G

【解析】

试题分析:很多人都会发现平时能够理解的知识在进行测试或者接受实验的时候都不能作出正确的解释。这一现象叫做解释性深度错觉,这意味人们其实没有能够对一些知识进行深度的理解。在本文中作者对这一情况给出了一些参考建议。

1.

2.解释性深度错觉经常发生,根据语境判断F选项They cover gaps in our knowledge, serving concepts we don’t fully understand.可以承接上文,选F。

3.unknown gaps进行解释,由此可知后句是介绍这种现象的不利方面,呼吁文章开头,选B。

4.Help recognize the knowledge gaps of the people around you.符合语境。

5.They can help you have a better understanding of problems.可知G选项符合语境,是对文章内容的概括,选G。

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The term, culture shock, describes the anxiety produced when a person moves to a completely new environment. This term expresses the lack of direction, the feeling of not knowing what to do, and not knowing what is appropriate or inappropriate. The feeling of culture shock generally sets in after the first few weeks of coming to a new place.

We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or place. Often, the way that we lived before is not accepted as or considered as normal in the new place. Everything is different, for example, not speaking the language, not knowing how to use banking machines and so forth.

Although one can experience real pain from culture shock, it is also an opportunity for resetting one' s life objectives. It is a great opportunity for learning and acquiring new viewpoints. Culture shock can make one develop a better understanding of oneself.

Culture shock has many stages. The first stage is called the "honeymoon" stage. The new arrival may feel excited as everything is new.

In the second stage, a person may encounter some difficult times in daily life. For example, communication difficulties may occur such as not being understood. There may be feelings of discontent, anger, sadness, and feeling incompetence. This happens when a person is trying to adapt to a new culture. Transition (过渡) between the old methods and those of the new country is a difficult process and takes time to complete.

The third stage is characterized by gaining some understanding of the new culture. One may start to feel a certain psychological balance. The new arrival may start to have a feeling of direction and want to belong.

In the fourth stage, the person realizes that the new culture has good and bad things to offer. The person has a more solid feeling of belonging and starts to set goals for living.

The fifth stage is called the " re-entry shock". This occurs when a return to the

country of origin is made. One may find that things are no longer the same. For example, some of the newly acquired customs are not in use in the old culture.

Many factors (因素) contribute to the length and effects of culture shock. For example, the individual's state of mental health, type of personality, previous experiences, familiarity with the language, and level of education. So the five stages are present at different times and each person has their own way of reacting. 64. What do we learn about culture shock?

1.What do we learn about culture shock?

A. It has negative effect on people.

B. Its effect can differ from person to person.

C. It disappears when people return to their homelands.

D. It can be avoided if one can understand the language.

2.Which stage of culture shock is Tommy in?

Tommy moved to France with his parents two months ago.

But now he still can not get used to the life there.

He also has problems in schooling.

Even worse, he doesn't think anybody cares about him.

A. Stage 2. B. Stage 3. C. Stage 4. D. Stage 5.

3. The main purpose of the passage is to________

A. discuss and clarify B. argue and advise

C. introduce and explain D. compare and evaluate

Lost iPhone

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1.Who posted the lost and found information?

A . A mother B. A kind woman

C. A heartbroken girl D. A parent

2.What do we know about Tina?

A. She can speak two languages.

B. She lives alone now.

C. She takes care of children over 3.

D. She used to be a teacher’s assistant.

3.If you want to send your kids to the babysitter’s home, you can find one in______.

A. Ad 1 B. Ad 2 C. Ad 3 D. Ad 4

Risha loved school. However, there was one class Risha worried about more than any other—art. She didn’t know why she just wasn’t any good at , painting, or cutting.

Ms. Clay, the art teacher, stood at the front of the room. “Class, next Friday our school is going to have an art ,” she announced. Ms. Clay was a great teacher, and Risha liked her a lot. But this announcement made Risha . “Everyone in the school will create a piece of artwork to in the library. You can use the different types of artwork we have been studying.” Ms. Clay was quite excited when she spoke Risha found herself sinking lower in her chair.

Risha had the whole weekend to work on her project, she could not think of anything to do. On Monday, Risha felt frightened, so after school Risha asked Ms. Clay if she could write an art paper doing an art project.

