题目内容

He knew his colors and shapes, he learned more than 100 English words, and with his own brand of one-liners he established (确立) himself in TV shows, scientific reports, and news articles as perhaps the world’s most famous talking bird.

But last week, Alex, an African parrot, died, obviously of natural causes, said Dr Irene Pepperberg, an expert at Brandeis University and Harvard who studied and worked with the parrot for most of its life and published reports of his progress in scientific journals. The parrot was 31.

Scientists have long debated whether any other species can develop the ability to learn human language. Alex’s language ability was, in some ways, more surprising than the efforts of those animals that have been taught, like Koko, the gorilla (猩猩) trained by Penny Patterson at the Gorilla Foundation in Woodside, or Washoe, another gorilla studied by R. Allen and Beatrice Gardner at the University of Nevada in the 1960s and 1970s.

When Dr Pepperberg, who was then a doctoral student in chemistry at Harvard, found Alex was good at remembering words in a pet store in 1977 and bought it, scientists had little expectation that birds could learn to communicate with humans. Most of the research had been done on pigeons, and was not promising.

But by using novel methods of teaching, Dr Pepperberg taught Alex to learn about 150 words, which he could put into categories. He could count small numbers and tell colors and shapes. “The work changed the way we think of bird brains,” said Diana Reiss, a psychologist at Hunter College who works with dolphins and elephants. “We used to look down upon those birds, but now we look at those brains — at least Alex’s — with some awe.”

1.Alex is very famous because ________.

A. it died of a strange disease

B. it lived longer than any other parrot

C. it hosted many famous TV shows

D. it has a special talent in learning human language

2.What was the direct reason why Dr Pepperberg bought Alex?

A. He found it was good at remembering words.

B. He liked its colors and shapes.

C. He wanted to do research on birds.

D. Diana Reiss asked him to do that.

3.What does the underlined word “novel” mean in the last paragraph?

A. Special. B. New.

C. Great. D. Unique.

4.According to the last paragraph, we can learn that ________.

A. people used to think dolphins were the cleverest

B. Alex’s ability of learning human language has changed some researchers’ ideas about birds

C. elephants are better at learning human language

D. birds’ great ability in learning human language has already been noticed before

5.What would be the best title for this passage?

A. Who are cleverer, birds or gorillas?

B. A famous talking bird died

C. Have you ever talked with a bird?

D. The keeper of a famous bird

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Can training Your Working Memory Make You Smarter?

We would all like to increase our cognitive(认知的)ability beyond the limits set by Mother Nature. So it’s no wonder that brain-training programmes—which typically focus on training our working memory—are a multibillion-dollar industry. But can this kind of training really make us smarter?

Cognitive training sees the brain as a kind of muscle that can be made stronger with the right kind of practice. It consists of tasks or games carried out on computers or smart phones. Despite much research, there has so far been no agreement about its effectiveness. Some think that cognitive training increases a broad range of cognitive abilities, while others less optimistic.

Yet we do know that some cognitive skills, such as working memory and intelligence, tend to go together and are predictors of real-life skills such as work performance. Thus, training one cognitive skill might lead to an improvement in many other cognitive and non-cognitive skills. That is exactly the underlying hypothesis(假设)on which working-memory training is based.

To test this hypothesis, we examined all the studies about working-memory training we could find with normally developing children: 26 experiments and 1,601 total participants. Children represent an ideal test group: during childhood, skills are still at the beginning of their development. Thus, cognitive training is more likely to succeed with children than adults.

The results were very clear. Working-memory training did not show any effect on children’s fluid intelligence, a person’s ability to solve new problems and adapt to new situations. It didn’t influence their academic achievement or other cognitive abilities, either. The only reliable effect was that children got better at what they trained to do. No more, no less. So performing working-memory tasks does seem to make you better at doing them. Nonetheless, the fact that participants got better at such tasks does not necessarily mean that their working-memory ability increased. They may just have learnt how to perform that particular type of task.

The results do indicate that the use of working-memory training programs as an educational tool is fruitless. More generally, together with other research, the results contribute to disproving cognitive training companies promises of a better brain.

The results have even more important implications theoretically. They question the hypothesis that training general cognitive mechanisms can affect other cognitive or real-life skills. Beyond working-memory training, other recent studies have shown the improving cognitive skills outside music-including academic skills.

However, these negative results must not discourage us from training our cognitive and non-cognitive skills. We just have to be aware of the actual limitations of such practice in areas outside what we are actually training. But that doesn’t mean we shouldn’t do it-the most efficient way to develop a skill is, after all, to train that skill.

1.To find out the effect of working memory training, the author ________.

A. made some scientific studies

B. reviewed the previous research

C. compared different test groups

D. got some children involved in the experiment

2.Children joining in the experiments were able to __________.

A. do better in the field where they are trained

B. obtain greater academic achievements

C. adjust to new situations quickly

D. succeed when they deal with real life problems

3.What is the author’s attitude toward the cognitive training?

A. Pessimistic B. Disapproving

C. Objective D. Optimistic

4.Cognitive training is likely to _______ according to the passage.

A. discover the secrets of human minds

B. make one’s brain stronger by way of practice

C. earn a good name for the training company

D. bring much profit to the training companies

Last March my dad told us that there was a chance he would be deployed (部署,派遣)overseas. My brother and I didn't think anything of it and forgot his _____. Two weeks later, Dad didn't come home on time. We didn't think it was serious _____it wasn't the first time. We waited, and _____at midnight Dad came in. We asked where he'd been. He just _______, “I am leaving tomorrow for Afghanistan(阿富汗).”

