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I would like to share with you a story of the monkey. In Thompson’s The Outline of Science there is a story about a scientist who ___1___ several chimpanzees and monkeys in order to ___2___ animal psychology. He took a glass bottle, ___3___ its cork (瓶塞) and put two peanuts inside the bottle. Needless to say, the peanuts dropped to the bottom of the bottle and were easily seen from the ___4___. He then passed the bottle to a monkey, who shook it __5____ for a long while and was ___6___ able to get the peanuts when they __7___ fell out. The scientist then put some peanuts into the bottle again ___8___ he had done before and showed the monkey that it only needed __9____ the bottle upside down for the peanuts to drop out. ___10___ the monkey always ignored his ___11___. Each time it just shook the bottle frantically, with great __12____ but without necessarily achieving __13____ result.
Now the question is why the monkey was unable to understand what the scientist instructs. __14___ because all its attention was focused on the peanuts. As it was simple-mindedly concentrating on reaching the food, it had no time for understanding ___15___ learning. To learn, it must take its eyes off the peanuts and shift its attention to the ___16___ mo9vement of the man and the ___17___ the bottle was turned upside down. To shift its attention, it had to ___18___ down and not be taken over by the impulse (诱惑) of its appetite. Yet the monkey was not able to understand this. It is instances like this __19____ reveal (提示) the monkey’s lack of ___20___.
1. A. kept B. raised C. fed D. caught
2. A. learn B. know C. study D. find
3. A. to move B. removed C. taking off D. having taken away
4. A. inside B. top C. upside D. outside
5. A. happily B. anxiously C. hurriedly D. easily
6. A. quite B. only C. of course D. not
7. A. suddenly B. accidentally C. occasionally D. quickly
8. A. as B. that C. what D. until
9. A. turning B. to be turned C. to turn D. being turned
10. A. But B. Then C. Therefore D. Thus
11. A. directions B. explanations C. performances D. instructions
12. A. effort B. strength C. power D. force
13. A. expecting B. interesting C. desired D. satisfying
14. A. Probably B. Likely C. Simply D. Nearly
15. A. nor B. and C. but D. instead of
16. A. gesture B. mouth C. hand D. eye
17. A. manner B. way C. method D. direction
18. A. sit B. get C. let D. calm
19. A. that B. which C. how D. what
20. A. speech B. ability C. training D. wisdom
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By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me 16 . I just had to get through one of the hardest days of the school year.
The morning bell rang. I walked 17 through the cold into the overly heated school building. Twenty-two smiling faces 18 me at the school bus stop. I forced myself to 19 their smiles. Back into the classroom, they 20 , comparing plans for the 21 . I had to remove one student from each arm 22 I could take a seat at my desk for my morning duties. Before I could find my roll book（点名册） my desk was covered with 23 and gifts followed by a 24 of “Merry Christmas” wishes.
“Oh, thank you,” I must have 25 a million times. Each gift was truly special to me, except my 26 mood. It was kind of them to 27 me. After a while, I heard a small nervous 28 say my name. I looked up to see Brandon standing 29 by my desk, holding a small, round gift. “This is for you.”
“Thank you, Sweetheart.” I laid it on my desk with the others.
“Um, could you 30 it now?”
I gently tore at the paper and tape. “ 31 ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament（装饰物）, complete with a hook already 32 . It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my 33 back.
Later that day, I sat 34 the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as I 35 pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.
1..
A. excited B. tired C. amazed D. relaxed
2..
. A. eagerly B. aimlessly C. gently D. heavily
3..
A. watched B. greeted C. delighted D. warned
4..
A. return B. forget C. ignore D. refuse
5..
A. calmed B. settled C. chatted D. argued
6..
A. study B. weekend C. vacation D. lesson
7..
A. before B. when C. after D. because
8..
A. letters B. books C. chalks D. cards
9..
A. knowledge B. collection C. series D. bunch
10..
A. confirmed B. assessed C. responded D. explained
11..
A. pleased B. low C. thrilled D. angry
12..
A. talk about B. think of C. turn to D. connect with
13..
A. call B. sound C. shout D. voice
14..
A. shyly B. bravely C. rudely D. sadly
15..
A. classify B. collect C. open D. check
16..
A. Careful B. Dangerous C. Patient D. Hasty
17..
A. exposed B. adapted C. adjusted D. attached
18..
A. trees B. hooks C. gifts D. tears
19..
A. looking into B. turning over C. giving away D. packing up
20..
A. anxiously B. hurriedly C. delicately D. casually
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It worried her a bit that her hair_______ grey.
A. was turning B. has turned C. turns D. will turn
查看习题详情和答案>>By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me 36 . I just had to get through one of the hardest days of the school year.
The morning bell rang. I walked 37 through the cold into the overly heated school building. Twenty-two smiling faces 38 me at the school bus stop. I forced myself to 39 their smiles. Back into the classroom, they 40 , comparing plans for the 41 . I had to remove one student from each arm 42 I could take a seat at my desk for my morning duties. Before I could find my roll book（点名册） my desk was covered with 43 and gifts followed by a 44 of “Merry Christmas” wishes.
“Oh, thank you,” I must have 45 a million times. Each gift was truly special to me, except my 46 mood（情绪）. It was kind of them to 47 me. After a while, I heard a small nervous 48 say my name. I looked up to see Brandon standing 49 by my desk, holding a small, round gift. “This is for you.”
“Thank you, Sweetheart.” I laid it on my desk with the others.
“Um, could you 50 it now?”
I gently tore at the paper and tape. “ 51 ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament（装饰物）, complete with a hook already 52 . It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my 53 back.
Later that day, I sat 54 the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as I 55 pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.
1.A. excited B. tired C. amazed D. relaxed
2.A. eagerly B. aimlessly C. gently D. heavily
3.A. watched B. greeted C. delighted D. warned
4.A. return B. forget C. ignore D. refuse
5.A. calmed B. settled C. chatted D. argued
6.A. study B. weekend C. vacation D. lesson
7.A. before B. when C. after D. because
8.A. letters B. books C. chalks D. cards
9.A. knowledge B. collection C. series D. bunch
10.A. confirmed B. assessed C. responded D. explained
11.A. pleased B. low C. thrilled D. angry
12.A. talk about B. think of C. turn to D. connect with
13.A. call B. sound C. shout D. voice
14.A. shyly B. bravely C. rudely D. sadly
15.A. classify B. collect C. open D. arrange
16.A. Careful B. Dangerous C. Patient D. Hasty
17.A. exposed B. adapted C. adjusted D. attached
18.A. trees B. hooks C. gifts D. tears
19.A. looking into B. turning over C. giving away D. packing up
20.A. anxiously B. hurriedly C. delicately D. casually
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With no one to________in such a frightening situation，the girl felt very helpless.
|
A．turn to |
B．turn on |
|
C．turn off |
D．turn down |
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