“I understand this project you, Risha,” Ms. Clay said. “Just remember, you can

any kind of art you want.” Ms. Clay smiled at her. “Art is a person’s way of expressing his or her feelings—it isn’t always painting, drawing, or cutting. I know you will think of something very creative, and I can’t to see it.”

When Risha arrived home, she took out a piece of paper and a pencil. She Ms. Clay’s words. “Art is a person’s way of expressing his or her feelings.” Risha wrote the word “terrified” on her paper. She crumpled(把……揉成团) the paper and threw it to the side of her desk. Then Risha stared at the crumpled ball. It reminded her of a snowball. an idea struck her. Why not create a winter wonderland out of crumpled paper? Risha didn’t have to draw or paint or cut.

Risha crumpled lots of paper balls, glued them all together, and them on a big piece of hard paper to form a snowman. The snowman a hat made of black paper and a scarf made of red paper. And she even crumpled brown and green paper to create a forest. Her project was really wonderful.

On Friday, Risha carefully carried her project into the library. She noticed the and the nods from teachers and other students she put her work on a table. Ms. Clay walked over to Risha.

“You have created an original and amazing piece of artwork. I am so proud of you!” Ms. Clay said.

Risha was proud of herself too. Her pride when Ms. Clay placed a first-place star on her artwork. “Maybe I am a good after all,” Risha thought.

1.A. drawing B. writing C. cleaning D. spelling

2.A. lesson B. meeting C. collection D. competition

3.A. excited B. nervous C. satisfied D. surprised

4.A. paint B. sell C. donate D. show

5.A. before B. unless C. while D. because

6.A. and B. but C. or D. therefore

7.A. in case of B. because of C. instead of D. by means of

8.A. shocked B. encouraged C. pleased D. scared

9.A. refuse B. change C. create D. receive

10.A. wait B. afford C. come D. stand

11.A. noticed B. imagined C. remembered D. heard

12.A. Suddenly B. Seriously C. Lately D. Slowly

13.A. never B. even C. just D. nearly

14.A. knocked B. placed C. destroyed D. shared

15.A. showed B. owned C. wore D. kept

16.A. finished B. used C. improved D. uncompleted

17.A. doubt B. tears C. anger D. smiles

18.A. though B. since C. if D. as

19.A. disappeared B. grew C. exploded D. decreased

20.A. artist B. teacher C. organizer D. advertiser

Children have their own rules in playing games. They seldom need a referee (裁判) and rarely trouble to keep scores. They don’t care much about who wins or loses, and it doesn’t seem to worry them if the game is not finished. Yet, they like games that depend a lot on luck, so that their personal abilities cannot be directly compared. They also enjoyed games that move in stages, in which each stage, the choosing of leaders, the picking-up of sides, or the determining of which side shall start, is almost a game in itself.

Grown-ups can hardly find children’s game exciting, and they often feel puzzled at why their kids play such simple game again and again. However, it is found that a child plays games for very important reasons. He can be a good player without having to think whether he is a popular person, and he can find himself being a useful partner to someone of whom he is ordinary afraid. He becomes a leader when it comes to his turn. He can be confident, too, in particular games, that it is his place to give orders, to pretend to be dead, to throw a ball actually at someone, or to kiss someone he has caught.

It appears to us that when children play a game they imagine a situation under their control. Everyone knows the rules, and more importantly, everyone plays according to the rules. Those rules may be childish, but they make sure that every child has a chance to win.

1.What is true about children when they play games?

A. They can stop playing any time they like.

B. They can test their personal abilities.

C. They want to pick a better team.

D. They don’t need rules.

2.To become a leader in a game the child has to _________.

A. be a useful partner

B. wait for his turn

C. be confident in himself

D. be popular among his playmates

3. Why does a child like playing games?

A. Because he can be someone other than himself.

B. Because he can become popular among friends.

C. Because he finds he is always lucky in games.

D. Because he likes the place where he plays a game.

4.Which is the best title for this passage?

A. Rules in Children’s Games

B. Advantages of Playing Games for Children

C. Reasons for Children’s Games

D. How to Be a Popular Game Player

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