Hearing that, we were in _____, thinking that this could not be happening to us. But when he started _____ his desert uniforms we knew it was for real.
He sat us all down and my brothers and I had a discussion about _____ we were going to do while he was away. And then we _____ and helped him get ready. We _____his uniforms and talked more about what we needed to do. We didn't get to sleep ______ 4 a.m. Therefore, my dad called school to _____ we were not going to be there that day.

We took off for Madison _____he would check in and get ready to leave. When we got there the official told us that he _____ leave until 5 p.m. We had our last _____together and then headed to the airport. We were told it was time to leave. We hugged him and said _____.

“_____is going to happen to me, and I love you,” he said. Then he was _____. We left the airport not saying anything to each other.

My dad is _____gone, and he won't be home for a while. He talks to us ____ on the phone. I hope that my story makes you think about your own family now and what _____to you.

1.A. promise B. words C. birthday D. appointment

2.A. when B. though C. that D. since

3.A. finally B. gradually C. constantly D. actually

4.A. whispered B. wept C. replied D. screamed

5.A. excitement B. shock C. relief D. peace

6.A. packing B. wearing C. searching D. mending

7.A. how B. when C. whether D. what

8.A. woke up B. cheered up C. stayed up D. turned up

9.A. removed B. ironed C. sewed D. chose

10.A. until B. over C. in D. after

11.A. confirm B. announce C. deny D. explain

12.A. when B. that C. where D. why

13.A. couldn’t B. wouldn’t C. needn’t D. mustn’t

14.A. meal B. weekend C. talk D. lesson

15.A. apology B. hello C. thanks D. good-bye

16.A. Anything B. Everything C. Nothing D. Something

17.A. missing B. gone C. lost D. puzzled

18.A. still B. even C. ever D. yet

19.A. seriously B. frequently C. loudly D. occasionally

20.A. belongs B. appeals C. counts D. happens

When you go to St. Petersburg, the number of attractions can seem large. If you are short of time, or just want to make sure to hit the highlights, these are the top must-see sights in St, Petersburg.

● The Hermitage Museum

The Hermitage Museum is one of the most important sights to see for any visitor to St. Petersburg. There are lots of different paintings by the old masters in the Hermitage. Prepare to come face-to-face with classic Western artists.

● Kizhi Island

Kizhi Island is an open-air museum of wooden architecture from the Karelia Region of Russia. These impressive structures are made entirely without nails - the wood fits together with joints and grooves (沟槽).

● Peterhof

Peterhof is as beautiful as it is fun. You’ll be charged for admission, but go to Petethof when the fountains are working-during the day in the summer. They are shut off in winter evenings,

● The Church of Our Savior on the Spilt Blood

Love it or hale it, the Church of Our Savior on the Spilt Blood in St. Petersburg is an enthralling must-see sight. The beautiful look may make y our eyes brighten, and the painting inside the church will make you say “Wow!”

● The Bronze Horseman Statue

The so-called Bronze Horseman is a part of Russian culture and a symbol of St, Petersburg. Made famous by Alexander Pushkin, this statue of Peter the Great sitting on his horse can truly show Peter the Great’s influence on the Russian idea of greatness.

1.If you are interested in paintings, you'd better go to ______

A. Peterhof arid Kizhi Island

B. the Hernatage Museum and Peterhof

C. Kizhi Island and the Church of Our Savior on the Spilt Blood

D. the hermitage Museum and the Church of Our Savior on the Spilt Blood

2.We can learn from the passage that ______

A. visitors can visit Peterhof for free

B. the buildings of Kizhi Island are made of wood

C. the fountains in Peterhof can be seen all year round

D. the largest collection of Russian arts is in the Hermitage Museum

3.The main purpose of the passage is to ______

A. show the wonderful history of Russia

B. persuade artists to study St. Petersburg

C. recommend the famous buildings in Russia

D. introduce the must-see sights in St. Petersburg

Our library offers different types of studying places and provides a good studying environment.

Zones

The library is divided into different zones. The upper floor is a quiet zone with over a thousand places for silent reading, and places where you can sit and work with your own computer. The reading places consist mostly of tables and chairs. The ground floor is the zone where you can talk. Here you can find sofas and armchairs for group work.

Computers

You can use your own computer to connect to the wi-fi specially prepared for notebook computers; your can also use library computers, which contain the most commonly used applications, such as Microsoft Office. They are situated in the area known as the Experimental Field on the ground floor.

Group-study places

If you want to discuss freely without disturbing others, you can book a study room or sit at a table on the ground floor. Some study rooms are for 2-3 people and others can hold up to 6-8 people. All rooms are marked on the library maps.

There are 40 group-study rooms that must be booked via the website. To book, you need an active University account and a valid University card. You can use a room three hours per day, nine hours at most per week.

Storage of Study Material

The library has lockers for students to store course literature. When you have obtained at least 40 credits(学分), you may rent a locker and pay 400 SEK for a year’s rental period.

Rules to be Followed

Mobile phone conversations are not permitted anywhere in the library. Keep your phone on silent as if you were in a lecture and exit the library if you need to receive calls.

Please note that food and fruit are forbidden in the library, but you are allowed to have drinks and sweets with you.

1.The library’s upper floor is mainly for students to .

A. read in a quiet place B. have group discussions

C. take comfortable seats D. get their computers fixed

2.Library computers on the ground floor .

A. help students with their field experiments

B. contain software necessary for schoolwork

C. are for those who want to access the wi-fi

D. are mostly used for filling out application forms

3.What condition should be met to book a group-study room?

A. A group must consist of 8 people

B. Three-hour use per day is the minimum

C. One should first register at the university

D. Applicants must mark the room on the map

4.A student can rent a locker in the library if he .

A. can afford the rental fee B. attends certain courses

C. has nowhere to put his books D. has earned the required credits

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